ERIC ED474314: Quality of Agricultural Products and Protection of the Environment: Training, Knowledge Dissemination and Certification. Synthesis Report of a Study in Five European Countries. CEDEFOP Reference Series.

198 Pages·2003·2.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 474 314
CE 084 694
AUTHOR
Papadaki-Klavdianou, A.; Menkisoglou-Spiroudi, O.;
Tsakiridou, E.
Quality of Agricultural Products and Protection of the
TITLE
Environment: Training, Knowledge Dissemination and
Certification. Synthesis Report of a Study in Five European
Countries. CEDEFOP Reference Series.
INSTITUTION
European Centre for the Development of Vocational Training,
Thessaloniki (Greece).
TI-49-02-361-EN-C; CEDEFOP-Ser-38
REPORT NO
ISBN-92-896-0174-4
ISBN
2003-00-00
PUB DATE
NOTE
197p.
AVAILABLE FROM Bernan Associates, Cedefop, P.O. Box 22427 20706-4391 GR
55102 Thessaloniki (3027 EN; 25 Euros). Web site:
http://www.cedefop.eu.int/.
Information Analyses (070)
PUB TYPE
EDRS Price MF01/PC08 Plus Postage.
EDRS PRICE
Adult Education; Agribusiness; Agricultural Education;
DESCRIPTORS
Agricultural Occupations; *Agricultural Production; Case
Studies; Certification; *Conservation (Environment); Consumer
Education; *Curriculum Design; Curriculum Development;
Developed Nations; Discourse Analysis; Educational Finance;
Educational Policy; *Environmental Education; Foreign
Countries; Information Dissemination; Interviews; Marketing;
Policy Formation; Postsecondary Education; Productivity;
Program Implementation; Public Policy; Qualifications;
Research Utilization; Secondary Education; Transfer of
Training; *Vocational Education; Vocational Education
Teachers
*European Union; Germany; Greece; Netherlands; *Organic
IDENTIFIERS
Farming; Portugal; Spain; Sustainable Agriculture
ABSTRACT
This book examines existing European environmental education
and agricultural practices friendly to the environment. Focus is on studies
conducted in five countries--Germany, Greece, the Netherlands, Portugal, and
Spain--that aimed to define new knowledge qualifications related to
environmental issues in producing alternative agricultural products without
agrochemicals (organic farming). How these qualifications can best be
acquired, including curricula design, are discussed. Chapter 1 is an
introduction to the background, objectives, and design of the study. Chapters
2 and 3 describe European policies related to agriculture and employment and
the practice of organic farming. Chapter 4 examines the state of agricultural
education, environmental education, and vocational training within the
European Union. Chapter 5 discusses processing, distribution and consumer
information for organic products, specifically wine, olive oil, and fruit
juice. Chapter 6, which constitutes over 1/3 of the book, presents the five
national case studies. These include interviews with agronomists;
agricultural inspectors; agricultural extension workers; teachers and
directors of agricultural training centers; and retailers and consumers of
organic products. Chapter 7 presents conclusions and suggestions for the
Reproductions supplied by EDRS are the best that can be made
from the on final document.
formation of a common policy. Chapter 8 is a summary of the study. (Contains
75 references and 55 tables and figures.) A list of 10 Web site addresses is
appended.
(AJ)
Reproductions supplied by EDRS are the best that can be made
from the on inal document.
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41 .
Quality of agricultural products
and protection of the environment:
training, knowledge
dissemination and certification
Synthesis report of a study
in five European countries
Papadaki-Klavdianou A.
Menkisoglou-Spiroudi 0.
Tsakiridou E.
Cedefop Reference series; 38
Luxembourg: Office for Official Publications of the European Communities, 2003
A great deal of additional information on the European Union is available on
the Internet. It can be accessed through the Europa server (http://europa.eu.int).
Cataloguing data can be found at the end of this publication.
Luxembourg:
Office for Official Publications of the European Communities, 2003
ISBN 92-896-0174-4
ISSN 1608-7089
© European Centre for the Development of Vocational Training, 2003
All rights reserved.
Designed by Colibri Ltd.
Greece
Printed in Greece
The European Centre for the Development
of Vocational Training (Cedefop) is the European Union's
reference Centre for vocational education and training.
We provide information on and analyses of vocational education
and training systems, policies, research and practice.
Cedefop was established in 1975 by Council Regulation (EEC) No. 337/75.
Europe 123
GR-570 01 Thessaloniki (Pylea)
Postal address: PO Box 22427
GR-551 02 Thessaloniki
Tel. [phone], Fax [phone]
E-mail: [email protected]
Homepage: www.cedefop.eu.int
Interactive website: www.trainingvillage.gr
Papadaki-Klavdianou A., Professor,
Menkisoglou-Spiroudi 0., Assist. Professor,
Tsakiridou E., Agronomist, Researcher, Ph.D. candidate
in collaboration with:
Germany: H. Boland, Professor; C. Retter,
J. Schwarte; Ute Bischoff
Liebig University of Giessen
Justus
Portugal: A. Cristovao, Professor; T. Koehnen;
A. Strecht; D. Vilas Boas
University of Tras-os-Montes e Alto Duro
Spain: A. Colom Gorgues, Professor;
Z. Saez Olivito, Professor; A. Berga Monge;
J.M. Guinovart; A. Pardo
University of Lleida
The Netherlands: J. Warmerdam; S. van den Berg
Institute for Applied Social Sciences
Edited by: Cedefop
Tina Bertzeletou, Project manager
Published under the responsibility of:
Johan van Rens, Director
BEST COPY AVAILABLE
Stavros Stavrou, Deputy Director
Table of contents
6
Foreword
Background, objectives and design of the study
9
Chapter 1
Background
1.1.
9
Objectives of the study
11
1.2.
Design of the study
12
1.3.
Research questions and methodology
13
1.4.
Structure of the synthesis report
15
1.5.
European policies related to agriculture and employment
16
Chapter 2
Key concepts of agriculture
16
2.1.
2.1.1. The concept of agriculture
16
2.1.2. The concept of sustainable agriculture
16
2.1.3. The concept of organic farming
18
European agricultural policy related to organic farming
2.2.
and the environment
19
Employment in agriculture and in organic farming
20
2.3.
Social dialogue in the agricultural sector and the role
2.4.
22
of vocational training
2.5. The role of the social partners
23
Structural Funds in the promotion of agricultural training
25
2.6.
The European agricultural sector
28
Chapter 3
28
Desqription of the current situation
3.1.
The European organic farming sector
31
3.2.
31
3.2.1. Organic farming at European level
Organic farming and certification system in the studied
3.3.
35
EU countries
3.3.1. Organic farming in Germany
35
3.3.2. Organic farming in Greece
38
43
3.3.3. Organic farming in Portugal
47
3.3.4. Organic farming in Spain
3.3.5. Organic farming in the Netherlands
51
2
Quality of agricultural products and protection of the environment
Education, training and innovation transfer
Chapter 4
56
The theoretical framework
4.1.
56
4.2.
Agricultural education and training within EU
58
4.2.1. Agricultural education and training in Germany
58
4.2.2. Agricultural education and training in Greece
59
4.2.3. Agricultural education and training in Portugal
60
4.2.4. Agricultural education and training in Spain
61
4.2.5. Agricultural education and training
in the Netherlands
62
4.2.6. Environmental education and vocational training
in Germany
63
4.2.7. Environmental education and vocational training
in Greece
64
4.2.8. Environmental education and vocational training
in Portugal
66
4.2.9. Environmental education and vocational training
in Spain
67
4.2.10. Environmental education and vocational training
in the Netherlands
68
4.2.11. Summary
70
4.3.
Innovation transfer
75
4.3.1. Innovation transfer in Germany
75
4.3.2. Innovation transfer in Greece
77
4.3.3. Innovation transfer in Portugal
78
4.3.4.
Innovation transfer in Spain
79
4.3.5. Innovation transfer in the Netherlands
80
Processing, distribution and consumer information
Chapter 5
for organic products
82
Work organisational principles
82
5.1.1.
Description of wine production
82
5.1.2. Description of olive oil production
85
5.1.3. Description of fruit juice production
89
5.2.
Distribution of organic products
91
5.3.
Consumers of organic products
97
The national case studies
Chapter 6
100
6.1.
Methodology of primary data collection
analysis & results
100
6.2.
Interviews with certified organic farmers
101
6.2.1. The German case
101
Table of contents
6.2.2. The Greek case
104
6.2.3. The Portuguese case
106
6.2.4. The Spanish case
108
6.2.5. The Dutch case
110
6.2.6. Comparative results for organic farmers
114
Interviews with agronomists inspectors from
6.3.
certification organisations
116
6.3.1. The German case
116
6.3.2. The Greek case
117
6.3.3. The Portuguese case
119
6.3.4. The Spanish case
119
6.3.5. The Dutch case
121
6.3.6. Comparative results of agronomists inspectors
122
6.4.
Interviews with extensionists() from the local
extension services
124
6.4.1. The German case
124
6.4.2. The Greek case
126
6.4.3. The Portuguese case
128
6.4.4. The Spanish case
130
6.4.5. The Dutch case
131
6.4.6. Comparative results of extensionists
132
6.5.
Interviews with key people in innovation transfer
and knowledge dissemination
134
6.5.1. Directors of agricultural training centres in Germany
134
6.5.2.
Directors of agricultural training centres in Greece
135
6.5.3.
Directors of agricultural training centres in Portugal
136
6.5.4.
Directors of agricultural training centres in Spain
137
6.5.5.
Directors of agricultural training centres
in the Netherlands
138
6.5.6: Comparative results from interviews with directors
in agricultural training centres
141
6.6.
Interviews with teachers from high schools and from
technical vocational agricultural schools
143
6.6.1. The German case
143
6.6.2. The Greek case
145
6.6.3. The Portuguese case
146
6.6.4. The Spanish case
149
6.6.5. The Dutch case
150
6.6.6. Comparative results for teachers in high schools
152
6.6.7. Comparative results for teachers technical vocational
agricultural schools
154
Quality of agricultural products and protection of the environment
4
156
Interview with retailers of organic products
6.7.
156
6.7.1. The German case
6.7.2. The Greek case
157
158
6.7.3. The Portuguese case
160
6.7.4. The Spanish case
161
6.7.5. The Dutch case
163
6.7.6. Comparative results of retailers of organic products
166
Interview with consumers who buy organic products
6.8.
166
6.8.1. The German case
166
6.8.2. The Greek case
167
6.8.3. The Portuguese case
170
6.8.4. The Spanish case
171
6.8.5. The Dutch case
6.8.6. Comparative results of consumers
172
of organic products
174
Conclusions and suggestions
Chapter 7
174
Conclusions
7.1.
Formation of a common policy in education/training and
7.2.
177
knowledge dissemination
177
7.2.1. Research and knowledge generation
7.2.2. Training of human resources, knowledge
178
dissemination and transfer of know-how
179
7.2.3. Education and awareness
179
7.2.4. Vocational agricultural training
180
Distribution of relevant leaflets
7.2.5.
7.2.6. Promotion of organic products
180
and consumer information
182
Summary
Chapter 8
182
Background
8.1.
183
Objectives of the study
8.2.
184
Methodology
8.3.
185
Conclusions
8.4.
187
Bibliography
Chapter 9