Categories
Students & Target Groups

What do students think ?

Juan Carlos Garcia Salvador from CIFEA MOLINA de Segura in Spian has worked out a continuous evaluation system for students and presented his ideas and example during our project meeting in Murcia. The presentation can be downloaded.

It was a very inspring session in which we spoke with students about their ideas on developing a sustainable school and training programs.

Most important questions to discuss with students are:

  • How can VET institutions contribute to a more sustainable society?
  • Is the education system in tune with a sustainable society?
  • How can the students contribute to achieving our vision as a VET institution?
  • What needs do our teachers have?
  • What examples of good practices have the students in mind?

The example susrvey is also available (in Spanish).

Categories
Vision & Ambitions

Towards a sustainable school

CIFEA de Molina de Segura in Spain worked on ideas becoming a sustainable school in 2026. Their mission:

Education is the way , and we can offer you a wide range of
reasons to be part of our sustainable community. Learn
and be free. Vocational education is your way.

Juan Carlos Garcia Salvador

Main challenge regarding this mission is that students should feel that they are part of the solution. The VET students have to feel useful for a sustainable society and the school should give them the tools to make the students feel like this.

The first ideas of CIFEA de Molina de Segura were presented during our meeting in Spain and they can be found in this presentation.

[Picture Gerd Altmann via Pixabay]

Categories
School Environment & Cooperation

Renewal of the job market?

CIFEA DE MOLINA de Segura in Spain provides students with training related to the processed food and environmental sectors. For these vocational training schools it is essential to be one step ahead of the social and professional reality of both sectors.

Each course, from the CIFEA DE MOLINA, around 70 students are
promoted in training cycles of families in the food industry, safety and environment that joins the labour market.

To improve the training of our students and provide them with the skills for sustainability that society and the labour market requirements, we share with other European green schools, cooperation and innovation projects of the Erasmus program, which pose the same questions and provide us with feedback in the process of self reflection.

These questions are:

  • With whom do we learn?
  • What is the environment in which we develop our learning?
  • How does the environment affect training?
  • What are the needs of society and the labour market concerning sustainable development?
  • How can we cooperate with companies and partners so that training contributes to sustainable production systems?
  • What green skills do we have to strengthen in learning?
  • How can we adapt the curricula of the cycles?
  • What teaching methodologies are suitable for teaching the SDGs?

In this presentation CIFEA MOLINA present the answers to these question from their point of view.

Categories
School Environment & Cooperation WSA

Important questions to ask regarding the effects of the renewal of the job market on school programs

For vocational training schools in the agri-food and environmental sectors, it is essential to be one step ahead of the social and professional reality of both sectors. Each course, from the CIFEA DE MOLINA, around 70 students are promoted in training cycles of families in the food industry, safety and environment that joins the labour market.

To improve the training of our students and provide them with the skills for sustainability that society and the labour market requirements, we share with other European green schools, cooperation and innovation projects of the Erasmus + program, which pose the same questions and provide us with feedback in the process of self-reflection. Understanding the school as a “whole” (curricula, pedagogy, school environment, professional development and the management of the school itself) we ask ourselves the following questions.

  • With whom do we learn? What is the environment in which we develop our learning? What people are involved in the formation of students.
  • What are the needs of society and the labour market concerning sustainable development? Identifying both needs will be essential to ensure that we provide students with the appropriate skills to guarantee the change towards a sustainable productive sector that requires the participation of everybody.
  • How does the environment affect training? The school environment is an example of sustainability.
  • How can we cooperate with companies and partners so that training contributes to sustainable production systems? It is essential to establish cooperation links between the business sector, associates and the school, to update the training objectives. This process must be constant, flexible and active.
  • What green skills do we have to strengthen in learning? We have to know what we need to develop. This question is essential.
  • How can we adapt the curricula of the cycles? Establishing mechanisms for adapting educational programs to changes in production systems is essential to be able to prepare for the future.
  • What teaching methodologies are suitable for teaching the SDGs? The way of educating in the SDGs must be different from the classic didactic methodology used in classrooms because, in addition to training, it must raise awareness, arouse interest in students, generate skills and provide them with an evaluation capacity that allows them to decide and participate. in a sustainable society. Changes affect all of us.

[Photo by Artem Beliaikin from Pexels]