Tropical Agricultural Platform (TAP): Facilitating capacity development (CD) for agricultural innovation in the Tropics by Martina Spisiakova, Consultant, Asia-Pacific Association of Agricultural Research Institutions (APAARI) on behalf of TAP Partners

1. Bringing Transformational Learning and Capacity
Development to Universities in Asia-Pacific to
Enhance Agricultural Innovation Systems

2. Tropical Agricultural Platform (TAP):
Facilitating capacity development
(CD) for agricultural innovation in the
Tropics
24 January 2018
Martina Spisiakova, Consultant, Asia-Pacific Association of
Agricultural Research Institutions (APAARI)
on behalf of TAP Partners

3. About TAP
 Multilateral facilitation mechanism to promote greater coherence and
impact of CD for Agricultural Innovation System (AIS)
 Launched in 2012 at 1st G20 Meeting of Agricultural Chief Scientists
(MACS) to address the capacity gaps for agricultural innovation
 45 partners, Steering Committee, Partners Assembly and Secretariat
(FAO)
 TAP Action Plan 2014-2017; Action Plan 2018-2021 being finalized,
based on regional capacity needs assessments
 Implementation – EU-funded CDAIS project (2015-2018), jointly
implemented by Agrinatura, FAO and other partners.
 TAP objectives high on the G20 agenda

4. TAP Partners

5. Achieving Global Coherence on CD
for Agricultural Innovation Systems
Advocacy and
policy dialogue
Common
Framework TAPipedia
knowledge hub

6. 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 for enabling innovation
 Promotes a shift of mind-set and attitudes

7. Agricultural Innovation System (AIS)

8. Functional Capacities
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.

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.

10. The CD for AIS Cycle
The CD cycle stimulates learning
and interactions between the 3
CD dimensions (individual,
organization, and enabling
environment – system).

11. 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)

12. 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

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

14. 5 stages:
8 tools:
Factsheets developed by TAP

15. What is next for TAP?
 Finalize and endorse new TAP Action Plan (2018-2021):
- Intensify policy advocacy and resource mobilisation for greater coherence
on CDAIS
- Promote wider adoption and integration of the Common Framework, with
focus on organizational and institutional capacity development (CD)
- Develop vocational and higher education programmes on CD for AIS for
universities
 Expand TAP partner network to promote greater coherence and
implementation of joint programmes
 Mobilize additional project funding to support new countries in piloting the
Common Framework
 Support the 1st FAO International Symposium on Innovation For Smallholders
and Family Farmers, FAO, HQ, 2018

16. FOR MORE INFORMATION ON TAP AND CDAIS:
http://www.fao.org/in-action/tropical-agriculture-platform/en/
http://tapipedia.org/; http://cdais.net/home/; http://www.apaari.org/web/our-
projects/tap/
THANK YOU

17. Contribution of the Global Confederation of Higher
Education Associations for Agricultural and Life
Sciences (GCHERA) to
Human Capacity Development
Soft skills and ethical leadership to prepare graduates
to become catalysts of change
Dr. John Kennelly
Special Advisor, President, GCHERA and Special
Advisory, University of Alberta, Canada
(president@gchera.com)

18. About GCHERA
 Global Confederation of Higher Education Associations for
Agricultural and Life Sciences (www.GCHERA.com)
 Through its member associations, GCHERA represents over
900 agriculture and life science universities/faculties across
six continents
 Its mission is to:
encourage mutual understanding and global co-
operation among higher education associations and
their constituent member universities
provide leadership in education, research innovation
and outreach in agricultural and life sciences
be a catalyst for the sharing and adoption of best
practices across its membership

19. GCHERA’s Members in APR
• Asian Association of Agricultural Colleges and
Universities (AAACU)
• Central Asia and South Caucasus Consortium of
Agricultural Universities for Development
(CASCADE)
• Education Professional Committee (EPC), of the
Chinese Association of Agricultural Science
Societies (CAASS)
• Indian Agricultural Universities Association (IAUA)
• Society Arab Colleges of Agriculture

20. Action Plan – Focus on Education
 Member universities provide a rich source of best
practices in curricula and pedagogy
 Three pronged approach to transformative change –
discipline, pedagogy, management and
administrative
 Desired Outcome - 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

21. Alignment with TAP
 TAP goal: “Facilitating capacity development for
agricultural innovation”
 Young people: Central to capacity development, so it is
essential that our education systems equip graduates
with the tools to be leaders in catalysing innovation
 EARTH University Model: For the past three decades,
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

23. 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.

24. Technical and
scientific
knowledge
Ethical
entrepreneurship
Personal
development,
attitudes and
values
Social and
environmental
awareness and
commitment
Formative Pillars
Student
centered
learning
Experiential
learning

25. 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

26. Pilot Project based on EARTH
University Model
• Pilot Project, focused on curricula reform and
pedagogy, to better prepare graduates to be leaders in
tackling global challenges such as poverty reduction,
food and nutritional security and environmental
sustainability
• Under the broad umbrella of Soft Skills, the Project will
help participating universities incorporate the key
elements of the EARTH University model in their
undergraduate programmes
• This includes: experiential/participatory learning,
entrepreneurship, community engagement and ethical
and value-based leadership

27. Contribution of the Global Forum on Agricultural
Research (GFAR) to
Human Capacity Development
Transformational learning and student leadership
development to achieve the SDGs
Dr. Iman Kaffass
Consultant, GFAR
(kaffass@aucegypt.edu)

28. About GFAR
• Global Forum on Agricultural Research
(www.gfar.net)
• Multi-stakeholder global forum
• Partners working together through collective
advocacy and actions
• Strengthening and transforming agri-food
research and innovation systems
• Representation from across public, private and
civil society sectors at all levels

29. GFAR’s Focus
• Agricultural universities need to meet societal
demands and aspirations of youth.
• GFAR’s key focus: Transformational learning and
student leadership development
• Universities need to adapt to dynamic changes in
their environments; produce graduates able to
meet SD needs and fulfill their aspirations
• Dialogue b/w agricultural universities and other
stakeholders (meetings and consultations to
analyse specific needs of African Universities)

30. Transformational Learning
• Developing a model of reform in Africa
• 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 – bottom up pilot project
• Governance reform (from curricula to
administration)

31. Paradigm Shift
• Learning rather than teaching
• From book prescriptions to integrated
continuous learning experience
• 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

32. Contribution of the Asia-Pacific Association of
Agricultural Research Institutions (APAARI) to
transformational learning and capacity
development in Asia and the Pacific Region
Martina Spisiakova
Consultant, APAARI
(m.spisiakova@apaari.org)

33. 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

34. 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

35. APAARI membership categories:
Regular (NARIs/NAROs): 21
Associate (CGIAR/IARCs): 29
Affiliate: 9
Reciprocal: 12
Total: 71
Sub-regional representation of NARS
South Asia 9
Southeast Asia* 6
East Asia 3
Australia and the Pacific 5
Total: 23
CGIAR/IARCs
• AVRDC
• Bioversity
International
• CABI UK
• Crops for the
Future
• CIMMYT
• CIP
• ICARDA
• ICBA
• ICIMOD
• ICRAF
• ICRISAT
• IFPRI
• ILRI
• IRRI
• IWMI
• World Fish
Total: 16
International partners
• FAO (TAP, E-agriculture)
• GCHERA
• GFAR
• Total: 3
Fora
• AARINENA (Jordan), APAFRI
(Malaysia), APSA (Thailand),
CACAARI (Uzbekistan), FARA
(Kenya), NACA (Thailand)
• AFA (Philippines)
• SPC (Fiji)
• GODAN
• Total: 9
Who are APAARI Members?

36. • Anand Agricultural University (India)
• Assam Agricultural University (India)
• Asian Institute of Technology
(Thailand)
• Central Agricultural University (India)
• CSK Himachal Pradesh Krishi
Vishvavidyalaya (India)
• Dr. Balasaheb Sawant Konkan Krishi
Vidyapeeth (India)
• Indian Institute of Technology
Mumbai (India)
• Indian Agricultural Universities
Association (IAUA)
• Junagadh Agricultural University
(India)
• Kamdhenu University (India)
• Navsari Agricultural University (India)
• Papua New Guinea University of
Technology (PNG)
Who are APAARI Members from the
Higher Education Sector?
• Professor Jayashankar Telengana State
Agricultural University (India)
• SAARC Agriculture Centre (Bangladesh)
• Sam Higginbottom Institute of
Agriculture Technology and Sciences
(India)
• Sardarkrushinagar Dantiwada
Agricultural University (India)
• Tamil Nadu Agricultural University
(India)
• University of Agricultural Sciences,
Bangalore (India)
• University of Agricultural Sciences,
Dharwad (India)
• University Putra Malaysia (Malaysia)
• Uttarakhand University of Horticulture
and Forestry (India)
Total: 21

37. Advocacy
Capacity
development
Women and youth
Partnership and
networking
Knowledge
management
Strategy 3:
Inclusive
development and
integration of
value chains
targeted at
benefiting
smallholders
Strategy 2:
Management of
risks and
uncertainties in the
AFS
Strategy 4: Analysis,
strengthening and
formulation of
public policies and
overarching
regulatory
frameworks to
support the
transformation and
development of AFS
APAARI Strategic Plan 2017-2022
Key
programmes
Foresight and
visioning
Strategy 1:
Mobilization,
management and
use of natural
resources for
sustainability of
AFS
APAARI
governance and
development
Thematic
areas
https://www.apaari.org/web/apaari-strategic-
plan-2017-2022-3/

38. 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 knowledge management 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

39. 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)
• Presentation 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)

40. 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)
• Attract and mobilize 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)

41. Thank you!
Follow us: www.apaari.org
http://apaari.blogspot.com/
www.facebook.com/APAARI
www.twitter/APAARI
www.flickr.com/photos/apaari
www.linkedin.com/apaari
E-mail: ravi.khetarpal@apaari.org,
f.collins@apaari.org,
m.spisiakova@apaari.org

42. Questions for discussion
1. What capacities are needed from graduates to facilitate
agricultural innovation processes?
2. How does your university assess capacity needs for improving
the agricultural innovation system towards a transformation of
the agricultural sector?
3. What is the current capacity of your higher education
institutions to strengthen CD for AIS, e.g. functional capacities
(soft skills) thereby better serve farmers, rural communities and
sustainable agriculture?
4. What regional education programmes that focus on developing
functional capacities are available in the Asia-Pacific region?
5. What are the gaps in developing innovation capacities in your
country/region?