News & Events

LOS BAÑOS, Philippines — As pests and diseases continue to threaten rice productivity, strengthening researchers’ ability to identify and evaluate biotic stress resistance is essential to developing more resilient rice varieties and effective pest management strategies. To build these capabilities, the International Rice Research Institute (IRRI), through IRRI Education and its Plant Pathology group led by Dr. Van Schepler-Luu, conducted the Hands-on Training on Biotic Stress Resistance Evaluation from October 5 to 16, 2026, at IRRI headquarters in Los Baños, Laguna, Philippines. 

The two-week course brought together 11 researchers, scientists, faculty members, research assistants, and doctoral scholars from rice research institutions in Asia and Africa. Through laboratory exercises, greenhouse activities, field observations, and guided discussions, participants developed practical skills in identifying, collecting, isolating, inoculating, and evaluating major rice pests and diseases. Beyond technical instruction, the training aimed to equip participants with standardized methods they could apply in their research, teaching, and extension work.

Turning scientific knowledge into practical expertise 

For researchers working to improve rice productivity, understanding pests and diseases is only the beginning. They must also be able to identify the organisms responsible, evaluate the damage they cause, and generate reliable evidence of a rice variety’s resistance. 

The training provided participants with opportunities to practice these skills firsthand. They collected diseased plant samples and insect pests, isolated and maintained fungal and bacterial pathogens, prepared cultures, and conducted artificial inoculation and infestation experiments. In laboratories and greenhouses, they evaluated major rice diseases—including blast, sheath blight, brown spot, false smut, and bacterial blight, bacterial leaf streak—as well as insect pests such as brown planthoppers, green leafhoppers, and yellow stemborers. They also explored molecular detection of tungro virus, methods for inoculation, and assessing resistance. 

For one participant from the Plant Breeding field, these exercises filled an important gap in their professional knowledge. Reflecting on their experience before attending the course, the participant shared: 

“As a researcher from the Genetics and Plant Breeding department, I had limited knowledge of rice diseases and insect pests before attending this programme.” 

The participant explained how the training helped build that foundation through practical work: 

“The training helped me understand disease symptoms, pathogen isolation and preservation, inoculation techniques, and disease and insect damage evaluation through practical sessions.” 

The learning has direct relevance to the participant’s research, particularly in identifying disease problems, understanding their effects on crop yield, and improving existing resistance-screening protocols. The participant added that the knowledge and skills gained would help “identify disease problems in my research, understand their effects on crop yield, and improve existing protocols for screening biotic stress resistance.” 

These experiences highlight the value of experiential learning in specialized scientific training. By practicing procedures rather than relying solely on classroom instruction, participants developed a clearer understanding of how resistance evaluation works and how its results can inform rice research. 

Taking research beyond the greenhouse 

The practical activities also helped participants connect controlled experiments with the challenges faced by farmers. During a field visit, they observed biotic stressors in rice fields, collected diseased plants and analyzed their observations. The activity encouraged participants to consider how scientific assessments relate to actual production conditions. 

For a participant from Central Luzon State University (CLSU), this connection became an important part of the training’s professional impact. The participant described the learning experience as an opportunity to follow the evaluation process from the field to the laboratory and back to its application in research. 

Reflecting on the two weeks, the participant wrote: 

“Following a problem from the field to the culture plate to a resistance score gave me a complete, reproducible workflow.” 

The experience strengthened the participant’s understanding of how field observations, laboratory procedures, and resistance scoring contribute to a systematic assessment of biotic stress. The participant also emphasized how the course influenced their approach to screening, noting that “the emphasis on consistency in every inoculation changed how I think about screening.” 

Such consistency is important in resistance evaluation, where standardized procedures help researchers produce results that can be compared, reproduced, and used to inform breeding decisions. Learning to carry out each step carefully can help researchers strengthen the reliability of their assessments and improve the quality of evidence used in their work. 

Beyond the technical procedures, the participant also reflected on the realities of applying research in agricultural communities. Their planned next steps demonstrate how the training could translate into action: 

“I will apply these protocols in my work on integrated pest management in rice, for early detection, assessment of disease severity, and timely management, and I will share what I have learned with colleagues and students, in the hope of helping Filipino rice farmers.”

Carrying new skills into future research 

For a scientist at Chaudhary Charan Singh Haryana Agricultural University in India working with ICAR-AICRP Rice, the training provided practical knowledge that could be applied directly to his area of expertise in host plant resistance screening. 

In his testimonial, he described the program as a “transformative learning experience,” highlighting the immersive exposure across laboratories, greenhouses, and fields. He emphasized the value of learning standardized protocols for pathogen isolation, media preparation, artificial inoculation, and resistance scoring for major rice diseases and insect pests. 

The experience also expanded his professional connections. As he explained, “networking with fellow scientists from different countries and IRRI scientists from around the globe has opened up fantastic collaborative avenues.” 

Other participants similarly emphasized the value of the program’s hands-on approach, supportive resource persons, and opportunities to learn alongside researchers from different institutions. One participant described the training as a memorable professional experience, sharing: 

“I truly enjoyed the hands-on sessions, which helped me gain new skills, strengthen my understanding, and build confidence in applying these techniques to my research.” 

Another participant highlighted the course’s practical value for early-career specialists, describing it as “a very practical required course for every newly recruited Plant protectionist and students” and recommending it as a potential requirement for plant pathology certification. 

Together, these reflections point to the importance of combining technical instruction with opportunities to practice, exchange knowledge, and develop professional relationships. The participants’ experiences also reinforce the need to make specialized training accessible to researchers and students who will carry these methods into their institutions and research programs. 

To support continued learning and knowledge sharing, the IRRI Plant Pathology team led by Dr. Van Schepler-Luu published a training manual in 2026 to facilitate learning and share established practices in biotic stress resistance evaluation. The resource is available through Zenodo. 

First implemented in 2024, the course forms part of IRRI’s continuing efforts to strengthen scientific capacity in rice research. Through the collaboration of IRRI Education and its Plant Pathology and Entomology goups, the program provides researchers with practical learning opportunities that can be carried forward into their respective institutions. 

As the 11 participants conclude the two-week training, their takeaways extend beyond the techniques practiced in laboratories and greenhouses. Their plans to improve research protocols, monitor fields, train colleagues, and collaborate with other institutions demonstrate how new knowledge can become part of ongoing scientific work.

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

LOS BAÑOS, Philippines — As the global rice sector works toward more sustainable and climate-resilient production, accurately measuring greenhouse gas (GHG) emissions is becoming increasingly important. To strengthen the capacity of professionals working at the intersection of rice production and climate action, IRRI conducted the training course GHG Emissions in Rice Systems: Basics of Mechanisms and Standards for Measurements from September 28 to October 1, 2026, at the International Rice Research Institute (IRRI) headquarters. 

Supported by Japan’s Ministry of Agriculture, Forestry and Fisheries (MAFF), the four-day training brought together 21 participants from six countries: the Philippines, Bangladesh, Mexico, Indonesia, Nepal, and Singapore. The cohort included researchers, graduate students, agricultural engineers, greenhouse gas specialists, monitoring and compliance professionals, and practitioners involved in sustainable agriculture and carbon projects. 

Through lectures, field demonstrations, laboratory exercises, and case studies, participants explored the science behind GHG emissions in rice systems and developed practical knowledge of the methods used to measure, analyze, and report emissions. The course aimed to strengthen their ability to generate reliable data that can support effective mitigation strategies and more sustainable rice production. 

From understanding emissions to measuring climate impact

Rice production can contribute to greenhouse gas emissions, particularly methane, making emissions measurement an important component of climate change mitigation. Reliable measurements help establish credible baselines, assess the environmental benefits of mitigation practices, and support monitoring, reporting, and verification (MRV) systems for rice-based projects. 

Guided by IRRI scientists and technical specialists, participants explored the mechanisms and drivers of GHG emissions under different rice production systems, climate change mitigation strategies, international measurement standards, and the principles behind emissions quantification. 

The program also covered the Intergovernmental Panel on Climate Change (IPCC) Guidelines for National Greenhouse Gas Inventories, field experimental design, gas sampling procedures, laboratory analysis, data quality assurance, emissions calculations, and reporting. 

By connecting scientific principles with established measurement standards, the training emphasized the importance of producing accurate and credible emissions data. These skills are particularly relevant to researchers and practitioners working on alternate wetting and drying (AWD), low-carbon rice production, and carbon-crediting initiatives.

Bringing GHG science from the field to the laboratory

A defining feature of the course was its emphasis on practical, hands-on learning. Participants moved beyond classroom discussions to experience the different stages of GHG measurement, from field preparation and gas sampling to laboratory analysis and data interpretation. 

During field demonstrations, participants learned how to install sampling equipment, measure water levels, and collect gas samples from rice fields. They then explored laboratory procedures, including gas chromatography, to understand how collected samples are analyzed to quantify GHG emissions. 

The training also introduced participants to data management and quality assurance principles, GHG flux calculations, seasonal emissions estimation, and the use of the GET application for emissions analysis. Through group case studies, they applied their learning to experimental study design, analysis of existing data, and the use of field survey data. 

This integrated approach helped participants understand how each stage of the measurement process contributes to reliable emissions estimates. It also highlighted the importance of maintaining data quality and following appropriate protocols when assessing the effectiveness of climate mitigation interventions. 

For one participant working in monitoring, reporting, and compliance at Creattura Philippines Inc., the experience offered a valuable opportunity to connect project implementation with the scientific processes behind emissions measurement. 

The participant shared: 

“From learning about the mechanisms and drivers of GHG emissions, mitigation practices, and MRV technologies, to actually setting up the field equipment, measuring water levels, conducting gas sampling, experiencing gas chromatography in the laboratory, and processing and interpreting GHG data, every activity gave me a deeper appreciation of how field measurements are connected to laboratory analysis and final emission estimates.” 

The participant added that the training helped develop practical skills, confidence, and a better understanding of the work involved in GHG monitoring and measurement.

Connecting research, carbon projects, and farmers’ realities 

The course brought together professionals with different responsibilities across the rice sector, creating opportunities to exchange perspectives on the scientific, technical, and operational aspects of GHG mitigation. 

For participants involved in AWD implementation and monitoring, the training provided relevant knowledge for collecting field data, documenting project activities, and evaluating the environmental benefits of water-management practices. For those working in carbon projects, it strengthened their understanding of the scientific foundations of emissions quantification and MRV requirements. 

Beyond technical learning, participants also reflected on the importance of making climate mitigation strategies practical and responsive to farmers’ needs. 

One participant working on GHG mitigation projects in rice systems shared that the course helped connect day-to-day project activities with the broader science behind emissions and mitigation. Reflecting on the field activities, the participant said: 

“Being in the field and experiencing firsthand some of the realities and challenges faced by farmers was very humbling and gave me a different perspective on how we design and implement our projects.” 

The participant emphasized the importance of ensuring that GHG mitigation efforts are “scientifically sound, practical, and realistic for farmers.” 

These reflections underscore a central lesson of the training: effective climate action requires more than accurate measurements. It also requires translating scientific evidence into approaches that can be implemented under actual farming conditions and that account for the needs of agricultural communities.

Building capacity for low-carbon rice systems

The September 2026 training marked the fifth implementation of the course, which was first offered in 2024 and conducted twice in 2025. Earlier in 2026, IRRI also delivered an in-depth Gas Chromatography Training for Accurate Measurement and Analysis, further strengthening its capacity-development initiatives in GHG measurement. 

As rice-producing countries and agricultural organizations pursue more sustainable production systems, strengthening technical capacity in emissions measurement remains essential. Reliable data can help researchers evaluate mitigation interventions, support carbon-accounting initiatives, and inform decisions on climate-resilient agricultural practices. 

Through initiatives supported by MAFF, IRRI Education continues to provide learning opportunities that connect research, technical expertise, and practical applications across the rice sector. 

The 21 participants leave the training with strengthened knowledge of GHG measurement standards, hands-on experience in sampling and analysis, and a deeper appreciation of how credible scientific data can support climate action. 

Ultimately, measuring emissions is not simply a technical exercise. It is an important step toward understanding the environmental impacts of rice production, improving mitigation strategies, and building rice-based systems that are more sustainable, resilient, and responsive to the challenges of a changing climate. 

The training was supported by the Ministry of Agriculture, Forestry and Fisheries (MAFF) of Japan.

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

What does it take to produce quality seeds that can support better harvests and stronger rice systems? For 24 agricultural professionals from six countries, answering this question meant going beyond the science of seeds and into the practical realities of producing, protecting, testing, and certifying them. 

From 7–11 September 2026, IRRI Education conducted its Quality Seed Production Training Course at the Sokoine University of Agriculture (SUA) in Morogoro, Tanzania)—marking the first-ever training conducted by IRRI Education in Africa. The course was implemented in partnership with SUA together with invited resource persons from Tanzania Agricultural Research Institute (TARI), Tanzania Official Seed Certification Institute (TOSCI), and Agricultural Seed Agency (ASA).  

The five-day training brought together participants from Tanzania, Sierra Leone, Kenya, Zimbabwe, India and Benin, representing research institutions, universities, seed agencies, private organizations, women group, and other agricultural institutions.  

More than technical training, the course created a space for professionals from different countries and sectors to strengthen the knowledge and practical skills needed to support quality rice seed production. 

From understanding quality to putting it into practice

The training began with the foundations of rice seed systems, including seed quality, seed classes, certification, seed legislation, and production planning. Participants examined how factors such as purity, germination, variety selection, demand forecasting, and production planning influence the quality of seeds that eventually reach farmers.  

The learning then moved from the classroom to the field. 

Through practical sessions at TARI Dakawa, participants applied what they learned in seed preparation, nursery establishment, field layout, field inspection, identification of off-types, and hands-on rogueing. They also explored crop management, seed health, harvesting, drying, storage, processing, and contamination prevention.  

For participants, these practical experiences helped turn technical concepts into skills they could apply in their own work. 

“The course was very informative and practical. It improved my understanding of seed quality production, quality control, seed testing, handling, and storage. The practical sessions were especially useful because they showed how to apply the knowledge in real seed production activities.”  

Another participant shared how the training changed their perspective on seed handling, saying that they now view seed selection through a “lens of strict quality consciousness,” recognizing that a successful harvest relies on the integrity of the seed.  

Strengthening people behind quality seed systems 

The course brought together expertise from IRRI, SUA, TARI, the Tanzania Official Seed Certification Institute (TOSCI), and the Agricultural Seed Agency (ASA). Participants learned not only how quality seeds are produced, but also how quality is maintained through certification, testing, processing, storage, and seed business planning.  

On the final day, participants engaged in hands-on laboratory exercises on physical purity and germination testing, applying the principles and techniques covered throughout the training. This was followed by group presentations in which participants developed quality seed production and business plans tailored to the needs and contexts of their respective countries. 

For one participant, the training reinforced the importance of scientific precision in ensuring farmers have access to quality seeds and ultimately supporting productivity and food security.  

Another described the course as an “eye opener” and an empowerment to help address global, regional, and local gaps in rice seed supply.  

These reflections highlight a central message of the training: strengthening seed systems also means strengthening the people who make those systems work. 

A first step for IRRI Education in Africa

As IRRI Education concludes its first training in Africa, the Quality Seed Production Training Course represents more than the completion of a five-day learning program. It marks a new opportunity to bring IRRI Education’s capacity development work closer to professionals working within Africa’s rice and seed systems. 

For the 24 participants, the course provided new knowledge, practical skills, and perspectives that they can bring back to their respective institutions and countries. As one participant expressed, the training was a “Wonderful and Impactful course” that added to their knowledge of quality seed production.  

The course also underscored the importance of making quality seed production knowledge accessible to more stakeholders. One participant called for the course to be taught to “all seed producers and shareholders” to help boost quality seed production.  

From seed producers and researchers to certification agencies and agricultural institutions, every person plays a role in protecting seed quality. 

And as IRRI Education takes its first training steps in Africa, the lessons from Morogoro point to a wider opportunity: equipping more people, strengthening more institutions, and supporting stronger seed systems that can ultimately serve farmers and contribute to food security. 

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

LOS BAÑOS, Philippines—How can agricultural research move beyond experiments, reports, and technical publications to reach the people who need it most?  

This question took center stage during the recently concluded Training Course on Communicating Science and Research Results, held on 11–13 August 2026 at the International Rice Research Institute (IRRI) headquarters in Los Baños, Laguna. 

Implemented under the Project UPSKILL, the training course brought together 26 agricultural communicators from the Department of Agriculture (DA) Regional Field Offices and attached agencies for three days of hands-on learning in strategic messaging, storytelling, digital content production, and communication planning. 

During the opening program, Dr. Anilyn Maningas, Head of IRRI Education; Dr. Madonna Casimero, Senior Scientist in Agronomy and Lead of Project UPSKILL; and Dr. Cecilia N. Gascon, Director of the DA-Bureau of Agricultural Research, underscored a critical reality that set the tone for the entire training course: agricultural research can only create meaningful impact when its findings are understood by its intended audience and acted upon. 

Strengthening agricultural innovation goes beyond investing in research and technologies. It also means investing in the people who help move knowledge from research institutions to the communities, farmers, policymakers, and decision-makers who can use it. 

IRRI’s Communication and Engagements Department led the training, with Ms. Kristina Cassandra Santos, Head of Communication and Engagements, together with Ms. Xenina Ibabao, Senior Manager for Strategic and Science Communication; Ms. Danica Louise Sembrano, Specialist in Science Communication; Ms. Ruby Shaira Panela, Senior Specialist in Media, Campaigns and Branding; and Mr. David Bryce Saguin, Officer in Digital Video Production guiding the participants through the sessions.  

Participants learned to move beyond technical jargon, understand diverse audiences, build strategic messages, humanize scientific evidence, and use storytelling and digital platforms to make research more accessible. 

They also put these skills into practice. Rather than relying solely on lectures, the course immersed the participants in the role of practitioners for specific sectors. After each session, they were challenged to apply what they had learned—mapping audiences, constructing message houses, writing web and blog articles, developing platform-specific social media content, creating short-form video scripts, and designing communication plans for actual agricultural research and innovations. 

Creating Science Communication Materials that Matter

The training started with a challenge to rethink how science is communicated. 

Participants explored how technical research can be translated into clear and accessible messages by identifying the needs, interests, and influence of different audiences—from farmers and extension workers to policymakers, media, government, private sector, academe, and the public. 

Participants then applied the Message House framework to their own agricultural research and innovations, developing umbrella messages, key pillars, audience-specific messages, and evidence or proof points. 

The exercise shifted the question from simply asking, “What do we want to say?” to a more vital one: “What does our audience need to know, and why should it matter to them?” 

For participants working in government and public relations, this was especially relevant. One participant shared that the training “[The training] equip[ped] me to be a better communication professional, creating cohesion between research and extension communication. As an agriculturist, this gives me a better appreciation of the importance of communication plan in conveying scientific results more palatable to the general public.“ 

From Crafting Messages to Purposive Storytelling 

The second day moved from strategic messaging to storytelling and digital content production. 

Participants learned to develop stronger headlines and hooks, humanize data, and create specific calls to action when writing web and blog articles. They also explored how communication changes depending on the platform and audience, developing content for Facebook, LinkedIn, and X. 

But the learning did not stop at writing. 

Participants transformed their messages into social media content, short-form video scripts, carousels, and 30-second to one-minute reels. They were asked to take scientific information and turn it into stories and content that people could engage with. 

For one participant, the hands-on approach was particularly valuable. “Although it was very packed and however draining the days were, I am grateful for the activities we did. Besides learning the concepts, the hands-on activities really helped enhance our skills and understanding in communicating science and research results.“ 

For another, the experience was unexpectedly personal: “This has sparked joy and made me go back to my hobby of video editing.” 

Realizations like these shed light to one of the most important aspects of science communication. Learning to communicate research is not only about acquiring technical skills. It can also reconnect professionals with their creativity, confidence, and sense of purpose to serve its intended stakeholders. 

Communication as a Pathway to Impact 

By the final day, participants were no longer simply producing individual communication materials. They were learning to think beyond the message—to consider what happens after it is created, who it needs to reach, and how to strategize transforming an agricultural innovation into action. 

Through strategic communication planning and rollout exercises, each group developed a communication plan that brought together its Message House, web and social media products, and multimedia content to effectively communicate an agricultural innovation to its intended audience. The exercise challenged participants to see communication not as an end product itself, but as a strategic pathway for connecting research with the people it is meant to serve. 

But the course was designed to extend beyond the three days at IRRI. 

As a culminating activity, participants prepared Learning Action Plans (LAPs), to be signed by their respective supervisors, outlining how they would apply what they learned in their own work. The plans identified specific activities, potential partners, timelines, and indicators of success—turning lessons from the training into concrete commitments for action. 

For one participant, this reinforced a deeper sense of purpose: the training strengthened their understanding of their “…role and purpose in serving our farmers and stakeholders.” More than gaining new skills, the experience deepened their appreciation of how their work can help address the needs of farmers and create meaningful impact in the communities they serve. 

This is also where the broader vision of Project UPSKILL comes into reality: strengthening not only research and extension capacities, but also the people who help move knowledge and innovations from institutions to the communities and decisionmakers who can use them. 

Participants entered the training with research skills, technical expertise, communication responsibilities, and diverse professional experiences. They left with new ways to translate evidence into stories, stories into conversations, and conversations into action. 

One participant described the experience as “…[a] privilege and a responsibility,” imparting a great challenge to “addressing the needs of our farmers and making a meaningful impact [on] the communities we serve.” 

Now, through their LAPs, that challenge imparted can extend beyond the training room. Participants are called to bring what they learned back to their respective offices, work with colleagues and partners, and engage more DA personnel and units in strengthening how agricultural research is communicated. 

Because ultimately, effective science communication is not measured only by how well a message is written, how engaging a multimedia material is produced, or how significant a research finding is presented. 

It is measured by whether the right people understand it, see its relevance, and are empowered to act on it. 

And that is the work these communicators now carry forward. 

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

VARANASI, India – In a world where development investments are increasingly expected to deliver measurable results, the ability to generate credible evidence has become a cornerstone of effective policymaking. To help researchers and practitioners meet this growing demand, IRRI Education successfully conducted the Workshop on Impact Evaluation and Causal Inference from 13–17 July 2026 at the IRRI South Asia Regional Centre (ISARC) in Varanasi, India. 

The five-day workshop brought together 18 researchers, policymakers, and development practitioners from Asia, Africa, and North America to strengthen their capacity in evaluating development interventions using rigorous scientific methods. The training was led by Dr. Patrick Ward, Associate Professor in the Food and Resource Economics Department at the University of Florida, and Dr. Valerian Pede, Senior Agricultural Economist at the International Rice Research Institute (IRRI) and the Head of the Transformative Policies and Investments Unit, with Dr. Vikram Patil, Scientist – Agricultural Economics at IRRI, also serving as a resource person. The workshop equipped participants with practical tools to generate credible evidence that can inform policies, improve development programs, and maximize the impact of investments in agriculture and related sectors. 

Participants represented a diverse range of institutions, including the International Rice Research Institute (IRRI), ICAR–Indian Agricultural Research Institute (IARI), Kenya Agricultural and Livestock Research Organization (KALRO), Ethiopian Institute of Agricultural Research (EIAR), Council for Scientific and Industrial Research (Ghana), International Potato Center (CIP), Alliance of Bioversity International, University of Arkansas, University of KwaZulu-Natal, Lancet Countdown Africa, and other partner organizations. 

Building Capacity for Evidence-Based Policymaking 

As governments and development organizations face increasingly complex challenges—from food security and climate resilience to resource allocation—understanding what works, why it works, and for whom has become more prominent than ever. 

Throughout the workshop, participants explored the principles of impact evaluation and causal inference through a balance of theoretical discussions and practical applications. Sessions covered randomized controlled trials (RCTs), difference-in-differences (DiD), instrumental variables (IV), regression discontinuity designs (RDD), cost-effectiveness analysis, and evidence-based policymaking, enabling participants to critically assess the effectiveness of programs and interventions. 

Rather than focusing solely on statistical methods, the workshop emphasized how rigorous evaluation can bridge the gap between research and policy, ensuring that decisions are grounded in reliable evidence and lead to more effective and sustainable development outcomes.

A Learning Environment Designed for Everyone 

One of the workshop’s defining strengths was its highly interactive and learner-centered approach. 

Participants consistently commended Dr. Patrick Ward for making technically challenging concepts accessible to learners with varying levels of experience in R programming. Through hands-on exercises, real-world examples, and personalized guidance, he created an inclusive learning environment where both beginners and experienced researchers could confidently participate. 

Many participants noted that they not only gained a better understanding of impact evaluation methods but also left with the confidence to continue using R independently through the learning materials and resources shared during the workshop. 

The engaging format encouraged participants to ask questions, collaborate with peers, and immediately apply newly learned concepts to practical scenarios—making the learning experience both relevant and highly applicable to their professional work. 

Transforming Perspectives on Impact Evaluation 

Beyond strengthening technical competencies, the workshop reshaped how participants viewed impact evaluation and its role in research and development. 

Several participants shared that they now “feel confident for designing Impact Study,” while others described becoming “more confident about the concepts, methods selection & implementation.“ 

For many, the workshop also challenged previous assumptions. 

One participant reflected that “this is not as hard and as complicated as I thought,” while another remarked that their “perception towards impact assessment has changed.” 

Others highlighted how the training reinforced the importance of rigorous research design. One participant explained that before attending the workshop, they had not considered the importance of developing a theory of change in impact evaluation. After the training, they realized that without a theory of change, impact assessment results could be biased, fundamentally changing how they plan to evaluate future programs. 

Participants also reported greater confidence in collaborating with international researchers, increased commitment to evidence-based research, and a renewed appreciation for applying rigorous evaluation methods in addressing real-world development challenges. 

Learning That Extends Beyond the Classroom 

The workshop’s impact was reflected in the participants’ own words. 

“This is the most useful course that I have added in the recent past and quite applicable to my area of work.” 

Another participant emphasized how the workshop effectively combined theory with practice. 

“This training on impact evaluation and causal inference greatly expanded my knowledge of methods that can be used to inform policy making. The introduction to practical application grounded in theoretical knowledge was especially helpful as someone new to this type of research.” 

For participants already familiar with some evaluation approaches, the workshop deepened their understanding and broadened their methodological toolkit. 

“Though I have used DiD method earlier, after the training I am satisfied and have the confidence of using more quasi-experimental designs in my research work.” 

The workshop also fostered valuable professional connections among participants from different countries and institutions, creating opportunities for future collaborations that extend beyond the duration of the training. 

One participant described the experience as: 

“An exceptional learning experience that exceeded my expectations. The program was well structured, highly interactive, and combined strong theoretical foundations with practical applications that I can readily apply in my research and professional work.”

Strengthening Collaboration Through the IRRI-ICAR Partnership 

The workshop also reflected the strong and growing collaboration between IRRI and the Indian Council of Agricultural Research (ICAR) in advancing research capacity and evidence-based agricultural development. Under the current IRRI-ICAR Collaboration, participants nominated by Indian Council of Agricultural Research (ICAR) joined the workshop, further strengthening institutional collaboration and knowledge exchange between the two organizations. 

For the ICAR-nominated participants, the training strengthened both technical skills and confidence in bringing rigorous evaluation methods back to their institutions. 

One participant shared, 

“Wonderful course, excellent resource person.” 

Another participant from ICAR-IARI reflected on how the experience reinforced ties to their home institution and opened the door to future collaboration: 

“I joined this training program with great enthusiasm, encouraged by my Head of Division… I am grateful to my institution for selecting me, I am confident in using more quasi-experimental designs, such as DiD, in my research work and I look forward to building on the relationships I’ve formed with fellow participants and resource faculty for future collaboration.” 

For the ICAR-nominated participants, the training was as much about the people in the room as the methods on the whiteboard. Working alongside researchers from Africa, and North America, gave them a firsthand look at how evaluation challenges play out in very different agricultural and policy contexts, while sharpening their own technical grounding in impact evaluation and causal inference.

Expanding Opportunities Through the Capacity Sharing Accelerator

The workshop also underscored the value of partnerships in strengthening research capacity across the Global South. Several participants expressed their appreciation to the Capacity Sharing Accelerator (CapSha) of CGIAR, whose support enabled them to participate in the training and engage with fellow researchers from diverse institutions and countries. 

For many, the opportunity extended far beyond attending a technical workshop—it opened doors to new knowledge, professional networks, and future collaborations. 

One participant shared, 

“It’s been an insightful workshop that unpacks the importance of causal inference and rigorous evidence generation for policy impact evaluation. Thank you to the Capacity Sharing (CAPSha) for sponsoring my attendance to the workshop.” 

Another participant reflected on how the sponsorship made a meaningful difference in their professional development, saying, 

“This course was an exceptional learning experience that exceeded my expectations. The program was well structured, highly interactive, and combined strong theoretical foundations with practical applications that I can readily apply in my research and professional work. I would like to express my sincere appreciation to IRRI and the people of India for their warm hospitality… My heartfelt thanks also go to CapSha for generously sponsoring my participation, making it possible for me to benefit from this valuable opportunity.” 

Beyond supporting participation, CapSha’s support in capacity development enabled researchers and practitioners to gain practical skills, exchange experiences across disciplines and countries, and build professional relationships that can foster future collaboration in advancing evidence-based agricultural research and development. 

Strengthening the Future of Evidence-Informed Development 

The true measure of this workshop lies not in the five days spent in the classroom, but in the decisions, policies, and innovations that participants will shape long after they return home. 

By investing in the people behind research and development, IRRI Education continues to champion evidence-informed solutions that address the world’s most pressing agricultural challenges. The call is clear: build stronger evidence, make better decisions, and create lasting impacts where it matters most—in the lives of farmers and the future of global food systems. 

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

LOS BAÑOS, Laguna, Philippines — 25 staff from the regional centers of the Department of Agriculture – Agricultural Training Institute (DA-ATI) successfully completed the Integrated Pest Management (IPM) Training Course held on 4–8 May 2026 at the International Rice Research Institute (IRRI) in Los Baños, Laguna. 

The five-day course strengthened participants’ knowledge and practical skills in ecological, climate-smart, and sustainable pest management strategies for rice-based systems. 

Integrated Pest Management (IPM) is widely recognized as an economically and ecologically sound approach that helps farmers improve productivity while minimizing harmful effects on human health and the environment. Through this training, led by Dr. Nurmi Pangesti, Scientist II – Entomology and Country Representative –Cambodia, participants were introduced to recent paradigm shifts in rice pest management, updates in pest management technologies, and strategies for designing localized IPM learning action plans. 

Unlike traditional classroom-based training, the course emphasized experiential learning through field-based and participatory activities. Participants engaged in lectures, laboratory sessions, hands-on fieldwork, bus stop practical exercises, and community immersion activities that allowed them to directly observe and identify live insect pests, diseased rice plants, weeds, and other field concerns. 

Throughout the training, participants learned from IRRI scientists, researchers, and partner experts from different DA agencies specializing in entomology, plant pathology, weed science, digital agriculture, geospatial science, agronomy, and innovation systems. 

Key modules covered during the course included: 

• Introduction to IPM ecology, concepts, and principles  

• Identification and management of rice insect pests, diseases, and weeds  

• Management of rodents, golden apple snails, and birds  

• Digital agriculture and precision farming tools  

• Pest Risk Identification and Management (PRIME)  

• Farmer Field School and participatory techno-demonstration design  

• Participatory Community Appraisal (PCA) and learning action planning  

A highlight of the course was the field visit to Sta. Cruz, Laguna, where participants interviewed farmers, and conducted participatory appraisal activities to better understand on-the-ground pest management challenges and farmer decision-making. 

Participants also took part in practical “bus stop” exercises—interactive stations featuring real pest specimens, disease symptoms, and weed samples—which tested and strengthened their diagnostic and identification skills. 

One participant shared: 

“I really appreciate the hands-on activities included in this training. I can now confidently identify insect pests and diseases which I had only seen in pictures before.” 

Another participant reflected on the value of the training for extension work: 

“The training was very intensive and very helpful. Through this five-day training, I was able to properly identify natural enemies and insect pests, diseases based on lesions and symptoms, and became more familiar with weeds in rice fields. Truly, this training enhanced my skills.” 

Participants likewise highlighted the relevance of the course to their work in agricultural extension. 

“It was informative and relevant to rice production and extension work. The combination of lectures, discussions, field activities, and hands-on exercises strengthened both understanding and practical skills.” 

Representing various ATI Regional Training Centers across the Philippines, participants included rice coordinators, agriculturists, development management officers, training specialists, technical support staff, and program focal persons who directly support farmers and agricultural communities nationwide. 

By the end of the training, participants developed context-specific Learning Action Plan including the different tools discussed in the course; Farmer Field School session plans, techno-demonstration concepts, and Participatory Community Appraisal tools that they can implement in their respective regions. 

From identifying pests in the field to co-creating solutions with farmers, the training demonstrated that effective pest management goes beyond theory—it requires action, collaboration, and continuous learning. As participants return to their respective regions, they carry with them the knowledge, tools, and confidence to champion Integrated Pest Management and support Filipino farmers in protecting their crops, livelihoods, and communities.  

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

Los Baños, Laguna, Philippines — The International Rice Research Institute (IRRI), through IRRI Education, successfully concluded the second implementation of the Training Workshop on Self-sufficiency, Food Security and Agricultural Transformation, held from 6–9 July 2026 at the MS Swaminathan Building, IRRI Headquarters in Los Baños, Laguna. 

Building on the success of its inaugural offering in 2024, the four-day workshop brought together 15 researchers, policymakers, graduate students, agricultural professionals, and IRRI staff and scholars from Ethiopia, Ghana, Kenya, Nigeria, Rwanda, South Africa, Tanzania, Vietnam, Zimbabwe, and the Philippines. Participants represented national agricultural research institutions, universities, CGIAR centers, and government agencies, creating a diverse learning environment for exchanging experiences on food systems and agricultural development. 

The training aimed to deepen participants’ understanding of the relationships between food security, food self-sufficiency, agricultural transformation, and food trade policies, while equipping them with practical frameworks for analyzing how these concepts influence national development and nutrition outcomes. 

Understanding Food Systems Through Policy and Practice 

Throughout the workshop, participants explored the concepts of agrifood systems transformation, self-sufficiency, food security, agricultural policy, and international food trade through expert-led lectures and interactive discussions. 

Sessions were facilitated by renowned agricultural economists and food policy experts, including Dr. David Dawe, an independent economist specializing in food policy analysis, and Dr. Valerien Pede, Head of IRRI’s Transformative Policies and Investments Unit. Additional lectures from international experts provided participants with broader perspectives on nutrition security, agricultural innovation, and the evolving role of agriculture in sustainable development. 

The program also featured educational visits to several of IRRI’s research facilities, including the Grain Quality and Nutrition Laboratory, Plant Growth Facility, Speed Breeding Facility, and the International Genebank. These visits allowed participants to observe firsthand how research and innovation contribute to improving food systems and supporting global food security. Participants also visited Heager’s Hut and Villa Escudero to gain practical insights into agricultural innovation, enterprise, and the broader social and cultural dimensions of agricultural transformation. 

Learning Beyond the Linear: Collaboration Across Diverse Contexts 

One of the defining features of this year’s workshop was its strong emphasis on collaborative learning. 

Beyond lectures, participants actively engaged in breakout sessions, country exercises, and group presentations where they examined food security and self-sufficiency challenges in the situation of their own countries. Working alongside peers from different regions allowed participants to compare experiences, discuss policy approaches, and collectively develop recommendations grounded in diverse national contexts. 

Rather than learning solely from the resource persons, participants also learned from one another by sharing the realities, opportunities, and challenges faced in their respective countries. The exchange of perspectives enriched discussions and encouraged participants to think beyond local contexts toward regional and global solutions for food systems transformation. 

Participants recognized the value of this collaborative approach. One said that: 

“This training is very rich in knowledge exchange from various participants sharing the information and status of their country.” 

Another participant reflected on how the workshop strengthened their understanding of the interconnected nature of food systems. 

“The course has helped me to make linkages among diverse indicators, production, agriculture share of GDP, employment, self-sufficiency, affordability of a healthy diet, diet quality and nutrition outcomes.” 

Several participants also highlighted how the course broadened their perspectives on agricultural research and policy. 

“This workshop has transformed the way I approach agricultural research. Beyond developing improved crop varieties, I now appreciate the importance of linking research outcomes with national indicators such as poverty, malnutrition, obesity, healthy diet affordability, and agriculture’s contribution to GDP.”

Strengthening Global Capacity for Food Systems Transformation 

The workshop concluded with participant group presentations, reflections, testimonials, and the awarding of certificates, highlighting four days of intensive learning and international collaboration. 

By bringing together participants from across Africa and Asia, the second Training Workshop on Self-sufficiency, Food Security and Agricultural Transformation provided a platform for exchanging knowledge, fostering international collaboration, and strengthening capacities to address increasingly complex food systems challenges. 

Through expert instruction, experiential learning, and meaningful peer-to-peer engagement, IRRI Education continues to equip agricultural professionals with the knowledge and networks needed to contribute to more resilient, inclusive, and sustainable agrifood systems worldwide.

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

Los Baños, Laguna, Philippines — The International Rice Research Institute (IRRI), through IRRI Education, successfully concluded the Training Course on Rice Root Phenotyping held from 20–24 April 2026 at the MS Swaminathan Building, IRRI Headquarters in Los Baños, Laguna. 

The five-day course brought together nine graduate students, researchers, and academic professionals from the Philippines, Taiwan, Kenya, Tanzania, and the United Kingdom. Participants represented diverse fields including agronomy, crop physiology, plant pathology, genetics, biology, horticulture, and plant breeding. 

The training aimed to strengthen participants’ technical competencies in rice root phenotyping through lectures, demonstrations, and immersive field and laboratory sessions focused on standardized methods for studying rice roots. 

Building Knowledge on Rice Root Research

The course opened with welcome remarks from Dr. Anilyn Maningas, Head of IRRI Education, followed by an opening message from the resource persons, Dr. Amelia Henry of CIRAD – French Agricultural Research Centre for International Development and Dr. Juan de la Cruz Jiménez Serna from the University of Copenhagen. 

Throughout the week, participants learned how to characterize soil-grown rice roots from both field and greenhouse experiments, apply sampling and analytical techniques for assessing root traits, and interpret root phenotyping data to support rice breeding and crop improvement efforts. 

Lecture sessions covered rice root research and its role in developing stress-tolerant rice varieties, as well as physiological adaptations of rice under flooded conditions. 

On the third day, Dr. Juan de la Cruz Jiménez Serna from the University of Copenhagen facilitated lectures and practical sessions on rice adaptations to flooded soils, root respiration, root porosity, apoplastic barriers, and radial oxygen loss. 

Learning Beyond the Classroom 

A key highlight of the training was its highly practical and hands-on design. 

Rather than limiting learning to classroom discussions, participants conducted activities in rice fields, greenhouses, and laboratories. These included soil coring, crown root sampling, root washing, root scanning, crown root counting, greenhouse lysimeter setup, hydraulic conductance measurements, root sectioning, anatomical analysis, and root hair scoring. 

Field activities were conducted at Field D24, where participants experienced firsthand the technical demands of root phenotyping under actual field conditions. 

Participants expressed appreciation for the strong emphasis on experiential learning. 

“This course is one of the best courses I registered [for]. More on hands-on practice than just PowerPoint presentations.” 

Another participant reflected on the intensity and memorable nature of the activities, sharing: 

“It’s definitely an experience that is unforgettable, the skills, the people and the heat.” 

Several participants also noted a deeper appreciation for the work involved in root research after observing IRRI staff and technicians in action. 

“Root washing is the biggest impression on me. The way IRRI technician has collected the sample is so cautious. I have improvement to do in my own research techniques and sample collecting.” 

One participant added: 

“I have a lot more understanding and respect for all the IRRI staff who prepared the seeds and samples for us after seeing the staff and the facilities in person.” 

Mini Symposium and Advanced Techniques Workshop 

On the fourth and fifth days of the training, participants attended a mini symposium and advanced techniques workshop that expanded their exposure to emerging research and innovations in rice root science. 

The sessions featured presentations and discussions on climate resilience, rice stress physiology, crop improvement, plant genomics, and root adaptations under different environmental conditions. Through these knowledge-sharing sessions, participants gained broader insights into how root traits contribute to stress tolerance, productivity, and sustainability in rice systems. 

In addition to research presentations, participants were introduced to advanced analytical and imaging techniques used in root studies, including specialized methods for root visualization, anatomical analysis, and gene expression investigations. 

These sessions complemented the practical training by allowing participants to connect the field and laboratory methods they learned during the course with current scientific advancements and ongoing research applications. 

One participant highlighted the value of this broader learning experience, sharing: 

“The course on rice root phenotyping was very informative and practical. It improved my understanding of root traits, phenotyping methods, and their application in crop improvement. The hands-on sessions and expert guidance were especially valuable. I now feel more confident to apply these skills in my research.” 

Another participant noted that the symposium and workshop provided useful perspectives for future work: 

“I have really learned many new things in this training. Everything was new to me but resource persons have made it very easy and understandable. I will be able to utilize this knowledge in my future research.” 

The mini symposium and workshop served as valuable platforms for participants to engage with current research directions, emerging technologies, and interdisciplinary approaches shaping the future of rice science. 

Advancing Global Capacity in Rice Research 

Through the Training Course on Rice Root Phenotyping, IRRI continues to strengthen global research capacity by equipping scientists and researchers with practical skills and advanced knowledge in rice root science. 

By combining classroom instruction with fieldwork, laboratory training, expert mentorship, and cultural immersion, the course provided participants with a comprehensive learning experience that supports future innovations in rice breeding, crop resilience, and sustainable agriculture. 

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Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

LOS BAÑOS, Philippines — The International Rice Research Institute (IRRI), through IRRI Education, trained 19 participants from the Department of Agriculture – Bureau of Agricultural Research (DA-BAR), Department of Agriculture – Bureau of Plant Industry (DA-BPI), and Department of Agriculture -Bureau of Animal Industry (DA-BAI) on advancing innovation scaling strategies during a three-day course held on 21–23 April 2026 at the IRRI Headquarters, Los Banos, Laguna, Philippines. The training aimed to strengthen capacities in designing, implementing, and assessing scaling efforts to ensure agricultural innovations reach more farmers and generate lasting impact. 

At the International Rice Research Institute (IRRI), the challenge is not only to develop innovations—but to ensure these innovations reach farmers, create impact, and change the system that hinders the improvement of the quality of living of the farmers. 

This was the driving focus of the Project UPSKILL training course on the “Introduction to Frameworks, Approaches, and Tools to Support the Co-Design and Implementation of Scaling Efforts” which was co-supported by the CGIAR Scaling for Impact Science Program. This is the second batch of this training series. 

Bridging the Gap Between Research and Real-World Impact 

In the Philippines, where agriculture remains central to livelihoods in rural areas, the gap between research outputs and farmer adoption can mean the difference between promising solutions and missed opportunities. 

In the opening program, Mr. Joell H. Lales, OIC Director of the Department of Agriculture – Bureau of Agricultural Research, grounded the training in the realities of Philippine agricultural development, emphasizing the need to move beyond generating research outputs toward ensuring that innovations are actually adopted, sustained, and beneficial to farmers and other end users. His message underscored a persistent challenge in the sector: promising technologies often remain underutilized when scaling pathways are not intentionally designed. 

Setting the stage for the three-day training, Dr. Madonna Casimero, lead of Project UPSKILL, provided participants with a course overview, highlighting the importance of building capacities not only in innovation development, but also in strategic scaling. Before diving into tools and approaches, Dr. Rica Joy Flor clarified a critical misconception where scaling is often solely about reaching greater numbers of end users. Instead, she unpacked the idea of systemic transformation through the interconnected concepts of Scaling Out, Scaling Up, and Scaling Deep. Through this, participants understand that effective scaling involves systems transformation, policy and institutional alignment, and shifts in behaviors, mindsets, and practices. Participants further explored how scaling can be made more deliberate and strategic, through key approaches such as Participatory Impact Pathway Analysis (PIPA), Innovation Systems Analysis, and Innovation Packaging and Scaling Readiness (IPSR). This enabled them to rethink how innovations can move from pilot initiatives to co-designed scaling strategies and more deliberate and strategic scaling. 

To translate concepts into action, Mr. Benedict Jardinero facilitated the exercise on developing scaling ambition statements, guiding participants in defining clear long-term impact goals for selected innovations. Meanwhile, Ms. Rowena Castillo and Ms. Abigail Elmido-Mabilangan deepened participants’ understanding of innovation packaging and scaling readiness, equipping them with practical frameworks for identifying bottlenecks, assessing enabling conditions, and strengthening pathways for scaling agricultural innovations. 

One participant reflected on how their organization already works with technological readiness evaluations, but IPSR helps to examine both innovation readiness and innovation use: 

“The IPSR [Innovation packages and Scaling Readiness] training was highly practical and insightful, especially in shifting the focus from technology readiness to scaling readiness… addressing the gap between research outputs and utilization.” 

Beyond the Linear Transfer of Knowledge: Co-Designing for Scaling 

Far from being purely theoretical, the training emphasized hands-on, collaborative learning. Shifting from traditional training formats where knowledge flows in one direction—from speaker to participant—this course intentionally shifted the learning dynamic toward peer-to-peer exchange and co-creation. In addition, participants worked in groups to analyze real innovations, identify bottlenecks, and co-design scaling strategies tailored to Philippine agricultural systems. 

Participants were not only learners but also facilitators of the process, taking turns leading key exercises. In the Participatory Impact Pathway Analysis (PIPA) sessions, one group facilitated stakeholder mapping while another engaged as participants, before switching roles to guide causal chain development. A similar structure was applied in the Innovation Packaging and Scaling Readiness (IPSR) sessions, where groups alternated in facilitating discussions on bottlenecks, solutions, and scaling readiness. They mapped stakeholders, traced impact pathways, and assessed readiness—experiencing firsthand the complexity of scaling in real-world contexts. 

This approach transformed the training into a shared learning space, where participants learned not just from resource persons, but from each other’s experiences, perspectives, and institutional contexts. It also strengthened facilitation skills—an essential competency for scaling efforts that require multi-stakeholder engagement. 

For many, this practical approach revealed why some innovations fail to take off: 

“It highlights the gaps why some of our innovations were stuck and it helps to identify solutions to that… ensuring that innovations are used by our target users.” 

Rethinking Success: From Outputs to Outcomes 

A key insight that emerged from the training was the need to move beyond traditional measures of success. Rather than focusing solely on outputs, participants were challenged to think in terms of long-term impact and sustained adoption. 

As one participant strongly emphasized: 

“We need to move away from shelved outputs but actually generate something useful for our farmers.” 

This realization underscores a broader shift in Philippine agricultural development—toward more intentional, demand-driven, and impact-oriented Research for Development (R4D). 

Building Capacity for Lasting Change 

The training not only strengthened technical knowledge but also built confidence among participants to apply scaling frameworks in their respective programs. With representation from various units of DA-BAR, the learning is expected to ripple outward—informing planning, evaluation, and implementation of agricultural initiatives nationwide. 

Participants described the course as engaging, practical, and directly relevant to their work, highlighting the value of interactive exercises and peer learning. 

From Learning to Action: A Commitment to Scale 

As the Philippines continues to navigate challenges in food security, climate resilience, and rural development, the ability to scale innovations effectively becomes increasingly critical. 

To ensure that learning translates into action, participants from different DA agencies and units within DA-BAR developed individual Learning Action Plans at the end of the course. These plans outline how they intend to apply scaling frameworks and tools in their respective roles and programs—and are to be reviewed and signed by their supervisors, reinforcing accountability and institutional support. 

Through this commitment, the training goes beyond knowledge transfer, serving as a catalyst for real change in how innovations are designed, assessed, and scaled. 

Because ultimately, scaling is not just about reaching more people—it is about improving lives, strengthening systems, and delivering impact where it matters most—especially for Filipino farmers. 

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.

Hyderabad, India — The International Rice Research Institute (IRRI), in partnership with the Indian Council of Agricultural Research–Indian Institute of Rice Research (ICAR-IIRR), launched a five-day national training course on genomic predictions and data-driven crop breeding on 24–28 November 2025 in Hyderabad. 

The training brings together 37 plant breeders, geneticists, research scholars, and early-career scientists from across the country to strengthen their skills in modern genomic tools essential for rice improvement. The program combines lectures and hands-on sessions covering quantitative genetics, statistical genomics, predictive modeling, and genomic selection. Participants are working with actual breeding datasets to learn R programming, mixed models, relationship matrices, G × E interaction analysis, and genomic prediction methodologies. 

During the opening ceremony, ICAR-IIRR Director Dr. Raman Meenakshi Sundaram emphasized the importance of genomic innovations in building resilient and productive cropping systems. He highlighted the need for open-access data, collaborative research, and continuous capacity development to advance national food security objectives. 

The course is led by IRRI Rice Breeding Innovation (RBI) scientists Dr. Waseem Hussain, Dr. Mahender Anumalla, and Ms. Margaret Ciar, who are guiding participants in applying genomic selection and predictive breeding tools in real-world breeding pipelines. 

IRRI Senior Scientist and Regional Breeding Lead–South Asia Dr. Vikas Kumar Singh said the training reinforces the critical role of integrating genomic information with data-driven decision-making. He noted that the program equips India’s next generation of breeders to fast-track varietal development and supports IRRI’s ongoing commitment to strengthening national breeding capacity. 

This year’s edition builds on earlier runs of the course first launched at IRRI Headquarters in the Philippines in 2024 and replicated at ICAR-IIRR the same year. The program has since attracted participants from Asia and Africa and is regarded as one of IRRI’s most impactful capacity development initiatives. 

Participants are expected to apply genomic prediction, data-driven breeding, and optimized crossing strategies in their institutional programs following the training, contributing to India’s efforts to advance agricultural innovation and sustainability. 

Interested in similar training opportunities? Visit education.irri.org to learn more or email us at irri-education@cgiar.org.