APSD – AGENDA 21

ROMANIAActivity within Global Learning Unit “Is there a food crisis around the world?”

" N.I.JILINSCHI" Vernesti School – Buzau County

EDUCATION in Romania (the theoretical program/profile) is based on formal learning. It is structured on two paths:

• Disciplines of the common trunck (compulsory subjects)

• School Decided Curriculum (optional subjects)

Within the compulsory disciplines there are lessons about nutrition, agriculture, ecology:• Primary school – Sciences, „ Mathematics and

Environmental Exploration” (food pyramid), Geography (Ecology)

• Secondary school, mainly at Biology (alimentation, ecology), Chemistry (food substances), Economy (needs and resources), Geography (agriculture, industry, ecology), English classes - „Healthy food”, French classes - „At the farm” („À la ferme”)

Activities within Global Learning Unit “Healthy vegetables – Tasty vegetables”“Vintila Bratianu” Technological High School, Ilfov County

All types of education have optional subjects included, according to study level and the majority of the students in one classe’s option (in ascending order, reaching high school, the humanities profile, there are available up to five optional subjects, alongside those of the common trunck).

A few examples of optional subjects, approved by the Romanian Ministry of Education and Scientific Research (some were proposed by different NGOs):

Class dedicated to EAThink2015 project, Higher Commercial School "Nicolae Kretzulescu" - Bucharest

Primary school / Gymnasial / Secondary school

„Education for health”

„Financial education” (as a result of a protocol between Ministry of Education and the National Bank of Romania)

Gymnasial / Secondary school

“Man – health – consumer protection”

“ Food hygiene”

“Eat healthy – grow-up healthy”

Secondary school

"Education for Development" Millennium Development Goals Realization: Involving High School Students and Educators in Development Education Program and ProjectsAPDD - Agenda 21)"Learning for the Knowledge Society” (interdisciplinary approach : Biology, Chemistry , Mathematics, Geography, History )

-"Youth for Youth" adopted: “National program for health education in Romanian schools" and "Discover a Healthy World “ campaign (2.6158 million students have benefited approximately 500,000 per year). - “JUNIOR ACHIVEMENT ROMANIA” initiated a program "Education for Health : Nutrition " with modular structure, for secondary levels also, but recommended for students age 15-19 and Biology, Physical education and sport teachers, Counselor Education as optional subjects.

Other topics within national campaigns, programs, conferences implemented by NGOs:

•Personal hygiene

•Activity and rest - Dosage of intellectual effort for exams and competitions

•Mental health – vocation and accomplishment

•Health food - Body image and eating behavior

•Activity and rest – Body needs in adolescence

•Mental health - Stigmatization – Consequences

•Healthy food – Food security

•Encourages teenagers to embrace a healthy lifestyle

Both compulsory and optional subjects follow / promote / deal with:

•Making the right choices concerning food, by understanding food’s nutritional and energetic value as well as the body needs

•Environment and sustainable development. Anthropic impact on the ecosystems.

• Over-exploitation of natural resources (land clearings, over-grazing, fishing, hunting, wild species trading)

•Urbanization, industrialization

•Enviroment decay through physical, chemical and biological pollution

•Global warming, biodiversity and resource preservation, etc.

NATIONAL PRIORITIES IN ROMANIA REGARDING NUTRITION

• Habit formation of a healthy nutrition by fresh fruits and vegetables consumption, supported by the fact that Romania still has non GMO cereals, fruits and vegetables seeds• Knowing youth’s prefferences, attitudes and perception when it comes to food, including their choice between local products and imported• Developing the ability to understand that promoting products cultivated in Romania helps growing the country’s economy • Ecological agriculture helps us deal with climatic chances• Concern to respect and preserve the authenticity of Romanian dishes• Food waste reduction

• Encouraging consumption of local homegrown products

• Encouraging Bio-agriculture• Enhance of competitive activities in rural

areas, aimed at maximizing contribution to economical and social development

• Creating opportunities for rural population for living standards increase, as beeing much lower than European economy

• Environment protection and natural resource preservation

• Preservation and promotion of acknowledged cultural values from these areas

• Diversification and promotion of job opportunities, aimed at reducing unemployment in rural areas

- Sessions like „Gastronomic feast”, „Sustainable Romania”, „Message for health”- Group visits at local farmers- A website- A video, video game or online game- A memo to the Authorities- Posters, posters exhibition- Articles, brochures - A competition like “Jeopardy”- A theatre show/ forum theater, etc

Good practices & Activities:

Most relevant Global Education topics addressed by Romanian schools/classes in the project related to the sustainable food systems:

Values and attitudes

Sustainable development

Diversity

Interdipendency

Activities within Global Learning Unit “Healthy vegetables – Tasty vegetables”“Vintila Bratianu” Technological High School, Ilfov County

Biggest challenge in addressing Global Education topics with students:

Difference between topics of Global Education and those in formal education.The challenge was overcame because students were interested and curious about the new information.

Global Learning Unit

Is there a food crisis around the world?

AUTOR: Petcu Laura Graţiela, APSD – Agenda 21COUNTRY: RomaniaTITLE: ,,Is there a food crisis around the world?”STUDENT‘S AGE: 12-14 years

DISCIPLINES:Geography, ICT (Information and Communication Technology), Technology education, Pedology (soil science), Agronomy

DURATION: 10 hours

Global Learning Unit

Knowledge and understanding on Global LearningX Social justice

and equityFairness between groups

Inequalities within and between societies

Causes of poverty Understanding of global debate

Causes and effects of inequality

Basic rights and responsibilities

Different views on eradication of inequalities

Globalisation and

interdipendence

Trade between countries

Awareness of interdependency

Power relationship North/Southworld economic and political systems

Complexity of the global issues

Fair trade Awareness of our political system and others

Ethical consumerism/ consumption

X Sustainable development

Relationship between people and environment

Different views of economic and social developments - locally and globally

Global imperative of sustainable development

Understanding of key issues of sustainable development

Awareness of finite resources

Understanding the concepts of possible and preferable futures

Lifestyles for a sustainable world

X Diversity Contribution of different cultures, values and beliefst o our lives

Nature of prejudice and ways to combat it

Understanding of issues of diversity

Deeper understanding of different cultures and societies

Skills and competences on Global Learning

Critical thinking

Detecting bias, stereotypes and opinions

Media litteracy Critical analysis information

Handling contentious and complex issues

Assessing different viewpoints

Making informed decision

Making ethical decisions

Dealing with complexity and dilemmas

X Ability to argue

effectively

Finding and selecting evidence

Learning to develop/change position through reasoned argument

Arguing rationally and persuasively from informed position

Political litteracy

Beginning to present a reasoned case

Participation in relevant societal and political processes

Connect local and global context & experiences

Cooperation and conflict resolution

Accepting and acting on group decision

negotiation compromising mediation

Values and attitudes on Global LearningX Empathy and

sense of common humanity

Sense of importance of individual worth

Open-mindedness

X Commitment to social justice

and equity

Growing interest in world events

Concern for injustice and inequality

Commitment to social justice and equity

Commitment to the eradication of poverty

Sense of justice Willingness to take action against inequality

Integrity Solidarity

X Concern for the environment

and to sustainable

development

Sense of responsibility for the environment and the use of resources

Concern about the effect of our lifestyles on people and the environment

Concern for the future of the planet and future generations

Committment to sustainable development

X Belief that people can

make a difference

Belief that things can be better and that individuals can make a difference

Willingness to take a stand on global issues

Willingness to work toward a more equitable future

Role as Global Citizen

Respect for people and

things

Making choices and recognizing the consequences of choices

Growing ability to take care of things

Following a personal lifestyle for a sustainable world

X Ability to challenge

injustice and inequalities

Recognizing and learning about alternatives to mainstream

Starting to challenge viewpoints which perpetuate inequalities

Selecting appropriate action to take against inequality

Campaigning for a more just and equitable world

Objectives:•To know the possible limitations of our planet’s

pedological resources and link them to population growth at global level;

•To be able to identify the real problems of mankind in point of equitably securing food;

•To know the ways by which their own actions and activities can support a sustainable environment and development for the future of the community they live in;

•To know an alternative food system – the unconventional food products.

Activities:Please describe them in details, so that the teacher could be able to implement them by himself/herself

I. PLANET EARTH CHECK-UPDuration (hours): 2h (2 meetings, 1 hour/meeting)

Time Description of activityFirst meeting10‘

The teacher previously divides the students into 7 groups and asks them to choose a continent and collect info on it regarding:- Continent area, population and population density;- Opinions on soil resources of the continent referred to;- Natural premises of agricultural development on the

continent referred to;- Specific crops;- Today’s particular problems of the continent’s

inhabitants.At the beginning of the class, the teacher asks each group to create a small-scale map of the chosen continent (it can be 3D or low-relief), using the data they have gathered.

40‘ Students in each group work together to create the map.

Time Description of activitySecond meeting35‘

Each group chooses a spokesman who presents the continent in front of the class using the materials they have prepared during the previous class. Each group has max. 5 minutes.

5‘ The teacher briefly presents the strong connection between food and population growth, helping students make connections between the data.“Do you consider there are countries/continents which do not fully use some resources because they do not know their benefits?”

10‘ Students are then encouraged to compare the information their colleagues presented and notice where differences lead to.„What do you think determines a population’s quantitative and qualitative evolution?“Do you think migration in Romania from urban to rural areas has increased because people want to grow vegetables and cereals for self consumption, precisely to manage closely their cultivation?„ Which do you think is a bigger problem: the energy sources or the food crisis?“

Materials and equipment:Cardboard, polystyrene sheets, markers, tempera colors, brushes, glue, photos, PC, projector, etc

Teaching tools:Ex. Kit, handbooks, websites, books, references to develop the topic, etchttp://www.unsystem.org/SCN/archives/scnnews11/ch13.htm

II . PLANET OF THE THREE “WORLDS”Duration (minutes): 50‘Time Description of activity15‘ The teacher presents a relative recent study FAO published which claims there are

three “worlds” in point of nutrition: One world has a population of about 1000 millions, for which food supply is not

a concern (2500 kcal/day/person) and overlaps more or less developed countries;

The opposite is the world with more than 1000 million people (1 out of 4 are children) who live with less than 1 USD/day and suffer severally from malnutrition (<1480 kcal/day/person);

In between these two, about 4000 millions live in countries where the economy isn’t working very well, but the inhabitants still wish to implement and develop the most suitable agricultural practices.

25‘ Using brainstorming, students are encouraged to debate over the multiple challenges mankind is facing today, such as:

- Disagreement between food suppliers and human’s real nutritional needs;

- Agriculture’s impact over rural population’s occupancy level and income level;

- Agricultural and food industry modern production technologies consequences over human and animal health;

10‘ Students are then asked to think about possible solutions. „How do you think human health can be preserved given the use of modern production technologies? „ What are the effects of the production’s systems over the environment’s global sustainability and “How can we counteract? “

Materials and equipment:PC, projector Teaching tools:Ex. Kit, handbooks, websites, books, references to develop the topic, etchttp://www.fao.org

III. WHAT AND HOW CAN WE COMPOST THE BIODEGRADABLE WASTE FROM OUR HOUSEHOLD

Duration (hours): 2

Time Description of activity1h Place of progress: school yard, farmer’s households

The students learn in a practical manner which are the biodegradable waste in a household, how and when can they be turned into compost. They were told: What you need is: a plastic container, a little door for the compost

removal, sand and gravel, wooden slats or just a simple fence around the place of the biodegradable waste.

How to build the container for composting: • Drilling holes in the lid, base and walls of the container for airing;• Placing 3 rows of sand or gravel at the base of the container for drainage;• Placing wooden slats above the sand/gravel;• For the plastic container, it is necessary to fix (mount) a small door right

above the sand/gravel, where the wooden slats are placed;• The worms and earthworms can be introduced in the plastic container if the

container is completely closed and if it’s not placed directly on ground, to speed up the composting process.

What can we put inside the composting container: cow/horse manure; green or sear chipped branches; green leaves; green plants without seeds or roots; plant peels; vegetables; fruits egg shells.

What shouldn’t be put inside the composting container: cat/dog excrements; bones; oils; greases; sauces; seeds or weeds with roots.

Time Description of activity1h Students are then guided to create their own

composting container and use it in their courtyard. They are recommended to place the composting container straight on ground, over a layer of leaves and branches for drainage.

Students learn to draw out the compost through the lower part of the composting container.

The teacher asks students to think about different aspects:

„What distinguishes the products cultivated using compost from the ones bought in the supermarket?

„How do you appreciate the taste, colour, smell, shape, vitamins conts in these types of product?

Materials and equipment:Boots, shovels, plastic containers, little doors for the compost removal, sand and gravel, wooden slats (or simple fences), cow/horse manure; green or sear chipped branches; green leaves; green plants without seeds or roots; plant peels; vegetables; fruits egg shells, earthworms. Teaching tools:Ex. Kit, handbooks, websites, books, references to develop the topic, etchttp://life.gaiam.com/article/what-type-composting-bin-should-you-use

IV. MANURE MANAGEMENT

Duration (hours): 2

Time Description of activity1h Type of activity: theoretical

Place of progress: Information and Documentation Center The teacher presents types of manure and their extremely favorable effects on the plant’s growth.Students are informed of the importance of a correct manure management, compost, manure, fluid and pasty dejections for the agricultural activities.

COMPOST is made through different organic waste fermentation, adding mineral substances sometimes (lime, ash, etc). Pilled in heaps, these wastes must be wetted from time to time.

MANURE results from garbage’s almost complete fermentation. It is a very effective fertilizer and can be used especially in vegetable growing, hotbeds, greenhouses and on fields.

PASTY and FLUID DEJECTIONS are collected from battery bird, from shelter’s septic tanks. It has a dry substance content of max. 15% and are very rich in phosphorus.

In order to be used, solid materials must first be removed and dejections must be homogenized during administration.

Time Description of activity1h Type of activity: practical

Place of progress: greenhouses, households and other locations decided upon contextStudents visit local greenhouses / cultivated fields and participate to the distribution of manure / compost / pasty, etc.

Materials and equipment:PC, projector, photos, boots, shovels. Teaching tools:Ex. Kit, handbooks, websites, books, references to develop the topic, etc www.inpcp.rowww.inpcp-campanie.ro

V. UNCONVENTIONAL FOOD PRODUCTS

Duration (hours): 2Time Description of activity1h The teacher describes some of the unconventional proteins sources, such

as: ,,Leafs proteins“ – fibrous wastes of many crops are easy to preserve

and are often a precious food for ruminants. That is why there's a growing interest in the possibility of edible proteins extraction from fodder and leafs which are secondary products of a different form of agriculture (e.g. sugar beet, potato, peas, turnip and jute).

Microscopic algae are another source of unconventional proteins. They form their cellular substance through photosynthesis from carbon dioxide and a nutritive salts solution. Their protein content is sufficiently high (even over 50%) and offers the advantage of a lower content of nucleic acid, as a result of the slightly smaller growth rate compared to that of bacteria and dregs.

Spirulina, a greenish blue alga, is the species which was the subject of most intense studies regarding large-scale production. It was part of inhabitants’ traditional diet from certain areas in Mexico and Ciad. The dried alga contains about 63% proteins, 2–3 % lipids, 16–18 % carbohydrates. Its cellulose content is remarkably low, which makes the alga very digestible.

Students were mentioned it is necessary to evaluate the possibility of unconventional proteins production, derived from fibrous wastes, fodder crops, microbial saprophytes (bacteria, fungi, dregs and algae), other than the conventional ones (meat, milk, eggs, flour, fish, vegetables and oleaginous seeds).

Time Description of activity1h Students create a small brochure consisting of all

the observations on the existence of possible unconventional food as well as other significant aspects. The brochure’s title is “Healthy food for everybody”.

Materials and equipment:PC, projector, paper, photos, markers, pencils, glue, stapler. Teaching tools:Ex. Kit, handbooks, websites, books, references to develop the topic, etc www.inpcp.rowww.inpcp-campanie.ro

Evaluation tools suggested:

At the end of all activities, students will present a brief report containing depictions of what they discovered; unconventional food products can be displayed as a miniature exhibition, self-evaluation questionnaires, records from the class journal.

THANK YOU!