NextFood

21/01/2023

Είδες το Κιλκίς; Πάλι μπροστάρηδες! 🥂🍷 Μπράβο Βασίλη.

Το ζευγάρι που πριν από λίγο μπήκε στην κάβα κρασιών στο Μόναχο πλησιάζει το ράφι με τους ελληνικούς οίνους από τη Γουμένισσα.

28/11/2022

❗️The NextFood Case Studies - Case 5❗️

✔️ The NextFood project's Case 5, undertaken by the American Farm School and the International Hellenic University, aimed to train agricultural university students in the development of sustainability skills and competences by engaging students, farmers and extension specialist in sustainability knowledge co-creation processes.

💡 Learn more about Case 5 here 👇
https://www.youtube.com/watch?v=_q7hzUqLJIo

Action learning Agriscapes: Enhanced extension service to young farmers based on principles and practices of the Action Learning method.

09/11/2022

❗️The NextFood Case Studies - Case 4❗️

💡Case 4 of the NextFood project, led by the ISEKI-Food Association, involved international teams of MSc students competing in finding innovative solutions to hot issues in agrifood business. In this innovative and engaging approach to education, team members improved their knowledge and competencies by solving real practice-oriented challenges.

🎬 Learn more about Case 4 here 👇
https://www.youtube.com/watch?v=pcwPAIhh0dY&t=96s

Supply chain innovation competition: Teams of MSc students competing in finding innovative solutions to hot issues in agrifood business.

02/11/2022

📣The NextFood Case Studies - Case 3❗️

The main objective of Case 3, undertaken by Mekelle University in Ethiopia, was to bring together farmers, researchers, development workers, the government and students, for a mutual sharing of knowledge that will help design new training and education approaches for agricultural educational institutions, using action research approaches.

🎬 Watch the video below to learn more about Case 3 👇
https://www.youtube.com/watch?v=gNFoDrhF-iU&t=9s

Learning from Farmers Training Centres (FTCs): Multi-stakeholder action learning platform

25/10/2022

📌The NextFood Case Studies - Case 2❗️

Case 2 of the NextFood project undertaken by the University of Oradea in Romania involved several different actors, including farmers, students, researchers, and food business representatives, working together in teams to bring food innovations from idea to market.

✔️ Watch the video below to learn more about Case 2 👇
https://www.youtube.com/watch?v=PH5OLW4AXDw

Students and farmers taking food innovations from idea to market: A practice-oriented course in food innovation including all the steps necessary to bring a ...

12/10/2022

📌The NextFood Case Studies - Case 1❗️

Central to the NextFood project were 12 case studies that involved the implementation of action learning approaches in practice, in the context of courses and programmes related to food, agriculture, and forestry, covering a wide geographical area and different levels of education.
Case 1 involved NMBU MSc students in Agroecology solving real sustainability issues in partnership with farmers.

💡Learn more about Case 1 by watching the video below!

Agroecology and sustainable farming systems MSc students searching for solutions for sustainable farming in collaboration with farmers.

07/10/2022

💡The study of sustainable agrifood systems through action learning: a special experience from the CIHEAMBari students❗️

The NextFood case led by CIHEAMBari adopted a multi-actor approach involving MSc students in Agroecology, farmers and researchers. Students worked on a course project responding to real agricultural needs in partnership with local key stakeholders (researchers, farmers, policy makers, etc.) undertaking practical activities, and challenging one another to question their assumptions as they reflect on their experiences.

✅ Learn more about the CIHEAMBari case and students' experiences by watching the video below 👇

CIHEAMBari ActionLearning NextFood

29/09/2022

📣 Presenting Work Package 4 of the NextFood project ❗️

The fourth NextFOOD work package, led by the University of Bologna, aimed to identify policy instruments that support the transition towards action-, and practice-oriented learning methods in the agrifood sector. Resulting policy recommendation are for all stakeholders affected by education and life-long learning programs for sustainable agrifood systems. In particular, for decision-makers who are working with education governance and as well as those dealing with education management at regional, national, EU-level education.

✅Learn more about work package 4 by watching the video below
https://www.youtube.com/watch?v=g_yIcC3ZDyc
👇

21/09/2022

💡Visionary thinking as a core competence

Visionary thinking is the process whereby we create mental images of a desired future state. We do this by activating our insight and imagination, connecting with our values and sense of purpose. When working in a vision-oriented framework, we are exploring the question: What do we want to create? Shared visions are expressions of what people have in common, and especially of what they are committed to.

👉 Watch the video below to find out more about the key features of visionary thinking.

13/09/2022

⭕️ Reflection as a core competence

Reflection is a process of exploring and examining ourselves, our perspectives, attributes, experiences, actions and interactions. It helps us gain insight and see how to move forward. It increases our ability to link our own experiences to theory and to personal development. Reflecting on our learning, exploring ideas and linking prior experience with new knowledge helps us focus on what we need to work on in the future.

▶️ Learn more about reflection and how to train it in an action learning context by watching the video below: https://www.youtube.com/watch?v=WUq0Mk-TiWY&t=22s

07/09/2022

🎯 Dialogue as a core competence

Dialogue is a powerful tool of communication and exploration. When used as part of a participatory inquiry into farming and food systems, it is a great way to connect with key stakeholders and other actors in order to gain a deeper understanding of a system, its components, actors, (inter-)connections, and its complex challenges and issues.

✅ Learn more about dialogue and how to implement it in an action learning context by watching the video below:

30/08/2022

🎯 Participation as a core competence

In an action learning course, participation is at the center of the educational activities. Field visits, group work, working in farming and food systems, interacting with relevant stakeholders, are all participatory activities and golden opportunities for training participation as a competence.
Ideally, your educational activity will consist of some sort of participatory inquiry into an agrifood or forestry system. Conducting a systemic intervention through casework is a perfect way for learners to enhance their proficiency in participation.

✅ Learn more about participation as a core competence by watching the video below.