Sorry, the system doesn't find any field. Please insert one field at least. المطبوعات | الزراعة الذكية مناخيا | منظمة الأغذية والزراعة للأمم المتحدة
الزراعة الذكية مناخيا

الموارد التالية متعلقة بالزراعة الذكية مناخيا وتهدف إلى مساعدة أصحاب المصلحة والباحثين في المستوى العالمي والإقليمي والميداني في عملهم من أجل تنفيذ ممارسات الزراعة الذكية مناخيا.


Overview and Key messages 
2.1 Why is a landscape approach needed for achieving Climate-smart agriculture? 
2.2 How can a landscape approach be implemented? 
2.3 Examples of landscape approaches 
2.4 Conclusions

Overview and Key messages
3.1 Introduction
3.2 Water management in agriculture: status and trends
3.3 Potential impacts of climate change on water in agriculture
3.4 Vulnerability to climate change and resilience: a variety of situations
3.5 Assessing risk, preparing responses
3.6 Options for adaptation to climate change
3.7 Prioritizing options with an eye on vulnerable categories of people
3.8 Conditions for successful adaptation
3.9 Water management for climate change mitigation
3.10 Conclusions

Overview and Key messages 
6.1 Genetic resources for food and agriculture 
6.2 Genetic resources for food and agriculture: a prerequisite for climate-smart agriculture 
6.3 Concluding remarks

This publication was commissioned under the auspices of the project “FAO technical support to the COMESA-EAC-SADC program on climate change adaptation and mitigation in Eastern and Southern Africa (OSRO/RAF/307/COM)”. The study goal was to consult with stakeholders, including government departments, the private sector, civil society organizations, development partners, research institutions and NGOs involved in current and past climate-smart agriculture initiatives in the Eastern Africa (EA) sub-region, to map, review, analyse and synthesize major past and current CSA initiatives, in order to document the key stakeholders involved, the policies in place and the constraints, challenges, opportunities and enabling factors to adoption of climate-smart agriculture practices and technologies in the subregion.

The evidence is clear: to change behaviour ‘environmental education’ needs to change its focus – with less emphasis on knowledge and raising awareness (although still needed) and more on competency, action skills and problem solving (Marcinkowski, 2010). This report reviews the evidence base to establish which educational methods are proven to have an impact on behavior. The research is summarized and evaluated to develop a set of recommendations on how to better focus educational activities for maximum impact on individuals, local communities and the wider world. The challenge for educators now is to turn this evidence into reality; to develop and deliver educational resources and experiences that trigger long-term behavior change.