Supports agricultural schools in the process of adjusting their educational offerings to local economic needs, with an emphasis on students’ acquiring a set of skills that will allow them to become future farmers and small and medium entrepreneurs in agriculture. The program has a substantial practical component and includes tight cooperation with the local communities.




As entrepreneurship and small and medium-sized viable businesses grow in rural areas, reinventing agricultural high schools can support the professionalization of future generations of farmers and entrepreneurs in agriculture.




The program brings together a consortium of organizations whose long-term vision is to turn agricultural schools into strong partners for designing and implementing local economic strategies. Schools are thus educational hubs for communities and serve as a nursery for future small and medium-sized entrepreneurs in agriculture.


The program is built on this initial assessment and includes four major intervention pillars for the participating schools:

  1. Increasing the capacity of schools to provide programs relevant to the development of students’ technical and entrepreneurial skills
  2. Supporting schools in promoting their educational offerings and results in the community in order to attract more and better motivated students.
  3. Attracting additional resources that would help schools better meet the needs of students.
  4. Better collaboration between school and other local actors (authorities, farmers, etc.) for quality education relevant to local development.


The program includes a program for entrepreneurial education (JAR), study tours to allow students to explore how real agribusinesses operate, facilitating internships within local businesses and farms, support for promoting the school in the community (WVR, Civitas), and preparing schools to attract additional funding for their own education projects (CEED).


CRPE also pursues the documentation and promotion of the program in order for its best practices to be taken over in public policies and expanded nationally.


In the long rung, we would like to see a network of 30-40 high schools with a good geographical distribution, having relevant and good quality educational offers, well connected with the local business, recognized as an important player for the community development and supported by local authorities, considered an attractive option and a reference point in their county for all those young people (and their families) interested to take a career in agriculture.