Presented by Dr. Robert Mbeche, at the ISFAA SENSITIZATION WORKSHOP ON AGROECOLOGY AND AGROBIODIVERSITY INTEGRATION IN HIGHER EDUCATION INSTITUTIONS IN KENYA.

1. Integration of agroecology and agrobiodiversity in agricultural
education curricula of universities and TVET institutions in Kenya
ISFAA SENSITIZATION WORKSHOP 1ST DECEMBER 2021
JACARANDA HOTEL, NAIROBI
Robert Mbeche, PhD
rmbeche@jkuat.ac.ke

2. The paradox of food oversupply in an environment where over
900 million are food insecure
Anyone who examines the world's annual output of basic grains-rice, wheat, corn, and other coarse grains-and
compares it with the world's total population will make a startling discovery. If the grain is converted into
calories and protein available on a daily per capita basis, the total is significantly greater than the amount of
nutrients needed for human survival.Further,over the past three decades the world has produced more grain per
capita, not less. And yet in any given year of that recent history several million people have died from hunger-
related causes. On any given day perhaps a billion individuals are restricted by their economic circumstances to
consume less food than they would like,and hundreds of millions have their growth and physical activity limited
by inadequate food consumption (Timmer et al.,1983)
As early as 1980s, aWorld Bank Report observed that;
Timmer, C. PeterWalter P. Falcon, Scott R. Pearson (1983) Food policy analysis.The Intemational Bank for
Reconstruction and Development /TheWorld Bank pp. 3

3. Efforts to produce more food are unsustainable!
Many current forms of food production
damage the farming environment in
ways that undermine future food
production, for example through;
• Excess water extraction
• unsustainable soil
management
• fertilizer leaching
• Release of greenhouse gases
• Habitat conversation for
agriculture,
• poor fishing practices on the
high seas devastate
biodiversity
Extensification Intensification

4. Components of the food system (UN Food summit, 2021)
A food system gathers all the elements (environment, people, inputs, processes, infrastructures, institutions, etc.) and activities that
relate to the production, processing, distribution, preparation and consumption of food and the outputs of these activities, including
socio-economic and environmental outcomes”.

5. Innovative approaches towards sustainable food systems (
Altieri & Nicholls, 2012; HLPE, 2019; Nicholls et al., 2020)
• Agroecology
• Organic agriculture
• Agroforestry
• Permaculture
• Food sovereignty

6. The HLPE focuses on agroecology as an innovative
approach towards sustainable food systems
• Agroecology:The integrative study of
the ecology of the entire food system,
encompassing ecological, economic and
social dimensions or, in brief, the
ecology of the food system (HLPE,
2019)
• Agroecology presents a framework
within which interdisciplinary activities
can happen since challenges in
agriculture are more than technical
problems (HLPE, 2019).

7. Background
 Agro-ecological transformation key in enhancing sustainable food
systems and responding to climate change (Altieri et al. 2015)
 Incorporation of ecological principles into the study of farming
systems is important in equipping professionals for future design and
management of sustainable agriculture
 Unfortunately, very few agricultural colleges and universities have
incorporated agroecology and the concept of sustainable rural
development into their formal curricula
 The problem is that the majority of professionals in agriculture are
trained from a disciplinary and reductionist perspective with
specialization in one component

8. Objectives
Main Objective
• To assess the status of integration of agroecology and agrobiodiversity in
agricultural education curricula of universities and technical and vocational
training (TVET) institutions in Kenya, including the needs of the respective
institutions.
Specific Objectives
i) Document case studies on AE and ABD integration (including strategies and processes
employed)
ii) To assess the status of integration of AE and ABD in agriculture curriculum in Universities
and TVET institutions
iii) Determine the needs of institutions in integrating AE and AB interrelated outcomes of
commercialization, profitability, and scale.
Methods:
• In-depth review of literature on integration of AE and ABD in agricultural education curricula
• Online survey of 24 institutions (Universities and TVET)
• KIIs with 5 Univ. andTVET staff

9. Some key competencies in integration of AE and ABD
Transcending the dichotomy of teaching independent courses
/interdisciplinary
Co-creation of knowledge
Integration of local knowledge and scientific knowledge
Complimenting theory and practical field based courses
Curriculum promoting sustainable natural and genetic resources
Training embedded in culture and social values
Participatory and learning approaches

10. Possible topics for agroecology (Altieri, 1998;Altieri, 2007; Eksvärd et al., 2014

History and
development of
agroecology
 The ecological crisis of modern agriculture
 Principles and fundamentals of agroecology
 Ethno ecology: traditional agriculture and indigenous knowledge systems
Ecological economics
and rural development
 Relationship between society and agriculture, the application of agroecology to rural development and projections of
alternative future strategies for food systems
 indigenous knowledge systems (IKS), integration of IKS and modern science
 Social, cultural and economic dimensions of sustainability in food systems,
 Indicators for assessing the sustainability of agrifood systems
 Participatory research and agroecosystem analysis methods
 Quantitative research methods in agroecology
 Case studies of sustainable agriculture around the world
 Application of agroecological principles in design of farming systems
Biology of
Agroecosystems:
 Biotechnology: social and environmental implications
 The ecological role of biodiversity in agroecosystems
 Ecologically based insect pest management: biological control and habitat management
 Ecological basis of weed and disease management; environmentally sound strategies for managing weeds, pathogens
and insect pests,
 Topics in soil ecology and management
 Agroecosystem diversification strategies (polycultures, agroforestry, crop rotations, cover cropping, integrated crop-
livestock systems, etc.)
 Organic farming: characteristics, extent and conversion
Agroecosystem
Analysis
 Energy flows and biogeochemical cycles, pest dynamics, including ecological, agronomic and social perspectives
 Soil conservation and regeneration techniques, soil-quality enhancement
 Ecological cycles and interactions among components, system development and performance
 minimizing ecological impacts of agricultural systems

11. Underlying agroecological processes and link with
agrobiodiversity (Dietsch et al., 2016)
Underlying agroecological
process
How they address agrobiodiversity
Diversity • Breading and production based diversity among and within groups; evolutionary breeding
Efficiency ( Recycling and
input reduction)
• Help preserve biodiversity by limiting the amount of resources needed to make new products, but it is
not perfect. Lots of energy is used in collecting, transporting and processing recycled material.
Resilience ( Soil , plant and
animal health; Biodiversity;
synergy)
• production diversity at the level of agronomic or ecological traits (for example, drought tolerance,
disease resistanceWeed reduction ;Tolerance of abiotic stresses; N use efficiency ;Yield and yield
stability
• Promote diversity of genetic resources for agriculture and conservation of underutilized species
Social equity/responsibility
(Econ diversification, co-
creation, social values and
diets, natural resource
governance, participation)
• under-valuation undermines biodiversity conservation
• Diversification reduces pressure off sensitive ecosystems
• Biodiversity supports household well- being ( environmental dependence estimated at 30-40% -
Angelsen et al., 2014)
• Values influence conservation support in some way
domination value orientation toward wildlife was negatively associated with conservation ac
tions ( Dietsch et al., 2016)
Agroecosystem services
expected to improve crop
and livestock production
• Weed reduction, breeding for adhoc cultivars, intercropping, mulching, participatory breeding

12. Integration of AE in Practice:AGROECOPRAC project (Eksvärd et al., 2014)
About the Project
• Collaboration between Swedish
University of Agricultural Sciences
(Sweden) in collaboration with
Mekelle University (Ethiopia) and
Uganda Martyrs University (Uganda)
• Trained 70 teachers (TOT) during 7
week course
• Key topics: system thinking, Kolb’s
learning cycle (values process and the
ongoing nature of learning), reflective
learning and agroecosystems
orientation
• TOTs trained 224 stakeholders in
short agro ecology courses
• MSc program at Mekelle and UMU
Lessons
• Need for instructors to have a
changed midset for them to deliver
AE and ABD
• Programmes required more time
than allocated – 7 weeks for TOTs
and 1-2 weeks for other
stakeholders
• Need for balancing different
knowledge levels to accommodate
all students
• Programs require more resources
for experiential and practical training
• Need for increased interactions
between educators and farmers

13. Integration of AE in Practice: Other cases
S.No Case Activities
1 Euro-EducATES, 2016)
Association to promote
agroecology “Agroecology Europe”
from 10 countries ( Astria, Italy,
Luthuania, etc)
 Organic Agricultural Systems and Agroecology
 Training in the programme focuses on organic agro-food chains (including topics such
as ethics, production systems, quality, policies, consumer demand, and market
development) in an international context
2 France (Korže & Korže, 2018)
France public policy project:
"Agroecology, a new production
paradigm”
 190 farms and 33 technological workshops of agricultural education.
 Multidisciplinary and sustainable development education
 a culture of networking allowing learners and educative community face complexity
participation and negotiation
3 United States-case of University of
California (Gliessman, 2015)
 Trouble with the food system: Students received background information on
problems associated with modern food systems including ecological degradation.
 Getting back to the right food system: Positive change in food systems was
presented through alternative farming examples.Agroecology was highlighted as a key
pathway to sustainable food systems.
 Building the food movement: It was a call to action where students were provided
with tools they need, to be agents of change in existing food systems.

14. AE and ABD courses in Kenyan Univ.
and TVET institutions Challenges
• Staff shortages
• Limited resources for
practical and field based
courses
• In some cases, low
enrollment
• Ethnobotany courses have
deep orientation towards
plants and little on cultural
use
Programme with agrobiodiversity
content
University
MSc in Ethnobotany Kenyatta University
BSc Agro-ecosystems and
Environment
University of Nairobi
Ethnobotany course in its BSc
Botany programme
Jomo Kenyatta University of
agriculture and Technology
Course on traditional vegetables
production with the BSc
Horticulture programme
Egerton University
Diploma course on AE and
Permaculture under development
Bukura College
Manor House, Kitale; Baraka
College, Nakuru
Organic Agriculture programs

15. Key findings of survey of 24 institutions in Kenya
Profile of institutions
Type of
institution
Institution Frequ
ency
Perce
ntage
Universities JKUAT 5 20.83
Kenyatta University 3 12.5
Machakos University 1 4.17
Pwani University 3 12.5
University of Nairobi 1 4.17
TVETs Baraka agriculture college 1 4.17
Baringo NorthTVC 1 4.17
Bukura College 4 16.67
UgenyaTVC 1 4.17
Kenya School of
Agriculture
1 4.17
Meru National Polytechnic 1 4.17
Others HumanTechnical Capacity 1 4.17
International research
organizations
1 4.17
Total 24 100
Respondent demographic characteristics
4.55
45.45
31.82
18.18
Post-doctorate Masters
%
Education level

16. 0
10
20
30
40
50
60
70
80
90
Integration of principles into the curriculum
Low extent Medium to High extent

17. How AE and ABD is offered
How AE is offered How ABD is offered

18. Challenges
• Limited human capacity on system thinking and
interdisciplinary
• Limited supporting resources
• Heavy staff workload
• Slow process of reviewing existing curricula
• Agroecology and agrobiodiversity cuts across many
other courses
• Loaded programmes that can not allow accommodation
of other Units

19. Conclusion and recommendations
Conclusions
• Integration of AE and ABD
is limited to inclusion of
context in topics and
sometimes in passing
• A few universities ( UoN,
KU and JKUAT) have full
fledged undergraduate
programs on AE or
Ethnobotany – but field
based training limited
• Overall, transdisplinarity
limited
Recommendations
• Training of staff on system thinking and build their capacity
on AE and ABD through short courses
• Supporting in generation of content and resources to
support in training of EA and AB
• Collaboration with organizations promoting agrodiversity
to offer field based courses/ training for students
• Develop stand alone curricula on AE and ABD
• Development of short training modules
• Strengthen student and staff exchanges
• Integrating AE and ABD into environmental education or
similar common courses

20. Activity
• What aspects of agroecology (AE) or agrobiodiversity
(ABD) do you offer in your curriculum or training
activities
• What are the challenges of integrating AE and ABD in
our curriculum?
• What opportunities do you see in integrating
agroecology in your courses?