Innovations in the agri-food sector are needed to create a sustainable food supply. Sustainable food supply requires unexpectedly that densely populated regions remain food producers. A Dutch innovation program has aimed at showing the way forward through creating a number of practice and scientific projects. Generic lessons from the scientific projects in this program are likely to be of interest to agricultural innovation in other densely populated regions in the world.
La R&D agricole considère aujourd’hui les innovations de terrain comme des sources d’idées et de références pour améliorer durablement les modes de production. La « traque de systèmes innovants » et l’évaluation de ces systèmes pour définir les plus performants du point de vue économique et agrienvironnemental nécessitent cependant un travail de mise au point méthodologique, auquel cet article vise à contribuer.
Les enjeux liés au changement climatique et à la sécurité alimentaire confortent la nécessité de mettre au point des démarches de conception/évaluation de systèmes durables, qu’il s’agisse d’améliorer les situations existantes ou d’imaginer de nouvelles voies de développement. En régions chaudes, l’élevage remplit aussi des fonctions non productives et doit s’adapter aux aléas et incertitudes.
Depuis plusieurs décennies, la canne et la banane, monocultures fortement dépendantes des intrants, façonnent le paysage guadeloupéen de manière binaire : canne au Nord et banane au Sud. Depuis quelques années la production de bananes est dans une situation difficile avec l’évolution rapide du cadre régle- mentaire et du fonctionnement du marché de la banane. Les planteurs et les organisations agricoles doivent réfléchir à une nouvelle orientation des itinéraires techniques conventionnels.
The French Ministry of Agriculture has called for agro-ecological transitions that reconcile farming and the environment. In this review, we examine the transformations of farmers and AKIS (Agriculture Knowledge Innovation System) actors’ work during agro-ecological transitions, and argue that the content, organization, and aim of farmers’ work are influenced by agricultural training, agricultural development, and discussions between peers, research, and regulations. Our main findings concern those transformations.
This study examines the influence of an extra-curricular educational program on children's knowledge and cultural valuation of wild food plants, which are an important component of their diets. This program aims to reinforce children's traditional knowledge and values around biological resources in Wayanad, India's Western Ghats, encouraging tribal and non-tribal children to learn from each other and from their own communities. Results show that the educational program has enhanced children's ability to identify selected wild food plants.
The present article reviews the results and methodological design of an evaluation at higher education centres in Bolivia, Ghana and India. The ambition of these programmes was to integrate endogenous knowledge and values into education and research programmes. The evaluation provides an example of a mixed methods design that allowed for inclusion and appreciation of perspectives of different stakeholders. An evaluation team has to consider which set of methods is responding to the project context and how the methods complement each other and can be adapted to the case.
This paper examines how the different institutional innovations arising from various permutations of linkages and interactions of ARD organizations (national, international advanced agricultural research centres and universities) influenced the different outcomes in addressing identified ARD problems.
Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs.
This paper draws lessons from selected country experiences of adaptation and innovation in pursuit of food security goals.