This assessment has been conducted over December 2015 to May 2016 under the Powering Agriculture Support Task Order (PASTO). PASTO is funded by USAID and implemented by Tetra Tech ES, Inc. PASTO provides support services to the Powering Agriculture: An Energy Grand Challenge for Development (PAEGC) and its Founding Partners to enable their effective management, monitoring and evaluation of the program.

To ensure that Feed the Future impact evaluations are well-conceived, build on existing evidence, and fill critical evidence gaps, the Bureau for Food Security of USAID is supporting a comprehensive assessment of existing evidence and gaps in knowledge for each of six themes covered by the Feed the Future Learning Agenda. This paper summarizes available evidence that relates to key questions for the Feed the Future Learning Agenda theme on improved gender integration and women’s empowerment. 

Funded by USAID’s Bureau of Economic Growth, Agriculture and Trade and implemented by Development Alternatives Inc. (DAI), the RAISE SPS Project (“Assistance for Trade Capacity Building in Relation to the Application of Sanitary and Phytosanitary Measures”) is Task Order 14 under the RAISE (“Rural and Agricultural Incomes with a Sustainable Environment”) Indefinite Quantity Contract with DAI as Prime Contractor.

The youth crisis has recently received much attention from the global community, particularly in how it intersects with the future of agriculture. Causes of the youth crisis include univeral youth disinterest in agriculture, deskilled youth populations, lack of access to resources, gender disparity and lack of reliable data regarding youth in agriculture.

USAID’s Bureau for Food Security (BFS) commissioned this literature review to identify evidence or evidence gaps on innovation diffusion and the related field of market strategy for scaling up new technologies, particularly in the context of agriculture markets in relevant developing countries. The review is expected to inform the design of future BFS programming related to the scaling of agricultural innovations. 

This review aims to identify key issues and opportunities needed to bring current Agricultural Education and Training (AET) systems up to the needed capacity. This paper first looks at the opportunities identified in the preliminary research. Next the paper looks at some of the many pitfalls learned from previous AET work that should be avoided moving forward. Lastly the paper gives a brief explanation for some of the key areas that the preliminary research identified as requiring further research and study in a modern day context. 

One of the most important challenges for the researchers in the 21st Century is related to global heating and climate change that can have as consequence the intensification of natural hazards. Another problem of changes in the Earth's climate is its impact in the agriculture production. In this scenario, application of statistical models as well as development of new methods become very important to aid in the analyses of climate from ground-based stations and outputs of forecasting models. Additionally, remote sensing images have been used to improve the monitoring of crop yields.

Automation of essential processes in agriculture is becoming widespread, especially when fast action is required. However, some processes that could greatly benefit from some degree of automation have such difficult characteristics, that even small improvements pose a great challenge. This is the case of fish disease diagnosis, a problem of great economic, social and ecological interest. Difficult problems like this often require a interdisciplinary approach to be tackled properly, as multifaceted issues can greatly benefit from the inclusion of different perspectives.

International partnership to carry out collaborative research and development programs has been implemented for a long time. However, with globalization, the economic, social, political and cultural diversity of interacting partners reached levels where this variety of collaborators often has shown some weaknesses in issues like governance. Strong and sound partnerships must be manageable in order to ensure the achievement of the set objectives.

Following their first formation in Indonesia over 25 years ago, Farmer Field Schools (FFS) have served as a “proof of concept” of how transformative learning can help governments, donors and development stakeholders achieve development objectives. The FFS approach, which has now been used in more than 90 countries by more than 12 million small farmers (FAO, 2016), not only creates a space in which the practical needs of smallholders to solve production-related issues can be addressed but also fosters personal and community-level transformation through empowerment.