Innovation Platforms (IPs) have become a popular vehicle in agricultural research for development (AR4D). The IP promise is that integrating scientific and local knowledge results in innovations that can have impact at scale. Many studies have uncovered how IPs work in various countries, value chains and themes. The conclusion is clear: IPs generate enthusiasm and can bring together stakeholders to effectively address specific problems and achieve ‘local’ impact.

This paper presents some experiences with e-learning tools in middle and low income countries, outlines opportunities for enhanced adoption of e-learning and identifies some gaps and questions that still need to be addressed to facilitate e-learning

This presentation describes the process of the capacity needs assesment carried out by a consortium of organizations in Ethiopia, Nicaragua, Tanzania, Tunisia and Uganda. Starts describing the the methodology used for the assesment, then present the key finds and in the end gives some recommendations

This report brings the information about the capacity needs analysis carried out by CRP in five countries. Capacity development is a core enabling factor in the delivery of the 5 Livestock CRP flagships. One of the strategic capacity development actions for the Livestock CRP is to design evidence based capacity development interventions based on capacity needs analysis.

This study explores the properties of innovation systems and their contribution to increased eco-efficiency in agriculture. Using aggregate data and econometric methods, the eco-efficiency of 79 countries was computed and a range of factors relating to research, extension, business and policy was examined. Despite data limitations, the analysis produced significant results.

This paper presents the common framework on CD for AIS developed by TAP and points to the relevance of meta-learning and the importance of “functional capacities”, if higher education institutions and their graduates are to become active players in the agricultural innovation system. The Framework was developed through an inclusive, participatory and multi-stakeholders approach with contributions by TAP Partners, including FARA and the Global Conference on Higher Education and Research in Agriculture.

Although much has been written on how to implement and facilitate innovation platforms efficiently, few studies support ex-ante appraisal of when and for what purpose innovation platforms provide an appropriate mechanism for achieving development outcomes, and what kinds of human and financial resource investments and enabling environments are required. Without these insights, innovation platforms run the risk of being promoted as a panacea for all problems in the agricultural sector.

 This study explores the properties of innovation systems and their contribution to increased eco-efficiency in agriculture. Using aggregate data and econometric methods, the eco-efficiency of 79 countries was computed and a range of factors relating to research, extension, business and policy was examined. Despite data limitations, the analysis produced some interesting insights. For instance public research spending has a positive significant effect for emerging economies, while no statistically significant effect was found for foreign aid for research.

Agricultural innovation is an essential component in achieving the SDG and accelerating the transition to more sustainable and resilient farming systems across the world. Innovations generally emerge from collective intelligence and action, which requires effective agricultural innovation systems (AIS). An AIS perspective has been widely adopted, but the analysis of AIS, especially at country level, remains a challenge. The need for and potential of a diagnostic tool for AIS analysis is currently receiving attention in the global agricultural policy debate.

This blended learning program for facilitators of innovation platforms was developed working with SMEs from ILRI, IITA, ICRAF and Wageningen University and drawing on materials from FARA and CIAT to sequence content and learning experiences so that learners can rapidly acquire and retain the skills and knowledge they need to fill this demanding role.