By G. Loebenstein, G. Thottappilly
Agricultural learn is likely one of the such a lot common types of equipped learn on the planet, in either constructed and constructing nations. administration of agricultural learn comprises many choices that experience medical, social and political results. each nation has confirmed agricultural study priorities in keeping with many advanced elements that needs to be thought of while judgements are made at the number of learn difficulties to be investigated. assets needs to be divided between initiatives that regularly compete for the restricted investment on hand that helps the whole learn enterprise.
This booklet will supply these people who deal with learn with tools and strategies that may be utilized in their administration organization.
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The British also made significant contributions to agricultural development in colonial Africa. Makerere University, first established in Kampala, Uganda, as a technical school in 1922, became the University of East Africa in 1963. This university offered courses leading to general degrees of the University of London. It became an independent national university in 1970 when the University of East Africa was split into three independent universities: University of Nairobi (Kenya), University of Dar es Salaam (Tanzania), and Makerere University.
G. producing instant, decaf, or any other specialty coffees), which was the prerogative of the foreign companies that bought the unprocessed coffee beans. Whereas this situation has somewhat changed in the recent past, the “competitive advantage” given by technological advances and a recognised label in the coffee business, remains with the multinationals. In the end, the average gross domestic product (GDP) of the 20 richest nations was 15 times greater than in the 20 poorest nations in 1960. Thirty years later, this difference between the rich and poor nations doubled (World Bank, 2000).
The lack of investment in “productive” agricultural R&D in developing countries by foreign aid agencies/departments, has further contributed to set back the significant progress made by NARIs and IARCs up to the 1980s. Millions of dollars in contributions to IARCs have been invested in the last two decades in social studies that address semantic and conceptual issues, totally irrelevant to poor farmers in the absence of improved cultivars and technology that allows them to produce food and income for their families, in order to meet their most basic needs.
Agricultural Research Management by G. Loebenstein, G. Thottappilly