Improving the Education and Training Policies of the Agri-Food and Forestry Sectors: Identifying New Strategies to Meet the Needs of the Sector and Farm-to-Fork Priorities

New approaches to education and training need to be adopted Collaboration to enable a link between theory and practice in ET and to enhance practical experiences 10 Czechia, Italy, Denmark, Germany, Chile, Norway, Greece, Sweden, India Integrating formal, non-formal, informal learning opportunities 8 Czechia, Italy, Denmark, Norway, Greece, Sweden, European level Adopting a holistic approach 3 Germany, India, Italy Transition from traditional to flexible forms of education (e.g., modular, tailor-made) 3 Sweden, Italy, Norway Avoiding “more of everything” approach and compartmentalization 3 Sweden, Germany, India Innovative learning methods: problem-based, cross-sectoral, interdisciplinary, inductive, experiential, cyclical 6 Norway, Germany, India, Czechia, Italy, Chile Storytelling as a way to communicate with the target audience (students) 1 Sweden Making future job opportunities and future job profiles visible to the public 4 Italy, Czechia, Germany, India Emphasizing lifelong learning 5 Italy, Denmark, Chile, Norway, Czechia Supporting learning through local food networks 1 Chile Introducing the concept of apprenticeship 3 Sweden, Germany, India Emphasizing informal learning, e.g., peer-to-peer learning, learning hubs/spaces 1 European level How can curricula be improved/updated? Integrating sustainability, circular economy, ecological footprints, etc., into the curricula 5 Chile, Czechia, Denmark, Italy, Sweden Introducing obligatory sustainability courses/certificates 1 Chile Analyzing case studies and real examples 2 Norway, Chile Increasing understanding of sustainability and how it is linked to production methods 1 Chile Integrating soft skills (holistic thinking, problem solving, communication skills, marketing) into the curricula 9 Sweden, Italy, Norway, Italy, Germany, India, Chile, European level Technical knowledge of environmental issues (e.g., climate change adaptation, risk prevention measures, standards, norms) 5 Norway, Chile, Czechia, Italy, Denmark Technical knowledge of food technologies (e.g., processing, storage, distribution, procurement, value chains, waste practices) 4 Germany, India, Czechia, Chile Importance of local food practices 2 Czechia, Chile Knowledge in the area of sustainable food consumption and awareness about shifting to healthy and sustainable diets 5 Czechia, Chile, Germany, India, Denmark More knowledge and awareness of social networks 2 Germany, India Ethics, morality 1 Chile Enhancing collaboration, networks and dialogue between actors Making gender inequality an integral part of the curricula 5 Denmark, Germany, India, Chile, Norway Including businesses/industry in the education and training systems 4 Italy, Greece, Sweden Integrating the views of society in the decision-making processes in education and training 5 Norway, Chile, Germany, India, Czechia The need to increase collaboration in policymaking 6 Greece, Chile, Germany, India, Sweden, European level Internationalization through collaboration between different countries through exchange programs, internships 3 Italy, Greece, Sweden More dialogue between academics and stakeholders 2 Greece, Italy Including incubation centers, consumers, entrepreneurs, researchers, ministries, small- and medium-sized enterprises in the creation of curricula and courses/modules/programs 8 Czechia, Italy, Germany, India, Chile, Italy, Norway New approaches to policymaking needed and which AKIS actors can play a role Harmonization/coordination of policies 3 Italy, Norway, European level Reducing bureaucracy 2 Italy, Czechia Better understanding of terms 2 Sweden, Norway The importance of incorporating gender equality into educational policymaking 4 Denmark, Germany, Chile, India Making the AKIS less static, emphasizing the importance of all actors, strengthening advisory services 4 Denmark, Norway, Italy, European level