Plencovich Eed Debatte Bonn1

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IAASTD VIEWS ON EDUCATION FORSUSTAINABLE DEVELOPMENT IN LAC

CHALLENGE AND INSPIRATION

www.agassessment.org

Mara Cristina Plencovich

Facultad de Agronoma,Universidad de Buenos Aires, Argentina

IAASTD CLA

Die unbequemen Erkenntnisse des Weltagrarberichts

den 1. April 2009, Bonn


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This presentation will focus mainly on

some specific aspects related to the

IASSTD Reports and the LAC rural

education for sustainable development


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[IAASTD LAC Report, 2009]


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LAC

Characterized by rich, natural resources.

However, there are still some 209 millionpoor and 54 million undernourished people,

who account for 37% and 10%,

respectively, of the total population

(IAASTD LAC Report, 2009).


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This is a real paradox in a region where everyday is a

planting day and every day is a harvesting day.

Three times more food is produced than consumedthere.

Problems related to access to and distribution of food,

the limited purchasing power of an important segment of

the population and the lower prices paid to producers,among other factors, have prevented the translation of

higher production levels into less hunger and a

commensurate reduction in poverty.


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resources have been underused (latifundios)

improper use of land leading to greater loss

of soil and biological diversity due to erosion,

urbanization, contamination and the

intensification and expansion of agricultureto less productive lands

in this region, food availability is a

necessary condition for food security, but not

sufficient, and is impaired by many factors,among others, by the lack of sustainable

educational and development policies

Photos: IAASTD, Mario Ahumada,

IICA, Costa Rica, 2008


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In Latin America, the means of production areheterogeneous and cultural approaches and

actors, diverse.

This diversity leads to differences in production

systems, which entail not only different

approaches to farming, but also to complex and

heterogeneous ways of interacting with the

land, the environment, and the social,

economic, and cultural realities and, in some

instances, to vey different worldviews.

[IAASTD, LAC Report Chapter 1].


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Three major categories of agricultural systems

The traditional/indigenous system (indigenous, rural, and

Afro American), based on local/ancestral knowledge and

rooted in the land. It is based on the management and use

of biodiversity and lifestyle systems, and has generated

varying levels of production. Its Weltanshauunglinksnature and culture

Photo: IAASTD, Mario Ahumada,

IICA, Costa Rica, 2008


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The conventional/productivist system includes intensive

production practices and is oriented toward monoculture,the use of external inputs, and production geared toward a

broad market. In some cases, the emphasis placed on this

system has undermined sociocultural diversity,

local/traditional know-how, and agrobiodiversity, all ofwhich are essential for the development of intensive

knowledge-based agroecological systems.


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The agroecologi

calsystem, which viewsproductive systems as ecosystems where mineral

cycles, energy processing, biological processes,and socioeconomic relations are analyzed tomaximize production and make optimal use of

the agroecosystem as a whole. It is based onagroecological science (Altieri, 1985; 1987;1991;1993) and productive diversification,enhancing the value of traditional knowledge,and knowledge sharing.


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The current AKST system does notfully meet the new demands of society,

which require a more diverse,

complex, and holistic agenda thatreconciles seemingly conflicting

objectives, such as competitiveness,

sustainability, and social and cultural

inclusion.


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What are the truly innovative aspects inthe messages that the IAASTD is

conveying to the LAC countries?

In the first place, it was the first attempt toapproach the complexity of LAC agriculturalreality (heterogeneous actors, diverseproductive practices, different cultural, socialand historical dimensions) in an integrated way(through an interdisciplinary, independent,peer-reviewed exercise) ; it challenged all actorsand IAs to create the conditions and transitionsto have a productive, healthy, sustainableagricultures, and food security for everyone.


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Secondly, as reality is complex, thereis not apanacea, a magic solution

(magic seeds, biotech, cultural

practices) curing all evils; neither amagician, i.e. the state -local,

regional, or national-, the private

sector, nor an external force

performing miracles.

Business as usual and inertia will not

avoid or mitigate the harms.


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Demographic changes are ongoing in all rural areas. Farmingpopulations are aging fast and youth are walking out ofagriculture. In some areas there is labour shortages.

New forms of farm organization in agricultural production are

prevailing. The most significant one is the associative planting

pools. These pools join investors together to finance grain

production. Each pool forms rent contracts with a large

number of landowners generally located in different regions

in order to diversify risks and the pool assumes

management of the crop production enterprise. Under these

production arrangements, the use of land is decided by highly

specialized management with the best professional advice. At

the local or regional level, a similar kind of arrangement is

also in place. With these types of arrangements, the use of

land in is today efficient and independent of entrepreneurial

landowners.


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Pergamino Rural Schools, Buenos Aires, Argentina

Resilience, social nets, ethical issues, cooperation


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**Promote greaterparticipation and democratization in

the definition and execution of the AKST agenda with

a view to integrating sectors that have been ex

cluded.

Actions should therefore seek to expand access toinformation, build or strengthen their capacities toparticipate in decision making, and provideinstitutional forums for discussion and decision

making.

Options for action include


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Constraints Contribution to FS Pedagogic Directions for Changeinclude

Building partnerships between differentactors and IAs

Synergiesand complementarities

No single actor or institution has thecapacity to bring about effective change in

basic education.

Teacher specific training and updateprograms in peer groups, experientiallearning, micro-teaching. Constructivistpedagogy.

School gardens, etc. to incorporate ruraldevelopment and food security in the

curriculum.

Time-planning harvest period for ruralfamilies, accommodation to nomadicpopulations.

Project-based learning (PBL),ICTs as powerful tools for multi-gradelearning.

Illiteracy

functional illiteracy

dropping out, lowattendance, poorretention rates,

children rural work,

(engagement inhazardous labour)

gender issues.

economic presentcrisis forces familiesto choose food or

school.

Subject-matter:

food safety, basicskills: literacy andnumeracy; socialskills, enhancementof cultural and

identity as afoundation forattitudes and skillsnecessary for ruraldevelopment.

Primary Level


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Constraints Contribution to FS Pedagogic Directions for Changeinclude

Inclusion of heterogeneousknowledge actors[not only from theacademic field!] in curricula design,research, teaching and extension.

Collaborative learning approaches

Teacher specific training and updateprograms in team work

Teaching/training in newermethodologies, including use of ICTplatforms

Assessment skills

Project-based learning, ProblemBased Learning, Case methodology,Simulation Techniques, Territorialstudies

Building capacity and leadershipinteraction with peers and non peers

Adopting a long-term view for anychange process. No quick fixes orpanaceas are available.

Low enrollment rates

Gender issues

Academic greenbrain drain in non-industrializedcountries

Elitist attitudestowards university

institutions involvedin agriculture

insufficientapplication ofparticipative andcollaborativeapproaches incurricular designs,research and

extension

ProductivistModels,disciplinaryViews, Mode 1 ofknowledge production(Gibbons, 1996) stillin place

Subject-matter: FS inthe context of sustainabledevelopment. FS policiesdevelopment, foodsovereignty issues

Ag curricula addressingthe importance of FS, andthe new role of marketoriented agriculture

[systemic, integratedviews, interdisiplinary/transdisicplinary, Rling,2004]

Agroecological practices.No-till farming (ZF)organic farming

Good ag practices, fair

trade, equity issues,territorial labelling andcertification

Recognition of local andindigenous knowledge

Entrepreneurial skills

Participative extensionand research (community-

based research)

University Level


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**Promote interaction between traditional,agroecological, andconventionalknowledge and expertise.

To this end, it would be appropriate to developan intercultural participatory agenda thatpreserves and enhances the value of localknowledge, supplements it with scientific

knowledge where relevant, and contributes togreater sustainability of productive systems,more efficient use of natural resources, andhigher land yields, while maintaining,promoting, and enhancing the cultural and

biological heritage of local communities.



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***Redirectpriorities toward strengtheningresearch for greater environmentalandsocialsustainability withoutcompromising

productivity.

AKST must scale up investment in the development ofknowledge-based systems in order to supportagroecological systems. This would facilitate greaterdevelopment of all systems (agroecological, indigenous,and conventional), and would, in particular, reduce andmitigate the environmental and social impact caused bymore intensive agricultural and aquatic systems,thereby reducing the adverse effects of agriculture on

climate change.



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***Strengthen AKST interactions at the regional

and globallevel, based on solidarity and joint

responsibility, to generatepublic goods.In order to meet the development and

sustainability goals, AKST Public Support

Policies must transcend models based on the

assumption that the market alone can addressthe issues of economic and cultural poverty,

hunger, and inequality



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Thank you very much for yourattention


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REFERENCES

Altieri, M.A., 1985. Developing pest management strategies for small farmers based on

traditional knowledge. Bull. Inst. Dev. Anthropol., 3:13-18.

Altieri, M. A. 1987. Agroecology: The Scientific Basis of Alternative Agriculture. Westview Press, Boulder.

Altieri, M.A., 1991. Classical biological control and social equity. Bull Ent Res 81: 365-369.

Altieri, M.A. 1993. Ethnoscience and biodiversity: key elements in the design of sustainable pest management systems for small

farmers in developing countries. Agriculture, Ecosystems and Environment. 46: 257-272.

Altieri, M. 1995. Agroecology: the Science of Sustainable Agriculture. Westview press, Boulder, CO.

Altieri, M.A. 1999 Applying Agroecology to Enhance the Productivity of Peasant Farming

Systems in Latin America. Environment, Development and Sustainability. 1 3-4 197- 217.Altieri, M.A. and D.K. Letourneau. 1982. Vegetation management and biological control in agroecosystems. Crop Prot., 1: 405-430.

Altieri, M. and O. Masera, 1993. Sustainable rural development in Latin America: building from the bottom up. Ecological

Economics 7:93-121

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Plencovich Eed Debatte Bonn1