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

146World Agroforestry into the FutureThe network approach can be applied ina broader context. For example, ANAFEis not strictly about agroforestry only. It isabout natural resources management, integratedbeyond forestry, beyond agriculture.There is a change of attitude among educatorstowards putting education into contextin rural development. Experiential learningmethods and tools are emerging andthe teaching and learning environment ischanging to include farmers’ participation.Agroforestry programmes can thus serve asvehicles for broader rural development.The networks also reach out to regionsand countries outside their core area (e.g.Latin America and South Asia) to influencechange. This role can be further strengthened,for example through IPFE.Finally, while the networks in some casesare being institutionalized (i.e. their programmesare becoming part and parcel ofthe institutions’ regular work), the implementationof many good ideas will dependon resource mobilization activities thatattract donors. Better funding will ensurethe networks can play an important role inreducing poverty and conserving the environmentin Africa and Southeast Asia.ReferencesBoje, D.M. and T.J. Wolfe 1989. TransorganizationalDevelopment: Contributions totheory and practice. In: Leavitt, H.J., L.R.Pondy and D.M. Boije (eds) Readings inManagerial Psychology. The University ofChicago Press, Chicago, USA.CGIAR 2000. Integrated Natural ResourceManagement Research in the CGIAR.A brief report on the Consultative Groupon International Agricultural Research(CGIAR) Integrated Natural ResourcesManagement (INRM) workshop held inPenang, Malaysia 21–25 August 2000.Consultative Group on International AgriculturalResearch, Washington, DC, USA.Hansson, B. 1992. Inventory of agroforestryteaching at universities and technicalcolleges in Africa. Training and EducationReport No. 20. World Agroforestry Centre,Nairobi, Kenya.Izac, A.M.N. and P.A. Sanchez 2001. Towardsa natural resource management paradigmfor international agriculture: the exampleof agroforestry research. AgriculturalSystems 69: 5–15.Rudebjer, P. and R.A. Del Castillo (eds) 1999.How Agroforestry is taught in SoutheastAsia – a status and needs assessment inIndonesia, Lao PDR, the Philippines, Thailandand Vietnam. Training and EducationReport No. 48. World Agroforestry Centre,Bogor, Indonesia.Rudebjer, P.G., P. Taylor and R.A. Del Castillo(eds) 2001. A Guide to Learning Agroforestry.A framework for developingagroforestry curricula in Southeast Asia.Training and Education Report No. 51.World Agroforestry Centre, Bogor,Indonesia.Temu, A.B., W. Kasolo and P. Rudebjer 1995.Approaches to agroforestry curriculumdevelopment. Training and EducationReport No. 32. World Agroforestry Centre,Nairobi, Kenya.Temu, A.B. and E. Zulberti (eds) 1994. AgroforestryEducation in Africa. Proceedings ofthe first workshop of the African Networkfor Agroforestry Education (ANAFE) 19–21April 1993, Nairobi, Kenya. World AgroforestryCentre, Nairobi, Kenya.