Agricultural Education and Lifelong Learning

General

• Code: 600-191010
• Semester: Elective Winter Semester
• Study Level: Undergraduate
• Course type: Special Background
• Teaching and exams language: Ελληνικά
• The course is offered to Erasmus students
• Teaching Methods (Hours/Week): Διδασκαλία (4)
• ECTS Units: 4
• Course homepage: https://moodle.teithe.gr/course/view.php?id=3925
• Instructors: Kountios Georgios
• Class Schedule:
  • Tue 16:00 - 20:00: Αίθουσα Γεωργικών Εφαρμογών

Course Contents

The course aims to provide specialized knowledge and skills development so that students are able to design, organize, manage and evaluate agricultural training programs, as well as to teach in them, using modern educational methods and distance learning methods.
In particular, the aim is to delimit the field of lifelong learning in the agricultural sector from a scientific and factual point of view, to present the main theoretical approaches to the phenomenon of learning and to analyze the issues of teaching techniques and dynamics of the trained group of farmers. In addition, the aim is to familiarize students with Open and Distance Education Systems, to develop teaching materials compatible with live and distance learning using modern technology, the concept of exploring educational needs in farmers, and the content of teacher evaluation. The expected result is that the students who will attend the course will be able to be active in the field of Lifelong Learning in the agricultural sector.

Educational Goals

Upon completion of this course the students will be able to:
• Explain the social and economic function of agricultural education and lifelong learning in the national and European context
• Identify the characteristics of the main institutions of agricultural education in Greece and the relevant policies, compared to the corresponding European ones.
• Indicate the theoretical models of agricultural and lifelong learning curriculum design and the basic principles of adult education.
• Describe good practices in the design and implementation of agricultural education and lifelong learning programs, explaining the social and economic environment in which they are implemented.
• Present the steps of the process of investigating educational needs to farmers.
• Report and implement the principles and methods of coordination of the training team.
• To design a didactic unit of agricultural education.
• Describe the basic teaching methods and techniques used in agricultural education programs.
• Identify and use the types of supervisory teaching aids and especially modern ones, both in living and in open and distance agricultural education.
• Describe the importance of educational/learning space in agricultural education.
• Formulate issues for the evaluation of agricultural training programs and determine the content of the types and models of evaluation

General Skills

Retrieve, analyze and synthesize data and information, with the use of necessary technologies. Adapt to new situations. Decision making. Work autonomously. Teamwork. Working in an interdisciplinary environment. Promote free, creative and inductive thinking. Project planning and management. Criticism and self‐criticism.

Teaching Methods

face to face

Use of ICT means

Χρήση Τ.Π.Ε.: Παρουσιάσεις μέσω PowerPoint, Χρήση εξειδικευμένων λογισμικών

Teaching Organization

Students Evaluation

Ι. Συμπερασματική αξιολόγηση στο θεωρητικό μέρος του μαθήματος(Διαλέξεις) με ερωτήσεις πολλαπλής επιλογής και ερωτήσεις σύντομης απάντησης: 40%
ΙΙ. Συμπερασματική αξιολόγηση στις ασκήσεις πράξεις του μαθήματος, που περιλαμβάνει:
1. Άλλες (Μικροδιδασκαλία) (35%)
2. Ατομική γραπτή εργασία (25%).

Recommended Bibliography

Ξενόγλωσση
1. Bucht, B., (1995). Education and employment. O.E.C.D.
2. Botsiou, M. &Dagdilelis, V. (2014). Could ICT contribute to the revival of family farming?. International Journal of Agricultural Resources, Governance and Ecology, 10(2): 112-128.
3. Botsiou, M., Dagdilelis, V. &Koutsou, S. (2020) The Greek farmers’ ICT skills and the intra-rural digital divide formation. Agricultural EconomicsReviw (in press).
4. Botsiou, M. Karavakou, V. (2020). Citizen in the Digital Age. Skepsis (in press).
5. Botsiou, M., Koutsou, S. &Dagdilelis, V. (2014). Innovation and Success: Perspectives, attitudes and practices of young farmers. Scientific Bulletin – Economic Sciences, 13(2): 12-21.
6. Coates, M. (2010). Shaping a new educational landscape: exploring possibilities for education in the 21st century. London, England: Continuum.
7. Evans, J. R., & Lindsay, W. M. (2002). The management and control of quality (5th ed.). Ohio: South-Western
8. Giossi, S. &Dagdilelis, V. (2014). When innovation meets teaching in higher education. In W. Giossi, S., &Valkanos, E. (2009), Ethical aspects of mentoring within organizations. 22th EBEN Annual Conference, Pathos for Ethics: Leadership, excellence and the quest for a sustainable future. Athens: EBEN.
9. Kafetsios, K., Maridaki-Kassotaki, A., Zammuner, V. L., Zampetakis, L. A., &Vouzas, F. (2009a). Emotional intelligence ability and traits in different career paths. Journal of Career Assessment, 3.
10. Karavakou, V. (2012). Democracy, Pluralism and Education. Skepsis – A Journal for Philosophy and Inter-disciplinary Research, XXII/i, 325-345.
11. Karavakou, V. (2008). The importance of cultural and universal ideals in modern education. In Paideia: Education in the Global Era, 2, pp.140-154, edited by Boudouris, K. &Kalimtzis, K. Athens: Ionia Publications.
12. Karavakou, V. (2006). The educational demands of a philosophical theory of moral conscience in a modern democracy. In J. D. G. Evans, Philosophy of Education (pp. 65-71). Proceedings of the Twenty-first World Congress of Philosophy.
13. Schleicher, P. (ed.) (2012). Preparing Teachers and Developing School Leaders for the 21st Century. Lessonsfromaround the world. OECD Publishing
14. Skedsmo, G. and Huber, G. S. (2018). Teacher evaluation: The need for valued measures, and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30, 1-5.
15. Spring J. (1998). Education and the rise of the global economy. Mahwah, NJ: Erlbaum Associates.
16. UNESCO (2015). Rethinking education: towards a global common good?Paris: UNESCO Publishin
Ελληνόγλωσση
1. Μπότσιου Μ. (2011). Η ηλεκτρονική δημοκρατία στο πλαίσιο διαμόρφωσης της εκπαιδευτικής πολιτικής για τη Δια Βίου Μάθηση. Στο Β. Καραβάκου (επιμ.), Δια βίου μάθηση: Διεπιστημονικές προσεγγίσεις,σελ 289-310. Θεσσαλονίκη: Εκδόσεις Πανεπιστημίου Μακεδονίας.
2. Μπουτσιούκη, Σ. (2017). Ευρωπαϊκή πολιτική στην εκπαίδευση: Απο τη στρατηγική της Λισαβώνας στη στρατηγική “Ευρώπη 2020”. Θεσσαλονίκη: Σταμούλης.
3. Σταμέλος, Γ. και Βασιλόπουλος, Α. (2013). Πολιτικές δια βίου μάθησης στο πλαίσιο της ευρωπαϊκής διακυβέρνησης. Η ελληνική περίπτωση. Αθήνα: Διόνικος.
4. Σταμπουλής, Μ. (2017). Αρχιτεκτονική σχεδιασμού και υλοποίησης Προγραμμάτων Συνεχιζόμενης Επαγγελματικής Κατάρτισης.Θεσσαλονίκη: Εκδόσεις Πανεπιστημίου Μακεδονίας.
5. Jarvis,. P. (2004). Συνεχιζόμενη εκπαίδευση και κατάρτιση: Θεωρία και Πράξη. Αθήνα: Μεταίχμιο.
6. Joyce, B., Weil, M., & Calhoun, E. (2004). Διδακτική μεθοδολογία. Διδακτικά μοντέλα. Αθήνα: Εκδόσεις Έλλην.
7. Καρατζά-Σταυλιώτη, Ε. και Λαμπρόπουλος, Χ. (2006). Αξιολόγηση, αποτελεσματικότητα και ποιότητα στην εκπαίδευση. Αθήνα: Gutenberg.
8. Mezirow, J. (2006). Η μετασχηματίζουσα μάθηση. Αθήνα: Μεταίχμιο.