APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018
APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018
APAARI Webinar with Universities on Capacity Development for Agricultural Inn...apaari
APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 16 November 2017
Bringing Transformational Learning and Capacity Development to Universities i...apaari
Tropical Agricultural Platform (TAP): Facilitating capacity development (CD) for agricultural innovation in the Tropics by Martina Spisiakova, Consultant, Asia-Pacific Association of Agricultural Research Institutions (APAARI) on behalf of TAP Partners
Policy Dialogue: Strengthening Social and Sustainability Sciences in Higher E...apaari
Policy Dialogue: Strengthening Social and Sustainability Sciences in Higher Education, Research and Extension for Green, Climate Resilient Agri-Food Systems in ASEAN to Meet SDGs
C2.1. Tertiary Education for Agriculture Mechanism. TEAM-AfricaGCARD Conferences
This document outlines challenges facing tertiary agriculture education (TAE) in Africa and plans to transform it. It discusses the vision of TEAM-Africa to [1] conduct self-assessments of TAE institutions and develop strategic plans, [2] coordinate development partners to support priorities, and [3] form education groups to engage TAE in national agricultural plans. The way forward includes applying this model in other regions and creating a global community to strengthen links between education, research, and agricultural development.
Outcome of the online consultation of USAID, Aligning Research Investments to...Francois Stepman
18-20 April 2017. Aligning Research Investments to the Global Food Security Strategy (GFSS): A Three-Day AgExchange on Nutrition, Resilience and Agriculture-Led Economic Growth
Over 400 development and research professionals in more than 30 countries followed and/or contributed to the discussion on research investments in resilience, nutrition, and agriculture-led economic growth. A team of experts is currently carefully reviewing each and every comment to inform the drafting of the GFSS research strategy.
European Engagement and the PAEPARD Users’ Led Process: Implications for Deve...Francois Stepman
This document summarizes a study on the PAEPARD Users' Led Process (ULP) and its implications for agricultural research and development partnerships between Europe and Africa. The study found that while ULP dialogues help identify user priorities, they are not sufficient for building long-term partnerships which require consistent funding and trust over time. Bringing together diverse stakeholders from research and non-research backgrounds strengthens capacities and speeds up innovation, but managing such partnerships is challenging due to differences in agendas, communication, and engagement over the long process. Overall, ULPs can foster productive multi-stakeholder research partnerships if funding constraints are addressed and European participation is enhanced.
APAARI Webinar with Universities on Capacity Development for Agricultural Inn...apaari
APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 16 November 2017
Bringing Transformational Learning and Capacity Development to Universities i...apaari
Tropical Agricultural Platform (TAP): Facilitating capacity development (CD) for agricultural innovation in the Tropics by Martina Spisiakova, Consultant, Asia-Pacific Association of Agricultural Research Institutions (APAARI) on behalf of TAP Partners
Policy Dialogue: Strengthening Social and Sustainability Sciences in Higher E...apaari
Policy Dialogue: Strengthening Social and Sustainability Sciences in Higher Education, Research and Extension for Green, Climate Resilient Agri-Food Systems in ASEAN to Meet SDGs
C2.1. Tertiary Education for Agriculture Mechanism. TEAM-AfricaGCARD Conferences
This document outlines challenges facing tertiary agriculture education (TAE) in Africa and plans to transform it. It discusses the vision of TEAM-Africa to [1] conduct self-assessments of TAE institutions and develop strategic plans, [2] coordinate development partners to support priorities, and [3] form education groups to engage TAE in national agricultural plans. The way forward includes applying this model in other regions and creating a global community to strengthen links between education, research, and agricultural development.
Outcome of the online consultation of USAID, Aligning Research Investments to...Francois Stepman
18-20 April 2017. Aligning Research Investments to the Global Food Security Strategy (GFSS): A Three-Day AgExchange on Nutrition, Resilience and Agriculture-Led Economic Growth
Over 400 development and research professionals in more than 30 countries followed and/or contributed to the discussion on research investments in resilience, nutrition, and agriculture-led economic growth. A team of experts is currently carefully reviewing each and every comment to inform the drafting of the GFSS research strategy.
European Engagement and the PAEPARD Users’ Led Process: Implications for Deve...Francois Stepman
This document summarizes a study on the PAEPARD Users' Led Process (ULP) and its implications for agricultural research and development partnerships between Europe and Africa. The study found that while ULP dialogues help identify user priorities, they are not sufficient for building long-term partnerships which require consistent funding and trust over time. Bringing together diverse stakeholders from research and non-research backgrounds strengthens capacities and speeds up innovation, but managing such partnerships is challenging due to differences in agendas, communication, and engagement over the long process. Overall, ULPs can foster productive multi-stakeholder research partnerships if funding constraints are addressed and European participation is enhanced.
This document provides an overview of the International Institute for Sustainable Development's Environmental Impact Assessment online learning platform. It describes the goal of the platform, which is to build capacity for key aspects of environmental impact assessment in countries that are part of the Central America Free Trade Agreement. The platform covers the basic steps of the environmental impact assessment process, provides examples and case studies, and aims to help users understand best practices in impact assessment.
Public private partnerships (PPPs) at CIAT involve voluntary alliances between public and private sectors to work together on areas of common interest. A PPP requires clear objectives and definitions of roles. Current PPPs at CIAT's Agronatura Science Park include FLAR for rice research across Latin America, CLAYUCA for cassava, and FLIPA for oil palm sustainability. PPPs provide benefits like shared costs, access to new knowledge, and pursuing long term research goals.
Limits to the applicability of the innovation platform approach for agricultural development in West Africa: Socio-economic factors constrain stakeholder engagement and confidence by Ashley D. Sparrowa, (CSIRO Land and Water, Private Bag 5, Wembley, WA 6913, Australia) & Adama Traoré (Association pour la Promotion de l'Elevage au Sahel et en Savane (APESS), General Secretariat, 04, BP 590 Ouagadougou 04, Burkina Faso)
https://doi.org/10.1016/j.agsy.2017.05.014
This document summarizes an ongoing 4-year project between Agrinatura and the European Commission to conduct value chain analyses (VCAs) in developing countries from 2016-2020. The project aims to provide robust diagnoses and monitoring of value chains through a quantitative toolkit focusing on economic, social, and environmental sustainability. So far, 7 VCA studies have been launched in countries like Cambodia, Zambia, Sierra Leone, and Ivory Coast. The project is managed by a unit based in Brussels and implemented by experts from Agrinatura member organizations using a standardized multidisciplinary methodology. The methodology assesses economic growth and inclusiveness, social sustainability across several domains, and environmental sustainability through life cycle assessment. Progress
GCARD2: Briefing paper North-South and South-South Collaborative ActionsGCARD Conferences
The Forum for Agricultural Research in Africa (FARA) and the European Forum on Agricultural Research for Development (EFARD) through The European Alliance on Agricultural Knowledge for Development (AGRINATURA), joined forces in the implementation of the Platform for African-European Partnership on Agricultural Development (PAEPARD), established with funding from the European Union. Among the problems addressed by PAEPARD are: insufficient capacities of African agricultural knowledge organisations, at regional and national levels, on multi-stakeholder partnership for innovation systems; lack of effective linkages between research, extension and rural development.
Visit the conference site for more information: http://www.egfar.org/gcard-2012
Le Forum pour le Recherche Agricole en Afrique (FARA) et le Forum Européen sur le Recherche Agricole pour le Développement (EFARD) à travers l’Alliance Européenne sur la Connaissance Agricole pour le Développement (AGRINATURA) ont joint leurs efforts dans la mise en place de la Plate forme pour le partenariat Afrique-Europe sur le Développement Agricole (PAEPARD), élaborée avec le financement de l’Union Européenne. Parmi les problèmes abordés par la PAERPARD on peut citer : la faible capacité des Organisations Africaines de Connaissance Agricole, aux niveaux régional et national, et sur le partenariat multi-acteurs pour les systèmes d’innovation ; le manque de relations effective entre la recherche, la vulgarisation et le développement rural.
Visitez le site web de la GCARD2 pour plus d'informations: http://www.egfar.org/gcard-2012
The document discusses PAEPARD II, a project that aims to strengthen multi-stakeholder partnerships for agricultural research and development between Africa and Europe. It outlines the objectives, approach, and activities of the project, including establishing consortia around common themes, facilitating partnership development, and providing tools and capacity strengthening. Challenges in partnership building are also summarized, such as the time needed to engage stakeholders and differences in organizational culture. Plans for PAEPARD III are then briefly presented.
The document discusses renovating agricultural technical and vocational education and training (Agric-TVET) systems in Africa. It provides context on the global challenges facing Agric-TVET systems, including a growing rural population, the need to professionalize farming, and the small size and fragmented nature of existing systems. It then summarizes two ongoing national experiences in Cameroon and Madagascar to renovate their Agric-TVET systems. Finally, it outlines elements from a workshop on creating and implementing Agric-TVET systems, and introduces the FAR International Network which aims to support reflection and action on Agric-TVET.
PlanetUnderPressure_Conference_London_Youth Perspectives on Promoting Green E...Tek Jung Mahat
International Centre for Integrated Mountain Development held virtual consultations and workshops in Asia Pacific mountains regarding promoting a green economy. Case studies from countries in the HKH, Southeast Asia, and Central Asia regions found that community-based natural resource management provided environmental and economic benefits but implementation challenges remain. Youth emphasized the need for capacity building, establishing expectations from Rio+20, and shifting to a managerial role in sustainability processes.
This document proposes the PROIntensAfrica project, which aims to develop a long-term research partnership between Europe and Africa to promote sustainable agricultural intensification. It would do so by building a scientific agenda, mapping existing research, establishing governance structures, and creating communication strategies. The project is organized into work packages to coordinate the partnership, identify effective agricultural pathways, build on current initiatives, establish rules for participation, engage policymakers, and ensure impact. The overall goal is to improve food security in Africa through sustainable intensification of agro-food systems.
1) AFAAS was established to support knowledge sharing and capacity building for agricultural extension and advisory services across Africa.
2) It has helped establish national country forums in over 40 African countries to facilitate coordination and planning of advisory services.
3) AFAAS also leads knowledge management initiatives like organizing symposia, studies on topics like gender and climate change, and maintaining an online platform for sharing information.
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...Iwl Pcu
This document discusses knowledge management strategies for cooperation on transboundary river, groundwater, and lake basin management. It provides examples of how organizations like The Nature Conservancy, World Wildlife Fund, and IUCN leverage knowledge between river basins through partnerships, training, and networking. Effective knowledge management involves identifying, sharing, and adopting insights through strategies tailored for stakeholders.
"Scaling up Agricultural Technologies" by Johannes F. Linn, Emerging Markets Forum and Brookings. Presented at Food Security in a World of Growing Natural Resource Scarcity event hosted by IFPRI on February 12, 2014.
How-to Guide: Campus Green Fund ImplementationMieko Ozeki
The document provides guidance on establishing and managing a Campus Green Fund (CGF). It outlines key steps in four phases: design and campaign, implementation and management, education and outreach, and evaluation and reporting. CGFs fund sustainability projects on college campuses and have grown in popularity over the last decade as a way to finance initiatives when budgets are tight. The guide offers best practices from institutions with established CGFs to help others launch and maintain successful funds.
Advances of the AU-EU FNSSA Partnership towards Food Systems TransformationFrancois Stepman
23-25 January 2024. Joint SCAR workshop: “Research needs and priorities for the transformation to Sustainable Food Systems (SFS) at European and global level”
https://paepard.blogspot.com/2024/01/research-needs-and-priorities-for.html
CCAFS East Africa CANA Training PresentationCANAAFRICA
This a presentation by CCAFS East Africa during the CANA partners training.
The presentation highlights the different areas the program works in across East Africa.
This document provides an overview of the International Institute for Sustainable Development's Environmental Impact Assessment online learning platform. It describes the goal of the platform, which is to build capacity for key aspects of environmental impact assessment in countries that are part of the Central America Free Trade Agreement. The platform covers the basic steps of the environmental impact assessment process, provides examples and case studies, and aims to help users understand best practices in impact assessment.
Public private partnerships (PPPs) at CIAT involve voluntary alliances between public and private sectors to work together on areas of common interest. A PPP requires clear objectives and definitions of roles. Current PPPs at CIAT's Agronatura Science Park include FLAR for rice research across Latin America, CLAYUCA for cassava, and FLIPA for oil palm sustainability. PPPs provide benefits like shared costs, access to new knowledge, and pursuing long term research goals.
Limits to the applicability of the innovation platform approach for agricultural development in West Africa: Socio-economic factors constrain stakeholder engagement and confidence by Ashley D. Sparrowa, (CSIRO Land and Water, Private Bag 5, Wembley, WA 6913, Australia) & Adama Traoré (Association pour la Promotion de l'Elevage au Sahel et en Savane (APESS), General Secretariat, 04, BP 590 Ouagadougou 04, Burkina Faso)
https://doi.org/10.1016/j.agsy.2017.05.014
This document summarizes an ongoing 4-year project between Agrinatura and the European Commission to conduct value chain analyses (VCAs) in developing countries from 2016-2020. The project aims to provide robust diagnoses and monitoring of value chains through a quantitative toolkit focusing on economic, social, and environmental sustainability. So far, 7 VCA studies have been launched in countries like Cambodia, Zambia, Sierra Leone, and Ivory Coast. The project is managed by a unit based in Brussels and implemented by experts from Agrinatura member organizations using a standardized multidisciplinary methodology. The methodology assesses economic growth and inclusiveness, social sustainability across several domains, and environmental sustainability through life cycle assessment. Progress
GCARD2: Briefing paper North-South and South-South Collaborative ActionsGCARD Conferences
The Forum for Agricultural Research in Africa (FARA) and the European Forum on Agricultural Research for Development (EFARD) through The European Alliance on Agricultural Knowledge for Development (AGRINATURA), joined forces in the implementation of the Platform for African-European Partnership on Agricultural Development (PAEPARD), established with funding from the European Union. Among the problems addressed by PAEPARD are: insufficient capacities of African agricultural knowledge organisations, at regional and national levels, on multi-stakeholder partnership for innovation systems; lack of effective linkages between research, extension and rural development.
Visit the conference site for more information: http://www.egfar.org/gcard-2012
Le Forum pour le Recherche Agricole en Afrique (FARA) et le Forum Européen sur le Recherche Agricole pour le Développement (EFARD) à travers l’Alliance Européenne sur la Connaissance Agricole pour le Développement (AGRINATURA) ont joint leurs efforts dans la mise en place de la Plate forme pour le partenariat Afrique-Europe sur le Développement Agricole (PAEPARD), élaborée avec le financement de l’Union Européenne. Parmi les problèmes abordés par la PAERPARD on peut citer : la faible capacité des Organisations Africaines de Connaissance Agricole, aux niveaux régional et national, et sur le partenariat multi-acteurs pour les systèmes d’innovation ; le manque de relations effective entre la recherche, la vulgarisation et le développement rural.
Visitez le site web de la GCARD2 pour plus d'informations: http://www.egfar.org/gcard-2012
The document discusses PAEPARD II, a project that aims to strengthen multi-stakeholder partnerships for agricultural research and development between Africa and Europe. It outlines the objectives, approach, and activities of the project, including establishing consortia around common themes, facilitating partnership development, and providing tools and capacity strengthening. Challenges in partnership building are also summarized, such as the time needed to engage stakeholders and differences in organizational culture. Plans for PAEPARD III are then briefly presented.
The document discusses renovating agricultural technical and vocational education and training (Agric-TVET) systems in Africa. It provides context on the global challenges facing Agric-TVET systems, including a growing rural population, the need to professionalize farming, and the small size and fragmented nature of existing systems. It then summarizes two ongoing national experiences in Cameroon and Madagascar to renovate their Agric-TVET systems. Finally, it outlines elements from a workshop on creating and implementing Agric-TVET systems, and introduces the FAR International Network which aims to support reflection and action on Agric-TVET.
PlanetUnderPressure_Conference_London_Youth Perspectives on Promoting Green E...Tek Jung Mahat
International Centre for Integrated Mountain Development held virtual consultations and workshops in Asia Pacific mountains regarding promoting a green economy. Case studies from countries in the HKH, Southeast Asia, and Central Asia regions found that community-based natural resource management provided environmental and economic benefits but implementation challenges remain. Youth emphasized the need for capacity building, establishing expectations from Rio+20, and shifting to a managerial role in sustainability processes.
This document proposes the PROIntensAfrica project, which aims to develop a long-term research partnership between Europe and Africa to promote sustainable agricultural intensification. It would do so by building a scientific agenda, mapping existing research, establishing governance structures, and creating communication strategies. The project is organized into work packages to coordinate the partnership, identify effective agricultural pathways, build on current initiatives, establish rules for participation, engage policymakers, and ensure impact. The overall goal is to improve food security in Africa through sustainable intensification of agro-food systems.
1) AFAAS was established to support knowledge sharing and capacity building for agricultural extension and advisory services across Africa.
2) It has helped establish national country forums in over 40 African countries to facilitate coordination and planning of advisory services.
3) AFAAS also leads knowledge management initiatives like organizing symposia, studies on topics like gender and climate change, and maintaining an online platform for sharing information.
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...Iwl Pcu
This document discusses knowledge management strategies for cooperation on transboundary river, groundwater, and lake basin management. It provides examples of how organizations like The Nature Conservancy, World Wildlife Fund, and IUCN leverage knowledge between river basins through partnerships, training, and networking. Effective knowledge management involves identifying, sharing, and adopting insights through strategies tailored for stakeholders.
"Scaling up Agricultural Technologies" by Johannes F. Linn, Emerging Markets Forum and Brookings. Presented at Food Security in a World of Growing Natural Resource Scarcity event hosted by IFPRI on February 12, 2014.
How-to Guide: Campus Green Fund ImplementationMieko Ozeki
The document provides guidance on establishing and managing a Campus Green Fund (CGF). It outlines key steps in four phases: design and campaign, implementation and management, education and outreach, and evaluation and reporting. CGFs fund sustainability projects on college campuses and have grown in popularity over the last decade as a way to finance initiatives when budgets are tight. The guide offers best practices from institutions with established CGFs to help others launch and maintain successful funds.
Similar to APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018
Advances of the AU-EU FNSSA Partnership towards Food Systems TransformationFrancois Stepman
23-25 January 2024. Joint SCAR workshop: “Research needs and priorities for the transformation to Sustainable Food Systems (SFS) at European and global level”
https://paepard.blogspot.com/2024/01/research-needs-and-priorities-for.html
CCAFS East Africa CANA Training PresentationCANAAFRICA
This a presentation by CCAFS East Africa during the CANA partners training.
The presentation highlights the different areas the program works in across East Africa.
This document outlines a blended learning program developed by the Food and Agriculture Organization of the United Nations (FAO) to support food security professionals in Africa. The program partnered with two regional organizations, COMESA and ECOWAS, to design online and in-person training to strengthen capacities for food security analysis, policy, and emergency response. Over 100 professionals participated in online courses and nearly 100 attended regional workshops. Participant feedback was positive and some countries reported applying what they learned to establish food security teams and policies. Lessons included the importance of needs assessments, blended learning approaches, and collaborative skills building. The FAO will continue supporting regional partners to expand these programs.
The document summarizes the progress and achievements of the CGIAR Research Program on Policies, Institutions, and Markets (PIM) in its first full year of work in 2013. Key points include:
- PIM restructured its work into 7 flagship projects and 1 cross-cutting flagship addressing gender, partnerships, and capacity building.
- Research activities produced publications and discussion papers while some results were applied. Relationships with partners were strengthened.
- Achievements under each flagship project are described, including new modeling work, data collection on agricultural investments, and learning platforms on technology adoption.
- The document reflects on lessons learned during PIM's initial implementation and discusses how indicators can be used
Presentation made by the GCP Director during the CGIAR Fund Council (FC) visit to CIMMYT (GCP's host), on the sidelines of the FC meeting in Mexico in May 2014.
Agents of Change in Capacity Development for Agricultural Innovation: The Val...Francois Stepman
The document discusses the role of facilitators in capacity development for agricultural innovation. It provides examples from projects in Benin and Rwanda.
In Benin, agricultural innovation facilitators helped establish a public-private partnership around soybean value chains. They mobilized relevant actors, ensured stakeholder ownership of projects, and facilitated equitable collaboration. This led to re-engineered soybean products and improved skills and organization among women processors.
In Rwanda, innovation facilitators were trained on skills like teamwork, stakeholder engagement, and assessment tools. They then facilitated participatory assessments to identify priority areas and capacity needs. This process increased understanding and commitment among stakeholders to address challenges in various value chains through capacity development.
Presented by Christophe Besacier and Robin Chazdon during Enhancing restoration capacities in African drylands: A decade for action session of GLF Africa
Session 6: Guidelines for rapporteurs and conveners FAO
Guidelines for rapporteurs and conveners - Session 6: Making research and science reach farmers and end users, Land and Water Days in Near East & North Africa, 15-18 December 2013, Amman, Jordan
14/09 + 15/09 LEAP4FNSSA Final writeshop, General Assembly and IRC Launch – towards an AU-EU International Research Consortium on Food and Nutrition Security and Sustainable Agriculture https://paepard.blogspot.com/2022/09/science-and-partnerships-for_15.html
A presentation included in the CCAFS webinar "Creating spaces for science-policy dialogue: Experiences from CCAFS" held on November 1, 2017. The aim of the webinar was to share lessons from CCAFS projects that have helped bridge the science-policy divide and better respond to the needs of policymakers with demand-led evidence creation.
Presented by: Edmond Totin
AgShare is a project funded by the Bill & Melinda Gates Foundation that aims to build an open system for sharing agricultural teaching and learning materials across African universities. It involves partnerships between universities, faculty, students, and content providers. The goal is to develop and distribute open educational resources that address gaps in African agriculture curriculums. Initial pilots are underway at four universities in Ethiopia, Uganda and Kenya. The project hopes to ultimately impact farmers' welfare by empowering students with openly licensed, localized agricultural content that can be integrated globally and drive change in African agriculture.
This document introduces OER Africa and AgShare, an initiative that promotes open educational resources (OER) in Africa. It discusses that OER has the potential to increase access to high-quality materials, reduce costs, and facilitate collaboration. AgShare specifically focuses on agricultural resources and uses a participatory action research approach involving students and stakeholders to co-create OER. Resources are hosted on the OER Africa website and focus on key agricultural institutions and value chains in several African countries. The next phase will strengthen critical value chains and involve dissemination of the AgShare methodology.
By Suresh Chandra Babu, Irene Annor Frempong, and Kwadwo Asenso-Okyere.
Presented at the ASTI-FARA conference Agricultural R&D: Investing in Africa's Future: Analyzing Trends, Challenges, and Opportunities - Accra, Ghana on December 5-7, 2011. http://www.asti.cgiar.org/2011conf
This document contains the proceedings from the conference "Innovation Systems for Resilient Livelihoods: Connecting Theory to Practice" held in Johannesburg, South Africa from August 26-28, 2013. The conference was organized by RAEIN-Africa and funded by DGIS of Netherlands to discuss innovation systems approaches for development. Over 100 participants from government, civil society, private sector, and universities in Southern Africa attended. The conference included sessions on the role of science, technology and innovation in development; practical experiences of technology development; and innovation in policy development and public participation. The proceedings provide insights from the conference, emerging challenges, conclusions and recommendations on strengthening co-innovation in the region.
This document contains the proceedings from the International Conference on Innovation Systems for Resilient Livelihoods: Connecting Theory to Practice held in Johannesburg, South Africa from August 26-28, 2013. The conference was organized by the Regional Agricultural and Environmental Initiative Innovations-Africa (RAEIN-Africa) and brought together a range of actors working on enabling innovation for agricultural development in southern Africa. It facilitated discussions on approaches, experiences and case studies related to using science, technology and innovation to alleviate poverty and promote resilient livelihoods. The proceedings document the presentations and discussions at the various conference sessions and identifies emerging challenges, conclusions, and policy considerations related to strengthening innovation systems and co-innovation approaches in the region.
Knowledge Management for more effective Agricultural Innovation Systems, October 18-19, 2018, Vientiane, Lao PDR
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
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Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
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The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018
1. The Tropical Agriculture Platform (TAP)
and the Common Framework on Capacity
Development for Agricultural Innovation
Manuela Bucciarelli
FAO Research & Extension Unit
TAP Secretariat
2. Capacity Needs in the Tropics:
G20 Establishes TAP
➢ Low and lower-middle income countries, which are mainly located in the tropics, often
lack capacities in support of agricultural innovation. To address this gap, the G20
launched the Tropical Agriculture Platform in 2012
➢ TAP functions as a multilateral facilitation mechanism to promote greater coherence
and impact of Capacity Development (CD) for Agricultural Innovation System (AIS)
➢ TAP has 45 partners, its governance structure includes a Steering Committee, a
Partners Assembly and a Secretariat (supported by FAO)
➢ Since 2015, the TAP Action Plan is supported by the EU-funded Capacity Development
for Agricultural Innovation Systems (CDAIS) project jointly implemented by Agrinatura
and FAO.
➢ In September, partners approved thee 2018 - 2021 TAP Action Plan
3. Achieving global coherence on CD for Agricultural
Innovation Systems: three pillars
Advocacy and
policy dialogue
Common
Framework
TAPipedia
knowledge hub
5. The TAP Framework
The Common Framework on Capacity Development(CD) for AIS
➢Promotes a shift of mind-set and attitudes
➢Provides concepts, principles, approaches and tools to
o better understand the AIS architecture
o assess CD needs
o plan and implement CD interventions
o monitor and evaluate CD interventions
➢Puts focus on facilitation, learning, documentation and
knowledge management for enabling innovation
6. The TAP Framework Products
Review Report: Review of existing resources on CD for AIS
Conceptual Background: Theory, concepts, principles, definitions
Guidance Note on Operationalization: Approach and tools
Synthesis Document: Summary
7. Agricultural Innovation System (AIS)
As agriculture
increasingly involves
complex interactions
among stakeholders
at multiple levels,
agricultural
innovation needs a
system perspective.
8. Functional capacities
The Common Framework identifies 4 + 1 key capacities for AIS to perform
effectively. These apply to all three dimensions of CD.
The 4 capacities on the left are the core of an overarching capacity to
adapt and respond in order to realize the potential of innovation
9. Dual pathway
System level: the focus is on the
functionalities and performance of
the system as a whole.
Innovation niche level: CD takes place
around specific innovation agendas, in
which actors of all types allocate time
and resources to achieve change.
The Common Framework proposes a dual pathway approach to CD for AIS. This
conceptual approach includes two aggregated processes: at system level and at
innovation niche level.
10. The CD for AIS Cycle
The Framework proposes a
CD cycle in 5 stages for the
operationalization of CD
interventions in AIS.
The CD cycle stimulates learning
and interactions between the 3
CD dimensions (individual,
organization, system).
11. Common Framework interactive
page on TAPipedia (www.tapipedia.org)
The Common Framework
concepts are presented in an
interactive way
13. Validation of the CF: Project
CDAIS project applies TAP CF and operates in 8 countries (Angola,
Bangladesh, Burkina Faso, Ethiopia, Guatemala, Honduras, Laos and Rwanda)
• innovation niche partnerships( initiated with the inception
workshops, marketplace/innovation platforms, policy dialogue
processes)
• national platforms to support capacities to innovate
Design, adaptation and use of global methodologies and tools
• Scoping studies
– participatory capacity needs assessments (CNA): niche & organizational levels
– national innovation facilitators who accompany changes
– learning cycles
– scheduled reflection and refinement events
• Integrated Monitoring, Evaluation and Learning Framework (MEL)
– coaching plans to measure changes at individual, organization and systems
level
14. TAP CD Framework applied with strong
stakeholder engagement in 8 countries
INCEPTION WORKSHOPS & CONSULTATIONS NEEDS AND BASELINE ASSESSMENTS
MARKETPLACESFACILITATOR TRAINING
15. Conclusions: potential role of the
Higher Education Sector
• Role of Higher Education in TAP: HE could use the Common Framework
methodologies and tools in teaching how to develop capacities for
innovation systems
• Role of HE in CDAIS countries: to help to institutionalize the framework,
methodologies, lessons learned into training curricula.
• In some countries university staff were trained as facilitators, so they could
also be engaged as individuals, or if they have competent staff they could
be contracted to assist in CD (for example act as trainers of
innovation facilitators)
18. Agricultural Education- Sharing
Global Experiences - GCHERA
Efforts & Experience
John J. Kennelly, President GCHERA. University of
Alberta, Canada
José Zaglul, President Emeritus, EARTH University,
Costa Rica
19. GCHERA Overview
➢GCHERA - Global Confederation of Higher
Education Associations for Agricultural and Life
Sciences (GCHERA.com)
➢Established 1998 - Initially membership made up
of individual agriculture/life sciences universities
➢2011 GCHERA membership structure changed to
national or regional associations membership
➢Through its member associations, GCHERA
represents over 900 agriculture and life science
universities/faculties across six continents
20. Current GCHERA Members
Continent Acronym Full Name
Africa
ANAFE African Network for Agriculture, Agroforestory and Natural Resources Education
RUFORUM Regional Universities Forum for Capacity Building in Agriculture
SAALSDA South African Agricultural and Life Sciences Deans Association
Americas
APLU Association of Public and Land-Grant Universities
ACFAVM Association of Canadian Faculties of Agriculture and Veterinary Medicine
ABEAS Brazilian Association for Higher Agricultural Education
AMEAS Asociación Mexicana de Educación Agrícola Superior
Asia
AAACU Asian Association of Agricultural Colleges and Universities
CASCADE
Central Asia and South Caucasus Consortium of Agricultural
Universities for Development
EPC-CAASS
Education Professional Committee (EPC), of the Chinese Association
of Agricultural Science Societies (CAASS)
IAUA Indian Agricultural Universities Association (IAUA)
SACA Society of Arab Colleges of Agriculture
Europe ICA Association for European Life Science Universities (ICA)
AGREENIUM French Agricultural, Veterinary and Forestry Institute
Oceania ACDA Australian Council of Deans of Agriculture (ACDA)
21. Mission of GCHERA
➢To encourage mutual understanding and global co-
operation among higher education associations and
their constituent member universities
➢to provide leadership in education, research
innovation and outreach in agricultural and life
sciences
➢To be a catalyst for the sharing and adoption of best
practices across its membership
23. GCHERA Engagement in Global Fora
GCHERA is a member of GFAR SC
CIHEAM-GCHERA Conference, Spain
GCHERA member of TAP SC
GFRAS Extension workshop, SA
24. GCHERA World Agriculture Prize
- two USD 100,000 awards in 2018
2018 Professor Eric Danquah, University of Ghana, Ghana
2018 Professor Rattan Lal, Ohio State University, USA
2017 Professor Dirk Inze, University of Ghent, Belgium
2016 Professor Dr. Lorne A. Babiuk, University of Alberta, Canada
2015 Professor Dr. R. Paul Singh, UC Davis, USA
2014 Professor Dr. Paul Vlek, University of Bonn, Germany,
2013 Professor Dr. Ronnie Coffman, Cornell University, USA
25. GCHERA Action Plan – Focus on Education
❑GCHERA to serve as a catalyst for the adoption
of best practices in university education with
particular emphasis on producing graduates
who are ethical leaders committed to helping
solve the major challenges facing the world in
the 21st century.
➢GCHERA’s 900 member universities provides a
rich source of best practices in curricula and
pedagogy
26. Why Focus on Education
• Education is the core mandate of universities, but
undergraduate education does not get the same
attention as research
• Quality of undergraduate education has limited impact
on many global university rankings
• High unemployment of graduates in some countries at
a time when there is a great need for graduates who
have the skills to help solve the grand challenges of
nutritional security and environmental sustainability
• Increased student enrolment in universities, but
graduates are often not well equipped to meet societal
challenges and employer requirements
27. Education as the Great Equalizer
“Education then, beyond all other devices of human
origin, is a great equalizer of the conditions of men -- the
balance wheel of the social machinery."
Horace Mann, pioneering American educator, 1848
“educating children is the straightest line to global peace
and prosperity. It may not be the fastest route, but there
is no more clear and direct way to resolve the tensions
between people and cultures than to ensure that people
are equipped with knowledge, creative thinking and a
sense of global citizenship.”
Winnie Byanyima, Oxfam International
28. University Education - Desired
Outcome from GCHERA Action Plan
Graduates have the ethical foundation,
knowledge, skills – especially
leadership, entrepreneurship and
creativity - to succeed in their future
careers as agents of positive change in
addressing global challenges in
agriculture and life sciences
29. Implementing the GCHERA Action Plan
• W.K. Kellogg Foundation (WKKF) is funding a 3-
year pilot project on undergraduate education
• Although the WKKF funding will be primarily
targeted at universities in Mexico and Haiti,
GCHERA will work with interested GCHERA
member associations to secure funding to expand
the project across its global network of
universities
• GCHERA is partnering with the American
University of Beirut and EARTH University in the
delivery of the project
30. EARTH University Overview
• The WKKF project was developed based on the EARTH
University model, but also drawing on best practices
from other university models
• EARTH University in Costa Rica has become an
international model for preparing ethical leaders who
are agents of positive change in addressing social,
economic and environmental challenges of the most
vulnerable regions of the world
• The Project on Transforming Higher Education was
designed to share the successes of EARTH University in
educating leaders that are positively impacting their
communities and the agricultural sector
31. Universities Can Help Change The World
Alumni impact
90% work in their countries of origin
75% had a positive and direct impact
on the agricultural sector, mainly by
increasing the efficiency of
agricultural production
87% have a direct and positive
impact on environmental issues
84% of respondents report having a
direct and positive impact on
social issues
20% have their own company
32. EARTH University’s Key Elements of Success
Experiential/participatory learning curricula
University engagement within the community
Entrepreneurial education and business
development
Ethical and value-based leadership
Decision-making based on problem solving, conflict
resolution through dialogue
Source: Dr Jim French, WKKF Project Director
33. Emphasize Student Learning
• Student Centered Learning
• Experiential Participatory Learning
Processes
• Student led learning activities –
entrepreneurial projects
Professor’s Role
• Facilitator of Learning
• Easily Accessible to students
• Model for students
• Students participate with faculty in
learning activities, extension and
community outreach and in research
Focus on Learning Environment
34. The pilot universities will review curricula and pedagogy with a
view to providing the optimal learning environment for students
Participating universities will adopt new curricula, community
engagement policies, and revise traditional resource allocations
to reflect their accountability to community change and
engagement.
The universities will be broadly showcased so that their success
prompts other universities to follow the model
As the first institutions demonstrate their success we expect
others will join so that eventually the change agenda will be
adopted by many GCHERA universities around the world
EXPECTED CHANGE PROCESS at PARTIPATING UNIVERSITIES
Source: Dr Jim French, WKKF Project Director
35. 1. Pilot Project – change in participating universities
Change in learning process inspired by EARTH University success
2. GCHERA Global Network
• Promote change on global scale through GCHERA member associations
• Work with GCHERA member associations to secure funding to expand the project
3. Communications and Knowledge Dissemination
• Regular project updates throughout the life of the project.
• Knowledge dissemination through webinars, workshops, and other media
4. Evaluation Framework
• Measuring success in institutional change in participating institutions
Project Components
Source: Dr Jim French, WKKF Project Director
36. GCHERA will maintain its current global network initiative on
undergraduate education reform throughout the project and
sustain it after this project is completed.
A global taskforce of Subject Matter Experts (SME) in the
Key Elements of Success categories will develop expertise to
use and share globally to address institutional change.
Annual series of global conversations and dialogues on
higher education’s contribution to sustainability, ethical
leadership, and community well-being.
Evaluation materials and case studies will be developed and
disseminated to assist others to instigate institutional change
after the initial project is completed.
Engagement of GCHERA Member Associations
Source: Dr Jim French, WKKF Project Director
37. Ethical Leaders
• Entrepreneurs
• Job Creators
• Technically and
Scientifically
Knowledgeable
•Innovators
• Socially &
Environmentally
responsible
Source: Dr Jim French, WKKF Project Director
Project Outcome - Graduates as Agents of Positive Change
38. How can you become involved
➢Let us know If IAUA is interested in being
formally involved in the project so that we can
work with you to help secure additional funding
➢We would like to identify a couple of
universities within IAUA membership who are
keen to get involved immediately– essential to
have support of senior administration
➢GCHERA will also host webinars, workshops and
conferences over the next few years to share
best practices and project outcomes
➢Plan to attend 10th GCHERA World Conference
"Leadership for the Sustainable Development of
Agricultural and Life Science Universities", April 25-
26th 2019 in Bucharest, Romania
39. Summary
➢GCHERA - global representation of agricultural
and life science universities/faculties
➢Our vision is that the project on Transforming
University Education will be a catalyst to help
launch a global movement with the goal of
producing graduates who are ethical leaders
capable of helping solve the twin challenges of
food and nutritional security in an
environmentally sustainable manner
➢GCHERA will partner with interested GCHERA
member associations across its global network to
help secure funding to expand the project
40. For more information contact:
Dr. John Kennelly, President of GCHERA. John.kennelly@ualberta.ca
Dr. Jim French, Project Director, jimbfrench@gmail.com
Dr. Jose Zaglul, President Emeritus EARTH University. jzaglul@earth.ac.cr
Dr. Rabi Mohtar, AUB Project Leader, mohtar@aub.edu.lb
and watch for updates at www.gchera.com
41. Webinar with Universities: Capacity Development for Agricultural Innovation - kThe
Agricultural Innovation Systems Perspective
30 November 2018
Transformation of agricultural university education to enhance agricultural innovation
systems in the Asia-Pacific
Martina Spisiakova, Asia Pacific Association of Agricultural Research Institutions (APAARI)
42. APAARI Agricultural Education Programme
• To strengthen HEIs and other professional agricultural
education institutions in Asia-Pacific
• Development of functional capacities (soft skills) and
integration of agroecology
• To improve education policies, teaching, curricula,
research or public service, and farmer extension
systems through a paradigm shift required to address
the existing challenges facing agriculture and food
systems
• Key partners: TAP/FAO, GCHERA, HEIs that are APAARI
members or/and partners of member NARS
institutions + SAARC, ASEAN, SPC
43. APAARI Strategic Plan 2017-2022
• APAARI Capacity Development Programme’s
Strategies:
• “Strengthen institutional arrangements for effective
delivery of outcomes from agri-food research and
innovation systems” and
• “Enhance organizational capacity for good
governance, effective management and delivery of
research and innovation”
44. Building on TAP/CDAIS and Global Initiatives
Based on the TAP Common Framework, APAARI and partners
aim to:
• Assist Asia-Pacific agricultural education institutions in
integrating adequate knowledge, technical and functional
skills, teaching tools, training processes, participatory and
experiential learning methods, leadership and business
development in their university curricula
• Build individual, organizational and institutional functional
capacities to enable agricultural education institutions to
engage students with diverse stakeholders through
interactive learning, joint analysis, collaborative research,
and transform teachers into leaders that promote career
development in the agricultural profession
45. Building on TAP/CDAIS and Global Initiatives
• Conduct a needs assessment on agroecology
knowledge, curricula, teaching and innovation tools
among HEIs, and facilitate a regional capacity
development plan to strengthen agroecology learning,
research and extension services in HEIs with partners to
better address complex and interrelated ecological,
economic and social sustainability challenges.
• Initiate policy dialogue with respective education
institutions and related ministries on reforms as a
means to create an enabling environment with
improved agricultural education quality and relevance
to the dynamic and rapidly changing context of agri-
food systems.
46. Integration of Agroecology
• Agricultural education institutions have not kept pace
with skills, knowledge, training and multi-disciplinary
science required for an agro-ecological transition
• The global agri-food system is one of the world’s
greatest contributors to environmental damage.
HEIs can play an important role to encourage new faculty
and student knowledge, teaching, innovation, learning
and applied research to address such challenges
• Improving research-extension systems to better service
farmers and fishers
• Preparing agricultural graduates for becoming active
agents and leaders in agricultural development, leading
to creation of agricultural jobs and growth of the sector.
47. Asia-Pacific Association of
Agricultural Research Institutions
APAARI and partners contributing to improved education
policies that will enhance the employability of graduates,
enable youth to create decent, green agricultural jobs, and
therefore strengthen AIS in the long run…
• Pilot activity – Tamil Nadu Agricultural University, India
• If you are interested to participate in the APAARI-supported programme,
please express your interest to Dr. Ravi Khetarpal, Executive Secretary
(ravi.khetarpal@apaari.org)