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Project

Teaching toolkit to teach local and sustainable food systems (LSFS)intended for teachers and trainers in agricultural technical education

2018 –1–FR01-KA202-048160

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Teaching toolkit to teach local and sustainable food systems (LSFS), intended for teachers and trainers in agricultural technical education.

EducLocalFOOD

Index

General introduction

Design of the teaching toolkit

Use of the kit

Presentation of the 3 focuses

Composition of the modules

Module 1:From human health to a healthy planet

Complete teaching toolkit

Context

Presentation of the 3 modules

Module 2:Analysis and management of a food processing unit for a local and sustainable food

Module 3:Shape your environment! Eat fair food!

Focus 1: A transformative potential evaluation interview guide

Focus 2:Playing the food system

Focus 3:Debating a food system

For your information :To go to the first pageTo go to the summary

Contact

Summary

General introductionn

Faced with climate change, the precariousness of farmers and growing inequalities, malnutrition and obesity problems, food systems must evolve towards more sustainability.The objective of the project is the production of an educational kit to teach local and sustainable food systems (LSFS), intended for teachers and trainers in agricultural technical education.Welcome to the interactive version of the teaching toolkit!

For more information consult the website EducLocalFOOD

Context In today’s world, our physical environment is facing a diverse array of challenges including the loss of biodiversity, land degradation, extreme weather events, climate change, deforestation, and environmental pollution. In parallel, we are experiencing social challenges such as under- and malnutrition, issues due to excess weight and obesity, the concentration of power or resources and the inequitable distribution of wealth, unequal access to land, and the prevalence of poverty amongst farmers. Our current global food systems are drivers but are also affected by these processes. To make a positive impact on these detrimental global phenomena, we have to rethink and re-design the food systems we are part of, and to re-integrate food into its socio-cultural, physical, and local context.The European Union recently announced both the (Farm to Fork strategy - For a fair, healthy, and environmentally-friendly food system (European Commission (2020), and the European Green Deal. These strategies, rolled out amidst the COVID-19 crisis, call for a reconciliation of our “food system with the needs of the planet and to respond positively to Europeans’ aspirations for healthy, equitable, and environmentally-friendly food.” The strategy aims to make the EU food system a global standard for sustainability. The transition to sustainable food systems will require a collective approach involving public authorities at all levels of governance (including cities, rural and coastal communities), private sector actors across the food value chain, non-governmental organizations, social partners, academics, and citizens.”

Context

But what potential exists to re-design non-sustainable food systems and make positive impacts given the tremendous challenges we are facing? In a targeted approach to address these challenges, we decided to develop and elaborate ideas and materials on local and sustainable food systems for teachers and learners in agricultural vocational education and training. Our goal is to spread awareness of the transition needed through the educational sector and to reach the future actors and stakeholders of European food systems (and beyond). This transition will require promoting a conceptual and actionable approach that encourages learners to embrace an active role in the learning process, rather than the more usual passive passage of information, both in the classroom and in real world contexts. Active involvement, critical reflection, and systemic, nonlinear, inter- and transdisciplinary thinking, are essential to understand the complex systems from which these challenges evolve. With a focus on local sustainable food systems (LSFS), we emphasize a better (re-)organization of production (spatial and temporal), processing, the distribution and consumption of food, which is sensitive both to the socio-cultural context, and the local physical territorial dimensions. In an active learning setting, teachers and learners engage with environmental- and social-friendly practices, analyzing short supply chains, strengthening healthy and seasonal diets, and contributing to creating fairer societies.

Context (continued)

How was the LSFS teaching toolkit designed?

The teaching toolkit comprises 3 modules and 3 focuses.A framework for the three modules was initially codesigned by the teaching partners of the project during a transnational meeting.The partners have since worked to develop this framework and complete the modules. In a final step of refining the modules, a testing phase has been conducted by partner teachers and external teachers to gather experiential feedback on the toolkit and implement adjustments before a larger scale dissemination. The final teaching toolkit corresponds to common innovative pedagogical cultures and practices shared by the partners.The modules and focuses integrate different phases of learning grounded on an inquiry-based approach and green pedagogy that enhances critical thinking and the acquisition of problem-solving skills. Time for knowledge reinvestment is proposed at the end of each module.

La boîte à outils pédagogiques comprend 3 modules et 3 annexes. Un cadre pour les trois modules a été initialement co-conçu par les partenaires pédagogiques du projet lors d'une réunion transnationale. Les partenaires ont depuis travaillé pour développer ce cadre et compléter les modules. Dans une dernière étape de perfectionnement des modules, une phase de test a été menée par des enseignants partenaires et des enseignants externes pour recueillir des commentaires expérientiels sur la boîte à outils et mettre en œuvre des ajustements avant une diffusion à plus grande échelle. La boîte à outils pédagogique finale correspond aux cultures et pratiques pédagogiques innovantes communes partagées par les partenaires. Les modules et les annexes intègrent différentes phases d'apprentissage fondées sur une approche basée sur l'enquête et une pédagogie verte qui améliore la pensée critique et l'acquisition de compétences en résolution de problèmes. Un temps de réinvestissement des connaissances est proposé à la fin de chaque module.

How to use the LSFS teaching toolkit?

The teaching toolkit consists of 3 modules and 3 focus.The modules are divided into pedagogical sequences of differing durations:module 1, 4 hours;module 2, 15 hours;and module 3, 40 hours.In that last module, each sequence can be used independently. The focus mainly include activities organised in several parts of different lengths.

Presentation ofthe 3 modules

OverviewA general overview concerning the content, the teaching method, the materials needed, the time modalities, the specialised capacities, and the learning outcomes

The modules include:

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FlashcardsFlashcards present in detail a proposed course of action for each module sequence. A general overview concerning the content, the teaching method, the materials needed, the time modalities, the specialised capacities, and the learning outcomes.The modules include: They present the general and Specialised capacities - general capacities are transversal skills that will be useful for learners in many different situations. - specialised capacities are skills that are deployed or developed specifically for the topic of the module or focus.

The modules include:

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ResourcesAdditional information resources are based on previous syntheses and include tools for teachers (in blue) and learners (in orange) as well as links to go further (in violet).

The modules include:

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Module 1:From human health to a healthy planet

Presentation

Content

Description

Capacities

Index

Module 1:From human health to a healthy planet

Type: awareness• Estimated preparation time: 4h30 to 5h• Estimated duration: 4 to 5 hours• Level: 14 to 22 years old• Nutrition, diet, environment, food systems, personal choice

©Cheick SAIDOU/agriculture.gouv.fr

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FROM HEALTHY HUMAN TO HEALTHY PLANETAccording to the FAO definition proposed in 2010, sustainable diets are, “diets which limit the impact on the environment while contributing to food nutritional security and healthy living for current and future generations; sustainable diets contribute to protecting and respecting biodiversity and ecosystems, are culturally acceptable, economically fair and accessible, affordable, nutritionally balanced and healthy, and enable us to optimize natural human resources.”Considering the food prism, allows us to distinguish the cross-cutting environmental, social, and economic issues that underpin the concept of local and sustainable food systems (LSFS). The following module will raise questions relating to the food habits of learners to probe the relationship between consumers and the food system (FS) as a whole. Learners will become more aware of the environmental and social impacts of FS, and of their power, both as consumers and future professionals in the agroeconomy, to contribute by their daily choices, to developing local and sustainable FS.Learning objective: To inform learners about the impacts of food systems on our health and the environment and on how this is linked to eating habits.

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General capacities-To organise knowledge within a scheme-To use a questionnaire-To lead an investigation.-To analyse and summarise dataSpecialised capacities-To analyse food chains, their actors and interrelations-To understand what a food system is-To be able to define and describe what a balanced diet is-To analyse the economic, social, and environmental issues of a food system.-To examine the consequences of our food choices: food habits; ecological, and ethical impacts-To share and leverage knowledge (family, friends, etc.)

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overviews

FLASHCARDS

RESOURCES

bIBLIOGRAPHY

content module 1

A general overview concerning the content, the teaching method,the materials needed,the time modalities, the specialised capacities, and the learning outcomes.

Flashcards present in detail a proposed course of action for each module sequence.

Additional information resources are based on previous syntheses and include tools for teachers (in blue) and learners (in orange) as well as links to go further (in violet)

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Module 2:Analysis and management of a food processing unit for a local and sustainable food system

Presentation

Content

Description

Capacities

Index

Module 2:Analysis and management of a food processing unit for a local and sustainable food system

Type: professionalisation• Estimated preparation time: 6 hours• Estimated duration: 13 to 15 hours• Level: 16 to 22 years old• LSFS, management, FPU, sustainability indicators, SWOT analysis​ ​

© Phillipp DIETRICH

ANALYSIS AND MANAGEMENT OF A FOOD PROCESSING UNIT FOR A LOCAL AND SUSTAINABLE FOOD SYSTEM

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The food system (FS) is composed of subsystems, themselvescomposed of other smaller systems. As such, the foodsystem is a web of interconnected subsystems.In 2010, JL. Rastoin and G. Ghersi defined the food system as “aninterdependent network of actors (companies, financialinstitutions, public and private bodies) localized in a limitedgeographic area (region, state, multinational area) andparticipating directly and indirectly in the creation of goodsand services oriented to food needs satisfaction of one orseveral groups of consumers locally or outside of this area”.This interdependency of actors implies that a change atany level in the system will generate impacts, of differentnature and with different intensity, on the whole system.In turn, systemic changes will also influence an actor whoinitiates a change. This is called system thinking: Whereineach actor in the food system can contribute to co-constructing alocal and sustainable food system (LSFS) through their ownchoices. Food processing activities carried out by a farm, ora specialized entity is one component of an food system.​ ​

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ANALYSIS AND MANAGEMENT OF A FOOD PROCESSING UNIT FOR A LOCAL AND SUSTAINABLE FOOD SYSTEM

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In this module, we will focus on a food processing unit (FPU) as part of an FS and include its direct partners (suppliers and consumers) to outline a simple food system. This module is designed to aid future managers or workers of such companies to enable them to understand: -What is a food supply chain, an FS, and an LSFS? • How can an FPU, as an actor of the FS, contribute to the global FS and impact the environment and society (though using natural resources, energy, its employees, or by producing food…)? -Which changes can be introduced to improve the sustainability of an FPU? -What are the organizational, economic, social, and qualitative impacts for the FPU in carrying out such improvements? To facilitate the implementation of this module, we will focus on changing only a limited number of inputs and/or suppliers of the FPU to identify the impacts. By understanding how this small FS functions, learners can extrapolate to the complexity of a global food system, composed of thousands of actors.Learning objective: To identify specific inputs (raw materials, energy, workforce) and outputs (products, services, waste) of a real food processing unit (FPU), their impacts on the environment and society, and to manage them more sustainably.

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General capacities-To understand a professional demand and identify a problem-To work in a team-To analyse and find facts and reliable data-To conduct an interview-To ask relevant questions-To record important data-To present results clearly, to achieve oral fluency-To share speaking time within a group-To understand and answer audience questionsSpecialised capacities-To summarise knowledge about a working FPU -to identify relevant questions to better understand the FPU.-To identify sustainability criteria according to an object-To identify relevant questions to assess the sustainability. of a FPU-To apply a system-thinking approach to understand FPU sustainability-To use a SWOT analysis to analyse sustainability-To make appropriate proposals based on a SWOT analysis-To define a transition strategy based on the ESR concept-To highlight the interrelations between technical process and economic and socio-environmental issues.

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overviews

FLASHCARDS

RESOURCES

bIBLIOGRAPHY

content module 2

A general overview concerning the content, the teaching method,the materials needed,the time modalities, the specialised capacities, and the learning outcomes.

Flashcards present in detail a proposed course of action for each module sequence.

Additional information resources are based on previous syntheses and include tools for teachers (in blue) and learners (in orange) as well as links to go further (in violet)

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SHAPE YOUR ENVIRONMENT! EAT FAIR FOOD!”

Presentation

Content

Description

Capacities

Index

Type: professionalisation and citizenshipEstimated duration: 30-40 hoursLevel: 16 to 22 years oldCooking, LSFS, mapping, sustainability criteria, nutrition, business mode

Module 3:Shape your environment! Eat fair food!

© Marie-laure Weber

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"SHAPE YOUR ENVIRONMENT! EAT FAIR FOOD!”How well do you know the region where you live? Are there local food producers? Where does the food you eat actually come from? How can you eat your favourite meals and still take care of your health, the environment, your local economy, and everyone from your community who might benefit from Fair Trade? This learning and teaching kit for school-based vocational training should boost students awareness of their local environment, enabling more informed, conscious choices taking into account the origins of their food. This requires students to apply extensive thinking and negotiation processes. It is not about creating perfect solutions for a local sustainable food system, but more about initiating critical thinking processes and seeking feasible options using their favourite meals as case studies. By examining personal consumption and relating it to agriculture and sustainability, it should become clear that solutions in these areas always require a willingness to compromise.

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General capacities-Understanding the basics of systemic thinking.-To be able to view dilemmas and problems, as well as tensions and conflicts from different perspectives.-To cooperate with others in a way that helps gain clarity about your own and other worldviews and to perceive that alternative systems and perspectives are thinkable/possible.-To make a positive contribution towards other people, their social and environmental environment at both local and global levels.-To act based on critical-thinking and pragmatism.Specialised capacities-To understand the interconnections between natural, social and economic systems and how they work.-To understand that your thinking, living, and actions, has an influence on future sustainability.-To understand the urgent need for change, moving away from unsustainable practices and towards better quality of life, equality, solidarity and ecological sustainability.-To understand the need for critical thinking, vision and creativity, in planning for the future and initiating processes of change.-To be able to use the natural, social, and constructed environmentincluding your own company/farmas a context and source of professional development.-To be willing to question opinions grounded on unsustainable actions.

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Content module 3

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A-CONFRONTATION

B-rECONSTRUCTION

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C-INTERVENTION ET INTERACTION

D-DECONSTRUCTION

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E-rEFLECTION AND EVALUaTION

FLASHCARD

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C1 - What's season in your region

C2 - Hands-on sustainability

C3 - It is never too late for solidarity

C4 - Food only-zero waste

C5 - How our region eats

C6 - Food Wastage

C7 - Cooperation instead of competition

Presentation of the 3 focuses

Focus 1:A transformative potential evaluation interview guide

•Type: Professionalisation• Estimated preparation time: 2 hours• Estimated duration: 4 to 6 hours• Level: 19 to 22 years old• Sustainability, food system, field visit, analysis

UPLOAD

© Milena KLIMEC

Focus 2:Playing the food system

• Type: Awareness• Estimated preparation time: 1 to 1.5 hours• Estimated duration : 3 to 4 hours• Level: 14 to 18 years old• Roleplay, food system, links

© Xavier REMONGIN/agriculture.gouv.fr

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Focus 3:Debating a food system

• Type: Citizenship• Estimated preparation time: 1.5 to 2 hours• Estimated duration: 2 hours• Level: 16 to 22 years old• Food system, debate, reliable data and source

Xavier REMONGIN/agriculture.gouv.fr

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COMPLETE TEACHING TOOLKIT

Coordination: Sarah COHEN - CEZ-Bergerie nationale Phillipp DIETRICH, Alexandre FAHRINGER - Universität fuer Bodenkultur Wien BOKUAuthors:Modules 1, 2 et focus 1, 2, 3 : Sarah COHEN, Christian PELTIER, Hélène LAGARDE - CEZ-Bergerie nationale Rita QUEIROGA-BENTO, Idalina DIAS SARDINHA - ISEG, Universidade de Lisboa Ana VOVK, Danijel DAVIDOVIĆ - Univerza v Mariboru Carla DEO - Osservatorio Europeo del PaesaggioModule 3: Phillipp DIETRICH, Alexandre FAHRINGER - Universität fuer Bodenkultur BOKU, Wien Katharina SALZMANN-SCHOJER, Johanna MICHENTHALER - University College for Agrarian and Environmental Pedagogy HAUP, Wien Rita QUEIROGA-BENTO, Idalina DIAS SARDINHA - ISEG, Universidade de Lisboa Katharina SERAFIMOVA - Escola Profissional ALSUD, MértolaContributors: Marija KOLMANIČ BUČAR, Kristina DOLINAR PAULIČ, Jelena ZURC CIZELJ – BTŠ Maribor Rebeka LUKAČIČ, Irena RIHTER - IC Piramida Maribor Paulo GIGLIO, Paula GALLO - Marco Tullio Cicerone Isabel RODRIGO - ISA, Universidade de Lisboa Rosa GUILHERME, Isabel, DINIS - Escola Superior Agrária de Coimbra Daniela CRESPO, Laura GREEN, Marta CORTEGANO, Isabel CAMPOS - Escola Profissional ALSUD, Mértola Maria José SOUSA, Madalena BARROSO - Escola Profissional Agrícola Conde de São Bento, Santo Tirso Catherine CAPITAINE, Guillaume VAREILLE - EPL de Laval Marie-Pierre GUINCHARD – EPL de Montardon Iltud MADEC - EPL de Saint Yrieix la Perche Julien AMOURET - EPL Les Sillons de Haute Alsace Rouffach Cécile DUMAS, Guilhem BOIT - EPL La Bretonnière Chailly en Brie

Coordination, authors and contributors of the Toolkit

Coordinator of the project: CEZ/Bergerie nationaleParc du châteauCS 4060978514 Rambouillet cedex (France)

Website :https://www.educlocalfood.eu/

marie-laure.weber@bergerie-nationale.fr

Link marie-laure.weber@bergerie-nationale.fr.