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Systems of higher education
Initiatives to develop agroecology curricula are multiplying
throughout Latin America. In order to strengthen their impact,
the creation of a regional system for the coordination
of these curricula is necessary and can play a useful role.
The content of the curricula is based on the paradigms of
ecology and their application to agroecosystems, consideration
of the sustainability of the ecological functions that
produce environmental goods and services (production,
storage of water, carbon sequestration, conservation of soil
biodiversity). Curricula should include a synthetic presentation
of other systems of knowledge, explaining their goals,
restrictions, strengths, weaknesses and prospects for development
in the medium and long-term. It is also necessary to
consider the teaching of techniques of communication and
pedagogy that would permit efficient exchanges of knowledge
when studies, experiments or development activities
are carried out in this field.
Agricultural and related sciences
Universities and technical institutes that teach intensive agricultural
methods have already begun to include in their
curricula certain elements of ecology, agroecology and highyield
but more environmentally friendly models of production.
The evolution towards systems with better environmental
and social impacts could be achieved by strengthening
the presentation of traditional and ecological knowledge in
order to integrate them into a systemic way of thinking. The
pedagogical tools themselves would permit the communication
and transmittal of the basic knowledge.
Cross-cutting issues
Certain common (cross-cutting) issues affect the quality
of life, environmental sustainability and equity in any of
the scenarios or models of governance. A number of key
issues have been proposed for the IAASTD goals in multidisciplinary
exercises in Latin American and the Caribbean
(Red Nuevo Paradigma, 2005). Some of the issues that
could be included in the agenda of AKST in Latin American
and the Caribbean are:
- Quality of life issues: as previously mentioned, the
concept of human development is more than gross or
per capita national income. It refers to the creation of
an environment in which people can fully realize their
potential and enjoy productive and creative lives in accordance
with their needs and interests. Consequently,
quality of life, in addition to satisfying basic organic
needs, consists in expanding the options that people
have to live in accordance with their values.
- Environmental sustainability issues: (1) soil conservation
and management; (2) sustainable use of biodiversity;
(3) nexus indigenous crops—conservation; (4) germoplasm,
prospection and conservation in-situ and ex-situ;
(5) adding value to biodiversity and natural resources;
(6) traditional knowledge of biodiversity; (7) conservation
and management of pollinators; (8) ecology of biological
control; (9) organic fertilizers; (10) prospection
and sustainable management of plants (particularly native
plants); (11) urban agriculture; (12) management of
fisheries resources; (13) impact of the agricultural sector
on fauna; (14) flora and native micro-organisms; (15)
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- impact of the fragmentation of natural habitats (on
hydro-biological cycles, soils, biological interactions);
(16) impact of genetically modified organisms (GMOs)
on the environment and human and animal health; (17)
zoning, management and agroecological agriculture;
(18) invasive species (existing and potential, exotic and
native); (19) management of forestry resources; and
(20) quality control and use of water.
- Equity issues: (1) legislation for protection of the rights
of all citizens without distinction on the basis of race,
age, sex, origin, traditions, ideology, power, or social or
economic status; (2) education without discrimination
for all under equal conditions; (3) a sufficient number
of educational centers by number of inhabitants and by
area of influence both in cities and in rural areas; (4)
compulsory teaching of human rights, ethics, philosophy
and ecology from a very early age; (5) study of the
origin of inequality; (6) study of the origin and consequences
of extreme wealth and extreme poverty; (7)
decision-making power of communities; and (8) provision
of spaces for and promotion of democratic organizations
in rural and urban communities (discussion and
solution of problems that give rise to inequality).
4.3.12 Evaluation of the impact of AKST systems
Society does not have an accurate perception of the importance
and impact of AKST systems, which means there
is little support in areas where this weakness is most pronounced
(Chapter 2). The experiences of impact assessment
vary widely in the region, especially since there are no ongoing
programs in this area (Alston et al., 2001; Avila et al.,
2007). These studies, moreover, focus on assessment of the
economic impact of the technologies generated (profitability
of investments), without evaluating their other impacts.
Given the multiplicity of the impacts of AKST products,
impact assessments must be multi-dimensional, in
other words should include analysis of the economic, social,
environmental and other impacts (institutional training and
policies). Moreover, analysis undertaken prior to the impact
of the research proposals may help to improve the quality
and usefulness of projects and strengthen the impact of the
products generated.
It is also necessary to develop methods of socioeconomic
analysis in order to place AKST stakeholders and their new
technologies in a socioeconomic context, which is essential
to improve their impact. AKST systems must recognize that
it is not sufficient to identify the impact of a particular technology
or type of knowledge, but that this technology must
be placed in a socioeconomic context. Given the complexity
of the relationship between knowledge/science and society
and that in order to enhance the impact of AKST, particularly
in terms of the IAASTD goals, the research agenda
must include the full participation of producers, especially
the poorest and most marginalized. Profiles of producers
and socioeconomic studies of small-scale producers are also
needed in order to enhance the efficiency of these impacts.
4.3.13 Participation of AKST systems in the
formulation of public policies
Strengthening the impact and capacities of AKST requires
greater participation of such systems in the formulation |