Mandalas – a colourful approach for visual learners

How to apply the Progress-Mandala?

Are you looking for a creative and exciting method for student self-assessment? Then the Progress-Mandala is perfect for you.

To use the Progress-Mandala you only need a piece of paper which can be divided into several sections. Each section can stand for an individual lesson, a topic or anything that was covered in class. After every lesson, topic etc. the pupils colour in the section that was completed. If they understood the content very well, they can colour the whole section, if they only grasped a fraction of the content, the students are only allowed to colour in a small portion. By using this method, the students are asked to review their work to determine what they have learned and what areas of confusion might still exist. The mandala illustrates their progress in a playful and creative way and addresses especially visual learners.

Another benefit of this method is that it can easily be put into practice in subjects like German, Mathematics or even Animal Husbandry. Of course, this method can be adapted in various ways. Students can write phrases or words into the mandala about what they already understand. Another modification can be that different colours have different meanings. For example, red means that something was hard to understand, or there is a lot of work still left to do. But the one thing you should always remember as a teacher is that the students have enough time to carefully consider and reflect their progress.

Author: Stefanie Kletzmayr
Student of the elective “English”

University College for Agrarian and Environmental Pedagogy




2018 – Let’s celebrate 25 years of EUROPEA!

25 years – a success story

What started in 1993 with 8 countries – Belgium, Denmark, France, Luxembourg, Ireland, The Netherlands, Portugal and The United Kingdom – has developed into a real European network with already 25 member countries 25 years later. After the revision of statutes in 2015 EUROPEA (1) can now rely on well-established bodies to serve its members.

Organigram of EUROPEA

The network of green vocational training institutions pursues the following aims according to art. 3 of EUROPEA statutes:

  • stimulate training and exchange of agricultural and land-based students, teachers and staff members
  • promote partnership between the professional world and agricultural and land-based education and advisory centres
  • provide a platform for exchange of project products and of knowledge
  • encourage student competitions
  • facilitate intercultural exchanges
  • promote continuous education
  • support the development of thematic cooperation between members
  • study and disseminate results and knowledge regarding changes in the agricultural and land-based world
  • be involved in global cooperation in the agricultural and land-based training sector

What started with a paper newsletter in pre-digital times is now presented in numerous media providing up-to-date information to all members and the public as such.

Networks are only a foundation like infrastructure. On this basis – more can develop. If something develops, depends particularly on its members. EUROPEA members use Erasmus+ actions to exchange students and trainers, develop learning approaches and learning units, and create didactical and methodical tools and products to facilitate a modern learning process with a European dimension incorporated. EUROPEA competitions enable our students to meet fellow students from abroad and show their professional competences.

25 years of EUROPEA – time to honour the accomplishments of the past, reflect and raise awareness for future challenges, remember milestones and meet some of the founding members.

EUROPEA – Alone you go faster – together we go further!


(1) Registration number: 450.983.484; Royal Decree WL 22/13.467, Brussels, 16 February 2017

Rural AND Digital

 Digitalisation is one of the key words that pops up in every single school. Politics and society are jointly demanding the magic. But what is meant by it? Do we have the same understanding? While some immediately think of infrastructure & hardware, teachers and educators try to figure out what and how to implement it in the daily school life.

Where in a learning process can “something digital” be used? In which phase can “something digital” support the learning of a student?

There is not the one and only answer:
As educators in green, agricultural schools we have to learn from each other, listen to each other and ask.

As EUROPEA we can collect tools, make useful applications visible, share the experience and connect ideas, to develop something further, something rural AND digital.

Challenges in education meet challenges in the professional field

Vegan-orange-organic wines – are all of these just trends, hypes or are these suitable solutions for the future? What are the economic effects of climate change in viticulture? How can you improve green management in the vineyard to change to sustainable methods and techniques?

And what about the students? How can student exchange be promoted? Is teacher exchange also possible? Which topics can be discussed and developed in Erasmus+ projects?

A full program during the meeting of the wine schools in Krems on 2-5 November 2016. Deadline for registration is 31 May 2016, go to

Blogging – an ANGIE 2.0 adventure for trainers


The final project meeting of ANGIE 2.0 was a real adventure for trainers! Preparing tapas, dancing flamenco, discussing career planning, studying double-loop learning are only a few examples of the numerous workshops offered during the ANGIE 2.0 adventure. What participants experienced can be seen in the blogs that were written to reflect on the learning process.

Find the blogs here:

Austria I (DE) Austria II (DE)Denmark (DK)France (FR)Hungary (EN)Romania (EN), Spain (EN)Sweden (SE)The Netherlands I (NL), The Netherlands II (NL)