This paper presents the processes, general guidelines lessons and experiences pertaining to “good practices” for organizing and forming Agricultural Innovation Platforms in the Lake Kivu Pilot Learning Site, covering three countries (Uganda, Rwanda and Democratic Republic of Congo) with widely differing social political environments to address agricultural development challenges.
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.
The process of knowledge brokering in the agricultural sector, where it is generally called agricultural extension, has been studied since the 1950s. While agricultural extension initially employed research push models, it gradually moved towards research pull and collaborative research models. The current agricultural innovation systems perspective goes beyond seeing research as the main input to change and innovation, and recognises that innovation emerges from the complex interactions among multiple actors and is about fostering combined technical, social and institutional change.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
The main purpose of this paper is to take stock of some of the most significant results emanating from The International Development Research Centre (IDRC)‐supported programmes, in recent years in the area of organizational capacity development, and feeding into the consultation process for the formulation of IDRC`s next Corporate Strategy Program Framework (CSPF) for the 2010‐2015 period.
Many capacity development (CD) programs and processes aim at long‐term sustainable change, which depends on seeing many smaller changes in at times almost invisible fields (rules, incentives, behaviours, power, coordination etc.). Yet, most evaluation processes of CD tend to focus on short‐term outputs focused on clearly visible changes.
In this article is presented an emergent capacity development approach that the authors have developed through participatory action research in Peru and Ecuador, which they call ‘systemic theories of change’ (STOC), for organisational capacity development. They argue that capacity development should be understood as systemic learning. The STOC approach promotes reflection about how we as individuals, organisations, and broader social groups and societal configurations, understand how change occurs.