While education access has improved globally, gains are uneven, and development impacts driven by increases in education continue to be left on the table, especially in rural areas. Demand-driven extension and advisory services (EAS) – as a key institution educating rural people while providing agricultural advice and supplying inputs – have a critical role to play in bridging the education gap. This can help ensure that millions of young people successfully capitalise on opportunities in agriculture markets, as surveys in Rwanda and Uganda demonstrate.

A bilateral project between the Swiss Agency for Cooperation and Development (SDC) and the Nepalese government, which ran from 2016 to 2020 and covered 61 municipalities in provinces 1, 3 (Bagmati) and 6 (Karnali), with technical support from the Swiss NGO Helvetas, aimed to promote a multi-stakeholder approach to agricultural services in Nepal.

ICT-driven digital tools to support smallholder farmers are arguably inevitable for agricultural development, and they are gradually evolving with promising outlook. Yet, the development and delivery of these tools to target users are often fraught with non-trivial, and sometimes unanticipated, contextual realities that can make or mar their adoption and sustainability. This article unfolds the experiential learnings from a digital innovation project focusing on surveillance and control of a major banana disease in East Africa which is being piloted in Rwanda.

The slow rate of agricultural development in Africa can largely be blamed on lack of functional relationships between technology/innovation generation centers, local farming communities, financial institutions and markets. The result has been low penetration of promising innovations/technologies thus, low adoption levels and/ or partial adoption; and limited or no access to markets and financial services by farmers. In general, most of the innovation/technologies developed have not been extensively out-scaled; some of which are not even packaged in user friendly formats.

This publication, consisting of several modules, includes participatory research approaches for examining a wide range of questions regarding if and how farming practices are being modified to deal with a changing environment, and the constraints and opportunities these changes pose for both men and women.

This methodological guide was initially developed and used in Latin America and the Caribbean-LAC (Honduras, Nicaragua, Colombia, Peru, Venezuela, Dominican Republic), and was later improved during adaptation and use in eastern African (Uganda, Tanzania, Kenya, Ethiopia) through a South-South exchange of expertise and experiences. The aim of the methodological guide is to constitute an initial step in the empowerment of local communities to develop a local soil quality monitoring and decision-making system for better management of soil resources.

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.

This book examines how agricultural innovation arises in four African countries – Ghana, Kenya, Tanzania, and Uganda – through the lens of agribusiness, public policies, and specific value chains for food staples, high value products, and livestock. Determinants of innovation are not viewed individually but within the context of a complex agricultural innovation system involving many actors and interactions.

The paper discusses the work force development (Wfd) tool that places explicit focus on three functional dimensions of Wfd policies and institutions: (a) strategy; (b) system oversight; and (c) service delivery. Strategy refers to the alignment between workforce development and a country’s national goals for economic and social development. System oversight refers to the governance arrangements that shape the behaviors key stakeholders involved, including individuals, employers, and training providers.