Ποια ήταν η πρόκληση/ πρόβλημα που αντιμετωπίστηκε? Γιατί είναι σημαντικό για την εταιρική σχέση να λύσει το πρόβλημα?

Κατά τη διάρκεια του Covid 19 κρίση (Μάρτιος 2020), όλα τα σχολεία έκλεισαν και τα δημόσια κτίρια έκλεισαν. While this describes a process rather than a project, all of the activities and management decisions are relevant to managing an innovation-driven MAA to resolve issues in a crisis. Young farmers who were attending class had to switch to virtual classes and course content including assessment was completed remotely. Some students were on work experience on farms in many different countries were not able to return home. They submitted their work online. Teachers and advisors worked from home for a long period.

Πώς λύσατε το πρόβλημα? (Or αν η πρακτική σας υπόθεση βρίσκεται ακόμα σε εξέλιξη, πώς λύνετε το πρόβλημα?)

Advisors used digital solutions to keep the courses going and worked as a community of practitioners to ensure that the solutions were effective and that learning took place in the new more remote contexts. The Teagasc organisation provided institutional support in making swift decisions regarding remote access channels and facilities for all staff and students. Teagasc staff supported the wider AKIS through regular webinars, podcasts, and teleconferences. Management in Teagasc was on a full crisis alert with weekly meetings at different management levels with staff who in turn worked as teams with their students, host and benchmark farmers to design and implement revised learning plans for students, Of particular concern were students with learning difficulty. The farmer representatives on the Teagasc Authority (Board of Non-Executive Directors) participated in monthly meetings of the Knowledge Transfer Committee rather than the scheduled twice or three times yearly meetings providing valuable advice to Management.

Αυτό που είναι καινοτόμο στην πρακτική σας περίπτωση? (π.χ. τεχνολογική καινοτομία, νέο προϊόν ή υπηρεσίες, καινοτομίες της αγοράς, social/organizational innovations, και τα λοιπά.)

While this is a technological and methodological solution, it has social and organizational innovations as the services developed worked and got the students through their programmes and are likely to be retained and embedded into future learning plans by advisors and teachers and will change the way students and farmers learn.

Ποιοι είναι οι παράγοντες επιτυχίας στην επίλυση του προβλήματος?

Καλές επικοινωνίες, positive attitude, courage to try new things, κριτική σκέψη, teamwork, trust, and commitment of staff and learners.

Advisors and teachers had some existing experience of using digital technology in the classroom and for elements of the curriculum. The existence of some video materials and digital communications systems were ready to use.

Teagasc like many other organisations had some existing internal capacity and experience with remote learning support, video making, Skype, and ZOOM.

Students were very willing to use their own self-made videos to demonstrate their learned skills from their own farms.

Teagasc staff at all levels listened to their students and farmers who were both responsible and responsive in their attitude and gave valuable feedback and workable solutions ensuring the safety of learners and teachers.

Διδάγματα

Sometimes it takes a crisis to start or speed up an innovation process.

Advisors and teachers were flexible and resourceful in getting the job done and helping learners overcome problems, they put the learner first.

Students are open, innovative, and adaptable to new learning and assessment channels

Student feedback through regular surveys should be supplemented with regular interactive processes to cater to the diverse needs of learners in a crisis or managed change process.

Τι ρόλο παίζει ο σύμβουλος ή η συμβουλευτική υπηρεσία στην πρακτική περίπτωση?

A central role in testing and delivering new and more efficient ways of providing education programmes and services.

Advisors were responsible for trying new ways to deliver content and to follow up with students who needed more support.

Advisors and teachers met in smaller groups to share experience with farmers and students, both receiving and giving feedback.

Host farmers were very flexible in their management of students on placement and could communicate back to advisors and resolve issues and problems.

Μπορεί η προσέγγισή σας να μεταφερθεί ή/και να προσαρμοστεί για άλλες προκλήσεις και περιοχές καινοτομίας?
Ναί

Παρακαλούμε εκτιμήστε τη δυνατότητα μεταφοράς σε κλίμακα από 1 ΜΕΤΑ ΜΕΣΗΜΒΡΙΑΣ 5
(όπου 1 είναι εύκολο και 5 πολύ δύσκολο)

4

Για την ανταλλαγή εμπειριών σχετικά με την καλή πρακτική, please contact Tom Kelly (tom.kelly[ΜΕΤΑ ΜΕΣΗΜΒΡΙΑΣ]teagasc.ie)

References A smooth transition? Students experience of moving to online delivery and assessment in vocational agricultural education due to Covid 19 . ESEE paper June 2021.

Brian Morrissey and Monica Gorman