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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.
Options for action include
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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.
Options for action include
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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
Options for action include
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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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