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They are moments of consolidation of the project which envisage the participation of stakeholders in the agricultural sector and in the vocational training. Organized in Italy, Spain, France and Greece, they are aimed at activating a network of reflection on key topics of the project V-3DAS” (Virtual 3D Agri-Stage for experiential learning).

During the workshops, the partners will present the Professional Profile constructed and developed within the framework of the Project's activities. In particular, they will linger over its function of support to a process of transformation of the present profile which is required to acquire an entrepreneurial character in order to adapt to the changes of market in the EU scenario, focusing on the territorial development, sustainability, multifunctionality, quality etc... and conceiving the agricultural activity as a real business.

Sectoral stakeholders and VET experts will be invited in order to discuss about the ongoing changes  in the sector and to evaluate the impact of the new professional profile on the market in consequence of the “post-2013 CAP reformation”.

They can give a concrete opinion on the Referential and Curriculum of the new professional profile in EU, as the two tools on which V-3DAS levers to support the construction of a new training offer which is able to help farmers to understand the importance of being entrepreneurs, to acquire the typical mindset of the entrepreneur, to interact in a dimension oriented to the market and to manage their own farm in a managerial perspective: not as a company that produces for the subsistence thanks to the EC funds, but with the possibility of alternative sources of income.


The professional profile, with a first level degree in agriculture or an equivalent training background, is placed at the sixth level of the EQF grid, since, it involves both “specialised knowledge” in the sector and a set of transversal key competences (as Communication in foreign languages, Digital competence, Learning to learn, Social and civic competences, Sense of initiative and entrepreneurship).

These are combined and added to a more general set of competences, as:

  • cognitive competences (use of theories and concepts, use of forms of knowledge acquired in previous educational pathways, critical reflection);
  • technical – functional abilities and skills in a specific area;
  • personal capacities and of critical and creative thinking to solve out problems of enterprise management;

‘ethical professional competences’ which are connected with ethical positioning and refer, for example, to environmental issues.

The curriculum, oriented to the vocational training, articulates a training pathway structured as an organic set which combines e-learning  moments with 3D environments for virtual learning. Two learning dimensions are alternated: a formal dimension, which envisages the delivery of contents of knowledge, with a set of devices and tools of assessment and evaluation formalized and tailor mande on the objectives to achieve; a non formal dimension, which envisages both experiences of training in setting of professional practice as well as experiences of e-learning. These are articulated in situations of interactive learning model of “ problem based learning” and in experiences of virtual stage in a model farm, which represents a synthesis of best practices in the sectors of enterprise development covered by the curriculum.

The main objective is the formalisation of a “pedagogical tool box” available for the operators of the vocational training in order to support the delivery of a training pathway for the professional qualification of the agricultural entrepreneur.

During the workshops, the stakeholders may intervene on the single areas, according to their own expertise:

  • Development and management of Agricultural Enterprise; ICT and Integration with the rural territory;
  • Marketing & Trade;
  • Multifunctionality and Environmental Management and Sustainability;
  • Quality of Process and Product – Traceability and Tracing back.