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Welcome to the GMIT Sustainability Sessions 2021

National Green Week

8-12 March 2021

#greenGMIT

#GREENWEEK2021

Hi everyone, my name is…..

Let me welcome you all to the GMIT Sustainability Sessions organized by the GMIT Green Campus Committee as part of the National Green Week 2021.

This is the inaugural hosting of National Green Week and the theme for this year is focused on sustainability, diversity and inclusion.

GMIT is hosting a series of lunchtime talks over the week covering an eclectic range of topics including Agriculture Education for Sustainable Development; Food Waste Reduction; Community Engagement Opportunities through the Galway City National Park Initiative; Personal Reflections on Electric Vehicles; and Sustainable Art and Design.

We would especially like to thank the National Forum for the Enhancement of Teaching and Learning in Higher Education, who have provided funding support for the Sustainability Sessions.

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Points to note

All presentations will be recorded, edited and disseminated to a wider audience via the green GMIT playlist on the GMIT YouTube channel.

No recording of discussion, chat or Q&A will take place for wider dissemination.

‘Attendance’ will be taken to elicit feedback the talks at a later stage.

Any queries, please contact greencampus@gmit.ie

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Agriculture Education for Sustainable Development

PEOPLE FOOD AND NATURE

The GMIT Sustainability Session 2021

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Innovative Education for sustainable development in peripheral rural areas

James Moran

Galway-Mayo Institute of Technology

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Introduce RUR’UP
Education for sustainable development
Scale of challenges
Educators enabling the “change makers” for a better future

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Outline

Your Logo or Name Here

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The Consortium

Innovative education for sustainable development in peripheral rural areas

University of Thessaly, GR

Galway-Mayo Institute of Technology, IRL

CIHEAM-IAMM, FR

University of Helsinki, FIN

University of National and World Economy, BG

University of Agricultural Sciences and Veterinary Medicine, RO

University of Osijek, HR

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Project Objectives

“The Development of New Knowledge concerning Sustainable Development of Peripheral Rural Areas”

1) Build understanding of the specific skills and competencies needed by the labor market and societal needs in such regions

2) Support curricula development to ensure learning to meet the required skills and competencies

3) Strengthen collaboration between HE and potential regional and cross-regional employers

4) Support professional competencies of the HE educators in such regions

5) Contribute to the international pool of open educational resources (OER).

Innovative education for sustainable development in peripheral rural areas

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What is education for sustainable development (ESD)?

September 2015: 2030 Agenda for Sustainable Development adopted by UN General Assembly

17 SDGs covering major development challenges for humanity

“Education for sustainable development empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society for present and future generations” (UNESCO 2017)

Source: UNESCO (adapted)

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Peripheral Areas

Defined as rural area facing natural constraints & limitations and occurring in specific areas like mountains, HNV, national parks or Natura 2000 sites

30 % Europe’s Agricultural Areas

Multidisciplinary approach is critical for empowering scientists, advisors, decision makers, local producers and actors

Innovative education for sustainable development in peripheral rural areas

In RUR’UP we are working on education for sustainable development but in the specific geographical context of peripheral rural areas with a focus on agriculture and rural development. In the project we define peripheral rural areas as those facing natural constraints or limitations on food and fibre production and are mainly mountains, high nature value farmland and areas where there are often national parks or areas designated for their nature value e.g. Natura 2000 sites. Very high value in terms of natural and cultural heritage but often not the typical examples of agricultural landscapes used in agricultural education. Cover 30% of agricultural areas. As a consortium working together for a number of years we feel that key for sustainable development is a multidisciplinary approach empowering scientists, advisors, decision makers, local producers and actors to take positive action for a better future.

Map on the right illustrates the extent and distribution of HNV farmland in Ireland (green areas)

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Innovative education for sustainable development in peripheral rural areas

“The assessment of the education needs and gaps for the sustainable development of EU peripheral rural areas”

SDG2: Zero hunger; SDG4: Quality education; SDG8: Decent work and economic growth; SDG13: Climate action; SDG15: Life on land

Education for sustainable development (ESD): “empowers graduates to take informed decisions and responsible actions for environmental integrity, economic viability and a just society for present and future generations.”

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Scale of Challenge

Changing�Climate; summer droughts, winter floods

Habitat Loss and Pollution

Land conversion, intensification and abandonment

Farms economics and viability

Invasive Species and disease

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Interactions / cause-effect feedbacks

…. Leading to Depletion of biodiversity, contributing to climate change

and reducing supply of Ecosystem Services for current and future generations

James Moran

Your Logo or Name Here

The scale of the challenge cannot be underestimated when it comes to trying to move towards sustainable agriculture and land use systems. Globally agriculture has made significant gains in agricultural productivity in recent decades, but this has come at significant social and environmental costs. The government declared a biodiversity and climate emergency in May 2019. Climate change and the biodiversity crisis are interrelated problems threatening food security and the sustainability of our agricultural systems. Agriculture is both a driver of climate change and biodiversity loss but also the area that is most affected by these interrelated challenges.

Biodiversity underpins our production system (pollination, nutrient recycling, soil structure, pest control, regulation of water supply etc. etc.) but we do not value it in our agriculture production system or policy framework. Importance not understood in wider agriculture sector and among consumers. When combined with the challenge of climate change seems unsurmountable to the individual and to administration leading to prevailing situation of inertia and inaction. Individual farmers feel powerless in face of increased globalization, consolidation of agri-industry and complexity of policy framework. Need to create environment where policy framework is an enabling environment for positive action.

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“Potential” Contribution of Agriculture (CAP) to the UN Sustainable Development Goals

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Modern Agriculture Graduates

CAP Objectives

Capable of working in multidisciplinary teams contributing solutions to broad range of land use challenges

Equipped with relevant knowledge, skills and values to motivate and empower them to become active citizens and change makers for a more sustainable future

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Graduate Key Competencies

Key competencies needed to contribute to SDGs include:

basic knowledge;
systems thinking;
collaboration;
normative thinking;
critical thinking;
self-awareness;
social responsibility;
communication skills;
strategic thinking and integrated problem-solving abilities.

Innovative education for sustainable development in peripheral rural areas

UNESCO 2017

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FOCUS Of RUR’UP Project

Innovative education for sustainable development in peripheral rural areas

Resilient agricultural practices that increase productivity and production correlated with ecosystems capacity & environment protection

Learn how to assess and improve the education services in the peripheral agricultural areas (vulnerable groups; proficiency standard; etc)

Learn to develop improved levels of economic resilience through diversification, technological upgrading and innovation, focusing on high-value added and labour-intensive products & sustainable tourism based on local culture and products

Study how to strengthen resilience and adaptive capacity to climate-related hazards and natural disasters.

Conservation, restoration, sustainable use and work towards halting biodiversity loss. More in depth understanding of interaction between land use, environment and economy

Coming back to RUR’UP and what we are hoping to address in the project. Challenges under different SDG goals:

SDG 2 - Zero hunger: Use resilient agricultural practices that increase productivity and production correlated with ecosystems capacity & environment protection;

SDG4 – Quality education: Learn how to assess and to improve the education services in the peripheral agricultural areas (vulnerable groups; proficiency standard; improve school enrolment etc);

SDG8 – Decent work & economic growth: Learn to develop improved levels of economic resilience through diversification, technological upgrading and innovation, focusing on high-value added and labour-intensive products & Develop sustainable tourism based on local culture and products;

SDG13- Climate action: Study how to strengthen resilience and adaptive capacity to climate-related hazards and natural disasters.

SDG15 – Life on Land: Conservation, restoration, sustainable use and halt the biodiversity losses; In depth understanding of interaction between land use, environment and economy

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RUR’UP Project Outputs

Innovative education for sustainable development in peripheral rural areas

IO1) The assessment of the education needs and gaps for the sustainable development of EU peripheral rural areas

IO2) E-learning course

IO3) Bank of Case Studies

IO4) Digital Teaching Platform and Digital Learning Resource

IO5) Syllabus and materials for Intensive Study Activity

IO6) Reflective report on the approach and methodology adopted

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NAVIGATING WINDS OF CHANGE- Require Change Agents

EUROPEAN GREEN DEAL