Theme 3. Capacity development to support systemic change: approaches, methods and tools

Convenors: Alex Koutsouris, Andrea Knierim, Pierre Labarthe, Ruth Nettle, Simona Cristiano, Patrizia Proietti, Noelle Aarts, Cees Leeuwis

Rationale

The need to solve multifaceted and increasingly complex problems related to agriculture and food reinforces new forms of research, learning and problem solving, integrating varying perspectives and insights to promote more sustainable and resilient development pathways. In this respect, systemic concepts and approaches pertaining the generation, dissemination and use of knowledge and innovations have become widely known and used. Examples are the recent use of the AKIS/ AIS (Agricultural (Knowledge and) Innovation Systems) concepts in agricultural policies and research programs, the interactive innovation approach in advisory/ innovation support services and development projects, and various integrative collaboration models (e.g. innovation networks, platforms or clusters).

In general, addressing bio-physical and societal challenges relating to sustainable (agricultural and rural) development requires involving a wide variety of actors who engage in iterative learning processes at different scale levels. Due to the different knowledge, perceptions and interests of these actors, capacities, methods and tools to foster interaction, complementarity, trust and critical reflection are needed. The development, testing and implementation of such new ways of learning, training and teaching are key success factors in view of systemic change, and both their individual and collective effects, challenges and impacts require in-depth studies and engaged discussion and reflection.

In addition, the enabling environment is an important factor to consider, which implies the ability to design and implement policies for change, to analyze and frame complex problems in their systemic and multi-dimensional nature, aimed at bringing about new forms of institutional arrangements between various societal groups and stakeholders by balancing power relations.

At the same time, research highlights important changes in farmers’ sources of advice, life-long training or innovation support. These changes are linked to various trends in AKIS: digitalization, changes in public policies, new forms of privatization, transformation of farmers’ social networks, etc. They also relate to transformations of farms, farmers and their systems such as enlargement of farms, with more employees and new management requirements, outsourcing, new entrants and new forms of part-time farming, etc.

Papers within this theme should deal with evidence, approaches, methods and tools that allow organizations and individuals to improve their own capacity (incl. functions and roles of education, training and life-long learning, both formal, informal and non-formal), as well as to contribute to a new way of collaborating, learning, interacting and negotiating, and innovating to build more sustainable and resilient development pathways (incl. strategic and political processes).

The theme also includes innovative analytical frameworks, approaches, methods and tools for monitoring and evaluation. These frameworks have to be/been developed to support decision-making and action for systemic change in innovation systems, through capturing structural and process evidence at individual, organizational and system levels.

Objectives

The objectives for the sessions relating to this theme are to explore concepts, theories, methods, tools and practices focusing on learning processes and capacity development in the context of negotiating rural development and sustainable agricultural futures, as well as on the results of relevant projects, programs, education and training courses or policies in different socio-cultural, economic and institutional contexts.

Orientation for papers

Short papers are invited to address a range of topics, which include, but are not limited to, the following sub-themes:

Sub-theme 3.1 Conceptualizing and documenting learning processes

Transformative learning related to education, training, extension/advisory services in multi-actor settings are nowadays promoted by various public policies (regional, national, European...) supporting sustainable agricultural and rural development. We invite contributions advancing the current state of art on learning processes (across scales, ranging from the individual to the group, community, organization and policy level) especially with a view to second-order and transformative learning. We also invite contributions with empirical evidence about new forms of learning processes in the farming sector, based on quantitative (socials network analysis, econometrics) or qualitative methods (interviews, ethnographic or netnographic studies). Studies contributing to the identification and facilitation of new knowledge, skills and attitudes and/or the development of education and training pathways aiming at embracing the systemic approach and the need for systemic transition to sustainability, are also welcome.

Sub-theme 3.2 Advancing methods and tools for learning

There are debates about the various methods, tools and practices supporting interaction and learning concerning systemic and multi-stakeholder (multi-actor approach/MAA; transdisciplinary) processes in view of innovation and change such as network/ platform building and facilitation, social learning and action and interactive innovation (including EIP-OGs). We invite contributions that feed this debate. We also welcome contributions on new co-design methods and tools for change and learning in farming and food systems (farmers’ science, participatory modelling, information platforms/ depositories, etc.), and also on innovative (modelling) approaches for systemic change in farming and food systems (agent-based modeling - ABM, machine learning, AI, big data, serious games…). A specific focus can be put on approaches, arrangements and methods that particularly ensure farmers’ agency and influence in and benefit from interactive approaches such as innovation networks, transdisciplinary research and others.

Sub-theme 3.3 Feeding policy debates on how to support and monitor learning process

Collaborative policy making and its operationalization in diverse AKIS/AIS configurations are needed, including potentials and limitations of the concept to support farming system related change. We invite contributions that address the issue of AKIS policy making. Among other dimensions, contributions can address monitoring, assessment, evaluative approaches, as well as methods and tools to support and analyze learning pathways, capacity development and system change. Contribution addressing the diversity of advisory and innovation support services, incl. new functions, new skills and competences and related activities of advisors’ further education and training, and their link to public policies or collective action, are also welcome.