Chapitre D'ouvrage Année : 2024

The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education?

Résumé

As early as the 1940s, the United Nations Educational, Scientific and Cultural Organization (UNESCO) took an interest in environmental issues, mainly addressing the question of nature conservation. The beginning of those years was marked by the growing importance of environmental considerations and the emergence of reflection on the biosphere at an international level. These new concerns were materialized by the creation of the United Nations Environment Programme in December 1972 and the launch of the Man and the Biosphere Programme by UNESCO. At present, the guidelines promoted by international policies aim to support the agroecological and social transition, as well as to reinforce the Sustainable Development Goals by 2030. The main missions of the Man and the Biosphere Programme are: (1) to preserve natural and cultural diversity, (2) to build space management models and places for experimenting with sustainable development and (3) to constitute privileged places for research, continuous monitoring of the environment, education and training. As a training organization preparing students for careers related to nature and the living while providing training for farmers and actors in the rural sphere, agricultural education is targeted by this program, which also aims at education and training. After 1985, agricultural education undertook a major renovation of all diplomas, striving to meet the significant societal demand in favor of the environment. In 2014, the “Agroecology for France” project led the Ministry of Agriculture and Food to include food and forests in its preparatory work for the upcoming law on agriculture (Law No. 2014-1170), a national strategic project for agricultural education called “teaching to produce differently”. The project aims to encourage agriculture and agricultural education to change their practices so as to develop alternative production systems, which, among other things, should enable better management and preservation of rural, urban and natural spaces and biosphere reserves. The guidelines state that “the transition towards new, more sustainable production systems is based on a major change in the frameworks of thought and knowledge acquisition modes and practices”. Teachers are called upon to play a decisive role in implementing these new orientations at the origin of a major reform of the agricultural training system in order to acknowledge the ecological, pedagogical and educational dimensions of the agroecological transition.

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Dates et versions

hal-05543459 , version 1 (09-03-2026)

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  • HAL Id : hal-05543459 , version 1

Citer

Nina Asloum, Guillaume Gillet, Laurent Bedoussac. The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education?. Angela Barthes, Catherine Cibien et Bruno Romagny. Biosphere Reserves and Sustainable Development Goals 1: scientific and practical educational issues in the Mediterranean, 3, ISTE Edition, Londres; Wiley, pp.103-117, 2024, Territory Development SET, 978-1-394-27578-6. ⟨hal-05543459⟩
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