WFF Global School Assembly: Young Minds Nourish Agrifood Systems

Good morning. Welcome to the FAO. Hello, everybody. Welcome to the World Food Forum. My name is Edward Aviles. I am from a beautiful island in the Caribbean called Puerto Rico. Thank you. And I'm so proud and grateful and incredibly humbled to be this year's World Food Forum Anthem Artist. As a Puerto Rican artist, I am so proud to represent the youth of my country and everyone who has ever dreamed of building a brighter future. When I wrote "A Brighter Day," I wanted to create something more than just a song. I wanted to share a message of hope, of unity, and the belief that every single one of us has the power to change and to make a difference. I want to express my deepest gratitude to the World Food Forum for giving me this incredible and extraordinary opportunity to be this year's World Food Forum and to share my music with the world and to represent my beautiful island, Puerto Rico. And now, thank you. Please listen very carefully to every single young person here today. Don't ever, ever underestimate the power of your voice, the power of your dreams, and the ability you have to make a difference. Because when we come together, When we share our ideas and when we take action, you can inspire the future generations to come. And sometimes beginnings may seem slow, but your actions will lead the way. And once again, thank you so much for having me. This is an incredible experience and an opportunity that I will carry with me for the rest of my life. Thank you so much. Muchas gracias. Musica, maestro. If you know the song, you can sing with me. If you want to dance, you can stand up and dance a little. You can clap.

Hey.

Whoa.

It starts when you try Bring down the walls and leave the past behind Innovate today, nourish tomorrow And you will witness the good days Where there will be no more sorrow Whoa, whoa, whoa, we're gonna Feel the brighter day and come together Old generations plant these seeds and watch them grow Youth will rise and lead the way For a better world We're gonna leave a brighter day With resilience, we rise Stand strong and tall And let our voices unite Empower today Sustain tomorrow And build the world that we can follow No, it's the people of tomorrow we're gonna build a brighter day and come together. More generations planting seeds and watch them grow. Youth will rise and lead the way. and day side by side for better future give it time and let it nurture and feed the future cuz we're going to build a pr day and come together What generations planting seeds and watch them grow Youth will rise and lead the way for a better world We're gonna live a brand new day We're gonna live a brand We're gonna leave a brand new day. We're gonna leave a brand new day.

Muchas gracias. Thank you so much. Gracias. Good morning. Hello.

Hello. Good morning, everyone. Thank you so much for being here. Wasn't Kenward amazing? He really brought the energy into this room this morning. Let's give him one more round of applause. We're so excited to welcome you to the 2026 World Food Forum Global School Assembly. Welcome to our teachers, our educators, our students, community members, and guests joining us here today. We're so excited to have you. I'm one of your moderators, Elena, and let's get started.

And I am Camila, and we are especially happy to have schools joining us from all over the world. Can we give a round of applause for our online students joining us? Joining us from China, Zambia, India, Cameroon, and Uganda.

And I'm David, and we are delighted to welcome students and educators joining us here physically from Brazil, China, Singapore, and Sweden.

And I am Sabrina. And of course, a big round of applause for all the Italian students participating with us today. We would like to let you know that we have English, French, and Italian interpretation available. We have an interpretation available in Italian. and the interpretation is also available in French.

All right, everybody. To help us get started, I would like to introduce Kisha German, Youth Education Specialist at FAO Office of Youth and Women.

Kisha, please take the floor.

Thank you to our moderators here today. Welcome to the Global School Assembly, are you excited? So I'd like to briefly just explain to you what Cultivated is. And Cultivated is our global schools education program where we engage as the World Food Forum with schools globally. And this year, we've been able to access and reach over 60 schools, as well as 1,800 learners. Can we give a round of applause to the stats? And within Cultivated, we have three significant pillars, which is discover, design and develop. And in each pillar, you as a school and schools online have been able to go through the discover journey through this year, where you are interacting with United Nations Global Alliance batches, as well as masterclasses, co-delivered, co-designed and co-created by FAO technical technical divisions. And after you've gone through discover, we want you to go through design, which is coming together as a school, coming together as a community to co-create as well as to plan for your agricultural school-based projects in develop. So to kick us off today, I think we're going to move to what we call an intergenerational dialogue, where we would like to hear from our FAO experts. And I would like to call upon FAO Deputy Director General Beth Bectow. I would also like to call upon Chief Scientist Charles Spillane. And we're also going to call an Italian student, a graduated Italian student from ITA Sereni, Federico Bertini. And joining us online from Cultivated Zambia, Wame Denise. Okay, welcome. Can we give a round of applause to our intergenerational dialogue? Okay, so we're going to start with you, Beth. When you were a student, did you ever imagine your career would eventually lead you to the leadership role at an organization like FAO, and what shaped that journey?

Well, the simple answer is no. I grew up on a corn, soybean, and wheat farm in the Midwest of the United States. We are seven generations of farmers, so it's something that I've known since I was born. It was nothing that I wanted to do or be a part of professionally. I wanted to leave my small town. I wanted to get as far away from agriculture as I possibly could. And I studied international politics. I studied international affairs. And then at some point, I figured out that the things that we are doing here at FAO, the kind of work that the world needs right now, where we're connecting policy and politics politics to agriculture and food security, it all of a sudden clicked. Didn't mean that I expected to be Deputy Director General at FAO. I'm in a pretty, I'm very humbled to be in this role. I get to do a lot of cool things. I get to meet a lot of amazing people. But the best part of my job is that I get to travel to many of the countries where we work and I get to meet with farmers. And that for is the part that ties it all back to growing up and being a part of agriculture and being part of a farming family. The work that they do matters so much to all of us in the world. And that's, I'm so happy you all are here today to talk about this with us.

Thank you so much, Beth. Very insightful. And thank you for giving us. And thank you for giving us that background. Over to you, Charlie. Looking back at your time in secondary school, what is the one thing you wish you had known then, or the one thing you would have done differently?

When I look back to my own life, I think of myself growing up like Beth on a farm in Ireland. And I was always quite interested in nature and how things worked. So I think I had this kind of disposition to become a scientist. But what I do really want to get across to all the people here is that you need to really focus and pursue what really genuinely interests you. You need to follow your dreams, not other people's dreams. And when you care about a subject, the work is much, much easier. The other advice I would really give to you is that to kind of step outside your comfort zone, it's always easy to stay in the room and talk to your friends and stay in your small group. And that's nice, but I think you need to talk to outside your group and network more widely. Join committees, groups, do extracurricular activities, and they'll help you build those skills that courses won't teach you, basically. Look beyond your discipline and many of the best insights you'll get will come from that. As an example, in the 1990s, I set up a charity, a conservation charity for rare breeds of animals and crop varieties. And that was instrumental in my pathway to FAO in the 1990s. So I really encourage you all to try and get out there and engage with people and also engage with farmers, engage with the soil, with the reality of life, essentially. Like in this world that we're in, there's a tendency to kind of retreat into virtual worlds and you need to live in the real world as well. So try and interact with as many parts of the real world as you can. Then you should really believe in yourself. Look in the mirror every morning. All of you here could make a positive difference in the world around you. I have no doubt in that. And think about what you want to achieve beyond money. Work out what truly will make you happy and pursue that. And then finally, We're here as an intergenerational dialogue. Do seek advice across the generations. Older people might sometimes seem slow or boring, but some of them can make excellent mentors. Listen to their advice. You don't have to take it because you're the one really in charge of how your life unfolds. So it's really wonderful to see you all.

Thank you, Charlie. You mentioned comfort zone and getting out of your comfort zone. So now moving forward to you, Federico, as someone who was in ITA Sareni and now you're a graduate student, when you hear others talking about the future of agri-food systems, what's the one thing you wish they understood better about what young people need or want?

Hello, everyone. It is a pleasure to be here and thank you, Kishore, for your question. So when I do talk about the future of our food system, I wish they understood that young people don't see agriculture as something from the past, but we see it as a part of our future. And for this reason, I chose the Emilio Sereni Agricultural Institute in Rome because I have always loved nature and animals. In fact, the school is surrounded by green spaces and animals, so it is a perfect place for me. During my studies at the Milos Zareni, I became very passionate about agriculture and especially animal science. However, the most important thing I learned at the school is that agriculture is much more than manual work. It is science, technology, data, innovation, research and many other things. Today I study agricultural and environmental science at university and I'm also engaged in studies on precision livestock farming and agritech in general. At the same time, I think that young people really need learning by doing. For me, when you see the real impact of your work, you become more passionate and you understand more. For example, during my study at school, I learned how to use drones and I had the opportunity to visit amazing wineries in Spain or Greece. Finally, my message to all young people is very simple. Agriculture is not past. Agriculture is our future. And for this reason, agriculture Sorry. For this reason, we have an important role in building this future. Thank you.

Thank you, Federico. Such a powerful message. Indeed, agriculture is not the past. It is our present, it's our future, and it's where the young leaders of today. So I'm just going to ask you, Charlie, When you see the adults of 2050 sitting here in this assembly today, what skills should they start developing now to build a more sustainable, equitable and resilient agri-food future?

Thanks for the question. I think it's more like skills for life and how you approach life in a sense. One of the things that strikes me as a professor in the university was that in teaching many of our students or interacting with them, that many of the world's challenges, including those facing our agri-food systems, they can seem really large, immense, even insurmountable. So it's important that you don't feel defeatist or lose hope. You all can make a change. Progress comes from the small actions of many people. And you're one of those people, and you can help change the systems that you'd like to see change, so take that approach. And then break down big goals into small tasks that you can actually achieve. So if you want to eat an elephant, you'd have to do it one bite at a time, essentially. Then the other point really is that I think it's important that you talk to people who disagree with you or hold different values. You need to understand them. A lot of our virtual and real worlds is retreating into silos that only talked to themselves. And then the last point really is that in the 1990s, my generation experienced a major technological shift. The home computer, the mobile phone, the internet, they all revolutionized society. So it's important that you don't fear AI. It's a real big technological leap. And like every other generation before you, you'll learn to navigate it, I'm sure.

Thank you, Charlie. Well said. And I'm just going to pan it out to our online student who's a Cultivated student, Wame Denise. Can you hear me?

Yes, I can.

OK, perfect. We have a question for you. So since joining Cultivated this year at Luengwe Secondary School in Zambia, have you taken any action in your school, family, or community that has changed the way people think about food, agriculture, and the environment?

Thank you for the question. Through Cultivated, we are learning that agriculture is not just about planting and harvesting. We learned that agriculture is about nourishing people, protecting the environment, creating opportunities, and restoring hope. Our project began with a story shared by a fellow student who was admitted to a local clinic. He told us that children only had plain porridge and then supper only consisted of nsima with soya chunks or beans. And in the wards, children had very limited access to drinking water and fruits. As we listened, we thought about children who were already facing illnesses. They needed care, comfort and nourishment. Then we began asking ourselves, What could we do as students? Could we grow food at school? Could we use our land and locally available cow manure? Could we share some of our harvest and help these vulnerable children? We realized we do not need expensive machinery or a large budget to begin this project. We had land, willing hands, young minds, and the desire to serve. Our friend's story reminded us that sometimes change can simply begin by listening. We listened to a story through Narrative 4 Exchange Civil Arrangement activities, and that story planted a seed. The story exchange is a method we use to experience empathy through deep listening, real story sharing and retelling. Our plan is to establish a student-led vegetable garden in Rengo School. We hope to grow vegetables using sustainable methods, such as cow manure and water-efficient irrigation. The garden will serve different methods. First, it will provide the school with fresh vegetables and create a practical learning space. Second, we will sell some produce to support the garden and future activities. Third, where possible, we were hoping to donate vegetables to children's wards at local clinics. We are not only growing vegetables, we are growing responsibility, compassion, and self-reliance. To all the young people out there, I say, do not underestimate the power of your story. Thank you.

Thank you so much, Wamin. Well said. Do not underestimate the power that you hold. So now, as closing remarks, Beth, do you have any messages for the students here today and online? specifically to the young women, if any.

Of course. I think based on everything you've heard, even in just this short series of comments, it really all comes down to us as people and how we relate to one another, how we value one another, and how we treat one another. My grandmother always had this saying that I just, it's seared into my mind, and it's a, "To whom much is given, much is expected in return. And it's very important because that message at its very core is about service. It's about servant leadership. So while each and every one of us is trying to achieve our own goals, we're trying to do our best in our exams, we're trying to find the right career path, we're trying to find the things that we as individuals want to achieve. You have to serve others. And in agriculture, I can get really emotional about this, that's what it all boils down to. Agriculture is about feeding the world. It's about feeding a family. It's about feeding a village. It's about feeding a community. But it's about feeding others. And unfortunately, there are too many people on this planet today who are connected to agriculture who are themselves suffering. because of war, it's because of climate shocks, it's because of economic problems. And so we have, beyond your own opportunity to pursue, hopefully, some interesting career in agriculture, because I hope you've been inspired by what you've heard and what you will hear, there's also a real need for many of you to use your voices to advocate for the people who are vulnerable, because they too are connected to this planet's food and agricultural systems. last message to the young women here in the room, and there's a lot of you, which makes me very, very happy. This is a message that applies to all of you, boys and girls, men and women. You have to chart your own course. Do not let other people do it for you. You have to be loud, you have to be bold, and I'm going to apologize to the young women, it will be harder for you. So you're going to have to push a little bit harder. You are going to have to say, I deserve a seat on this panel. I deserve to be on a podium where there are six men and very few women represented. But you also have to achieve. You have to deserve getting there. So work hard. Make those of us who are in this other generation spend time with you, listen to you, mentor you, teach you. We get really focused and really busy and it's not that we don't want to devote the time to helping you become the next leaders, but you need to be the ones tapping on our shoulders and saying, we want to get to know you a little better. We want to learn from what you have learned. Build those networks, be present, be bold, be engaged, and the future will be yours.

Thank you, Beth. And, Charlie, in under a minute, what message do you have to the teachers, the agriculture educators online and here today?

To the teachers and but also the students, you need to interact together like it's a co-learning kind of experience. The world of education is changing. It will continue to change in terms of IT and AI and so forth. But we're all in this together and society needs to learn to achieve the goals that Beth has just talked about. We live on this planet as a community of humanity essentially. We're interconnected to everybody else in very many ways. And we really have to use our education system as a power for good, essentially, because it is one of the ultimate public goods that we can consider that can drive the progress towards sustainability, food security, equity, and all of those things that we all ascribe for households, communities, and indeed our nations. So I think that's my parting point. But you can do this, I'm pretty sure.

Thank you, Beth. Thank you, Charlie. Thank you, Federico and WAME Online. We've learned to be inspired as well as chart our own path. And I'm sure that one or two people will approach you to mentor them this year. OK, there we go. We have photos. OK, can we give a round of applause to our panel as they go out down the stage? Thank you. You can go that way. Thank you. Thank you. Thank you. Okay. Thank you, Wame. Our next segment is, we would like to go through what we've gone through through the year through our cultivated video message. I hope you enjoy.

Oh.

A round of applause to everyone who made Cultivated possible. So now, the next segments are what are known as the whole school's approach. So we're actually going to be going into classes, and these classes are going to be themed according to the United Nations Global Alliance batches. So if you were doing nutrition badge, if you were doing a climate change badge, if you were doing a forestry badge through this year, we're going to have different classes for the day, starting with our first class fisheries, and then it goes towards gender. So what we want from each session is in each session, there's going to be a stakeholder, a key actor who plays a role in your learning, in your development as a young leader, as a young student, and within each segment, we want you to take away that whole school's approach agenda that is going to be themed out today. So to start us off with our first class, I think we need to call upon Camila to introduce what is our first class. A hand of applause to Camila.

Our class is now in session, but this is not an ordinary classroom, right? Welcome to our first learning segment, where we are going to learn about fisheries and aquaculture. Ladies and gentlemen, please help me welcome Marcel Gonet, FAO Campus Sub-coordinator for the Latin America and the Caribbean.

Hi, everyone. I bring some news from Latin America and the Caribbean. Please, you can roll the video.

The FAO Campus is the branch of the FAO e-learning Academy in Latin America and the Caribbean. With more than 100 courses, has reached more than 600,000 enrollments. Today, we invite you to discover Marine and Coastal Environmental Education, an online course that brings the ocean and coasts closer to environmental education. With practical tools and experiences, it helps teachers and communities value marine and coastal ecosystems and conserve them. Getting to know the ocean is the first step towards protecting it. We work in the classroom with the students supporting people planting the seed of a love for biodiversity. It's a learning by protecting guide, one that accompanies students through marine and coastal issues and brings them closer to the sea. step towards protecting it and building communities that are more committed to the environment. And this is just the beginning. FAO Campus is also driving a regional education program to transform agrifood systems in Latin America and the Caribbean. We have already started in the Amazon with Knowledge and Flavors of the Amazon Rainforest, which will offer primary education resources that link food, territory and local culture. In the Dominican Republic, we are also developing a diploma course in food and nutrition education to train teachers across the region. FAO Campus is by your side for a more sustainable future for people, communities and the planet.

All right, thank you. I wanted to start with a question. Who is going to transform the agri-food systems of the future? The answer is in this room. It's up to you. Youth and education are two of the main reasons of existence of FAO Campus, which is where I work. We have a platform of more than 100 courses and that has reached more than 600,000 students in the last years. And it's part also of the FAO e-Learning Academy, which has hundreds and hundreds of courses about almost every aspect of food and agriculture and the environment. Please go check FAO Learning Academy too. But I'm not here to talk about platforms and numbers. I'm here talking about opportunities, about opening doors, about connecting knowledge with real actions. In Latin American and Caribbean, in FAO campus, we are building a regional education program that is based on three concrete actions. The first one is, which is marine coastal environmental education, learning to protect. It is a course made based on a Chilean project that invites us to look at the oceans with new eyes. to understand why protecting the ocean is a shared responsibility. The second initiative is Saberes y Sabores de la Selva Amazonica, knowledge and flavors of the Amazon rainforest. It is a joint project with several UN agencies based in Bolivia that seeks to rescue local knowledge, living cultures, and traditional foods, because protecting the forest is also learning from them, learning from the people living there, from their foods, from their traditions. And the third experience is in Dominican Republic, is a diploma for food and nutrition education based on school feeding programs. We've been working on it since 2019, and it seeks to create projects that link schools, families, and productive environments. But the most exciting things about all these initiatives is that they don't end in the school. They don't die in the classroom. Rather, there's where it all begins. Because an idea, a concern, a lesson learned in school reaches a family, a family reaches a community, and a community can transform an entire territory. You just imagine millions of students discovering the value of local food, learning how to protect the oceans, learning about the richness of the Amazon, and understanding that every daily decision is also a decision for the planet. That's the power of education. Not only to offer knowledge, but to feed changes, changes that can grow, changes that can multiply, changes led by young people. It's a kind of superpower that you have. And you know, as Spider-Man said, With great powers comes great responsibilities, because the future of our food systems will be not built tomorrow. It is being built today, and you are a fundamental part of it. Thank you very much to all of you. Good luck, and let's follow up.

Thank you so much, Marcel. That was really insightful. Just a reminder, guys, we also have interpretation available in French and Italian. Now, let's move on to our first quiz question for this assembly. I hope you remember how this works. So if you think that the answer is A, please stand up. If you think that the answer is B, remain seated. Also, to all of our students online, let us know what you think the correct answer is. So Our first question for this assembly is, which fishing practice is considered the most sustainable? Option A, catching fish at a rate that allows population to replenish, or option B, catching as many fish as possible during one season. What do you think? Stand up if you think that the answer is A. Remain seated if you think that the answer is B. OK. All right. Let's start with our first team, Discover. What do you think? Amazing. Nice choice. How about the develop team-- the design team, sorry? OK, and Our develop team says, OK. Amazing, everyone. Amazing. Now, let's keep that energy going as we move on to our next session.

Welcome back, everybody. Our next classroom takes us into the world of forestry, but this time we are changing the setting a little bit. Imagine we have stepped into a headmaster's office for a conversation about learning, sustainability, and forests. Please help me welcoming our next guest, Dr. Michele Zannini. So before starting with the question and the presentation, I would like to let you know that the conversation will be mixed, so I will be asking questions in English and Dr. Michele Zannini will be answering in Italian. So, of course, interpretation is still available and I expect Italian students to pay a lot of attention. Welcome and thank you very much for joining us today. Would you like first to introduce yourself briefly for the public?

Good morning everyone and welcome. Welcome to Rome, welcome to this important FAO event. My name is Michele Zanini, as it says on the screen, and I'm the school principal at the ex-ITA, but next year it's going to be a technological lyceum for agro-food issues because there's been an important reform to the laws on schools last September, and all the professional and technological institutes are now being called a liceo. It's an important step because the new name isn't just a change in the nameplate, it brings with it a new vision of the schools, which means that our school as a technological lyceum looks at the aims we've established in order to develop digital skills within the agricultural field. Our school in particular is one of the schools of excellence in Italy, where we have really important teaching courses, for example, on product processing, management of the environment and the territory, which falls within this idea of forestry in cultivated for which we are the focal point in Italy.

Your projects. We wanted to discuss about what you're doing at the Istituto Agrario Mediaserene. So we know that students have had the opportunity to take part in initiatives that connect environmental education with the protection of trees and biodiversity. One example is the Un Albero per il Futuro project. There is one opportunity through which students have been entrusted with caring for young So my question is, for your perspective as a net master, why are forests so important for our planet and for young people's future? And how can experiences like this help students understand their responsibility in protecting our nature?

Thank you for that question. It's a tricky one, but of the many projects that are being rolled out by our school, this Tree for the Future project is going to be one of them. Now, that fits in with one of the main lines of our school, that's experience in the field, learning through doing, because in the Institute we really encourage that. And It aims to take people away from notions and abstract ideas and get them hands on actually rolling out these projects. And this particular project allows us to bring our students into contact with watching plants grow, watching the natural process and the important issues in nurturing and growing a living thing. And through this project, we are going to be implementing the main notions of environmental territorial management, which are part of our curriculum, where our students learn the human and ecological aspects of all of this, protecting forest heritage in particular, which as you probably well know, brings with it huge benefits for the global community. Respecting the microclimate and protecting it, protecting forests means preserving the possibility of producing oxygen and reducing CO2 and helping to mitigate climate and issues and issues relating to the atmosphere. Protecting biodiversity within the woods and forests depends on biodiversity, both flora and fauna and the trees. So protecting the forest means protecting the local species in them as well, water systems, tree roots. Tree roots consolidate the soil, they therefore protect against floods and landslides. So within this project that you mentioned, there's all types of teachings which then become skills and knowledge which our future professionals can acquire because people going through these courses become agronomists, professionals of the future in other words who will be able to implement the skills that they've learned.

Thank you very much for your answer. In particular, I wanted.

And yet in particular I did want to mention this project we have which is the the learning wood or forest. We have a teaching forest which we're working on through our Institute and that will help us to further root the teaching, the knowledge transfer we've been talking about, which is the whole aim of our teaching plan and the course that we offer. We have about 50 hectares of land and so we can actually grow this teaching wood. But schools in the center that don't have these spaces maybe could just work with smaller green spaces which could become oases of biodiversity. Which could be created by their students, even the youngest. pupils in the primary schools, they can find unused areas, degraded land near the schools and build them into these small oases where they can adopt the same concepts because it's all part of civic education as well. So they learn about active citizenship, which will allow these students to become the active promoters of what they're doing. and help shape the future, their future.

You pretty much summed up what was my second question. So practical actions that students can take to protect forests and biodiversity by turning that into a lasting change. So thank you very much for your presentation. You may still remain seated while I see if the public has actually paid attention to the presentation. So I'm going to ask a big round of applause for our guest, Dr. Michele Zannini. Now let's check if you all paid attention by going to our next question. So how much of the world's land area is covered by forests? I hope you remember how this works. So, tutti in piedi if you think it's A, all stand up. And be made seated if you think it's B. So question A is 31%. B is 54%. Okay. Amazing. So let's start with discover. What do you think the answer is? Discover says A. Thank you very much. So let's move to design. What do you think the answer is? Thank you very much. That's an interesting answer. And lastly, develop. Okay, so we want to call our online moderator to see what the answer is. And it's actually A. Congrats. So I hope you're still with us. So Before we move into our next learning space, we're going to take a look at how students are sharing what they're doing beyond the classroom, because, of course, learning doesn't stop beyond the lessons. Across Cultivated, students have been creating videos, telling stories, sharing projects, and inspiring us all while undertaking the Younger Challenge badges. And speaking of social media, I think it's recess time, so I'm going to do what every student does during break time, check my social media. So while I do that, let's see what some of our Cultivati students have been posting from around the world.

you Ma che vi mangiate? Tutte cose che vi stanno alla nostra merenda. Vi potete mangiare una bella mela Nurca della nostra Campania. O se lo preferite, una bella limonata con i nostri limoni di Sorrento. Oppure un'ottima merenda è quella con le nocciole di Giffoni.

Al massimo del massimo è la merenda con la mozzarella di bufala campana.

Eh, che con i pellerini è pieno.

All right, hello everyone and welcome back from recess. I hope you enjoyed your break. And now we're moving on to the next segment in our school lab. This next segment will focus on nutrition, which we all know is what fuels our bodies and helps us learn and grow. Today we're going to combine expert knowledge with hands-on demonstrations as well. So we're going to feature, please help me welcome to the stage, Cosimo Scarano, the head of Electrolytes Food Foundation, and Mahalia Wilson from the World Food Forum Young Chefs Program. Hello and welcome. Alright, will you tell us about your Food Heroes toolkit today?

Yes, thank you. Well, first of all, thank you for having me here. It's so nice to see so many people in this room. Yeah, we should have a slide on that so people can actually access the content through a QR code. You will have it on the screen in front of you. What is Food Heroes? It's an educational toolkit that we have prepared for kids aged between 7 and 12 years old to teach in an easy, accessible, interactive way what it means sustainability, what means food sustainability and how our everyday choices can have an impact on the environment, basically. So every day we have three chances, three times we can vote on what we want to have on our plate through our choices and those choices, they actually have an impact on the environment. So it's a 50 minutes presentation, a PowerPoint presentation. You can find it at the link that's redirecting you from the QR code. It's available in different languages. I think it's 15. The last one is available in English, disponible in italiano, está disponible in Portuguese, también in the panel, también It's available in French. So all the languages that you might speak or want to have access to these resources to, they're available on that website. So please access, download it and share it. And then we also have another part of our educational tools, which is actually culinary video lessons that we have prepared together with our partner Cook School by Amanda Grant. It's a Cook School organization based in the UK. We have co-created this video cookery lessons that teach young people about how to cook easy, zero waste, sustainable recipes. So again, through this QR code, you will be redirected to a platform. All schools, all people can leave their details, access for free all this content. All the content we have is for free. It's basically open source. You can bring it to your school at home and teach all the things that we would like you to have access to, to as many people possible. Because just when we move together towards a more sustainable future, then this change happens at the speed that we really need this to happen.

Thank you so much. Let's give him a round of applause. Thank you so much for sharing about your initiative and how it can help students reflect on their everyday impact on the agri-food system. Now, Mahalia, would you share with us about your toolkit, the gardening toolkit that you've worked on?

Thank you very much. Hi, everyone. So I have a school tour called Roots to Table, and that school tour has a practical and a theory section, but we also equip students with a planter kit that we have them leave with. So the components of the planter kit is the seedling pot. We have some seeds that we would give to our students and some soil medium that we would use as well. So we would demonstrate to them how to use the ingredient, the resources that we have given to them to take their take control of their own food as a solution to non-communicable diseases and to have a better nutrition option. So the demonstration would be to have or soil in or pot starter and we'll take a seed. So I have tomatoes here. I have scallion and I also have thyme. And all of these seeds are quite important to our culture and our cultural food and heritage back home as well in Jamaica. And so we'll just have our demonstration where we add our seeds and we give it our first watering. And students are again equipped with that knowledge through our theory and our practical session as well as information that will be found on the back of our pallets so then students are able to watch their seeds grow and to exercise what they have learned in school again taking control of their food choices and improving their nutrition to reduce the numbers of non-communicable diseases in the Caribbean.

Thank you so much. What an innovative demonstration with very few materials that can make a big impact. Let's give her a round of applause. right. I invite you to find your seats again as I move into the audience participation portion of this event. So once again, we're going to do another question. And your question is, there are over 30,000 edible plants in the world, but how many crops provide 60% of our food? Stand up if you think the answer is A, and remain seated if you think the answer is B. I don't see anyone moving, so do we all think the answer is B? Apparently, yes. And the Discover group, do you think the answer is B? Yes, B. And the Design group, B as well. And the Implement as well. What about our online audience? Do they have an answer for us as well? No. Okay. Anyways, the answer is B. That's correct. Four crops. So congrats to you all. Let's give ourselves a round of applause for all getting it correct. Okay. So now we're about halfway through with our school day, so I want everyone to stand up. Everyone stand up. I think everyone needs a good stretch. We're getting a little tired in this room. Yes, we need to get stretched. Don't hit your neighbors. Shake out the legs. All right, now go ahead, sit back down. We're going to move on to our next class. Okay, so our next class is agriculture, and we're gonna move on to a more relaxed setting and invite some of your peers up on stage to talk about their experiences in the Cultivated program. So I'm very eager to welcome Abby and Sophia up on the stage. Let's give them a big round of applause. All right, I invite them in to have a fireside chat. We're going to be roasting some marshmallows and talking about their experiences. Thank you. Come on in, have a seat with me. All right, let's begin. Tell me a bit about your experience in the Cultivated program.

In the Cultivate program, currently, I am focusing on the biodiversity challenge.

And for me, I'm focusing more on climate change and food security.

So, Sophia, can you tell us more about your initiative on food security and climate change?

So for me, recently, my school, Singapore American School, they remodeled their uniforms, so we have a new uniform. I'm pretty sure most people wouldn't wear their uniforms to anywhere but school. So sadly, there's a lot of leftover uniforms that aren't used anymore that are probably going to be thrown away into landfills. And ultimately that creates three large issues. Firstly, by having them pile up in landfills, it takes away precious landmass that could be used for different agricultural initiatives or farming. Secondly, when these clothes are tossed into these landfills and they decompose, they release a lot of toxic chemicals and dyes which affect soil, which is the soil we use for a lot of what we consume, like grains, fruits, vegetables. And lastly, When it decomposes, it also releases greenhouse gases, which is a big actor in climate change. And ultimately, that indirectly affects our food security because it creates unstable harvests and affects a lot of other consumption methods like fishes and different marine animals. What about you, Abby?

So at my school, Vision 33 has been a huge drive towards change, especially food waste. So Vision 33 is a goal my school has set in reaching net zero by 2033. So currently, the food waste at my school is diverted to O Park, while small amounts are diverted to our school farm and composted by our students. So right now, we see that our food waste has decreased from 13 tons to 12 tons a year. And initiative that we created was the Pump for Good initiative, where pumps are being placed at the bottom of our food waste bins, where students get to step on those pumps as a pledge towards sorting correctly. So we think that through these pumps, we could drive behavior change through the competitive in-house points.

Wow, Abby, that sounds like a very unique initiative. I haven't heard about Vision 33 or Pumper Goods specifically to anywhere but CIS, but they both sound super large scale and need a lot of student contribution. So are there any challenges in that area?

So a challenge would definitely be behavior change. So the repeated talks we have on sustainability lead to the limited drive within students. And we think that This is a major part as initiatives are being done, but it really relies on the individual themselves to drive for behavior change.

I agree. For us, Singapore American School has a really great support system because there are so many students with diverse passions, and a lot of them are creating initiatives. So the school provides a lot of resources in terms of human connections, or just like an environment for students to grow their own initiatives. But the biggest challenge that I've faced in growing my initiative is something more personal, internal. I feel that many students here today also face this issue, which is time limitation. As a grade 11 or year 12 student, I genuinely have no time to do anything. Like, either I'm studying, I'm preparing for exams, I'm taking an exam, I'm focused on trying to keep my grades above a certain level, or it's just I'm too deep in my other extracurriculars, like athletics or music or other passion projects I have, to be able dedicate all of my energy into what I'm passionate about. Yes, I'm passionate. I just don't have the time. So I feel like one thing I'm really looking forward to today is learning from other students about how they're balancing both their passions and also their student life.

Yeah, I agree. As students, we definitely have limited time. And so I want to talk about my SDG goal that we connect with our initiative. So the initiative at my school connects with SDG 12, SDG 2, and SDG 14. What about you?

I definitely agree with those sustainability development goals, but I'd also like to include SDG 14 and 15, which is life on land and life below water, respectively. I feel like that is also a large contributor to our diet. So preserving food security in that area is also very important.

Yeah, I think that's a real problem. And one thing I want to leave with everyone today is that we don't necessarily have to start with a really big project.

I agree. I think finding an issue that you're passionate about in your community or school is a great way to start, especially because if you're passionate, you are willing to dedicate that time, that energy, that effort into that project. Change alone is definitely difficult, but with a team to back you up, it's more achievable. For me, a lot of the hardest initiatives I've ever done, I've had a team to back me up on it. So I think in that sense, it's very, very important to search for collaboration when you're building your initiative, because there's definitely people who share the same interests and passion as you. Especially because nowadays, so many of the issues that we're facing, something that is relevant to all of us. So we should face it together.

Thank you so much for sharing about your initiatives. I hope that everyone here reflects on the work that they've been doing in their schools and reflect on the challenges in your own schools and how you can make an impact by building a team and working on these initiatives together. Is there anything else you want to add or should we move on to our next class? All right, let's move on to our next class. Thank you so much for joining. Let's give them a round of applause. All right, now we're moving back into our audience participation portion of the class. And your next question is which agricultural system combines trees with crops or livestock? Do we think the answer is A, agroforestry, or B, monoculture? Stand up if you think the answer is A, and remain seated if you think the answer is B. OK, it looks like we have some A answers here. Interesting choice. Some A's here and A's here. OK, OK. What do you think the answer is, Discover? A, okay. What about over here in this next section? What do you think? A, there's a couple, yeah, A's. Okay, and this group looks a little bit more divided, a bit A's and some B's, yeah. Well, congratulations to everyone that put A because the correct answer is A. Wait, no, it's not. Yes, it is, agroforestry. Well, thank you for joining this class. We better move on to the next section.

And now we are changing the format once again. Welcome to the Cultivated podcast room, guys. On our next conversation, we're going to look at gender and youth empowerment and the role that partnerships can play in creating opportunities for young people. Joining us here are young people and representatives connected to Cultivated from different countries. Please welcome Jiaqi Chen from Cultivated China. Welcome, Jachi. Ethan Solano from Cultivated Mexico. Welcome, Ethan. Maud Kamwengo from Cultivated Zambia. Welcome, everyone. I'm so glad you're here, and now we can have our important conversations. Today, we are going to be looking at the perspectives of people from different countries. And this is very important because as we look at the differences and similarities that we all have, we can kind of narrow down the issues, you know, and get to the common experiences of young people. All right. I'm going to get to my question section. That's each end. From your perspective, How can FAO support you and the work you do with your organization towards empowering young people to transform agri-food systems?

Hello. Okay. Good morning, everyone. I'm Jiaqi. Yeah, buongiorno tutti. So, well, I'm just going to develop a little bit the stories from Abby and Sophia and also, for example, Lydia and Vittoria, our APAC delegation. So, So when they share their story, I just want to mention that, for example, for Abby and Sophia, they have been actually working and committed on sustainability issues or international relations at least for four years. So four years for someone like me actually is not even 10% of my life. Sorry, like, I mean, I'm not that young anymore. But for them, actually, it's already a quarter of their life because they are 16. So four years ago, they already started to engage and then to dedicate themselves to these issues that sound quite abstract, if I can say that. And until here, they share their stories. We see that indeed, they help their school together with their school community to develop some impacts. For example, for Abbey School, they use the Pump for Good to use some technology to measure the food waste and then to make it visible. Actually, when I went up here on the eighth floor, the canteen, I see something very similar. And I think this connection, I think Italy and Hong Kong is at least 10,000 kilometers away. So these two connections here, I think it's where FAO, with its openness and flexibility, can give us. So I think how FAO can support us is something not just a diplomatic answer because of the openness and flexibility, but which means like day and night communication with German. I mean, not a German, but the German, Kisha German and their team with, let me check, 82 files within less than two months. And I think also like 300 and some minutes of course. So with all these patients and the possibility that Phao would like to dedicate to young people, I think that's how we come here today, how we arrive here today.

That is so interesting, honestly, like hearing all these perspectives. Well done. Thank you very much. Stephen, the next question is for you. How do you support students to act and what should students do to get involved in agri-food system transformations?

Hello, good morning everyone. Before I start, I'd love to do a little activity with you that I did with the children in Mexico, in Cultivated Mexico, as part of the soil batch activities. It's very simple. When I say soil, you should or scream life. Are you ready? Yes, yes, okay. Soil. Life. Oh, come on, louder. One more time, soil. Life. I can't hear you. Again, soil.

Life.

Thank you so much, amazing. Because without healthy soil, there's no life. Answering the question, I think the first step is recognize that the students, especially children, already bring knowledge from their families, their communities, and their own experiences. In Cultivated Mexico, we worked with primary schools. We don't start from the idea that they are completely unfamiliar with these topics. We start by listening to what they already understand, and then we connect that. the knowledge with the new experiences around soil, plants, biodiversity, food and their local environment. We try to make the learning more practical. The students observe, ask questions, experiment and discuss. This helps them to understand that agri-food systems are not something distant. They are part of our everyday lives. Another part in that young people also participate as facilitators from IAS Chapingo, university students from different disciplines prepare together, learn from each other, and then work with younger students. So the learning process becomes an intergenerational and collective strong process. And looking around, I see a lot of potential future facilitators. Of course, working with kids requires a lot of patience, but come on, if you survived the stress of being a teenager, I'm pretty sure you can handle this too. So guys, give a try, trust me, you may be surprised by how much you can learn from them and that experiences. For the students who want to become involved in agri-food systems transformation, I will say to start with your own context. Observe what is happening in your community, ask questions, join organizations, connect with people from different disciplines, and look for ways to turn what you're learning into action. You don't need to start with a huge project. Sometimes the transformations begin with one school, one activity, one garden. Sharing an idea or one group of young people deciding to act together. And actually, the good news is that you know a powerful tool. Cultivate it. So thank you for listening.

Thank you so much, Ethan. That was so insightful. And I think, like, us students have a much better understanding now. Thank you. Maud, our third question is for you. How do you empower students, particularly young women, to believe in themselves, recognize their potential, and pursue opportunities in the agri-food sector?

Thank you so much for that question. Well, in case you can't tell by looking, I'm very young at heart. But I also am very passionate about the young people. So to answer your question, it's really important for us to understand the Cultivated program. And my favorite part is the toolkit that we use. This toolkit is very important that is used by the teachers to educate the students on the agri-food systems. And the amazing thing about this toolkit is that it has skills. There's so many different skills that students are able to learn that will impart them knowledge to be able to use in the real world. Apart from that, what you find is that the Cultivated program has different phases. We have the discovery phase, we have the design phase, and the development stage. As we go through each and every phase, you find that students gain more skills in each section. And my favorite part about understanding the Cultivator program is the gender badge. We do have many badges in the Cultivator program. I'll give you an example. I think we've talked about forestry, we've talked about fisheries, we've talked about biodiversity, but one of the most prominent badges that we have is gender. And this is in the framework and it focuses on breaking the gender bias that we find in our society. We believe in promoting both boys and girls, or we'd say males and females, in the program to give them the skills that they need to break down the gender bias in professions as well as in the classroom. I'll give you an example. In Africa, one of the challenges that we have is the gender perception that math is only for boys. What do you guys think? Is this true? I hear you. Uh-huh, you see? So those are some of the gender biases that we're breaking to know that girls can do anything, girls can be engineers, girls can be scientists. And more especially, I'd like to take a note from the first speakers that we have in the intergenerational dialogue. I believe that the Cultivator program is paving a way for females and young leaders in the agriculture sector. So I think that is amazing things that we're doing in terms of gender. Thank you.

Wonderful answer. Honestly, amazing answer, guys. As we come to a bit of a close, we have one final question for all of you to reflect on. looking ahead, what gives you hope about our generation of young people and what is one message you would like every student here physically and watching online, you know, from abroad, to remember, what would you like our students to remember?

I think I would just like to stress what's already been said. Each and everyone of you has some amazing ideas. Some innovative discoveries, some, what can I call them? Ideas of tomorrow that are going to change the future. So each and every one of you, your voice matters. So don't silence it and share your ideas because they can change tomorrow. Thank you.

Thank you so much. Well, Do you guys want to add on to that? Any further comments?

Yeah, I would like to share a closing reflection to all of you. What gives me hope is seeing so many young people today do not only want to understand the challenges facing our food systems, they want to be part of changing them. I see a generation that is curious, connected, creative, and willing to work across disciplines and communities. And if I could leave one message to every student here and watching today, it will be this. Do not wait until you feel completely ready. Start by observing what is happening around you. Ask questions. Connect with others. Join a project. Share an idea. Try something small. You don't need to solve an entire food system by yourself. transformation happens collectively and your your best per tip already has a value so start where you are with what you have and with the people around you and the last thing make it happen make that your project becomes an a reality that could change the agri-food systems so thank you for the invitation.

And the final comment.

Yes. Yes, I actually want to echo in again what you guys have been saying. Just be loud. Get your voice heard. And of course, again, thanks to Val. You really get our voice heard, and you allow us to be part of the conversation. I think one special thing I would like to tell all the Asians, for example, like Sophia just share her difficulty. you have a lot of ideas, you have thoughts, you have awareness, you care, but you don't have time because you're generally busy. So one thing I really want to say is how to be loud, right? So if you are so busy, so how can you be loud? I want to say just follow your passion because you are still very, very young. I think that can drive you go further. And honestly, we don't really need to be Asian, you know, there's a joke called why Asians are Asians because we cannot be bitions. So I think sometimes we get also be seashells. I mean, even seashells can do something, right? So you just act on it, just do it. Even, yeah, like what he said, just start with a small project and it's completely fine, yeah.

Phenomenal. I mean, it's so nice to hear all these different perspectives from all around the world. Honestly, amazing guys. Well, I think it's like, we've learned quite a lot today actually and I've taken up a lot of your time as well. So, you are free to go if you would like. We need to get ready for the final bit. Okay, guys, now I have one question for the audience. What percentage of global agriculture workforce is made-up of women? Do we have the questions up on the board? The answer A is 21%. Answer B is 43%. So please, make up your answers and team leads, I would like to hear it. Stand up for A. Standing up, okay, guys. All sections, stand up for A. Stand up for A. If you believe it's A. If you don't believe it's A, sit down, you know, if all of you think it's B. But like, yeah, speak your mind, you know, be open, be open, you got this, don't be shy. right is it 50/50 oh it's looking like an a yeah discover I think you yeah your answer is a I think all right good answer guys we'll see we'll see all right next team design B okay okay what answer did you

50/50.

Okay, so you guys want to win regardless, essentially, right? I see, I see, okay. Well, the correct answer is B. Yeah, sorry. I mean, we have one and a half wins, I guess. Everyone wins. All right. After this powerful conversation, it's time for our final moderators to come on. But just before that, guys, in good old Oprah fashion, everyone, please look under your seats. Look under your seats. It doesn't really work if not all of you look. But anyway, there's nothing there, guys, because knowledge is not physical and it's not tangible. It's internal and individual. And also, it would have been expensive to get all of you guys right now. I'm so sorry. Please, moderators, come back on.

Wow, guys, we have traveled through a lot in the last two hours. We have explored different parts of our food systems. We have heard from FAU experts and students. And we've seen examples of learning becoming action.

We heard about fisheries, aquaculture, forestry, nutrition, agriculture, and gender. And across all of these topics, I think we saw one message is very clear, is that we as youth are not just learning about agri-food systems in the future, we're building it right now.

Today's assembly is part of a wider learning journey through Cultivated. and we want to say a big thank you to the online schools who by the way got all the answers right a big thank you to all online schools and also to the audience of course.

To guide us through the next steps of the cultivated Journey including the code to action for 2027 and what comes next for our students please take us through Kisha thank you Kisha.

Can we give another round of applause to our amazing co-deputed moderators? Okay. We have now come to the end of our Global School Assembly. I know I was really enjoying the classrooms and the sessions, but before we close off completely, the next step and the next phase are discovery stations. So does everyone have their passports? Can we wave our passports in the air? Perfect. And if you don't have a passport, please let one of our volunteers know and they'll hand you a passport. So, perfect. During the discovery stations, you will have volunteers take you from one station to the next. You will visit three stations from 12 o'clock all throughout 2 o'clock, and I'm going to call on schools one by one and you will meet your designated volunteer taking you to the first station. Some of you are going to have lunch first. It's according to the rotation system and the FAO volunteer that you're with will take you through. So, Modern School International, group one. Group one, Modern School International. your volunteer is perin and she's right there so please follow her whilst everyone is remain seated I will call your school name and your volunteer will take you okay perfect then we have modern School International group two and institutional institutional estado Norte yes you are with modern school International the last group and you your volunteer is Victoria behar Victoria Whilst everyone is remain seated, I will call your name. Can I see Victoria in the audience? Oh, perfect. Then Francisco, who's our volunteer for today, is with Ambrosoli Group 1. Group 1. with 24 students only. Group one. Yes. Francisco is at the door waiting for you. Can I see Francisco? Is he there? Perfect. Ambrosoli, group two. You will be with our FAO volunteer, Tony, or Muhammad. Is Muhammad here? Ambrosoli, group two. Si. OK. Perfect. We're going to wait for just five minutes to make sure our FAO volunteers have been paired with each school. Francisco, you are with group one, Ambrosoli, they're waiting for you. Yes. The door is that way for them to go out. Perfect. Ambrosoli, group one, Francisco is here waiting for you. Perfect. You use that door. then can we have cultivated China cultivated China perfect your FAO volunteer is not now you cultivated China your door is this door Could we get FAO volunteer, now you, at this door? Perfect. Then, Machiavelli, Machiavelli, Machiavelli, perfect. You are with Safira Inaya as our FAO volunteer. You can use this door. Safira Inaya, FAO volunteer. Could we get FAO volunteer to support Machiavelli? Safira Inaya, Maria Sophia Messina, two people. Victoria Beha. Akmaral. Akmaral. She can support the Discovery Stations. Akmaral.

Akmaral.

See.

Sorry. Victoria.

She's there. Okay. Then, could we have Volta? Volta is with David. FAO volunteer David with IIS, Volta?

Yes.

Your FAO volunteer is David.

There he is.

Victoria Beja. She's with Modern School International and the Instituto Norte, the Brazilian school.

They're gone. I don't know where they are.

OK. Torga Borne, group 1, 16 students. Tor Kaborne, group one, 16 students. Group one, Tor Kaborne. Your FAO volunteer is Jakiya Hossein. Okay, perfect. Tor Kaborne, group one. Tor Carbonne, group two, Sanjeev. Where is Sanjeev? Is there Sanjeev, FAO volunteer?

This is group one, Tor Carbonne. Two should be with a different volunteer.

So group one, group two should be with a different volunteer. Group one. Group one should have 16 students. Group one should have 16 students. Group two should have 17 students. With Who's with group two? FAO volunteer. Who's with them?

Let me take my laptop and we have the updated list.

Okay. I want to call it.

What do you need? We have the updated list. Give me. Give me. did I'm so sorry that's another school where our somewhere somewhere hold on we have 10 minutes please switch on The. I don't want to do me. is done.

Instituto Renata, group one, 25 students, Elena Gabel. Elena, is Elena here?

Group two, Modern International and the Brazilians. Half of the group is missing. There are 20 people in the group. I have the marks. You can show them.

Elena, is Elena here? Instituto Renata, group 1, 20 students.

52. Yes, there's groups. There's group 1 and there's group 2. I'm sharing the itinerary via WhatsApp.

No, because the discovery stations are small. So you have to be grouped according to 2.

Yes.

So 2 groups, there'll be 2 volunteers coming there. So 2 groups. Okay, please get one group from Instituto Renata. It's okay, it's okay. So one group, Renata. Can we get another FAO volunteer with Renata? This is so horrible. because we need to give out the itineraries. Let me take a picture of this. Please go. Still we didn't get our volunteer, Victoria here. You were, Victoria, she's come. Victoria is, where's Victoria?

No.

Victoria is-- could you help him with Victoria? Victoria here.

Yes.

She's there. OK, now give me-- Instituto Arenata has two groups?

Yes.

So one volunteer. We need another FEO volunteer. Alaina, Alaina. Danny, can you support them? Then we have Resty, is Resty in the room? Resty, FEO internal volunteer, Resty. You will be with-- is there another school that needs a volunteer? Davide, is there a school that needs a volunteer, FAO?

Resty, please go there.

Yes, you will be with this school. OK. Now, Licio Scientifico, you have three groups. You need three groups, so divide your groups according to three. Can I have one FAO volunteer for group one, Licio Scientifico? One FAO volunteer, Amy Morgan, Gabriella, group one, Licio Scientifico, group one. Group two, Amy Morgan, Is Amy Morgan here?

No. No, it's this door.

Amy Morgan? Okay, can I get the, okay, good. Group three, Taylor, Taylor Sacco. Emilio Sereni. Group one, Nas, Melissa. Naz Melissa, group one. What group are you? What group are you? For Emilio Sereni. Emilio Sereni, group three, can have 20 students. 20 students for Emilio Sereni, group three. 20 students only to go there.

Emilio Sereni.

Group one, Nas Melissa. Alicia, Alicia, Bianca. Alicia, Bianca. I'll see you. Are you an FA volunteer? What? What school? What school? Hombre. How do you spell that? Can I see it? Emilio Sereni. See, what group? What group, can you tell me? Emilio Sereni, what group? Six? I need another Emilio Sereni group. Who? Emilio Sereni, group four. Group four, 20 students with Alessia, please go. Emilio Sereni, group four. Shasha. Instituto Renato, do we have Instituto Renato? Oh, they're all gone? Okay. So could we, another school, Emilio Sereni? Group one? Group one, Emilio Sereni? Or just 20 students? You'll be group one, so go with them. You need a, okay, just go with her. Take the school. We need 20 students in each group. Yes, Nas, Melissa. Group one, Emilio Sereni, we're giving them, because, are you here? Are you taking them? I already have the. Oh, you're taking them. So group one, Emilio Sereni is her, go with her. Is there another group, Emilio Sereni? Can you, hi, there at the back, come to the front. Group, come here, and then you go. See. Okay, Licia Scientifical Group 1.