Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs.

This study introduces a framework for managing information flow in innovation systems. An organisation's capacity to receive information, to share it with others and to learn from it is assumed to be the key factor that shapes the flow patterns and, hence, the performance of the innovation system concerned. The framework is applied to characterise the information structure underlying the agricultural innovation system of Azerbaijan and to develop an information strategy for the system to accelerate the information flow.

This PROLINNOVA report to the 3rd GFAR Programme-Committee meeting is composed of two parts.
The past 1 entitles ‘ PROLINNOVA genesis and growth’ describes historical background and
PROLINOVA in general while the part 2 entitles ‘2007 accomplishments’ narrates specific
accomplishments of PROLINNOVA during the period January-November 2007 . Further, the annex 1
lists contact addresses.

The 2016 Global Agricultural Productivity Report advocates policies and innovations in five key areas to help the agriculture and food sectors manage uncertain seasons of fluctuating business cycles and climate change, while fostering competitiveness today and sustainable growth tomorrow.

This training materials and tools are developed by Oxfam for a participatory plant breeding programme in Farmer Field Schools (FFS). Presented by Hilton Mbozi (Oxfam Novib).