The result of this intellectual output will be the “Guideline – for Vocational Training in the Area of Sustainable Development”, which contributes to the comprehensible dissemination of VETSD’s educational intentions, contents, and methods. Within the project, in which the definitions of sustainable development and agriculture are presented, the Guideline is based on a mission statement for VETSD in agriculture. It must be supported by all partners and be applicable in all countries. The developed mission statement for VETSD in agriculture will also be presented as a poster and thus provides information about the objectives and can already be used at an early stage of the project.

A VETSD checklist (with explanations) is intended to serve as an orientation and will show, to what extent sustainability aspects are taken into account. Furthermore, the checklist ,including the mission statement, will be made available to other educational institutions (schools, universities, companies, training facilities, etc.). This allows for the possibility of VETSD in their events and additionally for transfer to other content areas and neighbouring sectors.

It describes test criteria (ecological, economic, and social) for different areas of VETSD in agriculture and defines indicators, as to whether teaching materials, curricula, etc. meet the VETSD’s requirements or whether they should be revised. A very important test criterion is the question of whether all dimensions of sustainable development have been given equal importance.

It is also intended to be used in in-company training to check whether the training content is oriented towards VETSD. However, it should also be borne in mind  that it is often the case that what has been learnt already does not fit in with company practice, i.e. trainers must also be able to teach how to deal with contradictions, which is also addressed in the guideline.

Within the project, both the mission statement and the checklist are compared and used in the development of the curriculum (I.O.).

In addition to these two points, the guideline will initially contain basic information on ESDP as required in the Sustainable Development Goals, the European Strategies and the National Action Plans ESDP, etc.

The structural development towards agriculture 4.0 and the associated ICT applications in many companies have created new competence requirements for the sector. Vocational training must be adapted and should enable pupils to deal with ICT. The effects of the use of ICT in everyday work should be included in the guideline against the background of VETSD: How does agriculture 4.0 affect the three sustainability dimensions of ecology, economy, and social affairs?

On the one hand, the guideline is intended to give other institutions in the field of education and training the opportunity to review and adapt their own curricula. Additionally, it also serves as an information and argumentation aid for discussions and dissemination activities for VETSD at the structural and social level. Stakeholders can also fall back on the mission statement and checklist and thus contribute well-founded arguments to their discussions and decisions.

 

The PECO Institute is responsible for coordinating this I.O. The process will be similar and parallel to the development and distribution of tasks with the corresponding expertises as in the curriculum.

At the kick-off, a joint VETSD mission statement is drafted within the framework of a moderated discussion. The summary of the discussion, including a content and structural draft, will be prepared by the PECO Institute until the second transnational meeting. The next steps are agreed jointly on the basis of the prepared materials. (Further discussion about the mission statement, concluding presentation of the mission statement, draft of a checklist).

The individual partners will contribute to the checklist with their experience and tips:

  • The partner FMM (├ľkobetrieb), the LWK Niedersachsen (Lower Saxony LWK) provide information on learning location design and requirements.
  • The universities and colleges contribute their pedagogical and didactic requirements.
  • Against the background of its administrative experience, LWK Niedersachsen can provide information on the implementation of VETSD in training and curricula.

 

The draft version of the I.O. is planned for the 4th transnational meeting, so that at the third transnational meeting, an intermediate state can be discussed and new ideas be introduced. The PECO Institute then prepares the final version.