- See the pictures
- See the NUS Workshop Compendium
Neglected and underutilized species (NUS) are vital for nutrition, food security, climate resilience, and cultural heritage. Yet they receive limited attention in university programs and teaching materials, weakening the pipeline of graduates, innovators, and entrepreneurs who can strengthen NUS value chains and policies.
The Network for NUS Education and Curriculum Development links universities in Africa, India, Latin America, and the Caribbean. The goal wass to embed NUS in innovation, trade, and enterprise development through more entrepreneurial and systems-based teaching.
“The food that is shared tastes better.”
“One hand cannot cook a meal alone.”
The 50 participants represented a diverse mix of partner types, including: Universities (Africa, Asia, Latin America, and the Caribbean), Civil society and education partners, CGIAR centers, Research projects and international networks.“Wisdom is like a baobab tree; no one individual can embrace it.”
The workshop used participatory and co-design approaches. Breakout sessions ensured active engagement, shared learning, and collaboration. Sessions alternated between short plenary discussions, case examples, and interactive group work.
Outcomes
- Strengthened collaboration among universities, CGIAR centers, research networks, and civil
society partners to advance NUS innovation and education. - Enhanced alignment between academia, incubators, accelerators, and enterprise partners to promote NUS-based entrepreneurship and innovation among students.
- A committed core group of educators, researchers, and innovation partners equipped to co-develop and pilot NUS-related teaching modules in their institutions.
- Formation of a 12-month community of practice bringing together universities, CGIAR centers,
and implementation partners to exchange lessons, track pilots, and refine teaching models for NUS integration.
Keynotes
- Carlo Rega, Coordinator, Knowledge Centre for Global Food and Nutrition Security, European Commission Joint Research Centre (JRC), Ispra, Italy - Global Institutional and Policy Perspective
- Prof. Agnes W. Mwang’ombe, Professor of Plant Pathology, Department of Plant Science and Crop Protection and Coordinator, Seed Enterprise Management Institute (SEMIs), University of Nairobi, Kenya
- Prof. Pravat Kumar Roul, Vice Chancellor, Odisha University of Agriculture and Technology (OUAT), Bhubaneswar, India - Higher Education and Agrifood Transformation in Asia
- Dr. Sonia Peter, Founder and Executive Director, Biocultural Education and Research Programme (BERP), Barbados
- Prof. Reinhold Muschler, CATIE - Regional Thought Leadership and Agroecological Education in Latin America and the Caribbean
- Prof. Christopher Chiedozie Eze, University of Agriculture and Environmental Sciences, Umuagwo, Nigeria
Agribusiness education, NUS-focused curriculum reform, and youth enterprise development in Africa
Breakout groups
- Sustainable Production
- Value Addition / Agribusiness
- Nutrition / Health
Curricular Development
What kind of competencies are required of the graduates of NUS?
Propose broad topics under the following aspects?
- Theories on NUS and their values
- Mainstreaming NUS in Agri-food system and economies
- Sustainable Production of NUS
- Post-harvest handling of NUS
- Value Addition/Processing & Commercialisation
- Food security, Nutrition, Sovereignity & Health and NUS
- NUS and Climate Resilience and Ecosystem Health
Propose Sub-topics for each of the seven aspects above
State Course/module Objectives
State Intended Learning Outcomes (ILOs)
Propose Modes of delivery
Propose Mode of assessment
Plenaries.jpg)
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- Shared learning outcomes, priority content areas, and prototype module ideas. Reflections from research networks and enabling partners.
- Presentation of pilot ideas, prototype modules, and early plans. Development of the community of practice and agreement on next steps.
Organizing Partners
GFAiR, operating under the name Global Forum on Agricultural Research and Innovation (GFAR), is a multi-stakeholder platform that brings together farmer organisations, national agricultural research systems, universities, international research centres, civil society, the private sector and development agencies. The Forum works to make agri food research and innovation systems more effective, responsive and equitable, with a focus on supporting smallholder farmers and achieving sustainable development goals. GFAR facilitates collective action, shared agendas and partnerships that align research and innovation with the needs of farmers, rural communities and food system actors.
RUFORUM is a pan African consortium of universities that supports postgraduate training, research and innovation in agriculture and related fields. The network promotes regional collaboration among African universities, strengthens graduate training, and links university programmes to farmer needs, agribusiness and policy processes. RUFORUM’s work responds to continental frameworks on agriculture, education and science, and includes competitive grants, regional doctoral programmes, curriculum reform and support for youth and women in agrifood systems.
The International Foundation for Science is an independent non governmental organisation that provides small research grants and tailored capacity strengthening to early career scientists in low and lower middle income countries. IFS supports researchers who work on the sustainable management of biological and water resources, including agriculture, food, biodiversity and environment related topics. The foundation combines individual grants with mentoring, training and networking so that promising scientists develop strong careers, join international research communities and contribute to local and national problem solving.
For this workshop, the European Commission is represented through the Joint Research Centre, the Commission’s internal science and knowledge service. The JRC provides independent scientific evidence and technical support for European Union policies across the whole policy cycle, including areas such as sustainable agriculture, food systems, land use and ecosystem services. Work includes modelling, data analysis, development of indicators and support to policy design and evaluation, carried out in collaboration with partners in Europe and internationally. Through this role, the JRC contributes policy and evidence perspectives that link agrobiodiversity and NUS to wider debates on sustainability, climate action and rural development.
Resources:
This review on neglected and underutilized food plants (NUSs) in the Near East and North Africa (NENA) region highlights their significant potential to boost food security, climate resilience, and nutrition in arid areas, showcasing drought-tolerant species like Christ's thorn jujube, purslane, rocket, amaranth, and quinoa that thrive in harsh conditions. These nutrient-rich crops offer sustainable alternatives to staples, combat micronutrient deficiencies, support local biodiversity, and empower women, though challenges like low awareness and underdeveloped value chains require research, policy, and community-led development to unlock their full potential for new, inclusive food systems in the region.
Baobab (Adansonia digitata) and marula (Sclerocarya spp) can become large trees even in arid conditions where nothing else grows well. Baobab and marula cannot burn in forest fires, and they are extremely resistant to insect pests and plant diseases. Both trees produce large amounts of nutritious and popular food and could be planted sparsely on vast areas of land without changing local land-use patterns.
Related:
China is piloting a major PhD reform in strategic engineering fields (like semiconductors, quantum computing, defense) where students can earn a doctorate by developing a functional product or design, rather than a traditional thesis, focusing on national tech strategy and breaking bottlenecks, a significant shift from Western models emphasizing theoretical papers. This involves direct collaboration with industry and labs, with degrees granted for tangible innovation, exemplified by Harbin Institute of Technology (HIT) where one student recently graduated this way.
Key Aspects of the Reform
- Focus on Practicality: The goal is to solve real-world, critical technical challenges, moving beyond academic papers to tangible solutions.
- Strategic Importance: The program targets areas vital to China's technological self-reliance, aiming to overcome foreign tech blockades.
- Industry-Academia Integration: Students work directly with leading companies and national labs on applied projects.
- "Product-Based" Graduation: A functional product, system, or process can replace the traditional dissertation as the core requirement for a PhD.
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