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de Paiva Martins Esteves Correia, Helena Maria
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- Manual de Boas Práticas Gestão do Solo e da Água em Espécies Produtoras de Frutos SecosPublication . Rodrigues, M. A.; Arrobas, M.; Santos, A. L.; Marrão, R.; Santos, D.; Machado, O.; Pato, R. L.; Amaro, R.; Cunha, M. J.; Gomes, A. A.; Menino, R.; Castro, I. V.; Gaião, Davide; Costa, Cristina Amaro Da; Costa, Daniela; Correia, Paula; Guiné, Raquel P. F.; Esteves Correia, Helena
- Characterization of Beekeepers and Their Activities in Seven European CountriesPublication . Guiné, Raquel P. F.; Mesquita, S.; Oliveira, Jorge; Coelho, C.; Costa, Daniela; Correia, Paula; Esteves Correia, Helena; Dahle, B.; Oddie, M.; Raimets, R.; Karise, R.; Tourino, L.; Basile, S.; Buonomo, E.; Stefanic, I.; Costa, Cristina Amaro DaBeekeeping is an ancient activity that is gaining interest among practitioners and society in general. It is as an activity with positive impacts in the environmental, social and economic spheres, with the potential to reconnect these dimensions and contribute to sustainable development. Thus, it is important to determine the profiles of beekeepers across the world, and to understand the main social, economic or ecological drivers that shape their activities. Hofstede cross-cultural dimensions were used to better explain differences between countries. A survey was undertaken of beekeepers in different countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, and Spain) in the native language of each nation. A total of 313 questionnaires, using an online platform or in paper form, was delivered face-to-face during training or dissemination events in 2019. Norway and Finland were the countries with the highest percentage of respondents with a university degree (>80%), while Spain (42%) and Croatia (48%) presented the lowest percentages. Most participants were experienced beekeepers (59% had more than five years of experience) with more than 50 colonies. With the exception of Italy, beekeeping appears to be a hobby or an additional professional activity. The main beekeeping products for these beekeepers were honey, wax, colonies and propolis, with an average honey production per season of 24.5 kg/hive. Crossing socio-demographic characteristics and Hofstede cross-cultural dimensions showed a relation among countries with higher Power Distance Index (PDI; this value expresses how society accepts and expects a certain inequality of power) and lower annual income and educational level (Croatia, Portugal, and Spain). A strong correlation appeared between Masculinity Femininity Index (MFI; this value refers to gender effects in society, with feminine societies meaning that the dominant values are caring for others and quality of life, as opposed to masculine societies, which are driven by competition, achievement and success) and age, income and education, with Norway presenting the most feminine society, with more educated and older beekeepers. The Uncertainty Aversion Index (UAI; this value explains how members of a society feel when dealing with unknown situations) was strongly associated with education. The results showed that increasing beekeepers’ income will contribute to balancing the distribution of power among members of society, and that this might be achieved by training, especially in Croatia, Portugal, Spain, and Italy.
- Professional Training in Beekeeping: A Cross-Country Survey to Identify Learning OpportunitiesPublication . Guiné, Raquel P. F.; Oliveira, Jorge; Coelho, Catarina; Costa, Daniela; Correia, Paula; Esteves Correia, Helena; Dahle, Bjørn; Oddie, Melissa; Raimets, Risto; Karise, Reet; Tourino, Luis; Basile, Salvatore; Buonomo, Emilio; Stefanic, Ivan; Costa, Cristina Amaro Dafirst_pagesettingsOrder Article Reprints Open AccessArticle Professional Training in Beekeeping: A Cross-Country Survey to Identify Learning Opportunities by Raquel P. F. Guiné 1ORCID,Jorge Oliveira 1ORCID,Catarina Coelho 1,2,*ORCID,Daniela Teixeira Costa 1,Paula Correia 1ORCID,Helena Esteves Correia 1ORCID,Bjørn Dahle 3,Melissa Oddie 3,Risto Raimets 4,Reet Karise 4ORCID,Luis Tourino 5,Salvatore Basile 6,Emilio Buonomo 6,Ivan Stefanic 7 andCristina A. Costa 1ORCID 1 CERNAS Research Centre, Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal 2 CECAV, Animal and Veterinary Research Center, University of Trás-os-Montes e Alto Douro, Quinta de Prados, Apartado 1013, 5000-801 Vila Real, Portugal 3 Norwegian Beekeepers Association, 2040 Kløfta, Norway 4 Institute of Agricultural and Environmental Sciences, Estonian University of Life Sciences, 51014 Tartu, Estonia 5 Eosa Estrategia y Organización SA, 36202 Vigo, Spain 6 Bio-Distretto Cilento, 84052 Salerno, Italy 7 Tera Tehnopolis, 31000 Osijek, Croatia * Author to whom correspondence should be addressed. Sustainability 2023, 15(11), 8953; https://doi.org/10.3390/su15118953 Received: 21 April 2023 / Revised: 24 May 2023 / Accepted: 31 May 2023 / Published: 1 June 2023 (This article belongs to the Special Issue Prospects Challenges and Sustainability of the Agri-Food Supply Chain in the New Global Economy II) Download Browse Figures Review Reports Versions Notes Abstract Habitat loss, climate change, and other environmental degradations pose severe challenges to beekeepers. Therefore, this sector needs to rely on updated information so that the intervening actors can deal with the problems. In this context, and assuming that professional training can greatly help those acting in the beekeeping sector, this work intended to investigate the gaps in the updated knowledge of beekeepers and how these can be filled through lifelong learning. The research was conducted in seven European countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, and Spain). The data were collected through a questionnaire survey translated into the native languages of all participating countries. The results revealed that the topics of highest interest are apiary health and pest control and the management of the colonies throughout the year. The beekeepers update their knowledge through family, complemented by professional training, with participants preferring in-person courses as well as, in the workplace or in internships. The learning methodologies they consider most useful are project-based learning and learning through gamification. The videos and paper books or manuals are particularly valued as learning materials, and practical exercises are considered the most helpful assessment format. Finally, considering the effect of sociodemographic variables on the learning experiences and preferences of beekeeping actors, it was observed that the country was the most influential of the variables under study. In conclusion, this work revealed valuable information that should be used to design professional training actions to help the professionals in the beekeeping sector enhance their competencies and be better prepared to manage their activities successfully.
- Professional Training in Beekeeping: A Cross-Country Survey to Identify Learning OpportunitiesPublication . Guiné, Raquel P. F.; Oliveira, Jorge; Coelho, Catarina; Costa, Daniela; Correia, Paula; Esteves Correia, Helena; Dahle, B.; Oddie, M.; Raimets, R.; Karise, R.; Tourino, L.; Basile, S.; Buonomo, E.; Stefanic, I.; Costa, Cristina Amaro DaHabitat loss, climate change, and other environmental degradations pose severe challenges to beekeepers. Therefore, this sector needs to rely on updated information so that the intervening actors can deal with the problems. In this context, and assuming that professional training can greatly help those acting in the beekeeping sector, this work intended to investigate the gaps in the updated knowledge of beekeepers and how these can be filled through lifelong learning. The research was conducted in seven European countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, and Spain). The data were collected through a questionnaire survey translated into the native languages of all participating countries. The results revealed that the topics of highest interest are apiary health and pest control and the management of the colonies throughout the year. The beekeepers update their knowledge through family, complemented by professional training, with participants preferring in-person courses as well as, in the workplace or in internships. The learning methodologies they consider most useful are project-based learning and learning through gamification. The videos and paper books or manuals are particularly valued as learning materials, and practical exercises are considered the most helpful assessment format. Finally, considering the effect of sociodemographic variables on the learning experiences and preferences of beekeeping actors, it was observed that the country was the most influential of the variables under study. In conclusion, this work revealed valuable information that should be used to design professional training actions to help the professionals in the beekeeping sector enhance their competencies and be better prepared to manage their activities successfully.
- Pontes entre agricultura familiar e biológica através da formação em contexto de trabalhoPublication . Costa, Cristina Amaro Da; Gaião, Davide; Teixeira, Daniela; Esteves Correia, Helena; Guerra, Luis Tourino; Guiné, Raquel P. F.A agricultura familiar, como forma de garantir a produção agrícola, gerida por uma família com base em mão-de-obra familiar não assalariada, tem um papel fundamental nas zonas rurais. Das 570 milhões de explorações agrícolas do mundo, mais de 500 milhões são explorações familiares. Em Portugal, a agricultura familiar representa 96% das cerca de 280 mil explorações existentes. Em todo o mundo, a agricultura familiar encontra na agricultura biológica uma forma de valorização, com impacto direto no aumento do rendimento das famílias. Através da agricultura biológica, assente em princípios como alimentar o solo para nutrir a planta, otimizar os ciclos de nutrientes através da gestão dos animais e das plantas, ou manter relações de proximidade com o mercado, a agricultura familiar pode atingir novos patamares de sucesso. O conhecimento e a formação técnica são essenciais para a adoção da agricultura biológica, sendo essencial identificar as necessidades de formação dos agricultores familiares, para disponibilizar ferramentas de aprendizagem que permitam melhorar a sua capacidade de intervenção e inovação. Assim, caraterizaram-se as práticas agrícolas utilizadas por agricultores familiares dos concelhos de Viseu, Braga e Barcelos, Portugal, e avaliou-se a proximidade com os itinerários técnicos utilizados em agricultura biológica, de modo a identificar necessidades de formação destes agricultores. As práticas agrícolas foram identificadas através da aplicação de uma checklist a 30 agricultores de cada concelho. Parte das técnicas e tecnologias adotadas nas explorações de agricultura familiar coincidem com práticas fundamentais em agricultura biológica: diversidade cultural e uso de variedades regionais, consociações e rotações culturais, uso de matéria orgânica de origem animal e vegetal, utilização de luta física e genética no combate a pragas e doenças. Os resultados permitiram definir ferramentas de aprendizagem, para uso à distância e em contexto de trabalho, que venham reforçar e capacitar estes agricultores através da adoção da agricultura biológica.