Priorities for Romanian teachers in addressing global sustainable food systems and global education

1. APSD – AGENDA 21
ROMANIA
Activity within Global Learning Unit “Is there a food crisis around the world?”
" N.I.JILINSCHI" Vernesti School – Buzau County

2. 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)

3. 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

4. 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).

5. 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

6. 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)

7. Gymnasial / Secondary school
“Man – health – consumer
protection”
“ Food hygiene”
“Eat healthy – grow-up healthy”

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

9. -"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:

11. • 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:

12. • 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.

13. NATIONAL PRIORITIES IN ROMANIA
REGARDING NUTRITION

14. • 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

15. • 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

16. - 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:

17. 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

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

19. 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.

20. Global Learning Unit
Is there a food crisis around
the world?

21. AUTOR: Petcu Laura Graţiela, APSD – Agenda 21
COUNTRY: Romania
TITLE: ,,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

22. Knowledge and understanding on
Global Learning
X Social justice
and equity
Fairness 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

23. 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

24. Values and attitudes on
Global Learning
X 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

25. 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.

26. Activities:
Please describe them in details, so that the teacher could be able to
implement them by himself/herself
I. PLANET EARTH CHECK-UP
Duration (hours): 2h (2 meetings, 1 hour/meeting)
Time Description of activity
First
meeting
10‘
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.

28. Time Description of activity
Second
meeting
35‘
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, etc
http://www.unsystem.org/SCN/archives/scnnews11/ch13.htm

29. II . PLANET OF THE THREE “WORLDS”
Duration (minutes): 50‘
Time Description of activity
15‘ 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, etc
http://www.fao.org

31. III. WHAT AND HOW CAN WE COMPOST THE BIODEGRADABLE
WASTE FROM OUR HOUSEHOLD
Duration (hours): 2
Time Description of activity
1h 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.

32. Time Description of activity
1h 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, etc
http://life.gaiam.com/article/what-type-composting-bin-should-you-
use

33. IV. MANURE MANAGEMENT
Duration (hours): 2
Time Description of activity
1h 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.

34. Time Description of activity
1h Type of activity: practical
Place of progress: greenhouses, households and other locations decided
upon context
Students 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.ro
www.inpcp-campanie.ro

36. V. UNCONVENTIONAL FOOD PRODUCTS
Duration (hours): 2
Time Description of activity
1h 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).

37. Time Description of activity
1h 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.ro
www.inpcp-campanie.ro

38. 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.

39. THANK YOU!