The challenge of HIV/AIDS: Where does agroforestry fit in? - World ...

Keywords:Networking, research–extension–education links,agroforestry landscapes, training needsassessment, educational changeChapter 17Institutional collaboration in agroforestry:Networking and knowledge managementPer G. Rudebjer, World Agroforestry Centre, Thailand; Nguyen Van So, University of Agriculture and Forestry,Vietnam and John R.S. Kaboggoza, Makerere University, UgandaAbstractAs the focus of rural development has shifted from sector-based to integrated approaches, agroforestryhas emerged as a key element of integrated natural resources management (INRM). Integratedapproaches require effective links across the research, education and extension continuum. Thischapter discusses weaknesses in this continuum that lead to the unsatisfactory impact of investmentin agroforestry development, with emphasis on the education system. We describe the change fromopportunistic agroforestry teaching – often initiated by alumni of the World Agroforestry Centre’s trainingcourses – towards regional agroforestry education networks. The African Network for AgroforestryEducation (ANAFE) was formed in 1993 and the Southeast Asian Network for Agroforestry Education(SEANAFE) in 1999 to improve the access to and quality of agroforestry education. Activities includecurriculum development and review using participatory approaches, training of trainers, teachingmaterials support, graduate thesis research, information and policy advocacy.IntroductionA widespread traditional practice among farmers, agroforestryhas emerged as a science only during the past25 years. The education system has taken note andagroforestry courses are now offered widely in universitiesand technical colleges in Africa and Southeast Asia,as well as in Latin America and South Asia. Many universitiesin developed countries also teach the subject.Agroforestry science initially focused on classificationof agroforestry systems, intercropping research andthe development of agroforestry technologies – approachesthat were embraced by extension and educationsystems. But efforts to disseminate agroforestryas a technical package to increase food security andincome and to protect the environment showed mixedresults. Meanwhile, many traditional agroforestry practiceswere overlooked. Today, agroforestry science hasbroadened its scope and now includes multidisciplinaryresearch on landscape functions and the livelihoodsof people. One obstacle to developing agroforestryin an integrated, participatory and innovativemanner has been a lack of adequately trained agroforestryresearchers, extension specialists and teachers.Integrated natural resource management (INRM) isa new approach to agricultural research and developmentthat has emerged to address these complexinteractions. The INRM paradigm differs notably fromthe traditional crop improvement paradigm that wassuccessful in bringing about the Green Revolution(Izac and Sanchez 2001). INRM reflects the broad