iof2020 From farm to fork

Driving food sustainability using the UN’s 2030 Agenda

The Sustainable Development Goals as a Proxy for the Farm to Fork Strategy: Our Farm to Fork Bootcamp uses the UN’s Sustainable Development Goals (SDGs) as a framework to help organisations align with the EU Farm 2 Fork strategy, and strategically position themselves for future funding opportunities like Horizon Europe. Follow our reasoning here. 

The EU Farm to Fork Strategy

The EU Farm to Fork strategy is part of the EU Green Deal, which builds on the commitment of all European Member states to achieve the SDGs. As such, and just as with the EU Green Deal Calls under Horizon 2020, all Horizon Europe Calls will ask for any call’s contribution to the Green Deal and its corresponding actions. That contribution can be made more apparent using the SDGs.

Explore how this approach can help you align with the Green Deal calls 

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We believe the SDGs can be effectively used to help align, qualify and quantify a project’s contribution to the EU Green Deal and any of its underpinning strategies. With 169 targets and more than 200 indicators which again have spawned a lot of third party SDG-matched frameworks and strategies, one can use the fact that the SDGs are a common language to describe how one’s work contributes to a sustainable future or a sustainable food system, beyond the EU’s policy frameworks 

IoF2020 Use Cases that went through the Bootcamp were able to more effectively align their work to the Farm to Fork strategy, communicate why and how their work is relevant to it and, and create a hypothesis on how to measure the impact their solutions have.

For UC5.3 in the Meat Trial of WP2 I participated in mid of September in the IoF Farm to Fork Bootcamp (two half days) from WP4. The intention of the workshop was to support the exploitation of the results of our use case with the focus on SDG’s by the EU. I found out that it was VERY useful to work together with Nadim and Christian and explore new perspectives on our solution for proactive auditing. A well-structured procedure of the workshop with the group character helped to find out the right sustainability goals with their best fit of corresponding targets and finally completed by a set of KPI. I learned a lot and will use it certainly again in the future

Tim Bartman, GS1 Germany

Use Case 5.3 Partner - IoF2020

Let’s explore the three building blocks of our approach:


The FAO’s latest report on SDG Progress

Go to the steps

Box 2

Example of an iterative Value Sensitive Design process

making a mobility app for blind people 

Conceptual research

In the conceptual research the researchers identified the key stakeholders – both direct and indirect stakeholders - related to applications that support blind and deafblind people in using public transport. Then researchers made a first identification of values at stake in the domain. For this, the researchers used the UN Convention on the Rights of People with Disabilities. They also found other values that play a role such as security, trust and privacy. Safety turned out to be very important for the potential users.

Empirical study (1): identifying values

In this phase the researchers conducted 30- to 45-minutes semi-structured interviews with 6 blind adults (2 men and 4 women). The 6 participants gave the highest priority to the values ‘independence’ and ‘trust’. They expressed great concern about ‘safety’. The participants often asked other people for information about their environment, but people who give reliable information are not always present. They preferred to access information on their iPhone or GPS system (in accordance with the importance of independence). But getting the information by speech can be distracting and unsafe or difficult to hear when they are in the bus or train. The present professional specialized supporting technology was expensive and inconvenient to carry.


The researchers also conducted 30-minute semi-structured interviews with 7 deafblind adults (4 men, 3 women) and an instructor who provides orientation and mobility training to deafblind people. As with the blind participants, the values of independence, trust and security were prioritized/highlighted in the interviews. All deafblind participants and the instructor associated access to information with the values security and trust. This information is about a person's physical environment (e.g. trees in the middle of sidewalks), bus arrival times, upcoming bus stops and communication with the driver.


The researchers also included bus drivers in the conceptual study because they are the main indirect stakeholders for the technology application. The bus drivers who accidentally transport the blind and deafblind are responsible for the safe arrival at their destination. The researchers sent a survey on drivers' opinions and values to 500 bus drivers. The surveys were completed anonymously. The response was 47%. The survey mainly focused on real-time switching information tools. Part of the survey included questions about passengers who are blind or deafblind. The researchers coded the answers by grouping them into positive, neutral and negative feelings about the carriage of blind or deaf-blind passengers. With few exceptions, responses were very positive.

Technical investigation

Assess current technology

Already in the former empirical research phase, the researchers described current technology, including GPS systems, Braille annotation devices and wearable communication devices especially for deafblind people. These technologies give access to information that provides a certain degree of independence for blind and deafblind people. Other values that were important to the participants were not yet supported by current technology, such as affordability and comfort. Blind participants said that information in Braille had several advantages over information in speech. But deafblind participants have no speech and therefore need Braille devices.


The MoBraille Framework

To better support the identified values, the researchers designed a system that allows blind and deafblind people to access information via Braille on a small, regular smartphone. The system was called MoBraille ("mobile braille").


GoBraille for the blind in public transport

The researchers also developed a MoBraille application (called GoBraille) for the blind that enabled them to get information about (1) the nearest intersection and address, (2) real-time bus arrival for nearby stops and (3) non-visual landmarks and specific location information about nearby stops. In addition, the researchers have also developed a version of GoBraille for deafblind people that gives them real-time information about the bus arrival at his or her current stop. Based on iterative feedback from a deafblind participant, the researchers simplified the interface for deafblind people.

Empirical study (2): evaluating the designed technology applications

Evaluation of GoBraille for the blind

The researchers had GoBraille assessed by 10 blind adults who regularly rode the public transport bus. The evaluation focused on the new aspects of the GoBraille. The evaluation was conducted on a sidewalk of a busy street and near several bus stops. After the researchers explained how the GoBraille application worked, the 10 blind participants were given several tasks to perform using the application. When the tasks were completed the researchers conducted a 20-minute semi-structured interview with the 10 participants. The aim of the interview was to determine how the access to GoBraille’s various information sources would affect a participant's sense of independence and security when using public transportation. The researchers wanted to know how the input and output in Braille interacted with the system. It turned out that the participants were very satisfied with the system.


Co-design with a blind-deaf person

The researchers developed a version of GoBraille for deafblind people by working with a deafblind person who used the bus regularly. This happened in 3 sessions of 1.5 hours each. In each design session several problems emerged. The lessons the researchers learned from this co-design process have been translated into three general guidelines that can be used for designing such applications.

Source: Azenkot, S., S. Prasian, A. Borning, E. Fortuna, R.E. Ladner, J.O. Wobbrock, 2011. Enhancing Independence and Safety for Blind and Deaf-Blind Public Transit Riders. CHI 2011. Vancouver, BC, Canada.