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BOX F.5
Research-extension links and knowledge brokers in Vietnam Relevant agricultural research results are often not shared with farmers. Despite the significant number of agro-scientists working at the local level, interaction between the various actors is limited. However, the number of Vietnamese organizations acting as a bridge between knowledge generators and users has grown in recent years, but their skills and expertise remain limited. These organizations are mostly public bodies, with the private sector playing a limited role. For example, there are several centers for promoting technology transfer and information under the local Department of Science and Technology and the Centers for Promoting Agricultural Activities under the local agencies for Agriculture and Rural Development. In addition, technology incubators are linked to polytechnic universities and to a growing number of technology
parks, which play a role in facilitating knowledge diffusion. On the local level, the State Agency for Technical Innovation (SATI) is supported by the departments for science and technology in the provinces, which are the main connectors for innovation networks. SATI formed a joint program with the Japanese government that has supported about 1,000 Vietnamese companies in upgrading their manufacturing operations by buying Japanese equipment. Under the new Technology Transfer Fund, there is a planned Centre for Science and Technology Transfer Services to help local enterprises adopt foreign technology and to transfer know-how and technologies from public research institutes and universities. In addition, SATI organizes technical training and capacity-building activities at the local and provincial levels.
Source: OECD and World Bank 2014.
INSTRUMENTS AND EXAMPLES OF CO-INNOVATION Indonesian agencies are searching for “models of what works,” that is, models that are useful in promoting public-private sector partnerships that mobilize science for innovation. See box F.6.
EDUCATION AND SKILLS FOR AGRI-FOOD SECTOR INNOVATION The role of education and skills development is crucial for agricultural innovation, both as a producer of skilled personnel and as a source of knowledge and research. Table F.1 summarizes the main findings on agricultural education and skills (with data limitations), drawing on the desk review. The tertiary and technical and vocational education and training (TTVET) capacity differences across the developing East Asian countries are significant. TTVET systems (number and size of agencies, programs, human and other resources) and their quality vary largely along the development status of the country. All countries have HEIs that offer courses and degree programs in agricultural disciplines (table F.1). In most countries, HEIs fall under the ministry of education, which has often not been the most advantageous institutional arrangement for agricultural education (World Bank 2012). In Cambodia, the Lao People’s Democratic Republic, and Vietnam, universities and colleges fall under the ministries of agriculture.2 The number of HEIs varies between countries (table F.1). China, Indonesia, Malaysia, Thailand, and Vietnam all have several universities and colleges
