Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Greenery and Education : The positive effects of greenery in urban environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2019
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools and nurseries and on campuses enhances the ambience of educational institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student’s performance and their ability to concentrate, as well as enhancing the social climate. This document provides insights into the benefits of greenery for learning and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Greenery and Education : A summary of the positive effects of greenery on well-being in educational environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2017
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools, childcare centres and on campuses is good for the climate at education institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student performance and their ability to concentrate, as well as fostering the social climate. This document provides information on the benefits of greenery in relation to education and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Interventiestudie Gezonde Schoolpleinen : Het effect op leerlingen van het herinrichten van schoolplein tot gezond schoolplein
Vries, S. de; Langers, F. ; Goossen, C.M. ; Rijn, S.E.M. van; Vlasblom, E. ; Sterkenburg, R.P. ; Pierik, F.H. - \ 2017
Wageningen : Wageningen Environmental Research (Wageningen Environmental Research rapport 2830) - 113
kinderen - scholen - basisscholen - gebiedsontwikkeling - campus - gezondheid van kinderen - speelterreinen - spel - kwaliteit van het leven - sociaal welzijn - welzijn - vragenlijsten - beweging - concentreren - concentratie - children - schools - elementary schools - area development - child health - playgrounds - play - quality of life - social welfare - well-being - questionnaires - movement - concentrating - concentration
Under the lens of embeddedness : socio-cultural perspective on home-grown school feeding in Ghana
Sulemana, N. - \ 2016
Wageningen University. Promotor(en): Han Wiskerke, co-promotor(en): Paul Hebinck; D. Millar. - Wageningen : Wageningen University - ISBN 9789462577800 - 201
rural areas - schools - school food service - rural development - agricultural development - ghana - west africa - platteland - scholen - maaltijdverzorging op scholen - plattelandsontwikkeling - landbouwontwikkeling - ghana - west-afrika
Effectiveness of nutrition education in Dutch primary schools
Fries, M.C.E. - \ 2016
Wageningen University. Promotor(en): Pieter van 't Veer; Kees de Graaf, co-promotor(en): Annemien Haveman-Nies. - Wageningen : Wageningen University - ISBN 9789462576537 - 169
schools - elementary schools - primary education - dietetic education - taste - education - vegetables - psychosocial aspects - food consumption - scholen - basisscholen - primair onderwijs - voedingsonderwijs - smaak - onderwijs - groenten - psychosociale aspecten - voedselconsumptie

“Nutrition education in Dutch primary schools”

School-based nutrition education programmes have increasingly been used to teach children about nutrition and to provide them with the skills to make healthy food choices. As these programmes differ in content and delivery, it is hard to identify what intervention components and implementation conditions are most effective. Furthermore, as nutrition education is not mandatory in the Netherlands, it is not clear what effects can be achieved with nutrition education in Dutch primary schools. In this thesis therefore two versions of Taste Lessons were evaluated. Taste Lessons is a practice-driven school-based nutrition education programme on taste development, healthy nutrition, and food quality. The programme was evaluated on its aims to increase children’s interest in food, and their knowledge and skills regarding healthy and conscious eating behaviour. Furthermore, the influence of adding experiential learning activities and implementation factors on effectiveness are addressed.

The first evaluation showed that partial implementation of the 10-12 lessons of Taste Lessons (first version) by the teachers during one school year resulted in small increases in psychosocial determinants of healthy eating behaviour. The highest increase was observed in children’s knowledge, which still persisted six months after the programme.

A second evaluation was conducted with the aim to compare effectiveness of the revised and shorter version of Taste Lessons with and without additional experiential learning activities on change in (psychosocial determinants of) vegetable consumption and willingness to taste unfamiliar vegetables. Results from this second study showed that, with almost complete implementation of the five lessons of Taste Lessons by the teachers during a couple of weeks, similar results as the first effect evaluation. Again with knowledge as the strongest intervention effect. Additional experiential learning activities, such as an extended cooking lesson with a dietician and the parents, an excursion to a grower and a supermarket assignment with the parents, showed more and stronger increases in several psychosocial determinants of vegetable consumption than Taste Lessons without these additional activities. No significant intervention effects were found on children’s willingness to taste unfamiliar vegetables during a taste test, and also not on their daily vegetable consumption and food neophobia.

Analyses on process indicators in both studies revealed that teachers and children highly liked Taste Lessons and that children most liked the experiential learning activities. Furthermore, children’s programme appreciation and interpersonal communication about the programme activities after the lessons were found to be positively associated with their change in psychosocial determinants.

In conclusion, evaluation of Taste Lessons showed an increase in children’s knowledge and several other psychosocial determinants of eating behaviour. Implementation of (additional) experiential learning methods in school-based nutrition education is likely to enhance the intervention’s effectiveness, as children mostly liked these activities and children’s enthusiasm was the strongest predictor of effectiveness. No effects were found on children’s vegetable consumption. To achieve behavioural change, school-based nutrition education should be complemented with a consistent set of changes in children’s environment.

Groene schoolpleinen, wat levert het op? : effecten van vergroening van vier schoolpleinen in een krachtwijk in Rotterdam 2010-2013
Breman, B.C. ; Vries, S. de; Hemke, E. - \ 2013
Wageningen : Alterra
stadsomgeving - scholen - openbaar groen - welzijn - leerlingen - buitenspelen - sociaal gedrag - effecten - ontwerp - vergelijkend onderzoek - stedelijke gebieden - rotterdam - urban environment - schools - public green areas - well-being - pupils - outdoor games - social behaviour - effects - design - comparative research - urban areas
Gebaseerd op de aanwezige literatuur is voor dit onderzoeksproject een theoretisch kader opgesteld, met daaraan gekoppeld een aantal hypothesen. Hierin speelde, naast het groene(re) karakter van het schoolplein, ook de grotere variatie in het aanbod van speelmogelijkheden een belangrijke rol. In de onderzoeksopzet zijn vier scholen in Rotterdam geselecteerd, waarvan het schoolplein groen zou worden heringericht. Dit betreft de Hildegardisschool, de Nicolaasschool, de Prinses Margrietschool en de Theresiaschool. Daarnaast is er een controleschool geselecteerd waar niets zou veranderen (Augustinusschool). Op deze scholen hebben op verschillende momenten metingen plaatsgevonden. In totaal zijn er bij een voormeting in het najaar van 2010 meer dan 300 kinderen geïnterviewd.
Meer groen op het schoolplein: een interventiestudie
Vries, S. de; Langers, F. ; Donders, J.L.M. ; Willeboer, M.T. ; Berg, A.E. van den - \ 2013
Wageningen : Alterra, Wageningen-UR (Alterra-rapport 2474) - 181
natuur - scholen - beplantingen - kinderen - landschapsbeleving - openbaar groen - buitenspelen - welzijn - effecten - gezondheid - sociaal gedrag - minder bevoorrechte jongeren - natuur- en milieueducatie - stadsomgeving - vergelijkend onderzoek - rotterdam - nature - schools - plantations - children - landscape experience - public green areas - outdoor games - well-being - effects - health - social behaviour - disadvantaged youth - nature and environmental education - urban environment - comparative research
Op vier basisscholen, gelegen in Rotterdamse aandachtswijken, is het effect van het groen herinrichten van het schoolplein op de kinderen onderzocht. Een vijfde school fungeerde als controleschool. Het onderzoek bestond uit een voormeting en twee nametingen, waarvan de eerste direct na de herinrichting en de tweede een jaar later plaatsvond. Per meetmoment zijn tegen de 300 kinderen bevraagd en getest, voornamelijk uit de middenbouw (groepen 3, 4 en 5). Niet elke herinrichting bleek even succesvol, bezien door de ogen van de kinderen. Daar waar dit wel het geval was, werd bij de eerste nameting een effect op het sociale klimaat op het plein gevonden en bij de tweede nameting een effect op het welzijn van de kinderen
Stepping-stones to improve upon functioning of participatory agricultural extension programmes : farmer field schools in Uganda
Isubikalu, P. - \ 2007
Wageningen University. Promotor(en): Paul Richards, co-promotor(en): Harro Maat. - [S.l.] : S.n. - ISBN 9789085046561 - 225
participation - program participants - rural communities - technology - rural development - poverty - schools - practical education - uganda - agricultural extension - participatie - deelnemers aan een programma - plattelandsgemeenschappen - technologie - plattelandsontwikkeling - armoede - scholen - praktijkonderwijs - uganda - landbouwvoorlichting
Creating Sustainable Environments in our Schools
Shallcross, T. ; Robinson, J. ; Pace, P. ; Wals, A.E.J. - \ 2006
Stoke on Trent : Trentham Publishers - ISBN 1858563526 - 205
scholen - ontwikkeling - milieu - duurzaamheid (sustainability) - lerarenopleiding - professionaliteit - vakbekwaamheid - milieueducatie - onderwijshervorming - onderwijsvernieuwing - europa - schools - development - environment - sustainability - teacher training - professionalism - professional competence - environmental education - educational reform - educational innovation - europe
Documentation: an effective tool in Farmer Field Schools
Belder, E. den; Garcia, M. ; Jansen, D.M. - \ 2006
LEISA : ILEIA newsletter for low-external-input and sustainable agriculture 22 (2006)1. - ISSN 1569-8424 - p. 6 - 9.
documentatie - publicaties - cultuurmethoden - koffie - bonen - peru - scholen - agrarisch onderwijs - kennisoverdracht - documentation - publications - cultural methods - coffee - beans - peru - schools - agricultural education - knowledge transfer
In the “Sustainable Coffee Project Peru”, relevant and well documented data has played an important role in supporting the learning processes of the Farmer Field Schools. This is illustrated here with three examples: a survey of the coffee farmers’ situation as a basis for developing the content of the curriculum for the FFSs, the development of field school leaflets to support the education process in FFSs, and the use of a field book in the evaluation and comparison of farmer practices as part of a Participatory Technology Development process
Wij willen smaaklessen : voorstel voor de implementatie van het programma Smaaklessen in het basisonderwijs
Vrijhof, C.T. ; Meester, H.J. ; Naber, P.M. - \ 2005
Utrecht : InnovatieNetwerk Groene Ruimte en Agrocluster (Rapport / InnovatieNetwerk Groene Ruimte en Agrocluster : Serie achtergrondrapporten ) - ISBN 9050592856 - 57
smaak - voedselvoorkeuren - voedingseducatie - scholen - primair onderwijs - lesmaterialen - innovaties - smaaklessen - taste - food preferences - nutrition education - schools - primary education - teaching materials - innovations - tasting lessons
Smaaklessen© is zinnenprikkelend, speels en praktisch onderwijs over voeding en voedsel voor jongeren. Door het proeven, ruiken, voelen, zien en horen – ofwel het ervaren van eten –leren jongeren dat eten leuk en interessant is.
Het formuleren van schoolbeleid door docenten en schoolleiders met behulp van een elektronisch discussieplatform
Oene, P.M. van; Mulder, M. ; Veldhuis, A.E. ; Biemans, H.J.A. - \ 2003
In: Onderwijsvernieuwing en groen onderwijs - naar actief en constructief leren / Biemans, H.J.A., Mulder, M., Wesselink, R., Lans, T., Schlooz, P., 's-Gravenhage : Elsevier Overheid - ISBN 905901927X - p. 29 - 39.
onderwijsvernieuwing - onderwijsbeleid - scholen - educational innovation - educational policy - schools
Platform; trendbreuk mogelijk?
Mabelis, A.A. - \ 1999
De Levende Natuur 100 (1999)7. - ISSN 0024-1520 - p. 239 - 241.
milieueducatie - recreatie - milieu - onderwijs - scholen - opleiding - samenleving - interacties - attitudes - overheidsbeleid - natuur - environmental education - recreation - environment - education - schools - training - society - interactions - government policy - nature
Volgens het Nationale Milieubeleidsplan is een trendbreuk in onze samenleving noodzakelijk om de gewenste milieu-doelen te halen. Hoe moet dit bereikt worden? Alleen voorlichting is niet voldoende voor gedragsverandering, en het overheidsbeleid m.b.t. natuur- en milieueducatie zet nog geen zoden aan de dijk. Voor natuurbesef en natuurwaardering is meer nodig dan kennisoverdracht
Design for participation in ecologically sound management of South Africa's Mlazi River catchment
Auerbach, R. - \ 1999
Agricultural University. Promotor(en): E.A. Goewie; N.G. Röling. - S.l. : Auerbach - ISBN 9789058080400 - 263
hulpbronnenbeheer - watervoorraden - regenwateropvang - leren - participatie - biologische landbouw - ontwerp - kleine landbouwbedrijven - plattelandsgemeenschappen - scholen - zuid-afrika - resource management - water resources - water harvesting - learning - participation - organic farming - design - small farms - rural communities - schools - south africa

Without local participation, integrated catchment management and Landcare will not become a general reality in South Africa. With support from the South African Water Research Commission, the University of Natal's Farmer Support Group set up the Ntshongweni Catchment Management Programme (NCMP) as a practical participatory action research investigation of ecological farming systems, integrated catchment management and Landcare. Local experience played a crucial role in helping to build credible local networks and to understand the importance of design for a sustainable future. Since small scale agriculture in South Africa faces four major constraints (aridity, poverty, access to land and local leadership) main aspects of design were: ecological farm design for efficient water and nutrient use, community garden design for production with low risk of crop failure and low levels of purchased external inputs, environmental education design and design for communication. Practical work led to the design of a prototype of an ecologically sound community garden.

To address the risks associated with farming in South Africa's dry and often unpredictable climate, a rainwater harvesting system was set up on Bachs Fen Ecological Research Farm, as part of the ecological farming system. Water from the hill and highway above the farm flows through a wetland system. The wetland slows down the flow and purifies the water, and has a significant water storage function. At present 0.4 ha of vegetables is irrigated using over-exploited groundwater resources. The rainwater harvesting system makes it possible to irrigate one hectare using the water harvested from the wetlands instead of groundwater. At the same time, groundwater recharge is improved through increased rainfall infiltration. Bachs Fen is seven hectares in extent, and is one possible model of a small scale commercial farm which is ecologically sound, economically viable and efficient in terms of water use. The development of farms in the range of five to fifty hectares is vital, if land reform and reconstruction and development are to lead to rural areas which do not exclude most of the rural people who currently live there.

Technical and economic lessons learned on Bachs Fen were incorporated into a discovery learning programme which has seen eighteen community gardens, five craftgroups and twenty school environmental action clubs started in the Mlazi River catchment area, mainly around the Ntshongweni Dam, where the NCMP started its work in 1994. Over a period of five years, there has been increasing community participation in ecological agriculture and environmental conservation. Activities have included the gardens and the school enviroclubs, establishment of craftwork groups, control of invasive alien plants, planning activities for urban agriculture using stormwater runoff, the establishment of several conservancies including the Hammarsdale Industrial Conservancy, facilitation of cooperation between teachers, industrialists, farmers and developers, and the establishment of Conflict Resolution Committees and Subcatchment Management Committees.

Environmental education has been an important part of bringing about community participation in integrated catchment management. Adults took part in a range of activities which deepened their insight into local ecosystems and helped to build a catchment identity for the Mlazi River catchment. A physical model of the catchment helped with this process. The Mlazi River Catchment News contributed to building awareness among catchment residents and resource managers about the problems facing the catchment, as well as activities which local people and groups were involved in to address these problems. The river biomonitoring programme has helped to pinpoint several problems in the catchment. As the record of chemical and biological aspects of water quality develops, understanding of seasonal patterns and of the influence of varying landuses will increase. This will help to develop sustainable catchment management strategies which optimise productivity, equity and conservation.

School Environmental Action Clubs (Enviroclubs) have helped children to learn about their local environment and how it fits into the catchment. Each school has developed a School Environmental Policy, and the Enviroclubs have developed Action Plans based on this policy. Recycling, controlling invasive alien plants, planting indigenous trees, starting school gardens and managing water effectively are the five main areas of Enviroclub activities. Annual competitions encourage students to work at improving the school environment. The Outcomes Based Education policy of the Department of Education is thus implemented in a practical way, as children apply theoretical concepts such as the hydrological cycle, soil fertility and plant nutrition, plant ecology and community health to their school grounds and the surrounding areas. Ecology means "knowledge of the home environment", and the Enviroclubs teach children about plants, river health, resource conservation and socially responsible leadership. Mpumalanga Township is already changing, as children help to develop an environmental ethic.

The research question for the programme was: "How can diverse communities often characterised by conflict, be helped to come together to learn about natural resources and systems, and to manage them collectively in a way which is productive and responsible?" Conflict management and an integrated approach effectively answered this question by showing that people are prepared to cooperate at local level, once they have begun to communicate. However, transforming conflict management into collective natural resource management requires outside facilitation by a neutral agency with skills in both facilitation of interaction and in natural resource management and ecological agriculture. Careful design of technical and social research processes required an understanding of ecosystems which did not define problems too narrowly. Design emphasised the broad connections between human behaviour and ecosystems function, and between actions at local level and actions at catchment, provincial or national level. Local subcatchment committees proved an effective way to bring people together to manage resources collectively.

Four design questions were examined in the course of the research programme. These were:

  1. What strategies are available to help improve food security in a way which addresses aridity, poverty and restricted availability of land?
  2. Are there effective methods of producing good yields of crops without resorting to the levels of fertilisers, poisons and other technologies which have produced the environmental problems currently being experienced in Europe?
  3. How can Bachs Fen Ecological Research Farm become more useful as a teaching facility?
  4. Can School Environmental Action Clubs effectively involve school children in caring for their local environment?

In addressing these design questions, the participatory action research programme was able to show how an integrated approach involving agriculture, forestry, water conservation, environmental conservation, health and education improves the use of resources and develops local capacity for rational and sustainable resource management. The spirit of the new Water Law (Act 36 of 1998) has been implemented in the development of these subcatchment committees, but the deficiencies of the law in failing to provide adequately for structures at local level which can bring about integrated resource management have been highlighted.

For the future of South Africa, the lessons learned from this research indicate that integrated approaches at local level should centre around a process of platform building, which enables local people to learn about resource management in an integrated way, while developing a joint vision, and adapting social norms and values towards the practical realisation of their vision. Local leadership is an important part of this process, and where local leaders were not prepared to put the needs of the community before their own personal power and prestige, very little progress occurred. Where accountable leadership was present, however, remarkable progress was possible, and diverse communities were able to find ways of moving forward together, to the mutual benefit of all concerned. The constraints to rural development (poverty, aridity, land and leadership) are themselves an expression of the relationship of people to their environment.

The contribution of the research programme to the development of an Environmental Management System for the Durban Metropolitan Area, and to the Durban Outer West Local Council's Integrated Development Plan helped both of these processes to take place with greater input from under-represented rural groups. The transformation of environmental management from the previous emphasis on maintaining pleasant environments in affluent suburbs, to the creation of more harmonious and sustainable environments throughout the Durban Metropolitan Area is now underway. Further development of Local Environmental Action Fora will be an important aspect of keeping this process on track, and promoting accountability and transparency. Linking Local Environmental Action Fora to subcatchments also allows for structures which cross community boundaries in an integrative way, where community skills and insights can become more available.

Is er toekomst voor het agrarisch onderwijs?
Bor, W. van den - \ 1998
Agrarisch Onderwijs 40 (1998). - ISSN 0925-837X - p. 12 - 16.
agrarisch onderwijs - onderwijs - samenleving - sociaal welzijn - sociale structuur - sociale verandering - scholen - relaties - lerarenopleiding - welzijn - bijscholing - agricultural education - education - society - social welfare - social structure - social change - schools - relationships - teacher training - well-being - continuing training
Aandacht voor onderwijsvernieuwing waarbij vragen van arbeidsmarkt en maatschappij om antwoord vragen
Vier jaar kwalificatiestructuur: een tussenbalans.
Lazonder, A. - \ 1996
Agrarisch Onderwijs 38 (1996)19. - ISSN 0925-837X - p. 16 - 17.
voortgezet onderwijs - agrarisch onderwijs - leerplan - scholen - onderwijsprogramma's - onderwijs - onderwijzen - participatie - beroepsopleiding - onderwijshervorming - onderwijsvernieuwing - onderwijsplanning - onderwijsbeleid - methodologie - evaluatie - grootte - duur - groepsgrootte - middelbaar beroepsonderwijs - organisatie - studie - secondary education - agricultural education - curriculum - schools - education programmes - education - teaching - participation - vocational training - educational reform - educational innovation - educational planning - educational policy - methodology - evaluation - size - duration - group size - intermediate vocational training - organization - study
Aandacht voor doorstroommogelijkheden en rendementsverbetering
Wat ga jij nu doen? Leren voor oordeelsvorming en besluitvaardigheid.
Haarlem, R. van - \ 1996
Agrarisch Onderwijs 38 (1996)18. - ISSN 0925-837X - p. 8 - 10.
besluitvorming - scholen - samenwerking - relaties - organisaties - genetische modificatie - recombinant dna - ethiek - onderwijs - mentale vaardigheid - duurzaamheid (sustainability) - projecten - agrarisch onderwijs - hoger onderwijs - beroepsopleiding - colleges - universiteiten - onderwijsmethoden - moraal - utilisme - probleemgestuurd onderwijs - decision making - schools - cooperation - relationships - organizations - genetic engineering - ethics - education - mental ability - sustainability - projects - agricultural education - higher education - vocational training - universities - teaching methods - moral - utilitarianism - problem-based learning
Belangrijke rol voor het agrarisch onderwijs bij de omschakeling van de landbouw.
Grooters, J.W. - \ 1994
Agrarisch Onderwijs 36 (1994)10. - ISSN 0925-837X - p. 14 - 16.
agrarisch onderwijs - modernisering - innovaties - agrarische bedrijfsvoering - onderwijsmethoden - mondelinge communicatie - verbale communicatie - scholen - samenwerking - relaties - organisaties - bedrijven - ondernemingen - agricultural education - modernization - innovations - farm management - teaching methods - oral communication - verbal communication - schools - cooperation - relationships - organizations - businesses - enterprises
De noodzaak tot herorientatie van de landbouw die vooral een andere houding ten aanzien van het boer-zijn vraagt. Er lijkt in dit proces een belangrijke taak weggelegd te zijn voor het agrarisch onderwijs. In dit artikel wordt verslag gedaan van het laatste deelonderzoek
Onderzoek naar vormgeving internationalisering in onderwijs-praktijk.
Hermsen, A.R.M. - \ 1994
Agrarisch Onderwijs 36 (1994)8. - ISSN 0925-837X - p. 24 - 25.
agrarisch onderwijs - scholen - hoger onderwijs - beroepsopleiding - hogere agrarische scholen - universiteiten - internationale samenwerking - onderwijs - politiek - internationale betrekkingen - agricultural education - schools - higher education - vocational training - agricultural colleges - universities - international cooperation - education - politics - international relations
Een nieuwe structuur in het agrarisch hoger onderwijs.
Vries, A.Ph. de - \ 1994
Agrarisch Onderwijs 36 (1994)7. - ISSN 0925-837X - p. 8 - 11.
scholen - samenwerking - relaties - organisaties - hoger onderwijs - beroepsopleiding - agrarisch onderwijs - schools - cooperation - relationships - organizations - higher education - vocational training - agricultural education
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