Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.

Sustainable Use of Pesticides(Resource ID: 259)

The EU sets rules for the sustainable use of pesticides to reduce the risks and impacts of pesticide use on people's health and the environment (Directive 2009/128/EC). The are some actions for the sustainable use of pesticides, these include: National Action Plans. EU countries adopt these plans, setting objectives and timetables to reduce the risks and impacts of pesticide use and train professional pesticide users, distributors and advisors. EU countries establish competent authorities and certification systems and provide information and raise awareness. Member States take measures to inform the general public and put systems in place to gather information on acute poisoning incidents and chronic poisoning developments for example, aerial spraying is prohibited. EU countries may allow it under strict conditions after warning people. Minimising or banning is another option. EU countries minimise or ban the use of pesticides in critical areas for environmental and health reasons. Other options include the inspection of equipment in use for example, all pesticide application equipment will have to be inspected at least once by 2016 to grant use of any plant protection product. Finally, integrated pest management could be used through the promotion of low pesticide-input management including non-chemical methods.

The European Commission has recently published a Directive for the Sustainable Use of Pesticides, including a range of measures designed to reduce the risk pesticides can pose both to the public and environment, for example ensuring that the public only have access to products specifically authorized for non-professional use; requiring distributors to give advice on sustainable use (hazard, risk, safe storage, handling, application and disposal); special measures to avoid dangerous handling of pesticides. It is likely that this Directive will require member states to ensure that any legislation helps to minimise use whilst enabling safe use, storage and disposal of pesticides in the amateur sector.

The resource set consists:

Interactive learning:

  • Conducting extension symposiums and sessions on the safe use of pesticides and the avoidance of their risks.
  • The target audience would include students, farmers, NGOs, women, custom personnel and mass media (Press, TV, radio).
  • Preparing and producing the required short films, brochures, posters and flyers to be distributed during the seminars.
  • Organize awareness-raising and training activities to a specific public to promote knowledge and understanding  the use of pesticides and waste management
  • Discuss the constraints of IPM adoption by farmers and how NGOs can participate in overcoming them.

The possible areas for NGO collaboration and engagement in the education programme, with a particular focus on IPM.

Integration of Social Stakeholders
Farmers, advisers of companies which register pesticides, the biggest wholesalers, NGO.
– New legislation which is implemented in candidate countries
– Active learning experience for students
– Collaboration and learning between students and stakeholders
– Co-operation between theory and practice
– Flyers, Brochures and Books will be published on the use of pesticides
– Students become part of the project and feel responsible for the sustainable management of the environment
– Co-operation by farmers
– Interest of farmers or individual users for cooperation
Learning Outcomes
Learning Outcomes
Reproduction, Re-organisation, Transfer, Problem solving and E-learning are the main principles on which these learning outcomes are based.

After successful competition of the course, the students will be able to:
1-Summarize the key forces affecting the control diseases in different crops
2-Describe how infestations of pests (weeds, diseases, insects
and vertebrates) affect crop growth and reduce quality
3-Know the range of pest control methods available to farmers
and growers
4-Have the ability to explain the terminology used to categorize pesticides for crop
production, the factors affecting pesticide efficiency and the
factors to be considered when selecting a formulation
5-Describe principles and procedures for the safe handling,
storage, application and disposal of pesticides including
appropriate personal protective equipment
6- Summarize laws and regulations relating to poisonous
substances including pesticide residues and the maintenance of
adequate records
7-Explain the principles of the application technology necessary for the
proper application of pesticides in respect of the applicator
components, calibration, maintenance, field operating
procedures and precautions
8-Interpret outcomes using pesticide label information including precautionary
symbols, product name, class designation, registration number,
purpose, precautions, first aid instructions, toxicology information,
disposal, notice to user, material safety data sheets (MSDS) and
directions for use
Relevance for Sustainability
The sustainability is evident throughout "Sustainable use of pesticide" Curriculum. It is integral to the vision, principles, values, and key competencies, and provides relevant and authentic contexts across all learning areas.

Structuring learning around a theme such as sustainability, which provides opportunities for students to make connections between learning areas, competencies, and values. It requires teaching and learning approaches that draw on all elements of effective pedagogy and focuses on empowering students to take action for a sustainable future.

The "Sustainable use of pesticide" curriculum connects to the principle "environmental health is personal health". This curriculum endorses a place for the school, the family, the community to focus on the place of the student in their own world. Therefore, the school-based curriculum supports holistic teaching programmes and learning pathways which enable the learner to engage purposefully with the environment.
Related Teaching Resources
This resource is linked to the Sustainability See the links activity (http://sustainicum.at/en/modules/view/332.Sustainability-See-the-links/en). Students are involved in this resource after completing the sustainability sees the links activity.
Sustainability criteria
  • Related to global challenges / needs
  • Holistic thinking
  • Long-term thinking
  • Related to acquiring skills
Preparation Efforts
Preparation Efforts Description
Preparation efforts to achieve the sustainable use of pesticides has the objective of reducing risks to human and animal health and to the environment associated with pesticide use, and stimulating integrated and alternative measures to controling pests, in such a way that it: - develops a better understanding of the methods of pesticide use, - ensures the application of scientific and other evidence to recognise pesticides and procedures requiring attention, aimed at developing and promoting measures and procedures that will reduce the detrimental impacts of the use of these chemicals, and enable the user to economically control pests, diseases and weeds, - ensure the recognition of the roles of all stakeholders and interest groups in achieving the common goal which is to achieve the sustainable use of pesticides. This pertains only to those pesticides that are considered plant protection products, as defined in Regulation (EC) No 1107/2009 of the European Parliament and of the Council of 21 October 2009 on the placing of plant protection products on the market.
Assessment of students will be continuous.
During the year they will prepare a course assignment and individual work a presentation in PowerPoint.
The final exam will be oral and written.
Credit/Certification Description
This module has 5 ECTS
Funded by
This teaching resource, realised within the project ConSus, has been funded with the support of the TEMPUS of the European Union. The contents reflect the views of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Magdalena Cara
This teaching resource is allocated to following University:
AUT - Agricultural University of Tirana
Faculty of Agriculture and Environment


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Pillars of Sustainability

  • environment

Teaching Tools & Methods

  • Written material
  • Simulation
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