INKA BB versteht sich als ein Innovationsnetzwerk aus Wissenschaft und Praxis, das Veränderungen aktiv gestaltet. Als Vorbild und Partner will es Ergebnisse verbreiten und Lernprozesse initiieren. Hierfür bündeln wir die in der Region vorhandenen Kompetenzen von Forschungseinrichtungen, öffentlicher Verwaltung, Wirtschaftsunternehmen und Verbänden. Das Netzwerk arbeitet in Brandenburg mit einem landesweiten Fokus. Standort- und betriebsbezogene Maßnahmen sind vorwiegend in den Regionen Lausitz-Spreewald und Uckermark-Barnim sowie in der Metropole Berlin angesiedelt.
INKA BB sees itself as an innovation network encompassing academia and business practice that brings about change proactively. As a role model and partner, the network wishes to disseminate findings and initiate learning processes. To achieve this, we combine the region’s existing expertise of research institutions, public administrations, business enterprises and associations. The network operates in Brandenburg with a federal state-wide focus. Most site- and company-related measures are undertaken in the regions of Lausitz-Spreewald and Uckermark-Barnim, as well as in the metropolis of Berlin.
INKA BB versteht sich als ein Innovationsnetzwerk aus Wissenschaft und Praxis, das Veränderungen aktiv gestaltet. Als Vorbild und Partner will es Ergebnisse verbreiten und Lernprozesse initiieren. Hierfür bündeln wir die in der Region vorhandenen Kompetenzen von Forschungseinrichtungen, öffentlicher Verwaltung, Wirtschaftsunternehmen und Verbänden. Das Netzwerk arbeitet in Brandenburg mit einem landesweiten Fokus. Standort- und betriebsbezogene Maßnahmen sind vorwiegend in den Regionen Lausitz-Spreewald und Uckermark-Barnim sowie in der Metropole Berlin angesiedelt.
“Adaptation to climate change” as a new field of knowledge challenges agricultural and horticultural (vocational) education and extension. Farmers and horticulturists are confronted with vague scientific findings at best. A broad variety of global climate scenarios is “projected” onto regions and exact predictions are usually not possible. Often, personal observations and experiences seem to contradict scientific assertions. Under this condition farmers and policy makers must decide about future land use.
What does this imply for capacity building? How to transform insecurity into concrete educational measures and programs?
The authors discuss their first experiences within a German R&D network (INKA BB) in which they develop capacity building programs. Two examples from urban agriculture / urban gardening will be used as case studies. Strengths and weaknesses of the development processes and their management will be discussed.
Since the topic is complex and adaptation is a continuous activity, learning in connection with climate change adaptation ideally begins on elementary level, continues in higher and vocational training, and does not end with extension. In other words: “learning chains” must be developed which enable life-long learning in formal, non-formal and informal learning environments.
Competencies are needed beyond classical technological and economic skills. Problem solving - from problem perception, analysis, generation of alternative solutions, to implementation and evaluation - with a key competence in critical analysis and reflection of contemporary research findings - gain in importance.
In INKA BB, participation is seen as axiomatic. As a consequence, an action-oriented, participatory approach has been chosen which enables mutual learning among partners from research, formal and informal, elementary, higher and vocational education.
A crucial point is the question of “Who could be the bridge between science and the educational practitioner?” In INKA BB, a specific working group (the subproject on “Knowledge Management and Transfer”) facilitates the development processes and therefore plays a liaison role between theory and practice. In the long-run, sustainable ownership of this process must be achieved. A combination of network building, mutual learning in permanent work groups, provision of technical trainings, and joint planning, testing, monitoring and evaluation is seen as a precondition.
Präsentation der Forschungsergebnisse. Klimatische Veränderungen und Reaktionen der Seen, Anpassungsstrategien und die Schwierigkeit, diese umzusetzen.