The Organic Academy of IFOAM-Organics International is 6 years old. It has trained over 600 stakeholders from more than 70 countries in the organic sector, and has conducted its training on four out of five continents. Its main approach is to base its curriculum on the key principles and values of...

Decline in mean annual rainfall of over 10% has been experienced widely in the Eastern Cape over the past 20 years. In many cases, this means that annual rainfall of about 500 mm in the past is now about 400 mm, and the summer seasonal rainfall has declined from 400 mm to 300 mm. This means that...

This practitioner reflection reports on 30 years of training agroecological farmers in various African contexts. It argues that good theory should be drawn out of good practice, to help farmers to adapt to climate change while producing nourishing food sustainably. Currently, training is often...

This volume brought together research on concepts and global perspectives on organic food systems, on methods of building capacity in times of climate change, on supporting organic farmers and on upscaling the organic sector in Africa. This chapter summarizes these findings and concludes that four...

This chapter focuses on how building and strengthening capacity at the individual and institutional levels can in turn strengthen agriculture-nutrition linkages. First, it highlights ways in which universities, organizations, and governments are working to improve cross-sectoral educational...

This chapter describes the Indian agricultural scenario, specifically examining the productivity convergence across states, diversification, land holdings, natural resource management (including water, soil and biodiversity), the country's livestock population and fish resources, farm energy and...

This chapter looks at the Indian agricultural education system, the changing needs of agricultural education, and some issues constraining the growth of agricultural universities. A number of recommendations are presented to improve the national agricultural education scenario and deliver the...

This chapter studies and compares agricultural education and extension programmes (AEEPs) in Slovenia and Greece in order to understand to what extent women participate in such programmes and if and how participation fosters their empowerment as farm women. This study indicates that women farmers'...

This chapter shows how Australia invests in agricultural R&D, contributing to its agricultural productivity growth. Following an overview of the broad framework on how agricultural R&D in Australia is funded and delivered, the next sections place emphasis on several components within this...

This chapter focuses on dimensions of rural learning in Africa, with a special focus on rice farmers. Four key challenges in rural learning are addressed, namely social inclusion, scaling up, collecting farmer feedback and assessing impact. The potentially powerful role of videos in rural learning...