Submitted:
30 April 2025
Posted:
02 May 2025
You are already at the latest version
Abstract
Keywords:
1. Introduction
1.1. Intervention Territory
2. Materials and Methods
2.1. Methodology
2.1.1. The WWP Model, PRIAs and Food Systems
2.1.2. Agri-Food Chain Models
3. Results
3.1. Case 1: Agri-food chain maize-bean guide bean association
3.1.1. Relationship of the family unit to the CFS-RAI principle
3.1.2. Characteristics of the Family Production Unit (FPU)
3.1.3. Production, a Component of the Corn-Beans and Ayocote Agri-Food Chain
3.1.4. Processing, Transformation
3.1.5. Commercialization, Marketing
3.2. Case 2: Corn Agri-Food Chain and its Transformation Into Tortillas Through a Rural Production Society
3.2.1. Personal Characteristics of the Members of the Association
3.2.2. Production, Transformation and Commercialization; Components of the Maize Agri-Food Chain. The Group's Relationship with the CFS-RIA Principles
3.2.3. Seed Production and Commercial Plantings
3.2.4. Transformation and Commercialization
3.3. Case 3. Agri-Food Chain of Maize Produced at the Family Level, Transformed and Marketed Through a Cooperative
3.3.1. Relationship of the Cooperative's Activities with the CFS-RIA
3.3.2. Production
3.3.3. Transformation
3.3.4. Commercialization
3.4. Comparison of the 3 Agri-Food Chain Cases of the Izta-Popo Valley in Puebla
| A. Maíz-Frijol Guía | SPR Campo Lima | C. Guardianes Calpan | |
|---|---|---|---|
| Location | Huejotzingo | Tlaltenango | Calpan |
| Irrigation | rainfed and well | well and rainfed | rainfed and well |
| Surface area | 6 ha | 45 ha | 8 ha |
| Members | 5 | 7 | 17 |
| Average age | 49 years | 46 years | 55 years |
| Schooling | 6 years | 8 years | 9 years |
| Production | MIAF* | seed, grain and corn | fruits, chile poblano |
| Transformation | tlacoyos y gorditas | tortilla de nixtamal | chiles en nogada, others |
| Marketing | local markets | tortillería shop, stores | restaurants, fairs |
| Production cycles | 2 de 6 months | 2 de 6 months | 3 de 4 months |
| Contract labor | 86 | 90 | 40 |
| Cost / Benefit | 3.5 | 3.4 | 4 |
| Associative figure | Family Unit | Rural Production Society | Cooperative |
3.5. Relationship Between the Application of the CFS-RIA Principles and Agri-Food Models
3.6. Relationship of the Application of the Working With People Model in Each Agri-Food Model
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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| Elements | National, México | State, Puebla |
|---|---|---|
| Total production units | 4,440,265 | 440,752 |
| Surface area for agricultural use | 26,104,422.68 | 1,015,173.77 |
| Sown area | 20,547,097.17 | 926,890.58 |
| Receiving “senior adults” support | 895,837 | 85,728 |
| Tractor use | 1,793,338 | 187,816 |
| Credit use | 265,508 | 14,437 |
| Insurance use | 78,140 | 621 |
| Agricultural Species | Planted Surface (ha) | Production | |
|---|---|---|---|
| Volume (tons) |
Value (thousands of pesos) |
||
| Corn | 21,178.7 | 38,579.1 | 269,672.8 |
| Beans | 1,791.2 | 1,767.9 | 26,323.3 |
| Peach | 543.1 | 3,775.1 | 31,607.4 |
| Apple tree | 191.8 | 1,203.5 | 9,525.9 |
| Pear tree | 796.4 | 6,646.2 | 22,895.3 |
| Hickory | 127.0 | 534.7 | 15,673.1 |
| Model 1 | Model 2 | Model 3 | ||
|---|---|---|---|---|
| Territory | Municipality | Huejotzingo | Tlaltenango | Calpan |
| Locality | Miguel Tianguizolco | No location | San Andrés | |
| Production | Product | Corn, beans, ayocote and pumpkin. | Corn | Fruits, poblano peppers and corn |
| Farmers | 50 | 500 | 250 | |
| Surface | 100 ha | 1200 ha | 208 ha | |
| Transformation | Product | Tlacoyo and tortilla | Tortilla and tostada | Chile en Nogada |
| Families | 600 | 100 | 80 | |
| Commercialization | Points of sale | 50 markets in CDMX y Edo. de México | 280 places, e.g. Miscellaneous, schools, others. | 150 restaurants and 5 events. |
| CFS-RIA Principle | Progress Indicators* | AM α |
SL β |
GC θ |
Identified Strengths | Identified Challenges |
|---|---|---|---|---|---|---|
| 1. Contribute to food security and nutrition | ◾ Increase in corn yields per hectare. | 84 | 90 | 80 | There has been an increase in the production of corn and other staple foods, as well as an increase in crop diversification, local consumption and self-consumption of nutritious foods. | Dependence on external inputs (fertilizers and seeds) for corn. Limited access to fair markets. |
| ◾ Crop diversification through polyculture strategies. | 80 | 74 | 88 | |||
| ◾ Increased availability of food for family consumption. | 88 | 88 | 94 | |||
| ◾ Promote local consumption. | 86 | 96 | 94 | |||
| ◾ Include simple and nutritionally balanced foods in the market. | 94 | 94 | 94 | |||
| GLP** | 86 | 88 | 90 | |||
| 2. Contribute to sustainable and inclusive economic development and the eradication of poverty | ◾ Diversification of products derived from or transformed from crops (innovation). | 90 | 90 | 96 | Family income is strengthened through crop diversification and the sale of surpluses and by-products. The action groups optimize the use of resources and improve profitability in corn and polycrop production. Increased adaptation of technologies and practices to local needs. |
Prioritization of economic profitability over sustainability. Lack of access to credit or savings banks. Difficulty competing with large producers and companies, or switching to a high value-added market through product transformation. |
| ◾ Promotion of action groups. | 84 | 86 | 96 | |||
| ◾ Encourage local business relationships and improve business and production practices. | 80 | 88 | 94 | |||
| ◾ Adoption and awareness of basic sustainable practices. | 82 | 80 | 90 | |||
| GLP** | 84 | 86 | 94 | |||
| 9. Incorporate inclusive and transparent governance structures, processes, and grievance mechanisms | ◾ Creation of Territorial Action Groups (TAGs) for participatory development management. | 80 | 84 | 90 | The association of small producers is the main objective of the interventions, encouraging their participation in decision-making and their association in cooperatives or societies. The relationship with academic institutions is strengthened through research projects and field training. |
Limitations of governmental structures. Lack of formalization due to the absence of specific laws. |
| ◾ Strengthening producer organizations and strategic collaboration networks. | 78 | 92 | 94 | |||
| ◾ Sharing useful and relevant information. | 82 | 88 | 96 | |||
| ◾ Promoting mediation mechanisms to provide solutions | 84 | 86 | 94 | |||
| GLP** | 82 | 88 | 94 |
| WWP Model | Application indicator |
AM α |
SL β |
GC θ |
Identified Strengths | Identified Challenges |
| 1. Technical-Entrepreneurial Component | ◾ The participation of the technical market component in the stages of the production chain. | 74 | 82 | 98 | The application of this component is high, especially in the “Campo Lima” and “Guardianes de Saberes Sabores de Calpan” groups, because they have a high level of associativity within their groups. | Consolidate the entrepreneurial component of the Campo Lima group. Replicate the experience of the “Guardianes de Saberes y Sabores de Calpan” Cooperative in the other two agri-food cases. Generate commercial synergies among the three groups. |
| ◾ Structuring and business organization for transformation | 80 | 88 | 92 | |||
| ◾ Acceptance of strategic support from universities and their academic integration with rural groups. | 90 | 90 | 90 | |||
| ◾ Coordination of meetings as an incentive for joint actions. | 80 | 92 | 94 | |||
| ◾ Quality and standardization of the groups' products. | 88 | 96 | 94 | |||
| GLP** | 82 | 90 | 94 | |||
| 2. Ethical-Social Component | ◾ Creation of Local Action Groups (LAGs) and rural development councils. | 80 | 84 | 90 | The participation of rural groups in decision-making is promoted and gender equity is fostered, although inequalities persist. | Inequality in access to resources and opportunities. Persistence of traditional gender roles. Difficulty in achieving a balance in the participation of all stakeholders. Lack of trust in institutions and agents for dialogue. Abuse of intermediaries that affect fair trade. |
| ◾ Implementation of participatory planning processes. | 82 | 90 | 92 | |||
| ◾ Inclusion of women and young people in workshops and productive activities. | 80 | 80 | 96 | |||
| ◾ Promotion of dialogue and negotiation between stakeholders. | 82 | 84 | 86 | |||
| ◾ Approach and mediation with rural groups to promote and strengthen organizational work behavior and attitudes. | 88 | 90 | 94 | |||
| GLP** | 82 | 86 | 92 | |||
| 4. Social Learning process-approach | ◾ Use of participatory methodologies such as workshops and focus groups for group and stakeholder development. | 78 | 82 | 88 | Collective learning and the adaptation of strategies based on experience are encouraged, as well as interdisciplinary reflection and analysis of the actions undertaken. | Difficulty in systematizing information and learning. Need to strengthen monitoring and evaluation capacities. Resistance to evaluation and feedback. |
| ◾ Exchange of knowledge and experiences to promote social dynamics between producers and universities. | 92 | 90 | 90 | |||
| ◾ Participatory monitoring and evaluation of projects. | 88 | 88 | 90 | |||
| ◾ Adaptation of development models to local conditions through innovation. | 84 | 92 | 90 | |||
| GLP** | 86 | 88 | 90 |
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