The framework of the curriculum for herders

We have developed the breeder's curriculum based on a competency-based approach supported by the principle of didactics relating to socially acute issues. We have defined the set of key competencies which implies consideration of animal welfare education. We have specified the significant work situations in which these competencies are involved.
We have chosen to integrate a constructivist and socio-constructivist approach into our pedagogy. In other words, we consider that the educators have conceptions about animal welfare education and the professional practices associated with it. The pedagogical approach should consequently be developed with regards to these conceptions and to the obstacles and levers that they highlight and that need to be overcome.
Several strategies can be used to challenge these conceptions. Those presented in the Anicare project are based on specific pedagogical tools: (1) films of professional practices of breeders commented by the breeders themselves and by scientists with regards to the consideration of animal welfare, (2) films of educators speaking about animal welfare education, (3) the Aniphi platform for working at distance with learners.
These tools are designed to stimulate debate and controversy around problem situations (dilemmas, philosophical questions, case studies) in order to encourage the professionalisation of the educators.
The steps we propose should not be seen as a turnkey process, but rather as benchmarks that should help the teacher, the educator, the trainer to build his or her own pedagogical strategy.

1.Our theoretical framework: welfare of the learner for animal welfare

8.1. Design and make design a controversy map
8.2. Prepare and lead a debate
8.3. Take into consideration the emotions related to animal welfare
8.4. Implement an intercultural confrontation
8.5. Choosing a relevant stance


Each file will present some of the main principles, methods and tools that the partners of Anicare have used, some of the results obtained, and some recommendations according to lessons learned. We have used the word “educator” in all the files to represent teachers and counselors who lead pedagogical strategies for education on animal welfare and the words “students” and “learners” for their stakeholders. Be creative and we hope you enjoy yourselves!