Wayne Nelles from the Chulalongkorn University School of Agricultural Resources (CUSAR) presents an overview of the context and importance for achieving SDGs in southeast Asia with a focus on sustainable agri-food systems. The ongoing work of the SIANI expert group on Higher Education in Southeast Asia (HESA) is also presented, as well as an outline of planned work in the upcoming years. HESA-SIANI August 2017 Philippines Workshop

1. “Achieving SDGs and the ASEAN Work-Plan on Education, 2016-2020
Through Assessing and Strengthening Higher Education for Sustainable
Agriculture (HESA) and Food Systems
in Southeast Asia”
Wayne Nelles, Ph.D. Canadian Visiting Scholar,
Chulalongkorn University School of Agricultural Resources (CUSAR)
and Regional Coordinator, HESA-SIANI Project
Presented to a Workshop
University of the Philippines (UP), Diliman (UPLB)
3 August 2017
Venue: UP Hotel, SR 108

2. OVERVIEW
1. Global Ecological/Social Contexts (URGENCY) for TRANSFORMATION to more
Sustainable Agri-food Systems Globally and in Southeast Asia
2. Universities part of the Problem (or Solution?)
3. Global SDG Contexts/Rationale for Assessing and Improving Higher Agriculture
Education (HAE) with Social and Sustainability Sciences
4. Southeast Asian ASEAN Contexts for a Sustainable ASEAN Agri-food (and
Educational) System
5. Initial Chula Project Response - Higher Education for Sustainable Agriculture
(HESA) and Food Systems in Southeast Asia Project. HESA-SIANI Phase 1 (2015)
and Extension Research
6. HESA Phase 2 (2017-2018) under ASEAN Work Plan on Education, 2016-2020
7. UP Diliman Workshop Follow-up – HESA Phase 2 Next Steps in 2017

3. 1. Global Ecological/Social Contexts (URGENCY) for a
more Sustainable Agri-food System
1. The current, mainstream, dominant Agri-food System is
unsustainable - It requires (URGENT)
Change/Transformation

4. “Modern” Mainstream, Conventional Global (and ASEAN) Agriculture
is Destructive/Unsustainable
UNEP Analysis (science-based conclusions with policy implications)
• “…Abundant evidence that we are undermining the ecological foundation of the world
food system. Some… causes or threats are longstanding (over-fishing, agricultural practices
that lead to soil erosion), but some are new or growing (climate change, coastal dead zones,
competition for land between food and biofuels, competition for water between irrigation
and other water use sectors).”
• “Securing the ecological foundation of the world food system is a necessary condition for
food security” (but)…current models of agriculture and fishery exploitation… threaten this
foundation.
• Many options for scaling up models of sustainable agriculture from the farm and landscape
scale not well understood or yet to be adequately implemented by governments
Reference:
United Nations Environment Programme (UNEP). 2012. Avoiding Future Famines: Strengthening
the Ecological Foundation of Food Security through Sustainable Food Systems: A
UNEP Synthesis Report. UNEP, Nairobi, Kenya.

5. Major Historical (and recent) Issues/Concerns
(re ecologically unsustainable agriculture/food systems)
Environmental/Ecological Concerns (affecting food security and agriculture sustainability)
• Climate change effects on agriculture
• Agriculture impacts on climate change
• Water - management, scarcity, aquifer depletion, contamination/pollution, irrigation
• Desertification
• Deforestation (re agroforestry, soil, water, etc.)
• Biodiversity Loss
• Land Degradation, Erosion, Soil Loss, Fertility decline and Salinization
• Biotechnology/Seed crop contamination or transgenic pollution,
Socioeconomic, Cultural and Health Concerns (from Conventional/Industrial approaches and agri-business)
• Hunger, Malnutrition and Poverty
• Food/Nutritional Security, Sovereignty and Rights;
• Unsafe labour conditions for (industrial/contract) farmers
• Illness and Disease (skin/lung problems, cancer, deformities, etc.);
• Farmer suicides using pesticide poisons. etc., from debt, land loss, etc.;
• Corporate concentration of food/agriculture businesses on larger farms;
• Loss of small family farms (lands and incomes)
• International Trade agreements/Regimes affecting small farm incomes/crop choice,
• Agricultural Investment (and “land-grabs”) displacing small farmers/destroying livelihoods

6. Trade and Environment Review (and others)
(UNCTAD, 2013)
Wake up before it is too late: Make agriculture truly sustainable now for food security in a
changing climate (Calls for RADICAL change in Global Food & Agriculture System especially
toward more organic/sustainable approaches from production to trade to consumption )

7. Key UNCTAD Messages - URGENT
Two Key UNCTAD Messages (among others):
• ….The world needs a paradigm shift in agricultural development: from a “green revolution”
to an “ecological intensification” approach…
• ….in pursuing a fundamental transformation of agriculture, one should take into account
systemic considerations…in particular…the need for a two-track approach that drastically
reduces the impact of conventional agriculture, on the one hand, and broadens the scope
for agro-ecological production methods on the other…” (UNCTAD, 2013, p. i).
Reference
United Nations Conference on Trade and Development (UNCTAD). 2013. Trade and Environment
Review 2013 - Wake up before it is too late: Make agriculture truly sustainable now
for food security in a changing climate. UNCTAD/DITC/TED/2012/3. Geneva: United
Nations.

8. 2. Universities and Social or Environmental Sciences
(Agri-food System & Rural Sustainability Issues)
HEIs, Universities and Social/
Environmental Sciences
CREATING PROBLEMS or SOLUTIONS?
How have they contributed to or mitigated
an unsustainable Agri-food System and
Rural development models? What Alternatives?

9. Higher Education & Universities –
Part of the Problem (and Solution)
Universities , Education (and Extension) Systems – Complicity, Resistance or Change agents?
• Universities have largely supported an unsustainable industrial, agri-food system or even
more directly (by neglect or design) inhibited Sustainable Agriculture (SA)
• They have not adequately served rural communities or small-holder farmer needs
“While higher agricultural education (HAE) has contributed to the growth and
modernization of production agriculture, it has often failed to adjust its curricula…to
respond to the changes affecting agriculture and the rural space….(but) Universities can
potentially make a greater contribution to the prospects of depressed, relatively neglected
rural communities” (Atchoarena and Holmes, 2004 pp. 15, 23).
References
Atchoarena, David and Keith Holmes. 2004. “The Role of Agricultural Colleges and Universities
in Rural Development and Lifelong Learning in Asia.” Asian Journal of Agriculture and
Development, Vol. 2, Nos. 1&2, pp. 15-24.
Ison, Raymond L. 1990. Teaching Threatens Sustainable Agriculture. Gatekeeper Series no. 21.
London: International Institute for Environment and Development (IIED)

10. “Greening” University Agri-Food Education in ASEAN -
Limited Studies to Date
LLack of Attention to Academic/Institutional Reform challenges in Sustainable Agriculture (SA) Education
“….while some institutions have gone quite a long way in reorienting their curricula toward
sustainable agriculture development, others lag behind because of several constraints which
include policies and procedures in curriculum development and approvals; educational system
peculiar to particular groups of countries; common understanding of the concepts and practices of
SA; cultural and social considerations; SA advocacy at the national level; capacity and skills of
teaching staff to teach SA; and faculty resistance and skepticism to change the old curriculum that
would affect the traditional teaching methodologies and syllabi…” (Villareal et. al. 2002, p. 175).
What studies have since been done? Are issues similar today? Have universities reformed? How?
Dated and Inadequate Documentation/Synthesized Data, Published Research on Agriculture Education
(Whether for Pedagogical, Curricular, Institutional, Policy, or Political Concerns)
References:
Nelles, Wayne. 2014. Chapter 1, “Greening ASEAN Agriculture and Food Security Education, Sciences,
Economics and Policies?” in Nelles, Kunavongkrit and Wun’gaeo, Eds.
Villareal, Ruben L,. Editha C. Cedicol, Nipon Jayamankala, and Bui Cach Tuyen. 2002. “Agricultural Education's
Response to the Changing Demand for Quality Trained Human Resources: The Southeast Asia
Experience,” Journal of Southeast Asian Education. Vol. 3, No. 2, pp. 157-181.

11. 3. Global SDG Contexts
3. Global SDG Contexts/Rationale for Documenting,
Improving and Strengthening Sustainable
Agri-food System
Studies

12. New UN Sustainable Development Goals (SDGs), 2015-2030
https://sustainabledevelopment.un.org/sdgs

13. Sustainable Agriculture (SA), Research and
Farmer Extension Education in SDG 2
Sustainable Agriculture (SA) in new SDGs
Zero Hunger SDG 2
• SDG 2 - “End hunger, achieve food security and improved nutrition and PROMOTE SUSTAINABLE
AGRICULTURE”
• 2.a Increase investment, including through enhanced INTERNATIONAL COOPERATION, in rural
infrastructure, agricultural research and EXTENSION SERVICES, technology development and plant
and livestock gene banks in order to enhance agricultural productive capacity in developing
countries, in particular least developed countries
But…
• SDG 2 does NOT define Sustainable agriculture creating many policy and practical problems for
measuring outcomes and indicators (university experts and others can play a role)
• Also no mention of agriculture education, sciences, or university roles in SDG 4 (yet there are also
significant investment needs

14. SDG 4 Education
(Higher/Tertiary and ESD References)
SD4 re Tertiary Education and ESD
• Goal 4. Ensure inclusive and equitable QUALITY EDUCATION and promote lifelong learning
opportunities for all
• 4.7 by 2030 ensure all learners acquire KNOWLEDGE and skills needed to promote sustainable
development, including among others through EDUCATION FOR SUSTAINABLE DEVELOPMENT and
sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-
violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to
sustainable development
But…
• No mention of farmer extension or agriculture education or university roles in SDG 2 or SDG 4 (yet
significant needs and cross-cutting issues/practical challenges exist)
• SDG 4 is weak in addressing agriculture/food education, research and farmer extension, or
responding to broader complex and urgent agro-environmental and development challenges
implicated in other SDGs

15. 4. ASEAN (and Agri-food System
Education) Contexts
4. South East Asian (ASEAN regional ) Education and
Agri-food System Contexts and Challenges

16. SOFI Report (FAO, 2015)
• Existing agri-food system also does NOT meet basic subsistence, socioeconomic or health
needs (Poverty reduction/Income generation, nutritional) (795 Million still malnourished or
poor world-wide)
• FAO, IFAD and WFP. 2015. The State of Food Insecurity in the World 2015. Meeting the 2015:
International Hunger Targets: Taking Stock of Uneven progress. Rome: FAO

17. Broader ASEAN/Southeast Asian Contexts/Challenges
Hunger & Food Insecurity (Regional Data/Statistics –
Need Disaggregation by Country-Sub-regions & Updating)
Number of undernourished and prevalence (%) of undernourishment (Southeast Asia)
2010–12 period (data mixed, some incomplete)
• 72 million undernourished
• 12.1 % of Southeast Asian population
• Variation within and between countries
2014–16 period (Some projected data with provisional estimates) - Improving but…..
• 60.6 million still undernourished regionally (of 795 million globally)
• 9.6 % of Southeast Asian population
• Still variation/inequality within and between countries and urban/rural areas
References
FAO, IFAD and WFP. 2015. The State of Food Insecurity in the World 2015. Meeting the 2015:
International Hunger Targets: Taking Stock of Uneven progress. Rome: Food and
Agriculture Organization of the United Nations (FAO). (Table 1 p. 8)

18. Natural Resource Base & Food Production Degradation amidst
conflict, poverty, demographics & inequality (in SE Asia)
Environmental Stress and Disasters (insufficient resilience within/between countries or ecosystems)
• Degradation of Natural Resource Base for Food Production (soil, water, deforestation, floods, climate change,
drought, etc.)
Local/Domestic Conflicts (sometimes violent)over natural resources, land and food sources or prices, corruption
• Riots, “land-grabbing”, undemocratic and non-transparent governments, illegal deforestation, agricultural
plantations, contract farming, human rights violations of agriculture/aquaculture workers.
Slowing/Declining Yields and GDP agriculture share
• Declining annual productivity of agriculture (while also relying on more export trade and less on self-sufficiency
model of food security etc., and disappearance of family farms)
Poverty
• Of some 600 plus million in SE Asia about 21 % of population lives on less than USD 1.25 per day
Aging Demographic
• Rural urban migration/older farmers retiring, not enough youth to replace them
References
Desker, Barry, Mely Caballero-Anthony and Paul Teng. October 2013. Thought/Issues Paper on ASEAN Food
Security: Towards a more Comprehensive Framework, ERIA Discussion Paper Series ERIA-DP-
2013-20 Rajaratnam School of International Studies Nanyang Technological University
Nelles, Wayne, Annop Kunawongkrit, and Surichai Wun’Gaeo, Eds (2014). ASEAN Food Security and
Sustainable Agriculture in a Green Economy: Cross-Sectoral and Interdisciplinary Perspectives.
Bangkok: Chulalongkorn University Press (CUP).

19. 5. HESA Phase 1 and Follow-up
(Chula Project Responses)
5. “Higher Education for Sustainable Agriculture (HESA) and
Food Security in Southeast Asia”
HESA Phase 1
(2015)
and
UNISEARCH Chula Extension
Research Project Follow-up

20. Recent Collaborative Research (CHULA led, 2015)
“Higher Education for Sustainable Agriculture (HESA) and Food Security
in Southeast Asia Project”
PROJECT - “SIANI Expert Group on Higher Education for Sustainable Agriculture (HESA) in Southeast Asia”
DONOR: Swedish International Agricultural Network Initiative (SIANI) with funding from the Swedish
International Development Cooperation Agency (Sida)
HOST/COORDINATOR: Chulalongkorn University School of Agricultural Resources (CUSAR)
OVERVIEW
“This group will assess challenges, capacities, best practices and policy options on Higher Education for
Sustainable Agriculture (HESA) in the Association of Southeast Asian Nations (ASEAN) region while
exchanging knowledge, and exploring interdisciplinary curriculum reform, teaching and research-
extension needs as a contribution to strengthening regional poverty reduction, food/nutritional security
and environmental protection.”
ACTIVITIES
• National Consultations & Academic-Government Dialogues
• Laos, Philippines and Thailand - pilot countries
• “Write-shops” & Policy Brief Drafting
WEBSITE (Home Page) www.siani.se/expert-groups/hesa (See “Resources” page, with Document Repository)

21. LAOS, PHILIPPINES & THAILAND
3 Pilot Studies 2015/Policy Brief 2016 Publications
HESA-SIANI Policy Briefs/Published Online
For Laos -- Philippines -- Thailand
http://www.siani.se/expert-groups/higher-education-sustainable-agriculture-hesa-southeast-asia/resources

22. HESA Phase 1 Follow-up – Chula funded ASEAN Extension Research Project
(June 2016 – May 2017)
Small New Project Just Concluded (1 June 2016 – 31 May 2017)
• UNISEARCH Fund “ASEAN Cluster” Project initially approved “Mapping and Assessing
University-based Farmer Extension Services in ASEAN through an Agro-ecological/Organic
Lens” (with AliSEA, UNESCO and ASC supplementary support)
• FOCUS:
> Tier1: Indonesia, Laos, Philippines, Thailand and Viet Nam; and
> Tier 2 Cambodia, Malaysia and Myanmar (with additional funding)
> Now Representing: 8 countries with strong agriculture economies in ASEAN.
Principal Project Output: Edited book of National Case Studies (Workshop proceedings)
Reference
Nelles, Wayne, Ed. (2017). “Mapping and Assessing University-based Farmer Extension Services
in ASEAN through an Agro-ecological/Organic Lens: Proceedings of a Regional
Symposium, 23 Feb 2017 Chulalongkorn University, Bangkok, Bangkok: ASEAN
Studies Center, Chulalongkorn University. ISBN: 978-616-407-152-0

23. National & Regional Extension Research Workshops and
Activities with Partners ( 2016-2017 Schedule)
Extension Research Project Workshops
• Viet Nam (16 June 2016 Workshop) Hosted by International Center for Tropical Agriculture
(CIAT/CGIAR) Asia Regional Office, Hanoi
• Philippines (7 July 2016 Workshop) Hosted by University of the Philippines Los Baños (UPLB);
• Laos (14 July 2016 Workshop) Vientiane hosted by ALiSEA/GRET
• Indonesia (21 July, 2016 Workshop) Hosted by Bogor Agricultural University,
• Thailand (24 August, 2016) Hosted by CUSAR/Chula Bangkok
• Viet Nam (13 Dec 2016 Workshop Can Tho University (Southern Viet Nam)
• Cambodia (21 Dec 2016) Royal University of Agriculture (RUA), Phnom Penh, workshop
• Myanmar (25 Jan 2017) Yezin Agricultural University (YAU), Naypyitaw workshop
• Viet Nam (16 May 2017) Vietnam National University of Agriculture (VNUA), Hanoi workshop
Regional Summative Research Workshop (23 Feb 2017), Bangkok
• Hosted by CUSAR/Chula co-sponsored by UNISEARCH, ASC, AliSEA and UNESCO
• Reporting from National Workshops, Surveys & Data Exchange from all national meetings or
follow-up studies (from focal point teams an others)
• Papers (on national surveys and analysis) presented/published in Proceedings

24. 6. HESA-SIANI Phase 2
(2017-2018)
6. HESA-SIANI Phase 2
(2017-2018)
under
the ASEAN Work Plan on Education, 2016-2020 (Agri-
food/Rural Sub-theme AEP PROJECT #45)

25. HESA 2 Expert Group Members 2017-2018
(National Focal Points from Chula Extension Research Project)
• CAMBODIA: 1) Dr. Buntong Borarin, Vice Dean, Faculty of Agro-Industry, Royal University of Agriculture (RUA) Phnom Penh;
Cambodia; and 2) and Mr. Chun Nimul, Lecturer, Svay Rieng University
• INDONESIA: 1) Dr. Siti Amanah, Chair Person, Department of Communication and Community Development Sciences,
Faculty of Human Ecology, Bogor Agricultural University (IPB) and national leader Global Forum for Rural Advisory Services
(GFRAS), 2) Ms. Epsi Euriga, Faculty/Staff Yogyakarta Agricultural Extension College (STPP Yogyakarta), Ministry of
Agriculture, Indonesia; and 3) Dr. Helmi, Former Dean Vice Rector for Planning, Development and Cooperation, Andalas
University, currently Professor, Agriculture Development, Agribusiness Department.
• LAOS: 1) Dr. Saythong Vilayvong, Adviser, to Office of Research and Service, President, National University of Laos (NUOL)
• MALAYSIA: Dr. Norsida Man, Associate Professor, Department of Agriculture Technology, Faculty of Agriculture, Universiti
Putra Malaysia (UPM)
• MYANMAR: 1) Dr. Nyein Nyein Htwe, Associate Professor Department of Agronomy, Yezin Agricultural University (YAU), Nay
Pyi Taw; and 2) Dr. Htet Kyu, Myanmar National Coordinator for Agroecology Learning Alliance in South East Asia (ALiSEA)
• PHILIPPINES: 1) Dr. Teodoro Mendoza, Professor, University of the Philippines Los Baños (UPLB); 2) Dr. Cely Binoya,
Executive Director, Asia Pacific Association of Educators in Agriculture and Environment (APEAEN) and Retired Dean/Adviser
Central Bicol State University of Agriculture (CBSUA); and Dr. Virginia Cardenas, Coordinator, Asia-Pacific Regional Global
Forum for Rural Advisory Services (GFRAS); and Dean of College of Public Affairs, UPLB
• THAILAND; 1) Dr. Supawan Visetnoi, Lecturer CUSAR; 2 Dr. Unchalee Sanguanpong, Professor and Director, Organic
Agriculture Innovation Network (OAIN)/Rajamangala University of Technology, Bangkok; and 3) Dr. Pradtana Yossuck,
Assistant Professor, School of Administrative Studies (SAS), Maejo University (MJU), Chiang Mai.
• VIET NAM; 1) Dr. Pham Van Hoi, Director, Center for Agricultural Research and Ecological Studies (CARES), Vietnam National
University of Agriculture (VNUA) and 2) Dr. Nguyen Thanh Binh, Deputy Director, Mekong Delta Development Research
Institute, Can Tho University (MDI-CTU)

26. Group Photo 23 Feb 2017 Extension Research Symposium at Chula -
New HESA Expert Group from 8 ASEAN
Agriculture-based Countries)

27. HESA 2 under AWPE Social and Sustainability Sciences Project 45:
(How to include Agri-food Systems Researchers/Educators?
& Link to existing regional Expertise or Networks in ASEAN or ASEAN plus?)
AWPE PROJECT 45
• ASEAN Work Plan on Education (AWPE), 2016-2020. PROJECT. 45. “Conduct multi-
disciplinary research on social and sustainability sciences …including analyses of significant
policy implications for governments.”
• Sub-Project 5.1: Report on State of Social and Sustainability Sciences in ASEAN
NETWORK PROPOSED
• Planned Establishment of an ASEAN Scholars Network on Social and Sustainability Sciences
(under ASEAN Work Plan on Education, 2016-2020)
PRACTICAL QUESTION
• How can the current or planned Agri-food Systems Researchers/Educators, ASEAN
Agriculture University Networks (including HESA) or Intergovernmental/Regional agencies
(e.g. SEAMEO- SEARCA) collaborate with a new ASEAN Scholars Network and contribute to
the planned Report on State of Social and Sustainability Sciences in ASEAN?

28. ASEAN Work Plan on Education, 2016-2020
(Project #45 Text - Approved by Education Ministers)

29. AWPE, 2016-2020 Project 45:
Potential Agri-food System Sciences Elements/Outputs/ (DRAFT Concept)
Proposed (subject to multi-year project funding) Agri-food System Sciences outputs (by 2020):
1. Ten national Baseline Surveys providing comparable uniform data-sets on the scope,
types and quality of Agri-food System Sciences, Education and Extension Services
from the 6500 or more HEIs in each ASEAN country;
2. Ten Country Reports about Agri-food System Sciences, Curricula and Extension
Services from consultations and policy dialogues in each ASEAN member state;
3. Ten National Research and Capacity Strengthening Plans on Agri-food System
Sciences, Education and Extension Services to be part of an ASEAN Regional Action
Plan on Social and Sustainability Sciences endorsed by member states.
4. An Online Learning Platform and Data-base to exchange knowledge and post
scientific papers, curricula, data-bases or links to ASEAN Social/Sustainability Sciences
policies, plans and research (with Agri-food System Sciences, Education and
Extension Services data)
5. Establishment of an ASEAN Social and Sustainability Sciences Experts Network (with
an Agri-food System Sciences and Extension Services sub-group)

30. AWPE Project #45 Aims to combine Research, Capacity
Strengthening and South-South/Triangular Cooperation -
NOT just a commissioned REPORT (but…
• A South-south Triangular, interdisciplinary Learning/Capacity Strengthening
PROCESS within and across ASEAN governments, universities and research
institutes
• A means to build and strengthen Agri-food System Sciences, Education and
Extension Capacities (and national or institutional knowledge products/outputs)
within and among ASEAN member states and universities in cooperation with
partners (including ASEAN Plus)
• A way to facilitate (based on evidence collected during the project) Academic-
Government-Farmer-ASEAN-International Agency Policy Dialogues on Higher
Education, Sciences and Extension about agri-food systems and their relevance to
implementing and assessing progress on SDGs.

31. First HESA Phase 2 Philippines workshop
(3 August 2017)
Theme:
“Academic-Government-Farmer- International Agency Policy Dialogue on
Greening Higher Education, Sciences and Farmer Extension for the ASEAN
Agri-food System”
A contribution to implementing and assessing progress on global SDGs and
the ASEAN Work Plan on Education, 2016-2020
Location:
UP Diliman, Quezon City

32. SUGGESTED DISCUSSION POINTS FOR
UP Diliman WORKSHOP SPEAKERS
SUGGESTED MAIN DISCUSSION POINTS FOR UP Diliman WORKSHOP
Based on any relevant data, experiences, nationally or institutionally) that may be both personal reflections
and academic analysis about Higher Agriculture Education (HAE) remarks about one or more of the following
1. Strengths, Weaknesses, Opportunities and Threats (SWOT) concerning HAE (and how HAE contributes to
Sustainable Agriculture (HESA) and Food Systems) in the Philippines and/or ASEAN
2. Specific recommendations to improve government policies and public investments in HAE (for the
PHILIPPINES) to support greater environmental, social and economic sustainability.
3. Your assessment of needs and recommendations about how to improve ASEAN policies, programs, and
regional collaboration for HAE to support greater environmental, social and economic sustainability.
4. How HAE can or should meet any SDGs (SDG 2 especially but also SD4 or cross-cutting) through better
curriculum, research opportunities and extension services collaborating with farmers and communities,
and how to support youth for decent, environmentally friendly agri-food careers after graduating.
5. Specific project ideas for multi-year research, education, capacity development and extension activities
on sustainable agriculture and food systems for HAEs in the Philippines and across Southeast Asia that can
be suggested as a contribution to the AWPE, 2016-2020 (subject to new funding, etc. )

33. 7. UP Diliman Workshop Follow-up –
HESA Phase 2 Next Steps in 2017-2018
7. Next Steps (Upcoming Tentative or Already Planned activities) –
through HESA Phase 2 and Partners
under
ASEAN Work Plan on Education,
2016-2020

34. HESA Phase 2 Goals and Activities
(2017-2018)
“Expert Group on Higher Education for Sustainable Agriculture (HESA) and Food Systems
in Southeast Asia”
This SIANI Expert Group on Higher Education for Sustainable Agriculture (HESA) and Food Systems in Southeast
Asia will facilitate academic debate and policy dialogue on sustainable agri-food system curricula, teaching,
research and extension while exploring how universities with various research organizations can help
implement, monitor and evaluate global sustainable development goals (SDGs).
The Group will facilitate three workshops in:
1) the Philippines to engage government officials and regional bodies such as SEAMEO-SEARCA, the ADB, UN
agencies and farmer organizations (1 Aug 2017, Manila)
2) Indonesia to engage the ASEAN Secretariat, UN organizations and diplomats; (December 2017, date TBC,
Jakarta)
3) one Greater Mekong Sub-Region (GMS) country (location TBC) to engage GMS member states, regional
institutions and partners.
The Group will contribute to one regional conference in Thailand
• Chulalongkorn University (23-25 January 2018) Bangkok
A final report will contribute to designing an agri-food system component to the ASEAN Work Plan on
Education (AWPE), 2016-2020.
To be posted at:
http://www.siani.se/expert-groups

35. SAVE THE DATES (23-25 January 2018)
FIRST CALL for PAPERS (Already issued) - Chula 2018 Conference
“Greening Agri-food Systems, Ensuring Rural Sustainability and Promoting Healthy Socioeconomic
Transformation in Southeast Asia
through Social and Sustainability Sciences”
a
Multi-disciplinary Education for Sustainable Agriculture (ESA) Research Initiative and Regional Conference
contributing to the ASEAN WORK PLAN on EDUCATION (AWPE), 2016-2020 and United Nations Sustainable
Development Goals (SDGs), 2015-2030
Summative Event (23-25 January 2018) in Bangkok marking
the 100th Anniversary of Chulalongkorn University (CU) with many partners – SEED Funding from
funding from the Office of the Higher Education Commission (OHEC), Thailand
ABSTRACTS Due: Friday 8 SEPTEMBER 2017
TRAVEL GRANTS (Limited/eligible for full papers only) Application Forms Due Friday 8 SEPTEMBER 2017
FULL PAPERS (for Proceedings) Due: Monday 11 DECEMBER 2017
http://bangkok.unesco.org/content/1st-call-papers-and-panel-proposals-greening-agri-food-systems-ensuring-rural
(UNESCO Bangkok Web site - Regional Unit for Social and Human Sciences in Asia and the Pacific Website
( http://www.unescobkk.org/rushsap/ )

36. Proposed HESA Regional Workshop 25 Jan 2018
(part of Bigger Conference,
Chula Bangkok)
Theme:
FUTURE OF SUSTAINABLE AGRICULTURE EDUCATION AND
RESEARCH IN ASEAN
Plenary (University,
Government, ASEAN, UN, CGIAR, Farmer-Scientists and other Representatives)plus
Papers
DAY 3 (Thursday 25 January 2018)
Funding for Regional HESA Workshop not secured so options being explored for new
proposals and complementary support

37. Discussion - END
Questions-Comments?
Thank you