Institutional Learning and Change: an introduction
MetadataShow full item record
Watts, J.; Mackay, R.; Horton, D.; Hall, A.; Douthwaite, B.; Chambers, R.; Acosta, A. (2007) Institutional Learning and Change: an introduction. ILAC Working Papers 3. 19 p.
Permanent link to this item: http://hdl.handle.net/10568/70607
Throughout the world, the pace of environmental, social and technological change is accelerating, and this in turn has major implications for the poor and their development prospects. Traditional transfer-of-technology approaches to agricultural research can no longer keep pace with the complex, diverse, risk-prone and dynamic realities of poor farmers. If agricultural research organizations are to be more successful in reducing poverty and increasing the sustainability of agricultural production systems, they must become less isolated, more interconnected and more responsive. In so doing, they must transform themselves into learning organizations, more in touch with field realities and better able to learn and to change. Recent research on the poverty alleviating impacts of technology associated with the Consultative Group on International Agricultural Research (CGIAR) has identified institutional learning and change (ILAC) as a key area for intervention if research is to be more efficient and effective in serving the poor.
Originally published by the International Service for National Agricultural Research as: Watts, J. R. Mackay, D. Horton, A. Hall, B. Douthwaite, R. Chambers and A. Acosta. (2003). Institutional learning and change: An introduction. ISNAR Discussion Paper No.03-10, The Hague: International Service for National Agricultural Research