 There, thank you. I just want to take us back to the point where GLF began a transition from a conference to an innovation, to an innovation system that Fergus just nicely laid out, or an innovation platform. I think it's a bit of both. But it began in 213, our first conference. At that time, social, everyone was saying, oh, well, it's just broadcast, no one's paying attention. Can you make change with this? And if you look at that, this is something called a Gefi chart, which was designed by two scientists at University of Michigan. And we work with them to do this. And you're right, it's, there's no coherent or determinist conversation going on there. But then you see Peru the next year, and we reached 1.9 million the first year, which was amazing at the time. But so what? And then 214 in Peru, we get to 6.7 million, and you can see there's starting to be a shape to this. There's starting to be, looks like the beginning of a conversation. And then we go to the next slide where things changed. This is Paris, 3,000 people, tweeting to each other, 5,000 tweets that reach 15 million. This was unheard of at that time. No big deal today. We do it every conference. But if you look at, and all those dots we pull out, but we can actually show the 3,000 people that were talking there. But look, they're talking to each other. And, and GLFs in the middle there. And then all these people, we started with those two things with this. One is every one of these things, every one of these people at that time, Governor Brown or the head of the CEO of Kellogg, or these were all change agents. I know that's an old word, but I brought it back. But also their influencers. And then not only that is this is guided by science and knowledge. This conversation was framed by a knowledge committee. And we started thinking, okay, what do you do with this? This was on our desk for two years. And I called, I made a phone call to the author of the community of practice theory at tonight, I pronounced it wrong, it's in a Wagner. And I asked him, okay, what if, you know, we've seen lots of communities practice of 14,000. But what about, could you do it at, you know, 100 million? Is there anything stopping you? And he said, well, first of all, multi sector community practice is called a landscaper practice and to know if you could keep it under a frame, if you could make the conversation simple enough that people could riff on it that they could it might work. It's never been done or anything like it. So this is where we started to think of GLF as an innovation. Now, if you can imagine this now, what's happened in the past two years, we were working on digital communication and digital for five years. So this to 215. And then the COVID happened. And then suddenly we've gone from reaching 70 million to 1.5 billion in two years. And the engagement rate, that means that people engaging on social they participate is up to 200 or 300,000 in a conference sometimes. I mean, the numbers are incredible. So this is the innovation of GLF. But it's and more recently we've taken another innovation, something called strategic niche management, which core is going to talk about it's a new approach. It suggests that sustainable innovation journeys can be facilitated by creating technological niches. And if such the niches were constructed appropriately, they would act as building blocks for a broader societal change towards sustainable development. And so when you look at the other innovations, I'm going to go to the other innovations are learning, you have to have learning if we're going to create a billion people working together and now this is shifting to talking to action on the ground. But you need learning and you need investment. So that's our sustainable investment innovation. And you need youth because this is going to take 10 years. And you need monitoring evaluation, you need these innovations that we're working on. So I'm going to hand it over now to my good friend Kora to tell us more about it. But this is why GLF is the innovation and the niches underneath it are building blocks. Each of those innovations and stewardship economy may be the sixth we talked about the other day is a question mark, but we're looking at it. All right. Thank you very much Ferguson John. This is really interesting stuff and I can easily build upon that. I will talk a little bit more on this initial innovation which you may know may also be new to you. The next slide please. I build here upon Fergus talking about innovation as a verb and as a noun. And I will actually do both innovations as a noun are everywhere. The majority of innovations, however, as you see in the graph, they emerge then quickly grow, but then disappear before even reaching maturity. And only few innovations really remain and stay and reach the critical point of being adopted at scale. Next slide please. The reason for this is actually that innovations are not just technical inventions as Fergus also mentioned. Technical inventions only become innovations if they are adopted by people by you by me and people only adopt inventions if they like them and if they respond to a real problem that they face and they only adopt them massively if they are supported by institutional frameworks that is by markets or by policies that facilitate their adoption. Now if all these three factors of technology adoption and institutional support if these are aligned then a window of opportunities is created for innovations to emerge to scale and to remain. Next slide please. Next slide looks shows you a quite a famous graph it looks more complicated than it is really just look at the yellow part the upper part that represents a landscape. A landscape with all the problems and all the pressures that push for change. Now at the bottom you see all these little niche changes or niche ideas I would say they are represented by the arrows there are many and they are great and they are led by people yet the vast majority of these remain in the green area they remain at their niche forever but a few of them though they managed to break through and if they break through they move up to the red part the middle part of the graph and they enter the social technical regime or simply set the anti-society with it it's culture it's it's it's science it's technology it's policies it's markets and there they may transform this regime for the better. The next slide please. The next slide follows one of such potential innovations once they break out of their niche they go up they grow there they will be able to make a change now our question at GLF is how can we cultivate such innovation is that possible and we believe that it is and that works first by identifying them by finding them locally on the ground then protecting them for a while nurturing them cultivate them and make them grow into maturity and once matured they will scale themselves through the system and and and they will improve the system for the better. The next slide please do we have examples of how innovation can be cultivated yes we have at C4Ecraft we do have the Landscape Academy that is part of the Global Landscapes Forum and here landscape innovations are identified they're cultivated and they're scaled through capacity development and education now it's my great pleasure to hand over to the coordinator that is Kimberly Merton so Kim over to you please. Thank you very much Cora so bearing this innovation framing in mind the the Landscape Academy is investing its time in let's say three main areas amongst others the first is expanding the Landscape Academy what most of you all know by doubling its alumni network from currently 20,000 to 40,000 but also taking advantage of the digital revolution and developing the first of its kind sort of digital campus secondly developing not only well moving from providing to enabling through resources and building toolkits such as the blended learning toolkit which we just launched recently global and regional blended learning trajectories or training programs for its GLFX and youth constituency so the local active program you'll hear more of those later so that is one way of cultivating those programs and the wider GLF community. Thirdly its newest addition restoration education mobilizing continental networks of inter institutional educational institutes and organizations to support their development of restoration curricula and this closely under the auspice of the UN decade of ecosystem restoration but we've invited a dear colleague here today from Malawi to share some insights Steve is with us today Steve Makungwa Dr. Steve Makungwa and he's the director of the Center for Applied Systems Analysis in Malawi and the chapter coordinator of GLF Llonga as well as being a senior lecturer at the Llonga University of Agriculture and Natural Resources. Steve just a question to you how has the Landscape Academy helped you find and cultivate learning innovations on the ground and particularly restoration education which very heavily involves them as an opportunity to find and cultivate those local innovations. Steve the floor is yours. Thank you so much Kim for giving me the floor indeed yes we know that Landscape Restoration or Restoration is a new phenomenon and the countries have committed themselves including Malawi to restore 4.5 million hectares by 2030 but this is not a mean achievement to get to that end we still have challenges in terms of capacity our education systems as many of us are aware it's really discipline based many of the issues that we normally the curriculum is still looking at particular discipline either forestry, natural resource management or whatever I search the the graduates who come out of those programs are not well fit to advance Landscape Restoration because of its nature it's really a mad sector it does to its mad discipline all these things have to be put into into context so realizing this challenge as we have been ourselves engaging with the knowledge from the Landscape Academy where new tools that have helped us to you know build our knowledge and also how we can manage issues at a Landscape scale. These tools, programs and courses that Landscape Academy is offering has really built us as providers with tools and skills that are helping us to cultivate and build upon them to respond to local situations in terms of capacity building within within our country in Malawi. An example is that one of the areas that we are looking at realizing that 2030 is not far away as we may want to work within the curriculum of our universities you know these are rigid institutions to bring them new innovations it becomes a bit more it takes a bit of time. Now what we have done is we have looked at it as a first approach is to work with the already existing fractionnians, personnel who are implementing Forest Landscape installation projects as of now and try to build their capacity and within this we noted that it's not just a normal traditional way of teaching we need to be much more innovative in our approach. This is where we looked at the entire space of workforce within the implementation for the installation projects where we see different layers we have the governance level we have got the again the participation level and the actual farmers on the ground who are doing all these aspects and all these they needed to have their own skills or they need to understand theoretical knowledge practical skills and also the attitudes that can actually be able to play together to achieve that result that they are looking at. So within that context this is where now we are bringing forward our new innovation where we think our learning system education system it has to be competence-based learning system which each of these workforce each of these positions needs to acquire that skills that they need for them to perform properly rather than having a generic type of knowledge which might not be able to yield the disaster on the ground. So we are we are doing this we are parenting we are already on the ground where we are really looking at what information what knowledge do we need to give or maybe to train or make it available for our decision makers which is more of awareness type of knowledge what are the best mix of policies because they are really more at a personal level than the second level in terms of the approach of in terms of capacity building we are looking at those who do facilitation where now they have to understand the both the technical and the social skills how they can mobilize communities and resolve conflicts at a landscape scale and all those things they need to have those skills at that level and finally is the actual rock actors on the ground you know these are the people that are transforming that working with the soil bring all disasters together so this is we thought this is an innovative one more innovative way under which we can actually enhance and accelerate landscape isolation on the ground and the other another aspect that we're looking for the future how do you build new generation that can you know advance this innovative landscape isolation or isolation approaches this is where we are looking at the investor level we know many of our investors and colleges may not for our curriculum are discipline based which we think will not be well suited for you know landscape installation this collection as we are aware of our last level it is a multi-faceted as we have mentioned earlier and all these have to be looked into context into a package so as such we are trying to bring up through the landscape academy we are trying to come up with new innovative ways how we can actually you know build new generation of x professionals who can advance this landscape installation this is where we are looking at the transformative curriculum which our universities our colleges must adapt if we are able to address and produce relevant personnel that cannot reverse this landscape installation within this context this is where now we are working as a pilot within Africa through the facilitation of flexible I mean with Alaska academy trying to bring up the tools we are several a port five or six universities and colleges within Africa we are coming together to pilot this new innovation how do we bring in transformation in our university and college I mean a curriculum which can bring out the issues which are relevant to our local context so we'll be exploring these innovations and you know cultivate it and nature it and then the lessons that you are going to get out of the local experiences they're going to form back the basic principles of transformative education in Africa that will be very responsive to the current challenges we are facing in terms of degradation of landscapes within a you know in my own country in Malawi and also within the entire the entire Africa so I would say yes we are also in the educational system we are trying to be more innovative the innovations that that we have today we need to bring them into into into aspect that on me will be more practical so we are removing more from the classwork we are going to the ground to be uh practice based innovations where people should not only have the theoretical the need also to have the field and the practical experience on the ground so these are the issues that we are trying to integrate to bring it together as a key aspect so that our graduates they are fully rounded and they are all made ready to manage and first retain landscape expression on the ground so that's what I want to say regarding the innovations and how we are using the knowledge and expertise that we are creating through the through the landscape academy and how we are trying to contextualize that information at the ground to ensure that our education systems both at the university colleges and also you know in terms of this the education that we offer to people who have already graduated from the investors or they are already practicing how we can build on and improve their capacity or their skills to a diverse forest landscape installation and be able to achieve our goals thank you so much that's what I wanted to share with you thank you very much Steve for that thank you very much really appreciate your time and I have the pleasure of handing over to Lars for the next presentation Lars are you with us and thank you I'm here yes waiting for my slides to come up thank you thank you very much uh please back to slide one I will present the case of Patspo in Ethiopia as an example of innovative institutional capacity development the presentation was made with Sir Nmostop and Ramli Jamnadas but also of course credit to the Patspo team in Ethiopia team trees in Nairobi our colleagues at the University of Copenhagen the donor Nora Nikfi as well as of course the government of Ethiopia and our local partners next slide what is the innovation then combining exploration conservation breeding and delivery of quality planting material in one process through institutional development with mobilization of knowledge know-how partners and tree species and genetic diversity but is that new not really FAO has had a forest genetic resource development program since the late 1960s with a peak of establishment of national tree seed centers in Latin America Asia and Africa in the 1990s with support from among others than neither gene equality in nature forest management has been around for a couple of hundred years and one can also say that the idea certainly was in the head of Alexander von Hombald a long time ago nevertheless we find that application in practice and adoption of climate appropriate portfolios of diversity represents innovation at a crucial time for our planet next slide preparation for the project in Ethiopia began in 2014 with the ambition to do it for all of Africa we began implementation in 2017 and the second phase has just started with a funding agreement signed this week between eCraft and Norway characteristics of the project is that it applies diversity breeding at large scale with high impact and is feasible for replication we are right now taking it to Rwanda, Uganda and Burkina Faso as part of new funding agreements including an IKI project to start next year we are planning to take it further as Ramney spoke about when presenting the transformative partnership platform on transforming the quality of tree planting on Monday the TPP is built into this upcoming IKI project next slide please what have we done in Ethiopia we have worked on multiple species for multiple environments for multiple uses in multiple systems diversity is key and those of you who followed the session with Roland kind yesterday on species selection tools will already know a lot of this on this slide we have just listed some of the tangible outputs in Ethiopia that have been crucial for the acknowledgement of the program success locally and globally next slide in terms of impact results will only show as the trees grow in the restoration program of Ethiopia we know however from realized gains elsewhere what it will mean and we have modeled that for Ethiopia it's so significant in terms of economy climate and environment that it would be a crime not to invest further and here we have not listed the positive effects on biodiversity we are currently working on quantifying those next slide please with respect to the title of the session and this presentation what have we learned on innovative institutional capacity development of course this is not over and we are not home yet but there are some clear criteria that have contributed to the success of the project so far and some that will be crucial ahead the biology the science and the logistics behind or underneath the idea are complex but the idea itself is simple and it's backed by the fact that it pays has contributed to facilitate collaborating with society private business has not yet played a major role in the project but we expect that it will as we move ahead some of the outcomes the seed orchards are very visible in the landscape and make a convincing argument for our case at the higher level we have seen the willingness of donors to invest return and a willingness to spend sufficient time the time that is actually needed to do that kind of work with phase two the program will have run for nine years with 15 million us dollars invested by the donor Nikfi and of course a huge contribution from the government of Ethiopia the focus of phase two is apart from more of the same to keep momentum that the production machinery so to speak will be handed fully over to our local partners it is thus not a quick fix and even after phase two we expect that there will be elements and new areas to support in a possible phase three next slide thank you for listening sorry thank you very much last um we're now going to have a video um by the glf coordinate x coordinator and use coordinator Yemi and Anna unfortunately both of them can't join us live today so we have a prerecorded video and at the end of hi everyone i'm Yemi i'm the glfx coordinator hi everyone and this is Anna i am the glf youth coordinator today we would like to share with you two key programs led by the global landscapes forum that have a strong focus on local action on the ground and we would also like to highlight how research carried out at c4 e growth has a direct impact on landscape restoration through those two programs thanks Anna for introducing so the first one is the glfx program specifically the community led glf chapters you know which are our local change agents that mobilize their communities to hold place-based dialogues and accelerate actions in their landscapes through the chapter program what we envision is connecting these local change agents to scientifically tested restoration solutions and in turn we can receive feedback that are informed by place-based needs to find what constitutes restoration solutions in that sense our cyclical relationship between all scientists in chapters is capable of yielding among others they did legitimacy for research activities for example the science that is coming from c4 e-craft so in summary the glf chapter program can be seen as an accelerator program that can help fill an important gap in the intersection of knowledge and actions perfect thanks yami and the second one is the restoration steward program which we started in 2020 when we selected six young people who were restoring their landscape to receive funding training and mentorship for a whole year the mentorship element of this program is one of the most important ones and it is also the one that allows us to bring scientific research to action on the ground in fact she's steward is assigned to a mentor who usually is a scientist in a research organization and at the beginning of each year our stewards set up their restoration objectives with their mentor who will then follow them throughout the whole journey as restoration stewards providing the technical expertise needed to take action on their landscape among our different partners leading action on the ground we are really lucky to have with us today camille rivera she's the 2021 wetland restoration steward and i would now like to leave the floor to her and irini sakilari the glf future assistant coordinator to have a quick conversation on how to activate research on the ground over to you camille and irini thank you ana thank you even if you're not here hi camille welcome hi everyone so camille let's let's make the best of our very very short time together could you briefly share with us how the knowledge you gained through the partnership with your mentor last year who by the way happens to be a c4 scientist supported and influenced your work on the ground thank you irini and yes nice to be here so last year or during the restorations the word so dr rupesh was my mentor and he helped me in refining my goals for my restoration work and made sure i have enough information to do scientific assessment and also adding community perception study at the start of the program and we had few exchanges of ideas and meetings to understand the overall background and literature reviews especially in how to conduct an assessment and and also how to best tackle the local issue and basically overall he guided the process and included my plans and the local context and really trusted my work especially what i know on the ground so there's that good partnership between you know a scientist and a restoration practitioner like me thank you so much camille and how important is the word you mentioned trust i really love that so now i think that through the restorations stewards program though we also see the other way around in the sense of like you're not just getting supported from the scientist but you are also serving as a bridge to to to showcase to the mentor you're connected with what knowledge is important actually and what knowledge is actually needed on the ground so i was wondering if you can share briefly with us what should be done to ensure better communication and mutual support between scientists and of course the knowledge they produce and young restoration practitioners on the ground just like yourself yeah so it's it's been a challenge ever since you know the communication of science to the public and even to restoration practitioners like me and i think the best way is the access to this knowledge more layman terminology and simple and concise points to remember because i work as a community manager in the philippines and it helps transfer that knowledge when you put yourself in the shoes with the same background as the beneficiaries so you have to really put yourself into that position that you know they're a local fisherman do they understand this term do they understand this this flow right and it would also help how scientists can also be on the ground to understand if the knowledge they indeed produce are beneficial to communities in the local context because again there is no one size fits all when we do restoration here in the philippines you know it's a seven thousand islands and one island is totally different from the other island so my one site for example is different from the other side and that has to be the message we have to remember we need to understand the local context and the local issues to better implement the technology better to implement the knowledge that you know the scientists are producing brilliant Camille thank you so much and i have one last question for you so what is one thing that you would advise other young scientists and restoration practitioners so my advice is just very simple so like if you know everyone we're all on this together and to understand each other and you know properly scale up like for example what i'm working on ecosystem restoration what i see with the young scientists they really need to experience a bit of social science or even during their university days there must be an incorporation of a social context because again conservation in the real world is is very different it's very intrinsically connected to human well-being so it's not separate and and the restoration practitioners at the same time must also include science-based method to ensure that there's best practices of restoration because it's already being researched and to read more ecosystem benefits for the local area and to the local communities beautiful thank you so much Camille trust diversity and the human element to conservation thank you so much for this quick chat back to you Anya