Escolar Documentos
Profissional Documentos
Cultura Documentos
Agriculture
Agric + Education
Education (+ others)
Cyprus Czech Republic Denmark Estonia Finland Italy Latvia Luxemburg Malta Poland Slovenia Spain Romania United Kingdom
http://www.mcpfe.org/publications/pdf/eforests_in_the_spotlight.pdf; 16-06-2005
www.cepf-eu.org
The bakery
Scale enlargement
The grocery
Internationalization
Dairy farming
Technology
Balances in power
Berlin, 1961
Berlin 1989
Risks - uncertainty
9:04 am, 11-09-2001 George Bush is being informed that a second plane has crashed into the WTC
World population
Pressure
Basic education for all Vocational qualifications Professional education Academic education Learning in the workplace
Quality Cheap food New delivery methods Novel food Dashboard dining (15% in the US!) Diets Lifestyle Health and nutrition Safety concerns Ethical concerns Migration and ethnic food
The number of players is growing Stakes and prizes are getting higher Transformation of roles of players More rules which permanently change Ambiguous information More interactions More conflicts of interest The necessity to play different games simultaneously Cheating and manipulations Absence of a neutral umpire
Source: I. Mayer & W. Veeneman (Eds) (2002). Games in a world of infrastructures. Delft: Eburon.
Animal sciences Plant sciences Food-nutrition-technology sciences Environmental sciences Social sciences
Animal sciences
Fisheries
Leisure and tourism High-tech professionalism Sustainability issues More added value compared with crops Empty seas Endless demand Horses
Aquaculture
Pets
Plant Sciences
Food-nutrition-technology
Environmental sciences
Environmental technology: biological processing of bio-waste by extremophile bacteries Anaerobic waste water cleaning H. Lettinga: waste biogass processing factories Remote sensing and geo-information systems Climate change simulations and extrapolations
Social Sciences
Beta-gamma integration: hard and social sciences Multiple stake-holder processes: agency Participatory policy development: empowerment Company styles: diversity Food law: worldwide right for food Chains and networks: offensive coalitions Ethics: integrity
Economic restructuring Backward chain integration Networks Netchains Scale enlargement Entrepreneurship Cost reduction Quality Standardisation Bionanotechnology Genomics ICT Tracking & Tracing Precision automation
Sustainability Bio-based economy Organic production Lifestyle - health Glocalisation Multifunctional landuse Knowledge circulation cooperative knowledge production ??? ??? ???
Learning-on-the job
Flower farms
Research
0.2
0.4
0.6
0.8
1.2
Portugal Spain Greece Italy Cyprus Ireland EU15 Slovenia Netherlands Belgium Luxembourg Hungary France Austria Poland Sweden Finland Lithuania Latvia Denmark
Percents of workers in agriculture and fisheries in the EU by educational level (ISCED 0-2 and ISCED 3-4) by state (2002)
Numbers of workers in agriculture and fisheries in the EU (x1000) by member state and educational level (2nd quarter 2002)
Total
5118 2530 984 702 653 625 616 570 267 227 199 129 108 102 92 75 68 54 27 12 10 4
EU 15 Poland France Germany Italy Spain Greece Portugal United Kingdom Lithuania Austria Finland Netherlands Sweden Czech Republic Belgium Latvia Denmark Slovak Republic Estonia Cyprus Luxembourg
12.0%
Proportion of graduates of agricultural education of the total number of graduates of vocational education in the EU (ISCED level 3) (2001)
10.7%
10.0%
8.6%
8.0%
6.1% 6.3% 6.3%
7.3%
Series1
6.0%
4.7% 4.2% 3.8%
4.0%
3.1% 2.7% 2.1%
2.0%
0.0%
1.7%
Czech Republic
Lithuania
Finland
Macedonia/Fyrom
Cyprus
Norway
Hungary
Germany
Bulgaria
Albania
Austria
Poland
EU 25
EU15
Denmark
Netherlands
Source: Eurostat
Romania
Spain
Belgium
Slovenia
Sweden
Estonia
Iceland
Latvia
Italy
New MS
Slovakia
0.0%
Number of graduates of agricultural education in the EU and new member states (ISCED level 3) (2001)
90000 80000 70000 60000 50000 40000 30000 20000 10000 0
82768
45652 37116
Number of Grads
Source: Eurostat
EU 25 EU15 New MS
Primary sector Industry and services Sectoral dialogue partners Public administration at various levels Researchers Educational institutions VET experts in support organisations
Sectors
Variation in occupations
Generic skills needs