The Raya valley in Tigray, where Alamata Woreda is located, has suitable climate and rich water resources, among others, to grow various tropical fruits. Development of fruits only started a few years ago (1996) with the Raya Valley Development Project and the OoARD (Office of Agriculture and Rural Development), mostly focusing on papaya. A participatory rural appraisal (PRA) study conducted by the Woreda stakeholders identified tropical fruits as a potential marketable commodity in 2005.
Bure district has a diverse ago-ecology, different soil types, a relatively long rainy season and a number of rivers and streams for irrigation. Therefore, it has suitable tract of land to grow temperate, subtropical and tropical fruit crops. In 2007, fruits were identified as a potential marketable commodity by the stakeholders participating in the IPMS project. They diagnosed that farmers had limited orchard management knowledge and skill and were growing locally available less productive and low quality fruit varieties.
Ethiopia has a diverse agro-ecology and sufficient surface and ground water resources, suitable for growing various temperate and tropical fruits. Although various tropical and temperate fruits are grown in the lowland/midland and highland agro-ecologies, the area coverage is very limited. For example, banana export increased from less than 5,000 tons in 1961 to 60,000 tons in 1972, but in 2003 declined to about 1,300 tons worth less than USD 350,000.
With irrigated vegetables development, interventions on the uses of improved inputs such as water lifting devices; varieties; on-farm water, nutrient and pest management, and access to credit and market information were introduced in Atsbi-Womberta district, Ethiopia. Besides, skill and uptake capacity of vegetable growers, extension service providers and vegetable traders were improved accordingly.
Graduate programs in agriculture and allied disciplines in Ethiopia are expected to make concrete contribution to market-oriented development of smallholder agriculture. This, among others, calls for realignment and engagement of the programs with smallholder farmers and, value chain, R&D and policy actors. No panacea exists, however, as to how to ensure effective linkages, and thereby responsiveness. Lessons from initiatives on the ground in the country and beyond is thus crucial to inform the development of appropriate policy and innovative strategy.
Strengthening the capacity of farmer training centers (FTCs) in Ethiopia and enhancing FTC‐based training and knowledge services is important to leverage and optimize potential contributions of FTCs to facilitating market‐led and knowledge‐based agricultural transformation.
Although it is not always acknowledged, power differences between partners fundamentally affect Agricultural Research for Development (ARD) partnerships. In referring to its African-European ARD partnerships, PAEPARD has often alluded to aspects of power without naming them as such. The project was established to create “equitable and balanced partnerships” between: a) researchers and research users, and b) African and European partners.
Inclusion is a key issue for Agricultural Research for Development (ARD). Development goals in and of themselves call for better livelihoods and opportunities for the less privileged actors working in agriculture. They also call for greater equity and balanced representation of the population at an institutional level. This brief focuses on how ARD processes can more sensitively address gender relations and youth issues. Women and young people have distinctive needs and interests which can be less visible within broader “Producer Organizations”, for example.
The term 'Integrated Agricultural Research for Development (IAR4D),' first coined in 2003, acknowledges the complexity of the agricultural system and the need to bring together not only different related research disciplines but also multiple actors (private sector, public sector, producer organisation and policymakers) to find joint solutions to the challenges of agricultural innovation. The book is produced in response traces the evolution of the concept back to its roots in an impressive range of theories and approaches from diverse disciplines, such as constructivism, participatory acti
This paper presents the common framework on CD for AIS developed by TAP and points to the relevance of meta-learning and the importance of “functional capacities”, if higher education institutions and their graduates are to become active players in the agricultural innovation system. The Framework was developed through an inclusive, participatory and multi-stakeholders approach with contributions by TAP Partners, including FARA and the Global Conference on Higher Education and Research in Agriculture.