Information

White Paper on Agricultural Education: 'The Parable of Agricultural Education' by Giuseppe Murolo

White Paper on Agricultural Education: 'The Parable of Agricultural Education' by Giuseppe Murolo


We are searching data for your request:

Forums and discussions:
Manuals and reference books:
Data from registers:
Wait the end of the search in all databases.
Upon completion, a link will appear to access the found materials.

The technical-didactic activities of the institutes

The specificity of the organization of the schools of Agriculture made it possible to achieve remarkable results, noted in the past by Credaro, Martimazzoli, Croce, Luzzato, Einaudi.
These were possibilities, made operational by a high degree of autonomy, to collaborate intensely with the University, with experimentation, with the agricultural world.
The consequences of this specificity influenced both the didactic action and the technical level: many students of the agricultural institutes first became teachers in the same, then passed on university chairs or in positions of great importance in public administrations or in private bodies. The names of Paris, Carpentieri, De Cillis, Cavazza, Briganti, Dalmasso, Avanzi, Ferraris, Morettini, Trotter, Peglion, Marescalchi, Sostegni, are part of the history of agricultural progress in our country; they are still reflected, recently, by valiant teachers of the Faculty of Agriculture both Italian and foreign who trained in our schools: G. Russo, G Amadei, Zucconi, B. Pastena, R. Provvidenti ,, virologist, emeritus professor Cornell University, P. Lombardi, C. Cupo, F. Rizzo, A. Marinelli, DE Fazio, ...
The effectiveness of the didactic action stemmed from a balanced balance between theoretical aspects and practical activity and allowed goals that would have been difficult to achieve by a different approach and by a modified structuring of the training moments.
On the theoretical level, suffice it to recall Avanzi's studies on cereals and solanaceae, the ampelographic studies of Carlucci and Dalmasso, on the different forms of vinification of Sostegni and Sannino, on the methods of analysis of Paris, on the table grapes of G. Palieri and B. Pastena , on the plant parasites of Ferraris, on the lichens and on the cecidology of Trotter, on the resistance of the vine to limestone by Briganti, Carpentieri and Vannuccini, on the morpho-physiology and genetics of the vine of L. Manzoni, on the genetics of the peach of Morettni.
In recent decades, the pace of integrative, liaison and exchange activities has increased. Apart from the many connections with individual schools in other countries, we mention the systematic, continuous, effective action conducted within the European, international organization on agricultural teaching, which sees periodic exchanges of experiences between teachers and principals of different institutes.
International conferences were held in Brussels, Strasbourg, Helsinki. Kreims (Austria), Dijon at lENESAD, Avignon, Kiel, Copenhagen, Maastricht, Locorotondo, Remedello, Berlin, Edinburgh, Cannington (Bristol), during which problems were discussed regarding curricular organizations, disciplinary teaching, correspondence between qualifications , organization of stages, recognition of traineeships, up to the elaboration of a European charter of agricultural teaching.
Very profitable collaborations have been made with the Petra and Leonardo projects with Portugal, Spain, Greece, England, France, Denmark, Finland, Germany, Sweden, in which both technical and professional institutes have actively participated.
A rich documentation, including multimedia, testifies to many commitments and makes very useful material available both for the contents and for the illustrated and widely tested itineraries.
Exchange activities with many countries, including Albania, were carried out systematically. European Campuses on the environment and on rural architecture, activated in the height of summer, have received vast and authoritative consensus, since universities and institutes of great prestige have been involved in these projects.
All this has been achieved not so much with the support of the central administration, often indifferent to the various initiatives, but for the commitment of principals and teachers who have managed to involve local authorities and mobilize private resources to provide students with opportunities for new experiences and to the consensus institutes and prestige.
Another activity that involved technical and professional institutes was that of wine competitions which brought to light lively emulation between schools in the presentation of wines and spirits of different types. Lecce, Locorotondo, S. Michele allAdige, Palermo were the venues of these meetings, in which they participated as observers, principals and teachers of French agricultural high schools such as Avignon and Nimes.
These multiple activities have meant that Italian agricultural institutions have become well known in the various EU countries and invited to conferences, refresher courses, technical and pedagogical seminars. Among the many we remember the agricultural ecology course held in Copenhagen four years ago, with the participation of teachers from all over Europe and with the direction entrusted to Italy which in the previous year, 1993, had presented the CD Energy for nature in Strasbourg, arousing enthusiastic consents also in the specialized press.
As regards more specifically the aspects of didactic renewal, it should be noted that the Cerere Unitario project, adopted by almost all ITAs, was the first - and is still the only one - to envisage a modular organization of the contents by providing individual class councils with the possibility of choosing in-depth modules to connect the project area to. The concrete autonomy, manifesting itself in orientations and operational choices according to the potential of the territory, has been, since Cerere Unitario, realized since 1995 and will pursue in a definitive and specified context from a technical content point of view, outside amateur improvisations.
The professional institutes of the sector - perhaps the most mortified by an archaic conception of agriculture, which had structured them into biennial qualifications - proved to be first in understanding the value of the innovation offered with Project 92 and as such, within a three-year period they adopted this experiment in toto , becoming a real spearhead of the new structure. No other sector of this type of education experimentally adopted the project with such unanimity.

from CERERE - Review of technical and didactic problems for the agricultural address of Secondary Education
Four-monthly - Year XII N. 27 January - April 1999 - ITAS Basile - Caramia LOCOROTONDO (BA)


Video: Land grabbing in Romania. DW Documentary (July 2022).


Comments:

  1. Kazrashicage

    Thank you very much for your help in this matter. I did not know it.

  2. Marline

    well and yes !!!

  3. Orlin

    You are making a mistake. I can prove it.

  4. Favio

    Bravo, I think this is a wonderful sentence

  5. Tretan

    Well, who knows ...

  6. Barrie

    It agree

  7. Mitcbel

    It is the valuable answer



Write a message