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Capacity Development for Agricultural Innovation – Bringing System-Wide Change in Asia-Pacific Martina Spisiakova, Consultant, APAARI
1. Capacity Development for Agricultural Innovation –
Bringing System-Wide Change in Asia-Pacific
Martina Spisiakova, Consultant, APAARI
2. About APAARI
APAARI members (71 to date)
• National agricultural research
institutes and organizations
• Higher education institutions
• Inter-governmental agencies
• CGIAR and other international
agricultural research centres
• International development
organizations
• Civil society (NGOs and FOs)
• Global/regional/sub-regional
fora
Vision:
Strengthened research and
innovations for sustainable
development in Asia and the
Pacific
• Membership-based
• Apolitical
• Multi-stakeholder
• Inter-governmental
• Regional forum
…working in APR since 1990
3. APAARI’s Mission
• Promoting
• Coordinating and
• Strengthening
agriculture and agri-
food research and
innovation systems
through key programmes:
• Knowledge
management
• Partnerships and
collaboration
• Capacity development
• Advocacy
… cross-cutting areas – women and youth, foresight
and visioning
… in the context of: natural resources management,
risks and uncertainties, value chains and public policies
4. Benefits to Members
• Enhancing scope for networking, knowledge sharing,
collaboration and partnership by synergizing efforts and
creating opportunities for the members to participate in
discussions and policy dialogue
• Ensuring dissemination of research outputs of the
members and their integration in regional and global
knowledge base
• Increasing visibility of the members and their activities
through KM and advocacy at regional and global levels
• Providing incentives to the members for enhancing APAARI
activities and opportunities to influence APAARI
governance
• Assuring participation of the members in capacity
development to strengthen their technical and functional
capacities, including women and youth, and disadvantaged
institutions and countries
• Helping members develop KM models
5. APAARI’s Work with Universities
• Working with TAP (FAO), GCHERA and GFAR to introduce
programmes on soft skills and leadership development in
universities (ongoing) – other partners welcome to join us!
• Webinar with Universities on Capacity Development for
Agricultural Innovation: Bringing System-Wide Change in Asia-
Pacific (Nov 2017)
• Presentations on the developments in the higher education
sector, improved methods, tools and resources for application in
education (Regional Conference on Greening Agri-food Systems
in Southeast Asia) (Jan 2018)
• Identification of pilot universities for a project on ‘soft skill’
development based on the presented models, focusing on
transformational learning and curricula reform to better
prepare graduates to tackle global challenges (Feb 2018)
6. APAARI’s Work with Universities
• More webinars to raise awareness on the improved models in
education with SEA and Pacific universities (March 2018)
• Appraising senior officials of NARS and other national
educational bodies on the importance of learning about and
applying these different models, to get their buy-in for replicating
successful pilot projects (ongoing)
• Scope for and mobilize funding for the pilot project (ongoing)
• Attracting and mobilizing more organizations (new members) to
contribute to the APAARI-initiated collective action on bringing
transformation to agricultural universities in APR (ongoing)
• Project development (March 2018)
• Project implementation (2018-2019)
• Scaling up successful models in other countries/universities of
Asia-Pacific (2019-2020)
7. APAARI-supported education models
Common
Framework on
Capacity
Development (CD)
for Agricultural
Innovation Systems
(AIS) – Tropical
Agriculture
Platform (TAP)
Soft skills and ethical
leadership to prepare
graduates to become
catalysts of change –
Global Confederation
of Higher Education
Associations for
Agricultural and Life
Sciences (GCHERA)
Transformational learning and student leadership
development – Global Forum for Agricultural Research
(GFAR)
8. Achieving Global Coherence on CD
for Agricultural Innovation Systems
Advocacy and
policy dialogue
Common
Framework TAPipedia
knowledge hub
9. TAP Common Framework (CF)
http://www.fao.org/in-action/tropical-agriculture-platform/commonframework/en/
Provides concepts, principles, approaches and tools to
• better understand the AIS architecture, and assess CD needs
• plan, implement, monitor and evaluate CD interventions
• work in three dimensions of CD – individual, organizational, enabling environment
Focus on functional capacities (soft skills) for enabling innovation
Promotes a shift of mind-set and attitudes
11. Functional Capacities (soft skills)
The Common Framework identifies 4 + 1 key capacities for AIS to perform
effectively. These apply to all three dimensions of CD – individual,
organizational and enabling environment..
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.
12. 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.
13. The CD for AIS Cycle
The CD cycle stimulates learning
and interactions between the 3
CD dimensions (individual,
organization, and enabling
environment – system).
14. Pilots to apply the Framework
• Angola, Bangladesh, Burkina Faso,
Ethiopia, Guatemala, Honduras, Laos
and Rwanda through:
• innovation niche partnerships
• national platforms to support
capacities to innovate
(initiated with the inception
workshops,
marketplace/innovation platforms,
policy dialogue processes)
15. Pilots to apply the Framework
Design, adaptation and use of global
methodologies and tools (scoping studies and
learning cycles):
• participatory capacity needs assessments
(CNA): niche & org. levels
• training national innovation facilitators who
accompany changes
• scheduled reflection
• Integrated Monitoring, Evaluation and
Learning Framework (MEL)
• coaching plans to measure changes at
individual, org. and systems level
• cross-country analysis
16. Common Framework interactive
page on TAPipedia (www.tapipedia.org)
The Common Framework
concepts are presented in an
interactive way
18. GCHERA’s approach to HD
TAP goal: “Facilitating capacity development for
agricultural innovation”
Young people: Central to capacity development,
education systems to equip graduates with the tools to
become leaders in catalysing innovation
Three pronged approach to transformative change:
discipline, pedagogy, management and administration
EARTH University Model in Costa Rica: 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
Pilot projects – Haiti and Mexico
19.
20. Mission
Prepare leaders with ethical values to
contribute to sustainable
development and to construct a just
and prosperous society.
Vision
Our actions are mission-driven to alleviate
poverty, promote social justice and build a
future where our communities achieve
sustainable and shared prosperity.
22. Alumni Impact
90% work in their countries of
origin
75% has 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
23. GFAR’s approach to HD
• Key focus: Transformational learning and
student leadership development to meet
societal demand and aspirations of youth.
• Approach: Dialogue b/w agricultural
universities and other stakeholders (meetings
and consultations to analyse specific needs)
• Pilot project: Developing a model of reform in
Africa
24. Transformational Learning
• Linking African universities with industry, rural
communities and wider society – creating an open
learning environment
• Commitment to work together in multi-stakeholder
groups to develop a programme for agreed reforms
• Governance reform (from curricula to administration)
• Holistic development – education linked to the needs
and opportunities in their societies
• Change – academic aspects, as well as students’
physical, mental, emotional, spiritual and professional
development
25. Pilot project with APAARI– Agricultural
universities Asia-Pacific
• Focus on curricula reform and pedagogy to better
prepare graduates to be leaders in tackling global
challenges (poverty reduction, food and nutritional
security and environmental sustainability)
• Under the broad umbrella of Soft Skills, help
participating universities incorporate the key
elements of the Common Framework, EARTH
University model, and transformational learning in
their undergraduate programmes
• This includes: experiential/participatory learning,
entrepreneurship, community engagement and
ethical and value-based leadership
26. Desired outcome of
the collective action
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
Source: GCHERA
If you are interested to become APAARI members, we invite you to send us an e-mail and/or talk to my colleagues and myself during this conference to learn about other benefits of becoming a member of the Association.
Participation in the regional conference on “Greening Agri-food Systems, Ensuring Rural Sustainability and Promoting Healthy Socioeconomic Transformation in Southeast Asia" from 23-25 January 2017 in Bangkok, Thailand. Contribution to the third objective of the conference - to "discuss new methods, tools, resources, networking approaches and policy options to improve agriculture and food system teaching, learning and research especially among public sector universities, colleges, and institutes as well as for basic education, while strengthening institutional capacities and multi-disciplinary agriculture curricula that better include a wide range of social and sustainability sciences".
Identification of one (or more) pilot university(ies) in the region to be involved in a pilot project focused on transformational learning and curricula reform to better prepare graduates to tackle global challenges. The project would be designed and implemented in Asia-Pacific possibly with collaboration of FAO, GCHERA and GFAR. It would be aligned with the Common Framework of the CDAIS project and based on the EARTH University model.
Organization of a similar but specialized webinar with APAARI stakeholders in Pacific Island countries where a regional group webinar is difficult to organize due to their time zone and different level of agricultural education system.
Efforts to apprise all senior official of NARS and other national educational bodies of the importance of learning about CDAIS through such a webinar during APAARI-supported events to ensure a buy in from the systems in Asia Pacific region.
Partnering with GFAR and GCHERA more aggressively to scope for funding for organization of more learning activities through webinars more intensively.
Participation in the regional conference on “Greening Agri-food Systems, Ensuring Rural Sustainability and Promoting Healthy Socioeconomic Transformation in Southeast Asia" from 23-25 January 2017 in Bangkok, Thailand. Contribution to the third objective of the conference - to "discuss new methods, tools, resources, networking approaches and policy options to improve agriculture and food system teaching, learning and research especially among public sector universities, colleges, and institutes as well as for basic education, while strengthening institutional capacities and multi-disciplinary agriculture curricula that better include a wide range of social and sustainability sciences".
Identification of one (or more) pilot university(ies) in the region to be involved in a pilot project focused on transformational learning and curricula reform to better prepare graduates to tackle global challenges. The project would be designed and implemented in Asia-Pacific possibly with collaboration of FAO, GCHERA and GFAR. It would be aligned with the Common Framework of the CDAIS project and based on the EARTH University model.
Organization of a similar but specialized webinar with APAARI stakeholders in Pacific Island countries where a regional group webinar is difficult to organize due to their time zone and different level of agricultural education system.
Efforts to apprise all senior official of NARS and other national educational bodies of the importance of learning about CDAIS through such a webinar during APAARI-supported events to ensure a buy in from the systems in Asia Pacific region.
Partnering with GFAR and GCHERA more aggressively to scope for funding for organization of more learning activities through webinars more intensively.
The core elements of TAP for promoting CD for agricultural innovation are:
Advocacy and policy dialogues at global, regional and national level, to advocate for TAP’s goals and promote dialogue on related policies;
Common Framework developed through a participatory process involving experts
TAPipedia – Information sharing system to explain and disseminate the Framework, share related case studies, methodologies and lessons learned of TAP Partners and other stakeholders.
The Framework provides concepts, principles, approaches and tools through operational guidance on assessing capacities and analysing needs; …
Promotes a shift in the mind set and attitudes e.g. from teaching to learning, from considering knowledge as a final objective to using it as a means of change, from consulting beneficiaries to facilitating engagement.
The Framework available in English, French and Spanish
The Framework implies that as agriculture increasingly involves complex interactions among stakeholders at multiple levels, agricultural innovation needs a s system perceptive.
The Common Framework identifies 4 + 1 key capacities for AIS to perform effectively. These apply to all three dimensions of CD – individual, organizational and enabling environment.
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.
The Framework proposes a CD cycle in 5 stages for the operationalization of CD interventions in AIS.
CDAIS applies framework and operates in 8 countries (Angola, Bangladesh, Burkina Faso, Ethiopia, Guatemala, Honduras, Laos and Rwanda)
innovation niche partnerships (local level)
national platforms to support capacities to innovate (initiated with the inception workshops, market place/innovation platforms, policy dialogue) (system level)
At the country level the project brings together key partners from public institutions and the private sector, civil society and farmers’ organizations to:
galvanize their commitment
engage them in capacity needs assessment, and implementation of country capacity development plans following common approaches, adapting them to the local context and
monitor capacity changes.
The project works at local level innovation partnerships (involving farmers and other rural actors) as well as system level with national innovation system organizations.
Globally, TAP will use the lessons learned in those countries to further promote, coordinate and evaluate capacity development, and thereby strengthen demand-driven agricultural innovation.
***
From the experience of TAP, here are the key factors for effective multi-partnerships at the country level:
Organizations and individuals that believe in the idea behind the alliance and value that the partnership can bring
A common understanding, and shared vision of the objectives of the partnership by partners
Openness of partners to learn and flexibility to adjust
Good steering of the partnership, especially if it involves many partners and if it has policy implications
Effective facilitation to continuously engage partners and investors
Political will to invest resources in the partnership by governments, investors and organizations
Documented change and satisfaction of the partnership results by partners
With the support of a Foundation, GCHERA is embarking on a Pilot Project
With the support of a Foundation, GCHERA is embarking on a Pilot Project
With the support of a Foundation, GCHERA is embarking on a Pilot Project
GCHERA’s focus on human capacity development is aligned with the TAP goal of “facilitating capacity development for agricultural innovation”