Problems of life sciences university education for sustainable rural development

1. Problems of life sciencesuniversityeducation for sustainablerural development ВАРШАВСКИЙ УНИВЕРСИТЕТ ЕСТЕСТВЕННЫХ НАУК(ВУЕН-SGGW), Варшавa, Польша WARSAW UNIVERSITY OF LIFE SCIENCES (WULS-SGGW) SZKOŁA GŁÓWNA GOSPODARSTWA WIEJSKIEGO

2. 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 development ПРОБЛЕМЫ 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.pl Faculty of Civil and Environmetal Engineering Prof. Sławomir Podlaski Faculty of Agronomy and Biology

3. WULS -SGGW Warsaw Universityof 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

4. WULS –SGGW has been always an active participant 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 Norman Borlaug, Peter C. Doherty Władysław Grabski Ignacy Mościcki John Paul II Dr Franz Fishler There are 100 Honoris Causa Doctors of SGGW, among them: John Paul II Pope Prof. Norman BorlaugNobel Prize Winner Prof. Peter Doherty Nobel Prize Winner Dr Franz Fishler European Commissioner for Agriculture

5. SGGW - Organization chart RECTOR Senate - 48 members- ●vice-Rector for Didactics ●vice-Rector for Development and Extention ● vice-Rector for Research Chancellor Interfaculty Studies 5 Faculties 13 Interfaculty Units 14 Administration Units ORGANIZATION CHART OF FACULTY ORGANIZATION CHART OF INTERFACULTY Council of Faculty Director of Interfaculty Study Council of Interfaculty Study Vice-Dean (3) Dean Departments Head of Department

6. SGGW – Research Scientific research carried out at SGGW by the 13 Faculties encompass the wide scientific problems related to areas of: Agriculture Basic sciences and Nutrition Biotechnology Economics and Humanities Environmental Protection Engineering and Technology Sustainable development of multifunctional rural environment

7. SGGW – Education There are 100 000 graduates within almost 190 years of SGGW At 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 25000 S-25096 T-1179 23110 20000 20731 S-16504 T-1048 15000 13609 10000 S-10430 T- 1069 5000 0 1996 1998 2000 2002 2004 2006

8. SGGW – Education Faculties:

9. WULS-SGGW – Education Interfaculty studies (to 2012/13) of Biotechnology- since1993 of EnvironmentalProtection- since 1994 of Regional Planning - since 1998 of Commodity Science - since 2001 of Tourism and Recreation- since 2003 :

10. 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

11. 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

12. 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.

13. New trends in environmental education – reaction • New programs • environmental engineeringinstead of sanitary engineering and land and waterreclamation(since 1990) • environmentalprotection (since 1991)

14. 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

15. 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). Multifunctional rural development

16. New trends in environmental education – reaction • New programs • technology of renewable energy (since 2012)

17. 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

18. New trends in environmental education – reaction • 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

19. 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 • …

20. New trends in environmental education – reaction • 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. …)

21. 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)

22. 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

23. Problems of agricultural education reform

24. Infiltration Constructed wetland Sand filter Septic tank Compacted system Septic tank http://www.aquamatic.com.pl/ Irrigation with wastewater WWTP On-site wastewater treatment

25. 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

26. 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

28. Problems of agricultural education reform • 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

29. 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)

30. 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

31. In Poland in the period of 2006 -2011 totalnumber of students in the field of: • 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%

32. 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% (?!)

33. Unemployment (%) among young people in Europe June 2013 – average in EU 23%

34. WARSAW UNIVERSITY OF LIFE SCIENCES (WULS-SGGWGŁÓWNA GOSPODARSTWA WIEJSKIEGO Whatareourexpectations from the universitygraduate in the beginning of XXI century? Чего надо ожидать от выпускника унивеpситета в начале ХХI века?

35. 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

36. What should be expected from the graduates? (and what we have to provide !!!) • 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

37. 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

38. What should be expected from the graduates? • 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

39. 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

40. 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

41. 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

42. STUDENTS in PL (and post-sovietcountries) 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)

43. STUDENTS in PL (and post-sovietcountries) vs. UE Principles Wealth in diversity(ЕU studentshaveanaccess to the modern technology, foreignlanguages, internationalcontactsstartingtheirchildhood), openess to otherpeople, tolerancy to others, confidence Polish system of the primary, middle and high teachingenciclopedicknowledge and schemes (tests) instead of rational and logicalthinking, development of personality and otherabilitiesnecessary in the contemporarytimes

44. TECHNOLOGICAL PROGRESS Factorsinfluencingchanges in the educationsystems: • Long life education and distanceeducation • Competitionbetweendifferenteducationinstitution • Credit system (in EU ETCS) – possibility to study in 2 ormoreuniversities • Changes in role of universityteachers – lecture as a performance with multimedia etc. • Distanceeducation – newinstitutional and economicalrisk

45. Problems… • 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)

46. Thank You for Your Attention