|
|
|
Sort Order |
|
|
|
Items / Page
|
|
|
|
|
|
|
| Srl | Item |
| 1 |
ID:
145189
|
|
|
|
|
| Summary/Abstract |
CAN GENETICALLY MODIFIED (GM) CROPS help smallholder farmers in sub-Saharan Africa? To date, only two GM crops – insect-resistant forms of cotton and maize – have made it into the hands of African farmers. Of these, GM cotton has the longest empirical track record, having been the first GM crop ever introduced in Africa, and the only one that has been grown in multiple countries – first South Africa, then Burkina Faso.1 The performance of this crop has received intense scrutiny, as it offers the best indication of how the suite of other GM crops slated for commercial approval may perform across the continent.
This briefing reviews the experiences of South African farmers with GM cotton, which has emerged as the crucial precedent highlighting the value of GM crops for poor farmers. It then turns to the case of Burkina Faso, which became the showcase for how GM crops can benefit smallholder African farmers. However, as shown here, Burkina Faso has begun a complete phase-out of GM cotton, citing the inferior lint quality of the GM cultivars as the reason for abandoning its cultivation. Burkina Faso's phase-out could stall or even end negotiations to adopt GM cotton in other Francophone African countries with similar concerns over cotton quality. More generally, Burkina Faso's reversal could undermine public trust in GM crops across …
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
120820
|
|
|
|
|
| Publication |
2013.
|
| Summary/Abstract |
This paper presents the case of a role-play simulation that recreates a recent negotiation of the Convention on Biological Diversity. Using a blended learning approach, our simulated negotiation integrates three educational delivery methods-preparatory learning, face-to-face learning, and online collaborative learning-to recreate the complexity of negotiating global environmental issues. Qualitative student feedback is used to analyze the benefits and challenges of this approach. Our results suggest that blending learning methods within a role-play simulation is an effective strategy to help students appreciate the challenge of achieving consensus among competing interests, understand the pervasive power dynamics that shape political outcomes within the realm of global environmental governance, and hone skills relevant to policy analysis, negotiation, and consensus building.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|