Abstract:

The European project CityZen responds to the growing number of cities and regions that recognize benefits of urban agriculture for sustainability and revenues. The project objective is to influence various policy goals like food quality and security, waste management, resource efficiency, community development and quality of life. The results of the CityZen project have consisted in the development of five action plans for policy change in each of the participating regions. The participating region of Castilla y León in Spain analyzed the way to integrate urban agriculture in the FEDER Operational Program of Castilla y León where a new Investment Priority 13i has been adopted, within the Specific Objective OE 20.1.4.- OE REACT- EU 4 to support investments that contribute to the transition towards a green economy. In doing so, the action plan of Castilla y León region proposed the greening of schoolyards financed by REACT-EU funds. The promotion of urban agriculture in schools aims to develop management skills for eco-innovation and environmental performance at the neighbourhood level, involving the entire educational community in the process: children, teachers and parents. The action plan intervention follows a linear methodology. In the first step, a call for the greening of schoolyards in the region was launched. Then, 65 schools were selected under competitive competition and 65 schoolyards were greened through the call for the greening of schoolyards. These 65 schools are been supported and monitored to find out the scope and impact that this action can have for the promotion of urban agriculture with educational purposes. Preliminary results show, on the one hand, that in school gardens students learn botany, plants, flowers, fruits and the natural environment, as well as the origin of food, healthy eating and cooking habits, but also colours, shapes, aromas and flavours, being an educational tool suitable for the study plans of all subjects and ages, contributing to technical competences. On the other hand, teamwork is needed in the design of the garden and in the care and maintenance of living beings, contributing to personal competences. Additionally, the school garden practices are sharing with families, the community and grandparents, being an intergenerational activity with multiple benefits, providing social competences. It is concluded the multifunctional opportunities of gardens in schools, along with the ability of school gardens to take part of the curricula in many subjects and the benefits of teaching in nature. Among the challenges that still must be faced are the management of school gardens during vacation periods, the lack of permanently involved personnel and the gaps between agricultural production and school periods. This action has been developed by the Natural Heritage Foundation of Castilla y León in coordination with the Ministry of Development and Environment of the Junta de Castilla y León and with the support of the University of Valladolid.

Keywords:

Innovation, technology, schoolyards, curricula, teaching-learning process.