Agroecology education : former students' reflections on transferability of tools, skills and knowledge in sustainable development

Abstract

A change in the common education strategy is vital for securing an environmentally, economically, and socially viable future for the food system. This is a case study of how concepts within the education for sustainable development (ESD) framework are applied in the graduate agroecology programme at the Norwegian University of Life Sciences (UMB). Which elements of agroecology education are transferable in working lives, how effective learning strategies are for developing reflective lifelong learners, and how former students are able to partake in the sustainable development of the food system are examined. Semistructured in-depth interviews were conducted with five former students. While the initial motivation for studying agroecology mainly were interests in thematic areas of food system functioning or agriculture, participants gained methodological skills, tools and knowledge related to lifelong learning and transferable systems analysis, which to varying degrees they apply to their working lives. Students generally found open-ended learning effective. The study illustrated the negative consequences of the lack of a strong agroecology identity, which may be strengthened by linking agroecology formally to the global ESD approach. A whole school approach to ESD will strengthen the programme’s ability to develop reflective practitioners in sustainable development.