APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018

1. The Tropical Agriculture Platform (TAP)
and the Common Framework on Capacity
Development for Agricultural Innovation
Manuela Bucciarelli
FAO Research & Extension Unit
TAP Secretariat

2. Capacity Needs in the Tropics:
G20 Establishes TAP
➢ Low and lower-middle income countries, which are mainly located in the tropics, often
lack capacities in support of agricultural innovation. To address this gap, the G20
launched the Tropical Agriculture Platform in 2012
➢ TAP functions as a multilateral facilitation mechanism to promote greater coherence
and impact of Capacity Development (CD) for Agricultural Innovation System (AIS)
➢ TAP has 45 partners, its governance structure includes a Steering Committee, a
Partners Assembly and a Secretariat (supported by FAO)
➢ Since 2015, the TAP Action Plan is supported by the EU-funded Capacity Development
for Agricultural Innovation Systems (CDAIS) project jointly implemented by Agrinatura
and FAO.
➢ In September, partners approved thee 2018 - 2021 TAP Action Plan

3. Achieving global coherence on CD for Agricultural
Innovation Systems: three pillars
Advocacy and
policy dialogue
Common
Framework
TAPipedia
knowledge hub

4. TAP Partners

5. The TAP Framework
The Common Framework on Capacity Development(CD) for AIS
➢Promotes a shift of mind-set and attitudes
➢Provides concepts, principles, approaches and tools to
o better understand the AIS architecture
o assess CD needs
o plan and implement CD interventions
o monitor and evaluate CD interventions
➢Puts focus on facilitation, learning, documentation and
knowledge management for enabling innovation

6. The TAP Framework Products
Review Report: Review of existing resources on CD for AIS
Conceptual Background: Theory, concepts, principles, definitions
Guidance Note on Operationalization: Approach and tools
Synthesis Document: Summary

7. Agricultural Innovation System (AIS)
As agriculture
increasingly involves
complex interactions
among stakeholders
at multiple levels,
agricultural
innovation needs a
system perspective.

8. Functional capacities
The Common Framework identifies 4 + 1 key capacities for AIS to perform
effectively. These apply to all three dimensions of CD.
The 4 capacities on the left are the core of an overarching capacity to
adapt and respond in order to realize the potential of innovation

9. Dual pathway
System level: the focus is on the
functionalities and performance of
the system as a whole.
Innovation niche level: CD takes place
around specific innovation agendas, in
which actors of all types allocate time
and resources to achieve change.
The Common Framework proposes a dual pathway approach to CD for AIS. This
conceptual approach includes two aggregated processes: at system level and at
innovation niche level.

10. The CD for AIS Cycle
The Framework proposes a
CD cycle in 5 stages for the
operationalization of CD
interventions in AIS.
The CD cycle stimulates learning
and interactions between the 3
CD dimensions (individual,
organization, system).

11. Common Framework interactive
page on TAPipedia (www.tapipedia.org)
The Common Framework
concepts are presented in an
interactive way

12. 5 stages:
13 tools:
Factsheets developed by TAP

13. Validation of the CF: Project
CDAIS project applies TAP CF and operates in 8 countries (Angola,
Bangladesh, Burkina Faso, Ethiopia, Guatemala, Honduras, Laos and Rwanda)
• innovation niche partnerships( initiated with the inception
workshops, marketplace/innovation platforms, policy dialogue
processes)
• national platforms to support capacities to innovate
Design, adaptation and use of global methodologies and tools
• Scoping studies
– participatory capacity needs assessments (CNA): niche & organizational levels
– national innovation facilitators who accompany changes
– learning cycles
– scheduled reflection and refinement events
• Integrated Monitoring, Evaluation and Learning Framework (MEL)
– coaching plans to measure changes at individual, organization and systems
level

14. TAP CD Framework applied with strong
stakeholder engagement in 8 countries
INCEPTION WORKSHOPS & CONSULTATIONS NEEDS AND BASELINE ASSESSMENTS
MARKETPLACESFACILITATOR TRAINING

15. Conclusions: potential role of the
Higher Education Sector
• Role of Higher Education in TAP: HE could use the Common Framework
methodologies and tools in teaching how to develop capacities for
innovation systems
• Role of HE in CDAIS countries: to help to institutionalize the framework,
methodologies, lessons learned into training curricula.
• In some countries university staff were trained as facilitators, so they could
also be engaged as individuals, or if they have competent staff they could
be contracted to assist in CD (for example act as trainers of
innovation facilitators)

16. Thank you!

17. Edmonton, Alberta, Canada

18. Agricultural Education- Sharing
Global Experiences - GCHERA
Efforts & Experience
John J. Kennelly, President GCHERA. University of
Alberta, Canada
José Zaglul, President Emeritus, EARTH University,
Costa Rica

19. GCHERA Overview
➢GCHERA - Global Confederation of Higher
Education Associations for Agricultural and Life
Sciences (GCHERA.com)
➢Established 1998 - Initially membership made up
of individual agriculture/life sciences universities
➢2011 GCHERA membership structure changed to
national or regional associations membership
➢Through its member associations, GCHERA
represents over 900 agriculture and life science
universities/faculties across six continents

20. Current GCHERA Members
Continent Acronym Full Name
Africa
ANAFE African Network for Agriculture, Agroforestory and Natural Resources Education
RUFORUM Regional Universities Forum for Capacity Building in Agriculture
SAALSDA South African Agricultural and Life Sciences Deans Association
Americas
APLU Association of Public and Land-Grant Universities
ACFAVM Association of Canadian Faculties of Agriculture and Veterinary Medicine
ABEAS Brazilian Association for Higher Agricultural Education
AMEAS Asociación Mexicana de Educación Agrícola Superior
Asia
AAACU Asian Association of Agricultural Colleges and Universities
CASCADE
Central Asia and South Caucasus Consortium of Agricultural
Universities for Development
EPC-CAASS
Education Professional Committee (EPC), of the Chinese Association
of Agricultural Science Societies (CAASS)
IAUA Indian Agricultural Universities Association (IAUA)
SACA Society of Arab Colleges of Agriculture
Europe ICA Association for European Life Science Universities (ICA)
AGREENIUM French Agricultural, Veterinary and Forestry Institute
Oceania ACDA Australian Council of Deans of Agriculture (ACDA)

21. Mission of GCHERA
➢To encourage mutual understanding and global co-
operation among higher education associations and
their constituent member universities
➢to provide leadership in education, research
innovation and outreach in agricultural and life
sciences
➢To be a catalyst for the sharing and adoption of best
practices across its membership

22. GCHERA Advocacy – Global and Local
Impact

23. GCHERA Engagement in Global Fora
GCHERA is a member of GFAR SC
CIHEAM-GCHERA Conference, Spain
GCHERA member of TAP SC
GFRAS Extension workshop, SA

24. GCHERA World Agriculture Prize
- two USD 100,000 awards in 2018
2018 Professor Eric Danquah, University of Ghana, Ghana
2018 Professor Rattan Lal, Ohio State University, USA
2017 Professor Dirk Inze, University of Ghent, Belgium
2016 Professor Dr. Lorne A. Babiuk, University of Alberta, Canada
2015 Professor Dr. R. Paul Singh, UC Davis, USA
2014 Professor Dr. Paul Vlek, University of Bonn, Germany,
2013 Professor Dr. Ronnie Coffman, Cornell University, USA

25. GCHERA Action Plan – Focus on Education
❑GCHERA to serve as a catalyst for the adoption
of best practices in university education with
particular emphasis on producing graduates
who are ethical leaders committed to helping
solve the major challenges facing the world in
the 21st century.
➢GCHERA’s 900 member universities provides a
rich source of best practices in curricula and
pedagogy

26. Why Focus on Education
• Education is the core mandate of universities, but
undergraduate education does not get the same
attention as research
• Quality of undergraduate education has limited impact
on many global university rankings
• High unemployment of graduates in some countries at
a time when there is a great need for graduates who
have the skills to help solve the grand challenges of
nutritional security and environmental sustainability
• Increased student enrolment in universities, but
graduates are often not well equipped to meet societal
challenges and employer requirements

27. Education as the Great Equalizer
“Education then, beyond all other devices of human
origin, is a great equalizer of the conditions of men -- the
balance wheel of the social machinery."
Horace Mann, pioneering American educator, 1848
“educating children is the straightest line to global peace
and prosperity. It may not be the fastest route, but there
is no more clear and direct way to resolve the tensions
between people and cultures than to ensure that people
are equipped with knowledge, creative thinking and a
sense of global citizenship.”
Winnie Byanyima, Oxfam International

28. University Education - Desired
Outcome from GCHERA Action Plan
Graduates have the ethical foundation,
knowledge, skills – especially
leadership, entrepreneurship and
creativity - to succeed in their future
careers as agents of positive change in
addressing global challenges in
agriculture and life sciences

29. Implementing the GCHERA Action Plan
• W.K. Kellogg Foundation (WKKF) is funding a 3-
year pilot project on undergraduate education
• Although the WKKF funding will be primarily
targeted at universities in Mexico and Haiti,
GCHERA will work with interested GCHERA
member associations to secure funding to expand
the project across its global network of
universities
• GCHERA is partnering with the American
University of Beirut and EARTH University in the
delivery of the project

30. EARTH University Overview
• The WKKF project was developed based on the EARTH
University model, but also drawing on best practices
from other university models
• EARTH University in Costa Rica has become an
international model for preparing ethical leaders who
are agents of positive change in addressing social,
economic and environmental challenges of the most
vulnerable regions of the world
• The Project on Transforming Higher Education was
designed to share the successes of EARTH University in
educating leaders that are positively impacting their
communities and the agricultural sector

31. Universities Can Help Change The World
Alumni impact
90% work in their countries of origin
75% had a positive and direct impact
on the agricultural sector, mainly by
increasing the efficiency of
agricultural production
87% have a direct and positive
impact on environmental issues
84% of respondents report having a
direct and positive impact on
social issues
20% have their own company

32. EARTH University’s Key Elements of Success
Experiential/participatory learning curricula
University engagement within the community
Entrepreneurial education and business
development
Ethical and value-based leadership
Decision-making based on problem solving, conflict
resolution through dialogue
Source: Dr Jim French, WKKF Project Director

33. Emphasize Student Learning
• Student Centered Learning
• Experiential Participatory Learning
Processes
• Student led learning activities –
entrepreneurial projects
Professor’s Role
• Facilitator of Learning
• Easily Accessible to students
• Model for students
• Students participate with faculty in
learning activities, extension and
community outreach and in research
Focus on Learning Environment

34. The pilot universities will review curricula and pedagogy with a
view to providing the optimal learning environment for students
Participating universities will adopt new curricula, community
engagement policies, and revise traditional resource allocations
to reflect their accountability to community change and
engagement.
The universities will be broadly showcased so that their success
prompts other universities to follow the model
As the first institutions demonstrate their success we expect
others will join so that eventually the change agenda will be
adopted by many GCHERA universities around the world
EXPECTED CHANGE PROCESS at PARTIPATING UNIVERSITIES
Source: Dr Jim French, WKKF Project Director

35. 1. Pilot Project – change in participating universities
Change in learning process inspired by EARTH University success
2. GCHERA Global Network
• Promote change on global scale through GCHERA member associations
• Work with GCHERA member associations to secure funding to expand the project
3. Communications and Knowledge Dissemination
• Regular project updates throughout the life of the project.
• Knowledge dissemination through webinars, workshops, and other media
4. Evaluation Framework
• Measuring success in institutional change in participating institutions
Project Components
Source: Dr Jim French, WKKF Project Director

36. GCHERA will maintain its current global network initiative on
undergraduate education reform throughout the project and
sustain it after this project is completed.
A global taskforce of Subject Matter Experts (SME) in the
Key Elements of Success categories will develop expertise to
use and share globally to address institutional change.
Annual series of global conversations and dialogues on
higher education’s contribution to sustainability, ethical
leadership, and community well-being.
Evaluation materials and case studies will be developed and
disseminated to assist others to instigate institutional change
after the initial project is completed.
Engagement of GCHERA Member Associations
Source: Dr Jim French, WKKF Project Director

37. Ethical Leaders
• Entrepreneurs
• Job Creators
• Technically and
Scientifically
Knowledgeable
•Innovators
• Socially &
Environmentally
responsible
Source: Dr Jim French, WKKF Project Director
Project Outcome - Graduates as Agents of Positive Change

38. How can you become involved
➢Let us know If IAUA is interested in being
formally involved in the project so that we can
work with you to help secure additional funding
➢We would like to identify a couple of
universities within IAUA membership who are
keen to get involved immediately– essential to
have support of senior administration
➢GCHERA will also host webinars, workshops and
conferences over the next few years to share
best practices and project outcomes
➢Plan to attend 10th GCHERA World Conference
"Leadership for the Sustainable Development of
Agricultural and Life Science Universities", April 25-
26th 2019 in Bucharest, Romania

39. Summary
➢GCHERA - global representation of agricultural
and life science universities/faculties
➢Our vision is that the project on Transforming
University Education will be a catalyst to help
launch a global movement with the goal of
producing graduates who are ethical leaders
capable of helping solve the twin challenges of
food and nutritional security in an
environmentally sustainable manner
➢GCHERA will partner with interested GCHERA
member associations across its global network to
help secure funding to expand the project

40. For more information contact:
Dr. John Kennelly, President of GCHERA. John.kennelly@ualberta.ca
Dr. Jim French, Project Director, jimbfrench@gmail.com
Dr. Jose Zaglul, President Emeritus EARTH University. jzaglul@earth.ac.cr
Dr. Rabi Mohtar, AUB Project Leader, mohtar@aub.edu.lb
and watch for updates at www.gchera.com

41. Webinar with Universities: Capacity Development for Agricultural Innovation - kThe
Agricultural Innovation Systems Perspective
30 November 2018
Transformation of agricultural university education to enhance agricultural innovation
systems in the Asia-Pacific
Martina Spisiakova, Asia Pacific Association of Agricultural Research Institutions (APAARI)

42. APAARI Agricultural Education Programme
• To strengthen HEIs and other professional agricultural
education institutions in Asia-Pacific
• Development of functional capacities (soft skills) and
integration of agroecology
• To improve education policies, teaching, curricula,
research or public service, and farmer extension
systems through a paradigm shift required to address
the existing challenges facing agriculture and food
systems
• Key partners: TAP/FAO, GCHERA, HEIs that are APAARI
members or/and partners of member NARS
institutions + SAARC, ASEAN, SPC

43. APAARI Strategic Plan 2017-2022
• APAARI Capacity Development Programme’s
Strategies:
• “Strengthen institutional arrangements for effective
delivery of outcomes from agri-food research and
innovation systems” and
• “Enhance organizational capacity for good
governance, effective management and delivery of
research and innovation”

44. Building on TAP/CDAIS and Global Initiatives
Based on the TAP Common Framework, APAARI and partners
aim to:
• Assist Asia-Pacific agricultural education institutions in
integrating adequate knowledge, technical and functional
skills, teaching tools, training processes, participatory and
experiential learning methods, leadership and business
development in their university curricula
• Build individual, organizational and institutional functional
capacities to enable agricultural education institutions to
engage students with diverse stakeholders through
interactive learning, joint analysis, collaborative research,
and transform teachers into leaders that promote career
development in the agricultural profession

45. Building on TAP/CDAIS and Global Initiatives
• Conduct a needs assessment on agroecology
knowledge, curricula, teaching and innovation tools
among HEIs, and facilitate a regional capacity
development plan to strengthen agroecology learning,
research and extension services in HEIs with partners to
better address complex and interrelated ecological,
economic and social sustainability challenges.
• Initiate policy dialogue with respective education
institutions and related ministries on reforms as a
means to create an enabling environment with
improved agricultural education quality and relevance
to the dynamic and rapidly changing context of agri-
food systems.

46. Integration of Agroecology
• Agricultural education institutions have not kept pace
with skills, knowledge, training and multi-disciplinary
science required for an agro-ecological transition
• The global agri-food system is one of the world’s
greatest contributors to environmental damage.
HEIs can play an important role to encourage new faculty
and student knowledge, teaching, innovation, learning
and applied research to address such challenges
• Improving research-extension systems to better service
farmers and fishers
• Preparing agricultural graduates for becoming active
agents and leaders in agricultural development, leading
to creation of agricultural jobs and growth of the sector.

47. Asia-Pacific Association of
Agricultural Research Institutions
APAARI and partners contributing to improved education
policies that will enhance the employability of graduates,
enable youth to create decent, green agricultural jobs, and
therefore strengthen AIS in the long run…
• Pilot activity – Tamil Nadu Agricultural University, India
• If you are interested to participate in the APAARI-supported programme,
please express your interest to Dr. Ravi Khetarpal, Executive Secretary
(ravi.khetarpal@apaari.org)

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THANK YOU!