Evans School Policy Analysis & Research Group (EPAR)

Maize has expanded through the 20th and into the 21st century to become the principle staple food crop produced and consumed by smallholder farm households in Sub-Saharan Africa (SSA), and maize production has also expanded in South Asia (SA) farming systems. In this brief we examine the environmental constraints to, and impacts of, smallholder maize production systems in SSA and SA, noting where findings apply to only one of these regions. We highlight crop-environment interactions at three stages of the maize value chain: pre-production (e.g., land clearing), production (e.g., fertilizer, water, and other input use), and post-production (e.g., waste disposal and crop storage). At each stage we emphasize environmental constraints on maize production (such as poor soil quality, water scarcity, or crop pests) and also environmental impacts of maize production (such as soil erosion, water depletion, or chemical contamination). We then highlight best or good practices for overcoming environmental constraints and minimizing environmental impacts in smallholder maize production systems. Evidence on environmental constraints and impacts in smallholder maize production is uneven. Many environmental concerns such as biodiversity loss are commonly demonstrated more broadly for the agroecology or farming systems in which maize is grown, rather than specifically for the maize crop. And more research is available on the environmental impacts of agrochemical-based intensive cereal farming in Asia (where high-input maize is a common component) than on the low-input subsistence-scale maize cultivation more typical of SSA. Decisive constraint and impact estimates are further complicated by the fact that many crop-environment interactions in maize and other crops are a matter of both cause and effect (e.g., poor soils decrease maize yields, while repeated maize harvests degrade soils). Fully understanding maize-environment interactions thus requires recognizing instances where shortterm adaptations to environmental constraints might be exacerbating other medium- or long-term environmental problems. Conclusions on the strength of published findings on crop-environment interactions in maize systems further depend on one’s weighting of economic versus ecological perspectives, physical science versus social science, academic versus grey literature, and quantity versus quality of methods and findings.

This paper is the third in EPAR’s series on Higher Education in Africa. Our research tasks in this phase build on Phase I, in which we sought to identify measurable rates of return on tertiary agricultural education in Africa and describe the current state of African higher agricultural education (HAE), and Phase II, in which we identified countries’ experiences with national higher education capacity building through partnership building, cross-border opportunities such as ‘twinning,’ and various retention and diaspora engagement strategies. In this phase we discuss successful regional education models, particularly in Sub-Saharan Africa. We have organized our findings and analysis into three sections.The first section organizes the literature under categories of regional higher education models or ‘hubs’ and discusses measurement of the regional impact of higher education. The second section provides bibliometric data identifying academically productive countries and universities in Sub-Saharan Africa.The final section provides a list of regional higher education models identified in the literature and through a web-based review of existing higher education networks and hubs. We also include a list of challenges and responses to regional coordination.

Our initial agriculture capacity building search revealed best practices including institutional partnership building, cross-border opportunities such as ‘twinning,’ and views that these practices are most effective when accompanied by appropriate policies and regulatory frameworks to incentivize return on education to home countries. In addition, the literature explained the historical and political context  in which some countries successfully built higher educational capacity, suggesting a set of socio-political conditions necessary for a ‘surge’ in capacity building to occur.  Our results raised questions about challenges shaping these best practices (e.g. “brain drain” leading to the need for cross-border opportunities) as well as possible approaches to address these underlying issues. To further examine identified challenges from our initial findings, we re-oriented our search to investigate retention strategies, regional or intra-national network capacity building approaches, and whether there is in fact a need for higher education capacity in all countries through comparative advantage or otherwise. This report presents a review of the literature on the best and worst practices for national agricultural capacity building when investing in a country's higher education system or when investing directly in national or relevant global research capacity. We find that several countries have successfully employed a variety of retention, return, and diaspora strategies to build capacity by capitalizing on the feedback loops of international mobility.  In addition, several countries in Africa have employed strategies to address the rural-to-urban “brain drain” by prioritizing education of students with post-secondary rural agricultural work experience and strong ties to rural communities in order to return the benefit of this education to local communities. The report discusses these and other strategies as well as analysis related to the ‘whole system effect’ of higher education and subsequent ‘need’ for Higher Agricultural Education (HAE) capacity in all countries.

This presentation summarizes the biotic (insects, viruses, fungi, bacteria, weeds, and post-harvest pests) and abiotic (drought and soil nutrients) stresses that may be addressed or countered in order to improve crop yield in Sub-Saharan Africa and South Asia. Data is sourced from FAOSTAT, GAEZ, a series of academic papers by Waddington & Dixon, and IMPACT model estimates. Slides compare area harvested, yield, and yield gap percentage with total calories per year, the 2005 value of production, and projected growth between 2005-2030.