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Maxime guinard
Structure
maxime
Target group
- Trainers
Duration
15
Preamble
Le [[https://maps.gmod.maxime-guinard.fr/blog/ blog Gmod]] des cartes que j'adore en ce moment.
Principles of action
Le [[https://maps.gmod.maxime-guinard.fr/blog/ blog Gmod]] des cartes que j'adore en ce moment.
Phases in the training pathway
Le [[https://maps.gmod.maxime-guinard.fr/blog/ blog Gmod]] des cartes que j'adore en ce moment.
Speakers
french
Contact email
maxime.guinard.pro@gmail.com
Location of the training session
Adress
45 avenue du bac
Post code
94210
City
saint maur
Country
France
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
Website
http://www.szie.hu
Contact email
ujj.apolka@mkk.szie.hu
Location of the training session
Adress
Páter K. u.1.
Post code
2100
City
Gödöllő
Country
Hungary
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)
File : bf_fichierjoint_NP-k_szerepe_okol_szeml_form.ppt
Download
Speakers
Dr. Malatinszky Ákos
File : bf_attached_assessment_SAGITER_05_modul1.pptx
Download
Location of the training session
Adress
Páter Károly
Post code
2100
City
Gödöllő
Country
Hungary
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.
Speakers
Matthew Hayes, Apolka Ujj, István Fehér
File : bf_attached_assessment_EarthDay2014Zsambok_(1).pdf
Download
Location of the training session
Adress
Páter Károly u.1.
Post code
2100
City
Gödöllő
Country
Hungary
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?
File : bf_fichierjoint_Pedagogiai_modszerek_es_alkalmazasuk.ppt
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Speakers
Dr. Nikoletta Mihály PhD
Location of the training session
Adress
Páter Károly utca 1.
Post code
H-2100
City
Gödöllő
Country
Hungary
The development and application of tools, methods and events that could be used to communicate and disseminate agroecological knowledge and practical experience.
Structure
Vlaamse Landmaatschappij
Target group
- Advisors
Duration
3 x half day (preparation 2-3 days per tool)
Principles of action
In this module tools are developed by the advisors and then tested by them or applied in practice.
One of the first tools to be developed was a brief video of a sustainable agricultural practice with the commentary of the farmer. The methodology used for making the video is based on the methodology of entretien d’autoconfrontation (self-controntation) as described by Theureau . This tool serves, on the one hand, to observe precisely what the farmer is doing and, on the other hand, with the help of the commentary (after viewing the images as presented by the farmer) to understand precisely why the farmer does this. With the application of this methodology it is possible to demonstrate the underlying motives of the farmer. For it is important to identify these motives in order to be able to communicate the practice effectively among other farmers.
A second tool to be developed was the establishment of a network of farmers. This tool assumes that farmers learn far better by simply visiting a fellow farmer and discussing the practical aspects between themselves. Advisors can prepare and facilitate such meetings, e.g. by making appointments with the farmer to be visited, preparing themes with questions, or making a report.
A third tool or, in this case, event is the bringing together of farmers, advisors, citizens, experts, and NGOs in order to demonstrate agricultural practices and then discuss these from different perspectives. This gives a broader picture of agroecological practice and, moreover, ensures a better mutual understanding and for a possible collaboration between the aforementioned groups.
Phases in the training pathway
- Make a video about agricultural practice based on the entretien d’autoconfrontation (self-confrontation) method. (http://edutechwiki.unige.ch/fr/Entretien_d'autoconfrontation )
- Organise an event on agroecological knowledge, with an exchange between farmers, citizens, experts, students, policy makers and NGOs.
- Organise a learning network for farmers.
Observed interest of the training process
- The group discussions resulted in interesting exchanges. (Some) advisors experienced these discussions as congenial, promoting a critical consideration of their manner of working or of certain agricultural practices.
- Advisors undervalue the role that they could play in communicating (agroecological) knowledge and practices.
Limits and difficulties encountered
- Due to the overfull agendas of the advisors it was very difficult to include them in the training modules.
- The development of the ‘video’ tool cost more time than anticipated(due mainly to the time taken to assemble the correct images and text).
- The development of the tool ‘network of farmers’ was complicated by the fact that the advisors were informed that they would no longer be allowed to work as advisors for the organisation. The motivation to continue to work with the project decreased immediately.
- The organisation of an event concerning agroecological practice based on different perspectives requires the involvement of a lot of people. Contacting these people and persuading them to participate takes a lot of time.
- The successful involvement of advisors in the process depends to a large degree on their motivation and the time at their disposal.
Recommendations
- Involve people with different profiles and viewpoints, this enriches the process considerably
- It is recommended that advisors who participate only a few times a year in a half-day training course are kept updated, or informed of the progress of the training courses. Otherwise they lose a part of the link with the training.
Speakers
http://www.dailymotion.com/video/x4zco16
Website
http://www.vlm.be
Contact email
sylvie.fosselle@vlm.be
Location of the training session
Adress
gulden-vlieslaan 72
Post code
1060
City
Bruxelles
Country
Belgium
Agroecology and the role of an advisor
Structure
Vlaamse Landmaatschappij
Target group
- Advisors
Duration
3 x half day
Preamble
The modernisation of the agricultural system and the food system has, on the one hand, resulted in sufficient food being produced for a low price. On the other hand, this process has been accompanied by many negative side-effects for the environment, for people in general and, specifically, for the farmer. Today a lot of research is devoted to developing technologies and practices that make better use of external resources (resource efficiency). Agroecological innovation is, on the other hand, devoted to reducing the dependence of the agricultural system and the food system on external resources, by means of the (re)integration of natural and social processes — an ecological systems approach. Agroecology states therefore very clearly that ecological and socio-economic problems are linked and that there must be a joint approach. This approach, however, means that the farmer must acquire different competencies and knowledge .
In order promote the development of a more sustainable agricultural system in Flanders; the Vlaamse Landmaatschappij (Flemish Land Agency) (VLM) engages advisors who assist the farmer in managing his farming operation in a sustainable manner. This support concerns giving advice on agro-environmental measures, creating a healthy soil structure and soil fertility, the use of manure, and information on current legislation.
Due to their close contact with the farmer, advisors can play an important role in the dissemination of agroecological knowledge and practical experience. In order exercise this role optimally, the advisors must first acquire certain knowledge and must develop the required competencies. The training courses described below are intended to contribute to this.
Principles of action
In this module the role that could be played by the advisor in disseminating knowledge and practical experience of agroecological farmers is examined in greater detail.
On the one hand a “self-reflection moment” is organised in the form of a questionnaire to be filled in by the [?farmers?advisors] individually. They are asked questions about how they give advice to farmers. This questionnaire is anonymous so that advisors can give honest answers and can examine carefully their own attitude and actions when they visit the farmers.
On the other hand there is a group discussion on the overall results of the questionnaire. The issue is taken one step further and the advisor is asked how he thinks he can disseminate the agroecological knowledge of the farmer that he perceives and what tools, methods or events would be necessary to achieve this.
Phases in the training pathway
- Individual questions concerning the working methods, attitude and behaviour of an advisor. Participants complete a questionnaire individually and anonymously.
- After the question session, there is a general discussion of the anonymous results.
- There is further consideration of the role of the advisor and what he could do, and concerning what knowledge and competencies he should have at his disposal, and the attitude he should adopt
Speakers
Bavo Verwimp, Sylvie Fosselle
Location of the training session
Adress
Koningin Maria Hendrikaplein 70
Post code
9000
City
Gent
Country
Belgium
Agroecology as an orienting concept
Structure
Vlaamse Landmaatschappij
Target group
- Advisors
Duration
2 x half day
Preamble
The modernisation of the agricultural system and the food system has, on the one hand, resulted in sufficient food being produced for a low price. On the other hand, this process has been accompanied by many negative side-effects for the environment, for people in general and, specifically, for the farmer. Today a lot of research is devoted to developing technologies and practices that make better use of external resources (resource efficiency). Agroecological innovation is, on the other hand, devoted to reducing the dependence of the agricultural system and the food system on external resources, by means of the (re)integration of natural and social processes — an ecological systems approach. Agroecology states therefore very clearly that ecological and socio-economic problems are linked and that there must be a joint approach. This approach, however, means that the farmer must acquire different competencies and knowledge .
In order promote the development of a more sustainable agricultural system in Flanders; the Vlaamse Landmaatschappij (Flemish Land Agency) (VLM) engages advisors who assist the farmer in managing his farming operation in a sustainable manner. This support concerns giving advice on agro-environmental measures, creating a healthy soil structure and soil fertility, the use of manure, and information on current legislation.
Due to their close contact with the farmer, advisors can play an important role in the dissemination of agroecological knowledge and practical experience. In order exercise this role optimally, the advisors must first acquire certain knowledge and must develop the required competencies. The training courses described below are intended to contribute to this.
Principles of action
The goal is to familiarise people with the concept of agroecology from different perspectives. To this end, a farming expert is engaged who can present the different perspectives based on scientific insight and the context within which the term has been created. It is not a question of a precise definition of the term, but rather of a guiding concept. After the presentation of the expert, small groups of advisors investigate in which way they encounter agroecology or aspects of it in their work situation.
The other angle of approach is that of an agroecological farmer who has converted the concept into practice. By visiting the farmer, the advisors can observe the practices that are involved. During the visit, there is time allowed to examine these aspects critically in a group discussion.
The training course must take into account the work situation of the advisors. Apart from some training courses on legislation, there is no further opportunity for training. The advisor is immediately put to work with another advisor (which in itself can be considered a training). It is necessary to take into account that the time provided for training and education is limited and it is necessary to ensure that the nature of the training course is practice-oriented.
The term “agroecology” is not familiar to farmers and is often interpreted in different ways. The training course is focused on understanding agroecology as an approach to farming rather than as a new form of agriculture. In order to perceive agroecology as an approach, it is important that the advisor can reason critically, is able to observe and analyse, can be creative and can observe the farmer and his farm management with any prejudice. It is important furthermore to understand why a farmer does something in a certain way and to empathize with the farmer and his way of thinking.
An additional problem is that the advisor must establish a relationship of trust with the farmer. This is not self-evident given that farmers often perceive (government) advisors as representatives of official controlling bodies.
There are only a few agroecological farmers in Flanders where advisors are active. To date, they work almost exclusively with conventional farmers. This aspect is taken into account in the training course.
Phases in the training pathway
- A theoretical presentation by a scientific expert (background, different dimensions: political, social, ecological, holistic and how this fits in within the issue of global hunger,).
The presentation is followed by group discussions in small groups of participants and a plenary feedback of the results.
- A site visit to an agroecological farmer. The farmer gives a guided tour of his farm.
This is followed by a group discussion with prepared questions about the working methods of the farmer.
The goal is to familiarise people with the concept of agroecology from different perspectives. To this end, a farming expert is engaged who can present the different perspectives based on scientific insight and the context within which the term has been created. It is not a question of a precise definition of the term, but rather of a guiding concept. After the presentation of the expert, small groups of advisors investigate in which way they encounter agroecology or aspects of it in their work situation.
The other angle of approach is that of an agroecological farmer who has converted the concept into practice. By visiting the farmer, the advisors can observe the practices that are involved. During the visit, there is time allowed to examine these aspects critically in a group discussion.
Observed interest of the training process
- There exist highly divergent interpretations and opinions concerning the term “agroecology” among the advisors (but also among experts, policy makers,…). They also admitted that farmers are not familiar with this concept and the term can better be avoided in order that no ‘friction’ is created between the advisor and the farmer.
- The group discussions resulted in interesting exchanges. (Some) advisors experienced these discussions as congenial, promoting a critical consideration of their manner of working or of certain agricultural practices.
- Advisors undervalue the role that they could play in communicating (agroecological) knowledge and practices.
Speakers
Pierre Stassart, Ronny Aerts, Bavo Verwimp, Sylvie Fosselle
Website
http://vlm.be
Contact email
sylvie.fosselle@vlm.be
Location of the training session
Adress
gulden-vlieslaan 72
Post code
1060
City
Bruxelles
Country
Belgium
Seminar for the transmission of AE-knowledge
Structure
University of Marbug
Subtitle / abstract
AE- Sustainebility
Target group
- Teachers
Duration
1 Day
Preamble
The students recognize that agroecology is a suitable philosophy for sustainable agriculture and develop comprehensive entry-level concepts. The seminar follows a narrow curriculum defined by SAGITER (Florac Seminar). This event includes combining, testing and subsequently evaluating the basic assumptions of AE & sustainability.
Content fields:
1: Geography of peripheral spaces
2: Agroecology
3: Didactics
Principles of action
__Subject of the teaching project__
Integration of AE in continuous lessons: AE in the age of intensive agriculture. The role of traditional knowledge.
The linkage to the project SAGITER
__Topic of the Block Event__
AE Knowledge in Geography
- learning that “sustainability” is an ongoing process
- make agroecology “visible”
- to link between the theory and the practise
Phases in the training pathway
2 Modules
MODULE 1
This module aims to sensitize the learners about the phiosophy of AE, and sustainability. Thus, the learner should become aware of AE. This module contains tools to reveal AE.
MODULE 2
Focuses on the "learner" themselves. This module is oriented to the practice. The learner should learn about how to teach non formalized knowledge.
File : bf_fichierjoint_SAGITER__ENGLISCH_Agroecology_Seminar_2016_MetaEVALUATION_a_IDEA.docx
Download
Speakers
Dellmann
File : bf_attached_assessment_WORKSHOP_AE_LANDSCAPE.pdf
Download
Location of the training session
Adress
Deutschhausstraße 12
Post code
35037
City
Marburg
Country
Germany
Shingle making – agroecological practice for today and tomorrow
Structure
Biotechnical center Naklo, Strahinj, Slovenia
Subtitle / abstract
Skill of making shingles is a good example of traditional knowledge. This sustainable use of renewable resources can illustrate the concept of agroecology very well.
Target group
- Teachers
- Students
Duration
2 days (each 6 hours)
Preamble
The meaning of agroecology as it is perceived today in EU documents is not common in all cultural environments. In Slovenia the expression is still related more to the scientific study of ecology in field systems – predominantly studying abiotic factors.
To promote the concept and approaches of agroecology the methods of non-formal transfer of knowledge was developed. Method is used to inform target groups, senzibilise them, initiate discussion about agroecological knowledges and their importance for sustainable management of rural areas. Method used in this experiment enables target group to get an idea about agroecological knowledges trough different levels of activity including “hands on experience”. The method is described in more detail in "[[http://sagiter.eu/intranet/wakka.php?wiki=NonformalTrasnferOfAgroecologicalKnowledge&lang=en Nonformal transfer of agroecological knowledge]]" in Methods and Tools section.
Principles of action
To test non-formal method of knowledge transfer we took part in "Project days" at BC Naklo which is a kind of "festival of knowledge" organized as an auxiliary activity twice a year at BC Naklo. They are meant as an upgrade of their theoretical school knowledge or information about developments in the fields of agronomy, environment, rural development and ithers. The activity is divided into two days and the results are products or presentations of workshops' activities for fellow students. Workshop was attended by 12 students. The action based on presentation of the meaning and concept of agroecology by presenting typical traditional activities and connecting them to use of wood in building. Some theoretical and practical aspects and tools for shingle making were presented and the demonstration of the work took place. Students could try making the shingle. Sensibilization was motivated by “homework“for students. The next day conversation about their observations and the presentation of the activity for fellow students enabled them to re-evaluate the experience and understand the approach of agroecology and use of renewable raw materials.
Phases in the training pathway
The sequence of the activity was divided to level 1 where the term agroecology was introduced by presentation of some typical traditional practices in Slovenia which can be considered agroecological. Then an introduction to the skill of shingle making took place, where the practitioner presented himself, his practice from choosing the right wood to installing shingles on roofs. He emphasized that the knowledge was basically in the family for some generations and how he acquired more skills from internet. He explained the philosophy of shingle roof and described his most interesting projects. On the end of the first part conversation about the use of wood in building houses and farm objects introduced the use of sustainable resources as agroecology.
The second part of first level was demonstration of shingle making from the log which was brought by practitioner. He presented all the tools and explained how to cleave the log to get shingles. Then some students and a teacher tried the procedure and made shingles of their own. They got an impression about the precision and the hardness of the work. Practitioner consulted them how find the right part for cleaving and how to use tools.
On the end of the day 1students discussed the experience and got some conclusions. They were motivated to observe how many and which buildings near their homes are made from wood and what is their purpose.
The next day the level 2 was implemented, were students did a synthesis of their observations the day before and were guided to understand agroecology trough observed practice. They prepared short PPT presentation about shingle making as information to fellow students.
As a complementary activity the poster about agroecology prepared in English was translated in “language workshop” into Slovenian language and displayed in classroom of agricultural knowledges.
Observed interest of the training process
- The group members were students who didn’t knew each other well so we performed a little introduction of each one, telling the name and why he/she is here and what funny happened on the way to school. Trainer and practitioner presented themselves also to start group dynamics to surpass sleepiness and initial low interest.
-Short presentation of agroecological practices and introduction of shingle making were good received and students asked questions on the subject.
- “homework” was done by several of students, but they could discuss about the use of wood and draw some conclusions. They got sensibilised to the meaning of agroecology.
- Preparation of the short presentation for fellow students enabled group members to recapitulate the experience about the meaning of shingle making as an agroecological practice.
- Demonstration of shingle making and students taking part in this gave them an insight what knowledges and skills are essential for shingle making and got motivation for forming their own perspective about this traditional practice.
Limits and difficulties encountered
- There is still low understanding of the concept of agroecology in all target groups and more effort should be done to introduce the concept to different target groups including general public.
- The school environment somehow disrupted students and didn’t allow them to focus only on the activity.
Recommendations
- The workshop enabled us to test the tool and see opportunities of its use.as one of the methods of knowledge transfer just in one segment, but it is useful (with modifications) for other target groups too.
-Even the group was homogenous, participants didn't know each other. The phase of introduction was essential to get non-formal feeling since we were in the school. Maybe the change of the place would be good solution.
-In the case of activity with other target groups it should be considered how to start group dynamics. The discussion with andragogic professional indicated that in Slovenia grownups seldom respond positively to motivating games and in some cases only short presentation by names is sufficient.
- The method is allowing to follow different objectives (to get acquainted,-to introduce,to transfer, to implement). Thus also the objective we want to achieve is important for successful transfer of the agroecological knowledge or knowledge about agroecology.
-In case of farmers as target group approach with demonstration and conversation with practitioner can be motivation for exchange of agroecological knowledge between them.
The method allows modificationsof activities on the level 2 in connection to objectives and target group.
Speakers
Nejc Dijak (practicioner),l dr. Janko Rode (moderator)
File : bf_attached_assessment_Method-_Shinkles_BC_Naklo_2016.pdf
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Contact email
janko.rode@kgzs.si
Location of the training session
Adress
Strahinj 99
Post code
4202
City
Naklo
Country
Slovenia
Demonstration garden – Permaculture in action
Structure
Chamber of Agriculture and Forestry of Slovenia
Subtitle / abstract
On the example of permaculture demonstration garden, the dynamics and approaches of nonformal transfer of agroecological knowledge was experienced by advisors of Public farmer advisory service
Target group
- Trainers
- Advisors
Duration
3 hours
Preamble
The meaning of agroecology as it is perceived today in EU documents is not common in all cultural environments. In Slovenia the expression is still related more to the scientific study of ecology in field systems – predominantly studying abiotic factors. To promote the approaches of agroecology trainers have to have their own experience on some aspects of agroeclogical knowledge. The most important thing is to understand what is AE knowledge and how they fit into specific vision of development of rural space management including social interaction in the countryside. Advisors of FAS in Slovenia are trained in some skills of pedagogy but introduction of interactive and innovative approaches is still not the focus of their work. They are familiar with training approaches associated with knowledge, recognised scientifically and validated by the agricultural professionals. There is growing need to incorporate and validate also traditional approaches and local knowledges for sustainable farming and to transfer this knowledges to small family farmers
Principles of action
To begin the discussion and to reveal meaning of agroecologycal knowledges as base for development new paradigm of sustainable farming, we decided to organize the visit to demonstration gardens of AGRA in G. Radgona and witness the technique of introducing, explaining and transmission of specific knowledge connected to permaculture systems. We wanted to demonstrate how to understand the theory and practice of transmission, demonstration and experimentation for training future farmers. We demonstrated to farm advisors (trainers) how to change the status of lecturer and become facilitator and moderator of AE knowledge transfer. Members of the group were motivated to put questions, comment and present their personal opinions but in strictly non-judgemental approach. They were guided to differentiate their own experience and conception of knowledge acquisition.
The workshop was a demonstration of nonformal transfer of the knowledge where the trainer has an equal position to trainees and enables the transfer of knowledge in both directions. The approach is useful in preparing different activities connected to every day work of advisors in the practical work with farmers and other target groups (primary school children, rural women, young farmers…) in rural areas.
Phases in the training pathway
Since we had a limited time for the workshop the phase of introduction was short and moderated by the host expert Tomaž Gjerkeš of Permaculture association of Slovenia. Since all participants were from advisory service, they generally knew each other. Moderator invited them to have a drink of their herbal tea and motivated participants to introduce themselves in two sentences and explain why they decided to join the workshop. He also introduced himself and his two assistants. He introduced also the place with demonstration model of straw bale house, ecological WC and “low tech” stow made from the oil barrel and invited the group to the demonstration garden.
Next phase was introduction to permaculture philosophy on demonstration garden, where host connected theoretical approaches to permaculture solutions seen on site. Trough good focused questions he initiated the debate about differences between conventional farming (monoculture) and permaculture. In such way the group together formed understanding of permaculture and also the meaning of agroecology.
As the last phase participants were invited to taste a meal prepared from crops from demonstration garden prepared in “low tech” oven. Each of them was encouraged to summarize his experience on demonstration garden on personal level and on professional level (how the approach is useful for his/her work and how agroecology can be introduced to fellow advisors and farmers). Also the host expressed his own opinion about experience with the group.
Observed interest of the training process
- Since the group members knew each other there was no need for extensive motivation activities to start group dynamics.
-Demonstration of facilitation approaches of the host were good received and the role of trainer (advisor) as an equal in the group was understood well.
- Conclusion analysis, presentation and discussion about possibilities of use in everyday work of advisor on personal experiences was crucial.
- The use of demonstration garden enabled direct involvement of participants and motivation for forming their own perspective.
Limits and difficulties encountered
There is still low understanding of the concept of agroecology between advisors and more effort should be done to introduce the concept to future trainers (and other target groups including general public).
Short time of the workshop enables only limited insight in some of methods of agroecological knowledge transfer.
Recommendations
- Since the group was very homogenous and participants knew each other, the phase of introduction could be shortened. But in the case of activity with target group it should be considered as a the crucial point to start group dynamics.
Important for the training of trainers is to demonstrate the use of different approaches and enable them to incorporate knowledge into their work starting from their own experience.
It is important for trainers to experience the approach of transfer of agroecological knowledge to understand the concept of being facilitator or motivator instead of formal lecturer.
-In case of farmers as target group approach with deminstration garden or visit to good practice can be motivation for exchanging agroecological knowledge between them.
File : bf_fichierjoint_20160823_131004.jpg
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Speakers
Tomaž Gjerkeš, help in moderation dr. Janko Rode
File : bf_attached_assessment_Perrmaculture_in_action_planing.pdf
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Website
http://www.permakultura.si/
Contact email
drustvo@permakultura.si
Location of the training session
Adress
Cesta na stadion 2
Post code
9250
City
Gornja Radgona
Country
Slovenia
Agroecological practices in raising sheep
Structure
Formation of University of Agricultural Sciences and Veterinary Medicine (USAMV) Cluj-Napoca, Romania
Subtitle / abstract
Itinéraire pédagogique dans le cadre du projet SAGITER
Target group
- Trainers
- Teachers
- Advisors
- Farmers
- Students
Duration
3 jours / 3 days
Preamble
** The structure of the method of predators**
**The purpose of the method** : implementation of a transfer encestral of traditional knowledge from one generation to the other.
**The participating groups:**
- --Group 1: the shepherds (come the traditional knowledge holders);
- --Group 2: predators (thieves of knowledge traditiionnelles);
- --Group 3: the Council of elders (judges, lawyers, prosecutors);
**The merits of the case (aproach teaching):** the flight of knowledge farmers related to the activities of the shepherds.
-predators have protected knowledge belonging to a group of shepherds in the commune of Rosia (Bihor) at the OSIM (National Agency of Standards and brands);
- the shepherds filing a complaint with the Council of the elders of the town of Rosia.
**The dispute resolution steps:**
-the lawyer of the shepherds of Rosia filed a complaint with the Council of elders of Rosia;
- the lawyer from predators provides the arguments of its customers;
- evidence of ownership of traditional knowledge are put at the disposal of the Council of elders by each of the parties;
- the Council of the elders analysis the evidences;
- the Council of the elders announces the verdict;
- the sentence is disputed;
- the protest is examined by a restricted panel of the Council of the elders;
- the Council of elders makes a final verdict;
**The types of knowledge of agroecologiques by the method:**
-Knowledge about the family organization of the shepherds (mountain or valley family origins);
-practices of defenses tale offenders (hunters, bear, Wolf);
-the good practices agroecologiques in the summer pasture (Tarla and Mutatura, driving the herd, pasture management, forage management, disease and pest management), NB: the historical in Europehniques of the Don devalmasie pasture management is the first practical agroecologique Millennium of common management of the pasture at the historic level in Europe;
-the good practices agroecologiques (zootechniquest constructions and the human habitat) material wealth management;
-the good management practices of gastronomic heritage;
-the good management practices of the craft heritage (lace and popular clothing);
-the good trade management practices (cheese, wool cloth, salt etc.);
-the good management practices of heritage intangible (music, traditions);
**Historical overview of the method of the dispute; Juice Valachorum**
-The predators method based knew a historical judgment of the shepherds practice which has existed since the dawn of time Jus Vlalachorum. She helped the Carpathian shepherds to build the only system of professional law of Europe on the breeding of the sheep recognized by the various States in the face of their own system of law (the law of judgment by Jus Valachorum in Dacia existed at the time of the occupation by the Roman empire).
-The predators method is based on a set of ancestral knowledge, a historical organization of the pastoral activity produced by the owners of sheep and mountain pastures, the belagines laws to the laws of the land or the Valacques laws.
**The test of the way of predators on different departaments of Romania (case study)**
In July, August, September 2016 have been made three tests of 3 days each, with groups of the shepherds of the towns of Rosia (department of Bihor), Avram Iancu (department of Alba) and Moisei (Department of Maramures);
Tests have highlighted the different features that specific agropastoral practices resulting in these 3 departments:
-Agropastoral structures different (the common in Bihor and Alba summer pastures) and the individual summer pastures in Maramures;
-Very different grazing practices (in Maramures, the practice of realization of the Hay meadow is known for centuries only in Alba tardis and Bihor forage production practices are different);
- Different transhumance practices: in Maramures in tenant account of the historical practice of the great migration in the Northern Carpathians (Ukraine, Poland, Slovakia, Republic Teheque etc.)- the approach is extremely dynamic at the technical and cultural level compared to the counties of Bihor and Alba, who have known only to local transhumantes practice (transhumance pendulatoire).
-An agroecologique different sensitivity: an approach more ecological in the departments of Bihor and Alba (transhumance pendulatoire against small scale geographic of the 10 a 100 km) deal with more industrial practices in Maramures: practice of the great transhumance with grans herds of transfer: 1000-5000 animals.
Phases in the training pathway
** The phases of the educational route**
**First day:**
1.
1. 1. **Sociocultural approach of teachers and trainers**
This stage (3 hours) asuume intellectual relaxation of both parties around the room and a presentation of the history of each participant at the trening, that will allow mutual acceptance.
1.
1. 2. ** Socio-pedagocical approach of teachers and trainers**
This stage ( 2 hours) asuume an exchange with participants on the content of the trening (submission methods, concepts, theses, practics) taking into account the limits of the training course and the weaknesses of the instruments considering, by stimulating the possible participants on educational improvements during the internship .This step is trust the group on the expectations of the two parties.
1.
1. 3. **Didactic approach on the concept of Agroecology**
This stage (5 hours) asuume an exchange with the participants on the theory of agroecology technical approaches, economic, sociocultural.
**Second day: visit and work teaching in a mountain pasture**
1.
1. 4. **Inventory of agroecologiques knowledge in the sunmmer**
This stage (3 hours) consists in the establishment of an inventory of knowledge agroecologiques by a questionnaire, the questions take into account the lower sight topics.
1.
1. 5. **Analysis of knowledge agroecologiques with the predators teaching method**
This stage (4 hours) consists of a simulation of a daily dispute between shepherds regis by Jus Valachorum (historical system of law specific to the valacques shepherds).
-The trial is set up with the sheep owners concerned by the summer that will swap the 3 loles (shepherds, predators, Council of elders) is intended by the teaching method. This activity is organized with the shepherds of a mountain pasture (SEVERELY) which were organize in the history at the local level in the way next:
-A Council of elders was formed by 10-15 shepherds more ages which had to judge any dispute of Community (predation of farm crops of farmers, disputes in forest, sheep theft, attacks of vaques migration or invadateurs / see the otomans, attacks of communities of indigenous peoples).
-The shepherds of the summer that asure the function technical and economic management. The goal of these debate is the way in which the shepherds or predators can demonstrate the acquisition of the agroecologiques knowledge.
Debates, discussions are the tools used during this stage.
From a pedagogical point of view, the trial is recorded (video and photo) for the design of the instruments of analysis.
**Third day: in classroom**
1.
1. 6. ** Contextualization of the method of teaching in its territory**
This stage (4 hours) involves local context of each participant by working in small groups of 5 participants per group.
Work is done in the workshop and the implementation of a teaching agroecologique about 5 districts. Each group will trade his role with the other two to be put in a situation of reflection deiferente.
The goal of this step is an inventory of practices and the technical teaching adapted to the agropastoral practices of each districtthat, and it will be integrated eventually of a basic route adapted to the territory.
1.
1. 7. **Return of the workshops**
This stage (2 hours) is a reproduction of the work of each workshop by a representative of each group in front of all the participants. Participants are keeping him was surprised by different related approaches has a central location and soccioculturel different context.
1.
1. 8. **Analysis of the dynamics of personal reflection of each participant**
This step (3 hours) consists in a round table of participants and aims to identify the individual intellectel course of each participant during the course. This analysis will focus on different elements:
- the initial expectations
- the evolution of the expectations
- the analysis of the other expectations of participants and developments during the internship
- relationships with other participants (confilits and cooperation possible in the future)
- relationships with teachers (oppositions, conflicts, cooperation)
- relationships with the other participating groups (shepherds, traders, etc.) a pedagogical during field work approach
%%%%
Observed interest of the training process
**2.**** The diagnosis of the socio-economic organization and cultural of shepherds families**
-The level of training of sheep farmers;
- Standard sanitary veterinary and environmental of the summer pastures;
- Organisationneles practices in case of aggression (bear, Wolf, hunters, man);
- Best practices agroecologiques on the management of resources (health of the herd, water, pasture, forest, fruits) resources from hunting, hydro-energy resources;
- Practices organizational legislative groups departmental breeders (the proposals of modification of the sylvique leisure, leisure in relation to grazing);
- Good agro-culturelles practices of the groups (the agro-culturelle organization of transhumance sheep farmers departmental);
- Good practices of Agroecologique agropastoral development best practices (the number animals per ha, pastures, the management of wild flora);
-Best practices of agroecologiques production and marketing of sheep farmers (cheese, meat, lanolin, traditional music items, objects and equipment in wood, traditional clothing);
- The structure and functioning of the system of training of sheep farmers
- The tax and legal status of the shepherds
- The analiyse of cooperation national and international of breeders departmental
File : bf_fichierjoint_Itineraire_USAMV_Cluj_Napoca.docx
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File : bf_attached_assessment_Restitution_USAMV_CLUJ_NAPOCA_06_octobre.pptx
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Website
http://www.usamvcluj.ro
Contact email
afitiu@yahoo.com
Location of the training session
Adress
Calea Mănăștur 3-5
Post code
400372
City
Cluj-Napoca
Country
Roumania
Training session analysis on horticultural local varieties - EFA Galicia - Santiago de compostela, Spain
Structure
EFA Galicia
Subtitle / abstract
Recovery and transmission of agroecological knowledge in horticultural local varieties
Target group
- Trainers
- Others
Duration
8 days along 8 months
Preamble
**Public target** : trainers and potential new producers around the cultivation of local horticultural varieties
Horticultural production is a technique with a varied structure of crops and production systems. Based on the local climate, soil and taking into account social preferences, it is possible to grow a wide range of varieties.
Due to reasons of economic and productive competitiveness they have been introduced foreign varieties that have displaced local varieties, but these local varieties were adapted to the environment and resisted better the particular conditions of each field and possible attacks of pests or diseases. As a result of this process, they were introduced phytosanitary control techniques that have replaced ancestral techniques used to control the cultivation of local varieties.
In this situation, traditional knowledge and knowledge on the development of local agriculture be transmitted to all current (and future) horticulturists as guarantor of recovery of practices in this sector. Thus they highlight the activities focused on applying a friendly farming environment and local development.
With the recovery of horticultural practices it seeks to identify and study the different traditional products from one region to preserve and optimize their production processes.
This transfer of knowledge is mainly focused in the management of crops and cultivation forms. It is therefore necessary to consider a number of factors and/or agroecological techniques to develop this type of crops.
In addition, there is interest in introducing this type of production in agriculture training itineraries without displacing types of conventional and intensive production. The trainer has 50% of the educational program to treat matter from the ecological point of view, which facilitates the practice of agroecological knowledge transmission in this type of crops.
Principles of action
The work schedule of the training activities planned will take place in parallel with the natural process of crops. The different phases of this calendar will follow the general outline adopted by the training center program to apply the methods of transmission of agroecological knowledge in tomato, potato, onion and peppers. In each of the phases, there are tasks that will develop during in the training itinerary.
On the one hand, there is a process of information recovery and secondly an itinerary for the transmission of recovered agro-ecological knowledge is established. In this itinerary the trainer transmits knowledge to current and potential producers.
Phases in the training pathway
**Preparatory phase**
During this stage the trainer has collected all the information necessary to have basic knowledge about the topic that intended convey. This phase includes the following activities :
• Preparation work; the tasks before the collection of information were focused on contacting and meeting with local producers, dedicated to conventional agriculture or organic farming to create an operative group.
• Collection of information; the trainer collected information on horticultural practices through meetings, interviews and observation practices in local areas with the working group of producers.
• Analysis of the information collected; after having all the necessary information, the trainer proceeded to analysis and preparation of teaching materials.
**Phase of training with producers**
The trainer conducts a series of training activities with producers, scheduled depending on the natural cycle of crops. These activities can be developed on land owned by farmers, in farms of other producers or in production plants specialized in organic farming :
• Group visit for observation and analysis of crop or related crop activity
In this activity, the operating group of producers convenes in the place of activity (horticultural farm). It works on the subject by relying on the technical staff or the owner of the farm
• Practical implementation
A practical activity is done to reach the objectives of the session.
• Discussion and analysis of information
After conducting of practice, an analysis is made and opinions are exchanged on the activity, taking note of the positive and negative aspects of agroecological processes performed.
• Observation of results in upcoming activities
In the following activity there is a monitoring of the results of the practices performed previous sessions.
Observed interest of the training process
We note that making contact with producers interested in the agro-ecological knowledge is easier, if the first person contacted is a reference in this type of agricultural activity and whether their technical-economic results obtained are positive. It is also noted that the implementation of practical activities helps for awareness and reflection by the producer and trainer of the importance of the application of agroecological knowledge in agricultural production to improve their productive, social and environmental surroundings.The activities should be flexible runtime and content within the itinerary to fit the crop cycle and the availability of time by producers and technicians. Also, it is important the involvement of the educational community and the social environment of the producer for properly run the activities and itinerary. Most of the farmers come from organic production or are starting with it and they are aware of the difficulties in this production model. Their involvement in training is higher and thus, they facilitate the realization of the training itinerary.
Limits and difficulties encountered
Regarding trainers, there is hardly aware agroecology trainers due to intensive production trends that have been carried out in recent years
Also It is complicated motivate new horticulturists when conversion processes to organic farm are slow with many administrative obstacles
For the itinerary execution's is necessary a very high flexibility because the
participation of producers and technicians depends heavily on crop cycles and weather.
The groups are very heterogeneous, both prior knowledge and interest for each crop, therefore some activities, in which the participants maintain a passive attitude, become more difficult.
Recommendations
It would be important the involvement of universities in the training of specialized technicians/advisers in organic farming or sensitized with agro-ecological activities.
The creation of farmers groups, with common interests, will also be necessary to facilitate the deepening in the agro-ecological processes
It would be convenient to do the activity program with the involvement of the participants to validate dates and contents.
It would be of great interest to involve public institutions at local and regional level in the importance of the valorization of agro-ecological knowledge and the impact on the future of their territory, promoting the local markets and use the sensitive products with the environment
Speakers
José Gil, Juan Antonio Santos and José Manuel Rodríguez.
Contact email
rosa.leis@efagalicia.org
Location of the training session
Adress
Ponte de San Lázaro 11A
Post code
15703
City
Santiago de Compostela
Country
Spain
Training session analysis on permaculture - EFA Galicia - Santiago de compostela, Spain
Structure
EFA Galicia
Subtitle / abstract
Recovery and transmission of agroecological knowledge through the permaculture video
Target group
- Trainers
- Students
Duration
5 days along 2 months
Preamble
**Public target** : Trainers and students in ecological horticulture
Within agroecology there are numerous techniques and variants that allow the horticulturist manage soil and conserve its biodiversity. Among these techniques we have the permaculture (not very accepted among producers), in most cases, due to ignorance of this technique, also because it is a very slow production process and a great knowledge is required.
Therefore, it is a training itinerary most suitable for students who are in training process and if it is included in the curriculum project, it can be apply more rigorously and getting better success.
At the moment, there is not much documentation about permaculture, the consumers do not know the production process using this technique and prices of products are similar to those of organic farming, therefore, there are few farmers interested in permaculture.
Principles of action
The work schedule of the training activities planned will take place in the classroom and on the practice field, in periods compatible with crop cycles. In each of the phases, the tasks which will be developed in the training schedule, will broken down
A recovery process of information and an itinerary for the transmission of collected agroecological knowledge are established. In this itinerary the trainer transmits knowledge to potential new producers.
Phases in the training pathway
**Preparatory phase**
During this stage the trainer collects information about permaculture. This phase includes the following activities :
• Preparatory tasks; contact and meet with a local producer who practice organic farming techniques, including permaculture
• Collection of information; the trainer collected information by performing the "Permaculture Video" with farmer specialized in this practice
• Analysis of the collected information; after making the video and have all the necessary information, the trainer proceeded to analysis and preparation of teaching material
**Training phase with students**
The training activities are carried with students, these activities will be scheduled depending on the natural cycle of crops.These activities are carried out sometimes in the classroom and others in the practice field :
• Presentation and explanation of permaculture video
In this activity the trainer shows the permaculture video to the students and will explain the observed techniques. Audiovisual media are used to carry out this activity, so, this is more enjoyable for students and they assimilate better the concepts.
• Field practice
It takes place on the practice field, where students perform and follow over the time the evolution of the field test, in order to evaluate the results of permaculture technique.
• Feedback in the classroom
After conducting the practice, an analysis and the opinions exchange are done in the classroom, taking account of the positive and negative aspects of agro-ecological processes performed with the permaculture technique.
Observed interest of the training process
• We note that the contact of the trainer with a producer in permaculture was positive for motivation in the transmission of agroecological knowledge to their students.
• It is also noted that making videos help better understanding and motivation of students in the classroom and later in the practical process. It also helps to reflect on agroecological production techniques and the benefits that this entails.
• There are an implication of three key agents, on the one hand the producer who collaborates with the training center, represented by the trainer and students who are the ultimate beneficiaries of this training itinerary.
• Most of students know little about ecological production, but their lack of training is an advantage to arouse their interest and participation in these activities.
Limits and difficulties encountered
• It is not easy to get people trained in permaculture and much less professional producers usually are amateurs, retired people or producers for their own consumption.
• It must be very confident with producer permaculture because generally, they are misunderstood and they not allow to record or take pictures.
• It is also difficult to motivate permacultor to speak openly about the activity and have confidence to do it, otherwise the video may serve little to the transmission to students.
• For the execution of the itinerary it is necessary to motivate students to perform this activity, which within organic farming may be less attractive than other.
Recommendations
• Invite the permacultor to the training center to talk with students, may motivate further activity
• It would be positive include a visit of students to the exploitation of permaculture to see the results directly
• As the majority of students have a horticulture production on their farms, it would be interesting to propose a practical permaculture activity in their own farms and comparing results
• Increase the hours of the training itinerary for the better crop control in permaculture
Speakers
Lolo Andrade (permaculture farmer) and José Gil (Trainer)
Contact email
rosa.leis@efagalicia.org
Location of the training session
Adress
Ponte de San Lázaro 11A
Post code
15703
City
Santiago de Compostela
Country
Spain
Training session analysis on hops cultivation - EFA Galicia - Santiago de compostela, Spain
Structure
EFA Galicia
Target group
- Trainers
- Others
Duration
14 days along 10 months
Preamble
Since 1982 it stopped producing hops in Galicia due to the strong pressure on prices and lack of productive competitiveness by low mechanization. The main use of hops has historically been brewing, providing its characteristic aroma and bitterness. But, hops has many other utilities; for example in pharmacology, for its sedative, antimicrobial, antiinflammatory and anticancer properties
Today, hops is again cultivated in Galicia thanks to research carried out in recent years about this plant by Agricultural Research Centre of Mabegondo (CIAM), in collaboration with Corporation Hijos de Rivera S.L. (Manufacturing and distribution company Estrella Galicia). Following the implementation of this research project about hops reactivation, the private initiatives have emerged in Galicia which have been grouped mainly in the cooperative LUTEGA - Hops Technology of Galicia.
This type of production is not listed in official training itineraries of farming but there are a number of hours available to educational centers in which can be entered training in organic farming, which facilitates the transmission of agroecological knowledge in this type crop. The ultimate goal of this training itinerary is the transmission of agroecological knowledge associated with hops crops for brewing beer and other future products derived from this plant.
Principles of action
The calendar of training activities scheduled will be held in parallel with the natural process of growing hops. In each of the phases, the tasks, that will develop in training itinerary, are broken down.
On the one hand there is a process of information retrieval and on the other, an itinerary for the transmission of recovered agroecological knowledge is established. In this itinerary the trainer acquires knowledge by technicians and former producers, to transmit after this knowledge to
future or current producers.
Phases in the training pathway
__Preparatory phase__
The objective of this phase is to provide the trainer all the necessary information about agroecological knowledge to transmit to the target public. This phase includes the following activities :
• Preparation work (contact former and current farmers in agroecological practices).
• Information collection (The trainer or group of trainers collects information from people contacted - Conducting interviews, surveys and collection of graphic documentation).
• Analysis of the information collected (The trainer or trainers meet to select and organize the information collected)
__Training phase with students__
They are carried out training activities with students who find scheduled depending on the natural cycle of growing hops. These activities will be developed sometimes in classrooms and other in field. The training itinerary of this phase is broken down into the following program :
• Exhibition in the classroom of the information collected in classroom training activities are performed, so that students know the work
methodology to be followed and the information collected by the trainer
• Discussion and analysis of information in the classroom.
The aim is that the students handle some knowledge to develop later the sessions in field
• Field practice
They can be of two types :
- Application of good ecological practices on-farm production tasks, following the natural process of cultivation.
- Field visits to observe and practice how is the process of hop growing
• Feedback in the classroom
In this step and again in the classroom, the trainer and students analyse all the graphic material of the previous phases to analyse, record and organize all information processed.
Observed interest of the training process
• We note that taking information before starting an agro-ecological activity is important to contextualize the situation, especially for the student at the moment of training itinerary implementation.
• It is also noted that practical work helps awareness and reflection by the student and the trainer on the importance of the application of agroecological knowledge in agricultural production.
• The itinerary activities, both in time and content, must be flexible to adapt to the crop cycle and training needs.
• It is important the involvement of the educational community and the social environment of the producer for properly run the activities and itinerary.
• Most of the trainees, in a first approach to hop cultivation, only see an economic purpose and they are only motivated by crop yield, but it is something which changes as they participate in training itinerary and they discover the social and environmental benefits provided by the production techniques used.
Limits and difficulties encountered
• Regarding the trainers, it is difficult to find trainers aware in agroecology.
• It is difficult to introduce all contents, due conditions of organization of the
curriculum established for the intermediate level of agricultural production, and the Education Ministery does not allow to adapt it by geographical areas or particular interests of each school.
• It can raise a doubt about the continuity of the itinerary in time, if the professional experiences around the cultivation of hops aren't formalized in the short term.
Recommendations
• The confrontation between the existing and future farmers is required, in order to make the learning process more effective and the transmission of agroecological knowledge more productive
• The creation of students groups, with common interests, will also be necessary to facilitate the deepening in the agroecological processes
• It would be of great interest to involve public institutions at local and regional level in the importance of the valorisation of agroecological knowledge and the impact on the future of their territory and to make them aware of the importance in implementing this type of training itineraries.
Speakers
José Gil / Rosa Leis
Contact email
rosa.leis@efagalicia.org
Location of the training session
Adress
Ponte de San Lázaro 11A
Post code
15703
City
Santiago de Compostela
Country
Spain
Training sessions analysis of Vlaamse LandMaatschappij (VLM) - Leuven, Belgium
Structure
Vlaamse LandMaatschappij (VLM)
Target group
- Advisors
Duration
8 x half day (preparation tools : 2-6 days extra)
Preamble
The modernisation of the agricultural system and the food system has, on the one hand, resulted in sufficient food being produced for a low price. On the other hand, this process has been accompanied by many negative side-effects for the environment, for people in general and, specifically, for the farmer. Today a lot of research is devoted to developing technologies and practices that make better use of external resources (resource efficiency). Agroecological innovation is, on the other hand, devoted to reducing the dependence of the agricultural system and the food system on external resources, by means of the (re)integration of natural and social processes — an ecological systems approach. Agroecology states therefore very clearly that ecological and socio-economic problems are linked and that there must be a joint approach. This approach, however, means that the farmer must acquire different competencies and knowledge (1).
In order promote the development of a more sustainable agricultural system in Flanders; the Vlaamse Landmaatschappij (Flemish Land Agency) (VLM) engages advisors who assist the farmer in managing his farming operation in a sustainable manner. This support concerns giving advice on agro-environmental measures, creating a healthy soil structure and soil fertility, the use of manure, and information on current legislation.
Due to their close contact with the farmer, advisors can play an important role in the dissemination of agroecological knowledge and practical experience. In order exercise this role optimally, the advisors must first acquire certain knowledge and must develop the required competencies. The training courses described below are intended to contribute to this.
(1) From the reference study :
Agro-ecologie als hefboom voor educatie voor duurzame land- and tuinbouw : doorlichting van actoren, aanbod, omkadering en aanbevelingen voor het beleid (Agro (ILVO iov LNE, 2016).
Principles of action
The training course must take into account the work situation of the advisors. Apart from some training courses on legislation, there is no further opportunity for training. The advisor is immediately put to work with another advisor (which in itself can be considered a training). It is necessary to take into account that the time provided for training and education is limited and it is necessary to ensure that the nature of the training course is practice-oriented.
The term “agroecology” is not familiar to farmers and is often interpreted in different ways. The training course is focused on understanding agroecology as an approach to farming rather than as a new form of agriculture. In order to perceive agroecology as an approach, it is important that the advisor can reason critically, is able to observe and analyse, can be creative and can observe the farmer and his farm management with any prejudice. It is important furthermore to understand why a farmer does something in a certain way and to empathize with the farmer and his way of thinking.
An additional problem is that the advisor must establish a relationship of trust with the farmer. This is not self-evident given that farmers often perceive (government) advisors as representatives of official controlling bodies.
There are only a few agroecological farmers in Flanders where advisors are active. To date, they work almost exclusively with conventional farmers. This aspect is taken into account in the training course.
Phases in the training pathway
Three modules are distinguished:
1. Learning agroecology as an orienting concept
The goal is to familiarise people with the concept of agroecology from different perspectives. To this end, a farming expert is engaged who can present the different perspectives based on scientific insight and the context within which the term has been created. It is not a question of a precise definition of the term, but rather of a guiding concept. After the presentation of the expert, small groups of advisors investigate in which way they encounter agroecology or aspects of it in their work situation.
The other angle of approach is that of an agroecological farmer who has converted the concept into practice. By visiting the farmer, the advisors can observe the practices that are involved. During the visit, there is time allowed to examine these aspects critically in a group discussion.
2. Agroecology and the role of an advisor
In this module the role that could be played by the advisor in disseminating knowledge and practical experience of agroecological farmers is examined in greater detail.
On the one hand a “self-reflection moment” is organised in the form of a questionnaire to be filled in by the [?farmers?advisors] individually. They are asked questions about how they give advice to farmers. This questionnaire is anonymous so that advisors can give honest answers and can examine carefully their own attitude and actions when they visit the farmers.
On the other hand there is a group discussion on the overall results of the questionnaire. The issue is taken one step further and the advisor is asked how he thinks he can disseminate the agroecological knowledge of the farmer that he perceives and what tools, methods or events would be necessary to achieve this.
3. Development and application of tools, methods and events in order to communicate or disseminate the agroecological knowledge and the practical experience of farmers.
In this module tools are developed by the advisors and then tested by them or applied in practice.
One of the first tools to be developed was a brief video of a sustainable agricultural practice with the commentary of the farmer. The methodology used for making the video is based on the methodology of entretien d’autoconfrontation (self-controntation) as described by Theureau (2). This tool serves, on the one hand, to observe precisely what the farmer is doing and, on the other hand, with the help of the commentary (after viewing the images as presented by the farmer) to understand precisely why the farmer does this. With the application of this methodology it is possible to demonstrate the underlying motives of the farmer. For it is important to identify these motives in order to be able to communicate the practice effectively among other farmers.
A second tool to be developed was the establishment of a network of farmers. This tool assumes that farmers learn far better by simply visiting a fellow farmer and discussing the practical aspects between themselves. Advisors can prepare and facilitate such meetings, e.g. by making appointments with the farmer to be visited, preparing themes with questions, or making a report.
A third tool or, in this case, event is the bringing together of farmers, advisors, citizens, experts, and NGOs in order to demonstrate agricultural practices and then discuss these from different perspectives. This gives a broader picture of agroecological practice and, moreover, ensures a better mutual understanding and for a possible collaboration between the aforementioned groups.
(2) http://edutechwiki.unige.ch/fr/Entretien_d'autoconfrontation.
Observed interest of the training process
There exist highly divergent interpretations and opinions concerning the term “agroecology” among the advisors (but also among experts, policy makers,…). They also admitted that farmers are not familiar with this concept and the term can better be avoided in order that no ‘friction’ is created between the advisor and the farmer.
The group discussions resulted in interesting exchanges. (Some) advisors experienced these discussions as congenial, promoting a critical consideration of their manner of working or of certain agricultural practices.
Advisors undervalue the role that they could play in communicating (agroecological) knowledge and practices.
Limits and difficulties encountered
Due to the overfull agendas of the advisors it was very difficult to include them in the training modules.
The development of the ‘video’ tool cost more time than anticipated(due mainly to the time taken to assemble the correct images and text).
The development of the tool ‘network of farmers’ was complicated by the fact that the advisors were informed that they would no longer be allowed to work as advisors for the organisation. The motivation to continue to work with the project decreased immediately.
The organisation of an event concerning agroecological practice based on different perspectives requires the involvement of a lot of people. Contacting these people and persuading them to participate takes a lot of time.
The successful involvement of advisors in the process depends to a large degree on their motivation and the time at their disposal.
Recommendations
Involve people with different profiles and viewpoints, this enriches the process considerably.
It is recommended that advisors who participate only a few times a year in a half-day training course are kept updated, or informed of the progress of the training courses. Otherwise they lose a part of the link with the training.
Speakers
Ronny Aerts, Pierre Stassart, Bavo Verwimp, Davy Noelmans, Sylvie Fosselle
Website
https://www.vlm.be/nl
Contact email
sylvie.fosselle@vlm.be
Location of the training session
Adress
Diestsepoort 6
Post code
3000
City
Leuven
Country
Belgium
Analyse des stages de formation de l'Institut d'éducation à l'agro-environnement - Florac, France
Structure
Institut d'éducation à l'agro-environnement de Florac - Montpellier SupAgro
Subtitle / abstract
Comment favoriser la prise en compte des savoirs agroécologiques par les enseignants en formation professionnelle agricole ?
Target group
- Trainers
- Teachers
- Advisors
Duration
3 à 4 jours
Preamble
L'enseignement de l'agroécologie est devenu une orientation politique du Ministère de l'agriculture français depuis la loi d'avenir pour l'agriculture, l'alimentation et la forêt adoptée en septembre 2014. Les curricula qui relèvent de l'enseignement technique agricole ont été ou sont en cours d'être réformés en vue d'y intégrer les principes de l'agroécologie. Les enseignants sont cependant plutôt familiarisés avec des approches pédagogiques associées à des savoirs stabilisés, reconnus sur le plan scientifique et validés par le monde professionnel agricole. La transmission, la démonstration, l'expérimentation dans un contexte où les résultats sont prévisibles, sont les démarches les plus valorisées pour former les étudiants futurs agriculteurs. Elles peuvent devenir moins opératoires dans le cadre de l'enseignement de savoirs agroécologiques subjectifs, contextualisés ou encore controversés.
Principles of action
Les formations continues que nous avons proposées visent à initier enseignants et formateurs à des stratégies pédagogiques et des postures professionnelles centrées sur la relation élève-savoir et invitant au développement d'un esprit critique chez l'apprenant. Il serait alors paradoxal de chercher à vouloir convaincre de manière dogmatique l'enseignant du bien-fondé des démarches que nous préconisons. Il s'agit plutôt, comme nous l'y invitons avec ses élèves, à favoriser le questionnement, la réflexion sans jugement de valeurs et un changement « sur mesure », c'est-à-dire adapté à la personne, ses expériences et sa conception de l'enseignement.
La formation alterne donc entre des activités permettant aux enseignants de découvrir une diversité d'approches pédagogiques, suivies de debriefings visant à faire prendre conscience des apprentissages qu'elles mettent en jeu et des compétences que leurs mises en œuvre supposent. Finalement nous proposons à chaque enseignant de définir les changements en termes éducatifs qu'il peut mettre en œuvre dans son propre contexte.
Phases in the training pathway
L'itinéraire se fonde sur sept étapes majeures :
1. La première étape vise à permettre au groupe d'enseignants-stagiaires de se connaître et de créer une atmosphère emprunte de bienveillance et de confiance. Elle s'appuie sur l'utilisation d'ice-breakers tels que « les événements qui ont marqué votre vie ».
2. Dans un second temps, les enseignants sont sollicités à faire part de leurs questions, de leurs demandes, des motivations qui justifient leur présence, mais aussi des éventuelles craintes qu'ils sont susceptibles d'avoir à l'égard de la formation elle-même.
3. La troisième étape invite à (ré)-interroger le concept d'agroécologie et la notion d'éducation à l'agroécologie. Plutôt que d'en donner une définition a priori, il s'agit de générer un premier débat critique par le biais d'un outil tel que le Q-sort. A l'issue de l'exercice, l'animateur se contente de mettre en lumière les consensus, les dissensus et les questions qui restent en débat.
4. Dans les étapes qui suivent, les enseignants sont conduits à vivre une succession de démarches pédagogiques suivies d'un debriefing systématique, telles que :
(1) une réalisation d'enquêtes auprès d'agriculteurs dans le but de faire émerger des savoirs agroécologiques (nous suggérons de le diviser en deux temps : dans un premier temps, les stagiaires réalisent un entretien à leur guise en vue de mieux connaître l'exploitation agricole ; à l'issue de ce premier entretien, un debriefing conduit à réinterroger les modèles utilisés implicitement ou explicitement par les enseignants pour collecter de l'information auprès d'un agriculteur, puis d'investir un mode d'entretien, tel que l'entretien d'explicitation ou l'auto-confrontation, susceptible de faire émerger des savoirs agroécologiques que les stagiaires mettront en œuvre dans un second temps).
(2) l'animation d'un jeu (tel que le jeu de la pêche) en vue de saisir la complexité d'une problématique agroécologique.
(3) une activité de type CLIM qui favorise le débat critique de manière constructive autour d'une question agroécologique socialement vive.
(4) la création de débats entre pairs mais aussi des débats associant professionnels, enseignants, chercheurs, associations sur une problématique agro-écologique donnée.
Les debriefings qui font suite à chacune des démarches pédagogiques ont pour vocation à faire prendre conscience :
(1) des apprentissages, des sentiments et émotions, des comportements qui ont pu être mobilisés ou qui ont pu émerger durant le processus,
(2) de la posture de l'animateur que l'activité suppose de prendre,
(3) des intérêts, des limites et des craintes que les stagiaires peuvent envisager.
5. A l'issue de ces 4 étapes, les stagiaires sont souvent dans une situation de confusion (que sont les savoirs agroécologiques ?) et de doute (comment vais-je changer de pratiques ? Quelles sont les risques ?). Nous proposons alors de préciser le cadre conceptuel des savoirs agroécologiques et les fondements pédagogiques que leur éducation suppose.
6. Finalement, nous suggérons à chaque stagiaire de construire une activité pédagogique qu'il mettra concrètement en œuvre dans son propre contexte et en fonction de son niveau de développement potentiel. Chaque proposition est partagée sans jugement de valeurs.
7. Nous pouvons par ailleurs proposer à chaque stagiaire durant l'ensemble du processus de formation, d'exprimer personnellement (à l'oral ou à l'écrit) comment sa posture et ses conceptions évoluent. Ces réflexions sont partagées périodiquement au sein de groupes de pairs (réunissant 4-5 personnes).
Observed interest of the training process
- Nous observons qu'il est préférable de définir la notion de savoirs agroécologiques et d'éducation aux savoirs agroécologiques à l'issue de la formation lorsque les stagiaires ont découvert différentes approches pédagogiques. Proposer une définition en début de formation génère en effet souvent de la confusion et peut conduire à des comportements témoignant d'une résistance au changement.
- Les temps de debriefing à l'issue de chaque activité pédagogique sont envisagés comme les moments charnières dans la démarche d'apprentissage. La réflexivité apparaît essentielle à l'apprentissage.
- Nous proposons des méthodes pédagogiques de niveau de complexité variable. Ainsi chaque stagiaire peut se référer à au moins l'une d'entre elles en vue de la transposer dans son propre contexte.
- Chaque stagiaire est respecté dans sa propre démarche d'évolution. L'hétérogénéité du groupe au regard des expériences, des conceptions de chacun est pris en compte dans une nécessaire alternance entre des temps individuels et collectifs, en favorisant le débat sans prendre partie mais plutôt en pointant et respectant les différences de points de vue.
Limits and difficulties encountered
Il peut être anxiogène pour un enseignant de s'inscrire dans des démarches où la transmission magistrale de savoirs est minorée en faveur d'activités qui autonomisent l'apprenant, qui laissent une grande place à l'imprévu (l'enquête permettra-t-elle de faire émerger des savoirs agroécologiques ? Comment les élèves vont se comporter dans un débat susceptible d'être vif ?), qui génèrent du doute, de l'incertitude (qu'est-ce que les élèves apprennent si il n'est plus possible de leur fournir des savoirs et des pratiques assurés ?).
Nous avons ainsi constaté que certains enseignants cherchaient (nous pourrions ajouter désespérément) à vouloir se référer systématiquement à un modèle ou une grille de lecture préétablis afin de rendre reproductibles une activité et la production de résultats.
Certains enseignants maintiennent la conviction qu'il n'y a pas de véritables apprentissages entre pairs. Abandonner leur rôle de transmetteur est alors pour eux une étape difficile à franchir.
Enfin la durée réduite du stage ne permet pas d'investir toutes les compétences que les stratégies pédagogiques proposées supposent. Si par exemple, le débat est une activité prônée dans une éducation aux savoirs agroécologiques, sa mise en œuvre suscite de l'inquiétude : comment l'animer ? Comment favoriser la prise de parole ? Comment gérer les conflits ? Comment conclure ? Comment l'évaluer ? Autant de questions qui supposeraient de longs approfondissements.
Recommendations
Il nous apparaît nécessaire non seulement de respecter la personne dans ses possibilités de développement mais aussi de la rassurer. A ce titre, favoriser les échanges entre pairs est susceptible d'aider chacun des stagiaires en prenant connaissance des difficultés et de la vulnérabilité de l'autre pour mieux respecter les siennes propres.
Speakers
Michel Vidal, Loïc Braida, Lydia Bourdreux, Marie-Laure Girault
Contact email
marie-laure.girault@supagro.fr
Location of the training session
Adress
9 rue Célestin Freinet
Post code
48400
City
Florac
Country
France
Examples of agroecological farming throughout the history and the necessity of its revival today - Szent István University
Structure
SZIE Hungary
Target group
- Students
Duration
1,5 hours
Preamble
The module gives a short but comprehensive revision of traditional farming and exploitation of the ground in different environmental settings (plains, hills, mountains). Moreover gives an insight into processes and activities that have changed the image and the farming of the Carpathian Basin and strongly emphasizes the fact that today the adaptation of farming and food production to the local environment is a must.
Speakers
Dénes Saláta
File : bf_attached_assessment_Sagiter_presentation_SalataD.pdf
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Contact email
Salata.Denes@mkk.szie.hu
Location of the training session
Adress
Páter K. Str. 1.
Post code
H-2100
City
Gödöllő
Country
Hungary
Factors of sustainable agricultural production, its evaluation system and methods - Szent István University
Structure
SZIE Gödöllő Hungary
Subtitle / abstract
Basics and ecological - social - economic backgrounds of sustainable development; and main principles (also in practical realization) of sustainable agricultural production
Target group
- Teachers
- Advisors
- Students
Duration
1.5 hours
Preamble
Aims and objectives of sustainable agricultural production; approaches, attitudes, methods and professional background. Advantages regarding the social and the economic environment.
File : bf_fichierjoint_Fenntarthatosag_alapjai_es_mg-i_vonatkozasai.pptx
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Speakers
Dr. Ákos Malatinszky
Contact email
malatinszky.akos@mkk.szie.hu
Location of the training session
Adress
Páter K. 1.
Post code
2103
City
Gödöllő
Country
Hungary
Sustainability and ecological approach to agriculture - Szent István University
Structure
Szent István University, Hungary
Subtitle / abstract
basic factors and the future (production, processing, sale, health, home economy)
Target group
- Teachers
Duration
1,5 hours
Preamble
The main relations within sustainability; technology, development and applied innovations of agricultural production.
New trends in the development of family farming. Actors and functions of a production line. Food supply safety, food waste, home economy.
Speakers
Dr. István Fehér
Contact email
feher.istvan@gtk.szie.hu
Location of the training session
Adress
Street Karoly Pater Number 1.
Post code
H-2103
City
Gödöllő
Country
Hungary
Sustainability and ecological approach to agriculture; basic factors and the future (production, processing, sale, health, home economy) - Szent István University
Structure
Szent István University, Hungary
Target group
- Students
Duration
1,5 hours
Preamble
The main relations within sustainability; technology, development and applied innovations of agricultural production.
New trends in the development of family farming. Actors and functions of a production line. Food supply safety, food waste, home economy.
File : bf_fichierjoint_Sagiter-KACAR_CaseStudy_HU.docx
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Speakers
Dr. Fehér István
Contact email
feher.istvan@gtk.szie.hu
Location of the training session
Adress
Street Karoly Pater Number 1.
Post code
H-2103
City
Gödöllő
Country
Hungary
Transfer of the traditional ecological knowledge, its application regarding the preservation and utilisation of natural resources - Szent István University
Structure
Szent István University, Hungary
Target group
- Teachers
Duration
2 hours
Preamble
Learning pastoral science is significantly different from the currently applied learning methods of the prevailing educational system. Knowledge can be acquired from elderly professionals or from own experiences. It is also important to learn from the animals and the land.
File : bf_fichierjoint_MZS.SAGITER_knowledge-transfer_probaoktatas_Molnar_2016febr18_1.1_FI.pptx
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Speakers
Dr. Zsolt Molnar
File : bf_attached_assessment_grass-fed_grating_SZIE_2015febr18_1.1kkk.ppt
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Contact email
molnar.zsolt@okologia.mta.hu
Location of the training session
Adress
Street Bajza Number 33.
Post code
H-5600
City
Békéscsaba
Country
Hungary
Ways of introducing the ecological approach to food supplying systems - Szent István University
Structure
Szent István University, Hungary
Subtitle / abstract
Bulk goods, local products, alternative routes
Target group
- Teachers
Duration
2 hours
Preamble
Formation of food supplying chains and system. Alternative methods and tools.
The role of local products, and of the traditional and regional species in sustainable food production.
File : bf_fichierjoint_gepesz.pptx
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Speakers
Dr. Istvan Fehér
Contact email
feher.istvan@gtk.szie.hu
Location of the training session
Adress
Street Karoly Pater Number 1.
Post code
H-2103
City
Gödöllő
Country
Hungary
Training sessions analysis of Educational Institute of agro-environment - Florac, France
Structure
Institut d'éducation à l'agro-environnement de Florac - Montpellier SupAgro
Subtitle / abstract
Agroecological knowledge : how to approach it in French agricultural education ?
Target group
- Trainers
- Teachers
- Advisors
Duration
3 to 4 days
Preamble
Agroecological training has become a political priority for the French Ministry of Agriculture further to application of the prospective law on agriculture, foodstuffs and forestry in September 2014. The courses related to the tuition of agricultural techniques have been, or are currently being, reformed with a view to integrating agroecology principles. Lecturers and trainers, however, are familiar with training approaches associated with stabilised knowledge, which is recognised scientifically and validated by the agricultural professional environment. Transmission, demonstration and experimentation in a context where the results are tangible represent the most widely promoted approaches for training future farmers. Such approaches may become less operative within the framework of subjective, contextualised or even controversial agroecological skills or knowledge.
Principles of action
The training courses we have put forward are aimed at initiating lecturers and trainers in training strategies and professional approaches which are focused on the student-knowledge relationship and invite a critical stance from the learner. It would therefore appear a paradox to aim to convince the trainer of the benefit of the approach we are putting forward using a top-down method. The strategy is rather, as we invite the students to do, to promote questioning, non-judgemental thought processes and personalised change, i.e. adapted to each individual, their experience and conception of knowledge acquisition.
The training therefore alternates between activities which enable trainers to explore a diversity of training approaches and debriefing sessions which invite an analysis of the materials and skills that their tuition is aimed at. In addition, we invite exchange between trainers in order to define the educational evolutions that they can deploy in their own context.
Phases in the training pathway
The pathway is based on seven key phases:
1. The first phase aims to enable the trainee-trainer group to get to know each other and create a positive and trusting atmosphere. It is based on the use of ice-breakers such as "events which have had an impact on your life".
2. In the second phase, trainers are invited to share their questions, requests and motivations related to their presence on the course, as well as any doubts they may have with regards to the training course itself.
3. The third phase is a review of the agroecology concept and the notion of education on agroecology. Rather than give a ready-made definition, the idea is to stimulate a critical debate using tools such as Q-sort. Further to this exercise, the group leader works towards defining converging and diverging points of view and identifying any points remaining open to question.
4. In the following phases, the trainers experience a succession of training approaches followed by systematic debriefing sessions, such as:
(1) carrying out interviews with farmers in order to identify agroecological knowledge and skills (we suggest dividing this into two sessions: first of all the trainees carry out an interview as they wish in order to deepen their understanding of an agricultural activity; further to this initial interview, a debriefing procedure leads them to question the models used implicitly or explicitly in order to collect information from a farmer and then to investigate a different interview model such as the explanatory interview or auto-confrontation, which may enable the emergence of agroecological knowledge. This model can then be deployed during a second interview).
(2) Use of a game (such as a fishing game) with a view to analysing the complexity of an agroecological issue.
(3) An activity to promote debate in a constructive manner around a socially controversial agroecological question.
(4) Creation of debates between peers, but which also include professionals, trainers, researchers and associations, on a given agroecological issue.
The debriefings held further to each training session are aimed at developing awareness of:
(1) Training input, feelings, emotions and behaviours which could be mobilised or which may have been identified during the process,
(2) The position of the leader, as required by the activity itself,
(3) The interests, limits and fears that the trainees may encounter or envisage.
5. Further to these 4 phases, the trainees are often in a state of confusion (what exactly is agroecological knowledge?) and doubt (How can I change my practices? What are the risks?). We then propose a review of the conceptual framework of agroecological knowledge and the pedagogical foundations required for its tuition.
6. Finally, we suggest to each trainee that they develop a training activity to be concretely applied in their own context and in relation to their level of development potential. Each proposal is shared, without any value judgements.
7. We can, furthermore, propose to each trainee, at any time during the training process, to personally express (orally or in writing) how their approach and conceptions have evolved. This feedback is shared periodically within peer groups (comprising 4-5 persons).
Observed interest of the training process
- We have observed that it is preferable to define the notions of agroecological knowledge and education of agroecological knowledge towards the end of the course, when the trainees have explored a range of training approaches. Proposing a definition at the outset of the course often generates confusion and may give rise to a form of resistance to change.
- The debriefing phases after each training activity are envisaged as key moments in the training process. This moment of thought and exchange appears to be essential to the learning process.
- We propose training methods of varying complexity. Consequently, each trainee will identify with at least one of the methods with a view to transposing it to his or her own context.
- Each trainee is respected with regards to their own, personal evolution pathway. The heterogeneous character of the group, in terms of individual experience and contexts, is taken into account and used for stimulating debate and for providing alternation between individual and group interactions, always respecting differences in points of view, without value judgements.
Limits and difficulties encountered
It may be cause for concern for trainers to take on a register where the classroom transmission of knowledge is reduced in favour of activities which encourage autonomy for the learner and which contain a higher degree of the unknown (Will the questionnaire enable emergence of agroecological knowledge ? How will the students react in a debate which may well be very passionate or lively ?), and which generate doubt (What will the students actually learn if it is no longer possible to transfer confirmed knowledge and practices ?).
We have observed that some trainers tried (we could add, ‘in desperation’) to systematically refer to a pre-established set of references in order to render a given activity reproducible and generate quantifiable results.
Some trainers maintain the conviction that there cannot be any real learning between peers. For this group, abandoning the role of transmission of knowledge is a difficult step to take.
Finally, the limited duration of the course does not enable in-depth study of all the skills that the teaching strategies proposed would cover. For example, if a debate is an activity that is key to agroecological knowledge, its deployment raises questions: how to lead the debate ? How to encourage participation ? How to manage conflict? How to conclude ? How to evaluate it ? All questions which require serious preparation.
Recommendations
It would appear necessary not only to respect the person in his or her development potential but also to reassure him or her. To this end, promoting exchange between peers can only be positive for the trainees, by enabling each participant to gain awareness of the difficulties experienced by the others and their points of vulnerability, resulting in greater understanding and respect for their own difficulties, weak points and strengths.
Speakers
Marie-Laure Girault, Michel Vidal, Loïc Braida, Lydia Bourdreux
Contact email
marie-laure.girault@supagro.fr
Location of the training session
Adress
9 rue Célestin Freinet
Post code
48400
City
FLORAC
Country
France
Agroecological knowledge and its employment in eco-farming - Szent István University
Structure
SZIE Hungary
Target group
- Students
Duration
1,5 hours
Preamble
Recognizing elements of agroecology and their employment in eco-farming: beneficial effects of eco-farming on the fertility of the soil, on human heath etc. Alternative solution in practice.
Principles of action
After basic instructions, the audience (students,participants) is devided into groups and will continue to work in groups. Proper instructions are given in the downloadable attachment (in Hungarian).
Limits and difficulties encountered
Better to work with motivated students. They really need motivation and encouragement as at the end of the course the group needs to present their mind-map. (See photo).
Recommendations
For article analysis, you need to search for interesting articles that contain not too basic information. I recomment you to search for more specific themes (e.g. new rice production system in Asia that is combined with fishing, fishes eat the pests of the rice, so farmers can use less pesticide etc.)
File : bf_fichierjoint_Oko-előadas_es_gyakorlat.pptx
Download
Speakers
Apolka UJJ
Contact email
ujj.apolka@mkk.szie.hu
Location of the training session
Adress
Páter K. u.1
Post code
2100
City
Gödöllő
Country
Hungary