Enhancing Integrated Approaches in Agricultural Learning Systems using experiences from agroforestry August Temu, World Agroforestry Centre Per Rudebjer, Bioversity International Presented at: 2 nd World Congress of Agroforestry Nairobi, Kenya, 25 August 2009 Session 24: Integrating disciplines through agroforestry education

2 Structurally complex Crops, animals, trees, NTFPs Off-farm work Policy influence Market influence Traditional knowledge Risk mitigation Social & institutional factors Intuitive sense of how to manage integrated systems Integrated farming systems

3 Universities’ segregated organization of knowledge Agriculture Veterinary science Fisheries Animal science Forestry Agricultural technology Natural sciences Economics and management Human ecology

4 Reductionist learning systems Knowledge un-packed into bits and pieces 1 st year: great number of un-connected, small courses Synthesis courses towards the end of the programme Employment in a segregated professional system Mis-match between farming systems and learning systems

5 Agroforestry science tools and methods for integrated approaches Participatory domestication of fruit trees

6 Enhancing integrated learning through agroforestry educational networks in Africa & SE Asia 200 universities and technical colleges Participatory curriculum design and review Training ·curriculum development ·social and technical areas of agroforestry Teaching and learning resources Research opportunities in international context Networking & exchange of faculty and students Policy advocacy for integration of disciplines

7 Strategies for integration in curricula 1.Incremental inclusion in courses and programmes ·Opportunistic inclusion in existing courses ·New courses during curriculum review ·Major in agroforestry, or full programme, especially at MSc level 2.Agroforestry as alternative discipline ·Agroforestry: new professional area (Philippines) 3.Integration during institutional re- structuring ·Mergers of faculties and departments

8 Lessons learned Changes taking place within existing institutional structures Uneven, slow adoption of integrated approaches

9 Lessons learned constraints to mainstreaming External environment Rigid job markets and career pathways Policy restrictions Sectorized professional networks Institutional structures and behaviour Disciplinary boundaries in faculties and departments ‘Turf’ issues Conservatism and resistance to change

10 Education and research processes Slow, rigid process for curriculum change Segregated, reductionist research programmes ·Focus on bio-physical sciences ·Lacking multi-disciplinary approach Few publication outlets for integrated approaches to science Constraints to mainstreaming

11 Human capacity Low competence in ‘soft’ sciences among bio-physical faculty & vice versa Limited acquaintance with integrated tools and methods for research and teaching Constraints to mainstreaming

12 Lessons learned Success factors Visionary goals Consistent, long-term effort Using opportunities within on-going courses ·‘back-door’ approach to curriculum change Timing with regular curriculum review Champions Trained faculty & leaders Participation of stakeholders Align with national policy framework

13 Drivers of global change how will universities respond? DRIVERINTEGRATED RESPONSES SEGREGATED RESPONSES Increased food production  agroforestry food  high-yielding modern crop varieties & high-input systems Enhancing nutrition  more diverse food and agriculture systems  genetically enhanced commodity crops Biofuels  mixing biofuel crops into farming systems  monoculture biofuel crops

14 DRIVERINTEGRATED RESPONSES SEGREGATED RESPONSES Markets for agriculture products  novel crops & neglected and underutilized species  high-quality crops (e.g. speciality coffee, cacao)  clearing forests for crop cultivation or pasture Biodiversity conservation  landscape approach separate conservation and production

15 DRIVERINTEGRATED RESPONSES SEGREGATED RESPONSES Adaptation to climate change  agriculture for resilience and risk mitigation  using inter- and intra- specific diversity in crops and trees  better land management, in watersheds & riparian zones  promoting a few resilient / genetically modified crop varieties Climate change mitigation  carbon storage in agroforestry systems  REDD  monoculture tree plantations under the Clean Development Mechanism

16 Actions required universities Address complex, integrated systems in curricula Teach innovation systems approaches Participatory problem-solving as a learning tool Dealing with both depth and width of problems, e.g. drivers of global change Discuss trade-offs and feedback mechanisms

17 Actions required policies Acknowledge integrated knowledge and skills Review institutional structures and processes to facilitate multi-disciplinary problem solving Create incentives for integrated approaches ·Recognize and reward biodiverse, complex farming systems ·Role of agroforestry and agricultural biodiversity in adaptation to climate change

18 Responses to global challenges? Education for sustainable agricultural development Integrated solutions Segregated solutions

19 Thank you!