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Study on Education and Information Activities on Animal Welfare EDUCAWEL Contract - SANCO/2013/G3/SI2.649393

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Study on Education and Information Activities on Animal Welfare EDUCAWEL Contract - SANCO/2013/G3/SI2.649393 Study on education and information activities on animal welfare EDUCAWEL Contract - SANCO/2013/G3/SI2.649393 20/01/2016 IRTA – Institut de Recerca i Tecnologia Agroalimentàries (Institute for Food and Agriculture Research and Technology) Veïnat de Sies s/n – 17121 Monells, SPAIN www.irta.es Participant Participant organisation name Organisation short name Country 01/ Institut de Recerca i Tecnologia Agroalimentàries IRTA ES 02/ Lithuanian University of Health Sciences LSMU LT 03/ Agrosysytems IQC RO Collaborators Country Vasiliki Protopapadaki EL Association Tierschutz macht Schule AT Eblex UK EDUCAWEL FINAL REPORT Table of Contents 1. Executive Summary ........................................................................................................................... 3 2. Introduction ........................................................................................................................................ 4 3. Methodology ...................................................................................................................................... 5 4. Results from the questionnaires ........................................................................................................ 8 4.1 Animal welfare and ethics .................................................................................................................. 8 4.2 Level of knowledge on animal welfare and quality of the information received ............................... 10 4.3 Knowledge on animal welfare legislation ......................................................................................... 11 4.4 Experience with farms and farmed animals ..................................................................................... 12 4.5 Sources of information ..................................................................................................................... 12 4.6 Consumption habits ......................................................................................................................... 13 5. Interviews with key stakeholders ..................................................................................................... 14 5.1 Identification of activities at European level ..................................................................................... 16 5.2 Analysis of the educational systems in Greece, Italy, Lithuania, Poland, Romania, Spain, Sweden and the United Kingdom .................................................................................................................. 20 5.3 Highlighted cases ............................................................................................................................ 20 5.3.1 Analysis of the educational system in Austria .................................................................................. 20 5.3.2 Animal welfare course for teachers offered by “Tierschutz macht Schule” ...................................... 21 5.3.3 Animal welfare teaching magazines produced by "Tierschutz macht Schule" ................................. 22 6. General discussion on formal education and information to the general public, students and consumers ....................................................................................................................................... 23 7. Vocational training for personnel working with animals ................................................................... 26 7.1 Interviews with farmers, lorry drivers and slaughterhouse personnel .............................................. 26 7.2 Interviews with veterinarians, technicians and personnel working with animals in an experimentation context................................................................................................................... 29 7.3 Interviews with pet shop and zoo personnel .................................................................................... 30 8. Interviews with key stakeholders ..................................................................................................... 31 8.1 Identification of activities at European level ..................................................................................... 32 8.2 Current legislation on training on animal welfare in Greece, Italy, Lithuania, Poland, Romania, Spain, Sweden and UK.................................................................................................................... 35 8.3 Highlighted cases ............................................................................................................................ 38 8.3.1 The Farm Animal Welfare Education Centre (FAWEC) ................................................................... 38 8.3.2 Study of training courses on animal welfare for pig, broiler and cattle farmers and lorry drivers in Spain ............................................................................................................................................... 39 8.3.3 Web-based resources for teaching animal welfare. Preliminary conclusions of the AWIN project .. 43 9. General discussion on vocational training for personnel working with animals ............................... 44 10. Conclusions ..................................................................................................................................... 46 11. Appendices 1-29 .............................................................................................................................. 49 2 EDUCAWEL FINAL REPORT 1. Executive Summary Amongst the objectives outlined in the European Union Strategy for the Protection and Welfare of Animals 2012-2015 (COM (2012) 6 final/2)1 it was stated that a study on animal welfare education would be undertaken. The main objective of this project was to identify the level of understanding of animal welfare issues within diverse groups and, where deficiencies were identified, to suggest means of improving knowledge levels through education and the dissemination of information. The study addressed two target groups referred to in broad terms as 'General public, students and consumers' and 'Professionals working with animals'. The information was gathered from a representative sampling of each stakeholder group through face to face interviews, in selected Member States: Greece, Italy, Lithuania, Poland, Romania, Spain, Sweden and the UK. Questionnaires were tailor-made for each specific group of respondents. In addition, a case study was undertaken in Austria. The interviewees, 7,741 in total, included people with no direct connection to animal welfare issues, such as the general public, students and consumers. It also involved those actively employed in industries where animal welfare is an integral part of their working lives, from veterinarians to animal transporters and NGOs. Several in-depth interviews were also carried-out with key players in the field of animal welfare. In addition, the study identified activities relating to education and information on animal welfare aimed at both students and the general public which are currently in place at European level. For the general public, students and consumers, the most obvious conclusion is that the level of knowledge amongst non-professionals is very limited despite the often laudable efforts of NGOs. This can only be addressed by a concerted, centrally-driven effort along with the active participation and collaboration of organisations in Member States. Students are seen as the most obvious target and it was generally believed that animal welfare would be better understood if it were introduced into the curriculum at an early age preferably combined with visits to commercial farms. There could also be greater use of all forms of media to help spread a strategic message. However, it is not suggested that information on animal welfare be provided in isolation. It is best presented when associated with other topics of importance to the general public, such as nutrition, health and sustainability. With regard to the professional group, it is impossible to draw a single conclusion given that the level of training differs between professions. Unsurprisingly, veterinarians typically demonstrate more knowledge than many others working in related fields. This study recommends the creation of guidelines on animal welfare education for professionals, followed by the establishment of a standardised approach to assessing successes and impact. This report presents the main findings of the study and the supporting arguments for the conclusions. Additional information is included in the appendix. 1 http://ec.europa.eu/food/animals/docs/aw_eu_strategy_19012012_en.pdf 3 EDUCAWEL FINAL REPORT 2. Introduction It has long been acknowledged in the European Union that animals are sentient beings. This is formally recognised by Article 13 of the Treaty on the Functioning of the European Union, which requires that full regard be given to the welfare requirements of animals in the formulation and enforcement of EU policies. The European Union Strategy for the Protection and Welfare of Animals 2012-2015 has been guided by this principle. It states that 'Animal welfare is a societal concern that appeals to a wide public. Treatment of animals relates to ethics and is part of the Union's set of values. It is therefore relevant to communicate to children, young adults or the public at large to raise awareness of respect for animals and to promote responsible ownership.' It also announces the intention to
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