Recommendations for "Training and Skills Development (79 results)"
Change must begin in training and education.
2020
Trade policies that foster open markets should be complemented by measures that improve the capacity to compete in modern global value chains. These include investments in infrastructure, effective regulation and, most importantly, measures targeting the upgrade of skills for farmers and workers.
2020
Effective public‑private partnerships, good regulations to crowd‑in the private sector and policy coherence are needed to improve digital infrastructure and skills in rural areas and to facilitate the uptake of digital technologies, especially in agricultural and food markets of developing countries.
2020
The impact of increased GVC participation is likely to vary depending on policies that promote the mobility of production factors, especially labour, and on conditions that allow economic activity to expand, such as investments in human capital through better skills, improved infrastructure and effective regulation.
2020
More dedicated and comprehensive policies and development approaches are required that specifically target women’s economic empowerment and nutrition including: Access to reproductive health services and nutrition services; Care services; Skills training and access to employment and Maternity protection and social protection
2019
Create new jobs and foster decent work through improved working conditions, occupational safety and health, adequate living wages, and/or training for career advancement.
2014
Advance women’s equal tenure rights, and their equal access to and control over productive land, natural resources, inputs, productive tools; and promote access to extension, advisory, and financial services, education, training, markets, and information.
2014
Provide appropriate training, education, and mentorship programs for youth to increase their capacity and/or access to decent work and entrepreneurship opportunities, and foster their contribution to local development.
2014
Improve access to education, training and capacity development for small and medium enterprises, cooperatives, associations, and farmer and producer organizations to enable them to enter into agreements and engage with other market actors.
2014
Research organizations, universities, academia, agricultural training centres, extension organizations and/or programmes should emphasize the integration of the Principles [CFS Principles for Responsible Investment in Agriculture and Food Systems] in their own policies, facilitate knowledge, exchange, and skills development, and address the innovation needed to increase smallholders’ contributions to food security and nutrition. This can comprise a range of roles including identifying impacts, testing of field practices, technology and business models, and advising the government on policy reform or investors on practices related to agriculture and food systems. In support of food security and nutrition, research organizations and academia are encouraged to undertake participatory research that contributes to sustainable production and consumption systems.
2014
Empower farmers and help them enhance their capability and skills by promoting knowledge transfer on voluntary and mutually agreeable terms; applying this transferred knowledge on the ground and in vocational training; and by facilitating access to ICT, precision farming, and agricultural innovations. Encourage new and motivated entrants to the farming and the agri-food sector and identify business models that provide opportunities for new entrants.
2016
Promote R&D, technologies, innovation, know-how skills and their transfer on voluntary and mutually agreeable terms to farmers to meet future food needs while tackling sustainability challenges and improving people’s quality of life. The international agricultural research agenda has to become increasingly interdisciplinary and practice oriented. New equipment adapted to the local context, as well as broadband and ICT and big data have the potential to help to expand food supply capacity. Promote further research on alternative protein sources in the feed chain, as well as focus on human resource development for young researchers.
2016
Support the creation of decent employment opportunities with equitable economic returns for women in agriculture and food systems including selection, processing, distribution and sales of agricultural products, and equipping women with needed skills through vocational education and training. Increasing economic opportunities with higher and fair returns, both on- and off-farm.
2016
Strengthen support for national governments to develop capacity at multiple levels, including through training health, nutrition and extension workers, and enhancing food and nutrition education.
2016
Overcome obstacles which prevent women from being equal contributors to and beneficiaries of FVCs. In particular, the promotion of women’s empowerment through equitable access to innovation and skills training is important to the sustainable development and growth of the agro-food sector.
2019
Promote innovation and skills training for attracting new entrants, especially youth, to the agro-food sector. Skilled people, in turn, will contribute to further innovation in the agro-food sector if they acquire entrepreneurial skills, are more directly involved in the research and development process, and have improved access to the financial system and extension services.
2019
Recognizing that well trained people are one of the most important assets for the future, knowledge and inputs are encouraged from non-agricultural sectors in human development and lifelong education for all.
2019
Recent progress on technology and other forms of innovation including organizational and financial, make it necessary for farmers to acquire a wider range of knowledge and skills in order to enable them to embrace and responsibly utilize new technologies and innovations. It is therefore necessary for an environment where farmers, including new and small scale farmers, regardless of age, gender or geographic location can have access to knowledge and skills.
2019
It is important to improve land tenure security and integrated water management, technical training and the adoption of innovative and sustainable agricultural practices, involving farmers in the co-development and evaluation of sustainable agriculture systems.
2018
Promote academic, scientific and technological activities, and foster interdisciplinary experience exchanges at institutions and cooperatives.
2018
Promote decent work and the formalization of jobs, aided by ongoing skills development.
2018
Pursue investments in agricultural infrastructure and agricultural research and extension, to improve water management, land governance and strengthening farmer skills and knowledge.
2016
Improve both public and private service system, including vocational training and foster efficient agricultural service organizations and enterprises, thus building a comprehensive service network covering all stages before, during and after production, including sustainable value chains.
2016
Promote technical skill upgrading, especially for smallholder farmers and rural workers, through training programmes focused on innovative farming practices and technologies that promote sustainable production, business skills, as well as basic education and best practices to cope with downstream market concentration.
2016
Support skills development and training programmes that prepare farmers for present and future challenges, such as globalized food value chains and the adverse effects of climate change, and especially target women and young people including to assist in retaining youth in the sector.
2016
Increase women’s participation in the workforce and reduce youth unemployment by supporting food system employment and entrepreneurial opportunities in particular for smallholders and especially for women and youth through training and skills development.
2015
Special efforts are needed to promote training programmes and skills development and improved access to productive resources for smallholders, women and youth. Explore mechanisms, including south-south and triangular cooperation, to share successful experiences in skills anticipation and matching, apprenticeship and work-linked training pathways and improved access to productive assets.
2015
Improve coordination among responsible government authorities for the identification and implementation of policies to promote responsible public and private investments in infrastructure, irrigation, protection of soils, open and transparent markets, technologies, knowledge sharing, rural services including financial services, extension and advisory services, social protection programs, health and safety at work, employment services and vocational training and education.
2015
Provide public training and support for small-scale and family farmers, especially in agroecological and sustainable production and marketing, and especially in rainfed and harsh environments.
2020
Achieve the right to food for smallholder farmers. Attention needs to be given not only to increasing purchasing power, but also to accessing productive assets and increasing the productivity of land and labour in smallholder farming through appropriate training, technology and support services to achieve food and nutrition security with a rights-based approach.
2013
Enhancing gender equality: Developing the skills and the knowledge of rural women and girls through training in literacy and numeracy or vocational training enables them to participate more in development interventions and business opportunities.
2016
Targeted upgrading of technology, skills and capabilities to enhance employability and entrepreneurial capacity in rural areas: With a particular emphasis on youth, women, landless workers and other groups facing substantial risk of exclusion, measures to enhance employability include targeted improvement of key technological skills, vocational training for jobs in the commercial sector and basic life skills for success in working environments.
2016
Technical and managerial skills: Educate, train and open to foreign skills
2020
Improve harvesting techniques
2019
Reinvigorate investment in rural infrastructure, education, training, technology, knowledge transfer and payments of environmental services.
2016
Increasing the access that small-scale producers have to productive assets, including knowledge and market linkages, cuts across all food system types.
2021
Technical and vocational training provided to youth, adolescents and women has proved helpful in strengthening entrepreneurial activities and enabling entry into self-employment activities. Further public efforts should seek to reduce business start-up costs and improve the business climate.
2021
Develop the digital skills and capacities of young workers, as well as of those transitioning from school to work, in sustainable and innovative approaches for urban, peri-urban and rural agriculture.
2021
Reform vocational training curricula to develop community-education-business partnerships based on collaborative assessments of local community needs, focusing on the entry points of most interest to youth, such as agroecological production, nutrition and dietetics, food value chains, marketing, and food systems education.
2021
Reform vocational training curricula to develop community-education-business partnerships based on collaborative assessments of local community needs, focusing on the entry points of most interest to youth, such as agroecological production, nutrition and dietetics, food value chains, marketing, and food systems education.
2021
Develop the digital skills and capacities of young workers, as well as of those transitioning from school to work, in sustainable and innovative approaches for urban, peri-urban and rural agriculture.
2021
Promote updated training programmes for professions and creation of jobs in food systems that require a wide range of skills (including digital), such as nutritionists, food educators, extension and advisory service providers and agricultural coaches, while ensuring that technological innovations do not eliminate jobs on a large scale.
2021
Reform vocational training curricula to develop community-education-business partnerships based on collaborative assessments of local community needs, focusing on the entry points of most interest to youth, such as agroecological production, nutrition and dietetics, food value chains, marketing, and food systems education.
2021
Invest in human capacity needed to innovate and diversify value chains by supporting agricultural education, advisory services, vocational training programmes and institutions, providing technical assistance and investing in technology transfer.
2022
Support training programmes in data management to empower countries to retain full control of their own data.
2022
Measures of empowerment include increased access to productive resources, including access to natural resources, agricultural inputs and technology, financial resources, as well as knowledge and education, strengthened organizational skills and, importantly, access to digital technology and communication.
2021
Measures of empowerment include increased access to productive resources, including access to natural resources, agricultural inputs and technology, financial resources, knowledge and education, as well as strengthened organizational skills and, importantly, access to digital technology and communication.
2021
National statistics offices should offer training opportunities to all staff, of all ages, to enhance their competences in using opensource software for data analysis, and reward demonstrated achievement.
2022
UN System organizations and international research institutions should contribute to eliminating language barriers, by expanding the set of languages in which relevant e-learning platforms are offered.
2022
Governments, private sector, research centers and universities and other relevant stakeholders should promote enabling environments to assist and facilitate food producers‘ access to affordable, innovative technologies and practices, including traditional knowledge, technical assistance, skill training, inclusive and sustainable business models adapted to local needs and priorities, and information about nutrition and healthy diets through sustainable food systems within agriculture and other extension technical services/programmes, to enable them to promote sustainable production, protect biodiversity, ensure food safety, and improve the nutritional quality of foods for markets.
2021
Business management training, decision-making skill development, scaling of financial services and products both accessible and relevant to women’s needs, and tools to help men and women strengthen their intra-household communication.
2021
Governments, private sector, and farmers and other producers and their associations should promote minimizing food loss and waste on farms, during post-harvest storage, and throughout processing, transportation, and retail. This includes demand-driven training and capacity to improve management practices and foster the adoption of appropriate technologies.
2021
Governments, intergovernmental organizations, private sector, non-governmental organizations, and communities should invest in appropriate vocational and skill trainings, formal education, and mentorship programmes for youth to increase their capacity and access to decent work, employment and entrepreneurship opportunities, as well as in demand side enabling policies and instruments to create decentwork opportunities, to stimulate and be drivers toward sustainable food systems for the next generation.
2021
Governments, intergovernmental organizations and private sector should promote development, rural-urban linkages, and access to information, social innovations, resource hubs, and new technologies and practices for youth along food supply chains that enhance the sustainability of food systems, improve nutrition and support social enterprises and of youth entrepreneurship (particularly in countries experiencing high rates of youth internal and external migration).
2021
Investment by governments, private sector and other relevant stakeholders should support training for food producers, handlers and processors to implement national, science and evidence-based, risk-based measures that can provide safe food while retaining their nutrient content.
2021
The inclusion of nutrition education and information within agriculture extension technical packages should be considered as a way to support producers in increasing the production of nutritious foods.
2021
Universities, schools, technical and vocational education and training centres as well as teaching schools should institute nutrition education curricula for students on the areas of food studies including food technology, health and agriculture during their training.
2021
Governments, civil society organizations, private sector, intergovernmental organizations, universities, schools, organizations of small-scale producers and workers, communication media and other relevant stakeholders should promote nutrition knowledge and culinary skills among school-age children, youth and adults (including promoting communal mealtimes, socializing around food, consuming healthy diets, and reducing food waste) in a variety of settings, including safeguards for the identification and management of potential conflicts of interest.
2021
Create an enabling environment for young people to remain in, or move to, rural areas by: i) protecting their rights and livelihoods; ii) creating decent work opportunities, including through applying agroecological and other innovative approaches; and iii) by addressing specific challenges for young people such as access to land, in accordance with national legislation, mechanization and technologies, credit and information, educational and entrepreneurial opportunities, and by investing in rural infrastructure and services to reduce gaps between rural and urban areas.
2019
Realize the full potential of digitalization for sustainable agriculture and food systems through capacity building and cooperation and technology transfer on voluntary and mutually agreed terms, in particular for developing and low-income countries, and include safeguards for data privacy and for the identification and management of potential conflicts of interest.
2019
Promote context-specific policies to bridge the digital divide between and within countries, as well as between rural and urban areas, by reducing currently existing technical, legislative, economic and educational barriers, and promote cooperation schemes to facilitate access to the application of digital tools, digital infrastructure, and technological solutions to improve rural attractiveness in particular for young people and women.
2019
Strengthen research, innovation, training, and education and foster knowledge co-creation, knowledge sharing and co-learning, on agroecological and other innovative approaches.
2019
Promote advisory and agricultural extension services, and strengthen training programmes to improve the implementation of agroecological and other innovative approaches, which could include ecological and environmental-friendly alternatives to agrochemical use as a mean to achieve food security and nutrition while protecting the environment. This should cover all agricultural sectors, using a holistic approach and using methods such as farmer field schools (FFS) and producer-to-producer networks.
2019
Encourage explicit coverage of achieving sustainable agriculture and food systems in curricula of educational institutions at all levels, and integrate hands-on, experiential learning.
2019
Support capacity development for producers, in particular small-scale producers, as well as policy makers and all other relevant actors, on agroecological and other innovative approaches to support innovation processes suited to their contexts and needs, and link these with social protection programmes where appropriate.
2019
Improve extension services and dissemination of information, in particular for climate-smart agriculture practices, by providing farmers with access to training, information, and extension services to improve their knowledge and skills in modern crop cultivation techniques and sustainable farming practices.
2023
Protect low-income and vulnerable groups from the side effects of mitigation or nutrition policies through adequate cash transfers and job training in case of reduction of their economic activities due to mitigation measures originating from agrifood systems (e.g. reduced production of some commodities) or beyond (e.g. energy pricing).
2023
Incorporate bookkeeping and accounting skills into SME technical assistance programmes.
2024
Include new training curricula for primary health care workers to provide double-duty nutrition counselling.
2024
Create a supportive “whole-of-school” approach conducive to healthy eating such as integrating nutrition into the classroom curriculum/health literacy lessons; promoting active school environments; cultivating school gardens; building knowledge and skills to create awareness, shape tastes, and develop healthy food habits; involving parents in meal planning; and influencing healthy eating attitudes at home.
2024
Work with market traders and street vendors to improve food safety by: (i) creating an enabling environment (where local and national authorities support food safety through investment in basic infrastructure, policy and regulation, capacity building and monitoring and surveillance activities); (ii) providing appropriate training and technology for value chain actors; and (iii) providing incentives for behaviour change.
2024
Provide restaurants with guidelines, training and resources to mitigate food waste.
2024
SMEs also need support as many have trouble accessing credit, and lack business management skills. These constraints can be overcome through setting up investment funds and training programs to support networks of SMEs. Special emphasis should be given to training and encouraging entrepreneurship among women and young people.
2017
Vocational training and apprenticeship programmes for young people
2019
Programmes aimed at building non-cognitive skills, including team-building and practical problem-solving
2019
Advanced skills: Educate for innovation and open to foreign talent
2020
Education including vocational training that can provide technical and business skills that are useful in the new agriculture and rural nonfarm economy
2008