In recent years, the international status of agriculture in the BRICS countries—Brazil, Russia, India, China and South Africa—has been continuously improved. In 2018, the gross agricultural production of the BRICS countries accounted for more than 50% of the world’s total. Further strengthening the developing cooperation of the BRICS countries is of great significance for ensuring global food security.

The level of developed countries in the conditions of global competition and open economy in terms of well-being and efficiency cannot be reached, unless the advanced development of the sectors of the economy that determine its specialization in the world economic system is ensured. This will make it possible to actualize national competitive advantages to their maximum.

Based on GIS technologies, a decision support system (GIDSS) has been developed to remediate agricultural lands in the Bryansk region (Russia) contaminated by 137Cs after the accident at the Chernobyl nuclear power plant. GIDSS is a multilevel system consisting of basic, information and computational layers. GIDSS allows justifying a targeted approach for the remediation of agricultural lands belonging to agricultural enterprises for the production that meets the established radiological requirements for the content of radionuclides.

This research examines the transformation of the agro-climatic conditions of the Altai region as a result of climate change. The climate of the Altai region in Russia is sharply continental and characterized by dry air and significant weather variability, both in individual seasons and years. The current study is determined by the lack of detailed area-related analytical generalizations for the territory of the Altai region over the past 30 years.

The contributions and dynamic interaction of thousands of stakeholders from all sectors have created the GCARD (Global Conference on Agricultural Research for Development) Roadmap, providing a clear path forward for all involved. The Roadmap highlights the urgent changes required in Agricultural Research for Development (AR4D) systems globally, to address worldwide goals of reducing hunger and poverty, creating opportunity for income growth while ensuring environmental sustainability and particularly meeting the needs of resource-poor farmers and consumer.

The Sanjiang Plain Wetlands Protection Project (SPWPP) supported by the Asian Development Bank (ADB), focuses on integrating conservation and development needs in the Sanjiang Plain, Heilongjiang Province of the People’s Republic of China. The project comprises 5 main components: watershed management, wetland nature reserve management, alternative livelihoods, education and capacity building and project management.

The “E-learning methodologies” guide aims to support professionals involved in the design and development of e-learning projects and products. The guide reviews the basic concepts of e-learning with a focus on adult learning, and introduces the various activities and roles involved in an e-learning project. The guide covers methodologies and tips for creating interactive content and for facilitating online learning, as well as some of the technologies used to create and deliver e-learning.

How can education and training contribute to Africa’s agricultural growth potential? This paper examines the role of education to increased agricultural productivity and the key areas in which education and training policies, reforms, programmes and investments combine to set Africa firmly on the path to sustainable agricultural development.

Natural hazards have become more frequent and intense in the last few decades, increasing the often significant negative impacts on the gross domestic product of countries in southern Africa and undermining development efforts. Forecasts are negative as a result of climate change, which is increasingly linked to more frequent and severe weather patterns that are expected to have a dramatic impact on these countries‘ economies and environments.

This Training of Trainers Manual is designed to help build the capacity of trainers in flash flood risk management, who can then disseminate the knowledge to a larger number of practitioners. The manual presents an eight-day course including a three-day field trip. Detailed lesson plans for 21 sessions are followed by resource materials that will enable the trainers to replicate the course in their own work areas.