ESTO – European Specialist for Traditional Orchards QUESTIONNAIRE - Interpretation and discussion of the ex ante analysis Ex ante analysis II – C. Care.

ESTO – European Specialist for Traditional OrchardsQUESTIONNAIRE - Interpretation and discussion of the ex ante analysis

Ex ante analysis II – C. Care & Management

Mag. Alois WilflingOIKOS – Institut für angewandte Ökologie & Grundlagenforschung

8200 Gleisdorf, Hartbergerstraße 40/[email protected]

Nieborow, Poland, 04.09.2012

Ex ante analysis II – C. Care & Management

mailto:[email protected]

C1 Should basic knowledge of different business philosophies (conventional,

nature-orientated, organic, bio-dynamic orcharding) be part of the curriculum?

ESTO – European Specialist for Traditional Orchards

Answers

For most partners „important“ to „absolutely necessary“

Quality Standards Sum 26Average all (0 - 3,0) 2,2Average 6 nations (0 - 3,0) 2,1

absolutely necessary 3important 2less important 1not necessary 0

C. Care & Management


Remarks

• GLT: The knowledge on production philosophies is necessary for understanding in the curriculum that e.g. pesticide use is differently handled.

Literature available online

Average all (0 - 3,0) 1,1

Average 6 nations (0 - 3,0) 1,0

Courses available online

Average all (0 - 3,0) 0,83


completely 3largely 2

little 1not 0

C1 Should basic knowledge of different business philosophies (conventional,

nature-orientated, organic, bio-dynamic orcharding) be part of the curriculum?




C2 Should economic aspects of orcharding be part of the curriculum?

yes 1

no 0

Economy

income

relevance

subsidy other

Sum 11 9 9 8 1Average all (0 - 1,0) 0,9 0,8 0,8 0,7 0,1Average 6 nations (0 - 1,0) 0,8 0,7 0,7 0,5 0,1

Answers


Remarks

• GLT: ecosystem services, measures of compensation and replacement

• SOL: Important; show advantages and disadvantages of orchard production compared to intensive fruit production; shoe importance of direct marketing

• ECO: this kind of orchards in Hungary have not so much economic values, but natural values.








little 1not 0

C2 Should economic aspects of orcharding be part of the curriculum?




C3 Should contents of ecology and nature conservation in traditional orchards be part of the curriculum?

Answers

yes 1

no 0

Ecology conservation

Landscape element

Habitat structure

Cultural landscape

Habitat conservation

Biodiversity Other

Sum 12 11 9 8 9 12 2Average all (0 - 1,0) 1,0 0,9 0,8 0,7 0,8 1,0 0,2Average 6 nations (0 - 1,0) 1,0 0,9 0,7 0,6 0,7 1,0 0,1


Remarks

• SOL: traditional orchards as recognized as landscape element by the CAP. Traditional orchards are also part of the Natura 2000 network (Osmoderma eremita)








little 1not 0


C3 Should contents of ecology and nature conservation in traditional orchards be part of the curriculum?



C4 Which main goals concerning fruit production in traditional orchards should be part of the curriculum from your national point of view?

Answers

Dessert fruit Squeezing Processing OtherSum 6 9 10 0Average all (0 - 1,0) 0,5 0,8 0,8 0,0Average 6 nations (0 - 1,0) 0,6 0,6 0,8 0,0

yes 1

no 0


Remarks

• SOL: chestnut jam and bare chestnut in vacuo

• For example in Midi-Pyrénées region, 10 local projects allow each a production of 40,000 liters of apple juice with one mobile apple press and pasteurizer.








little 1not 0


C4 Which main goals concerning fruit production in traditional orchards should be part of the curriculum from your national point of view?



C5 Which additional goals (except pomiculture) should be part of the curriculum from your national point of view?

Answers

yes 1

no 0

Mea

dowsPastu

res FieldsGard

ening

Timber

productio

nOthe

rSum 11 8 5 4 3 2Average all (0 - 1,0) 0,9 0,7 0,4 0,3 0,3 0,2Average 6 nations (0 - 1,0) 0,8 0,6 0,3 0,3 0,2 0,1



C5 Which additional goals (except pomiculture) should be part of the curriculum from your national point of view?

Remarks

• GLT: bee-keeping• SIE: orchards in the home gardens - typical for Poland !• ISK: Meadows - they make possible proper maintenance of soil in the orchard.• GLT: Tourism and the relaxing in the vicinity aren't directly agricultural use but should

be component of the curriculum. As well as environmental education. • ECO: Grazing in the traditional orchard - which kind of animals, how many, protection

from the grazing animals…





Average all (0 - 3,0) 0,75



little 1not 0

C6 Are well educated specialists for management and care of traditional orchards available (national)?


Answers

yes 1

no 0

Specialists available Sum 12Average all (0 - 1,0) 1,0Average 6 nations (0 - 1,0) 1,0



Remarks

• About 30 persons / institutions are already mentioned in questionnaire…• OIK: The situation is a bit better than in B. Pomology





Average all (0 - 3,0) 0,58



little 1not 0


C6 Are well educated specialists for management and care of traditional orchards available (national)?



C7 Should (traditional) propagation of fruit trees (from seeds, cuttings, rootstock,

grafting, …) be part of the curriculum??

Answers


Traditional Propagation Sum 31Average all (0 - 3,0) 2,6Average 6 nations (0 - 3,0) 2,4




Remarks

• PL - ISK: Grafting onto rootstocks or one-year-old trees must be part of the curriculum. It is worth knowing how to graft because many interesting old varieties of fruit trees is not propagated in nurseries.

• HU – ECO: I don't know any peculiarities - the usable technics are as in the other parts

in Europe - I think…








little 1not 0

C7 Should (traditional) propagation of fruit trees (from seeds, cuttings, rootstock,

grafting, …) be part of the curriculum??



C8 Should knowledge on site factors like soil, climate and location be part of the curriculum?

Answers


Site Factors Sum 27Average all (0 - 3,0) 2,3Average 6 nations (0 - 3,0) 2,2




Remarks

• PL - ISK: Knowledge of soil is especially important because tree spacing in the row and row spacing depends on type of soil.

• SOL: This is a key point as the time period for existence of a traditional orchard is very long.








little 1not 0

C8 Should knowledge on site factors like soil, climate and location be part of the curriculum?



C9 Should professional establishing of orchards and planting trees be part of the curriculum?

Answers

yes 1

no 0

Professional establishment

Tilling (soil preparation)

Planting distance

Types of fruit rees

planting

Staking & Protection

Orchard Rejuvenation other

Sum 11 9 10 9 11 9 10 2Average all (0 - 1,0) 0,9 0,8 0,8 0,8 0,9 0,8 0,8 0,2Average 6 nations (0 - 1,0) 0,8 0,7 0,8 0,7 0,8 0,7 0,8 0,1



Remarks

• PL- ISK. Rootstocks recommended in traditional orchards; tree shaping directly after planting

• FR – SOL: Protection of the trees is very important as in France most of traditional orchards are located in mixed farms with animals.





Average all (0 - 3,0) 0,75



little 1not 0

C9 Should professional establishing of orchards and planting trees be part of the curriculum?



C10 Should background knowledge on anatomy and physiology of fruit trees be part of the curriculum?

Anatomy & Physiology Sum 20Average all (0 - 3,0) 1,7Average 6 nations (0 - 3,0) 1,7


Answers

For all partners „important“ to „less important“



Remarks

• … some basic knowledge…








little 1not 0

C10 Should background knowledge on anatomy and physiology of fruit trees be part of the curriculum?



C11 Should pruning and shaping of trees be part of the curriculum?

Answers

Pruning

life stages

principles of pruning

crown shaping

alternate bearing

pruning techniques

wound care

pruning seasons

pruning intervals

pruning tools

other

Sum 12 10 12 10 8 10 9 12 8 10 1Average all (0 - 1,0) 1,0 0,8 1,0 0,8 0,7 0,8 0,8 1,0 0,7 0,8 0,1Average 6 nations (0 - 1,0) 1,0 0,9 1,0 0,8 0,6 0,8 0,7 1,0 0,7 0,9 0,1

yes 1

no 0



Remarks

• GLT: advices to special technical equipment: for example grafting, tree wax, etc.• Literature & link collection!








little 1not 0

C11 Should pruning and shaping of trees be part of the curriculum?



C12 Should fertilization of traditional orchards (including background information on

nutrients, fertilizers, nutrient demands, application, …) be part of the curriculum?

Fertilization Sum 23Average all (0 - 3,0) 1,9Average 6 nations (0 - 3,0) 1,8


Answers

For all partners between „absolutely necessary“ to „less important“



Remarks

• GLT: Especially for young trees• ISK: Appearance of trees (lenght of one-year-old shoots, leaf colour and general condition of trees)

should decide on the need for fertilization. • ECO: it is good to show for example the signs of absence of nutrients…• SOL: GENERALLY NO FERTILIZATION





Average all (0 - 3,0) 0,75



little 1not 0

C12 Should fertilization of traditional orchards (including background information on

nutrients, fertilizers, nutrient demands, application, …) be part of the curriculum?



C13 Should phytopathology and plant protection be part of the curriculum?

Answers

Phytopathology

Basic knowledge pests

preventatives

beneficial organismus

pesticides

legal aspects

other

Sum 12 11 10 11 7 4 5 0Average all (0 - 1,0) 1,0 0,9 0,8 0,9 0,6 0,3 0,4 0,0Average 6 nations (0 - 1,0) 1,0 0,9 0,8 0,9 0,5 0,2 0,3 0,0

yes 1

no 0



Remarks

• SOL: Generally traditional orchards do not receive any pesticide treatments – marketing advantage (intensive plantations: up to 36 pesticide treatments per year)





Average all (0 - 3,0) 0,75



little 1not 0

C13 Should phytopathology and plant protection be part of the curriculum?



C14 Should additional aspects of specific orchard care be part of the curriculum?

Answers

Additional Management Measures

fruit thinning

irrigation

drainage

bird protect other

Sum 5 3 3 3 3 1Average all (0 - 1,0) 0,4 0,3 0,3 0,3 0,3 0,1Average 6 nations (0 - 1,0) 0,4 0,2 0,2 0,2 0,2 0,1

yes 1

no 0



Remarks

• OIK: basic knowledge only








little 1not 0

C14 Should additional aspects of specific orchard care be part of the curriculum?



C15 Should aspects of organic farming be part of the curriculum?

Organic Farming Sum 27Average all (0 - 3,0) 2,3Average 6 nations (0 - 3,0) 2,2


Answers




Remarks

• TÖH: Alexander Seyboth has a lectureship for organic farming in University of Applied Sciences Erfurt

• OIK: Traditional orcharding usually is organic in Austria (mostly without being certified); pesticides and inorganic fertilizers are used at least in young orchards of farms, but are more common in private gardens where the main focus is on production of dessert fruit

• ECO: traditional orchards can be a part of an organic farm…





Average all (0 - 3,0) 0,75



little 1not 0

C15 Should aspects of organic farming be part of the curriculum?



C16 Should aspects of harvesting be part of the curriculum?

Answers

Haveresting

Mature stages

fruit quality

harvest techniques other

Sum 12 11 10 10 1Average all (0 - 1,0) 1,0 0,9 0,8 0,8 0,1Average 6 nations (0 - 1,0) 1,0 0,9 0,9 0,8 0,1

yes 1

no 0



Remarks

• GLT: Harvest technology should contain the transport logistics also. • OIK: good harvesting techniques & fruit quality improve acceptance of farmers • SOL: soil preparation - the grazing is important two weeks before harvesting…








little 1not 0

C16 Should aspects of harvesting be part of the curriculum?



C17 Should professional fruit storage (conditions, techniques, diseases, …) be part of the curriculum?

Answers

Traditional Propagation Sum 25Average all (0 - 3,0) 2,1Average 6 nations (0 - 3,0) 2,2




Remarks

• ISK: Basic principles and methods of fruit storage should be presented.








little 1not 0

C17 Should professional fruit storage (conditions, techniques, diseases, …) be part of the curriculum?

C18 Which additional contents concerning "Care & Management" should be part of the curriculum from your point of view?


D. Processing & Marketing

Remarks

none

Thanks for your attention!!!

ESTO – European Specialist for Traditional Orchards QUESTIONNAIRE - Interpretation and discussion of the ex ante analysis Ex ante analysis II – C. Care.

Documents

traditional orchards

care management slide

esto european specialist

care management c2

care management c3

kind of orchards

nature conservation

production philosophies