SOCIOECONOMIC ORIENTATION IN AGROECOLOGICAL EDUCATION
Abstract
This study aims to assess the socioeconomic orientation of formal agroecological educational practices in Ukraine. The educational component of agroecology is considered, primarily, in the context of providing the prerequisites for an agroecological transition, as one of its essential components. It is argued that the success of the agroecological transition depends on how fully not only technological but also socioeconomic elements of agroecology are taken into account, including in the process of knowledge dissemination, particularly through formal education. The study reveals that official educational programs in Ukrainian higher education institutions, in parts related to agroecology, do not comprehensively cover its various aspects and are primarily focused on students pursuing technological qualifications. The paper substantiates the necessity of rethinking agroecological disciplines towards a more comprehensive coverage of all manifestations of agroecology as a socio-economic phenomenon to enhance the awareness of future specialists in the socioeconomic elements of agroecology, a comprehensive understanding of its socioeconomic connections and effects, which cover a much broader range than purely technological aspects. It is concluded that the lack of a clear state policy supporting scientific research and educational initiatives in the field of agroecology leads to the dispersion of efforts of scientific and pedagogical teams and limits the scale of innovations and the integration of research results into educational practices. It is important to encourage partnerships between ecologists, economists, biodiversity experts, farmers, and others for a transdisciplinary approach to agroecological education. It is argued that it is necessary to align university and professional training programs in the field of agroecology with the labor market, which will require consultations with producers, farmer organizations, and agri-food systems experts on the development of curricula and ensuring that graduates have the appropriate skills. It is proposed to strengthen training programs with practical components, including the measurement and evaluation of agroecological practices.
References
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Gliessman S. R. (2015) Agroecology: The Ecology of Sustainable Food Systems. 3rd Edition. Boca Raton, FL, USA, CRC Press, Taylor & Francis Group.
Soini Coe E., Coe R. (2023) Agroecological transitions in the mind. Elementa: Science of the Anthropocene, no. 11(1). DOI: https://doi.org/10.1525/elementa.2022.00026
Sachet E., Mertz O, Le Coq J.-F., Cruz-Garcia G.S., Francesconi W., Bonin M. and Quintero M. (2021) Agroecological Transitions: A Systematic Review of Research Approaches and Prospects for Participatory Action Methods. Front. Sustain. Food Syst. no. 5. DOI: https://doi.org/10.3389/fsufs.2021.709401.
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De Schutter O. (2011) Agroecology and the right to food: Report presented at the 16th Session of the United Nations Human Rights Council [A/HRC/16/49]. Available at: http://www.srfood.org/images/stories/pdf/officialreports/20110308_a-hrc-16-49_agroecology_en.pdf
Chappell M. J., & Bernhart A. (2022) Agroecology as a Pathway towards Sustainable Food Systems. Centre for Agroecology, Water and Resilience, Coventry University, UK. Available at: https://www.misereor.org/fileadmin/user_upload_misereororg/publication/en/foodsecurity/synthesis-report-agroecology.pdf
Rice A. M., Einbinder N., & Calderón C. I. (2023) With agroecology, we can defend ourselves: examining campesino resilience and economic solidarity during pandemic-era economic shock in Guatemala. Agroecology and Sustainable Food Systems, no. 47(2), pp. 273–305. DOI: https://doi.org/10.1080/21683565.2022.2140378
Mouratiadou I., Wezel A., Kamilia K. et al. (2024) The socio-economic performance of agroecology. A review. Agron. Sustain. Dev. no. 44. DOI: https://doi.org/10.1007/s13593-024-00945-9
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