Preserving common resources is more than ever an imperative of a modern agriculture. Agricultural trainings in European schools provide improved agricultural technologies but also develop farming that is sustainable and which promotes animal welfare, nutrition and health food. This project is aimed at studying, on small territories, the harmonious coexistence between specific economic agricultural activities, the management of a natural park with wildlife conservation and sustainable leisure’s activities. We want to study how it’s possible to generate economic resources and synergies. We Share The Land is about training and teaching strategies to help students keep agriculture on track! Students, teachers and local partnerships (farmers, producers, public institutions, etc.) explore questions related to these issues to experience, compare and share their own and other countries’ practices. The first priority is to acquire new professional skills and a better understanding of the different people living on and from a land is our leading common thread. The objective is also to help students' career choice by meeting numerous professionals. Quality improvement institutions and methods is a second priority for us. The agricultural-related subjects foster multidisciplinary and inter-disciplinary approaches. It gives the opportunity to include the project in its respective school project, official curricula and to stimulate other teachers to use the learning material created and to do similar projects. Teaching and learning of foreign languages is also a priority. Activities ensure intensive use of English to promote the use of CLIL and increases language competence. We hope the confidence and skills acquired during this two years will enhance participants’ European dimension, help students for their job purposes and teachers to make further progress in didactic activities. We, the 3 agricultural and vocational school partners from France, Italy and Poland are really sharing a common motivation. Groups of minimum 15 or 16 students (17-to-19) take part in the school exchanges. They will act as ambassadors for the initiative. For the mobilities, two teachers take part, the English teacher and a vocational teacher. Voluntary teachers will be welcome to get support with learning activities and to take part to workshops. In each mobility and through the learning platform, various experts, technicians, farmers, producers take part as full stakeholders as the sharing of their knowledge and competences is one of the main motives for participants. To make sense and help analysis, we follow this same pattern helping students with a common iterative process and comparative data. Each partner prepares a short week to experience the synergies on the studied territory. -land to feed mankind: visit several farms and local producers to learn more about agricultural practises, exchange and compare their mutual knowledge. Some visits are led by students after a preparatory work. -land to maintain, protect and reintroduce wildlife: visit a regional park and be explained the rules and the management and the possible economic resources to get a better significance of biodiversity and to grasp the differing interests with farming management. -land as leisure activities area, sustainable tourism: to get an entrepreneurial understanding of what it means to work in this sector by attending leisure’s activities planned by students. -attend lessons in the host school, at the laboratory, in the stables, in the school dairy farm, etc. with the other participants or pupils not participating to the mobilities. -pupils will be responsible of tasks in group (films, reports, news article for dissemination, etc.) to gain self-confidence and skills in management and communication. -intensive interchanging using computer tools on Twinspace. Different class groups are included to this activity. Preparatory work, learning material, exchange ideas on various issues will be asked every 6 week to stimulate curiosity. Participating teachers report about methods tried out during the work on the project, compare their experiences to those of the other schools and evaluate which of the methods tried out are most appropriate and effective. They report about the evaluation and use it as stimulus for their further pedagogical work. “We share the Land” can meet a large interest and we are mindful of sharing our work and experience so that it can be used by wider teaching communities and cooperation research institutions. KA229 partnership programme gives schools a rewarding opportunity to cooperate for innovation and to exchange good practices and thus enables us to strenghten our European heritage and dimension for future. Possibilities offered by this new international partnership and active communication to make and maintain contacts and develop new ones on the same topics will sustain the logic of the project lasting 2 years.
Preserving common resources is more than ever an imperative of a modern agriculture. Agricultural trainings in European schools provide improved technologies but also develop farming that is sustainable and which promotes animal welfare, nutrition and health food. This project is aimed at studying, on small territories, the harmonious coexistence between specific economic agricultural activities, the management of a natural park with wildlife conservation and sustainable leisure’s activities. We wanted to study how it was possible to generate economic resources and synergies. We, the 3 agricultural and vocational school partners from France, Italy and Poland were sharing this motivation. Groups of minimum 15 or 16 students (17-to-19) and 2 teachers took part in 2 only mobilities as the third was planned on March 2020 and the covid-19 made it no longer possible. Our priorities: The first priority was to acquire new professional skills and a better understanding of the different people living on and from a land was our leading common thread. The objective was also to help students' career choice by meeting numerous professionals. Quality improvement institutions and methods was a second priority for us. The agricultural-related subjects foster multidisciplinary and inter-disciplinary approaches. It gave the opportunity to include the project in its respective school project, official curricula and to stimulate other teachers to use the learning material created and to do similar projects. Teaching and learning of foreign languages was also a priority. Activities ensured intensive use of English to promote the use of CLIL and increases language competence. In addition to the confidence and skills acquired during this two years, participants enhanced their European dimension. Our activities Mobility of 6 days each in Poland in May 2019, in France in October 2019. Mobility in Italy in March 2020 (postponed in October 2020 end finally cancelled but all planned, so it became a virtual mobility via Twinspace) In each mobility and between, through the learning platform Twinspace (for preparatory work, learning material, results), many technicians, farmers, producers took part as full stakeholders since the sharing of their knowledge and competences was at the heart of the project with English skills, too. Pupils prepared visits and played the role of guide or translator, gave lectures on the issues and also did tasks in group (films, reports) to gain self-confidence and skills in management and communication. To make sense and help analysis, we followed this same pattern helping students with a common iterative process and comparative data. -land to feed mankind: visit several farms and local producers to learn more about agricultural practises, exchange and compare their mutual knowledge. -land to maintain, protect and reintroduce wildlife: visit a regional park and be explained the rules and the management and the possible economic resources to get a better significance of biodiversity and to grasp the differing interests with farming management. -land as leisure activities area, sustainable tourism: to get an entrepreneurial understanding of what it means to work in this sector by attending leisure’s activities planned by students. Participants also attended lessons with the local teachers, at the laboratory, in the stables, in the school dairy farm, etc. with pupils not participating to the mobilities. Results and benefits In spite of the covid-19 and us being quite fresh in this type of Erasmus programmes, we are very positive about the impact it had on our respective school community and pupils’ motivation for understanding better European countries and its possibilities. KA229 partnership programme gave us a rewarding opportunity to experience and exchange good practices. In each school, new projects about job shadowing, long-term mobility for pupils or students are now getting implemented concretely. New forms on “school exchanges” scheme will be submitted as now the demand and the confidence of the school community is tangible. Participating teachers reported about methods tried out during the work on the project, compared their experiences to those of the other and use it as stimulus for their further pedagogical work. Through various surveys, we can certify that the participants have learned and benefited from the local partnerships (farmers, producers, public institutions) they could meet and observe. “We Share The Land” was about training and teaching strategies to help students keep agriculture on track! We can’t be sure of the result but at least for 2 years they have been questioning these issues and broaden their mind and knowledge.