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C'est à partir de toutes ces contributions que sont construits les itinéraires de formation en lien avec la prise en compte des savoirs agroécologiques.
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Vous pouvez voir ici les cinq dernières contributions
5 experiences
Students on a farm
Country
Germany
Students on a farm
Subtitle / abstract
Extracurricular learning on a farm
Domain of activity
Other
Support of the practice documentation
Pictures
Place of experiment
Dortmund
Description of experiment
The Students will develop, based on a frame (SAGITER-Florac Seminar), suitable concepts for extracurricular learning on a "Farm / Community-supported agriculture sight".
To do so, they will combine basic assumptions of AE & sustainability.
Another core activity is learning by doing. Learning in the fields.
The test and evaluation of own learning curricular (group work).
Description of experiment
A student excursion took place in 2016. 18 Students went to the Songhai center to better understand the work of the organization. The field visit shows complex interactions of divers agricultural practices. Most of them biological, some of them aggro-ecological.
Songhai’s farming methods emphasize protecting the natural resources and the environment, due to complex network interaction.
The production of agricultural crops, the raise livestock and fish, and the production of energy are the pillars of work. In consequence, Songhai, uses mix-farms strategies, to capture value for the crop. Without the use of chemicals.
Traditional hedge management in the county Marburg-Biedenkopf
Country
Germany
Traditional hedge management in the county Marburg-Biedenkopf
Subtitle / abstract
Reuse of traditional hedges for bioenergy
Domain of activity
Arboriculture
Support of the practice documentation
Text, Photos
Place of experiment
Marburg-Biedenkopf
Succes factor
There is a growing demand for bio fuels. Therefore it is easy to convince landowners to use the potential.
Met difficulties
The competition of land use causes a decline of natural space for flora and fauna. Maize for example is dominating the overall agricultural production. Often for the use of the production of biogaz.
Farmers are not aware of the benefit of hedge management.
AGROHOMEOPATHY ancient knowledge for sustainable farming
Country
Slovenia
AGROHOMEOPATHY ancient knowledge for sustainable farming
Subtitle / abstract
First experiences with Drosophila suzukii controll without PPP
Domain of activity
Arboriculture
Agriculture
Management of environment
Support of the practice documentation
interview, notes from meetings, field visits, photos, media release
Place of experiment
Slovenian part of Istra peninsula, S Slovenia
Description of experiment
A group of small fruits producers from Primorska region were actively searching for alternative strategy to fight Spotted wing drosophila, Drosophila suzukii. They contacted mrs. M. Ortan, who is an owner of company dealing with agrohomeopathy. After a number of meetings dicussing the problem ing. Ortan developed custom made agrohomeopathy preparation. The use of agrohomeopathy was tested in real circumstances on cherry plantations in Slovenian part of Istra (S Slovenia) in season 2015, where first pests were recorded in 2010.
To prevent the damage by Spotted wing drosophila mrs. Ortan developed, the preparation Cora agrohomeopathie X104 NaturSTOP CONTRA Drosophila suzukii. The agrohomeopathyc concentrate was diluted ( 10 ml in 10 l water) and activated by shaking. It was put into reservoir of common spraying device and applicaded accoring to instructions.
Till the mid of june no damaged fruits could be detected despite the occurrence of spotted wing drosophila in the orchard was proven by traps. The use of Cora agrohomeopathie X104 NaturSTOP-CONTRA Drosophila suzukii preparation showed good results.
More information
Spotted wing drosophila, Drosophila suzukii Matsumura is one of the most invasive pests of small stone fruit originating from Southeastern Asia. Attacking all kinds of healthy soft- and thin-skinned fruit crops it poses a big economic threat to small fruits growing. There are little possibilities to fight against the pest and only few insecticide active compounds are limited successful but there is growing environmental concern connected to their use. Alternative strategies as traps and cultural management practices have limited success and are time and resource consuming. The possibility of the natural enemies’ introduction is problematic since many of them don't survive in northern hemisphere weather conditions. There is also a lack of knowledge and research about them.
As all other Cora agrohomeopathie™ products the concentrate was designed by agrohomeoptay researcher and practitioner mrs. Majda Ortan. Agronomists, fruit growing professionals and farmers’ advisors joined in testing the preparation. First experiences with Cora agrohomeopathie X104 NaturSTOP CONTRA Drosophila suzukii use had shown very promising results.
Succes factor
The most important potential success factor is growing farmers awareness about need for more sustainable agricultural practices with lower impact to environment and humans.
The approach is bottom up oriented, where producers explained their troubles, needs and characteristics of the pest to author of preparate.
The agroecological knowledge is directly transferred from practitioners to the producer of agrohomeoptahy preparation.
Possibility of use of local resources of raw material and production of custom made preparations.
Technology is not demanding and is easy to use. It enables production of high quality energetic live food and fodder.
Possibility of use of the approach and innovative technology in all sectors of horticulture, crop production and indirectly also on animal breeding is another factor of possible success.
Met difficulties
Lack of information, low understanding and common perception of (agro)homeopathy in Slovenia
Scepticism about success of the practice between target groups.
Objective of the tool/method
Le [[https://blog.maxime-guinard.fr/ blog de Maxime GUINARD]] du moment, il faut absolument le regarder mais aussi nos [[https://maps.gmod.maxime-guinard.fr/ Cartes en 3D]] qui sont en ce moment pas mal au devant de la scène.
Description of the tool
Le [[https://blog.maxime-guinard.fr/ blog de Maxime GUINARD]] du moment, il faut absolument le regarder mais aussi nos [[https://maps.gmod.maxime-guinard.fr/ Cartes en 3D]] qui sont en ce moment pas mal au devant de la scène.
More information
Le [[https://blog.maxime-guinard.fr/ blog de Maxime GUINARD]] du moment, il faut absolument le regarder mais aussi nos [[https://maps.gmod.maxime-guinard.fr/ Cartes en 3D]] qui sont en ce moment pas mal au devant de la scène.
Objective of the tool/method
L’expérience est à la base de la construction des savoirs agroécologiques.
Faire le lien avec cette dimension concrète est donc un élément clef du
processus de formation, l’idée étant de donner à voir des expériences
plutôt que des recettes, des parcours singuliers dans un contexte
spécifique plutôt que des modèles à transférer.
Par ailleurs, les agriculteurs sont souvent demandeurs d’échanges entre pairs pour évoluer dans leurs pratiques, enrichir leurs savoirs, voire même définir en commun des expérimentations.
La création de groupes locaux d’échange, à l’échelle d’un terroir, peut
donc répondre à ces différents besoins. Cela pose néanmoins la question de l’animation de ces groupes d’échange, de la place des organismes de formation, et les liens possibles avec d’autres structures impliquées dans ces dynamiques locales.
Cette fiche n’a pas vocation à donner des réponses à ces interrogations
qui sont à aborder à l’échelle locale ; elle vise néanmoins à éclairer sur
l’intérêt d’une telle dynamique et sur les liens possibles à la formation.
____
Description of the tool
__Des groupes locaux d’échange, pour quoi ?__
Souvent les agriculteurs travaillent de manière plutôt isolée sans
beaucoup de liens avec leurs pairs, hormis dans certains cas (coopérative de producteurs, d’utilisateurs de matériel agricole, etc.). Sur le terrain, ce besoin d’échange « à l’échelle locale » est souvent exprimé, comme cela a été vérifié dans le cadre de la démarche de recueil / valorisation des savoirs agroécologiques accompagnée par Geyser dans les Parcs naturels régionaux de Provence. Ce qui semble manquer aux agriculteurs, dans certains territoires, c’est justement un espace d’échange pour confronter leurs expériences et pour travailler plus collectivement à l’amélioration de leurs pratiques, en dehors des enjeux organisationnels.
La mise en place et l’animation de groupes d’échange à l’échelle de
petites régions agricoles peuvent répondre à ce besoin. Selon le niveau
d’engagement et d’intérêt des agriculteurs, le groupe d’échange peut être soit / ou à la fois, un espace :
- de partage des besoins, ce qui donne des pistes pour orienter les travaux de collecte de savoirs et les modalités de leur valorisation,
- de mutualisation et de confrontation des savoirs, ce qui permet ce faisant une analyse collective (sur le principe d’un croisement de regards, sans chercher à valider / invalider),
- de démonstration, dans le sens d’ouverture de sa ferme pour partager ses pratiques,
- d’expérimentation collective (pour tester la pertinence de certains savoirs).
Ainsi, en Camargue ou dans le Queyras, ces groupes d’échange ont permis d’enrichir et de mutualiser des savoirs et d’élaborer des propositions de mesures dans le cadre des dispositifs agri-environnementaux. Dans le Lubéron, ils ont abouti à la mise en œuvre de protocoles d’expérimentation sur les céréales anciennes associant agriculteurs et organismes techniques.
De tels groupes d’échange peuvent par ailleurs jouer un rôle d’interface très utile entre la formation et la profession agricole et nourrir la formation d’expériences concrètes. Les formateurs peuvent s’appuyer sur un réseau d’agriculteurs prêts à partager leur vécu et leur expérience. Mais pour que de telles collaborations
puissent se construire dans la durée, les objectifs, mais aussi le rôle des
différents acteurs sont à clarifier au plus tôt.
Est à prendre en compte, en particulier, le niveau d’implication des différents des acteurs :
- L’établissement de formation peut participer :
o en tant que simple acteur du territoire : ce qui permet notamment
une meilleure intégration des problématiques, des pratiques et des
savoirs locaux dans les cursus de formation ;
o en tant qu’animateur : ce qui le positionne aussi dans un rôle pro-
actif d’animation du territoire.
- Les étudiants peuvent s’impliquer dans une démarche de collecte / de
valorisation des savoirs locaux.
- Les agriculteurs peuvent s’investir dans la formation ponctuellement ou plus régulièrement.
Les modalités du partenariat sont à caler sur un principe gagnant / gagnant, en veillant à l’intérêt de chacun à s’impliquer dans le groupe d’échange :
- Les formateurs peuvent mobiliser le réseau d’agriculteurs pour répondre aux besoins de la formation (visite de ferme, travaux collectifs, stage,...) et s’appuyer ainsi sur des expériences concrètes.
- Les agriculteurs impliqués dans la formation sont en droit d’attendre une contrepartie (échanges / conseils sur la conduite d’une production, appui pour la réalisation de certains travaux, rétribution,...).
__La conduite des groupes locaux d’échange__
Les échanges sont à structurer à l’échelle d’une petite région / par filière
de production / sur une thématique spécifique, après quelques entretiens préalables qui permettent de préciser les besoins.
Quelques recommandations pour l’animation d’un groupe d’échange
- La parole est d’abord donnée aux agriculteurs qui sont prêts à partager un savoir agroécologique.
- La participation de conseillers agricoles, de chercheurs ou de citoyens
motivés peut permettre le croisement de regards.
- La conduite d’un groupe local d’échange se fait sur le même principe qu’un entretien visant la collecte de savoirs : identification des hypothèses / sujets à approfondir. On peut aussi commencer par présenter succinctement les éléments dont on dispose déjà pour inviter l’assemblée à compléter.
- Ne pas perdre de vue qu’il s’agit aussi de répondre à des besoins locaux : les identifier avec le groupe préalablement et se mettre d’accord sur les modalités qui permettront d’y apporter des réponses (échanges en salle, visites sur le terrain, expérimentation de certaines pratiques).
Un groupe d’échange peut se réunir ponctuellement. Il est cependant
important de maintenir un lien régulier avec les membres du réseau pour maintenir leur mobilisation dans la démarche. L’idéal est de prévoir un rythme de rencontre / réunion régulier, en lien avec les objectifs fixés, le calendrier des travaux agricoles et la disponibilité des agriculteurs.
Objective of the tool/method
__Origine__
le jeu de la pêche a été créé par Hervé Gigaroff, alors au lycée agricole de Bourcefranc. L'adaptation dont nous vous faisons part a été imaginée par François Pingaud de l'Institut de l'agriculture méditerranéenne, de Montpellier.
__Public __
Ce jeu peut être utilisé avec un public à partir de 15 ans.
__Principes et objectifs généraux__
Le jeu de la pêche doit permettre de se sensibiliser à la gestion d'un bien lorsqu'il est considéré comme un bien collectif alors qu'en tant que ressource rare, il devrait être géré comme un patrimoine commun.
__Objectifs opérationnels__
Le jeu de la pêche vise quatre objectifs opérationnels :
- analyser différentes logiques économiques d'acteurs (exploitation de la ressource, gestion durable de la ressource, etc.)
- prendre conscience de l'importance de la concertation dans la gestion des ressources naturelles
- prendre conscience de l’influence des enjeux de chaque acteur dans le processus de concertation
- se familiariser avec l'argumentation dans un processus de concertation
Description of the tool
__Conditions de réalisation__
Remarque : ce jeu ne nécessite aucune connaissance préalable du monde de la pêche
__Nombre de participants__
Il est préférable de ne pas dépasser 6 pêcheries, mais chaque pêcherie peut être gérée par un joueur ou un groupe de joueurs (3-4 personnes).
__Durée__
1h30 à 2h de jeu puis 1 à 2h d'analyse de la situation
__Organisation et matériel__
Le jeu se déroule dans une grande salle organisée comme indiqué dans le schéma ci-dessous (cf fichier à télécharger).
__Consignes de départ et règles du jeu__
L’animateur est le syndicat des pêcheurs. Il travaille pour le bien des pêcheries. Il donne des information sur l’état de la ressource en poissons, fournit des prévisions météorologique et d'évolution de la population de poisson. Il rédige sur le document de liaison les prises en mer réalisées.
Chaque participant ou groupe de participants a pour objectif de maintenir son entreprise en vie. Au début du jeu, chaque pêcherie possède 800 points et 3 bateaux.
Chaque saison de pêche est l'occasion d’envoyer ses bateaux en mer ou de les laisser au port. Elle est aussi l'occasion pour la pêcherie de mener des transaction pour réguler le nombre de bateaux en sa possession. Ceci peut se faire de deux façons différentes :
- par le biais d'enchères montantes ou descendantes menées par l'animateur : les enchères se déroulent avant la saison de pêche et les bateaux achetés sont immédiatement opérationnels,
- par le biais de commandes : les commandes se font en début de saison et la pêcherie attendra la saison suivante pour pouvoir obtenir ses bateaux, ce qui représente le temps nécessaire à leur construction.
La commande d'un bateau entraîne la dépense immédiate de 100 points.
Les décisions d’envoyer des bateaux en mer ou de les laisser au port dépendent uniquement de la pêcherie. Par contre des tables de négociations peuvent être tenues et vue de définir des règles communes (quotas de pêche, nombre de bateaux envoyés en mer, …).
L'affrètement d'un bateau lors d'une saison de pêche ne mer coûte 80 points et l'immobilisation du bateau au port coûte 20 points.
__Déroulement du jeu__
La première saison de pêche est l'occasion pour les joueurs de s’imprégner des règles du jeu. Il est préférable de simplifier le déroulement de cette première saison en ne proposant aucune enchères.
Chaque joueur ou groupe de joueurs possède une fiche de résultats et une fiche présentant les chiffres clés. Il commence à remplir la fiche de résultats en inscrivant le solde des points (800 au départ) et le nombre de bateaux (3 au départ).
L’animateur demande à chaque pêcherie e de se donner un nom, puis de définir le nombre de bateaux qu'elle souhaite envoyer en mer, le nombre qu’elle souhaite laisser au port et la commande de bateaux qu’elle souhaite faire pour l'année suivante. Cette réflexion est menée au sein de chaque pêcherie et les décisions ne sont pas divulguées aux autres entreprises.
L'animateur récupère les fiches de liaison qui ont été remplies au préalable par les équipe.
Un membre de chaque équipe vient disposer ses bateaux sur la maquette dans les deux cases qui leur sont octroyées : la zone portuaire et la partie maritime. C'est le moment où l'ensemble des équipes visualisent les stratégies et choix des autres.
L’animateur inscrit les prises en mer sur les fiches de liaison. Le chiffre indiqué caractérise la quantité de poissons pêchés par bateau. Il est le même pour tous les bateaux. L’animateur fait semblant de rentrer les chiffres sur son ordinateur, mais c’est en fait lui qui définit le chiffre en fonction de la manière dont il veut faire évoluer le jeu. L’animateur a tout intérêt , en début de jeu à d’annoncer des taux de pêche intéressants sur le plan économique, ce qui stimule le désir de pêcher, l'achat de nouveaux bateaux …. Avec l'augmentation progressive de la flotte, il peut ensuite réduire progressivement la quantité de poissons capturés ou au contraire la stabiliser en justifiant de paramètres propices au développement du poisson, puis, l'année suivante de créer une chute brutale de prises le justifiant par exemple par un tsunami. Quoi qu'il en soit, il est important que les choix opérés par l'animateur semblent être le fruit d'un logiciel présent sur son ordinateur et qu'il n'en a pas la maîtrise.
Nous conseillons par exemple de commencer avec des prises en mer de 12 à 13/bateau, puis d'une année sur l'autre de les baisser ou les faire fluctuer (exemple : saison 1 : 13 ; saison 2 : 12 ; saison 3 : 10, saison 4 : 8 ; saison 5 : 8).
Chaque prise en mer rapporte 10 points. Les ventes d'une pêcherie en fin d'année se calcule donc de la façon suivante :
Ventes totales = prises en mer X nombre de bateaux en mer durant la saison X 10.
Le solde de fin d'année est donc calculé de la manière suivante :
Solde de fin d'année = solde de début d'année – dépenses aux enchères + recettes au enchères – coût d'affrètement – coût immobilisation + ventes totales - commande de bateaux
Une nouvelle saisons de pêche se prépare. Le sole de début d'année est identique au solde de fin de l'année précédente.
Des enchères peuvent être initiées. L’animateur peut proposer de nouveaux bateaux à la vente, et les pêcheries, si elles le souhaitent elles-mêmes, peuvent mettre en vente des bateaux.
Les enchères terminées, la pêche reprend et l'animateur inscrit les nouvelles prises en mer sur les fiches de liaison.
Progressivement , au fil des saisons de pêche, avec l'augmentation de la flotte, la ressource baisse, et la situation peut, à un moment donné, exiger de se concerter autour d'une table des négociations pour définir une éventuelle stratégie d'ensemble. L'animateur peut lui même inciter aux négociations si les participants n'en font pas la demande. Un représentant de chaque pêcherie participera alors à la négociation animée par l’animateur. La négociation peut aboutir ou non selon le positionnement des pêcheries.
Quelle que soit la décision prise, la saison de pêche redémarre. Selon la quantité de bateaux en mer, l'animateur peut juger que la ressource baisse encore, stagne ou augmente et peut proposer éventuellement une nouvelle table de négociation.
Le jeu s’arrête à l'issue de dix saisons de pêche mais l’animateur peut écourter le jeu si il considère avoir atteint ses propres objectifs.
Lorsque la partie est terminée, les pêcheries comptabilisent leurs points, la possession d'un bateau valant 80 points.
Remarque : le nombre de nouveaux bateaux mis en vente aux enchères durant le jeu par l'animateur joue un rôle déterminant pour faire évoluer la flotte ; en proposer beaucoup au départ, (5 ou 6 par exemple) permet de faire grossir rapidement le nombre total de bateaux et donc d’accélérer le processus de surexploitation de la ressource en poisson.
__Exploitation du jeu__
Ce jeu permet de comprendre la complexité de la gestion d'un bien commun, d'une ressource environnementale. Il permet de mettre en évidence les logiques d'entreprise, les difficultés à négocier lorsque la préservation d’un bien commun rentre en compétition avec la survie des entreprises.
A dialogue process on a controversial documentary (video)
A dialogue process on a controversial documentary (video)
Domain of activity
Animation of group
Educational sequence
Training
Objective of the tool/method
In this sequence, from different points of view, we would like to focus on
the importance of the neutrality (or more exactly of multipartiality) posture of the trainer and, on the other hand, to question the learners in their listening posture.
In this case, the trainer acts as a mediator / moderator, and not as a
transmitter ; while the group is invited to progress collectively through a
dialogue, despite the discrepancies expressed.
To work on this sequence, it is therefore better to choose a case which
may provoke a debate. For example, one can propose a documentary that gives a very technicist reading of agro-ecology, or on the contrary a very idealistic vision.
The elements below are mainly based on Geyser's experience in territorial dialogue, whose specificity is to integrate the principles of mediation into the collective management of environmental issues or territorial
development.
Description of the tool
From the viewing or reading of a documentary, the trainer proposes to the
group to engage in a dialogue process from the point of view of each one.
This approach can be divided into three key stages :
__First step: building a common vision on a given topic__
The trainer proposes a tour of the different points of view. It is not a
question of trying to get everyone to agree, but to ensure that the points of view of each other are heard and understood.
For the trainer, it is necessary to be particularly attentive to what each
formulates what is important to him (and gradually goes beyond the stage of the positions). This implies on his part an active listening (rephrase, invite to deepen ...) without making a judgment on the point of view expressed; Attention, this does not mean that he does not have an opinion on the matter, but that he detaches himself from his personal point of view to allow the expression of all the others.
All the participants are also invited to adopt a posture of listening without interfering in the expression of the different points of view.
Before proceeding to the next step, care should be taken to note down and share (by writing on the board, for example) all the values and needs expressed.
//Examples of values and needs that can be expressed after viewing a
documentary with a "divisive" vision of agroecology- For me, in the agro-ecological approach what is important is to prioritize respect for the living in all its dimensions.
- For me, it is important that we leave a too idealistic approach and
that we integrate the economic realities.
- For me, it is important to be careful not to impose a vision of agro-
ecology that would be based on rigid ecological principles.//
This step also makes it possible to reveal the points of disagreement, on
which, as it stands, it will be difficult to move forward and the points still to be deepened, on which the group needs more elements to move forward.
//Example of disagreement point :
Compatibility of the agro-ecological approach with the use of GMOs
Example of point to deepen :
Can we talk about agro-ecology in the context of production systems
completely controlled in greenhouse ?//
__Second step : formulation of major shared issues__
On the basis of the values expressed in the previous stage, the group is
invited to agree on one or more shared issues; it is to formulating what
makes sense for the group, which is considered important in an agro-
ecological approach (what is at stake).
//Example of a shared stakes :
Better value the resources of a territory while respecting natural
balances.//
The trainer thus animates the exchanges, always on a principle of listening and mutual respect in order to favor the expression of all. Everyone is encouraged to take into account what they have heard and understood in the previous stage to foster convergence and the formulation of shared issues.
__Step three : formulate shared recommendations / proposals__
It is in this last step of the sequence to project itself in proposals that
respond to the stakes formulated in the previous step, taking into account the values expressed in the first step.
It is a way for the group to reinforce the awareness that if we do not agree on everything, we can nevertheless find points of agreement that allow us to advance collectively, from the moment when everyone Is in the opening compared to the point of view of the other.
In this stage, the trainer is always in his mediation / animation function,
with the aim of fostering the creativity of the group.
In order to foster the deepening of the proposals, this last step can be
carried out in thematic subgroups.
//Example of proposal
Collect local knowledge with former farmers, allowing a better
understanding of the past use of the territory and its evolution to
better take into account its potentialities.//
More information
__Outlook__
Such an approach, based on dialogue, is particularly suited to the
approach of agro-ecological knowledge which, by definition, depends on contexts, circumstances and experiences. More broadly, it questions the posture of each, trainer and learners, in approaching the realities of a terroir.
An approach favoring dialogue is particularly useful, particularly in the
analysis phase of the collected knowledge. What counts in the analysis
process is not to achieve their validation or to the contrary to the
invalidation of certain knowledge but to allow the crossing of the looks and to take into account the different contributions. This approach promotes the hybridization of knowledge.
This echoes the approach proposed for organizing and organizing a
structured exchange group at the level of a small terroir region around a farmer's group (see fiche on Farmers' links / demonstration network
/training).
Objective of the tool/method
Experience is at the basis of the construction of agro-ecological
knowledge. Making the link with this concrete dimension is therefore a key element of the training process ; the idea is to show experiences rather than recipes, singular life course in a specific context rather than
transferring models.
Moreover, farmers often ask for exchanges between peers to envolve in
their practices, enrich their knowledge, or even define joint
experimentations.
The creation of local exchange groups, at the level of a territory, can
therefore meet these different needs. However, this raises the question of facilitating these exchange groups, the place of training organizations, and the possible links with other structures involved in these local dynamics.
This fact sheet is not intended to give answers to these questions that
need to be addressed at the local level ; it nevertheless aims to shed light on the value of such a dynamic and on the possible links to training.
__Local exchange groups, for what ?__
Farmers often work in a rather isolated way without much connection with their peers, except in some cases (producer cooperative, agricultural equipment user, etc.). On the ground, this need for exchange "at the local level" is often expressed, as has been verified in the context of the process of collecting / valorizing agro-ecological knowledge accompanied by Geyser in the Regional Natural Parks of Provence. What seems to be lacking to farmers in certain territories is precisely a space of exchange to compare their experiences and work more collectively to improve their practices, apart from the organizational stakes.
The establishment and facilitation of exchange groups at the level of small agricultural regions can meet this need. Depending on the level of
commitment and interest of farmers, the exchange group can be either / or both a space for :
- sharing of needs, which gives guidance to guide the work of collecting
knowledge and the modalities of its valorisation,
- pooling and confronting knowledge, which allows a collective analysis
(on the principle of a crossing of looks, without seeking to validate /
invalidate),
- demonstrating, in the sense of opening his farm to share his
practices,
- defining collective experimentation (to test the relevance of certain
knowledge).Thus, in the Camargue or in Queyras, these exchange groups made it possible to enrich and pool knowledge and develop proposals for measures within the framework of agri-environmental schemes. In the Luberon, they led to the implementation of experimental protocols on old cereals involving farmers and technical organizations.
Such exchange groups can also play a very useful interface between
education and nurturing the formation of concrete experiences. Trainers can rely on a network of farmers ready to share their experiences. But for such collaborations to be able to be built over time, the objectives, but also the role of the different actors, must be clarified as soon as possible.
In particular, it is necessary to take into account the level of involvement
of the different actors :
- The training institution may participate :
o as a simple player in the territory : this makes it possible, in
particular, to better integrate local problems, practices and
knowledge into the training curricula;
o as animator of exchanges : this also positions him in a pro-
active role of animation of the territory.
- Students can be involved in a process of gathering / valuing local
knowledge.
- Farmers can invest in training on an ad hoc basis or more regularly.
The terms of the partnership are to be based on a win / win principle,
taking care of the interest of everyone to get involved in the exchange
group :
- Trainers can mobilize the network of farmers to meet the needs of
the training (visit of farm, collective works, internship, ...) and rely on
concrete experiences.
- The farmers involved in the training are entitled to expect a
counterpart (exchanges / advice on the conduct of a production,
support for the realization of certain works, remuneration, ...).
Description of the tool
__The conduct of local exchange groups__
The exchanges are to be structured at the scale of a small region / by way of production / on a specific topic, after some preliminary interviews which make it possible to specify the needs.
Some recommendations for facilitating an exchange group
- The word is first given to farmers who are willing to share agro-
ecological knowledge.
- The participation of agricultural advisers, researchers or motivated
citizens can allow the crossing of looks.
- Driving a local exchange group is on the same principle as a service
for the collection of knowledge : identification of assumptions /
topics to deepen. One can also begin by presenting briefly the
elements already available to invite the assembly to complete.-
- Keep in mind that it is also a question of responding to local needs :
identifying them with the group beforehand and agreeing on the
modalities that will make it possible to provide answers (exchanges
in the room, visits to the field, experimentation with certain
practices).
An exchange group may meet on an ad hoc basis. It is important, however, to maintain a regular link with the members of the network in order to maintain their involvement in the process. The ideal is to plan a regular meeting / meeting, in line with the objectives set, the timetable for agricultural work and the availability of farmers.
Description of the Work
Le [[https://blog.maxime-guinard.fr/ blog de Maxime GUINARD]] du moment, il faut absolument le regarder mais aussi nos [[https://maps.gmod.maxime-guinard.fr/ Cartes en 3D]] qui sont en ce moment pas mal au devant de la scène.
More information
Le [[https://blog.maxime-guinard.fr/ blog de Maxime GUINARD]] du moment, il faut absolument le regarder mais aussi nos [[https://maps.gmod.maxime-guinard.fr/ Cartes en 3D]] qui sont en ce moment pas mal au devant de la scène.
Description of the Work
This notebook was realized within the framework of SAGITER funded with support from the European Commission across Lifelong Learning Programme Leonardo da Vinci sub-programme
More information
Sagiter is the result of a "study action" led over three years by ten partners stemming from seven countries of Europe. This program was the object of a support by the European Commission within the framework of the program Léonardo Da Vinci.
It joins in a dynamics of valuation of agroecological knowledges and ingenious systems developed over time on territories.
In this context, the device of training finds all its place in the evolution of the representations, the transmission or the development of techniques and knowleges, the consolidation of networks and social links.
To favor a better consideration of these knowledges, their mode of acquisition and transmission, Sagiter developed educational resources aimed at the trainers, the teachers and the agricultural advisers
Test course analysis (Szent István University, Hungary)
Test course analysis (Szent István University, Hungary)
Structure
Szent István University, Hungary
Subtitle / abstract
Analysis of the whole process of test-course elaboration in Hungary
Target group
Students
Duration
10x 1,5 hours
Preamble
Nowadays, young people learn a profession from textbooks, notes, and different technical and technological guidelines instead of practice, though knowledge, methods and solutions exist which were used by previous generations, and these are still applicable.
Their significance is apparent - most notably in agriculture - as most of these economic solutions and tricks are the fundamental elements of environmental agriculture, and sustainable development.
We often note and write down how our ancestors were capable of living in harmony with nature, how they could produce without harming the living environment. While we say such things, we never stop to think how we could also integrate, understand, and use the outlook of said previous generations, even within the confines of modern technology.
A few examples: how should we start reaping, from the outside, or the inside? This is important for the ecosystem of the area to be harvested as well.
How can the flocks be herded for grazing, without conserving the area as much as possible?
Or we could take a look at conserving methods. How can fruits and vegetables be stored for winter without using preservatives? We have a rich treasury of solutions before us, all we have to do is get to know its contents, which is quite hard, to be honest. The reason is that we have to find people who are in possession of such practical skills, and are also able to share this knowledge. Therefore, transferring the informal knowledge of agricultural ecology is a challenge, but we also have to identify those who wish to learn such knowledge, and get to know their basic agricultural ecology skills.
Principles of action
Agriculture and rural life have professional quirks and knowledge which were hereditary before, but they seem to fade away in today's world, as they were left out of modern books. The experiences of many generations were piled upon each other, which is why this knowledge has to be preserved - moreover, integrated into education, using modern pedagogy.
Old memories still surface within many people even today - memories, which could be exploited - but the sad state of affairs is that these memories could follow these people into the grave any day now. Our goal is to collect these, and use them in the education, in other words, refreshing education itself.
Phases in the training pathway
1. Identifying the knowledge of the target group (questionnaire)
2. Evaluation of basic knowledge measurements
3. Working out modules, based on lacking areas of knowledge
4. Finding professional tricks and knowledge which can be integrated into the training course and thematic, and can be inserted into the modules based on lacking areas of knowledge
5. Choosing an applicable methodology
6. Creation of movies, presentations, and other materials applicable to the methodology
7. Holding presentations and interactive exercises
8. Evaluation, discussion of questions.
**Based on the questionnaire the following course modules were elaborated for testing:**
1. module: Factors of sustainable agricultural production, its evaluation system and methods.
2. module: Agro-ecological knowledge and its employment in eco-farming.
3. module: Experiences of agro-ecological farming at Zsámbok's Organic Market Garden
4. module: Transferring traditional ecological knowledge, and its application regarding the preservation and utilisation of natural resources.
5. module: The role of Natural Parks in creating and structuring the ecological approach and thought process.
6. module: Applying sustainability and the ecological approach to agriculture; basic factors and the future (production, processing, sale, health, home economy)
7. module: Methods of agro-ecological knowledge transfer, and their application in education
8. module: Ways of introducing the ecological approach to food supply systems (bulk goods, local products, alternative routes)
9. module: Examples of agro-ecological farming throughout history, and the necessity of its revival today
10. module: Efficient plant protection by using homeopathy. Principals, implementation.
**During testing, the following knowledge transfer methods were used:
**
- Personal interview
- Movie
- Making and discussing case studies
- Group work
- Cooperative group work
- Data collection, experience logging
After the training lectures, questionnaires are filled out. Our questionnaire was made up of four types of questions:
- Simple choice question
- Multiple choice question (multiple answers could be chosen)
- Evaluation scale
- Open question (descriptive answering).
After the training courses, a questionnaire was issued to gather the opinions of the students.
We evaluated the answers we were given using the SPSS statistics program package.
Of the students who applied for the test course:
- 127 were from the Faculty of Agriculture
- 27 were from the "Winter University" of Nyitra
- 14peoplewerefromthe Murray University
- 16 were foreign agriculture students on MSc, BSc and PhD levels
- 86 were agricultural engineering teachers
- 110 were participants on the agricultural homeopathy faire
- 13 were agricultural technicians.
Observed interest of the training process
The aim of the program went beyond learning agricultural ecology, moving towards the adaptation to the EU's agricultural policy greenification programme, and familiarising with the requirements and interconnections of sustainable agricultural production, furthermore, gaining experiences for practical usage of ecological knowledge.
** In summary these are the results we learnt during the test-courses:
**
- Case studies and movies help greatly in deepening the theoretical knowledge material, and placing it within the bounds of practice.
- There was no significant difference between the knowledge levels of foreign and Hungarian students, most of the foreign students would like to create a foothold in their own country for informal knowledge transfer.
- They want even more actual experience, more "traditional" knowledge in the seminars.
- Students found the case studies to be very good, and enjoyed the discussion about them, the comparison between literature sources, graphs, illustrations, etc.
- Students would like to learn more using this method.
**With these gained results we concluded the following:**
- It does serve ecological knowledge transfer, and they advise to use pedagogy methods which help knowledge transfer.
- The special education method should be integrated into high-school and higher education levels (f. e.: thought mapping, CLIM method).
- One primary result of the SAGITER project is that ecological knowledge not present in the textbooks of higher education is taken into consideration, and we try to make a framework for informal, experience-based knowledge and knowledge transfer which makes it possible for this kind of knowledge to survive, while also integrating it into courses of high school education, higher education, and training courses.
- The methodological knowledge base assembled for educators, based on international experiences can serve as a great tool for delivering the important elements of agricultural ecology to students.
- This makes it possible to combine traditional knowledge usually based on experiences with no scientific basis, otherwise known as informal knowledge, with formal scientific knowledge based on research.
- The work of educators and trainers is aided using education modules which show the complexity of agricultural ecology.
Based on the results, we can see that there was a significant difference between the levels of knowledge students hold, which can be attributed to the general composition of their respective Bachelor courses, their educational level, and their year, while the sex of the participants also played a role. We could see how students do know the environmental effects of the method, but have no idea as to the social and economic impacts. The most notable factor of their knowledge is the experiences and personal memories they acquired during their previous time spent with agriculture. The results of the survey also strengthen the idea that there's a need for higher education to move towards a more practical-oriented course scheme. To resolve this issue, we worked out an educational palette, in which modules cover the lacking areas of knowledge, most importantly for agro-ecology's economic and social aspects, apart from environmental protection.
Limits and difficulties encountered
These case studies and methods aren't always applicable to the length and thematic of courses held in universities and high schools. Also, there was a need to create training courses / compulsory courses that further expand the methodological and agricultural ecological knowledge of lecturers teaching the target group, and to teach them a holistic approach.
Recommendations
Keeping the principles of sustainable agricultural development in mind, we aimed to create an education guideline which makes use of various pedagogy methods to teach, develop and use agricultural ecology.
We wanted to facilitate a discussion between partners about the questions related to the definition and concept of agricultural ecology, and about methods of pedagogy which may be integrated into the guideline. We worked out the methods for transferring the knowledge material, which makes it possible for the lecturer to make a transition from teacher (the one giving the knowledge) to facilitator / mediator. This also helps them offer aid to those taking part in training courses, so that they can learn the knowledge by themselves. This is an educational strategy which is based on all-encompassing, overall analyses, the best practices we gathered, good examples, and the opinions and experiences of farmers. In order to make sure development happens, the knowledge we collected is continuously integrated into the education of teachers / trainers. We developed educational tools which can be used during informal knowledge transfer to a satisfactory degree, and which take prior informal knowledge into consideration, thereby leading from scientific results to a state where other knowledge is also acknowledged.
Speakers
Dr. István Fehér, Dr. Apolka Ujj, Dr. Ákos Malatinszky, Dr. Nikoletta Mihály, Dénes Saláta, Dr. Zsolt Molnár, Anna Varga, Matthew Hayes
The role of Natural Parks in the generation and formation of ecological approach and thinking - Szent István University
The role of Natural Parks in the generation and formation of ecological approach and thinking - Szent István University
Structure
Szent István University
Target group
Students
Duration
1,5 hours (or according to the needs of the lecturer)
Preamble
Short presentation of the national parks in Hungary - especially regarding those with agricultural production: pastoral husbandry (HNP, KNP, KMNP) and managing of pasture-lands (ŐNP), small-scale crop production (ANP), extensive small-size orchards (ANP, ŐNP)
Experiences of agroecological farming at Zsámbok Organic Market Garden - Szent István University
Experiences of agroecological farming at Zsámbok Organic Market Garden - Szent István University
Structure
Szent István University
Subtitle / abstract
Introduction to ecological vegetable production through practice.
Target group
Students
Duration
4 hours (or according to the needs of the lecturers/animators)
Preamble
The aim of the practice is to give a holistic experience of the small farm year through practical participation in seasonal activities (e.g. early spring sowing, pricking out, planting out, etc.)
Principles of action
Lectures, farm visit. Optional: making interviews and then studying, analysing and synthetizing them in small groups. Doing directed practical work.
Methods of agro-ecological knowledge transfer and their application in education - Szent István University
Methods of agro-ecological knowledge transfer and their application in education - Szent István University
Structure
Szent István Egyetem
Subtitle / abstract
Principally, this module will give guidelines for choosing the best pedagogical and communication methods in order to achieve a behaviour/economy that is more balanced and more acceptable in turns of ecology and sustainability.
Target group
Students
Duration
1,5 hours (or according to the needs of the lecturer)
Preamble
Principally, this module will give guidelines for choosing the best pedagogical and communication methods in order to achieve a behaviour/economy that is more balanced and more acceptable in turns of ecology and sustainability.
It is based upon such psychological and economic elements that will help us to switch to a healthier and environmentally more responsible style of living regarding ourselves and our community as well. In the practical part of the module participants will learn more about the technique of persuasion and effective presentation.
Planned topics for discussion:
What factors may define the effectiveness of courses that have the aim of raising awareness towards environmental and health issues?
