Organic farming is recognized as one source for innovation helping agriculture to develop sustainably. However, the understanding of innovation in agriculture is characterized by technical optimism, relying mainly on new inputs and technologies originating from research. The paper uses the alternative framework of innovation systems describing innovation as the outcome of stakeholder interaction and examples from the SOLID (Sustainable Organic Low-Input Dairying) project to discuss the role of farmers, researchers and knowledge exchange for innovation.
The creative process that leads to farmers’ innovations is rarely studied or described precisely in agricultural sciences. For academic scientists, obvious limitations of farmers’ experiments are e.g. precision, reliability, robustness, accuracy, validity or the correct analysis of cause and effect. Nevertheless, we propose that ‘farmers’ experiments’ underpin innovations that keep organic farming locally tuned for sustainability and adaptable to changing economic, social and ecological conditions.
Farmers’ experiments can be defined as the autonomous activities of farmers to try or introduce something new at the farm, and include evaluation of success or failure with farmers’ own methods. Experiments enable farmers to adapt their farms to changing circumstances, build up local knowledge, and have resulted in countless agricultural innovations. Most research on the topic has been conducted in countries of the south.
This is the proceedings of the international conference ‘Innovations in Organic Food System for Sustainable Production and Enhanced Ecosystem Services’. The proceedings are a compilation of peer-reviewed articles based on presentations of 18 speakers invited conference speakers and published as a Special Issue of the scientific journal ‘Sustainable Agriculture Research’ by the Canadian Centre of Science and Education.
Participatory communication in development aims to facilitate the integration of interpersonal communication methods with conventional and new media channels, with the focus on encouraging all stakeholders to participate in the process. The growth of internet-based technologies has created new opportunities for facilitating this participation and enhancing the ability of resource-poor communities to access information and support and to share experiences and knowledge.
This paper argues that Dutch-funded capacity development projects in developing countries for tertiary agricultural education organisations as they are currently carried out are not able to successfully achieve the sustained changes required. That is, changes in how an organisation functions, its cultural norms and rules, and also in how it interacts within wider networks. Rather, long-term institutional change is needed.
Innovation platforms are groups of individuals or stakeholder representatives with different backgrounds and interests. They come together to diagnose problems, identify opportunities, and find ways to achieve their goals. When innovation platforms are set up by development projects, their processes are usually facilitated by the support organization.
This Economic and Sector Work paper, “Enhancing Agricultural Innovation: How to Go Beyond the Strengthening of Research Systems,” was initiated as a result of the international workshop, “Development of Research Systems to Support the Changing Agricultural Sector,” organized by the Agriculture and Rural Development Department of the World Bank in June 2004 in Washington, DC.
This background note for the development of an AIS Investment Sourcebook provides a menu of tools and guidance to invest in agricultural innovation in different contexts. The content is drawn on tested good practice examples and innovative approaches with emphasis on lessons learned, benefits and impacts, implementation issues, and replicability
The aim of this report is to provide a detailed review of documented social learning processes for climate changeand natural resource managementas described in peer-reviewed literature. Particular focus is on identifying (1) lessons and principles, (2) tools and approaches, (3) evaluation of social learning, as well as (4) concrete examples of impacts that social learning has contributed to.