To meet the growing demand for food in the Global South in a sustainable manner, current funding in agricultural innovation will need to be increased exponentially. Some estimates suggest up to USD 320 billion annually is required to help meet the UN SDG Goals for food and agriculture by 2030. Current levels of funding for agriculture and agricultural innovation fall far short of this and hence efforts to induce more funding for these goals, including through the use of new financing instruments1, is critical going forward.

The only specialized multilateral development institution focused exclusively on rural development, IFAD has successfully used agriculture as a means of poverty reduction – contributing ~USD 22 billion in funding to date1. About 90% of IFAD's portfolio is focused on Low to Middle Income (LMI) countries. IFAD stands out with its nutrition and gender-sensitive lenses coupled with investments in climate-resilient agriculture – mainstreaming nutrition, gender, and climate change work in agriculture.

This paper reviews the extension curricula currently followed in universities in India at different levels in light of the new challenges faced by farmers, the new capacities needed among extension personnel to address these challenges, new trends in the job market and advances made in the field of extension.

The challenges faced by agricultural innovation systems (A.I.S.) are complex to solve, however, the authors consider that understanding the processes of innovation and development (R&D), sustainability, use of information and communication technologies, training, and outreach, as the focus of discussion in this review, have great potential to close the gaps in the system; as well as exploring strategies, projects and best practices that dynamize the operation of the system. The objective of this article is to review the literature on A.I.S.A.

This paper aims to explore the new challenges encountered in the education of innovation and entrepreneurship in agricultural colleges and universities as well as the new perspectives and possibilities brought by the new agricultural construction for the education of innovation and entrepreneurship in agricultural colleges and universities. Based on the perspective of the construction of new agricultural science, schools need to integrate innovation and entrepreneurship education with all educational work in schools.

Agricultural innovation has played a critical role in the economic transformation of developing East Asian countries over the past half century. This transformation began with the diffusion and adoption of high-yielding seed varieties, modern fertilizers, and other agricultural technologies (for example, pesticides, machinery), commonly known as the Green Revolution.