Problems of life sciences university education for

sustainable rural development

ВАРШАВСКИЙ УНИВЕРСИТЕТ ЕСТЕСТВЕННЫХ НАУК(ВУЕН-SGGW),

Варшавa, Польша WARSAW UNIVERSITY OF LIFE SCIENCES

(WULS-SGGW)SZKOŁA GŁÓWNA GOSPODARSTWA

WIEJSKIEGO

WARSAW UNIVERSITY OF LIFE SCIENCES (WARSAW UNIVERSITY OF LIFE SCIENCES-SGGW

(WULS-SGGW)GŁÓWNA GOSPODARSTWA WIEJSKIEGO

Problems of life sciences university education for sustainable rural

developmentПРОБЛЕМЫ ОБРАЗОВАНИЯ СПЕЦИАЛИСТОВ В ОБЛАСТИ

ЕСТЕСТВЕННЫХ НАУК ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ СЕЛЬСКИХ ТЕРРИТОРИЙ

Saratov State Agrarian University , Anniversary Conference

Prof. Stefan IGNAR Prof. Józef MOSIEJ, jozef_mosiej@sggw.plFaculty of Civil and Environmetal EngineeringProf. Sławomir PodlaskiFaculty of Agronomy and Biology

WULS WULS -- SGGW Warsaw UniversitySGGW Warsaw University of Life Sciencesof Life Sciences

The oldest agricultural higher education institution in Poland 23 September 1816 – establishment of Institute of Agronomy in Marymont 1918 – renamed into Polish Royal Main School of Agriculture

1919 - nationalized and named Main School of Agriculture (Warsaw Agricultural University)

1945 – First University in Warsaw which revives its activity afterII World War

Institute of Agronomy in Marymont

WULS WULS –– SGGW SGGW has been always an active participant has been always an active participant in Polish scientific, economic and socio-political life.in Polish scientific, economic and socio-political life.

Many of Professors have played a crucial role in the development of independent Poland: Prof. Władysław Grabski Creator of the Polish currency zloty instead of German mark Prof. Ignacy Mościcki, President of the II Republic of Poland

Władysław Grabski Ignacy Mościcki

There are 100 Honoris Causa Doctors of SGGW, among them:John Paul II Pope Prof. Norman Borlaug Nobel Prize WinnerProf. Peter Doherty Nobel Prize WinnerDr Franz Fishler European Commissioner for Agriculture

John Paul II Norman Borlaug, Peter C. Doherty

Dr Franz Fishler

SGGW - Organization chart SGGW - Organization chart

●vice-Rector for Didactics

●vice-Rector for Development and Extention ● vice-Rector for Research

RECTORSenate

- 48 members-

Chancellor

Administration Units

Interfaculty Studies

5

Faculties13

InterfacultyUnits

14

ORGANIZATION CHART

OF FACULTY

DeanVice-Dean (3)Council

of FacultyDirector

of Interfaculty StudyCouncil

of Interfaculty Study

ORGANIZATION CHART OFINTERFACULTY

DepartmentsHead

of Department

SGGW – ResearchSGGW – Research

Scientific research carried out at SGGW by the 13 Faculties encompass the wide scientific problems related to areas of:

AgricultureBasic sciences and NutritionBiotechnology Economics and HumanitiesEnvironmental ProtectionEngineering and TechnologySustainable development of multifunctional rural environment

S-10430T- 1069

13609

S-16504T-1048

20731

23110

0

5000

10000

15000

20000

25000

1996 1998 2000 2002 2004

SGGW – EducationSGGW – Education There are 100 000 graduates within almost 190 years of SGGWAt present: 1250 of the academic staff: including 140 full professors (with title),

195 ( assoc. prof. - dr hab.), 800 PhD, 120 MSc (data end 2012) app. 27 000 students (including 13000 full time) 22 students per 1 teacher

Number of full time students, PhD and other graduate students during1996-2006

S-25096T-1179

2006

of Agriculture and Biology - since 1919- since 1919of Veterinary Medicine - since 1951- since 1951of Forestry - since 1919- since 1919of Horticulture and Landscape Architecture - since - since

19211921of Civil and Environmental Engineering - since 1951- since 1951of Wood Technology - since 1951- since 1951of Animal Sciences - since 1951- since 1951 of Economic Sciences - since 1953- since 1953of Food Sciences - since 1961- since 1961 of Human Nutrition and Consumer Sciences - since - since

19771977 of Production Engineering - since 1977- since 1977of Humanities – since 2006of Applied Informatics and Mathematics - since 2008- since 2008

Faculties:Faculties:

SGGW – Education SGGW – Education

Interfaculty studies (to 2012/13) Interfaculty studies (to 2012/13)

of Biotechnology - since 1993- since 1993

of Environmental Protection - since 1994- since 1994

of Regional Planning - since 1998- since 1998

of Commodity Science - since 2001- since 2001

of Tourism and Recreation - since 2003- since 2003

WULS-WULS-SGGW – EducationSGGW – Education

::

Polish Higher Education some data (end of 2011)

Number of students -1,8 mln (1,2 – in 131 public, 0,6 mln in 325 private school)

58% student pay fee. Part time students from public and all students from private school-pay fee

Number of foreign students -0.5% (average for OECD=9,6%)

Number of teaching staff -100 000, professors 25 000 (Prof.+ Dr hab.), assistant prof.(PhD), assistants -55 000 , others (lecturers) 20 000

External conditions for new trends in environmental education

Ecological situation in the country Numbers from Poland, but similar processes

can be observed in CIS, CA countries Before 1995 - very bad situation

very large economical losses due to the ecological issues (about 10 % GPD; among this 50% from air pollution and 30% from water pollution)

Small (absolute) evel of environmental investments in Poland: 1,5% of GDP = app. 65-70 USD per

person; in West European countries: 1,5% GDP = over 250 – 300 USD

External condition for new trends in environmental education – cont.

Estimated distance between Poland and Western European countries 25 – 30 years in wastewater treatment, solid

waste management, air pollution etc. Problems with specialists

engineers etc.

New programs

environmental engineering instead

of sanitary engineering and land and water

reclamation (since 1990)

environmental protection (since

1991)

New trends in environmental education – reaction

External conditions for new trends in environmental education

Demand on energy from renewable sources (20% of green energy in 2020)

Investments in „green energy” in many

domains biomass wind solar geothermal other

Multifunctional rural development

Expected area for biomass energy production in Poland in 2020 will be consists approximately 2 mln ha (0.5 mln of raps for biodiesel, 0.6 mln ha cereals for bioetanol, 0.5 - 0.6 mln ha corn for biogas and 0.5 mln ha short rotation plantation for solid biomass energy).

New programs

technology of renewable energy

(since 2012)

New trends in environmental education – reaction

External conditions for new trends in environmental education

Global changes influencing (among others) forest management Climate change Globalization …

New approaches to forest management planning The intensive use of modern technologies,

including data collection and management planning

The need for the optimization of the entire forest-wood chain

Valuation of various forest functions

Including new topics into existing

forestry programs

Establishing new specialties and study

programs at the MSc level traditional BSc/Engineer forestry programs

are influenced only to a certain degree

New trends in environmental education – reaction

External conditions for new trends in environmental education

Changes influencing agriculture and related activities Abandoning large-scale farming An increased role of small producers A need for organization of producers Attention paid to the environmental and

ethic issues Globalization …

Including new topics into existing

agricultural programs

Establishing new specialties and study

programs at the MSc level traditional BSc/Engineer agricultural

programs lost interest among candidates

(example: former zootechnics vs. …)

New trends in environmental education – reaction

Problems of agricultural education reform

Applies also to other similar topics: foresty, horticulture, animal sciences, …

Increased priority for protection of natural resources led to the concept of sustainable and ecological agriculture

In forestry the sustainability is connected with the idea of multifunctional forests (where various forest functions have equal importance)

Problems of agricultural education reform

The goal of sustainability can be achieved by the proper management and careful utilization of ecosystems supported by the development of science and technology

Besides, natural resources should be utilized without possibility of their renewal

Problems of agricultural education reform

Compacted system

Constructed wetland

Infiltration

Sand filter

Septic tank

Septic tank

WWTP

Irrigation with wastewater

http://www.aquamatic.com.pl/

On-site wastewater treatment

Problems of agricultural education reform

Increased biomass supply can be joined with the increased utilization of natural resources

This means not only the introduction of new technologies, but at the same time the protection of resources for future generations

Problems of agricultural education reform

At the beginning of XXI century in EU and USA the word „rural” does not mean „being behind” any more because access to the infrastructure and Internet widened thinking horizons and activity of rural societies. For example, providing energy from reneable sources („green energy”), creates new work places and contributes to economical progress

Field of knowledge

Dominating topics in education

USA ЕU Poland

Agronomy Agricultural Agricultural production, production,

Technology of Technology of productionproduction

1970 1980 2000

Agricultural sciences

Economics of Economics of agriculture, agriculture, processing processing agricultural agricultural products, products,

agricultural agricultural productionproduction

1980-1990

1990 From 1995

Natural sciences

Natural resource Natural resource management, management, Environmental Environmental

protectionprotection

1990-2000

2000 From 2004

Sustainable development of rural areas

Development of rural Development of rural areas, environmental areas, environmental

protection, social protection, social politics, economical politics, economical and social sxciencesand social sxciences

From 2000

Con- tem- porary

Beginning

In EU and USA the importance of classical „agricultural” universities and faculties in many cases decreased

Word „agricultural” often changed into other, wider, „more prestigious” Warsaw Agricultural University -> Warsaw

University of Life Sciences (since 2010) In Denmark, King’s Veterinary-Agricultural

University became a part of the Copenhagen University in 2007. Agricultural part belongs to the „Life Sciences Faculty” consisting of sections on utilization of natural resources,plant production and technology of production

Problems of agricultural education reform

In Netherlands, Agricultural University in Wageningen lost „agricultural” part and became Wageningen University

In Poland, all former agricultural universities converted into unievrsities of life sciences (with exception of Agricultural University in Cracov and University of Varmia and Mazury <-

note both directions of changes)

Problems of agricultural education reform

Low popularity of agricultural education in Europe is a resultat of lacking work places with good salary (as compared to other specialities)

It is forecasted that up to 2015 the number of people working in the agricultural sector in EU-27 countries will decrease by about 2 mln (out of 10 mln) and additionally - 0,5 mln people

from the food industry

Problems of agricultural education reform

• Fishery, Agriculture and Agricultural Engineering: decreased by 41,7 – 54,1%.

• Horticulture, Wood Technology, Animal Sciences: decreased by 15,1-16,7%

• Landscape Architecture, Food Technology, Human Nutrition, Veterinary Medicine increased by 1,3 -37,9%.

• Forestry: increased by about 15-25%

In Poland in the period of 2006 -2011 total number of students in the field of:

Country 1998 2005 20006 2007 2008

USA 33 456 20 889 20 673 20 567 21 176

Japan 17 592 18 556 18 625 18 803 19 051

Poland 5 355 6 764 6 950 7 841 8 687

Turkey 5 370 5 231 5 481 5 627 6 175

Czech 1 124 1 642 2 076 2 348 2 719

France 2 512 2854 3 159 2 794 2 439

Germany 4 296 3 286 3 319 3 512 4 025

Italy 1 431 4 911 4 903 5 169 3 256

Netherlands

1 816 309 363 333 208

Spain 4 500 4450 3654 3 355 3253

Graduates in field of agriculture, forestry and fishery (ISC 62).OECD .Stat.Extracts. 2010

Poland is the real educational power in field of agriculture, forestry and related specialities. But…How many graduates work at the sector? Answer (estimation) - 10 – 20% (?!)

Unemployment (%) among young people in EuropeJune 2013 – average in EU 23%

WARSAW UNIVERSITY OF LIFE SCIENCES (WULS-SGGWGŁÓWNA GOSPODARSTWA

WIEJSKIEGO

What are our expectations from the university graduate in the beginning of

XXI century?

Чего надо ожидать от выпускника унивеpситета в начале ХХI века?

Postulates of Bologna declaration

Introduction of „soft-skills” and comparative diplomas (degrees)

Introduction of three level higher education Introduction of the credit system into

evaluation of students achievements (ECTS)

Removing obstacles in the mobility of students and teachers

Common framework for the quality assessment

Including European dimension into teaching

What should be expected from the graduates?

Good general knowledge in the frame of a given specialty

Good knowledge of foreign languages and computer techniques

Bases of law and economy Ability of working in teams Will of constant improvement of

qualifications as an answer to new challenges

(and what we have to provide !!!)

What should be expected from the graduates?

Graduate of an agricultural university should also have knowledge from the humanities, foreign languages, bases of math, chemistry, physics, biology and ecology as well as be exposed to international experience

These knowledge and competences decide about the situaltion of the contemporary graduate on the job market Thus, this requires a proper (wise) introduction

of these topics to the study program and proper proportions as compared to the core courses

More students should have an opportunity to study (at least partially) abroad

What should be expected from the graduates?

When planning an international exchange, it is also necessary to create conditions to accept incoming students from other universities

Besides from separated courses or modules taught in English, it is necessary to provide a possibility to study the entire program in English at some faculties of the university

This improves not only the interest in these faculties, but also a quality of teaching as such

What should be expected from the graduates?

Directions of changes in HEIs

Posession of the up-to-date organizational and educational achievements

Increased flexibility of the teaching programs making students familiar with contemporary European and World agriculture

Improving of mobility in the frame of the university

Directions of changes in HEIs

Widening of education into multifunctional development of rural areas

Importance of foreign languages Evolution of study programs and

professional preparation of graduates

STUDENTS in PL (and post-STUDENTS in PL (and post-soviet countries) vs. UEsoviet countries) vs. UE

A/ In the mental sphere: shy, backed, with low self-assessment

B/ In the professional sphere: having wide enciclopedic knowledge, but at the same time low independence of thinking and discussing, low ability to apply the knowledge in practice (e.g. foresign languages)

Principles1.Wealth in diversity (ЕU students have an access to the modern technology, foreign languages, international contacts starting their childhood), openess to other people, tolerancy to others, confidence2.Polish system of the primary, middle and high teaching enciclopedic knowledge and schemes (tests) instead of rational and logical thinking, development of personality and other abilities necessary in the contemporary times     

STUDENTS in PL (and STUDENTS in PL (and post-sovietpost-soviet countries) vs. countries) vs. UEUE

TECHNOLOGICAL PROGRESSTECHNOLOGICAL PROGRESS

Factors influencing changes in the education Factors influencing changes in the education systems:systems:

1. Long life education and distance education2. Competition between different education institution3. Credit system (in EU ETCS) – possibility to study in 2

or more universities 4. Changes in role of university teachers – lecture as a

performance with multimedia etc.5. Distance education – new institutional and

economical risk

Labour market – work places for graduated students ARE LIMITED!!!

Salaries are in many cases not satisfactory Bologna process – in Poland 5 years degree

programmes = 3 + 2 (bachelor + MSc) or 3,5 + 1,5 (engineer + MSc). RF, Ukraine, other countries of CIS = 4 + 2 – costs, etc.

System of education for big countries - narrow specialization (big labour market) for small countries - wide profile (limited labour market)

Problems…Problems…

Thank You for Your Attention