Editing IPCC:AR6/SRCCL/Chapter-5 (section)

=== 5.7.4 Mobilising knowledge ===

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Addressing climate change-related challenges and ensuring food security requires all types of knowledge (formal/non-formal, scientific/ indigenous, women, youth, technological). Miles et al. (2017) stated that a research and policy feedback that allows transitions to sustainable food systems must take a whole system approach. Currently, in transmitting knowledge for food security and land sustainability under climate change there are three major approaches: (i) public technology transfer with demonstration (extension agents); (ii) public and private advisory services (for intensification techniques) and; (iii) non-formal education with many different variants such as farmer field schools, rural resource centres; facilitation extension where front-line agents primarily work as ‘knowledge brokers’ in facilitating the teaching-learning process among all types of farmers (including women and rural young people), or farmer-to-farmer, where farmers act themselves as knowledge transfer and sharing actors through peer processes.

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==== 5.7.4.1 Indigenous and local knowledge ====

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Recent discourse has a strong orientation towards scaling-up innovation and adoption by local farmers. However, autonomous adaptation, indigenous knowledge and local knowledge are both important for agricultural adaptation (Biggs et al.2013 <sup>[[#fn:r1280|1280]]</sup> )(Section5.3).These involve the promotion of farmer participation in governance structures, research, and the design of systems for the generation and dissemination of knowledge and technology, so that farmers’ needs and knowledge can be taken into consideration. Klenk et al. (2017) <sup>[[#fn:r1281|1281]]</sup> found that mobilisation of local knowledge can inform adaptation decision-making and may facilitate greater flexibility in government-funded research. As an example, rural innovation in terrace agriculture developed on the basis of a local coping mechanism and adopted by peasant farmers in Latin America may serve as an adaptation option or starting place for learning about climate change responses (Bocco and Napoletano 2017 <sup>[[#fn:r1282|1282]]</sup> ). Clemens et al. (2015) <sup>[[#fn:r1283|1283]]</sup> found that an open dialogue platform enabled horizontal exchange of ideas and alliances for social learning and knowledge-sharing in Vietnam. Improving local technologies in a participatory manner, through on-farm experimentation, farmer-to- farmer exchange, consideration of women and youths, is also relevant in mobilising knowledge and technologies.

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Citizen science has been tested as a useful tool with potential for biodiversity conservation (Schmitz et al. 2015 <sup>[[#fn:r1284|1284]]</sup> ) and mobilising knowledge from society. In food systems, knowledge-holders (e.g., farmers and pastoralists) are trained to gather scientific data in order to promote conservation and resource management (Fulton et al. 2019 <sup>[[#fn:r1285|1285]]</sup> ) or to conserve and use traditional knowledge in developed countries relevant to climate change adaptation and mitigation through the use of ICT (Calvet-Mir et al. 2018 <sup>[[#fn:r1286|1286]]</sup> ).

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==== 5.7.4.3 Capacity building and education ====

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Mobilising knowledge may also require significant efforts on capacity building and education to scale up food system responses to climate change. This may involve increasing the capacity of farmers to manage current climate risks and to mitigate and adapt in their local contexts, and of citizens and consumers to understand the links between food demand and climate change emissions and impacts, as well as policy makers to take a systemic view of the issues. Capacity building may also require institutional change. For example, alignment of policies towards sustainable and healthy food systems may require building institutional capacity across policy silos.

As a tool for societal transformation, education is a powerful strategy to accelerate changes in the way we produce and consume food. Education refers to early learning and lifelong acquisition of skills for higher awareness and actions for solving food system challenges (FAO 2005 <sup>[[#fn:r1287|1287]]</sup> ). Education also entails vocational training, research and institutional strengthening (Hollinger 2015 <sup>[[#fn:r1288|1288]]</sup> ). Educational focus changes according to the supply side (e.g., crop selection, input resource management, yield improvement, and diversification) and the demand since (nutrition and dietary health implications). Education on food loss and waste spans both the supply and demand sides.

In developing countries, extension learning such as farmer field schools – also known asrural resources centers – are established to promote experiential learning on improved production and food transformation (FAO 2016c <sup>[[#fn:r1289|1289]]</sup> ). In developed countries, education campaigns are being undertaken to reduce food waste, improve diets and redefine acceptable food (e.g., “less than perfect” fruits and vegetables), and ultimately can contribute to changes in the structure of food industries (Heller 2019 <sup>[[#fn:r1290|1290]]</sup> ; UNCCD 2017 <sup>[[#fn:r1291|1291]]</sup> ).

The design of new education modules from primary to secondary to tertiary education could help create new jobs in the realm of sustainability (e.g., certification programmes). For example, one area could be educating managers of recycling programmes for food-efficient cities where food and organic waste are recycled to become fertilisers (Jara-Samaniego et al. 2017 <sup>[[#fn:r1292|1292]]</sup> ). Research and education need to be coordinated so that knowledge gaps can be filled and greater trust established in shifting behaviour of individuals to be more sustainable. Education campaigns can also influence policy and legislation, and help to advance successful outcomes for climate change mitigation and adaptation regarding supply-side innovations, technologies, trade, and investment, and demand-side evolution of food choices for health and sustainability, and greater gender equality throughout the entire food system (Heller 2019 <sup>[[#fn:r1293|1293]]</sup> ).

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