To enable the development of new knowledge in collaboration between researchers, teachers and stakeholders in society, it is important that higher education graduates, apart from having field-specific knowledge, are exposed to working cultures of potential employers. Especially in complex situations, such as peripheral rural areas, there is a well-known gap between theory presented in academic courses and applications of this knowledge for sustainable development. Acquiring and practicing life-long learning skills such as reflection, observation, visioning, participation and dialogue should be integral part of learning cultures. A group of European High Education Institutes have developed an already tested cooperation through the successful completion of a Horizon 2000 project (High Nature Value farming: Learning, Innovation and Knowledge; Horizon 2020, 2016-19, www.hnvlink.eu). A mutual understanding will help structure both modules and curricula, but also individual courses concentrated on these areas through a multidisciplinary approach. The partnership aims to enhance the sustained implementation of the innovative model for HE education within and outside the partnership. More specifically, the project will: 1) build understanding on the specific skills and competencies needed by the labor market and societal needs in such regions, 2) support curricula development to ensure learning for the 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, and 5) contribute to the international pool of open educational resources (OER). Work as a multinational communal network has so far had an enormous beneficial impact on testing of field approaches concerning sustainable development of peripheral areas. It is estimated that these areas cover about 30% of the utilized agricultural area and around 15% of agricultural holdings in the EU (Keenleyside et al. 2014). By further implementing innovative student-centered and project based approaches in all the participating institutions, we are certain that this increased transnational effort can achieve the project’s objectives and our vision. An already existing tradition of mutual cooperation and engagement of new participants as well as a considerable share of own resources put into the project activities will ensure the sustainability of the efforts after the project is completed. The intellectual deliverables of the project will be presented in six (6) discrete outputs: IO1) The assessment of the education needs and gaps for the sustainable development of the 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 The above structure will allow us to enhance skills and competencies of one hundred (100) participating students and almost fifty (50) academic staff and researchers. The IO’s above, including an Intensive Field Study Activity in a selected peripheral area in the vicinity of the leader partner’s campus will allow us test the selected methods. This includes the most suitable methods for developing important skills and fostering lifelong and self-governed learning. The proposed project will further sustain and build cooperation across the network of partnering institutions concerning peripheral areas. The four (4) proposed transnational meetings will focus work on particular deliverables to be completed at various stages of the project. Additionally, the multiplier events will focus on participatory approach for the sustainable development of peripheral areas between local key actors, such as administrative and technical staff, market representatives, local government, and academic staff other than the ones involved in the partnering HE institutions. The consortium vision to further enhance existing knowledge for EU peripheral areas by delivering tested results of its proposed approach. We plan to expand in the future beyond the project’s two (2) year completion by joint personnel /student exchange programs, common curriculum and syllabus change among some of the potential opportunities.
We wanted to build an improved understanding of the specific skills and competencies required by the labour market to meet the societal needs of peripheral rural areas. Once we had explored the knowledge gaps, we aimed to develop a bespoke E-learning course targeted at improving key skills and competencies in relation to innovation and sustainable development in peripheral rural areas. Through these activities, we wanted to strengthen collaborations between HE and potential regional and cross-regional employers. We aimed to support professional competencies of the HE educators by sharing knowledge between educators in the partner higher education institutes and their education network. We wanted to make a range of the resources available online to contribute to the international pool of open educational resources (OER). Developing and testing the online course, the online virtual learning environment and the summer school with students enabled us to produce an innovative education product merging online learning and place-based education. We wanted this product to be used to equip graduates with skills and competencies relevant to specific labour markets and meet societal needs in peripheral rural areas
The EU agricultural sector is facing important challenges. The “Farm to Fork” strategy intends to enable the EU to contribute to the UN Sustainable Development Goals (SDG). Peripheral rural areas have much to contribute to the achievement of several SDGs. However, such areas suffer from a combination of social, economic, political and environmental pressures. Depopulation, for example, drains them of human capital and forces entrepreneurs to acquire a multitude of different and often novel skills and competences. Producers are often faced with a complex dilemma on how to modernise production while avoiding potential wider social and environmental damage inflicted by the process. Peripheral rural regions by their nature face isolation and often fall under the radar of mainstream education and development. The partnership therefore aimed to support higher education in peripheral rural areas to enable graduates to improve their (self)employability and capacities to contribute to the wider socio-economic viability and sustainable development. Some of the partners took part in a Horizon2020 networking project HNV-Link, in which such needs were identified as poorly addressed.