According to the EUROPEAN FOOD 2030 STRATEGY, we need to produce food to an exponentially growing population. The current world population is about 7,6 billion people, but will reach 11.200 billion people for 2100. How can we produce more food and still have an eye for the consequences for the environment?
It is urgent to look for alternatives, innovate to produce more, but also to produce in a sustainable and respectful way with the environment. In this context, vocational training institutions and municipalities have an enormous responsibility. For this reason, we must guide our training towards production systems compatible with environmental care, such as organic farming. Therefore, we have decided to study on this topics:
Environmental and sustainable thinking and development
Water resources and organic nutrient cycling
Biodiversity, energy and waste
Zero miles food
the Ecologic and ironic man’s footprint
We worked on following priorities:
Futher strengthening key competences in VET.
Environmental and climate change.
Agriculture, forestry and fisheries.
Entrepreneurial learning – entrepreneurship education.
Students of all partner schools got the possibility to build transnational partnerships to develop new transversal skills.
We needed to focus on the VET education to develop and strengthen the quality of the key competences.
Students were constantly involved with a problem-solving approach, driving them to the possibility of exploring and experiment all for forms of cooreration and communication with others.
The students were involved within the real problems of the world, and because of the compatibility with EU sustainable policy in attempt to develop the mind of entrepreneurship among the students, the common public and increased environmental awareness helped the students to develop a more sustainable behavior.
Each partner had set a project team formed by teachers and students.
There were three transnatioal meetings during the project to keep focus on the project and to follow and evaluate the process.
There were five Learning/teaching/training meetings during the project. The students researched the terms according to each activity before the mobilities and they would make presentations.
The studens made short movies and interviews about the topics of the activity palced in the students meeting.
Before the students meeting, the hoste school would make the reservations for the appropriated visit sites according to the treated topic of the meeting. All the teachers were going to prepare lab works, conferences and discussions sessions with the hosting students to reach the project objectives.
Experts and university teachers were going to be invited to seminars which would be announced by each hosting partner.
The students improved their linguistic competences and social skills, that contributed to develop more tolerant opinions of each other’s environmental behavior. Cross geographical understanding were addressed to the issue of working with the impact of global warming.
The students achived stronger communications skills, and developed higher level of critical thinking and increassing the knowledge of the world through learning together across Europe.
In the long term we reduced the number of drop outs, when students would see how eduction can be relevatn to them.
The project improved the students sense of citizenship and leadership. The project reduced prejudices towards the various nations lifestyles, as being the main cause of global warming, and instead accept , that the different natural conditions made it necessary to have different sustainability principles.
It changed the image of the schools, when we were developing European awareness throughout the schools.