Objective 1: Build a portfolio of 16 regionally embedded case studies representing diverse agroecological transitions and trajectories and transform this portfolio into a lasting observatory
Common tools of characterization and presentation have been developed and then applied to all case studies. The ATTER observatory has been designed through a series of iterative steps, partly along secondments, tested with users, and is now online and progressively enriched with Case Studies Identity Cards, analyses of territorial food systems trajectories, comparative and transversal insights.
Objective 2: Elaboration of a typology of transition pathways in diverse contexts
Methodological guidelines have been developed, tested and then shared for the building and analysis of the case studies trajectories. These guidelines are freely accessible as are the trajectories of the case studies (
https://obsatter.com/(s’ouvre dans une nouvelle fenêtre)). We elaborated three typologies of transition based on our cross case-studies analyses and discussions. These results are in open access on the ATTER observatory. We have produced both a deliverable on the typology of agro-ecological transition pathways (DL 3.2) and a practitioner guideline (DL 3.3) to provide concrete principles and tools for local actors to conduct the trajectory building and analysis on their own territory.
Objective 3: Develop evaluation approaches and tools aimed at integrating the different dimensions involved in agrifood transitions
A framework has been developed and tested for supporting reflexivity on the challenges of evaluation in the transition. We assess the nature and diversity of approaches dealing with transition evaluation, which allowed to identify key dimensions to characterise these approaches, i.e. whom is involved in the design and implementation of the evaluation approach, and whether the evaluation refers to predetermined objectives or not.
We have produced one deliverable «Agroecological transition assessment toolbox for policy makers and practitioners» (DL 4.4) which presents two participatory approaches developed in ATTER and guidelines to enable their use and two short papers.
Objective 4: Analyse the effects of policy instruments and facilitating approaches and define policy recommendations and context-sensitive methodological frameworks aimed at facilitating these transitions
A transversal and comparative analysis of national policies dealing with agroecological and/or territorial transitions was conducted, based on a shared analytical grid used in policy-makers workshops and discussions during secondments, as well as a characterisation of the different types of policies applying at the territorial scale.
A characterisation of the facilitation approaches and methods used in different countries was carried out through the kind of support they provide and through the type of vision of facilitation they encompass (qualitative and experience-based versus objective and evidence-based, and endogenous versus exogenous).
The focus on some innovative policies or schemes such as Territorial Food Projects, Biodistricts or Local Food Councils allowed us to build policy briefs, guidelines and recommendations (see DL5.3).
Objective 5: Develop a diversity of adapted training and exchange activities both for academics and practitioners, which will allow more than 100 staff members to develop new skills, discover new research environments and expand their career perspectives, as well as to consolidate a wider and lasting network
To identify the training and learning needs within the consortium, as well as the training capacities, topics and aspirations, an initial consortium-wide survey was carried out, and allowed to develop a program of webinars and workshops as well as training sessions (on concepts and methods). A devoted guideline for sharing principles and methods was also developed to support direct exchanges of knowledge during secondments. A network of ATTER PhD students was formalised and two summer schools were organised as well as numerous writing workshops and focused mentorship processes.
