Abstracts

Everything you need to know about how to submit your abstract

GUIDELINES FOR SUBMITTING ABSTRACTS

Submissions will be accepted from Monday, 18th January 2021

The ESEE Committee is pleased to invite authors to submit proposals for oral and poster presentations, to be delivered at the 25 th  European Seminar on Extension & Education: Learning for Life. The ESEE 25th Conference will be held on 21-23 June 2021 at Teagasc Ballyhaise Agricultural College, Cavan, Ireland. Due to COVID-19 restrictions this will be an ON-LINE EVENT.

It will focus on four themes:

  •  Digital delivery of advice and education: What have we learned from the disrupted norm?
  •  The evolving roles of advisors and educators in supporting learning
  •  Lifelong learning. Encouraging and facilitating continuous learning and development by rural individuals, households, and communities
  •  Evaluation and impact assessment of Ag. Education and Innovation support models

LEARNING FOR LIFE

Continuous innovation support through extension and education for sustainable farm communities.

Innovation is supported by the ongoing learning, actions and interactions of individuals, groups and communities which result in better decisions and actions which are economically, socially and environmentally sustainable. Agricultural advisors and teachers are key enablers of this on-going learning environment.

Keynote speaker: Professor Jim Kinsella, UCD, Ireland

Conference session themes

DIGITAL DELIVERY OF ADVICE AND EDUCATION: WHAT HAVE WE LEARNED FROM THE DISRUPTED NORM?

Remote delivery of advice and learning has accelerated as a result of Covid 19. We have faced the challenges of restricted movements and gatherings and adopted many new digital interfaces. Have we left people behind? What about hard-to-reach-farmers? How do students/farmers feel about remote/virtual delivery? Have advisors and educators adapted to the technology, do they have the competencies/skills needed? Is remote learning/extension effective? Are there issues of access to remote learning? Are farmers being left behind? Advisors/educators? Students? What are we learning about the competencies they need to facilitate remote learning? What are the implications for future delivery of advice/education?

THE EVOLVING ROLES OF ADVISORS AND EDUCATORS IN SUPPORTING LEARNING

In times of new societal expectations and ecological challenges, farmers must maintain existing skills and acquire new ones to improve their farm sustainably. Farming communities are also changing: higher education, bigger farms, more employees, new entrants… Hence, as advisors and educators, they will require more than a technical specialist, but also someone to facilitate peer-to-peer learning, the acquisition of new skills and competences, and the creation of new links and networks within extended value chains, throughout the farmer’s career. The roles of agricultural advisors and educators will therefore evolve to respond to increasingly complex challenges from practice. Also, services are now supplied by a very broad range of organisations. In turn, the profession, organisations and boundaries of advisory activities are the matter of debate between farmers’ representatives, advisors, and policy makers.

How do advisors and educators shape and master such changes? Do they need new competencies to support the drive for sustainability? Are they receiving adequate support in fields such as digital, social innovation, co-design, interactive innovation, Living Labs…? How can they accelerate their acquisition of soft skills and leadership skills to facilitate farmers making the transition to more sustainable production and business models? What new approaches and insights for life-long learning of advisors and educators are emerging? What policies, programmes and instruments are available or needed to support advisors and educators, how effective and efficient are they in this regard? Who delivers the training for advisors and objectives and contents for educators? What are the effects of certification schemes implemented by public actors or by advisors’ professional associations (e.g. CECRA, etc.)? What is the influence of the structure of the supply of services and relations between organisations (competition, networks, R&D projects) on the quality of services?

LIFELONG LEARNING. ENCOURAGING AND FACILITATING CONTINUOUS LEARNING AND DEVELOPMENT BY RURAL INDIVIDUALS, HOUSEHOLDS, AND COMMUNITIES

The traditional approach to education need to evolve from being a concentrated period at the start of a career to one where all rural stakeholders can avail of education throughout their lives. What examples or models of continuing professional development (CPD) for farmers exist, in different countries? How can educators evolve their programmes and delivery models to meet changing needs? How can educators fully leverage the benefits of diversity and inclusion in developing their offering? How can farmers get the type of education or advice they need at the time they need it? How do we ensure that we deliver the type of education they need as well as education that might be commercially popular? How can educators and advisors help knowledge sharing and innovation within agriculture during generational change?

Can we further reduce any duality/separation between extension and education? How can we create a seamless experience for farmers so that they maintain contact with advisors and educators throughout their careers? Are new structures needed to develop this integrated delivery of knowledge and skills over decades? Will there be new arenas for this learning? How can communities of learning be encouraged and facilitated within the agricultural knowledge networks?

EVALUATION AND IMPACT ASSESSMENT OF AG. EDUCATION AND INNOVATION SUPPORT MODELS

Assessing agricultural education programmes delivery, pathways and their impacts within the AKIS and at farm level is fundamental to support agricultural development and innovation. This includes three main areas of evaluation to which the papers are welcome to contribute.

Assessing Ag. education programmes: How to assess agricultural education programmes delivery and pathways and their impacts at farm level, on farmers, on farm households? What can we learn from other sectors such as, vocational, higher level and post graduate: are there benchmarks? What are the best forms and approaches to such evaluation and experiences from practitioners? What impact education pathways can be applied by agricultural schools? To what extent can evaluation models be used to support the strengthening of links between schools and practice? How can digital technology contribute to the delivery and impact of education programmes?

Assessing Ag. Advisory/extension programmes: At the centre of the AKIS/AIS concept is the idea that it functions by a complex and systemic interactions of many actors and infrastructures. As a result, assessing /evaluating advisory or extension programmes needs to focus as much on how to capture this complexity and how they can influence the AKIS and different actors within the AKIS as much as on the programme itself. This need is amplified by the fact that most programmes or projects need interaction with other AKIS actors to achieve their own objectives, outcomes and impacts. How are agricultural advisory/extension programmes being assessed in this context? Moreover, as we move towards more interactive innovation supports based on peer to peer interactions, co-creation and multi actor networks how can we assess advisory competencies and performances? What evaluation approaches/methods are used to enhance capacities to tailor advisory and extension models to the actual needs of farmers? How are clients included in the evaluation/assessment process?

Assessing farmers capacities: The basis of all development and innovation support activities is the capacities of clients/farmers. If support agencies understand these capacity requirements, they can provide more tailored and targeted support. Also, new policy frameworks and farming systems models are boosting engagement of farmers and rural residents in a process of learning. How to capture evidence of participation and of capacity development? How does learning take place? Which learning pathways can be observed? Which evaluation models can support increasing farmers' attitudes and capabilities for better empowerment/ownership within innovation processes? How do we engage those who are not regularly or formally involved with extension and education services? Are there success stories which can encourage a more proactive approach?

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General instructions and guidelines for abstract

Please read the following guidelines carefully before preparing your abstract and ensure all contact information is accurate while completing the registration process. If you are having trouble with the on-line submission, please send an email to ESEE2021@teagasc.ie for assistance. Once you submit your abstract you should receive a confirmation email,if you do not receive this email within 24 hours, please write to ESEE@teagasc.ie

Preparing and formatting an abstract for a paper/poster

The abstract submission system will guide you through each step, however, here is an outline of the main requirements.

  • The maximum length of the abstract is 300 words
  • Abstracts should be formatted according to the following (or comparable) headings:
    •  Abstract Title: title of the paper
    •  Authors: names, affiliation and contact information)
    •  Abstracts must include the following headings: Purpose, Design/Methodology/approach, Findings, Practical Implications, Theoretical Implications, Originality/Value
    •  Keywords: we recommend a maximum of six (6)
    •  Session: theme within the conference for which the final paper / poster is intended
  • No tables or graphics should be included in the abstract.
  • When using abbreviations within the body of the abstract, please spell out the name in full at first mention and follow with the abbreviation in parenthesis.

General instructions concerning paper/poster presentations

Paper Presentation

A paper presentation refers to a developed academic topic, policy area, an ongoing project, case studies or program evaluation. Paper presentations will have the following characteristics:

  •  12-15min duration
  •  1 presenter per paper submitted
  •  Q&A follows all presenters

All submissions will be reviewed and allocated to an appropriate paper/poster session. Reviewers will communicate with those who submit abstracts.

As this is an on-line event the committee reserves the right to alter the nature of presentation sessions, but presenters will be informed in advance of any changes.

Please ensure the following rules are met when submitting a paper abstract:

  • Each paper abstract can only be submitted under one theme
  • Paper abstract submissions must not have been previously presented at an ESEE conference

Important Dates

Abstracts
Abstract submissions opens 18/01/2021
Abstract submissions closes 14/03/2021
Review process completion 16/04/2021
Full paper submission deadline 28/05/2021
Registration
Registration opens 22/04/2021
Registration closes 22/05/2021