The turn of agrarian sciences and agricultural extension from reductionist and transfer of technology, respectively, towards systemic approaches has transformed agricultural/rural development thinking in the last decades. Nevertheless, the emergence of Agricultural Innovation Systems (AIS) has to confront a number of gaps among which the expert – lay knowledge gap is of major importance. This paper aims at exploring such a gap as well as obstacles to participatory development from a critical realist point of view. Critical realism (CR) with its realist, differentiated and stratifi ed ontology aims at interpreting the world in order to ultimately bring about transformation. CR allows for new insights on the nature of knowledge as well as on development research and practice. It thus provides useful guidelines concerning the emerging ‘intermediation’ functions within AIS.
This article proposes ways to use programme theory for evaluating aspects of programmes that are complicated or complex. It argues that there are useful distinctions to be drawn between aspects that are complicated and those that are complex, and provides...
We applied an innovation framework to sustainable livestock development research projects in Africa and Asia. The focus of these projects ranged from pastoral systems to poverty and ecosystems services mapping to market access by the poor to fodder and natural...
In this paper, findings suggest that the uptake of social media is still in an early, exploratory phase associated with modest opportunities and relevant limitations of Web 2.0 mediated multi-stakeholder collaboration. Notably, there are gaps in giving and receiving feedback...
This study examines the influence of an extra-curricular educational program on children's knowledge and cultural valuation of wild food plants, which are an important component of their diets. This program aims to reinforce children's traditional knowledge and values around biological...
An evaluation is a particular multi-stakeholder event during which different actors share and analyse results after several years. If the evaluation has a strong formative purpose, the evaluation team is requested to facilitate a learning process involving all key actors....