The Role of Education in the Transition towards Sustainable Agriculture: A Family Farm Learning Perspective

Abstract

This paper deals with the analysis of decision-making processes at the family-farm level with reference to the transition towards sustainable agriculture. Despite literature that has underlined the relevance of education in strategic decision making, less attention has been devoted to the (family) collective decision-making process by taking into account the maximum level of education of the family members regardless of the position and whether they are the manager of the family farm or not. Therefore, this paper tries to fill a gap in literature by emphasizing the family farm’s collective decision-making process. In order to empirically measure this relevance, an econometric model was carried out that allowed us to evidence clear differences in the transition paths among various typologies of family farms on the basis of the level of education. Our results confirm the impact of education at the collective family level on transition towards more sustainable agricultural practices. This is particularly true in remote rural areas, where the transition is realized with higher intensity with respect to other territorial contexts. This brings about policy implications on enskilling farmers and upgrading their level of human capital.