In the period from January to March 2025, teams of teachers from Serbia and Macedonia implemented an activity that included a review of existing literature and existing qualifications on sustainable agricultural practices, precision agriculture, organic agriculture, renewable energy sources and the use of technology in agriculture.
This activity included
Review of available literature and materials
Review of existing qualifications
Review of available literature and materials
This activity included a survey of available literature and materials. Lists of available literature and materials on sustainable agricultural practices, precision agriculture, organic agriculture, renewable energy sources and the use of technology in agriculture. The identified literature and materials are included in the report.
The literature review shows a clear convergence of sustainable agricultural practices and digital technologies. Precision agriculture and the use of renewable energy sources are tools for achieving sustainable production, especially in the context of climate change. Organic agriculture, although more intensive in terms of certification, offers a healthy and environmentally friendly product. Ultimately, digitalization is a key catalyst for development, especially in developing countries such as Serbia and North Macedonia.
Review of existing qualifications
This activity included an analysis of existing qualifications in the agricultural sector for the prevalence of sustainable agricultural practices, precision agriculture, organic agriculture, renewable energy sources and the use of technology in agriculture.
The review of existing qualifications showed that sustainable agricultural practices, precision agriculture, organic agriculture, renewable energy sources and the use of technology in agriculture are represented in the education system. Their representation in qualifications/profiles varies depending on the period when the qualification was created and which necessary competencies students need to develop. There are qualifications/profiles in which these 5 areas are minimally represented.
A gap has also been identified between the representation of subject areas and content and the needs of the sector, i.e. the labor market, for certain competencies among students.
The recommendations are aimed at meeting the needs of certain competencies in these areas by introducing new curriculum content that will encompass new technological solutions in the sector.