Higher Education Institutions in Italy and Europe Offering Education and Training Programs in Social Agriculture
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1. Introduction
Agriculture is a multifunctional activity that has the potential to contribute significantly to the social and economic condition of communities and countries. Social agriculture, also referred to as social farming, care farming, or green care, is a section of agriculture that has gained prominence. This sector comprises a range of intervention initiatives designed to harness the multifunctionality inherent in agriculture [1]. Unlike typical agriculture, social farming does not limit its focus to primary crop production or animal husbandry for food production and profit or income alone. Instead, it concentrates on short or long-term intervention activities that leverage agricultural resources, including animals and plants, to foster and provide essential social services in rural areas, all while diversifying income streams for farm owners [2,3]. These services encompass a spectrum of offerings, such as nature-based rehabilitation, therapeutic horticulture, animal-assisted therapy, sheltered employment, lifelong learning, and other endeavors that bolster the social inclusion of vulnerable people or marginalized groups. These groups include a wide range of individuals, including formerly incarcerated individuals, troubled youth, and those with physical, learning, or intellectual disabilities [4,5]. Intellectual disabilities are defined by notable restrictions in both intellectual capabilities and adaptive behavior, which involve a range of everyday social and practical skills [6]. A distinctive strength of social agriculture lies in its capacity to encourage participants to focus on their abilities rather than their limitations, nurturing their self-esteem while empowering them with transferable skills. Social farming initiatives promote, in addition to the growth of the skills of people living in fragile situations, the creation of cohesive communities through the involvement and active participation of different subjects. Engaging in social farming plays a vital role in achieving an active vision of well-being, serving as a catalyst for local development. This is grounded in cooperative efforts among the government, private sector, civil society, and the increasing influence of the community in service management. It entails the participation of local entities and resources, fostering the creation of communal well-being initiatives [7]. In this perspective, training and education activities aimed at responding to the need to prepare qualified personnel, referred to as operators, who know how to combine the needs of the agricultural sector, as well as interface with social workers and users of the various activities, are needed [8]. Comprehensive training and education, of professionals, that focus on all aspects of social agriculture to enable the delivery of targeted support and care that encompasses all participants’ needs, including proper accreditation, could lead to increased participation. This in turn will lead to improved economic, environmental, and societal welfare. Even though social agriculture has gained renewed recognition in recent decades, it is expected that training and education opportunities would not have developed in parallel. To the best of our knowledge, the number and level of available educational opportunities have not been deeply studied before. Hence, the primary objectives of this study were (1) to assess the landscape of social agriculture training and education in Italy and Europe to provide an overview of its current state in tertiary institutions, (2) to examine the existing curriculum of social agriculture programs, and (3) to identify and analyze the existing discrepancies between agriculture-focused modules and therapeutic-focused modules. This study provides a better understanding of the training and education landscape of social agriculture as it stands today.
2. The Need for Training and Education in Social Agriculture
As social agriculture continues its evolutionary journey, it becomes imperative to implement measures that ensure the proper acquisition, utilization, and dissemination of the knowledge and insights derived from these practices. One such essential measure involves the introduction of European Union-regulated social agriculture curricula at the national level. Operators working in social agriculture need to have advanced training beyond what is typically taught in agriculture due to the need to coordinate and support the reintegration of vulnerable people into society [9]. Training courses must cover the difficulties that vulnerable people encounter, offering guidance on inclusive behaviors, therapeutic approaches, and efficient communication techniques. Hence, targeted training and education programs that equip them with the skills needed for meaningful engagement in agricultural activities are important [10]. This includes, for example, understanding the cognitive and emotional needs of individuals with intellectual disabilities, tailoring interventions for those with learning disabilities, and employing effective strategies for youth facing behavioral challenges. Training should encompass not only technical expertise in agricultural practices but also a deep appreciation for the individuality of each participant, fostering a person-centered approach to the provision of care and support [1]. Ensuring accessibility and wider dissemination of social agricultural activities is contingent upon operators receiving specialized training [10]. Furthermore, investing in operator training and education programs may help develop scalable and long-lasting social agriculture initiatives. Their expertise could enable the establishment of best practices, the development of impactful interventions, and the cultivation of a cadre of professionals capable of disseminating knowledge and fostering positive change in diverse settings. Therefore, it would be advantageous to investigate training and education opportunities available to operators [10]. According to Nobelmann et al. [11], there is an ongoing endeavor in numerous European countries to establish formal qualifications in social agriculture within higher education institutions. Some tertiary educational institutions in Europe have taken the initiative to incorporate diverse courses and modules into their curricula, specifically designed to equip future professionals in this field. Nevertheless, there is a noticeable gap within the current body of literature pertaining to standardized educational programs in social agriculture, particularly those aimed at preparing individuals to assume roles as caregivers for groups of people who could significantly benefit from engagement in social agricultural activities. As pointed out by van Elsen et al. [1], Europe currently lacks a standardized curriculum ‘‘to certify entrepreneurs and employees of organic green care farms working with disabled individuals’’. To create suitable learning curricula and certification bodies, research becomes indispensable in determining the competencies and skills essential for individuals seeking to participate in the care farming sector. The various countries in Europe that engage in social agriculture follow their own regulations, which tend to differ depending on the purpose and outcomes of the social agriculture activities. Di Iacovo et al. [4] stated that there is a lack of clearly defined judicial and institutional frameworks for social farming in most countries and at the European level. In Italy, a national law called “Provisions on Social Farming” was enacted in August 2015 to give legitimacy to the existence of social agriculture [12].
Horticultural therapy, a component of social agriculture, refers to engaging in horticultural activities under the guidance of a certified horticultural therapist. The purpose is to attain predefined objectives within a structured treatment, rehabilitation, or vocational program, which has long benefited from the advantages of having professional education, training, and certification bodies in other countries [13,14]. Horticultural therapists are certified by the American Horticultural Therapy Association (AHTA) in the USA, the Awaji Landscape Planning and Horticulture Academy (ALPHA) and the Japanese Horticultural Therapy Association (JHTA) in Japan, the Korean Horticultural Therapy and Well-Being Association (KHTWA) in South Korea, the Hong Kong Association of Therapeutic Horticulture (HKATH) in Hong Kong, and the Hwa-Kang Xing-Ye Foundation (HKXYF), Formosa Green Care Association (FGCA), and Taiwan Horticultural Therapy Association (THTA) in Taiwan [15]. Horticultural therapy has made great advancements in terms of formalizing education and certification whereas social agriculture still falls short in this regard. According to De Boer et al. [16], the most crucial competencies to possess by those engaging professionally in social agriculture include the ability to integrate activities for residents into everyday practice, to handle many duties, to deliver medical care activities, and to have good communication skills.
3. Methods
The purpose of this survey was to identify tertiary institutions in Italy and Europe that provided standardized, comprehensive courses or modules in social agriculture as part of their undergraduate or postgraduate curricula. The data presented in this paper were collected through internet-based research methods. A survey was conducted utilizing specific keywords, including ‘social agriculture’, ‘social farming’, ‘care farming’, ‘green care’, ‘multifunctional agriculture’ ‘education’, ‘Italy’, ‘Europe’, ‘intellectual disabilities’, ‘learning disabilities’, and ‘neurodevelopment deficits’. To gather data, appropriate databases were utilized, including but not limited to Google and Scopus databases. These databases were chosen for their extensive coverage of academic resources across various disciplines. The search encompassed a wide range of sources, including scholarly articles, conference papers, theses, and institutional websites. The survey methodology involved iterative searches using combinations of the keywords to refine the scope of the study and ensure comprehensive coverage of relevant institutions and programs. Data collection proceeded through a systematic review of search results, with a focus on extracting information, such as module composition, program level, duration, etc., pertinent to the research objectives. Upon completion of data collection, a thorough analysis was conducted to identify trends, patterns, and discrepancies in the provision of social agriculture training and education across the extracted information. The analysis involved examining the prevalence of courses/modules, the integration of agricultural and therapeutic components, and the geographic distribution of institutions offering such programs. Overall, the methodology employed in this study aimed to provide a rigorous approach to identifying and analyzing tertiary institutions offering social agriculture training and education in Italy and Europe, with the goal of informing future research and policy initiatives in this field. Limitations to data acquisition following this survey methodology are acknowledged.
6. Discussion
The contradictory results of training and education programs offered by higher education institutions identified in this study highlight a significant divide in the current state of social agriculture education. While these institutions are indeed offering programs related to social agriculture, they often exhibit a skewed emphasis on one aspect over the other, which will result in an incomplete understanding and preparation of operators in this field. As social agriculture is an inherently interdisciplinary field, training and education should encompass a wide range of skills and knowledge areas. On the one hand, operators need a strong foundation in agricultural practices, including crop cultivation, animal husbandry, and sustainable farming methods. On the other hand, operators must possess a deep understanding of therapeutic approaches to help participants reach goals such as improving mental health or enhancing cognitive skills, self-esteem, and autonomy. Furthermore, operators also act as bridges between the program and the wider community, thus requiring effective communication and outreach skills to build support and participation [13]. The programs presented in this current study do provide sufficient fundamental components and concepts aimed at giving students a thorough understanding of this diverse and multifaceted topic. Students learn the definition, historical development, and a wealth of related concepts such as social farming, care farming, green care, and multifunctional agriculture during this phase, which introduces students to the core of social agriculture. Beyond theory, some of the curricula we have identified explore social agriculture service applications in real-world settings, though these programs tend to prioritize modules focusing on agricultural practices. These activities focus predominately on providing students with skills in crop production, animal husbandry, and environmentally friendly farming practices, which represent only one facet of social agriculture. Examples of this include the Agricultural Science and Territory: Social Agriculture [18], Sustainable Agriculture [22], and Agricultural Water Management Engineering [31] programs that mainly focus on farming to the exclusion of the health aspect of social agriculture.
The inverse is also true when it comes to the therapeutic components of social agriculture addressed by some of the curricula identified in this study. The Green Care—Educational, Advisory, and Therapeutic Interventions with Animals and Plants [24], Adult Continuing Education (Ace) in Practice Support in Social Farming [25], and courses in Animal-Assisted Interventions [27,28,29] focus solely on education and training in therapeutic components. This section includes working with several therapeutic modalities that use agricultural resources to improve participants’ well-being, such as horticulture therapy and nature-based rehabilitation. Working with a variety of participant groups, including those with intellectual disabilities, people dealing with mental health issues, troublesome youth, the elderly, and other marginalized communities, is also covered with guidance.
The Social Agriculture curricula offered by the University for Sustainable Development Eberswalde in Germany [26] is an example of a program that provides a good combination of agriculture and caregiving modules in equal measure. Students are provided with thorough knowledge of crop and animal production as well as fundamental concepts in social agriculture, including guiding principles and definitions in social agriculture, diversity of social agriculture in Europe, fields of action, added value, requirements of the client groups on the farm, and requirements of the farm on the different client groups. Three modules in this course are weighted at 6 ECTS, which is equivalent to 180 h of study while one module is 9 ECTS, equivalent to 270 h of study. According to Study Portals Masters [32], 1 ECTS is equivalent to 30 h of study in Germany. From the total amount of hours required to master and pass the examination for each module and subsequently graduate from the course, we can assume that students will have gained in-depth knowledge of social agriculture. Additionally, the Advanced Training Course in Social Agriculture curriculum from the University of Bologna in Italy [21] has a good combination of agriculture and health aspects while placing more emphasis on policies and legislation and management and marketing in social agriculture. Students will be well-versed in the legal ramifications of social agriculture by virtue of the curriculum’s examination of the legislative and regulatory frameworks pertinent to the sector. Additionally, students also acquire knowledge about designing and executing programs, including how to create plans that are specifically tailored for each participant. The educational programs we presented in this study also give emphasis on teaching operators how to plan and execute activities for client groups with different needs within the farm environment.
Internships play a pivotal role in providing practical hands-on experience that complements theoretical learning thus allowing individuals to apply classroom knowledge in real-world settings. A few of the programs require students to complete an internship to explore the many versatile career paths in social agriculture with the ultimate goal of gaining work experience. This includes programs from the University of Pisa [19], the University of Tor Vergata (Rome) [20], the University of Perugia [22], and the University of Agricultural and Environmental Education [24]. This is important because it allows individuals to apply theoretical knowledge gained in the classroom to actual tasks and projects, enhancing their understanding and skills.
When comparing the programs, it is evident that in some cases, there is no perfect connection between the agriculture and therapeutic aspects of social agricultural educational programs. Most programs have well-tailored agriculture modules while others have excellent therapy modules, respectively. This imbalance has significant repercussions; when training and education programs concentrate too much on one facet of social agriculture, they run the risk of producing graduates who lack the comprehensive knowledge and skill set needed to address the complex challenges facing modern agriculture. A social agriculture program that focuses on all aspects must be developed. The curriculum proposed by the SoFarEdu project [17] offers a bridge between providing agricultural and caregiver training with multiple modules considered. The programs identified in our study share certain similarities with those in the SoFarEdu project, albeit not to the same extent. Furthermore, interdisciplinary collaboration between departments and faculties within universities can facilitate the integration of diverse perspectives and expertise into these educational programs. By embracing an interdisciplinary and holistic approach to training, higher education institutions can better prepare future operators to navigate the many opportunities and challenges in the field of social agriculture.
This study can serve as a benchmark for European countries to assess the state of their social agriculture training and education. The disparities highlighted in the provision of education within and between countries can serve as a starting point for understanding how certain countries were able to curate well-rounded programs; this can inform policymakers about areas that may need development or additional support in their regions. For instance, the identified disconnect between agricultural and therapeutic aspects in the programs can trigger a broader discussion across Europe to address this gap, ensuring a more balanced and integrated approach to education in the field in the future. The Social Agriculture curricula offered by the University for Sustainable Development Eberswalde in Germany [24] could be a lead from which to start. Subsequently, harmonized practices and standards could be developed across Europe. Thus, policymakers could initiate the development and dissemination of curricula with successful approaches and methodologies that can serve as a resource for higher education institutions, fostering cross-border collaborations, continuous improvement, and innovation in social agriculture education. Lastly, accreditation bodies are also needed to define and implement quality standards for the programs as well as for certifying qualified professionals.
Although the primary objective of this review has been to focus on higher education, such as that offered by universities and similar bodies, it may be useful to consider that there is also a wide range of training options in social agriculture outside of academic institutions. Many regional administrations, which are often (at least in Italy) responsible for the field of social agriculture, promote training courses that are shorter in duration than academic degrees and which are often the requirement to be able to apply to the regional registers required by (e.g., Italian) legislation.
7. Conclusions
Social agriculture has emerged as a versatile tool to provide a wide array of services and support, making a significant impact on the lives of marginalized populations. Recognizing the myriad advantages that social agriculture brings, there is a compelling case for its broader adoption and diffusion. Formalizing and standardizing educational and training opportunities for those interested in entering the industry or transitioning from other fields emerges as a crucial step. Our study sheds light on the current landscape of education and training opportunities within higher institutions in Europe. Most of the programs identified focus on one aspect to the detriment of the other. Therefore, we recommend conducting research to develop educational programs that give equal attention to all aspects of social agriculture. Furthermore, other training and education opportunities could be explored and compared to the ones already reported to assess their accessibility and application.
Limitations of this survey study are acknowledged. Firstly, the keywords used in this study might not be exhaustive and could have resulted in the omission of relevant programs, especially in the cases where information is written in a different language. Our study mostly used the English language during searches. Secondly, the data were mostly acquired from institutional websites and may have been presented in a way that belies the comprehensiveness of the program. Thirdly, the study lacks perspectives from students, educators, or practitioners involved in social agriculture programs. Their experiences and insights could provide valuable context and nuances to the findings. Finally, the findings presented in this study reflect the state of social agriculture training and education at a particular point in time; thus, changes or developments implemented to programs after the survey period might not be captured. Ultimately, there could be more educational programs available than those we reported in this study.
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