Public documents

Public documents, results and outcomes of the FIELDS project

Learning Management System

Discover the future of agricultural education with the FIELDS Learning Management System! Tailored for farmers, foresters, students, and professionals, our platform offers personalised learning journeys, cutting-edge modules, and sustainable practices. Explore how FIELDS LMS can empower your journey in agriculture today!

European Strategy

This deliverable outlines the EU Action Plan for addressing skill gaps in agriculture and forestry, derived from thorough scenario analysis and consultation with stakeholders. It highlights key trends, impacts, and skill needs at both national and European levels.

Stakeholder strategic plan and analysis report

The growth strategy of the sector is summarized in a comprehensive report, through the available material and directives from the EU, producers associations and industries.

Profiles prioritisation 

In order to prioritize the profiles, these was decoupled in set of skills, mini-modules that will be usable later by a farmer, that has no time and could be interested on a single skill/knowledge. Prioritisations was realised in a multi-criteria-based approach according to the main criteria:

  1. Criticality. How the skill/knowledge is important to learn other skills and complete the occupational profile.
  2. Impact. How achieving a particular skill will impact positively the growth of the sector.
  3. Time. How much time it will take to achieve a skill through training activities
  4. Volume. How many learners are potentially interested in the skill?

The summation of all rankings of the skill, for each curricula/occupational profile provide a global ranking for the occupational profile that was discussed among partners and allowed to sort out the occupational profiles.

National and EU regulatory frameworks 

This task aims at preparing the roll-out of project deliverables at national and regional levels with the relevant governmental and sectoral authorities. The partners provided the information on the regulatory frameworks in place in each country. 

Curricula design  

Partners developed the outline of 7/10 occupational profiles (at least one per country participating in the training) (EQF and ECVET based) corresponding to job profiles previously identified, at least one per topic (sustainability, digitalisation, bioeconomy), for two levels: EQF level 4 (farmers, foresters and SMEs) and one for EQF level 5 (students) in line with the sector changing needs in the short to longer term. 

Each occupational profile outline will correspond approximately to 680 h, of which 120 online, 180 in-class, and 360 as a work-based period, with 20 more hours for the assessment, that will allow for the EQAVET certification.

Trend and scenario analysis

This deliverable presents the scenarios, their hypothesis and justification and their consequences. It will contain an executive summary presenting the main trends, their impact and skill needs at national and European level.

Training methodology

With the ultimate objective to support innovation and sustainable development in the agricultural, forestry and bio-economy sector, a variety of methods for teaching content and processes that enhance farmer learning of technological and soft skills may be applied. This report defined the pedagogical approach that will be used to develop the training programme in order to enhance farmer learning of technological and soft skills.

Funding opportunities 

In this task partners studied and listed the funding opportunities available to support the skills strategies and the future use of FIELDS’ outputs. Two levels were studied (regional/national and EU levels), each partner will list the regional and national funding opportunities using the EU tender portal and the local authorities’ materials.

Transferability framework  

In order to provide the transferability of the skills and knowledge depicted in the European and national strategy, it is mandatory that the skill design follow the ESCO database, for the VET training.

The skills not yet in ESCO were requested to be inserted as essential skills (are those knowledge, skills and competences that are usually relevant for an occupation, independent of the work context, employer or country) or optional (knowledge, skills and competences that may be relevant or occur when working in an occupation depending on the employer, working context or country). Optional knowledge, skills and competences are very important for job matching because they reflect the diversity of jobs within the same occupation.