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

==== 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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