Urban agriculture is characterized by the dynamic use it makes of land (Companioni, 2001; Luc, 2006), and its rapid adaptation to the growth and development of the city. It suffers, however, from a problem of image and is rarely recognized as a valid form of use of urban land. By combining urban agricultural production systems with open urban space, it is possible to identify areas in which urban agriculture is more stable (such as right of ways and “non-buildable” land) as well as areas in which it may be temporary (for example, zones for future building). The restricted areas in the center of cities could benefit from more intensive and generally more profitable activities, such as the production of mushrooms, silkworms or medicinal plants. Sites exposed to pollutants could be used for decorative plants instead of risking health by the cultivation and sale of plants for consumption.

Assigning areas within or on the periphery of cities for the exclusive and permanent use of urban agricultura is quite unrealistic and may be doomed to failure in certain countries. Firstly, it ignores the economic reality of the price of land in growing cities. Secondly, and more importantly, it fails to take into account the interactions which urban agriculture may have (and should have if it is to succeed) with other urban activities. If the municipal authorities involve a broader base of stakeholders, they would have more possibilities for developing policies that cover the needs both of the city and of their voters, particularly in the poor and disadvantaged sectors. Moreover, more equitable decisionmaking promotes participation and acceptance by citizens at all levels. As part of any political initiative for development,
structures and processes must be established to identify problems, prioritize actions and undertake and implement activities for the monitoring of programs.

Workers in the urban agricultural sector and poor producers in particular cannot work as effectively as they might have, unless they are organized and their legitimacy recognized. Municipalities would clearly benefit from a better organization and representation of urban producers in local political decision-making processes.

4.3.10 strengthening the capacities of AKST stakeholders
AKST actors in Latin America and the Caribbean are extremely diverse, which makes it extraordinarily complex to generalize for the region as a whole (see section on Ethnic Groups in Chapter 1). The conceptual principle for seeking options for the future is respect, tolerance and valuing cultural diversity, which are a region’s human capital. The diversity of ethnic groups is one of the conditions that make it possible to integrate the various types of knowledge so that they could contribute to achieving the goals of sustainability, quality of life and equity.

4.3.11 Restructuring education curricula
At the same time, while strengthening institutions that promote the sharing and synthesis of knowledge (see 4.3.1), it is necessary at the same time to propose changes in the curricula of all educational institutions at different levels to ensure that they accomplish the goal of teaching skills that are clearly aimed at improving the quality of life and promoting environmental and economic sustainability. The

reports clearly show how inadequate current systems are to the changing needs of agricultural, forestry and livestock farming activities. This concern is part of a global movement begun since the early 1990s by the United Nations. The Jomtien Conference organized by the United Nations in 1990 established a series of principles to guide the design and development of systems for lifelong learning, and stressed the importance of replacing the current approach to teaching which is based on passive learning substitution with an approach that is based both on knowledge and on logical and rational analysis (thinking). It also recognized that education is the responsibility of all concerned and not only of states. Five types of institutions are considered here: (1) local information obtained by the family, social groups, and the communications media; (2) primary school where children are taught the basic skills to enable them to perceive and evaluate their natural and social environment; (3) secondary school where the cognitive, scientific and technological foundations are introduced through scientific programs; (4) universities that generate, evaluate and disseminate various types of technological knowledge defined as conventional or agroecological; and (5) the numerous initiatives promoted by NGOs, universities and other actors.

Local information educational programs in the media
This type of informal information is probably the most difficult to change because it includes local (experiences of neighboring producers), regional (discussions with merchants, local authorities, extension workers) and national (information through regional and national media) information. One way to improve it is to propose adequate educational programs directed to all actors for them to present in an accessible and synthetic way the different types of knowledge and to take advantage of information technology.

Primary school
Primary school has to provide the minimum foundations for awakening a sensibility for the fragility of the environment and the need to use natural resources in a sustainable manner. To that end, simple lessons should be taught about soils (how it is formed, its dynamics, life and functions), biodiversity (what it is and what it means for our own survival), agriculture and food (how it is obtained, the problem of producing it for a growing population, types of agriculture).

Secondary school
Adolescents can be taught to better understand and to value the contributions of the three main types of knowledge that sustain agricultural production. It is urgently necessary to strengthen the teaching of ecology at all levels, introducing the subject of ecosystems and the environmental services they provide, with special emphasis on soils and biodiversity, so that students understand the mutual dependence between society and nature. Greater emphasis should also be placed on the subjects of genetics, plant physiology, economics, social and community organization, and other subjects that would help students to understand the strengths and problems of conventional agroindustries and other emerging models of agriculture. The description and history of indigenous lifestyles and technologies should also be taught.