Martin Melin PhD, Researcher

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Presentation on theme: "Martin Melin PhD, Researcher"— Presentation transcript:

1 Martin Melin PhD, Researcher
Nextfood Coordinator

2 NEXTFOOD Educating the next generation of professionals in the agrifood system Program: Horizon 2020 Call: H2020-RUR Topic: RUR Budget: 7 Million Euro Duration: 1/5/ /4/2022 Coordinator: SLU, Sweden

3 A consortium of 19 partners
Sweden SVERIGES LANTBRUKSUNIVERSITET (SLU) (coordinator) Sweden LUNDS UNIVERSITET (LU) Romania UNIVERSITATEA DIN ORADEA (UNIOR) Czech Rep. JIHOCESKA UNIVERZITA V CESKYCH BUDEJOVICICH (USB) Norway NORGES MILJO-OG BIOVITENSKAPLIGE UNIVERSITET (NMBU) Greece AMERICAN FARM SCHOOL POST SECONDARY EDUCATIONAL AND TRAINING ASSOCIATION (AFS) Italy ALMA MATER STUDIORUM - UNIVERSITA DI BOLOGNA (UNIBO) Czech rep. BIOINSTITUT (Bioinstitut) Sweden FORESTRY RESEARCH INSTITUTE OF SWEDEN (SKOGFORSK) Greece AGRONUTRIOTIONAL COOPERATION OF THE REGION OF CENTRAL MACEDONIA (ACRCM) France CENTRE INTERNATIONAL DE HAUTES ETUDES AGRONOMIQUES MEDITERRANEENNES (CIHEAM) Germany DEUTSCHE WELTHUNGERHILFE E.V. (WHH) Kerala Univeristy (IN) Calcutta University (IN) Egypt SEKEM DEVELOPMENT FOUNDATION (SDF) Etiopia MEKELLE UNIVERSITY (Mekelle) Greece ALEXANDREIO TECHNOLOGIKO EKPAIDEITIKO IDRYMA THESSALONIKIS (ATEITH) Austria ISEKI-Food Association (ISEKI) Denmark PROFESSIONSHOJSKOLEN METROPOL (MUC) Italy UNIVERSITA DEGLI STUDI DI SCIENZE GASTRONOMICHE (UNISG) Chile UNIVERSIDAD DE CHILE (UChile)

4 The challenge: Sustainable food systems

5 Conventional learning
(Knowledge transfer to passive receivers) Teacher Adviser Student Farmer Transformation through research & education Transdisciplinary and action-oriented learning model (Collaborative and action-oriented learning) Student Observation Teacher Farmer Academic disciplines (university) Complex reality (society) Reflection Dialogue Commitment Policymaker Adviser Visioning

6 Sweden (sustainable forestry practices)
Norway (MsC in Agroecology) Czech Republic (Agroecology) Austria (Aquaculture) Pollenzo, Italy (Gastronomy) Romania (Food science, high school and univ.) Bari, Italy (MSc Mediterranean sustainable agriculture) Greece (High tech. /sustainable farming) Egypt (Sustainable food chains) Calcutta (IN) (Course in Agroecology) Ethiopia (Farmer Training Centres) Kerala (IN) (Course in Agroecology)

7 12 Nextfood case studies Sweden (sustainable forestry practices)
Norway (MsC in Agroecology) Austria (Aquaculture) Romania (Food science, high school and univ.) Czech Republic (Agroecology) Pollenzo, Italy (Course in Gastronomy) Bari, Italy (Mediterranean sustainable agriculture) Greece (High tech. /sustainable farming) Egypt (Sustainable food chains) Ethiopia (Farmer field schools) Kerala (IN) (Course in Agroecology) Calcutta (IN) (Course in Agroecology)

8 The case in Austria at ISEKI Food association
(Sustainable Supply Chain Innovation Competition) Overall idea: Student teams compete to find the best solutions to a sustainabiity challenge. Example on learning activities: Peer-learning in teams of 4-5 students Certificate course On-line training with virtual visits to companies Soft skill workshops Challenges: No physical contact with students No interaction between teams

9 The case in Ethiopia at Mekelle university (MSc in agroecology)
Overall idea: Learn from real life experience of farmers outside of the class room. Using the Farmer Training Centres as a learning arena. Photo: Tor Arvid Breitland Example on learning activities: Walk across the farm and lands Visit to local food markets Student spent 10 days on case farms Dialogue with farmers and FTC stakeholders Reflection on the learning process Final case work presentation Fit into current education system

10 What do case leaders think so far..?
Achievements Student engagement and achievments Confidence in their roles Bring more sustainability to the food system Functional teams Create good networks Challenges Find space in current structure Managment support Reward to teachers Difficult to reach all types of students Mismatch between semesters and season

11 Exploring the shift from lecturer to learning facilitator
Being aware of the group process Develop new learning techniques Open-minded and accepting other views than your own Adapting to the needs of the students A participatory approach

12 Inventory of skills Methodology: Literature review (peer-reviewed)
Literature review (grey literature) Focus group interviews with professionals, practitioners and academics in the agrifood and forestry system Analysis of existing educational programs or courses within the fields of agrifood and forestry.  

13 Category of skills in the inventory:
Technological/subject-specific Systems perspective Practical and scientific knowledge Building and maintaining networks Business management Adaptability Local responsibility

14 Policy development promoting sustainable education
Survey to identify gaps for improvement in educational policies for different areas Areas of improvement in educational policies: Opportunities for education for young professionals Student-centered learning methods (pre-university) Interdisciplinarity in education on university level (university) Better promote sustainability Improve stakeholder involvement

15 Links to more information
NextFood home page NextFood platform

16 Thank you for listening!
Martin Melin PhD, Researcher Nextfood Coordinator Swedish University of Agricultural Sciences (SLU) Dept. of Work Sciences, Business Economics and Environmental Psychology Box 88, Alnarp Phone: +46(0)  956, +46(0)40 415 420


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