Project description

Globally, approximately a third of all food produced for human consumption is lost or wasted. Only in the EU, around 88 million tonnes of food waste are generated annually with associated costs estimated at 143 billion euros with households being the main responsible subject. Wasting food is not only an ethical and economic issue but it also depletes the environment of limited natural resources. From a pedagogical point of view, discussing the reasons for and consequences of food loss and waste with students touches upon and reinforces central educational aspects: it encourages children and teenagers to think about their relationship with the environment and their own important place in the social, political and ecological world. Students have the opportunity to appreciate their role as global citizens and agents of change. The ECJRC identified amongst effective food waste prevention actions, the development of digital tools to guide consumers towards food waste reduction. In this regard, Minecraft: Education Edition is considered to be an innovative technology for pedagogical purposes as it provides an interactive approach towards learning which makes the lessons fun and keeps the students engaged. In this sense, the aim of BAFOS is to directly commit students in discussing the reasons for, and consequences of food loss and waste engaging them with the development of FoodWaste adventure game in Minecraft Education collection. Therefore, the project will also address the need to enhance knowledge of and about STEM as a precondition to prepare Europe’s population to be actively engaged and responsible citizens, creative and innovative, able to work collaboratively and fully aware of and conversant with the complex challenges facing society (Science Education for Responsible Citizenship, EC, 2015). The project is also in line with the European Schoolnet’s mission that is to support Ministries of Education, schools, teachers and relevant education stakeholders in Europe in the transformation of education processes for 21st century digitised societies.

Partnership and target groups

The main target groups’ needs will be met through the development of the two projects results: R1- Educators from full and associated partner schools BAFOS project will provide these groups with ready to use tools to make their teaching methods more engaging and innovative. Both R1 and R2 will stimulate educators to explore a new teaching methodology, the Enquiry-Based Learning (EBL), analysing the food waste issue. Educators will be directly involved in the project in order to make them active participants of the development of the FoodWaste Minecraft World, missions and challenges, and the mapping of food waste. They will have the chance to enhance their resilience, digital competences and professional profile, learning how to integrate enquiry-based, project and game based methodology within their everyday lessons. – Students The project will provide students with engaging and research activities about food waste’s causes and consequences and with an interactive project-based learning activity on Minecraft: Education Edition. Digital, interactive and catchy learning tools will answer to students’ needs of making schools more interactive, playful and attractive. Furthermore, the adoption of a student-centred teaching approach will enhance schools’ flexibility and responsiveness to the learners’ needs. Partner countries’ needs and goals will be taken into account while developing project’s results. Indeed, BAFOS project is in line not only with EU priorities in the field of STEM promotion and food waste reduction, but also with national policies adopted by partner countries. The Netherlands are at the forefront against food waste. In 10 years the food waste produced in households decreased of 29%. In the last years, Dutch public authorities started a holistic campaign for raising awareness of citizens regarding food waste, enabling them to become active actors of the fight against food waste. Such a strategy is aimed at achieving the goals set by UN in its SDG 12.3 and is a key factor which needs to be replicated also in other national realities. Statistics on food waste in EU reveals that 70% of EU food waste (FUSIONS, 2016) arises in the household food service and retail sectors, with production and processing sectors contributing the remaining 30% (FUSIONS, 2016). In Italy (ISTAT) the vast majority of food waste arises from households’ behaviours indeed. Household-related interventions are therefore crucial to deliver ambitious overall food waste reduction, with significant environmental, economic and social benefits. Over the years, Spain has introduced various initiatives to reduce food wasting (National and Municipal Solid Waste Management Plans 2000-2006 and 2008-2015, More Food Less Wastage, Stop wasting food, etc.) but the food waste rate per year is still very high: Spanish households waste 18% of their food (FUSIONS, 2015). To speed up the process, from the 4th of March 2020 in Catalonia, bars and restaurants are obliged to provide consumers with packs and boxes for bringing at home their leftovers. In this regard, Greek consumers have positive attitudes towards food waste prevention and that their habits are close to the good practices suggested in the literature for reducing food waste. In Ireland, 60% of the total food wasted every year comes from the household and commercial sectors. In order lower the environmental and economic impact of this huge waste, the Environmental Protection Agency (EPA) is carrying on the “Stop Food Waste” campaign at national level, providing advice on how to help consumers to reduce food waste. The programme foresees a combination of educational and training courses for citizens with the aim of empower them and promote a more sustainable lifestyle. 


At the end of the Project, Partners expect to achieve the following results:

Result 1

  • Food Waste transnational research
  • Food Waste Analysis Methodology
  • Selection of 2 teachers, one with ICT knowledge and one active in fields connected to BAFOS project’s topics
  • Selection of 6 students (preferably, 3 male and 3 female for ensuring gender balanced representation)
  • Identification of 14 best practices (2 per partner)
  • Conduction of 4 focus group with representatives of the supply chain
  • Conduction of 6 interviews made by students to representatives of the supply chain
  • 4 national focus group reports
  • 6 school interviews’ reports
  • 1 transnational report, comprehensive of best practices, reports created during R1 activities, main findings and conclusions
  • 1 executive summary of transnational report

Result 2

  • FoodWaste Adventures in Minecraft Collection
  • Creation of the FoodWaste Minecraft world on “Minecraft: Education Edition”
  • Elaboration of various Minecraft game missions
  • 1 guideline on how to use the FoodWaste Minecraft world (instructional material)
  • 1 dry run carried out by partners for testing the platform
  • validation release for target groups’ members
  • translation of instructional material in partners’ languages


  • 4 Transnational Meetings
  • Virtual Meetings every 2 months
  • Dissemination and exploitation plan
  • Steering committees of experts (1/partner organization), meeting on the occasion of each Transnational meeting
  • Management and quality plan
  • Grant Agreement and Bilateral Collaboration Agreements with Partners
  • Brochure, website & other dissemination material
  • Progress and Final Reports
  • Exploitation and sustainability strategy & IPR Agreement
  • Appropriate reporting on behalf of all project partners
  • In time delivery of project activities, based on the Gantt chart
  • Active involvement and collaboration among all project partners MULTIPLIER EVENTS
  • 5 National info days in NL, ES, IT, EL, IE;
  • 1 Final Conference in NL;
  • 140 local participants involved in multiplier events;
  • 15 international participants involved in multiplier events.