FL4LF Competency Table – Food Literacy Competency Framework for Adults –
FL4LF Competency Table responds to the ambitions set out in the Food Literacy for Local Food project (FL4LF) — designed to support education and training systems in shaping systemic and critical thinkers who care about the practical aspects of healthy eating in daily life.
The proposed Food Literacy Competency Framework aims to foster a food literacy mindset by helping users develop the knowledge, skills, and attitudes to think, plan and act with empathy, responsibility, and concern for eating habits.
Its added value lies in providing:
- a model delineating food literacy competence areas and competencies
- an initial list of competence components — knowledge, skills, and attitudes — as practical examples for implementing
- applicable to adult learners of all ages and education levels, in various learning settings — formal, non-formal, and informal
- the 24 competencies of the proposed model framework can complement and strengthen existing international, national, regional, and local initiatives focused on capturing food literacy competencies
- a common reference for anyone engaged in education and training in food literacy or sustainable food systems that they can use, share and refer to
What is it about?
- FL4LF Competency Table: Building a Foundation for Food Literacy
FL4LF Competency Table — a framework designed to foster food literacy, shape mindsets and willingness for acting, and serve as a versatile guide for recognising and measuring food literacy competencies in diverse educational settings. Tailored for diverse educational contexts, it can serve as a versatile compass to cultivate mindsets and inspire action throughout the lifelong learning journey. It provides a general reference model that can be used by all involved in lifelong learning to design learning opportunities aimed at developing food literacy competencies oriented towards locally sourced food and assess progress in supporting education and training on the topic.
- Nurturing Competence: The Role of the Food Literacy Competency Framework
FL4LF Competency Table is a reference framework for food literacy for local food, designed to offer a versatile approach that can serve a wide range of purposes as an applicable proposed framework relevant to various educational activities.
It provides a common ground for learners and guidance to educators, providing a concise insight into two chosen viewpoints on the food literacy concept and considering food literacy as a competence. It is conceived and designed to support education and training programmes for lifelong learning.
- Empowering Learners: Practical Applications of the Competency Framework
The proposed Food Literacy Competency Framework is developed for adult learners, anyone who cares about everyday practicalities of healthy eating, regardless of age and education level and in any learning setting – formal, non-formal and informal, and can help learners become systemic and critical thinkers, develop creative abilities and form knowledge.
As a reference tool/resource, it can fulfil various roles, such as aiding in curriculum review, shaping teacher education programs, facilitating (self-) assessment and reflection, informing policy development, supporting certification processes, and serving as a tool for assessment, monitoring, and evaluation.
DOCUMENT STRUCTURE
Following the introduction, Section 1 covers a core idea, explaining seven areas (four categories and three pillars) determined to organise and structure the competency framework model. Also, it introduces the terminology and concepts that form the basis of the FL4LF Competency Table – Food Literacy Competency Framework, namely the food literacy definitions; an overview of two chosen viewpoints as summarised insights mainly focused on the food literacy concept and its better understanding.
Section 2 presents the FL4LF Competency Table, with its seven competence areas, 24 competencies with related descriptors, and a visual to depict the Food Literacy Competency Framework.
Section 3 describes options for further development - thinking, planning, and acting.
Appendix 1 includes two suggested evaluation questionnaires developed to define and assess knowledge and skills in various food literacy competencies, which can help to understand learners' current competencies and evaluate any changes after completing the program.
Appendix 2 contains the list of terms.
For all those interested, this resource is available in four languages (English, Italian, German and Serbian) and obtainable with open access on the project’s online platform – https://www.fl4lf.eu/resources.html.
Project FL4LF – Food Literacy for Local Food (2022-2-RS01-KA210-ADU-000101821), co-funded by the European Union as part of the Erasmus + Programme in adult education, is implemented by EDUFONS - Center for Lifelong Education from Serbia in partnership with an organisation from Austria (Akademie für politische Bildung und demokratiefördernde Maßnahmen) and Italy (GRAMIGNA OdV).
