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Pesticides are crucial for increasing agricultural productivity, but they have also been linked to a range of health and environmental risks. In this paper, we used nationally representative data from 557 agro-dealers in Uganda to assess the role of agro-dealer certification in improving knowledge and practices related to environmentally-friendly pest control. We found that almost half of the sampled agro-dealers were not certified or accredited by regulatory bodies, even though this is a prerequisite for selling pesticides in the country. Results further showed that only 16% of the agro-input shops were selling biopesticide products, largely due to a lack of awareness, access and demand from farmers. Regression results showed that certified agro-dealers were 9-12 percentage points more likely to know about biopesticides and integrated pest management, and 8-10 percentage points more likely to sell biopesticide products, compared to their non-certified counterparts. Our findings imply that agro-dealer certification courses can play an important role in raising knowledge and stimulating the supply of environmentally-benign pest control products. We identified regulatory enforcement, a decentralized certification system and agro-dealer associations as some of the potential pathways for incentivising compliance with certification requirements, thereby promoting lower-risk pest control products and strategies. [ABSTRACT FROM AUTHOR]

In Central Africa, plantain is traditionally grown after a forest fallow. Given increasing urban demand and a lack of forest fallows near urban centres, as well as poor roads and environmental concerns to reduce pressure on forests, research is needed to identify suitable shade, fertility management and cultivars to shift production of plantain to grasslands and to reduce losses to diseases such as black leaf streak disease (BLSD). Effects of light level (full, 67%, 33% light), and nitrogen (N)-amendment on BLSD-tolerant (FHIA-21) and BLSD-susceptible (Batard) cultivars planted on soil from paired grassland and forest sites were determined. BLSD and growth were monitored until 5 months after planting. Three months after planting, leaf area attacked on cultivar FHIA-21 was less than half that on Batard. Plants grown under 33% and 67% light had less leaf area attacked (2.9% and 4.6%, respectively) than those grown in full light (7.3%). Leaf area and dry matter (DM) were higher under shade and when grown on forest soils. Compared to growing BLSD-susceptible plantain on forested land under shade, a shift onto grasslands and a reduction in shade use is predicted to reduce yields. Using cultivar FHIA-21 may limit, but not eliminate, yield loss. [ABSTRACT FROM PUBLISHER]

This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive `social ecology' and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kwéyòl-majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning-making. The paper argues that increased recognition of the epistemological issues and cultural values that are at the heart of efforts to strengthen research capacity can play a crucial role in democratizing the education policy process and educational research itself. [ABSTRACT FROM AUTHOR]

Educational research is being increasingly challenged for not contributing effectively enough to the improvement of policy and practice worldwide. Critics call for more relevant, cumulative, accessible and cost-effective studies. This paper examines the implications of this contemporary debate for small states, as they engage with increasingly powerful international development agenda's while dealing with their own distinctive educational needs and priorities. Specific attention is given to different conceptions and traditions of educational research; to the potential of participatory and partnership models; to the process of educational research and evaluation capacity building; to the sociopolitical implications of 'genuine' North-South partnerships; and to the lessons that can be learned by all engaged in educational research from the comparative and international experience. [ABSTRACT FROM AUTHOR]