Vegetable Gardening As A Hands-on Approach Of Education For Sustainable Development – From An Educational Program To System Change

Abstract

The global production and consumption of food contributes to a wide range of environmental and societal problems such as climate change, biodiversity loss, or health problems. In high-income countries such as Germany consumers lack an understanding of and connection to the origins of food which is one of many reasons for an unsustainable food system. Including in kindergartens and schools, many children do not learn how food is produced. Acker is a social start up that fosters the appreciation of food and nature in society through a variety of educational gardening programs in Germany, Switzerland, and Austria. In the programs for schools (GemüseAckerdemie, engl. vegetable academy) and kindergartens (AckerRacker, engl. garden rascals) children grow up to 30 different types of vegetables. The gardening follows the principles of organic agriculture which promotes and enhances agro-ecosystem health, including biodiversity, biological cycles, and soil biological activity. Over the course of one year, children directly experience where their food comes from, taste the freshly picked vegetables, cook and/or sell it to their parents or to their school/kindergarten. The programs and accompanying educational materials are designed following the criteria of Education for Sustainable Development (ESD). Acker supports schools and kindergartens with the set-up and implementation of the learning garden over a period of four years. A train-the-trainer program is a key element to empower teachers and their institutions to implement the program independently after the four years and integrate it into their curricula in the long-term. By 2030 Acker’s goal is to give every child in Germany the opportunity to grow their own vegetables in school or kindergarten which corresponds to about 15,000 educational facilities. So far, participating facilities scaled exponentially from 6 facilities in the pilot phase in 2014 to 1,284 facilities in 2022. Acker’s transformation strategy tightly couples its social business model with a marketing and impact strategy. The educational programs are regularly evaluated to understand the effectiveness of the intervention regarding motivational, cognitive, and behavioral change of the participants. Overall, the programs increase and strengthen children’s connectedness to nature and appreciation of food. The gardening strengthens the children’s sense of responsibility and self-efficacy both of which are necessary competences to participate in shaping a sustainable future. Growing and harvesting their own food also has positive effects on children’s diet. Children try new vegetables and eat more vegetables both directly in the garden as well as at home. Yet societal transformation toward more appreciation for food and nature cannot be achieved just within the formal education system in schools and kindergartens. ESD needs to be implemented throughout different social systems. In addition to programs for schools and kindergartens, Acker is also establishing gardening programs for families and communities such as businesses, neighborhoods, or urban farming initiatives. Together with other ESD initiatives and programs, Acker aims to create a network of integrated, complementary ESD touchpoints that involve both formal and informal educational opportunities for people of all ages and diverse backgrounds.

Generated Summary

This document is a case study that examines the “Acker” initiative, a social enterprise focused on promoting appreciation for food and nature through educational gardening programs. The study explores Acker’s transformation strategy, from its pilot phase in 2014 to its envisioned system change by 2030, with a focus on the GemüseAckerdemie program. The research employs a mixed-methods approach, including qualitative and quantitative evaluations, to assess the program’s impact on participants, particularly children in schools and kindergartens. The methodology involves analyzing the educational model, program development, funding, and implementation, with impact orientation as the guiding principle in all operational areas. The study assesses the key factors contributing to Acker’s success and identifies challenges and policy recommendations for education system changes.

Key Findings & Statistics

• In Germany, about 12 million tons of food are wasted every year, i.e., about 75 kg per capita. About half of that food is thrown away in private households.
• Only about 2/3 of produce grown reaches the consumer’s plate.
• Acker’s goal is to give every child in Germany the opportunity to grow their own vegetables in school or kindergarten, which corresponds to about 15,000 educational facilities by 2030.
• Participating facilities scaled exponentially from 6 facilities in the pilot phase in 2014 to 1,284 facilities in 2022.
• About 60 % of the program costs are paid by sponsors and the other 40% are paid as co-payments by the schools, i.e., 6,900 € for four years.
• About 15% of schools operate independently after the 4-year program in 2022.
• In 2022, altogether 1,271 schools and kindergartens participate in the vegetable academy or the garden rascals, respectively.
• In 2022 the number of participating children in schools and kindergartens reached approximately 50,000
• Teachers estimated that about 65 % of the participating students develop more interest in vegetables and more appreciation for food.
• Teachers estimate that about half of the students (46 %) start eating more vegetables throughout the program and observe healthier snacks and lunch boxes in school.
• The gardening program also increases students’ self-esteem and self-efficacy for about half of the students.
• About 58 % of the students develop a strong sense of responsibility for the garden and the plants.
• Gardening knowledge and skills increase for 89% of teachers and 77 % of teachers get to know new vegetable types and varieties.

Other Important Findings

• Acker’s programs aim to address societal problems such as alienation from nature and food production, food waste, and unhealthy diets.
• The GemüseAckerdemie program teaches children about sustainable food production and consumption through hands-on gardening.
• The program aligns with the principles of Education for Sustainable Development (ESD), emphasizing action-oriented pedagogy, participation, and collaboration.
• Acker provides various services to support schools, including consultation, seed delivery, planting support, and teacher training.
• The impact logic of the program connects resources, activities, and envisioned changes at individual and societal levels.
• The program aims to increase students’ knowledge of gardening, vegetables, and natural processes.
• The transformation strategy involves digitization, decentralization, and teacher education to scale the program.
• The CampusAckerdemie program is designed for university students to teach them how to manage a school garden and incorporate it into everyday school life.
• Acker’s success is attributed to its organizational structure and agile decision-making, along with a focus on employee well-being.
• The study highlights the potential for garden education to extend beyond Germany, with examples from other countries.

Limitations Noted in the Document

• The study acknowledges that the effect of the vegetable academy on the diet of students and their families remains weak and not well researched over longer periods of time.
• The study indicates that the observed outcomes can also be due to a variety of factors, not to the vegetable academy alone, especially for dietary changes.
• Quantitative results regarding behavior do not show significant changes in self-reported attitudes and behavior regarding vegetable consumption or value attribution of food.
• The pandemic significantly affected the regular implementation of the program, making it difficult to assess its long-term impacts.
• The study relies on self-reported outcomes, which may be unreliable due to children’s cognitive and social development stages.

Conclusion

The Acker initiative’s case study underscores the potential of school gardening programs to foster healthy habits, promote appreciation for food and nature, and cultivate environmental awareness among students and teachers. The study’s findings indicate a strong correlation between participation in Acker’s gardening programs and positive outcomes for students, including improved knowledge of gardening practices, increased interest in vegetables, and enhanced appreciation for food. Teachers also experience positive outcomes, such as increased knowledge and skills in gardening and a greater awareness of food production. However, the study also highlights the challenges of measuring long-term behavioral changes and the need for more rigorous, long-term research designs. The success of Acker’s transformation strategy, driven by digitization, decentralization, and teacher education, provides valuable lessons for scaling similar initiatives. The study emphasizes the importance of integrating hands-on, nature-based learning within school curricula and underscores the need for continued support from state and federal levels to promote and sustain such programs. Furthermore, the study highlights the broader implications of Acker’s work in the context of societal shifts toward more sustainable agriculture, healthy eating habits, and the value of food. The case study suggests that transforming society’s relationship with food and nature cannot be achieved solely within the formal education system, necessitating broad coalitions and complementary educational touchpoints. The study recommends policy changes, including incorporating hands-on sustainability and nutrition education in school curricula, installing high-quality nature-based learning environments, and implementing ESD and learning gardens in teacher training. The Acker initiative’s success suggests its concept is not limited to Germany and that it may be implemented in other high-income countries as well.