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Introduction. The relevance of the study is due to the need to train managers with a systemic adaptive ability to operate with technologies, knowledge, and information, the ability to change and adapt to new needs of socio-cultural reality in terms of integration into the global information space. Purpose and methods. The purpose of the article is to determine the cognitive and stylistic features of the manager's personality, substantiate their role in his professional formation and development in the learning environment. The methodological basis is the principles of scientific knowledge (determinism, system, development), the provisions of activity, system, and personality-oriented approaches. Results. The researchers systematized scientific approaches to the cognitive styles’ definition, substantiated their role in professional development and manager's personality development. Cognitive styles are defined as cognition strategies, cognitive-stylistic dimension of personality, which determines the ways of setting and solving problems, decision-making and goal-setting. The psychological parameters and characteristics of cognitive-stylistic features are singled out, the factors of cognitive-stylistic development of the manager's personality in the training conditions are determined. Conclusions. The scientific novelty consists in concepts’ definition of professional formation cognitive-stylistic component and the manager's personality development and in highlighting the optimal parameters and characteristics of cognitive styles for its successful functioning. The practical significance of the study is to reveal the possibilities of applying knowledge about cognitive and stylistic features in the learning optimization, cognitive activity development of the socio-cultural sphere managers.

The current debate of ecosystem services has focused more on monetary valuation methods and pay-ments for environmental services (PES) then on the classic economic analysis (i.e. assumptions regarding:sustainability, justice and efficiency). This paper examines, taking into consideration ecosystem services,income distribution from different land uses to stakeholders. We study the Portuguese common landecosystem, which is characterized as having a wide range of ecosystem services. Allowing that all thebenefits can be translated into economic value, we estimated the total economic value (TEV) associatedwith these territories on 5 different land use situations: forest, shrubland, water bodies, mountain agri-culture and other uses, and analyzed the current institutional arrangements around these territories.We found that the distribution of the benefits of different land uses is relatively inequality. The resultsshowed that the contemporary institutional arrangements of wealth distribution ensure a relatively fairdistribution insider of system; however this institutional arrangement is unable to ensure equitable dis-tribution of wealth by external stakeholders. We can conclude that different types of land use provide avery asymmetric distribution of income by different groups of humans: land owners; citizens of a country,and residents of Earth. info:eu-repo/semantics/publishedVersion

O Centro de Estudos Transdisciplinares para o Desenvolvimento - Vila Real, Portugal (CETRAD) e a Associação Nacional de Oficinas de Projetos (ANOP) desenvolveram, em 2007-2008, para a Associação de Municípios do Baixo Tâmega (AMBT), região do norte de Portugal, um estudo para uma nova abordagem do Diagnóstico de Necessidades de Formação e para uma aproximação a novos perfis profissionais ao nível dessa administração, contribuindo para a criação de sistemas de participação e cooperação em matéria de formação profissional. O estudo decorreu ao longo de um ano, com o envolvimento ativo de um conjunto de técnicos dos municípios, que serviram de “mediadores” entre as suas organizações e a equipa técnica do estudo. Em um processo de “bola de neve”, muitos outros funcionários municipais participaram nas múltiplas atividades propostas, desde o exercício inicial de reflexão sobre os “clientes” das autarquias, aos workshops intermunicipais, a seminários temáticos, focus groups e no encontro outdoors de encerramento. Neste artigo, reflete-se sobre essa experiência e a possibilidade de desenvolver abordagens participadas e coletivas para a construção de Planos Diretores de Formação no quadro do poder local, em uma lógica intermunicipal. Apresentam-se a metodologia e os instrumentos utilizados e analisa-se criticamente o processo e a sua sustentabilidade no quadro do desenvolvimento organizacional e territorial.

Cabo Verde e São Tomé e Príncipe são dois pequenos Estados insulares de colonização portuguesa. Desde a independência, em 1975, que procuram as melhores soluções para superarem os múltiplos problemas económicos e sociais com que se confrontam. Este artigo examina a agenda política e as políticas públicas engendradas nestes dois países africanos, procurando demonstrar que a compreensão das diferenças, sucessos e, sobretudo, fracassos, não pode ser desligada do contexto histórico, dos constrangimentos externos e das dinâmicas sociopolíticas internas. Cape Verde and Sao Tome and Principe are two small island states of Portuguese colonization. Since their independence, in 1975, they are seeking the best solutions to overcome their economic and social problems. This article examines the political agenda and the public policies engendered in these two African countries, looking for understanding the differences, successes and, especially, the failures, which cannot be divorced from the historical context, external constraints and internal sociopolitical dynamics. Cap-Vert et Sao Tomé-et-Prince sont deux petits Etats insulaires de colonisation portugaise. Depuis l’indépendance, en 1975, ils sont à la recherche de meilleures solutions pour surmonter leurs problèmes économiques et sociaux. Cet article examine l’agenda politique et les politiques publiques engendrées dans ces deux pays, et cherche à comprendre les différences, les réussites et, en particulier, les échecs, qui ne peuvent être dissociés du contexte historique, des contraintes externes et des dynamiques sociopolitiques internes.

Durante siglos, una parte inseparable de la organizacion de la vida rural en Galicia y en el norte de Portugal, los terrenos comunales (Montes Vecinais en Man Comun y Baldios, respectivamente) desempenaron un papel muy importante que se mantiene hoy en dia. Sin embargo, como el mundo rural al que pertenecen, se enfrentan a una serie de amenazas y desafios. El objetivo de este trabajo, es precisamente, establecer una comparacion entre la situacion en Galicia y en el norte de Portugal, analizando los principales factores determinantes de la existencia de estos terrenos, principalmente los factores historicos. Para ello, se han analizado dos casos, uno en Galicia y otro en el norte de Portugal, y se ha llegado a la conclusion de la existencia de diferencias y similitudes notables entre ambos. Tambien, se han identificando sus limitaciones y oportunidades.

For centuries an inseparable part of the organization of rural life in Galicia and in northern Portugal, the commonlands (Montes Vecinais en Man Comun and Baldios, respectively) continue to play a significant role in the present day. However, as the rural world they belong to, they are now facing a number of threats and challenges. Drawing a comparison between the situations in Galicia and in the north of Portugal, this paper looks into the main historical determinants of the existence of the commons and aims to illustrate their present-day significance with reference to the collective action problem. Features related to the commoners' (vecinos and compartes) characteristics and to the way they use their lands are analyzed in two cases (one in Galicia and one in the north of Portugal). It concludes summarizing differences and prevailing remarkable similarities between Galician and Portuguese commonlands and identifying constraints and opportunities to their current performance.

We live today in a "knowledge society", but "knowledge transfer" is no more the dominant extension education paradigm. The andragogical principle of "learning to learn", and the concepts of self-directed, collaborative and action learning are more crucial today then ever, particularly when working in the rural or local development context, with groups of farmers, community leaders, development agents, adult educators or other professionals. The key principles are: to stimulate knowledge discovery and facilitate learning, through group exchanges and active participation, building on peoples' motivations and projects. This conceptual background was keen to the formulation and implementation of the two concrete action-oriented projects which are analysed in this paper: (1) the two "Study Circles" envolving a variety of agents linked to the "Olive Oil" and "Port Wine" Routes of Northern Portugal, created to share experiences, promote initiatives and enhance the performance of these two organisations in terms of rural development; and (2) the analysis of five different "Communities of Practice" in Portugal, in different stages of development and involving educators, trainers and social development animators, functioning as lifelong collaborative learning instruments. Do such projects and experiences show the way to relevant extension education approaches and methods? Which strengths and weaknesses show the "Study Circles" and "Communities of Practice"? How did they evolve? Are there cultural bound constraints to their functioning and outputs? If yes, which strategies to adopt in order to overcome them? What are the major lessons to be learned? In essence, the paper is about "Circles" and "Communities", looking at practice sharing and lifelong learning in the context of development work. One of the major conclusions is that extension and development facilitators can benefit from such approaches in different ways and levels. Multiple and often complex relationships between scientists, extension agents and rural actors, so frequent and critical in our society, require new ways of obtaining and sharing diversified information and knowledge, coming from a variety of sources. More than using personal networks, the challenge these agents face is to help build and maintain social networks like the ones studied, involving different development stakeholders from the institutional, research and practice arenas, serving as learning and action systems.

In the mid-1990s the farming systems movement had reached Europe. The European Group is related to the associations founded in the USA, Latin America, Africa and Asia some years before. These were partly designed to support research and development in the Global South. The European Group followed a novel approach in that it applied the systems concept to the highly diverse situations found in European farming. Hence, we recall the objectives of the first meeting held in Edinburgh in 1993, and then assess how research themes have shifted over the past 20 years, by reviewing the programs of the nine symposia held during this period. Looking back, it is clear that European Farming Systems Research has revealed many of the major preoccupations of European farming and the increasing importance of human and sociological factors, in addition to technical and economic issues. This development is most encouraging and indicates that a dynamic learning community exists among European farming systems researchers and extensionists.

The field of extension is quite dynamic and new configurations and alternative extension systems and approaches have been emerging. This chapter explores the recent developments and debates critical questions such as: Is extension still relevant? What are the current trends and challenges in the field of agriculture and rural development and how are they affecting the structure, mission and delivery of extension services? How is extension being considered in the frame of the EU Common Agriculture Policy? We stress the growing involvement of multi-stakeholder networks of different sorts in extension work (with emphasis on private-profit or non-profit-organisations) as well as the adoption of participatory approaches. We also analyse the complex relationships between extension agents and rural actors. The major focus is on the changing roles of extension agents, underlining their current roles as learning-innovation-change facilitators and knowledge brokers. Examples drawn from proceedings of the European IFSA Symposia specifically address European cases, and illustrate the analysis.

De um modo geral, os territórios rurais em Portugal, sobretudo os do interior, têm vindo a perder população, o que origina uma crescente desvitalização da economia e o declínio social, num processo em espiral com consequências negativas para a coesão do território e o desenvolvimento global do país. O projeto ASAS, de âmbito nacional, focou-se na intervenção em aldeias rurais isoladas, com base numa estratégia integrada de diversificação da economia e de criação de emprego local, através da valorização dos recursos endógenos do território, da participação comunitária e da cooperação interterritorial. A Universidade de Trás-os-Montes e Alto Douro dinamizou este projeto na região Norte de Portugal. Numa primeira fase, foram identificadas e caraterizadas oito aldeias, cujos processos de desenvolvimento registam práticas comunitárias ativas e diferenciadas, potencialmente sustentáveis e transferíveis para outros contextos. Posteriormente, foram selecionadas as aldeias de Provesende (Sabrosa) e Santa Leocádia de Geraz do Lima (Viana do Castelo), para uma análise SWOT, mais aprofundada com as comunidades, que mobilizou a participação ativa dos residentes e agentes institucionais. Dos resultados, destaca-se, como denominador comum, a importância de conhecer experiências exteriores e de envolver a população local para atingir níveis de cumplicidade, adesão e comprometimento. São precisos mais contactos com a população, é preciso animar o território, mas faltam agentes ativos e dinamizadores, que promovam mais consensos, que ajudem a ultrapassar obstáculos, a alargar os horizontes e que liderem os processos em determinados momentos. É fundamental a avaliação das práticas e a promoção da reflexividade, envolvendo as comunidades.