|Appolka Ujj - HU||Benjamin Habib - Australia||Holec Josef - CZ||Immo Fiebirg - UK||Imre Tirczka - HU||Krivankova Dana - CZ||Perla Kuchtová - CZ||Valentyna Mochvan - UA||Jan Winkler - CZ||Zita Szalai - HU|
|1. Name of the program / discipline||Vocational training in organic vegetable and fruit production||Bachelor of International Relations||Fundamentals of Agroecology||MSc Agroecology, Water and Food Sovereignty||Organic Farming Engineer MSc||Permaculture (ENS249)||x||Ecology and environmental ethics. Lectures for students of all disciplines at the University "Ukraine". 12 lectures and 12 seminars.||Permaculture techniques|| Trends of Organic farming|
compulsory subject: Organic farming
Further education course of Organic farming (Specialized Engineer of Organic farming)- permaculture optional subject
|2. Name and domicile of the university / vocational institution||Szent Istvan University, Faculty of Agricultural and Environmental Sciences, Hungary||La Trobe University, Melbourne, Australia.||Czech University of Life Sciences Prague, Faculty of Agrobiology, Food and Natural Resources||Coventry University/Centre for Agroecology, Water and Resilience||Szent Istvan University, Gödöllő, Institute of Landscape Management and Nature Conservation||Masaryk University, Brno||Czech University of Life Sciences in Prague||Open International University of Human Development “Ukraine”||Mendel University in Brno||Szent István University Faculty of Horticultural Science, Budapest|
|3. Annotation / description for the program / discipline (please, provide the link to the web-site if any)||Practically-based, quality training which strengthens the status of qualified practitioners in the hands-on sector of organic farming. Two 380-hour courses are accredited educating organic vegetable growers and organic fruit producers.||https://www.latrobe.edu.au/courses/bachelor-of-international-relations||The main aim of the study of this course is to understand complex processes in agroecosystems on high hierarchical level using general ecological theory, resulting in design and management of sustainable agricultural systems. The subject is proposed for students of bachelor courses and therefore we stress applied agronomy problems using agroecological perspective. Students should acknowledged impacts of both biophysical and socio-economic environment on production and other functions of agroecosystems. By means of semestral project presentation to learn how to ask questions, propose own ideas with the help of scientific literature and other public information sources and defend their ideas on public presentations.||A transdisciplinary course addressing current issues related to food and water systems, management of natural resources, climate change, and building socially just and resilient societies.||This Msc course includes all aspects of organic farming from the basics (principles, regulations) till the profound details (animal husbandry, horticulture, arable farming, economy, marketing, design). The students get competence in designing, and managing organic farming activities. They are also capable of conducting research and to lead innovation and development in the organic sector. Link to website: (hungarian) http://www.mkk.szie.hu/felvetelizoknek/felveteli-informaciok/mesterkepzeseink-bemutatasa/okologiai-gazdalkodasi-mernok-msc||The course introduce history of permaculture, its principles, integration into wider framework of philosophy and ethics. Students get examples of applied permaculture techniques and principles and basic knowledge and skills, which can help them with problem solving of sustainable systems in conditions of limited energy resources.||https://www.af.czu.cz/en/r-9372-studies||Ecology and Environmental Ethics - The course is designed to teach the basics of ecology and environmental ethics as the theory of sustainable development and principles of permaculture - as a practice of sustainable development. |
After the course students will know:
- the basic laws of ecology, environmental ethics and permaculture;
- the basic principles of the design and functioning of social systems;
- Principles of designing sustainable artificial ecosystems.
As a result of studying the course students must be able to:
- apply the basic laws of ecology, environmental ethics and permaculture in their professional activities;
- interact with social structures, residents and local authorities:
- build ecosystems and maintain their productivity at an optimal level;
- provide consultations and practical assistance in permaculture design.
|The aim of the course is to acquaint students with the history of the International Permaculture movement, the fundamental pillars of permaculture ethics and basic Permaculture (PC) principles formulated by David Holmgren on the basis of studies of successful projects of the PC. Students will be familiar with many examples of applications of the PC principles and techniques and acquire basic knowledge and skills that can help them in dealing with issues related to the development of sustainable systems in conditions of limited energy resources.||BSc of horticulture, BSc of environment management, Further education course of Organic farming (Specialized Engineer of Organic farming)|
|4.Please, explain briefly why do you consider your education program is connected to permaculture or agroecology?||Within the framework of the training, the participants visit well-functioning farms as good-practices, including permaculture farms.Organic farming is considered to be the best practice of agroecological farming.||Permaculture and Agroecology are covered within the curriculum for the subjects “International Politics of Climate Change,” “Global Environmental Politics,” and “Environment and Sustainability in East Asia Study Tour.”||The course is a one-semester overview of agroecology with one lecture partially devoted to permaculture (among other alternative farming systems).||Agroecology: in the name of the programme. Permaculture: MSc students being supervised with topics related to permaculture.||As organic agriculture is connected to both. The ethos of organic farming is in parallel with permaculture and agroecology. In the subject The regulation of organic farming there is a lecture on permaculture. Also in other subjects permaculture is cited. During the whole course students have to design a complete organic farm in which they have to integrate all the acquired knowledge. (Although there is a slow change to reduce the complexity of the design project.||It is detailed permaculture introduction, but it is not a typical design course.||https://www.af.czu.cz/en/r-9372-studies/r-10675-bachelor-s-study-programmes/r-10679-sustainable-use-of-natural-resources|
|It teaches the basic principles of ecology and sustainable development and shows that permaculture is a practice of sustainable development. The three ethical principles of permuculture are considered to be the same for ecology and environmental ethics.||x||I teach 4 subjects connected to permaculture: |
1/ Organic farming, -compulsory subject for BSc students - permaculture is introduced to students as one of the existing trends in practice of organic farming
2/ Trends of organic farming in practice - optional subject for students- : based on permaculture theory and practice.
3/ Permaculture- optional subject for students-: introduction to theory and design of permaculture
4/ Sustainability in Horticultural production - optional subject for students- : based on different methods of sustainable farming where permaculture theory and practice is educated in one lecture.
5/ I participate in the education of the optional subject of my colleague Izóra Gál: Self-supply farming, with education of basic principles of permaculture.
|5.In which state you are with your educational program?||Education program was implemented in the past||☒Education program is developed and running☒ Education program was implemented in the past||X Education program is developed and running||☒Education program is developed and running||☒Education program is developed and running||Education program is developed and running||Education program is developed and running||We are planning to develop one||Education program is developed and running||Education program is developed and running|
|6.Select the format(s) of education that you are reporting||☒ Other (please, specify)|
Vocational training for adults
|☒ Bachelor of Science (BSc)|
☒ Bachelor of Arts (BA)☒ Lectures within an existing courses
☒ Open lectures for public,
|X Bachelor of Science (BSc)||☒ Master of Science (MSc) ☒ Doctor of Philosophy (PhD)||☒ Master of Science (MSc)||Bachelor of Science (BSc), Bachelor of Arts (BA)||Bachelor of Science (BSc), Master of Science (MSc), Lectures within an existing courses||☒ Bachelor of Science (BSc)|
☒ Master of Science (MSc)
☒ Evening courses (adult education)
☒ Interdisciplinary open lectures / conferences
☒ Open lectures for public,
|Other (please, specify) |
Level of course: bachelor; master, Type of course unit: optional; Exam (3 credits) (1 ECTS credit = 28 hours of workload) Mode of delivery/Timetabled classes: full-time, 0/2 (hours of lectures per week / hours of seminars per week)
|☒ Bachelor of Science (BSc)|
☒ Evening courses (adult education)
☒ Lectures within an existing courses
☒ Other (please, specify) Further education for specialization on organic farming
|7.What is special about the topic and context of described education?||380 hour vocational trainings did not exist in Hungary in the topic of organic vegetable growing and fruit production that focus mainly on practice.||Permaculture and Agroecology are cited as holistic sustainability transition methodologies, as well as dynamic transnational social movements.||I do not think there is something special – students of the study programs related to agriculture should have knowledge in agroecology.||Transdisciplinarity, holistic approach||It is unique in Hungary in the agrarian universities to have a separate Msc course dedicated only to organic farming. The other specality is the individual design project that the students have to complete during the course. Throughout the 4 semesters for the main subjects individual design project have to be done which are built upon each other to form a final intagrated design project at the end. (Although the feedback mechanisms built in the integration process do not work perfectly due to lack of time and effort from students.)||It gives students meaningful picture of connected ethical decision making with a quality of life and sustainable way of life.||All teaching in these topics and contexts corresponds to the generally recognized standards. I do not know anything special.||The advantages of this course - it shows not only the modern catastrophic environmental situation, but also the real constructive possibilities of solving all environmental problems. Restriction is the lack of acceptence by students the need of of self-restraints required permaculture, the focus of the majority of students to maximize their earnings after the graduation.||Presenting topics in a broader context with a possibility of alternative solutions||Students will be familiar with theory of permaculture, they can understand the relation with organic farming and agroecology.|
|8.Permaculture and agroecology creates an integrated overview and approach to problem solving. Is it implemented in your education program? How? Is it lacking in contemporary academic and vocational education?||In general the contemporary academic and even vocational education programmes concentrate on acquiring basic knowledge. The complexity of the production system, and the naturally occurring interactions are not sufficiently emphasized in the education. Within our courses (organic vegetable grower and organic fruit producer) the organic vegetable and fruit grower network (including 75 farms in Europe) provides a practical placement network for our students. Thus during the training the students have the opportunity to get an insight into the problem solving techniques of the organic farms.||The specifics of the permaculture design system are not taught explicitly in the B. International Relations program.||In this course, there is one lecture focused on alternative farming systems with permaculture as one of the most complex one.||x||I wish if this kind of approach and holistic view would be applied. The complex design project serves also that students are capable to solve complex issues. This kind of complex design exercise do not exist in the other courses. The integration of the acquired knowledge is absent normally. I try to transmit the problem solving approach even on Bsc courses on a mini level.||Is it implemented in your education program? How? Is it lacking in contemporary academic and vocational education? Yes, in present education, not only at universities, there is a great lack of course interconnections and applicability into every day life.||In my case, there are two lectures only on these topics in the subject Alternative Agriculture and Ecological and Alternative Agriculture.||Academic education provides in-depth knowledge of the basic laws of nature, society, ecology, which creates a background and opportunities for a lifelong self education, helps solving complex problems and situations, creates conditions for an independent scientific and philosophical investigations. Whereas vocational education provides practical skills in carrying out routine activities in a stable environments, without a scientific component. The most advanced form of education lies in combination of theory with practice from a wide variety of sources and regions.|
The holistic approach is the basic, the program considers the set of elements: Nature - Human - Settlement - Agriculture as a component of a single biospheric ecosystem, where a Human is an equal part if it, and human activity should account for the need of Nature. The principle of feedback is fundamental in all interactions. All modern academic education systems in Ukraine solve only certain issues of environmental problems or teach methods of combating Nature.
|It is limited because of a small subsidizing of lessons for this course||Permaculture has a very special approach of problem solving we can practice it at the optional subjects when we analyze a problem, when make design of permaculture way for a garden, or farm.|
|9.Let’s analyze the individual subjects of your education program now. Does permaculture and agroecology helps student to get more in-depth and better understand the subjects? Why?||We do not offer a specific subject to our students called permaculture and/or agroecology, but they can read about them in our manual that was written in order to help their learning process. We cannot estimate how permaculture and agroecology help to get more in-depth understanding of organic farming, but the basic concept of organic farming (that we teach within our training) corresponds to agroecology.||n/a||From the course description: Student is able to describe basic elements and their connections in agroecosystems. He/she understands relations between particular environmental factors and their effect on organisms. He/she can analyse basic processes on the level of population, can identify basic elements of population dynamics and their influence on the management of abundance of agriculturally important species. He/she has got the information on the importance of mutual interactions in agrobiocenoses. He/she can specify critical points in matter cycles and energy fluxes. Student is able to analyse basic attributes of main agricultural systems. He/she has skills to project changes in current cropping systems based on agro-ecological principles and the principles of sustainable agriculture.||x||I cannot say, as there is only one lecture on permaculture during the whole course. I think that those students who already have this apporoach are just even more confirmed the ones who are hesitating get some help to be able to transform their thinking.In my opinion if there was a separate subject on permaculture and mostly on the design that would make it possible to evaluate whether it helps or not.||Yes, they learn about interconnection of elements, energy cycles, everything is connected to everything and that problem is an opportunity for searching an ethical solution.||It's clear. We use all means: lectures, practices and seminars (including documentary films on interesting topic).||Permaculture allows students to better understand most of the subjects related to their lives, since it provides patterns of understanding - how to solve the issues with the minimal inputs re-thinking the modern ways of solving problems by science and the ways how to improve it.||The answers are applicable only for 1 optional course. There is a whole study program Agroecology at our university. In a study plan course Permaculture is not compulsory.||To make design on permaculture way teach them to pay attention to the site, to their environment, to refine their goals before they make decisions. They learn that to find the best solution it is necessary to observe and collect and analyze real data about their subject. Discussion in group can help overcome the initial uncertainty so they can learn how to argue for their statements.|
|10. Sustainability is the key of agroecology and permaculture. Does your education program represent this concept better than other similar programs?||Sustainability is a popular topic in these days. There are initiatives and projects promoting changes in agricultural practice and education but these changes are very slow. Agricultural actors and even the stake-holders know in theory what would be sustainable in the long run but economic interests are against it. Economic viability of agroecological practice and its long-term effects should be better highlighted in education. I believe that all organic farming-related education represents the topic of sustainability as a basis.||The politics of the sustainability transition is a key element of the three subjects listed here.||There are other courses at the faculty level including whole-semester course in organic farming so I can expect at that course they deal with agricultural sustainability very well.||x||I think that organic farming is part of the solutions for a more sustainable system, thus this course represents well the concept, mostly the environmental aspects which is easier to show for the students but the economic and social aspects appears as well just it is harder to explain that for them.||I can’t tell that, but sustainability is an alpha and omega of permaculture and we discuss a lot about concrete questions and we are showing examples of a good practice and possibilities of its solutions in a concrete examples.||It's clear. We use all means: lectures, practices and seminars (including documentary films on interesting topic).||Yes, because it gives an understanding of the basic principles of sustainability, demonstrates while modern humanity failed to reach it, and how to achieve it.||Yes, topic sustainability is included in course Permaculture techniques, but also in other courses||Sustainability is part of the BSc of Horticulture, and BSc of environment manager educational programs. Because my department teaches organic farming, it involves the importance of sustainability in several contexts.|
|11.What is the balance of theory and practice in your education program? How can you evaluate both conceptual knowledge and practical solutions (recommendations, frameworks) that your students get from your educational program? How does your program respond to regional and individual (student’s) challenges?||40% theory - 60 % practice. 80 hours of 360 hours is a compulsory working practice in farm. At the end of the course there is an exam, where even the students’ individual and regional-related challenges are discussed.||All three subjects are designed to integrate theory and practice within the International Relations discipline.“International Politics of Climate Change” is an online subject, offered to students across La Trobe University’s five campuses across Victoria.The following articles articulate the pedagogical thinking that embedded into the design of these subjects (authored by the subject coordinator)…The following articles articulate the pedagogical thinking that embedded into the design of these subjects (authored by the subject coordinator)…Habib, B. (forthcoming) ‘Pedagogical Content Knowledge for Global Environmental Politics.’ International Studies Perspectives. Habib, B., Miles, R. and Pawsey, N. (2016) ‘Online Learning and the Infinite Replicability of Digitised Knowledge‘. Fusion Journal. 008.||The lectures are theoretical, in seminars students prepare their own presentations with special agro-ecological topics preferably related to their home regions.||x||50-50 % is the balance but that means practice is not hand-in the soil practice but mainly design and management mini projects. (The core subjects have a theoretical part and a practice part where students have to make a design based on the acquired knowledge).|
The field work is around 20 % of the whole course (field trips, internship).
We try to respond to individual challenges, if someone wish to study this approach of farming we try to serve him/her with the most update information that is available and to integrate this in the course.
|As I said before, the course is only theoretical but it helps students to classify their fragmented information, experience and feelings into a deeper context and a wider framework of permaculture.||Simply, it corresponds to the law of action and reaction. The response of the system comes in the order of several years (3-5)||50/50. Writing course and diploma projects, performing practical modeling of constructive solutions at the test plots (educational centers of permaculture). Students choose to work with the closest and most relevant topics to them.||Mostly theory, because there is not a school garden (plot) available and a academic year is not during the summer.|
Course Permaculture techniques is strongly oriented on finding solutions in agriculture and an evaluation of their sustainability.
|During the education of my optional subjects - Trends of Organic farming, and Permaculture – besides the theory of permaculture I teach the introduction to permaculture farm design. Each student compose a farm design for a selected site, or can redesign an existing farm or garden. If they do not have any idea, they can make a design for our biogarden managed by our department cultivate at the university campus, or for the experiment farm of the faculty.|
|12.Do we need to teach any ethical principles and why? How it is implemented in your education program?||The basic principles of organic farming includes ethics. Within the theory part of the course there is a subject called ‘The basics of organic farming’ where the ethical principles are discussed.||yes and yes||Animal welfare, sustainable use of resources – especially water and soil – these are crucial topics in agriculture closely related to ethics.||x||There was a separate subject on the ethics in the past. I think it is very important as the ethical principles give the base of a sustainable system so we teach this during the basics. We mostly talk about the IFOAM pinciples of organic farming||Yes, of course, principles of permaculture ethics are introduced in first lesson and following programme is connected to them, including them also in seminar student assignments.||Who cares about ethics outside of the education system? Yes, I try to bring ethical questions into my lectures and seminars, including the answer to the urgent problems of the times (consumerism, population, resources). I cannot speak for colleagues. And the teaching of ethics lags in the liberal space where everything that is not prohibited (or better immediately punished) is allowed.||The ethical relationship between people anh between people and nature requires constant attention, education and life-long correction, depending on the life experience, conditions and environmental situation. Some norms of formed ethics are unacceptable today (for example, infanticide), while others are born in our time (for example, the choice of meat "from the test tube" as an alternative to vegan lifestyle). We will study of the basic provisions of the eco-philosophers: Leopold Schweitzer, Mayer-Abich, Marushevsky and others.||Yes, thinking about ethics of modern agriculture leads to understanding impacts of individual actions on nature, human society and leads towards finding new journeys and solutions.||At the beginning we teach ethical principles of permaculture, it is necessary for them to understand the permaculture way of thinking, and living. During one lecture I teach the ethic of permaculture according to Bill Mollison and David Holmgren. (ppt presentation with movies, followed by discussion).|
|13.To what extend do you use interactive and group learning methods in your education? Which ones (e.g. brainstorming, work in pairs and minigroups, discussion clubs etc). Do you teach your students the skills of active listening and principles / ethics of teamwork?||Yes. These accredited courses are the results of an international cooperation where the applied teaching method was an important issue. In our case the most important teaching method is the ‘learning by doing’ instead of the ‘chalk and talk technique’ (frontal education).||All three subjects utilise paired and small group activities (discussion, brainstorms, simulations, text and video analysis), scaffolded by active listening skills (which are taught explicitly in the first year of the Bachelor of International Relations program).||Low extend||x||There is group work during some of the subjects, but mainly due to the small number of students individual work is more common on Msc course, while gropu work is rather done in the bsc courses. e.g: drawing up an organic farm, discussing plant rotation in team.Sometimes I feel that group works can become artificial if they are instructed, I rather like the spontaneous debates that come up during the lectures.||Yes, we practice above examples, but it depends on teaching room. Physical activities are not possible because, the furniture is anchored to the floor sometimes. Group works are very popular and active listening is practised at first lesson while introducing to each other and sometimes at seminar work, if it is suitable||Yes, I use all methods described above.||The main methods are case studies, brainstorming, and business games in the minigroups (5-7 people) with rotating roles. The rule talking stick and rotational facilitation are applied.||Because of limited learning time, there are student's projects focused on concrete topic. Discussion is ongoing between the students when searching for design of solution. The teacher leads discussion to keep professional level.||Active listening of movies are part of the education method, followed discussion. Design work in minigroups.|
|14. What is the balance between lectures and learning by doing in your education program? What kind of projects do students implement (e.g. mini design projects (individual and group), community projects etc)?||40 % theory – 60% real practice (not in classroom, but in real nature!) Applied teaching methods depend on the subject and teacher. I have to say that university teachers need more training in order to apply interactive methods within their course.||“International Politics of Climate Change” is fully online, inclusive of content videos and readings. “Global Envionmental Politics” is a blended learning subject, with face-to-face lectures and tutorials + readings and supplementary materials online. “Environment and Sustainability in East Asia Study Tour” is an overseas short travel program subject, including a two-week long trip to China or South Korea, along with supplementary materials online.||Lectures are theoretical. Seminars are based on students’ individual work.||x||Both is apparent. Individual design exercises are integrated almost in all subjects.||The course include 26 hours per semester, but in reality it is maximum 18 hours for all semester (public holidays, practice, academic holiday, etc.), so students don’t create any projects. They only write an seminar work, at those presentation they can use any possible activities.||Students must prepare some project corresponding to the topic (permaculture, agroecology, sustainable agriculture etc.), submit it and present it during a seminar .||Students carry out permaculture design projects for the improvement and development of their existing habitat, and design a "city of dreams", where they embody their ideas.||In course Permaculture techniques, there are not typical university lectures. Lessons are hold in a teaching rooms where they work on their project connected with agriculture. Projects as enhancing soil fertility, how to stop erosion, supporting a biodiversity.||The balance is about 50-50% or depending on the group of students it can be more practice if they like it better. They can solve mini design projects, then present it in the group.|
|15. Do you play / move with your students during the sessions? Which formats do you use (e.g. games, performances, songs, physical exercises, meditation) and why?||It depends on the teacher.||Occasional use of physical simulation and role-playing activities in class.||no||x||Not really. We have a strict time frame and we have to make a compromise what do we prioritise. If there was more time, I would try these things. There were a few examples: e.g: studenty had to present a text from a regulation playing different roles (certifier, farmer, office worker etc.)||No, only during the excursion, where we have some practical work activities (measuring contours by A- frame for swale building, help with rise bed establishment or planting a perennial mix cultures etc. ... according to actual situation and a need of visited permaculture project.||We play games as well as we create some performances during seminars.||Business games, physical exercises.||Usually not.||We rarely play because the semester is short, but we often go out to the bio garden to observe and work with the plants.|
|16. Do you use any memorizing techniques with your students? Which ones (e.g. mind maps, mnemonics, acronyms, acrorhymes etc)? What is the outcome?||Those teachers who were involved in our project (the result of which are the 2 trainings) are well equipped with memorizing techniques. Mind map preparation is a popular method.||n/a||none||x||I use the mind map technique at the end of the course to see how much students managed to get and integrate from all the information.||Mind maps I use during the lectures. Work sheet “Little Farm” I use at final repetition before test.||No||Mindmaps, short funny stories, unexpected photos of participants.||Usually not.||We did not apply memorizing technics with our students.|
|17. Does your education program accounts for the demand of present and future job market? How? Is it easier for your graduates to become self-employed?||Yes. That is the aim of our trainings! We encourage the students to grow, self-supply and then to market their produces.||Emphasis on sustainability transition governance is applicable to all professional fields.||Agroecology is basic discipline helping students to understand principles of agriculture and food production.||x||If someone wishes to get a job in this sector than this course is a help of course. I think organic farming is not so much developed in Hungary thus there is not such a big need for good experts yet. If someone wants to start a farming business, than this course help them to think through and design the whole project.||no||Certainly better than the study of kynology or breeding of aquarium fish or chameleons, or the determination of the number of owls on the forest area according to the phonograms of their voices etc.||It rather meets the requirements of the future labor market linked to the environmentalization of the urban environment by training required professionals. It will be easier for your graduates to become self-employed.||I am not able to answer||The students can learn problem solving and became more sensitive to delicate problems. They can think about how to realize theory in practice. Some of them was planning to be self-employed with own farm.|
|18. How does your students get prepared for the professional environment? Are they more competitive and why? Do you link them with their potential employers? Are there any professional / fellow association where your graduates can get support during their career path?||Our students are adults. They come to the course since they want to learn producing techniques. We do not link them with their potential employers, as most of them are self-employed, and primarily they want to produce to their own family.||The Bachelor of International Relations program has an ongoing relationship with CERES Community Environment Park, which is a premier permaculture facility and urban farm in Melbourne. CERES Global, which is an enterprise within CERES Community Environment Park, has been our travel partner for the “Environment and Sustainability in East Asia Study Tour.” Students also complete internships at CERES.||They will have many specific courses as a part of their specialisation in study programs. Agroecology can help them to integrate the knowledge from other disciplines and to be able to “think out of the box”.||x||We have a connection to the local certification bodies that can work potentially. Also we go for field trips to organic farms which can also give base for connections and possibilities.||no||You have too many questions.|
If they can manage, they can have a farm, but they are not living in the conditions of the Czech Republic. Competition is too big. And the state is focused on supporting the big ones (despite the EU's efforts).
|Apprenticeship in the environmental protection institutions and city departments of environment, which are the potential employers.||I am not able to answer||My students can be more competitive because they have learnt another way of thinking and another way of farming and living. They can look things differently. This can give them self-confidence.|
|19. Does your students learn any sustainable living skills and methods? Which ones?||Producing their own organic vegetables and their own organic fruits.||The three subjects listed here teach at the level of sustainability transition governance at the national and international levels.||Sustainable use of water and soil, maintaining and the importance of agrobiodiversity.||x||Farming, sustainable orientation/ approach/view. Self-sufficiency is cited, concerned as well.||Yes, they learn to think about everything from different point of views and search for right ethical solution.||Clearly. All possible.||Waste management, growing healthy food, resource saving.||I am not able to answer||Permaculture can offer a lots of sustainable living skills, starting from different methods of energy saving, water saving, to companion gardening in a permaculture farm, or forest garden implementation.|
|20. Does your education program contribute to equity and accounts for social integration of disabled, disadvantaged persons and minorities? How?||no||Yes, as per university policy. https://policies.latrobe.edu.au/document/view.php?id=284&version=2||Not specifically.||x||Not yet. There is an ongoing project in the institute on social farming. We talk about the social aspects of organic farming (fair working conditions and payments, fair trade etc.).||No, but it wouldn’t be a problem if there were such students.||Yes. According to specific conditions and the legislative framework.||Provides knowledge and skills for organization of inclusive environment, food sovereignty, garden therapy.||I am not able to answer||If we have a disabled person in the class we often make special attention to him/her. (leave more time for the tasks, more explanations). My colleague participate in organize lectures for handicapped people at the nearby institution.|
|21. Do your students implement any projects for their university and local community (e.g. urban gardens, waste management projects etc)||No. This is not their goal with these trainings. Implementing projects for e.g. their local community is the next level.||n/a||no||x||Not directly done by the course teachers or students. There is a so called Green Club NGO on the university, and some students belong to this initiative, they have a forest garden project.||Yes, some of them. It is individual. Some of them engage into community gardens, another ones into serving the food to homeless people or the Czech republic Clean-up, etc.||Sometimes. Mostly as a bachelor or diploma thesis. I'm conducting some diploma or bachelor thesis in this regard each year.||Urban gardening, animal protection systems.||x||We implement special design and tasks at our campus, and in the biogarden of the department. (Urban garden, composting, herb spiral)|
|22. Is your education program popular? How easy or difficult is for you to enroll the students / participants? Please, describe the constraints if any.||Two difficulties we need to face::It is expensive. In general –as we experienced- interested people in organic farming is not the richest people of the society.|
The courses are too long. Adults with full-time jobs are not always able to resolve their participation. 380 hours….
|See entry requirements here: https://www.latrobe.edu.au/courses/bachelor-of-international-relations||Around 15-20 students per semester.||x||Not really popular. I wish to know exactly why. I suppose because organic farming is not so represented as in West Europe. There are good signs but still a lot of people see the future in other ways.||I can’t tell, the course is optional and in afternoon time, so the participation is not always abundant. Students enrol by themselves into Information system.||Yes. Now we have 66 students for Ecological agriculture programme. Constraints? Actually leadership.||x||Course Permaculture techniques is optional subject and any university student from any university can enrol it. Lessons are public and open for everybody.||It is depending on the interest of the students, sometimes we have lots of students, sometimes less.|
|23. How easy or difficult was for you was to approve / license your educational program? What were the constraints and how did you overcome them?||It was not difficult, as we did not have these kind of vocational trainings in Hungary. But our trainings are not supported by the state, so there is a participation fee.||The accreditation of the degree is performed by the University bureaucracy.||It is a part of faculty study programme.||x||It wasn’t hard. The constraint was rather that we need a lot of time to get together enough teachers who have adequate approach.||I took over the course after the previous teacher passed away (translators note: Dr. Helena Vlašínová- the same lady what founded PC course at Mendel University). But I know that accreditation was very difficult and it took a lot of time, because she consult it with me before and during the process of accreditation. She achieved that finally, but with a compromise that content of the course is more theoretical than practical.||We still meet the standards of the National Accreditation Authority, but it will be worse.||x||I can reply only for course Permaculture techniques. Optional courses approves a dean of Faculty of AgroSciences, who is led by competence of teachers and potential interest of students.||My subject: “Existing trends of organic farming” is much about permaculture, but this title was not conform that time when it was accepted. I teach this subject in English and in Hungarian too, but sometimes it is more popular for the foreign students.|
|24. Have you collected any feedback from the teachers and students?||☒ Yes||☒ Yes||X Yes||x||☒ Yes||Yes||Yes||Yes||Yes||Yes|
|Summarize the feedback from program students (if any)||They are very happy to have a practice-oriented training and that they have the opportunity to learn (by doing) the growing techniques within the course. Interesting feedback: They feel that which teacher believes in organic farming as a whole, and which one knows the principles but cannot fully identify himself/herself with them.||x||They are satisfied and find it interesting and important.||x||The students come to this course normally because they have an interest. Thus generally they have a good opinion, the ones who don’t normally quit before the end. The direction is good just should be finetuned.||I do a simple feedback after each semester and this is a result. Permaculture as such is a holistic system, about universality and diversity students didn’t know . Some fragmented facts and information fitted into a meaningful framework. They think a lot about their access to living, transport, food and future life genrally.||x||x||Students reacts in a positive way and value different point of view and different solutions of studied problems then they know from different courses.||They like the group work, and movies, with discussion. Sometimes the common discussion and correction of permaculture design works.|
|Summarize the feedback from program teachers (if any)||The participants are very different with very varied background that makes the learning process a bit slow. There were students with PdD and others with no organic-farming related experiences. Teachers noticed that students prefer interactive lectures and ‘real’ practices.||x||none||x||The design project is a challenge for them, but normally there isn’t a lot of feedbacks from them.||I don’t have any...||x||x||Lessons are held only by one teacher||They like the practical works and activity in the garden after the theoretical education material|
|25. What else do you want to share about your education program (to compare it with other programs)?||x||“Environment and Sustainability in East Asia Study Tour” https://drbenjaminhabib.wordpress.com/2018/01/12/south-korea-study-tour-2017/ https://drbenjaminhabib.wordpress.com/2015/08/17/china-study-tour-2015/||x||x||None.||Students often say that this course should be compulsory, not only optional. But unfortunately it doesn’t depend on our wishes, but on department politics and strategy of a whole faculty, where main teachers are not interested in this subject and they endure it.||Actually nothing||x||x||Because I have introduced practical work, group work, and discussion to my class, some of my colleagues also introduced them to their optional subject.|
We often invited experts, practitioners in permaculture farming.
|26. Integration with other programs / disciplines||x||x||Part of faculty study programm.||x||x||Nowadays, I can’t imagine integration, I am only external teacher and can’t influence it currently.||x||x||x||Adult education programs are good opportunity to involve permaculture topics as part of another subject.|
Subjects like Organic farming, Agroecology, Agroforestry, Sustainable farming/agriculture are good possibility to educate a few hours the permaculture knowledge. Then we can see the interest of the students, if it is reasonable a new subject can be established for education of permaculture
|27. Components of the educational program (please, list each component separately)||x||“International Politics of Climate Change”: 15 ECTS, 50 academic hours, finals: |
Research Essay + Weekly blog postings
“Environment and Sustainability in East Asia Study Tour”: 15 ECTS, 20 hours + field trip, finals:
2-week overseas trip + research essay + reflective video presentation
“Global Environmental Politics” 15 ECTS, 50 hours, finals: Research Essay + Weekly blog postings
|Fundamentals of Agroecology: 4 ECTS, academic hours 2/2, finals: |
combination of written test and oral examination
|x||x||Seminar and excursion with a practical workshop: 3 ECTS: 26: distinguishing test, exam pass/fail||x|
Type of course unit: optional;
introduction to permaculture design work
drawings with explanation
practical education bio-garden
|28. Structure of disciplines, course materials, handouts, recorded lectures (Please, give description, provide the links or send the documents to email@example.com)||x||x||Lectures:|
Introduction to agroecology, socio-economical background. Population growth, food policy. Agroecosystem, its determinats, functions. Differences between agroecosystem and natural ecosystem.
Organisms and the environment, abiotic environmental conditions, ecological tolerance, ecological niche. Solar radiation and temperature as ecological factors.
Water in the environment, water cycle, water in agriculture. Rainfed agriculture, irrigated agriculture. Human water consumption, water uptake, protection of water resources.
Soil and soil biota, ecological processes in the soil, soil degradation, erosion and its prevention, soil tillage, agriculture and soil protection.
Demecology of agroecosystem biota, population characteristics, population dynamics, life strategies.
Biotic interactions, positive and negative interactions in the agroecosystem, management of populations in the agroecosystems.
Communities, their structure and dynamics, ecological succession, applications of succession theory in agroecosystem.
Biodiversity, its importance and threats. Agrobiodiversity, its maintenance, factors influencing agrobiodiversity. Biological invasions, invasive species in natural ecosystems and in agroecosystem.
Biogeochemical cycles of main elements, human activities influencing those cycles, agriculture and its role in biogeochemical cycles.
Energetic processes in the agroecosystems, energy sources, flux of energy, trophic chains, food webs, cultural energy in agroecosystem and its forms, energetic effectiveness of agriculture.
Evolution of agroecosystems - origins of agriculture, its spread, domestication of crops and farm animals, domestication syndrome.
Typology of agricultural systems, characterisation of conventional, organic and integrated farming. Sustainable agriculture.
|x||x||x||x||x||x||Education program of Further education of Organic farming|