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Aligning the Extension and Vocational, Education and Training Sectors

A report for the Cooperative Venture For Capacity Building

by Sue Kilpatrick and Pat Millar

November 2006 RIRDC Publication No 06/125 RIRDC Project No UT-48A

© 2006 Rural Industries Research and Development Corporation. All rights reserved.

ISBN 1 74151 388 X ISSN 1440-6845 Aligning the Extension and Vocational, Education and Training Sectors Publication No. 06/125 Project No. UT-48A The information contained in this publication is intended for general use to assist public knowledge and discussion and to help improve the development of sustainable industries. The information should not be relied upon for the purpose of a particular matter. Specialist and/or appropriate legal advice should be obtained before any action or decision is taken on the basis of any material in this document. The Commonwealth of Australia, Rural Industries Research and Development Corporation, the authors or contributors do not assume liability of any kind whatsoever resulting from any person's use or reliance upon the content of this document. This publication is copyright. However, RIRDC encourages wide dissemination of its research, providing the Corporation is clearly acknowledged. For any other enquiries concerning reproduction, contact the Publications Manager on phone 02 6272 3186.

Researcher Contact Details Associate Professor Sue Kilpatrick Department of Rural Health University of Tasmania Locked Bag 1372 LAUNCESTON Tas 7250. Phone: Fax: Emai:

03 6324 4011 03 6324 4040 [email protected]

In submitting this report, the researcher has agreed to RIRDC publishing this material in its edited form. RIRDC Contact Details Rural Industries Research and Development Corporation Level 2, 15 National Circuit BARTON ACT 2600 PO Box 4776 KINGSTON ACT 2604 Phone: Fax: Email: Web:

02 6272 4218 02 6272 5877 [email protected]. http://www.rirdc.gov.au

Published in November 2006 Printed on environmentally friendly paper by Union Offset Pty Ltd

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Foreword The Cooperative Venture for Capacity Building for Innovation in Rural Industries (CVCB) aims to build capacity in rural industries to enable more sustainable and competitive industries. Education and training play a vital role in encouraging the greater adoption of the innovative technical and business practices necessary for improved profitability and productivity on Australia’s farms. The responsibility for this training is largely borne by two sectors—the formal Vocational Education and Training (VET) system, and extension (industry training)—which have developed largely in isolation and with limited linkages. This report brings together available information about the sectors, and moves on to new ground by asking: Should the two be better aligned? Pathways between the sectors are generally present for those wanting to move from extension training to VET. Eighty-four percent of extension courses in the sample reported here were aligned with training package competencies. VET qualifications are not yet seen as useful for marketing by many extension providers or Registered Training Organisaitons (RTOs) that are targeting current farmers for management level training while the main motivation for aligning extension to VET competencies at present is financial. Options identified in this report will assist CVCB stakeholders in designing policies and programs that make efficient use of industry resources to provide practical, quality training for primary producers. It will also provide information that will assist providers of extension and VET in making informed decisions about whether and when to align the sectors.

The four recommendations made by the researchers are that: • The CVCB should build on moves to better align VET with extension through encouragement of industry involvement with the Agri-food Industry Skills Council and with RTOs and strengthening of links and partnerships with representation of the other sector on Advisory Boards. • The CVCB should encourage training brokers to assist in further coordination of training efforts in the two sectors. • Quantitative data on producers’ attitudes towards VET and extension, and outcomes of VET and extension training, should be collected by the Australian Bureau of Agriculture and Resource Economics, the National Centre for Vocational Education Research, or an independent organisation. • Extension and VET providers should look to employing credible industry people and upskill these as trainers. Training organisations should encourage people working in extension to become trainers through raising the profile of trainers, e.g., by scholarships, awards and promotion in industry newsletters. This project was funded by the Cooperative Venture for Capacity Building which is supported by The Australian Government Department of Agriculture, Fisheries and Forestry; Australian Wool Innovation; Dairy Australia; Grape and Wine Research and Development Corporation; Land & Water Australia; Meat & Livestock Australia; Murray-Darling Basin Commission; Rural Industries Research and Development Corporation; Grains Research and Development Corporation, Sugar Research and Development Corporation, Horticulture Australia Limited and Cotton Research and Development Corporation. This report is an addition to RIRDC’s diverse range of over 1500 research publications. Most of our publications are available for viewing, downloading or purchasing online through our website: • •

downloads at www.rirdc.gov.au/fullreports/index.html purchases at www.rirdc.gov.au/eshop

Peter O’Brien Managing Director Rural Industries Research and Development Corporation

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Acknowledgments The authors would like to acknowledge the assistance of training organisations contacted in the researching of this report, and the assistance and support of the resources of the University of Tasmania’s Department of Rural Health.

Abbreviations ABARE ABS ANTA APEN AQF AQTF k DAFF DEST NCVER RCC RPL RTO VET

Australian Bureau of Agriculture and Resource Economics Australian Bureau of Statistics Australian National Training Authority Australasia Pacific Extension Network Australian Qualifications Framework Australian Quality Training Framewor Australian Government Department of Agriculture, Fisheries and Forestry Department of Education, Science and Training National Centre for Vocational Education Research Recognition of Current Competencies Recognition of Prior Learning Registered Training Organisation Vocational Education and Training

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Contents Foreword ............................................................................................................................................... iii Acknowledgments................................................................................................................................. iv Abbreviations........................................................................................................................................ iv Contents.................................................................................................................................................. v Tables and Figures ................................................................................................................................ v Executive Summary ............................................................................................................................. vi Introduction ........................................................................................................................................... 1 Objectives............................................................................................................................................ 1 Methodology .......................................................................................................................................... 2 Literature review................................................................................................................................... 3 Farmer education and training: capacity building ............................................................................... 3 Definitions........................................................................................................................................... 4 Extension......................................................................................................................................... 4 VET ................................................................................................................................................. 6 Align................................................................................................................................................ 8 Aligning extension and VET in the literature...................................................................................... 8 Advantages of aligning extension and VET........................................................................................ 9 Existing links and partnerships between extension and VET ........................................................... 11 Promoters and inhibitors ................................................................................................................... 12 Summary of literature review............................................................................................................ 13 Discussion of results ............................................................................................................................ 14 Analysis of existing provision of VET-aligned and non-aligned extension...................................... 14 Extent of alignment of courses ...................................................................................................... 14 Target markets and marketing approaches .................................................................................... 16 Links and partnerships................................................................................................................... 18 Summary of findings ......................................................................................................................... 18 Options ................................................................................................................................................. 20 Recommendations ............................................................................................................................... 21 Suggestions for further research........................................................................................................ 22 References ............................................................................................................................................ 23 Appendix A .......................................................................................................................................... 28 Appendix B........................................................................................................................................... 50

Tables and Figures Table 1. Models, methods and media used for extension in Australia. Adapted from Black 2000 & Coutts & Roberts 2003. ................................................................................................................... 5 Table 2: Principles on which RPL/RCC is based. From Rural Production—A Best Practices Manual RTE03 (n.d.). ................................................................................................................................. 10 Fig. 1: Sample A. Courses from recent research by S Kilpatrick & colleagues, & Coutts n.d. ........... 15 Fig. 2: Sample B. Courses offered under Victorian FarmBis program. ................................................ 15 Fig. 3: Overall results of two-level sample of extension courses.......................................................... 16

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Executive Summary What the report is about Farm businesses which participate in training are more likely to make changes designed to improve profitability. Education and training are vital components of rural capacity building, encouraging greater adoption of the innovative technical and business practices necessary for sustainable futures. Extension (industry training) and the VET sector, the formal Vocational Education and Training system, each a vital part of Australia’s education and training for agriculture, have developed and are seen as separate training domains, but there is reason to believe that better alignment of the two would improve outcomes from investment in training, and improve rural capacity building.

Who is the report targeted at? The findings of this project should assist the Cooperative Venture for Capacity Building for Innovation in Rural Industries and providers of extension and VET in designing and promoting policies and programs that make efficient use of industry resources to provide practical, quality training for primary producers

Aims/Objectives This objectives of the research were to explore the justification for and ways of better aligning extension with the VET sector. Through analysis of literature and web sources, supplemented by emails and telephone calls, the project aimed to: • identify the nature and extent of existing links and partnerships between industry training and the VET sector in relation to management-level training, including the competencies and whole qualifications delivered (Australian Quality Recognition Framework Level 4 and above) • identify the nature of the various target markets and marketing approaches of VET providers and industry trainers, in partnerships or otherwise • briefly review existing research on the advantages and disadvantages of training that matches the VET competencies and whole qualifications for industry and providers • briefly review existing research on promoters and inhibitors of training that matches VET competencies and whole qualifications for industry providers • distil options and recommendations regarding the better alignment of extension with the VET sector, and the nature of training and/or target audiences when industry training should or should not be aligned with the VET sector • suggest any further, primary research required to make informed decisions on the options distilled from the project.

Methods used Methodology consisted of four components: • literature review • framework for analysis of data • data collection: sampling of extension courses • data analysis

Literature Review Research on extension and VET tends to be separate and rarely draws links between the two. More recent literature, however, while noting that there is little articulation between the sectors, suggests that the potential of alignment should be further explored. The extension sector consists of many small private companies providing usually non-certified courses. The publicly funded VET sector involves formal, usually institutional, accredited training in a

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quality-assured national framework of educational recognition. The VET sector provides qualifications such as Certificate IV in Agriculture (Production Horticulture), Diploma of Agriculture (Sheep and Wool) and Advanced Diploma of Agriculture, each made up of a number of competencies, which are set out in national training packages, particularly the Rural Production Training Package. The FarmBis training subsidy program favours VET-system Registered Training Organisations (RTOs). But despite this incentive for producers to access VET, the number of people in the rural industry sector doing VET-provided training at management skills levels has declined. While VET appears to be meeting the needs of career establishers and new entrants in the livestock industry, only a small number of RTOs are attracting ongoing market share from farmers already running businesses. Producers and managers are increasingly interested in part-time training and flexible delivery, a fast response to new learning needs, and a commercial orientation. The extension sector is therefore attractive to this client base, as it is more likely to fit an immediate and practical need. Extension courses are largely unassessed. Assessment in VET is competency based, with a diversity of assessment methods available for use. The RPL/RCC process (recognition of prior learning/current competence) is an important VET assessment alternative which can recognise competencies achieved through extension training or through the experience of doing a job, on a case by case basis. Quality of trainers, crucial to effective training in both extension and VET sectors, varies, with trainer qualifications being diverse as to type, level and date at which they were gained. The VET sector provides some quality assurance in relation to the training skills of its trainers, however the credibility of VET sector trainers has been questioned.

Framework for Analysis The literature review provided information from which a framework was devised for the analysis of data in the study. It included characteristics of the courses (such as topics, duration, marketing approach, delivery, assessment and any target group-specific considerations) and elements of good practice in the linking of courses to provide various pathways for learners.

Data Collection and Analysis Methodology for this report uses a two-level approach: Sample A lists 77 extension products which came to our attention through our recent research into management skill training 1. As available and recent literature on extension products in agriculture is limited, this was deemed an appropriate source for sampling. Our own data was supplemented, however, by reference to Coutts’ Capacity Building Projects Database (www.couttsjr.com.au/pd/). Sample B broadens our scope of extension products by sampling from offerings on a FarmBis website. In three states (Queensland, Western Australia and South Australia), alignment of extension courses to training package products is now compulsory for FarmBis eligibility. For the purposes of this study into the extent of alignment between the two sectors, it was appropriate to choose a state where mapping to training package competencies is not compulsory. We therefore chose FarmBis Victoria. Ten per cent of extension products on that website were examined, followed by telephone calls and emails to obtain relevant information not supplied on the website.

Results / Key findings Pathways between the sectors are generally present for those wanting to move from extension training to VET. Eighty-four percent of extension courses in our sample are aligned with training package competencies. Through RPL/RCC, VET may recognise and accredit training done in the extension sector and have this count toward a qualification or allow entry into a higher level qualification. By having courses mapped to competencies, the extension sector facilitates the process.

1

See Kilpatrick & Millar (2006), and Kilpatrick, Fulton, Johns & Weatherley (forthcoming).

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RPL/RCC involves an assessment of trainee performance. Much extension training includes no assessment, and offers only a certificate of participation or attendance. By itself, such certification may be insufficient to assess skills learned, but it is a beginning that facilitates movement from extension to VET. There are some anomalies in attitudes to assessment. Some providers make the fact that courses are aligned to national training package competencies a feature in their marketing. One major Victorian provider succeeds in having clients complete the assessment associated with their extension training. Another provider listing competencies aligned with its extension courses is the New South Wales Department of Primary Industries (DPI), which offers a training subsidy program (PROfarm) replacing FarmBis in that state; but the DPI says their clients mostly choose not to do the assessment. Other providers do not refer at all to assessment, training package competencies, or accreditation, through most of their extension courses are aligned. Spokespersons said they believe their clients are not interested in qualifications. Clearly, VET qualifications are not yet seen as useful for marketing by many extension providers or RTOs that are targeting current farmers for management level training. The main motivation for aligning extension to VET competencies at present is financial; in particular, providers are able to access FarmBis funding that would not otherwise be available, depending on the State. It is likely that younger farmers who have VET qualifications will expect management level training to be part of a pathway to further VET qualifications in the future. There are few other links and partnerships between the sectors, such as extension providers on VET course advisory committees. Options and recommendations identified in this report will assist the Cooperative Venture for Capacity Building for Innovation in Rural Industries and providers of extension and VET in designing and promoting policies and programs that make efficient use of industry resources to provide practical, quality training for primary producers. The following options emerge from the findings of this study: Option 1 The situation be allowed to go on developing as it is. A considerable degree of alignment has been achieved, especially in extension courses mapped to training package competencies. The extension and VET sectors, as they are, play an important role in servicing the training needs of the agricultural industry. Financial incentives (for example, FarmBis and similar training subsidies) and new career pathways involving younger people are gradually favouring the formal education and training sector, including VET, which already is an important provider of career-establishing training (for example, in its agricultural colleges and TAFEs). The extension sector needs to be aware of these younger people coming through with VET qualifications, and prepare to build on these by offering courses that continuously upgrade the cohort’s skills. Option 2 Industry, the extension and VET sectors, government and the Agri-food Industry Skills Council work together to consider ways of better aligning extension and VET, and strengthening collaboration between the sectors. ‘Capacity building,’ as Macadam et al. (2004, p. 29) say, ‘requires the taking of action.’ It may therefore be appropriate to take action with regard to aligning extension and VET. As Fulton et al. (2003) point out, relationships between organisations such as extension and VET influence learning

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and on-farm change. It is therefore in the interests of rural industries that this relationship be strengthened. Alignment between extension courses and VET competencies could be strengthened by continued active industry involvement with the Agri-food Industry Skills Council and with RTOs, to ensure appropriate credit is assigned for training done in extension courses. Credit must reflect similar levels of learning as that done by VET clients. Pathways from extension to VET and from VET to extension should be clarified and publicised by both extension and VET providers at industry and regional levels. This will assist farmers to identify an appropriate learning pathway for their needs. Extension should be upskilled in appropriate ways of assessment that are integrated into the course/workshop, sparing participants an unwanted commitment of time and stress for post-course assessment. Links and partnerships between the extension and VET sectors could be strengthened and extended, with representation of the other sector on Advisory Boards etc. It is important to ensure that what is good about extension remains, and that aligning with VET is not to the detriment of extension. The move should be as much (if not more) to better align VET with extension as vice versa.

Recommendations Recommendation 1 The CVCB should build on moves to better align VET with extension through encouragement of industry involvement with the Agri-food Industry Skills Council and with RTOs and strengthening of links and partnerships with representation of the other sector on Advisory Boards. Recommendation 2 CVCB to encourage training brokers to assist in further coordination of training efforts in the two sectors. Training brokers consider the whole suite of present and potential training opportunities and actively match needs to training, acting in the best interests of clients. Brokers could be used to facilitate better coordination between extension and the VET sector at a regional level. They can assist farmers to work through the range of available training and negotiate the learning pathway best suited to their individual needs. Recommendation 3 Quantitative data on producers’ attitudes towards VET and extension, and outcomes of VET and extension training, should be collected by the Australian Bureau of Agriculture and Resource Economics, the National Centre for Vocational Education Research, or an independent organisation. VET and extension providers’ feedback from clients regarding their perceptions of their training experiences may lack the sort of detail that would enable an effective response to target market criticisms. Good quantitative data about producers’ attitudes towards VET and extension training, their experience of it, and outcomes of attending courses would be useful to inform Industry, the extension and VET sectors, government and the Agri-food Industry Skills Council in working together to consider ways of better aligning extension and VET.

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Recommendation 4 Extension and VET providers should look to employing credible industry people and upskill these as trainers. Training organisations should encourage people working in extension to become trainers through raising the profile of trainers, e.g., by scholarships, awards and promotion in industry newsletters. High quality, credible trainers with up-to-date technical expertise, industry background and ongoing professional development are vital to successful training outcomes. Both the VET and extension sector trainers require ongoing professional development.

Suggestions for further research Assessment of extension courses As reported above, our research that shows some providers make a marketing feature of the fact that courses are aligned to national training package competencies and encourage clients to complete the assessment associated with their extension training. Other providers do not focus on the alignment of their courses because they believe their clients are not interested in qualifications. There is a need for further research on how extension providers present the idea of assessment, how it can best be seamlessly integrated into the training, and how clients respond to this.

Use of VET’s RPL/RCC process in recognition of competencies gained in extension training Learning pathways between extension and VET depend on an RPL/RCC process in which there remain certain inconsistencies. This is a weakness in the system which needs attention. The issue is in the degree of competency achieved through the extension training, and whether it is equivalent to that indicated by an AQF level. Further research into VET RTOs’ use of the process is needed.

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Introduction Extension and the VET sector are vital parts of Australia’s education and training for the agriculture industry. The two sectors are thus prominent among the current institutional and organisational structures that ‘may have elements that foster learning and change processes … and elements that do not’ (Fulton et al. 2003, p. v). Extension and VET have developed and are seen as separate training domains, but there is reason to believe that better alignment of the two would improve outcomes from investment in training, and improve rural capacity building. As Macadam, Drinan, Inall and McKenzie say in their 2004 report: Continuous improvement in the alignment within and between capacity-building initiatives, institutional arrangements and mind-sets is the key to ongoing improvement in the stock of human, social, financial, physical and natural capital. (p. 2)

There has been a proliferation of funding sources for rural capacity building over recent years, continuing the trend noted by Marsh and Pannell (2000). One of the most significant areas of change has been in the VET system, which funds ‘management’ training at level 4 and above. The FarmBis training subsidy program favours VET-system Registered Training Organisations (RTOs). Despite this incentive for producers to access the formal VET system, statistics published by the National Centre for Vocational Education Research suggest there is a low rate of completion of whole qualifications at Certificate IV and above in agriculture. A growing private investment in capacity building has occurred alongside the changes in public funding. Much of this growth is in ‘traditional’ extension (industry training), often delivered one-on-one.

Objectives This options paper explores the justification for and ways of better aligning extension with the VET sector. The project has analysed literature and web sources, supplemented by telephone calls, to: • identify the nature and extent of existing links and partnerships between industry training and the VET sector in relation to management-level training, including the competencies and whole qualifications delivered (Australian Quality Recognition Framework Level 4 and above) • identify the nature of the various target markets and marketing approaches of VET providers and industry trainers, in partnerships or otherwise • briefly review existing research on the advantages and disadvantages of training that matches the VET competencies and whole qualifications for industry (individual producers, employees and the industry as a whole) and providers (extension and VET) • briefly review existing research on promoters and inhibitors of training that matches VET competencies and whole qualifications for industry providers (extension and VET) • distil options and recommendations regarding the better of alignment extension (industry training) with the VET sector, and the nature of training and/or target audiences when industry training should or should not be aligned with the VET sector • suggest any further, primary research required to make informed decisions on the options distilled from the project. Options and recommendations identified will assist the Cooperative Venture for Capacity Building for Innovation in Rural Industries in designing policies and programs that make efficient use of industry resources to provide practical, quality training for primary producers. It will also provide information that will assist providers of extension (industry training) and VET in making informed decisions about whether and when to align extension and VET.

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Methodology The first stage of this project was to review literature on the advantages and disadvantages, promoters and inhibitors of VET and non-VET aligned extension. From this, a framework against which to analyse existing provision of VET aligned and non-aligned extension was devised. Research into good practice in education and training in agriculture (Harris et al. 2001; Mitchell & Wood 2001; Saunders 2001; CRLRA 2002; Kilpatrick, Fulton & Geard 2002; Coutts & Roberts 2003; Henry & Grundy 2004; Kearns 2004; Maxwell et al. 2004; Coutts & Roberts 2005; Coutts, Roberts, Frost & Coutts 2005; Guenther 2005) identify the following key characteristics: • training that meets the needs of individuals in terms of desired outcomes; is flexible and adaptable to meet needs of trainees • innovative response to training challenges, including ‘on the job’ components • ongoing professional development of teachers/trainers • development of collaborative arrangements with industry • a mix of capacity building models on offer, providing structures that facilitate ongoing learning (these may include partnerships and networks that can be tapped into). The framework we devised included characteristics of the courses (such as topics, duration, marketing, delivery, assessment and any target group-specific considerations) and elements of good practice in the linking of courses to provide various pathways for learners. The framework can be seen in Appendix A and B. Methodology for this report uses a two-level approach: Sample A lists 77 extension products which came to our attention through our recent research into management skill training. 2 As available and recent literature on extension products in agriculture is limited, this was deemed an appropriate source for sampling. Our own data was supplemented, however, by reference to Coutts’ Capacity Building Projects Database (www.couttsjr.com.au/pd/ ). Sample B broadens our scope of extension products by sampling from offerings on a FarmBis website. In three states (Queensland, Western Australia and South Australia, alignment of extension courses to training package products is now compulsory for FarmBis eligibility. The New South Wales PROfarm program, used by that state instead of FarmBis, prefers courses to be mapped to competencies, but does not make this compulsory. For the purposes of this study into the extent of alignment between the two sectors, it was appropriate to choose a state where mapping to training package competencies is not compulsory. We therefore chose FarmBis Victoria. Ten per cent of extension products on that website were examined, followed by telephone calls and emails to obtain relevant information not supplied on the website. Results of the two-level sampling can be seen in Appendix A and B.

2

See Kilpatrick & Millar (2006), and Kilpatrick, Fulton, Johns & Weatherley (forthcoming).

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Literature review The literature review begins with a brief summary of the research on farmer education and training and capacity building at management skill level. This is followed by a discussion of definitional aspects related to the project: extension, VET and relevant aspects of the term ‘align’. The literature’s attention to the question of aligning extension and VET is then considered under headings of Advantages of Aligning Extension and VET, Existing Links and Partnerships, and Promoters and Inhibitors.

Farmer education and training: capacity building Australian agriculture operates in a climate of transition (Kilpatrick 2000). Large productivity and profit gaps between best and worst farm performers point to substantial skill gaps in technical and business planning in all sectors (Rural Industry Working Group 2001). Education and training is especially important for those functions which require adaptation to change (Bartel & Lichtenberg 1987; Sloan 1994), and in encouraging greater adoption of the innovative business practices necessary for sustainable futures (RIRDC 1998; OPCET 2004). The literature on farmer education and training at management skill level includes studies which present ways in which education and training affect farm management behaviour, and ultimately on outcomes for the farm business such as profitability and productivity. Farm businesses which participate in training are more likely to make changes designed to improve profitability. Kilpatrick (2000) finds that multiple sources are required to ‘prompt’ change, and that farmers need to be introduced to multiple sources of information which they can use as they make decisions about changes and as they implement new practices. Educators should therefore design education and training programs so as to encourage opportunities for interaction and sharing of knowledge and skills. However, producers are time-poor, with many unwilling to commit to extended periods of training. A recent Australian Bureau of Agriculture and Resource Economics (ABARE) survey (ABARE 2006) shows that 30% of sheep/beef producers are not prepared to spend any time on any one training course in farm management and technical skills; 27% are prepared to spend two days; only 17% are prepared to spend five or more days. The average was two days. Adult learning principles are discussed in a number of studies. As adults learn from each other, learning must involve effective two-way communication (Malouf 1994; Trompf & Sale 2001). Interaction makes for a participatory extension approach and a group training experience (Fleischer, Waibel & Walter-Echols 2002). Andrew et al. (2005) show how principles of learning (drawn from the International Agricultural Centre in Wageningen in the Netherlands) affect training outcomes. In summary, these principles indicate the necessity to: 1. build trust and orientation—remove barriers associated with learners’ insecurities resulting from uncertainty about the context. The uncertainty relates to expectations and course requirements, the value of the course, the foreign environment of the learning situation, and the course presenters. The two elements of the learning experience—process (building social relationships in an atmosphere of trust and openness) and task (building a shared understanding of the what and the how of the course)—need to be combined if trust and orientation are to be encouraged. 2. make the learning environment one that encourages people to feel comfortable, respected, and free to contribute to the discussion. 3. build in a reflective aspect to the learning experience. Capacity building may be defined as ‘intervention, consequent enhancement of human and social capital, plus increased motivation or commitment to act, or empowerment to act independently’ (Macadam et al. 2004, p. 16). The concept ‘offers a sound approach to supporting rural Australia in managing the effects of change’ (Macadam et al. 2004, p. 29). They add:

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Organisations and people could be encouraged to identify and reflect on the mind-sets and institutional arrangements that impinge on their work with rural communities, and how they might be modified to promote better capacity building.

Coutts and Roberts (2003) examine various capacity building models underpinning extension practice, emphasising the importance of the interplay and interdependency between the models, and that training needs to include a mix of capacity building models. They note that the Programmed Learning Model on which much training is constructed needs to be backed up with supporting information in an ongoing process or cycle of support. Learning events should include the latest research on the topic and should be based on researched and expressed industry needs. They should include local examples. Interactive and small group work should balance programmed learning. Kilpatrick and Millar (2006) believe this also applies to VET sector training. Inclusion of a group-based training model also has advantages because of its emphasis on adult learning principles and encouragement of producer ‘ownership’ of both problems and solutions (Marsh & Pannell 2000). Group-based training has links with the literature on communities of practice or learning communities, defined by Wenger (2005) as ‘groups of people who share a concern or a passion for something they do and who learn to do it better as a result of their ongoing interactions’ (para. 3). Communities of practice are viewed primarily as a means to improve learning, and there is some evidence to suggest that they promote innovation, risk taking, trying new approaches, and knowledge creation, particularly in business settings (Wenger, McDermott & Snyder 2002). Many positive outcomes from learning groups in industrialized-country agriculture occur in the literature— for example, in USA (Jordan, White, Gunsolus, Becker & Damme 2000), New Zealand (Sheath & Webby 2000), and France (Couix & Hubert 2000). Education and training, both VET and extension sectors, are seen as vital tools in capacity building in industries and in communities (CRLRA 2001; Coutts & Roberts 2003; Macadam et al. 2004; Coutts n.d.). However, for effective capacity building to occur, there needs to be ‘alignment between the goals and actions of those involved’ (Macadam et al., 2004, p. iii).

Definitions This section defines the terms ‘extension’, ‘VET’ and ‘align’.

Extension The Australasia Pacific Extension Network (2006, para. 2) states that extension involves ‘the use of communication and adult education processes to help people and communities identify potential improvements to their practices, and then provides them with the skills and resources to effect these improvements’. Marsh and Pannell (1998, p. 2) define agricultural extension broadly to include: ‘... public and private sector activities relating to technology transfer, education, attitude change, human resource development, and dissemination and collection of information’. The training extension market in Australia was dominated by government departments of agriculture until the late 1980s when services initially changed from free to fee paying, and then were gradually reduced. There are now many small private companies providing seminars, field days and (usually non-certified) courses. Table 1 (below) outlines current models of extension in Australia.

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Extension model Technology transfer or information access

Methods and media Events such as field days to demonstrate new farming technology Meetings to present information to the farming community Print media, including rural newspapers, magazines, newsletters, books and leaflets Radio, television and videos Computer applications Information centres World Wide Web

Programmed learning model

Training programs/workshops Groups of landholders, community members, etc, to increase understanding or skills in defined areas Farm management consultancy Diagnostic services Rural financial counselling Informal information exchange between farmers Formal or structured education and training University courses TAFE courses Training modules in Property Management Planning programs Other structured learning programs such as PROGRAZE One-off events based on adult learning principles

One-to-one advice or information exchange

One-to-one technical advisory services

Group empowerment

Landcare groups Catchment groups Community development workshops

Table 1. Models, methods and media used for extension in Australia. Adapted from Black 2000 & Coutts & Roberts 2003.

Existing agricultural producers and managers are increasingly interested in part-time training and flexible or work-place based delivery, a fast response to new learning needs, industry credibility in the qualifications and experience of trainers/assessors and a commercial orientation (Phillips KRA 2005). The extension sector is therefore attractive to this client base, as it is more likely to fit an immediate and practical need. Participating in short courses also requires a low financial and time commitment (Agtrans Research 1998). Quality of trainers is crucial to effective training in both extension and VET sectors. Primary production … continues to increase in complexity. No manager can therefore expect to be fully conversant with markets, production technology, legislation changes, environmental and other related issues. There is a growing demand for specialist inputs from advisers and consultants in all fields. The critical issue then becomes the quality of these specialist inputs, with quality related to the competency and performance of advisors and consultants. (Young 2005, p. 6)

Extension trainers have qualifications which are varied both in their domain of expertise and in their levels of educational achievement (Roberts et al. 2005). The FarmBis program, which has subsidised much extension in recent years, requires trainers, as a minimum, to: • • • •

have obtained a Certificate IV in Assessment and Workplace Training under the Australian Qualifications Framework (AQF) or specified competencies from that certificate, or have obtained a current AQF Certificate Level IV in Training and Assessment, or be a Registered Training Organisation (RTO), or be auspiced through a RTO. (FarmBis 2006, Information for Training Providers)

A number of recent reports point out the need for ongoing professional development of extension officers/trainers (Andrew et al. 2005; Coutts et al. 2005; Roberts et al. 2005; Stone 2005; Young 2005), with some advocating a national accreditation scheme for professional advisers and consultants (Roberts et al. 2005; Young 2005). The availability of skilled practitioners is the basis for continuous enhancement of capacity building (Macadam et al. 2004).

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VET The vocational education and training (VET) sector includes both publicly and privately funded formal, institutional, accredited training with a vocational/employment outcome in mind. VET’s role is to: provide skills and knowledge for work, enhance employability and assist learning throughout life. VET is offered not only in the public TAFE system, but also through private and community providers and in secondary schools. It can link to university study options, and provides up to six levels of nationally recognised qualifications in most industries. (ANTA n.d.)

VET is predicated on strong links with industries. Industry has a strong voice in VET through the national system of industry advisory arrangements, including the establishment of Industry Skills Councils. These have the key roles of: • providing accurate industry intelligence to the VET sector about current and future skill needs and training requirements, and • supporting the development, implementation and continuous improvement of quality nationally recognised training products and services, including Training Packages (Industry Skills Council 2006), sets of nationally endorsed standards and qualifications for recognising and assessing people’s skills (DEST 2005). The VET system’s involvement with industry is multi-level. VET assumes there will be workplace learning and training with industry supervisors. Workplaces can be Registered Training Organisations (RTOs). The Australian Qualifications Framework (AQF 2005) is a single, coherent framework for qualifications issued by secondary schools, VET providers and higher education institutions. All qualifications are nationally recognised. The framework is therefore a quality-assured national system of educational recognition. Within the framework, there are eight vocational education and training qualifications available: Certificates I, II, III and IV; Diploma; Advanced Diploma; Vocational Graduate Certificate and Vocational Graduate Diploma, each made up of a number of competencies, which are set out in national training packages. In management skills level training for agriculture, the VET sector provides qualifications such as Certificate IV in Agriculture (Production Horticulture), Diploma of Agriculture (Sheep and Wool) and Advanced Diploma of Agricultures. VET in Schools courses are integrated into Senior School Certificates (Henry & Grundy 2004). The accreditation of training is overseen by state training authorities according to the competencies detailed in the national training packages. Training packages specify the combination of competency standards required to achieve a particular qualification. Assessment in VET is therefore competency based, and is an integral part of the system. Learners who complete some, but not all, standards for a qualification are awarded a statement of attainment. When they are assessed as competent in the remaining standards, they get the qualification. The relevant training package for agriculture is the Rural Production Training Package. Assessment is the subject of continued debate in the VET sector. Debates and discussion about competency based assessment, evidence based assessment, assessment validation, graded assessment, recognition of prior learning, recognition of current competence, mutual recognition, online assessment, holistic assessment, workplace assessment and key competencies have taken place over the last 10 years against a background of a changing and dynamic National VET system. (TAFE NSW International Centre 2006, para. 1)

A diversity of assessment methods is available for use across the VET sector (Hyde, Clayton & Booth 2004). But for many learners, the qualification is less important than the specific parts of the qualification that can be used to update or supplement skills (Dunn & Joseph 2004). It would appear that this is particularly true of farmers. Primary Skills Victoria (2005, p. 26) states that ‘assessment is not needed or wanted by farmers. Among other things it is seen as taking too long’.

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Participation in VET training increased by 54 per cent during the ten years to 2003 (Karmel 2004). On the other hand, there has been a relatively low uptake of training in the primary industries sector overall (ABS 2001). A recent report (Phillips KRA 2005, p. 16) says that student enrolments in agriculture/related VET in Victoria fell by 24% between 2000 and 2004. Kilpatrick and Millar (2006) also claim that numbers of people in the rural industry sector doing VET-provided training at management skills level have declined. While VET appears to be meeting the needs of career establishers and new entrants in the livestock industry, only a small number of RTOs are attracting ongoing market share from farmers already running businesses. It would appear, however, that decline in VET delivery has not been matched by a decline in attendance at short courses (Kilpatrick & Millar 2006). The Solutions Survey (DAFF 2004, p. 20) shows that in the last four years there has been a significant increase in the adoption of a ‘culture of continuous learning’ in the farm sector. This includes both participation in training, and willingness to consult (and pay for) expert advice. Little quantitative data has been collected on actual farmer participation in learning and change opportunities (Fulton, Fulton, Tabart, Ball et al., 2003), which could clarify problems with current provisioning. Much VET training is based on a programmed learning model (see Table 1, p. 5). Farmers’ preferences in relation to training delivery, documented by Johnson, Bone and Knight (1996), Bamberry et al. (1997) and Kilpatrick (1997, 1999), include flexibility and project-based or action learning. A significant number of farmers may actually feel threatened by formal and classroom education and training (Kilpatrick 1999; Primary Skills Victoria 2005). A number of authors have raised questions, therefore, about the roles of formal education sectors in supporting learning for change in industrialised agricultures (Hubert, Ison & Röling 2000). On the other hand, VET has an important facility in accreditation which has proved appealing to farmers (Kilpatrick & Millar 2006): • recognition of current competencies (or RCC) the acknowledgement of competencies currently held by a person, acquired through training, work or life experience; and • recognition of prior learning (or RPL) the acknowledgement of a person’s skills and knowledge acquired through previous training, work or life experience, which may be used to grant status or credit in a subject or module (DEST 2006). RCC is a term that industry people mainly use to cover reassessments of competency at varying intervals after the original qualification has been obtained (Hargreaves 2006, p 4), but in practice the terms RCC and RPL are often used interchangeably (eg., see Rural Production—A Best Practices Manual, n.d.). The agricultural industry strongly supports this facility for recognition of existing skills and knowledge held by its learners (Phillips KRA 2005). Kilpatrick and Millar (2006) present case studies which include examples of producers acquiring qualifications through a skills recognition process. Sustainability of the VET system ‘is ultimately dependent on the competence of the … workforce. It is the core asset of staff competence that will remain the single most valuable source of future value’ (Schofield 2002, p. 4). VET trainers have something of a unique role in education: The VET practitioner must in some senses not only be capable of spanning the cultural divide which distinguishes the world of work from the world of education but also that which distinguishes the world of private enterprise from the world of public service. (Chappell & Johnston 2003, p. 11)

However, the literature has been reporting on deficiencies in VET teacher/trainer quality for some years. In 2001, Harris et al. (p. ix) wrote: Slightly less than half the current VET teachers/trainers were considered to possess the attributes, skills and knowledge required to improve the quality of VET provision (p. vii) . . . Staff development provisions appear to be inadequate to meet demands at the present time. This is

7

especially true for non-permanent staff who deliver the majority of training programs in many training providers.

A key message of an National Centre for Vocational Education Research (NCVER)(2004, p. 1) report was that, although ‘significant professional development’ had taken place, this had not met all individual or organisational needs. Funding models were identified as one of the barriers to new approaches to work, ‘because they have not kept pace with the new ways practitioners are working, particularly in public VET providers’. When funding is available for staff development, a 2003 study found that managers were likely to give permanent and full-time staff priority over the casual staff who are increasingly delivering much of the training (Stehlik et al 2003). Kilpatrick and Millar (2006) report that general criticism of trainers includes inadequacy of technical expertise, lack of industry background, lack of professional development, lack of empathy and ability to communicate with producers, and being uncomfortable with the workplace training and assessment model. The minimum AQTF requirement for teachers and trainers employed by RTOs to deliver and assess training within the VET sector consists of competencies in the Certificate IV in Assessors and Workplace Training. Other than this, qualifications among VET trainers are diverse as to type, level and date at which they were gained.

Align The term ‘align’ is here defined as ‘to bring into line’ in the sense of consolidating and extending existing links and partnerships between extension training and the VET sector, including a matching of extension training with the VET competencies. The current project focuses on alignment in management-level aspects of training. Better aligning extension and the VET sector—consolidating and improving existing links and partnerships— would appear to be an appropriate and useful strategy. The two sectors have much to offer each other. They also form an important part of the current Australian institutional and organisational structures whose relationships influence learning and change on-farm (Fulton et al. 2003).

Aligning extension and VET in the literature Research on extension and VET tends to be separate and rarely draws links between the two. They have evolved as and remained separate domains or segments of training, to the extent that their separateness ‘has long been taken for granted by all the industry parties involved’ (Primary Skills Victoria 2005, p. 3). The impact of this separateness on credit and pathways is ‘dramatic for the sector [but] the significance of such an effect is not always registered’ (Primary Skills Victoria 2005, p. 3)— which may be a large part of the reason the question of better aligning extension and VET does not arise frequently in the literature. In 1998 Agtrans Research recommended that ‘short courses’ should be designed so that they may be articulated into an undergraduate diploma qualification (p. 36). But Macadam et al. (2004) barely mention the vocational education and training sector in their 2004 report on capacity building in rural Australia, except sometimes to refer to ‘TAFE’ as a generic term for VET: TAFE is not currently relevant in dialogue about rural capacity building, despite its apparently conducive mandate and widespread distribution in rural areas. (p. 61)

They also refer to ‘TAFE’ as having an under-exploited potential as providers and facilitators of capacity building, along with adult and community education, universities, and professional bodies such as the Australasia Pacific Extension Network. In recent years, however, the question has begun to appear in the literature. Coutts et al. (2005), noting that a key feature of Meat and Livestock Australia’s (MLA) EDGEnetwork has been alignment of their workshops and courses to the VET accreditation system, say that such alignment ‘should be a

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given for new projects under the Programmed Learning Model’ (p. 43). Primary Skills Victoria (2005), reporting for the Victorian Qualifications Authority, responds to the question of credit and articulation considerations between extension and VET in the Victorian context. Their report finds that there is little articulation between extension’s structured but largely unaccredited training and the accredited training of VET, ‘even though the rural industry has a reasonable understanding and acceptance of competency based training’ (p. 4). Fulton et al. (2003) summarise the main topics of recent research on extension in Australia and around the world as including: • the facilitation of learning and change in agriculture, examining how and to what extent learning and change processes occur on farm, how characteristics of farming and farmers influence change, the role of the learning content, processes for facilitating learning and change, and keys to the successful facilitation of learning • institutional change and organisational structures and factors affecting the delivery of extension. The question of closer links with VET does not arise explicitly in any of this. However, the VET sector, with its large amount of government-funded infrastructure, is a significant player in farmer education and training, and it would seem that it and the extension sector would have much to offer each other.

Advantages of aligning extension and VET Recent studies recognise the value of better cross-sectoral linkages in education and training generally. Cross-sectoral linkages are a consistent theme in recent national and State education policy documents across Australia. The Ministerial Council on Education, Employment, Training and Youth Affairs’ (MCEETYA 2000) Framework for Vocational Education in Schools—Policy Directions notes the need for establishing linkages between institutions delivering related vocational learning services. Saunders (2001) examines the link between ACE (Adult and Continuing Education) and VET and emphasises the need for established pathways supported by linkages between the sectors if students are to reap maximum benefit. Stehlik (in progress) is examining processes and outcomes that can improve connections between ACE and VET, in order to increase lifelong learning, community capacity building and industry skill needs in communities and regions. Falk (in progress) aims to uncover the mechanisms that already exist for effective VET/ACE collaborations to achieve a broad range of socio-economic outcomes for individuals, communities and industries. While not referring specifically to extension, Clayton et al. (2004) find that the concept of collaboration is a consistent thread through much of the literature on VET in regional, rural and remote Australia. Other authors emphasise the importance of training providers working closely with industry and other key interested parties within local communities (Kearns, Murphy & Villiers 1996; Balatti & Falk 2000; Ferrier, Trood & Whittingham 2000; CRLRA 2001; Kilpatrick & Guenther 2003). Among their preliminary criteria to guide the design, conduct, monitoring and evaluation of capacity-building initiatives, Macadam et al. (2004, p. xii) emphasise collaboration: •

diverse and relevant communities of practice collaborating to create a shared agenda

•

a systemic approach to situation improvement [with] interrelated strategies

•

stated assumptions that reflect a collaborative learning paradigm.

They say that programs that meet these criteria are becoming more common but are still the exception rather than the rule. A collaborative approach in education and training would allow the rural production industry to capture and benefit from the expertise and skills of University and TAFE providers, and private providers (Kilpatrick, Fulton & Geard 2002). The outcomes of effective collaborations have been shown to include savings from shared resources (CRLRA 2001); increased and better informed demand from all training clients (individuals, enterprises and communities) (Kilpatrick, Fulton & Bell 2001); opportunities to improve the quality of programs and develop innovative learning strategies

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(Kearns et al. 1996; Ferrier et al. 2000). In the United States of America, partnerships between training providers, formed by private and public training providers, are motivated by performance improvement goals (Kearns & Papadopoulos 2000). For clients, outcomes of collaborations may include identified, accessible training pathways (CRLRA 2001), and for community and society, better community response to change (CRLRA 2001) and improved social, economic and environmental outcomes (Taylor 1997). But while the literature suggests that collaboration is an effective way to deliver education and training, Kilpatrick et al. (2002) find that there is little evidence that this is occurring to any large extent in Australian agriculture. Kilpatrick and Guenther’s (2003) literature and internet search finds training provider-provider partnerships have occurred throughout Australia since 1995, but this type represents only 6% of types of partnerships identified. The training provider-provider partnerships are usually with government, and have a purpose of increased access for equity groups, and/or industry development, leading to new pathways and skills, regional development through education and training, or structured workplace learning. There is, however, reason to believe that better alignment of extension and VET would improve rural capacity building. Coutts and Roberts (2003), discussing best practice in extension, state that outcomes should be linked with competency standards from the Vocational Education System (VET) from the outset. The qualifications of the Rural Production Training Package carry the status of being part of the Australian Qualifications Framework and are ‘underwritten by a National Quality system’ (Primary Skills Victoria 2005, p. 32). Roberts, Paine, Nettle and Ho (2005) see advantages in the formalisation of key competencies required for service providers for capacity building. Macadam et al. say in their 2004 report: Continuous improvement in the alignment within and between capacity-building initiatives, institutional arrangements and mind-sets is the key to ongoing improvement in the stock of human, social, financial, physical and natural capital. (p. 2)

In the VET sector, the process of skills recognition—RPL/RCC (see p. 7)—is a mechanism which VET has developed to align with outcomes of other training. 1.Competency

The Recognition of Prior Learning shall focus on the competencies gained as a result of formal and informal training, regardless of how, when or where the learning occurred. Recognising prior learning in terms of competencies makes the distinction between formal and informal training unnecessary.

2.Commitment The Recognition of Prior Learning underpins the system of Competency Based Training (CBT) and is a requirement of the AQTF (Standards for Registered Training Organisations). It is essential that training providers have a demonstrable commitment to recognising the prior learning of individuals. Currently the prior learning of individuals is not recognised by all training providers at all levels of training. A commitment by training systems to recognise existing competencies will ensure that access to competency assessments is improved and not restricted to students who are articulate and determined. It will also mean that individuals will not be required to duplicate their learning. 3. Access

The Recognition of Prior Learning shall be available to all potential applicants. Mechanisms and practices for recognising prior learning should facilitate entry to the process rather than present barriers, and must be structured to minimise the time and cost to applicants.

4. Fairness

The Recognition of Prior Learning shall involve processes that are fair to all parties involved. The ways in which all decisions, criteria and processes are determined must be governed by this principle. The process used must enable the person being assessed to make a contribution.

The Recognition of Prior Learning shall involve the provision of adequate support to potential applicants. Potential applicants may require support when accessing systems for recognising prior learning. Personnel involved in implementing the system also require adequate support, including training, in order to maintain a quality assessment service. Table 2: Principles on which RPL/RCC is based. From Rural Production—A Best Practices Manual RTE03 (n.d.). 5. Support

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RPL/RCC is a widely supported concept (Hargreaves 2006). Kilpatrick and Millar (2006, p. 39) say: Farmers like RPL because it saves them time and because it accommodates their preferred learning styles—hands-on and on-the-job, rather than in a classroom. One industry interviewee says that RPL leads to increased self-confidence and professional credibility for the trainee, and promotes a culture that puts value on learning and qualifications for the industry.

On the other hand, RPL/RCC is not without critics (Coutts & Roberts 2005). Hargreaves (2006) reports that inconsistencies in assessments have led to extremes of both evidence overload and lack of rigour, resulting in a degree of lack of confidence that the assessment outcomes from RPL are of a similar standing to those achieved through training. Rigour is clearly a crucial factor, and the system is moving towards better standardisation. Primary Skills Victoria (2005) recommends that the Victorian Qualifications Authority revisit current processes for RPL/RCC as it applies in the agricultural sector. In Western Australia, the Department of Education and Training (2005) has produced an assessment resource for VET practitioners to provide clear operational guidelines. On a local RTO level, CB Alexander College (Tocal) improves quality control by contracting with the DNR Group/Hortus Australia in South Australia to use their tool ASSESS, which won a University of Melbourne (Assessment Research Centre) National Assessment Award for VET in 2000 (Kilpatrick & Millar 2006). The VET sector is able to use RPL/RCC to recognise the evidence of training in extension activities on a case by case basis.

Existing links and partnerships between extension and VET VET RTOs’ main partnerships involve them in training programs. The major VET RTOs have particularly strong links with state departments of primary industries. In New South Wales CB Alexander College (Tocal) (see Appendix A) is a venue and delivers training for the Department of Primary Industries Many NSW PROfarm courses are delivered there, or at Murrumbidgee College (Yanco), the other DPI VET organisation. Other partnerships, with higher education organisations, facilitate learning pathways for students. Agtrans Research (1998) found evidence of some integration between the TAFE system, agricultural colleges and some universities. More recently, TAFE New England Institute has an articulation agreement with the University of New England which allows for Diploma students to proceed to a degree; Tocal students with a Diploma of Agriculture receive credit towards a degree at most NSW universities offering agriculture or related courses (Kilpatrick & Millar 2006). There are also collaborations between VET RTOs. Providers may negotiate with each other to avoid duplication of offerings within regions (Phillips KRA 2005). Some providers have partnerships with TAFE and other contractors to deliver specialist competencies (Kilpatrick & Millar 2006). Other, less formal, links are formed between RTOs with a view to sharing information and ideas: the Horticulture Network of VET providers in Victoria is such a forum (Phillips KRA 2005). On the whole, this does not, however, amount to partnering on a systemic level and in a holistic sense, and when it comes to links and partnerships between VET and extension, considerably less would appear to have been achieved (Primary Skills Victoria 2005). There are some existing links in delivery of training. Short extension courses designed for professional and part-time farmers play a key role in the adult education outputs of some agricultural colleges. Training brokers, working with providers to identify courses that would be appropriate for producers and recommending and referring clients to appropriate courses, are another important link between extension and the VET sector. For example, the Grains Industry Training Network (GITN) in Victoria brokers between ten and twenty courses per year, involving up to 400 participants. GITN uses both extension providers and TAFE (Kilpatrick et al., forthcoming).

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The training itself, however, is an important link. FarmBis training programs in many states have favoured or required training that is aligned to the formal VET system, either by subsidising only Registered Training Organisation (RTO)-provided training (e.g. FarmBis 1 and 2 in NSW), or by asking for evidence of alignment with VET competencies (e.g. FarmBis 1 and 2 in Tasmania). The Australian government’s guidelines for the new FarmBis program favour VET-system RTOs. These require training providers registered under the FarmBis program, as a minimum, to: • have obtained a Certificate Level IV in Assessment and Workplace Training 3 under the Australian Qualifications Framework (AQF) or specified competencies from that certificate; or • have obtained a current AQF Certificate Level IV in Training and Assessment 4; or • be a Registered Training Organisation (RTO) or; • be auspiced through a RTO. Under FarmBis 3, in Queensland, Western Australia and South Australia all learning outcomes must be mapped against units of competence, or elements of these. In Victoria, Tasmania and the Northern Territory mapping is desirable, but not compulsory. In New South Wales, FarmBis has been discontinued. There the PROfarm program prefers mapping to competencies, but does not make this compulsory. FarmBis and PROfarm eligible training products focused on specific competencies allow participants to build towards a qualification. However, there is still a long way to go in facilitating articulation between the extension and accredited training segments of programs (Primary Skills Victoria 2005).

Promoters and inhibitors As suggested in the previous section, financial incentives are promoting a degree of alignment between extension and VET. Subsidised FarmBis courses are increasingly mapped to training package competencies. FarmBis participation encourages a culture of learning and interest in pathways: a Western Australian regional TAFE agricultural trainer told us that FarmBis participation was the stimulus for many of their skills gap and RPL referrals. There is also no GST on mapped programs delivered under the National Training Framework, including extension activities. This makes courses cheaper to offer and to pay for. However, if extension is to be better aligned with VET, there will need to be an increase and improvement in collaborative organisational functioning. Elements of competencies ‘on their own are not the currency of accredited training’ (Primary Skills Victoria 2005, p. 4). Based on findings in the National Extension/Education review, Coutts and Roberts (2005, p. 10) conclude that making the practical link between training offered in extension and training programs and the VET system is complex, ‘full of confusing paperwork’. Kilpatrick and Millar 2006) report that RTOs and others also find the reporting and auditing requirements of accredited training cumbersome. The VET sector includes a considerable bureaucracy, the requirements of which have made many RTOs top-heavy in administrative aspects. Primary Skills Victoria (2005, p. 4) say that the Rural Production Training Package itself is an inhibitor to aligning unaccredited extension and accreditation: The national policy of developing cross industry generic competencies, and its reflection in the Rural Production Training Package, is not widely accepted by the industry and could militate against the ability to recognise short-course programs developed to meet specific industry needs.

3

Endorsed by Australian National Training Authority (ANTA) 22 October 1998

4

Endorsed by Australian National Training Authority (ANTA) 1 October 2004

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The report explains further: One of the reasons for the growth in unaccredited training is that providers have difficulty designing accredited courses that meet training package criteria . . . The single most difficult problem encountered by industry staff and designers when constructing short courses using competencies within the training package, relates to its lack of flexibility. The competencies are, as a rule, complex and overly extensive in content. (p. 29)

The extension sector has its own complexities. Roberts et al. (2005) report that the greatest inhibitor encountered by extension service providers in their professional development is the organisational and external environment in which they operate. There is wide range of organisations involved in extension, and insufficient cooperation between them (Nettle 2003; Kilpatrick & Millar 2006).

Summary of literature review Education and training will be increasingly important for sustainable and profitable futures of farm businesses. Both VET and extension sectors will be vital tools in capacity building in rural industries and communities. But VET and extension have developed largely in isolation, with limited linkages. Research rarely links the two. Extension now consists of many small private companies providing usually noncertified courses. The publicly funded VET sector involves formal, mostly institutional, accredited training in a quality-assured national framework of educational recognition. But while VET appears to be meeting the needs of career establishers and new entrants in the livestock industry, only a small number of RTOs are attracting ongoing market share from producers already running businesses. It would appear that decline in VET delivery to this sector has not been matched by a decline in attendance at short courses. Recent literature suggests that VET and the extension sector have much to offer each other and that better alignment of extension and VET would increase rural capacity building. There are some links already. The FarmBis training programs in many states have favoured or required training that is aligned to the formal VET system. There is a considerable financial incentive to align extension training with VET competencies. As a result, while there is still only limited articulation between extension training and VET, extension programs and training of extension officers and facilitators are being linked in with competencies under the Australian Qualifications Framework. VET already has a mechanism for alignment in the process of recognition of current competencies (RPL/RCC), where competencies completed in the extension sector can be recognised and accredited. There are existing links in delivery of training between VET providers and the extension sector. Training brokers are another important link between extension and the VET sector. However, making the practical links between training offered in extension and in the VET system will not be simple. The VET sector includes a considerable bureaucracy. Extension involves a wide range of organisations, with limited cooperation between them. The Rural Production Training Package itself is seen by some as an inhibitor to aligning extension and VET. The question of aligning extension and VET is therefore new ground in many ways.

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Discussion of results This section analyses the findings of the project. It comments on the extent of existing alignment between extension and VET, in training courses and in links and partnerships, and considers the implications of the findings in terms of a number of options.

Analysis of existing provision of VET-aligned and non-aligned extension Methodology for this report uses a two-level approach: Sample A (see Appendix A) lists 77 extension products which came to our attention through our recent research into management skill training in the livestock industry, and training brokers. 5 This was an appropriate source of data, as there is little available other recent relevant research on extension courses. However we supplemented our data by reference to Coutts’ Capacity Building Projects Database (www.couttsjr.com.au/pd/). Sample B (see Appendix B) broadens this report’s scope of extension products by sampling from offerings on a FarmBis website. As mapping to training package competencies is not compulsory in Victoria, we chose FarmBis Victoria.

Extent of alignment of courses Sample A (see Appendix A) lists a total of 77 extension products. Four of these are not run by any one organisation: they are support models such as Bestprac, a benchmarking and continuous improvement program for arid-zone wool producers, funded by Meat and Livestock Australia (MLA) and Australian Wool Innovation (AWI), or Leading Sheep, supported by the Queensland Department of Primary Industries and AWI, where regional industry committees set the direction of their learning. Two other support models are supervised by state Departments of Primary Industries: Sheep Plus (formerly Look@Wool) is overseen by Primary Industries and Resources South Australia (PIRSA); BestWool/BestLamb is supervised by the Department of Primary Industries Victoria. The other 71 products are delivered by provider/deliverers. There are nine of these providers, but as well there are a further 16 NSW PROfarm extension products whose deliverers are unspecified on the website. 6 Of the nine provider/deliverers we were able to identify, all but two are RTOs. (One of these is in the process of becoming an RTO.) Of the 71 extension courses offered by providers, all are mapped to training package competencies, except for nine—three viticulture courses are not mapped, although another two are; three of Rural Development Services’ (Tasmania) courses are not mapped, although others are, because those are EDGEnetwork courses which MLA aligns with competencies; Fitzroy Basin’s Cattle and Catchments is not mapped, although follow-up programs were planned to be mapped; Cattlecare is an accreditation program separate from the training package; there is also one generic motivational workshop. One of these extension courses is still under development, and no certificate is issued to participants. All the rest give participants a certificate—an attendance certificate, or a skills certificate (if participants do related assessment). Whether participants undertake the assessment seems to depend on the approach of the provider. Results for Sample A are shown in Figure 1 below.

5 6

Kilpatrick & Millar (2006) and Kilpatrick et al. (forthcoming). See http://www.dpi.nsw.gov.au/agriculture/profarm/about

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70

60

number of courses

50

40

30

20

10

0 mapped + certificate

mapped, no cert

not mapped, cert

not mapped, no cert

Fig. 1: Sample A. Courses from recent research by S Kilpatrick & colleagues, & Coutts n.d.

For Sample B, we took a sample of ten per cent of the approximately 700 extension products listed at http://www.farmbis.ruralfinance.com.au/ (Victoria FarmBis web pages). We emailed and telephoned providers for more information. Not all the courses listed on the website are currently operating. Providers may leave their courses on the list in order to remain registered. Courses may then be reactivated easily, usually timed to half-yearly advertising of FarmBis courses in the state’s Weekly Times agricultural newspaper. However we found some courses have in fact been discontinued by provider/deliverers. The final table (Appendix B) lists only the 57 courses that are current, as far as we could determine. These 57 Victorian FarmBis eligible extension products are delivered by 37 provider/deliverers. 23 of these provider/deliverers (62%) are RTOs. 45 of the 57 extension courses (79%) have been mapped to training package competencies or to elements of them, or could be so mapped. Of the 12 courses not mapped to the training package, three comply with Occupational Health and Safety requirements and two others comply with quality assurance requirements. 34 of the 45 mapped courses (76%) issue a certificate to participants. This is most often a certificate of attendance. Providers say clients are in the main not interested in taking the assessment that would allow them to issue a certificate of skills learned. Six courses (11% of the sample) are not mapped, and also do not issue any kind of certificate. Two of those courses were offered by organisations which are not RTOs. Results are shown in Figure 2 below. 40 35

Number of courses

30 25 20 15 10 5 0 mapped + certificate

mapped, no cert

not mapped, cert

not mapped, no cert

Fig. 2: Sample B. Courses offered under Victorian FarmBis program.

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Overall, our two-level sample produced results shown in Figure 3 below: 100 90 80

Number of courses

70 60 50 40 30 20 10 0 mapped + certificate

mapped, no cert

not mapped, cert

not mapped, no cert

Fig. 3: Overall results of two-level sample of extension courses

In summary, we found 84% of these extension courses are aligned with VET by being aligned with training package competencies, and 89% of the aligned courses issue a certificate which can be used if required as evidence in a skills recognition process. The training thus offers pathways into VET. Criticisms of RPL/RCC reported in the literature review were also raised by one person we spoke to in the course of collecting data. This spokesperson for a VET RTO said: I have a problem with RPL when the nominal duration of many extension courses is so much shorter than the hours listed for AQF 4 and 5 courses—for example, for a two-day extension course offering competencies from a course that is 80 to 200 hours overall and involves assessment, you have to be very careful how you give credit for the extension course.

Learning pathways between extension and VET depend on an RPL/RCC process in which there remain certain inconsistencies. This is a weakness in the system which needs attention. The issue is in the degree or nature of competency achieved through the extension training, and whether it is equivalent to that indicated by the AQF level. A NSW PROfarm spokesperson told us that ‘the majority of participants choose not to be assessed’ (see Appendix A). Five training providers made comments such as: ‘Participants don’t want assessment’ (see Appendix A), and ‘Clients express no interest in assessment’, ‘Few clients want [assessment]’ (see Appendix B). A certificate of participation, while helpful, can not satisfy the RPL/RCC guidelines by itself. Applicants for RPL/RCC may require support in supplying adequate evidence. The system in theory provides for this (Rural Production—A Best Practices Manual RTE03, n.d.). The large extent of alignment reflected in findings of this project occurs not because VET training is valued by extension providers or producers/farmers, but for two financial reasons: one, alignment gives access to FarmBis funding in many States; two, GST does not apply to courses that are aligned to VET competencies. As the next section shows, only some providers publicise competencies on their websites or publicity materials.

Target markets and marketing approaches Appendices A and B set out the courses in Samples A and B and identify target markets along with delivery information, course name and topic. For delivery information, we considered the text of course descriptions. In many cases this is relatively brief. Some organisations have websites which give more information and have a more pronounced marketing slant.

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In both samples, target markets in descriptions of courses are identified variously as ‘livestock producers’, ‘beef producers’, ‘dairy producers’, ‘wool growers’, ‘vineyard managers’ etc. A very few courses are more specific: for example, ‘for sheep and cattle producers who have completed Prograze’; ‘for livestock producers only available on weekends’; ‘designed for land managers and farm families interested in natural resource management for sustainable farm production’; ‘for women living in rural, regional and remote areas’; ‘for arid zone rangeland wool producers in Qld, SA, WA, NSW’. Potential clients need to peruse the course description to see if they should be in the market for the training. In this, a list of the competencies involved would be helpful. Most of the providers in Sample A make a marketing feature of the fact that courses are aligned to national training package competencies. All NSW PROfarm extension products include the competencies against which courses have been mapped, as does the RIST website. 7 Rangelands Australia 8 emphasises pathways to qualifications by means of its association with the University of Queensland’s Gatton Campus Vocational Training Unit. On the other hand, although the extension training they deliver has been mapped against training package competencies, Rural Development Services’ website 9 and that of the Kondinin Group 10 do not refer at all to assessment, training package competencies, or accreditation. Spokespersons said they believe their clients are not interested in qualifications. In Sample B, 23 of the 45 mapped courses do not offer on the FarmBis website any information related to alignment with competencies. With regard to the 22 that do include this information, this may be due to the growing FarmBis preference for it. A check of provider websites, where these exist, suggests provider perception of the marketing value of alignment is mixed. For example, Training Improvements is a Registered Training Organisation with AQTF alignment allowing qualifications to be transferred between industry packages 11

and: Swan Training Association Incorporated delivers accredited training programs in four Australian states. 12

However, five other provider websites make no reference to alignment, pathways, or accreditation (Mike Stephens & Associates, High Resolutions, Peppin Business & Financial Planners, Best-fed International and BioAg). A regional veterinarian offering a course in herd health said his course could be mapped to training package competencies, but he did not think the time spent would increase its appeal. Whole qualifications are not yet seen by many providers as useful in marketing their courses. Most providers describe their courses as ‘workshops’ or ‘seminars’. Practical work is emphasised, clearly seen as an effective marketing approach. This is supported by literature on farmers’ preferences for project-based or action learning (Johnson, Bone and Knight 1996; Bamberry et al. 1997; Kilpatrick 1997, 1999). Our analysis of courses in Samples A and B suggests that the great majority are constructed on a Programmed Learning Model (Coutts & Roberts 2003). However, the inclusion of practical and on-farm delivery to a group training exercise (Marsh & Pannell 2000; Jordan et al. 2000; Sheath & Webby 2000; Couix & Hubert 2000; Fleischer et al. 2002) would add elements of the Group Facilitation/Empowerment Model to the training. Coutts and Roberts (2003) advocate such interplay and interdependency between capacity building models. Our data shows that there is a strong trend towards improvement on traditional Programmed Learning Model training delivered indoors: 30 of the 7

See http://www.rist.com.au See http://www.rangelands-australia.com.au 9 See http://www.ruraldevelopmentservices.com.au 10 See http://www.kondinin.com.au 11 See http://www.trainingimprovements.com.au 12 See http://www.swantraining.com.au/ 8

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77 extension products listed in Appendix A are marketed on websites as including an ‘outdoor’ or ‘paddock’ setting, and/or as visiting participants’ farms, and/or as being interactive, and/or as including development of individual farm plans etc. (The Appendix B FarmBis website inclusions are standardised to a basic course description, usually ‘workshop/seminar’.) Two other aspects of training are used in marketing: quality of trainers and customisation of training. The main sources of our data produced little information on these, but where organisations have a website, they emphasise expertise of deliverers/facilitators and customisation of training to local requirements (for example, in Sample A, RIST and PROfarm websites; in Sample B, Training Improvements’ website). Some organisations also do this in their course description on the Victorian FarmBis website (for example, Best-Fed International).

Links and partnerships The literature review has shown that links and partnerships between training organisations, and between extension and the VET sector in particular, are not extensive. Our analysis of Samples A and B confirms this. There are important links between the major RTOs, state departments of primary industries, and other organisations. For example, CB Alexander College (Tocal) (see Appendix A) is part of the New South Wales Department of Primary Industries. Many PROfarm courses are delivered there, or at Murrumbidgee College (Yanco), the other DPI VET organisation. In Victoria, BeefCheque/LambCheque programs are collaborations between the DPI, Rural Industries Skill Training (RIST), some private sector facilitators, and MLA (see Appendix A). The literature shows that VET RTOs may have links or partnerships with higher education organisations. Some are VET centres in universities, for example, in Appendix A, Rangelands Australia. Our study revealed that RIST (see Appendix A) has offered Certificate IV in Wool classing for Melbourne University students completing a Bachelor of Agriculture from their Dookie Campus in North East Victoria. Training providers also have links or partnerships with each other. Sometimes this is because they are branches of one organisation; for example OSR Business Solutions (see Appendix B) is the corporate training division of Gold Coast Institute of TAFE. But RIST (see Appendix A) has delivered Farm Safety training for Marcus Oldham Agricultural College in the past and may do some pasture based training with their students in the near future; AgForce Training in Queensland (see Appendix A) works with other RTOs in some activities. Information available to the present research showed that six of the 39 providers in Sample B have links or partnerships with other providers. One of these, Kerang Learning Centre (see Appendix B), a small Victorian regional provider, has partnerships with local TAFEs. A spokesperson said the sharing of resources was mutually useful. Our study revealed no formal links between extension and VET at the levels of Boards and Advisory Groups.

Summary of findings On the whole, pathways between the sectors are present. Extension courses are largely mapped to training package competencies. RPL/RCC is the link by means of which trainees can move between the sectors and potentially gain full qualifications. RPL/RCC involves an assessment of trainee performance. Through RPL/RCC, VET may recognise and accredit training done in the extension sector; by having courses mapped to competencies, the extension sector facilitates the process. Much extension training includes no assessment, and offers only a certificate of participation or attendance. By itself, such certification may be insufficient to assess skills learned, but it is a beginning. However, there are no other extensive links and partnerships between the sectors.

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The two sectors each have their own advantages: Extension is attractive to the industry and to individual farmer/producers. It is important to preserve the characteristics that make it so, including: • part-time training • flexible or work-place based delivery • a fast and practical response to new learning needs • industry credibility in the qualifications and experience of trainers/assessors • a low financial and time commitment • a commercial orientation • is an important tool in rural capacity building (Macadam et al. 2004; Coutts et al. 2005; Roberts et al. 2005). On the other hand, there are advantages to VET: • funding (including GST exemption) • infrastructure • importance for career establishers • credentials that are nationally recognised (useful for career change, quality assurance, overseas markets) • is a contributor to rural capacity building (CRLRA 2001, 2002). Leading extension providers have embraced VET and used it to their advantage. Providers such as RIST, for example, offer full qualifications at AQF levels 4 and 5. There are economic reasons for combining extension and VET, and AQF standards provide quality control over training, augmenting the quality control which FarmBis eligibility confers on certain extension courses. Better alignment of extension and VET would unite the strong elements of each sector and enable improvement of the education and training sector’s contribution to rural capacity building.

19

Options The following options emerge from the findings of this study. Option 1 The situation be allowed to go on developing as it is. A considerable degree of alignment has been achieved, especially in extension courses mapped to training package competencies. The extension and VET sectors, as they are, play an important role in servicing the training needs of the agricultural industry. Financial incentives (for example, FarmBis and similar training subsidies) and new career pathways involving younger people are gradually favouring the formal education and training sector, including VET, which already is an important provider of career-establishing training (for example, in its agricultural colleges and TAFEs). The extension sector needs to be aware of these younger people coming through with VET qualifications, and prepare to build on these by offering courses that continuously upgrade the cohort’s skills. Option 2 Industry, the extension and VET sectors, government and the Agri-food Industry Skills Council work together to consider ways of better aligning extension and VET, and strengthening collaboration between the sectors. ‘Capacity building,’ as Macadam et al. (2004, p. 29) say, ‘requires the taking of action.’ It may therefore be an appropriate moment to take action with regard to aligning extension and VET. As Fulton et al. (2003) point out, relationships between organisations such as extension and VET influence learning and on-farm change. It is therefore in the interests of rural industries that this relationship be strengthened. Alignment between extension courses and VET competencies could be strengthened by continued active industry involvement with the Agri-food Industry Skills Council and with RTOs, to ensure appropriate credit is assigned for training done in extension courses. Credit must reflect similar levels of learning as that done by VET clients. Extension should be upskilled in appropriate ways of assessment that are integrated into the course/workshop, sparing participants an unwanted commitment of time and stress for post-course assessment. Links and partnerships between the extension and VET sectors could be strengthened and extended, with representation of the other sector on Advisory Boards etc. It is important to ensure that what is good about extension remains, and that aligning with VET is not to the detriment of extension. The move should be as much (if not more) to better align VET with extension as vice versa.

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Recommendations Recommendation 1 The CVCB should build on moves to better align VET with extension through encouragement of industry involvement with the Agri-food Industry Skills Council and with RTOs and strengthening of links and partnerships with representation of the other sector on Advisory Boards. Recommendation 2 CVCB to encourage training brokers to assist in further coordination of training efforts in the two sectors. Training brokers consider the whole suite of present and potential training opportunities and actively match needs to training, acting in the best interests of clients. Brokers could be used to facilitate better coordination between extension and the VET sector at a regional level. They can assist farmers to work through the range of available training and negotiate the learning pathway best suited to their individual needs. Recommendation 3 Quantitative data on producers’ attitudes towards VET and extension, and outcomes of VET and extension training, should be collected by ABARE, NCVER, or an independent organisation. VET and extension providers’ feedback from clients regarding their perceptions of their training experiences may lack the sort of detail that would enable an effective response to target market criticisms. Good quantitative data about producers’ attitudes towards VET and extension training, their experience of it, and outcomes of attending courses would be useful to inform Industry, the extension and VET sectors, government and the Agri-food Industry Skills Council in working together to consider ways of better aligning extension and VET. Recommendation 4 Extension and VET providers should look to employing credible industry people and upskill these as trainers. Training organisations should encourage people working in extension to become trainers through raising the profile of trainers, e.g., by scholarships, awards and promotion in industry newsletters. High quality, credible trainers with up-to-date technical expertise, industry background and ongoing professional development are vital to successful training outcomes. Both the VET and extension sector trainers require ongoing professional development.

21

Suggestions for further research Assessment of extension courses As reported above, our research shows that some providers make a marketing feature of the fact that courses are aligned to national training package competencies and encourage clients to complete the assessment associated with their extension training. Other providers do not focus on the alignment of their courses because they believe their clients are not interested in qualifications. There is a need for further research on how extension providers present the idea of assessment, how it can best be seamlessly integrated into the training, and how clients respond to this. Use of VET’s RPL/RCC process in recognition of competencies gained in extension training Learning pathways between extension and VET depend on an RPL/RCC process in which there remain certain inconsistencies. This is a weakness in the system which needs attention. The issue is in the degree of competency achieved through the extension training, and whether it is equivalent to that indicated by an AQF level. Further research into VET RTOs’ use of the process is needed.

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Appendix A SAMPLE A: CHARACTERISTICS OF EXTENSION COURSES AND EXTENT OF ALIGNMENT TO VET (Extension products drawn from recent research by S. Kilpatrick and colleagues, and with reference to Coutts n.d.) Note: PLM = Programmed Learning Model

Organisation

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive certificate of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive certificate of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive certificate of attainment. Majority participants choose

Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council has no VET rep. Courses are evaluated.

NSW based organisations/programs

28

NSW PROfarm, Tocal and DPI NSW, various other venues

Stocksafe (incorporating Beef Care & Handling)

Husbandry skills, herd health

Livestock producers

PLM, workshop, 2 days. Delivered by DPI people, Tocal people, specialist facilitators

RTE2118A

NSW PROfarm, Tocal/DPI NSW/ various other venues

Better bull buying

Selecting animals for breeding

Beef producers

PLM. Workshop. Delivered by DPI people, Tocal people, specialist facilitators

RTE4913A

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Stock assess

Assessing cattle, marketing

Beef producers.

PLM. Workshop. 2 days Delivered by DPI people, Tocal people, specialist facilitators

RTE3113A

NSW PROfarm (DPI funding

Beef-n-omics

Improve profitability of

Beef producers

PLM. 3 days Delivered by DPI

RTE4913A Analyse and

Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. Link to VET. Tocal is RTO; offers full

Organisation

Course name

subsidy program), Tocal & various other venues

Topic

Target group

29

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

people, Tocal people, specialist facilitators

interpret production data RTE4104A Develop livestock feeding plans

not to be assessed, receive certificate of attendance. If complete the assessment tasks receive certificate of attainment.

VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated.

Livestock producers

PLM. 1 day Delivered by DPI people, Tocal people, specialist facilitators

RTE3006A

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive certificate of attainment.

Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated.

Majority participants choose not to be assessed, receive cert attendance. If complete the assessment tasks receive certificate of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment.

Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated.

breeding herd

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Planting improved pastures

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Prograze

Pasture management

Livestock producers

PLM plus followup. Workshops. 8 over 8 mths. Delivered by DPI people, Tocal people, specialist facilitators

RTE4104A

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Soils & fertilizers

Improve soils

Livestock producers

PLM. Workshop. 1 day. Delivered by DPI people, Tocal people, specialist facilitators

RTE4511A

Course name

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Introduction to irrigation management

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Topfodder silage

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

Livestock producers.

PLM. Workshop. 4 days Delivered by DPI people, Tocal people, specialist facilitators

RTE4605A

Pasture management

Livestock producers

PLM. Workshop. 3 days. Delivered by DPI people, Tocal people, specialist facilitators

RTE4026A

SMARTtrain chemical risk management

Trains supervisors of employees using hazardous chemicals. Accreditation requirement.

Livestock producers

PLM. Workshop. 1 and half days Delivered by DPI people, Tocal people, specialist facilitators

AQF IV: RTC4701A, RTC4702A, RTC4703A

SMARTtrain chemical risk management reaccreditation course

Reaccreditation requirement

Livestock producers

PLM. Workshop. 1 and half days Delivered by DPI people, Tocal people, specialist facilitators

AQF IV: RTC4701A, RTC4702A, RTC4703A

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive a cert of attainment.

Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated.

30

Organisation

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

NSW PROfarm (DPI funding subsidy program), Tocal & various other venues

OHS Risk Management on farms

Comply with OHS legislation

Livestock producers

PLM. Workshop. 2 days. Delivered by DPI people, Tocal people, specialist facilitators

RTE4701A

NSW PROfarm (DPI funding subsidy program) various venues

Crop forecasting for wine grapes

To assist growers to reliably and objectively measure wine grape crop yields.

NSW vineyard managers

An industrybased nonaccredited course

Link to VET. Tocal is RTO; offers full VET quals as well as extn. Part of DPI NSW. Advisory Council includes no VET rep. Courses are evaluated. No obvious link to VET.

NSW PROfarm (DPI funding subsidy program) various venues

Farmer’s guide to managing climate

To help farmers reduce risk by monitoring and effectively incorporating weather and climate information into their decision making.

Farmers, graziers, land managers

PLM. 4 day workshop. Indoor/outdoor. Developed by CSIRO & Vic Dept Natural Resources & Environment, Grape & Wine Research Devt Corporation. PLM. 1 day indoor workshop.

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Certificate of attendance.

RTE5523A Develop climate risk management strategies.

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment.

Link to VET.

NSW PROfarm (DPI funding subsidy program) various venues

Getting started with environmental management in viticulture Research to

To assist wine grape growers improve their environmental management using

Wine grape growers

PLM. 1 day indoor workshop. Course developed by the Grape and Wine Research

Industry-based non-accredited course.

Certificate of attendance.

No obvious link to VET.

31

Organisation

Organisation

Course name

Topic

Target group

Practice®

an environmental assessment tool.

NSW PROfarm (DPI funding subsidy program) various venues

Grapevine nutrition - Research to Practice®

To assist growers develop a grapevine nutrition program.

Wine grape growers

NSW PROfarm (DPI funding subsidy program) various venues

Integrated Pest Management in viticulture Research to Practice®

To assist wine grape growers develop a plan for the management of target pests.

NSW PROfarm (DPI funding subsidy program) various venues

Introduction to environmental management systems (EMS)

Competencies

Assessment/ Certificates

Pathways & Links

PLM. 2 day indoor/outdoor workshop. Course developed by the Grape and Wine Research Development Corporation.

Mapped to RTF4004A Develop a plant nutrition program.

Link to VET.

Wine grape growers

PLM. 2 and a half day indoor/outdoor workshop. Developed by the Grape and Wine Research Development Corporation.

Mapped to RTD5402A Develop a strategy for the management of target pests.

To introduce the concept of an environmental management system (EMS). To help farmers develop their own EMS. Highlight benefits of sustainable ag.

Farmers and their advisors, private consultants and agency staff.

PLM 2 day indoor workshop.

Mapped to BSBMGT610A - Manage environmental management systems

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive cert attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment.

Assessing lambs; understanding markets and their specifications.

Lamb producers, livestock agents and buyers

Majority choose not to be assessed, receive certificate of attendance. If complete the

Link to VET.

Development Corporation.

32 NSW PROfarm (DPI funding subsidy program) various venues

Lamb assessment and marketing

Delivery

PSPPOLD501A - Develop organisation policy PLM workshop 1 – 1.5days, depending on whether abattoir visit included.

Mapped to BSBMKG302A - Identify market opportunities.

Link to VET.

Link to VET.

Organisation

NSW PROfarm (DPI funding subsidy program) various venues

NSW PROfarm (DPI funding subsidy program) various venues

Course name

LANDSCAN®

Prograze Plus

33 NSW PROfarm (DPI funding subsidy program) various venues

Prograze abridged

NSW PROfarm (DPI funding subsidy program) various venues

Property management planning (PMP) series

Topic

Target group

Assists farmers, land managers, to assess natural resources, better match land use to land capability, balance production, profit & sustainability.

Farmers

Builds on the skills and knowledge learnt in PrograzeTM, leading to the development of a whole farm fodder budget.

For sheep and cattle producers who have completed PrograzeTM

Abridged version of 8 day PrograzeTM course: develop skills in assessing pasture, animal production, develop pasture & livestock management plans. Aims to guide participants through process of whole farm

Delivery

Competencies

PLM 5 half days and 1 full day session over 4-6 months. Delivered on farms and includes many outdoor practical activities

Mapped to RTF5521A Monitor and manage soils

PLM plus followup. 5 half day workshops (17 hours total) delivered over 9 months.

Mapped to RTE4104A Develop livestock feeding plans

Livestock producers only available on weekends.

PLM intensive two day course, indoor/outdoor

Mapped to the national unit of competency, RTE4104A Develop livestock feeding plans.

Designed for farm families and land managers

PLM 8 days. Indoor and outdoor/paddock based instruction.

Mapped to: RTE5516A Develop a whole farm plan

RTF2504A Determine basic properties of soils

RTE3114A Implement feeding plans for livestock

Assessment/ Certificates assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment.

Pathways & Links

Link to VET.

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment.

Link to VET.

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate

Link to VET.

Link to VET.

Organisation

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Participants encouraged to bring partner at no additional cost.

RTE4511A Develop a soil use map for a rural property

of attendance. If complete the assessment tasks receive cert of attainment.

Designed for land managers and farm families interested in natural resource management for sustainable farm production.

PLM. 6 days. Indoor/outdoor/& paddock based instruction. Participants encouraged to bring partner at no additional cost.

Mapped to RTE5516A Develop a whole farm plan

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive certificate of attainment.

Link to VET.

Stock agents, saleyard operators, Rural Lands Protection Board rangers, NSW DPI regulatory staff, transport operators, cattle producers.

1 day. PLM. Mainly indoors.

Mapped to RTE3907A Use a hand held e-business tool.

Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Majority participants choose

Link to VET.

planning and natural resource management for sustainable farm production. NSW PROfarm (DPI funding subsidy program) various venues

Property management planning (PMP) for natural resource management

Natural resource management

RTE4511A Develop a soil use map for a rural property

34

NSW PROfarm (DPI funding subsidy program) various venues

Property-toproperty transfer National Livestock Identification System (NLIS)

NSW PROfarm (DPI funding subsidy program) various venues

Shaping our futures together (SOFT)

Leadership course

Women living in rural, regional and remote areas.

PLM. 2 days. Indoors.

Mapped to RTD3814A Present proposed courses of action to meeting.

NSW PROfarm (DPI funding

Tactical grazing management for

Assist develop sustainable,

Western division graziers.

PLM 2 days,

Mapped to RTE4011A -

Pathways & Links

Link to VET.

Link to VET.

35

Organisation

Course name

Topic

subsidy program) various venues

semi-arid rangelands

profitable grazing enterprise.

NSW PROfarm (DPI funding subsidy program) various venues

Wine grape quality management Research to Practice®

Assist growers to identify the factors contributing to wine grape quality and how these might be manipulated

TAFE New Eng Institute

Cattlecare

Enhancing uptake of this quality control accreditation

Biodynamic Agriculture Australia

Introduction to Biodynamic Farming Practices

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

mostly outdoors.

Manage pastures for livestock production.

Wine grape growers

PLM, mainly indoors. Two and a half days. This course was developed by the Grape and Wine Research Development Corporation.

Industry-based non-accredited course.

not to be assessed, receive certificate of attendance. If complete the assessment tasks receive cert of attainment. Certificate of attendance.

No obvious link to VET.

Beef producers in NSW

PLM plus elements of Empowerment Model. 4 workshops.

Producers from all primary industry sectors

PLM. 2-day workshop run in all states except Tas.

Part of Cattlecare accreditation system, in accordance with internationally recognised standards. Uptake of prog in NSW had been slow; MLA funded 3 providers to increase uptake. Workshops cover some of the competencies of

Accreditation cert.

RTO. This course at this organisation therefore linked to VET. RTO has articulation agreement with the University of New England.

Successful completion provides participants with a

RTO. Course linked to VET. Main funding is FarmBis. Partnership with

Organisation

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

the Agricultural and Horticultural Training Packages.

Certificate of Attainment for the competencies achieved, from a Registered Training Organisation in New South Wales.

Tocal College.

RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. Clients who complete Prograze are eligible to move into Year 2 of BeefCheque. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep

Vic based organisations/programs Prograze

RIST

RIST

Pasture management

Livestock producers

PLM plus followup. Courses customised for locality. Workshop. 7-8 half-day meetings, 3-4 weeks apart

RTE4011A Manage pastures for livestock production RTE4913A Analyse and interpret production data

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

Sheep nutrition

Sheep growers

PLM. Workshop 3 days

Yes: RTE4104A - Develop livestock feeding plans

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

Manage pasture for livestock nutrition

Livestock producers

PLM. Workshop. 10 sessions

Yes

Most complete assessment & get Certificate stating competencies. Attendance cert for

36

RIST

Organisation

Course name

RIST

Top Fodder

RIST

Lifetime wool

Topic

Health aspects of merino ewe

Target group

Delivery

Competencies

37

Assessment/ Certificates

Pathways & Links

others.

on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed.

Livestock producers

PLM.

Yes

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

Wool growers

PLM plus followup. Groups of 4. Facilitated by industry expert. Visit to each producer’s farm each meeting. 6 sessions per year over 2 yrs.

Yr 1 RTE3904A Keep records for primary production business RTE4104A Develop livestock feeding plans RTE3114A Implement feeding plans for livestock; Yr 2 RTE4913A Analyse, interpret production data RTE5104A Develop livestock health & welfare strategies

No – program still in development phase

Course name

RIST

Beef nutrition

RIST

Beef herd health

RIST

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

Beef producers

PLM. Workshop. 2 days, option of 3rd day.

RTE4104A Develop livestock feeding plans

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

Managing a productive healthy herd

Beef producers

PLM. Workshop. 2 days.

RTE5104A Develop livestock health and welfare strategies

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

Carving up the meat pie

Marketing

Beef producers

PLM. Workshop. 2 days.

RTE5921A – Market products and services

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST

Breeders for profit

Improve profitability by improving cow selection

Beef producers

PLM. Workshop. 2 sessions.

RTE5107AIdentify and select animals for breeding

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST

Beef marketing

Improving industry

Beef producers

PLM. Workshop. 8

RTE5921A –

Most complete

RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, Higher Ed. RTO. RCC

38

Organisation

Organisation

Course name

Topic

Target group

and on-farm profitability through an increased number of cattle meeting target market specifications

39

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

sessions. Delivered by DPI extension staff and specialist deliverers.

Market products and services RTE5918A – Arrange marketing of livestock

assessment & get Certificate stating competencies. Attendance cert for others.

available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed. RTO. RCC available;

RIST

Top fodder silage

Increase feed value of silage

Dairy producers

PLM. Workshop. 4 sessions. Participants develop own management plan.

RTE5015A Manage the harvest of agricultural and horticultural crops

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST

Money making mums

Identify & select animals for breeding

Sheep producers

PLM, with group discussions and hands-on. Workshop. 1 day.

RTE5107A Identify and select animals for breeding

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST

Effective breeding programs

Identify & select animals for breeding

Livestock producers

PLM. EDGEnetwork Workshop. 1 day.

RTE5107A Identify and select animals for breeding

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST

Triple P (Paired Paddock Prog)

Managing & developing

Livestock producers

PLM, plus on-farm sessions. AWI

Year 1 RTE4104A -

Most complete assessment & get

Organisation

Course name

Topic

Target group

productive pastures

40

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

program. Workshop. 10 days over 2 yrs. Skilled facilitator. Small groups, enabling visit to each participant’s farm each meeting day.

Develop livestock feeding plans RTE4913A Analyse and interpret production data Year 2 RTE4004A Develop a plant nutrition program RTE5912A Plan and monitor production processes RTE6901A Analyse business performance

Certificate stating competencies. Attendance cert for others.

RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed.

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, Higher Ed. RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, Higher Ed. RTO. RCC available; RIST is involved in

RIST

Enterprise health check

Analysing business performance

Livestock producers

PLM. Workshop, profit mapping own business

RIST

BizCheck

Monitor & review business performance

Livestock producers

PLM. Workshop, profit mapping own business

RTE5906A Monitor and review business performance

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST

Taking control of your future

Making sound decisions for future profitability

Livestock producers

PLM, with group discussions & presentations.

RTE6901A – Analyse business

Most complete assessment & get Certificate stating

Organisation

Course name

Topic

Target group

BeefCheque/ Lambcheque

Grazing management, skills to increase profitability

Beef & lamb producers in Vic.

DPI Vic

BestWool/ BestLamb

A program that facilitates practice

Victorian wool and lamb producers

Competencies

Assessment/ Certificates

Pathways & Links

Workshop. 8 sessions delivered by consultant in agricultural economics and agri-business management. PLM, plus followup (Coutts n.d.). Activities grounded in local farms. Year 1: 7 workshops; Year 2: 10 sessions on focus farm; Year 3: visit each other’s farms.

performance. SFILEAD04A – Plan and achieve change and results

competencies. Attendance cert for others.

VET & extension sectors. No VET rep on board. RIST has links with other RTOs, also with Higher Ed.

Year 1 RTE4011A Manage pastures for livestock production RTE4913A Analyse and interpret production data Year 2 RTE4104A Develop livestock feeding plans RTC5913A Collect and manage data Year 3 RTE5106A – Develop production plans for livestock RTE5906A – Monitor and review business performance

Most complete assessment & get Certificate stating competencies. Attendance cert for others.

RIST is RTO. RCC available; RIST is involved in VET & extension sectors. No VET rep on board. RIST has links with other RTOs, Higher Ed. BeefCheque/ LambCheque progs are collaboration between DPI, RIST, some private sector facilitators, also MLA (program incorporated into EDGEnetwork. Pilot phase 1995-2000 was evaluated (Coutts n.d.). RIST now conducts preand post-course surveys. Pathway from Prograze to Year 2 BeefCheque.

Industry-funded extension

Not applicable

Advisory Committee with membership

41

RIST and DPI Victoria

Delivery

Group Facilitation/ Empowerment

Organisation

Course name

Topic

Target group

Delivery

Competencies

Model (Coutts n.d). Program considered to have ‘high effectiveness’ (Coutts n.d.) Neighbourhood discussion groups with group coordinators. Group members meet regularly for facilitated discussions, farm walks, training workshops and information sessions aimed at improving farm business profitability. Also regional information forums with expert speakers, telephone seminars.

product. Not mapped.

Farmers

PLM. 1 day workshop.

Cert IV level, covers 3 competencies

Certificate at end of course. Gives details.

Agribusiness CEOs etc

PLM. Workshop. 3 days.

Not mapped.

Certificate.

change via appropriate learning activities delivered to large network of producers, coordinators and groups.

Assessment/ Certificates

Pathways & Links that includes producers, industry, investor representatives. Partnerships with innovative research and development projects.

42 Qld based organisations/ programs AgForce Training

Responsible rural safety management

AgForce Training

Covey 7 habits of highly effective

Leadership development,

Link to VET. RTO. Also works with other RTOs in partnership in other activities. RTO. Also works with other RTOs in

Organisation

Course name

Topic

people

organisational management & change Managing climate risk

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links partnership in other activities.

AgForce Training

ClimEd Project- to produce learning materials & resources for this course, to be completed June 06.

Fitzroy Basin Association, Qld, with a private regional training provider

Cattle and Catchments™

Training that integrates production and conservation objectives

Particularly graziers.

Rangelands Aust

Being heard as a stakeholder in the Rangelands

Knowledge & skills for multistakeholder processes

Rangelands Aust

Introduction to monitoring for management

Management of monitoring tools

Rangelands Aust

Balancing

Farmers, agribusinesses

Diploma level course, covers 1 AQF competency

Certificate at end of course. Gives details.

Pilots were not accredited, but subsequent offerings will be.

No certificate.

Pastoralists, graziers, agribusiness & agency staff, etc.

PLM. Activity based workshop over 2 consecutive days.

Most competencies are level 5 or 6, mapping signed off by QRITC.

Pastoralists, graziers

PLM. 1 day workshop incl practical field session.

Most competencies are level 5 or 6, mapping signed off by QRITC.

Pastoralists,

PLM. 2 days, 4-6

Most

Statement of participation, or Statement of Attainment issued by UQ’s Gatton Campus Vocational Training Unit, lists competencies. Statement of participation, or Statement of Attainment issued by UQ’s Gatton Campus Vocational Training Unit, lists competencies. Statement of

43

PLM. 6 units and a project, each of 1 day, over a week, or a month, or as required. Pilot participant workshop held April 06. PLM plus followup. Introductory field day. Then 2 day workshops, on-farm visits, and follow-up field day.

Link to VET. RTO. Also works with other RTOs in partnership in other activities. Likely MLA will promote program throughout Aust. Not RTO. Community organisation with multiple govt, private and community groups. Funding from FarmBis. Link to VET. RTO. Course developed with funding from MLA and DAFF through FarmBis.

Link to VET. RTO. Course developed with funding from DAFF, with MLA

Link to VET. RTO.

Organisation

Course name

Topic

economic, environmental & social outcomes

Success in diversification

Rangelands Aust

Understanding global & national trends influencing your business & community

Not run by an organisation. Support from Qld DPI, AWI

Leading sheep

44

Rangelands Aust

Practicalities of diversification

Improve farm management onfarm production

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

graziers, other interested parties

wks apart.

competencies are level 5 or 6, mapping signed off by QRITC.

Course developed with funding from DAFF, with MLA

Pastoralists, graziers

PLM, 2 consecutive days

Most competencies are level 5 or 6, mapping signed off by QRITC.

Pastoralists, graziers

PLM, 8-12 hrs.

Most competencies are level 5 or 6, mapping signed off by QRITC.

Qld woolgrowers

Group Facilitation/ Empowerment model. Regional committees set directions of learning activities; project resources this process.

Not applicable

participation, or Statement of Attainment issued by UQ’s Gatton Campus Vocational Training Unit, lists competencies. Statement of participation, or Statement of Attainment issued by UQ’s Gatton Campus Vocational Training Unit, lists competencies. Statement of participation, or Statement of Attainment issued by UQ’s Gatton Campus Vocational Training Unit, lists competencies. Not applicable

Livestock producers

Prograze is PLM plus follow-up. Other courses are PLM. Workshops.

All extension courses are mapped to the

Yes. Gives details.

RTO. This company does not make reference to alignment or

Link to VET. RTO. Development of course funded by MLA and UQ.

Link to VET. RTO. Development of course funded by MLA and UQ.

No obvious link to VET.

WA based organisations/programs Kondinin Group Industry Training (EDGENetwork Licensee in

Number of courses including 1 Prograze, 2 Effective

45

Organisation

Course name

Western Australia)

Breeding and Nutrition 3 Time Management and Conflict Resolution.

Not run by an organisation. Support from AWI

The sheep’s back

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

training package. There is incentive for providers, as there is no GST on mapped courses delivered under the national training framework.

Best practice management & husbandry practices

WA wool growers

Group Facilitation/ Empowerment model.

Not applicable

Not applicable

Building management & technology skills.

SA wool producers

Group Facilitation/ Empowerment model. Start up workshop, support sessions after 30, 90 & 180 days.

Not applicable

Not applicable

Farmers

PLM. Workshop. Interactive. 1 day.

Aligned to elements within units of competence but not assessed because participants

Certificate of participation gives details.

Pathways & Links certification on website. For majority of its clients, this is not an issue. However the company sees growing groundswell of people recognising need for qualifications. The company is doing a big push with RPL. Link to VET in this. No obvious link to VET.

SA based organisations/programs PIRSA

SheepPlus (formerly Look@Wool)

Regional Skills Training, SA

Economics of machinery ownership

No obvious link to VET. PIRSA is not an RTO. Project Advisory Panel: growers, AWI, PIRSA. Collaboration with AWI. Feedback solicited from participants. Link to VET. RTO. Clients could be RPL’d on basis of this course.

Organisation

Course name

Topic

Target group

Delivery

46

Regional Skills Training SA

68 Machinery harvest management &efficiency

Farmers

PLM. Workshop. Interactive. 1 day

Regional Skills Training SA

69 Improving your own business management

Farmers

Group Facilitation/ Empowerment model plus PLM. Workshops. Groups meet 4-6 times a year. They decide training topics, deliverers, locations. Marketing approach specifically excludes assessment: ‘Regional Skills Training Pty Ltd recognises that some people may not want accredited, assessed training. We offer the opportunity for local groups to attend non

Competencies don’t want assessment Aligned to elements within units of competence but not assessed because participants don’t want assessment Aligned to elements within units of competence but not assessed because participants don’t want assessment.

Assessment/ Certificates

Pathways & Links

Certificate of participation gives details.

Link to VET. RTO. Clients could be RPL’d on basis of this course.

Certificate of participation gives details.

Link to VET. RTO. Clients could be RPL’d on basis of this course.

Organisation

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Pathways & Links

Link to VET through course mapping. In process of becoming RTO. Link to VET through course mapping. In process of becoming RTO. Link to VET through course mapping. In process of becoming RTO. Link to VET through course mapping. In process of becoming RTO. Link to VET through course mapping. In process of becoming RTO.

assessed training days on a regular basis.’

Tas based organisation/programs

47

Rural Development Services

Effective breeding programs

Identify & select animals for breeding

Livestock producers

PLM. EDGEnetwork workshop. 1 day.

EDGEnetwork courses are mapped.

Certificate of attendance.

Rural Development Services

Money making merinos

Increase genetic value of ewes

Woolgrowers, lamb producers

PLM. EDGEnetwork workshop. 1 day.

EDGEnetwork courses are mapped.

Certificate of attendance.

Rural Development Services

Money making mums

Increase genetic value of crossbred ewes

Lamb producers

PLM. EDGEnetwork workshop. 1 day.

EDGEnetwork courses are mapped.

Certificate of attendance.

Rural Devt Services

Wean more lambs

Increase flock reproduction

Lamb producers

PLM. EDGEnetwork workshop. 1 day.

EDGEnetwork courses are mapped.

Certificate of attendance.

Rural Devt Services

Prograze

Pasture management

Livestock producers

Mapped.

Certificate of attendance.

Rural Devt Services Rural Devt Services

Farm management planning Pasture and livestock management Tree shelter belt design

PLM plus followup. 7 half-day sessions with 3-4 week break in between. Each session run on a participant’s farm. PLM. 8 1-day workshops. PLM. Half-day workshop.

Not mapped.

Certificate of attendance. Certificate of attendance.

In process of becoming RTO. In process of becoming RTO.

PLM with visits to farms. 3-hr sessions.

Not mapped.

Certificate of attendance.

In process of becoming RTO.

Rural Devt Services

Maximising pasture production & utilisation

Not mapped.

Organisation

Course name

Topic

Target group

Delivery

Not run by an organisation. Support from AWI

8x5 wool profit program

Aims to assist Tasmanian wool producers achieve an 8 per cent annual return on assets managed within 5 years through access to benchmarking, best practice information, group improvement initiatives and a State-wide wool profit awards program.

Tas wool producers

Integrated research, development and extension program. Mix of Information Access and Technological Devt Models.

Competencies

Assessment/ Certificates

Pathways & Links

48

Multi-state based programs Not run by an organisation. Funders: MLA & AWI.

Bestprac

Benchmarking and continuous improvement program

Arid zone rangeland wool producers in Qld, SA, WA, NSW

Group Facilitation/ Empowerment model. Groups meet 4 times/yr. Facilitator.

Not applicable

Not applicable

No obvious link to VET.

49

Appendix B SAMPLE B: CHARACTERISTICS OF EXTENSION COURSES AND EXTENT OF ALIGNMENT TO VET A ten per cent sample from around 700 extension products listed at http://www.farmbis.ruralfinance.com.au/ (Victoria FarmBis web pages). Note: PLM – Programmed Learning Model.

Course name

Topic

Chris McGowan Rural Computing

Advanced Use of PAM2000 and Mapping

Peppin business & financial trainers

Asset management – unit A – complete risk assessment

Using a computer Crop and program for livestock farmers management of production resources and to comply with the various QA reports needed for crop and livestock management. Farmers

50

Organisation

Target group

Delivery

Competencies

Workshop/ Seminar – 6 hrs. PLM.

Content is mapped to training package competencies as provider initially offered it through SA FarmBis, which requires mapping.

Individual 1 on 1 consultancy. Personalised consultant model. Lists regions where training available.

FNBGEN06A Survey potential risk exposure RUAAG40210H A/03 Establish, maintain procedures identify OHS hazards, assess risk, maintain approp. control measures. RUAAG1520DY A/01 - Observe and record on the farm

Assessment/ Certificates Statement of attendance issued.

Pathways & Links Not RTO. Link to VET via mapped course.

No certificate.

RTO. Link to VET. Partnership with Mike Stephens and Associates

51

Organisation

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates No.

Pathways & Links RTO. UNI Partnerships.

Agricom Rural Computing

Beef Program Management using Herd Magic 2000 Level 2

For existing users of Herd Magic 2000 Saltbush Software

Beef producers

Not mapped.

Sunraysia Institute of TAFE

Better Cropping Through Conservation Farming

Develop understanding of control traffic farming, methods of applying this information to own farming enterprise

Broad acre cropping farmers

Individual & group consultancy – 8 hrs. Personalised consultant model. Workshop/ Seminar – 3 x 5 hr sessions. PLM.

Learning outcomes are linked to RUAAG5200BM A - Review strategic direction of business

Participants receive participation form that states the unit involved and a NA (not assessed) rating

RTO. As a TAFE, is significant part of VET sector.

DPI Vic

Box IronBark Ecology Course

Improve on ground natural resource management outcomes for this threatened ecosystem (Box Ironbark)

A range of key public and private land managers.

Workshop/ Seminar over 5 days. PLM.

Course covers different aspects of several competencies, but has not been mapped specifically.

Certificate of participation issued by the Department of Sustainability & Environment as course provider

Not RTO. Course linked to VET. DPI is looking to partner with perhaps a local TAFE so that course participants are able to gain RPL for (possibly) Certificate 1V Conservation & Land Management. This exercise will involve mapping.

Course name

Topic

Target group

Delivery

Competencies

Mike Stephens and Associates

Business Analysis Group

Improve business decision-making skills

Farmers

Mapped to competencies in RUA98 training package.

Training Improvements

Business skills

Train farmers in business management techniques

Farmers

All State Agricultural Service

Cattle Reproduction and Breeding Management

Develop/ implement a breeding strategy.

Cattle farmers

Workshop/ Seminar – 32 hrs plus 3 hrs individual. Mix of PLM & personalised consultant model. Lists regions where training available. Workshop/ Seminar – 8 hrs. PLM. Lists regions where training available. Organisation’s website emphasises expertise of trainers, ability to customise to local needs. Also notes benefits of being RTO aligned with AQTF. Workshop/ Seminar – 24 hrs. PLM.

52

Organisation

Assessment/ Certificates Some attendance certificates issued. If assessed, accreditation certificate issued, but few clients want this.

Pathways & Links RTO. Link to VET.

Cert IV in Rural Business Management Organise Human Resources

Certificate of attendance issued. Certificate of accreditation if participants complete postcourse assessment.

RTO. Link to VET.

RUAAG4506BC A - manage artificial breeding and embryo transfer

Yes. Gives details.

RTO. Link to VET. Organisation has partnership with North Coast

Organisation

Goulburn Ovens Institute of TAFE

Course name

Certificate of Industrial Safety

Topic

Preparing fruit for delivery to the processor

Target group

Delivery

Competencies programs RUAAG5523DY A - develop and implement a breeding strategy QA course, not mapped to competencies.

53

Assessment/ Certificates

Pathways & Links Institute TAFE.

Certificate.

RTO. As a TAFE, is significant part of VET sector. Organisation’s website emphasises specialised and customised training. RTO. Link to VET. Organisation involved in RPL, RCC.

Fruit growers

Workshop/ Seminar – 35 hrs over 5 days. PLM.

Land Connect Creating and Australia Pty Ltd Maintaining a Safe Farm Workplace

Farmers

Short course – 8 hrs. PLM.

RTC 4701A Implement and monitor the enterprise OHS program.

Certificate of attainment

Goulburn Ovens Institute of TAFE

Develop a business plan

Farm managers

Workshop/ Seminar – 20 hrs. PLM.

In line with RUA AG5203BM A Develop a business plan

Attendance certificate gives details.

OSR Business Solutions

Diploma of Business

Business managers

Correspondence course – 15-20

Mapped to training package

Participants receive diploma.

RTO. As a TAFE, is significant part of VET sector. Organisation’s website emphasises specialised and customised training. RTO. Corporate training division

Organisation

Course name

Topic

Target group

Delivery

Competencies

hrs/wk over 15 wks. PLM. Field tour – 12 hrs. PLM.

competencies Not mapped.

No certificate.

Indigenous land managers

Workshop/ Seminar – 21 hrs over 3 days. PLM.

RTF4018A/02 prepare a planting plan RTE3029A/02 prepare for agricultural crop establishment RTE3029A/03 sow the crop

Pastoralists

Workshop/ Seminar – 132 hrs. Mix of PLM & Empowerment/ Group Facilitation Model. Group met monthly.

Aligned with RUA98 competencies.

Certificate issued. Enrolled trainees in Certificate II in Agriculture. Some participants gained enough competencies through the process to gain a National Qualification. Certificate issued. If participants completed 3 years, plus assessment, this would be a Dip.

Individual farm

Workshop/

RUAAGCORE4

(Management) Dryland lucerne management

Murrumbidgee College of Agriculture

Enterprise Crop Management for Indigenous Land Managers Session 6

Goulburn Ovens Institute of TAFE, and external facilitators

Environmentally profitable farming

High

Facilitated family

Increasing skills in managing dryland lucerne

Farmers

54

WestVic AgServices and Robinson Rural Technology

Using resources in sustainable ways

Assessment/ Certificates

Certificate

Pathways & Links of Gold Coast Inst. of TAFE. Not RTO. No obvious link to VET. Clients showed no interest in accredited training. RTO. Link to VET. With Tocal, organisation is a major short course deliverer for DPI NSW.

RTO. As a TAFE, is significant part of VET sector. Organisation’s website emphasises specialised and customised training. Not RTO. Link

Course name

Resolutions

business meetings

Creativity in Business Pty Ltd

FAM-BIZ Succession

Peppin Business and Financial Planners

Farm business effectiveness, Unit H, Estate planning

Intelact Nutrition Ltd

Farm Financial Analysis - The

Topic

Target group

Delivery

Competencies

family businesses

Seminar – 52 hrs over 5 days, in 2 parts. PLM.

Farm families

Correspondence course in 7 core sessions. PLM.

A Communicate in the workplace RUAFLM2A Provide leadership in workplace RUAAG6203BM A Plan succession retirement and estate RUAAG6202BM A Manage human resources RUFAFLM10A Facilitate capitalise on change and innovation. Not mapped. No certificate.

Farmers

Individual consultancy – 8 hrs. Personalised consultant model. Lists regions training available. Individual consultancy – 8

55

Organisation

To assist farm family businesses to plan for the future and farm succession. Estate planning outcomes

Dairy farmers

Assessment/ Certificates issued. Gives details.

Pathways & Links to VET through mapping of course.

Not RTO. No obvious link to VET.

Not mapped to competencies, but could be.

No certificate.

RTO. Could have link to VET. Partnership with Mike Stephens and Associates

Basically mapped to

No certificate issued.

Not RTO. Link to VET through

Organisation

Course name

Topic

Target group

Path to Improved Decision Making

56

Peppin Business and Financial Planners

Farm performance, Unit B, Operating surplus

To calculate and use operating surplus as a guide to improve farm financial performance.

Farmers

Swan Training Assn

Farm Safety No. 2

Managers of larger properties

Chris McGowan Rural Computing

Farmbook for production records

Responsibilities relating to Occupational Health and Safety (OH&S). Setting up and using Farmbook to get the most benefit for their property management.

DPI Vic

Feeding pastures for profit

Management skills required in responsive feeding plans

Dairy farmers

Farmers

Delivery

Competencies

hrs. Personalised consultant model. Individual consultancy – 8 hrs. Personalised consultant model. Lists regions where training available. Individual consultancy – 32 hrs. Personalised consultant model. Workshop/ Seminar – 6 hrs. PLM.

competencies.

Workshop/ Seminar – 35 hrs. PLM.

Assessment/ Certificates

Pathways & Links mapping of course.

Not mapped to competencies, but could be.

No certificate.

RTO. Could have link to VET. Partnership with Mike Stephens and Associates

Mapped to competencies.

Yes. Gives details.

RTO. Link to VET.

Content is mapped to training package competencies as provider initially offered it through SA FarmBis, which requires mapping. Elements of RTE4104A Develop livestock feeding plans

Statement of attendance issued.

Not RTO. Link to VET through mapping of course.

Certificate of participation issued.

Not RTO. Link to VET through mapping of course. Program is DPI’s new flagship. They are developing & aligning other

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

Goulburn Ovens Institute of TAFE

FreshCare

To provide national food safety program for fresh produce growers

Fresh produce growers

Workshop/ Seminar 18hours (14hr in group plus 4 hrs individual). Mix of PLM & Personalised consultant model.

Certificate issued.

Agrimaster Pty Ltd

Getting started with Agrimaster

Using this computer software

Farmers

Workshop/ Seminar – 8 hrs. PLM.

RUAAG5201BM A Market products RUAAG5202BM A Administer the business RUAAG5204BM A Monitor and evaluate business performance RUAAG6205BM A Install a total quality system RTE5916A Prepare and monitor budgets

Resource Consulting Services – Southern Aust

Growth Link – module 1

Improve business and personal skills

Business managers

Workshop/ Seminar – 30 hrs. PLM. Lists regions where

Mapped in part to training package competencies.

57

Organisation

Issue an Agrimaster certificate of completion to all participants Certificate of attendance.

Pathways & Links programs that allow farmers to build on it. Biggest challenge has been training staff to level where they competently deliver on the outcomes. RTO. As a TAFE, is significant part of VET sector. Organisation’s website emphasises specialised and customised training.

RTO. Link to VET.

Not RTO. Link to VET through mapping of course.

Organisation

Course name

Warrnambool Veterinary Clinic

Herd health management

Hunter Grazing System Ltd

Hunter grazing system

MacKinnon Project

Topic

Target group

Dairy farm staff and managers

Pasture management

Delivery training available. Workshop/ Seminar – 21 hrs. PLM.

Workshop/ Seminar – 5 hrs. PLM.

Improved grazing management

Sheep & beef producers

Workshop/ Seminar – 40 hrs. PLM.

Peak Farm Management

Introduction to farm financial management

Farmers

Peak Farm Management

Introduction to QA and paddock

Workshop/ Seminar – 8 hrs. PLM. Lists regions where training available. Workshop/ Seminar – 7 hrs.

58

Livestock producers

Keeping quality assurance records

Farmers

Competencies

Assessment/ Certificates

Pathways & Links

Course could be mapped to TP competencies, but provider does not think the time spent would increase its appeal. Hunter Grazing System satisfies many of the elements of the Feeding Dairy Cows section of Cert II and III dairy course. Not specifically mapped to training package competencies, but contains many elements from those. BSBCMN408A report on financial activity

Participants are examined at end of course; receive Certificate from Warrnambool Veterinary Clinic. No certificate.

Not RTO. Could be linked to VET.

No certificate

RTO. Could have link to VET.

Statement of Achievement for unit given after successful completion of the course. Statement of Achievement for

RTO. Link to VET.

RUA Ag4201BM - A

Not RTO. Could have link to VET.

RTO. Link to VET.

Organisation

Course name

Topic

Target group

recording

Delivery

Competencies

PLM. Lists regions where training available. Workshop/ Seminar – 16 hrs. PLM. Lists regions where training available.

Collate Information

Mike Stephens & Associates

Irrigation risk management

Managing water locations

Irrigators

Focus Consulting

Leadership development

Leadership skills and industry analysis

Managers

Workshop/ Seminar – 1 day. PLM.

Not mapped.

IAS Management Services

Manage staff in a safe workplace

Understanding Human Resource Management issues relating to a pig production enterprise

Pig producers

Workshop/ Seminar – 24 hrs over 3 days. PLM.

Outcomes align to the following competency standards: RTE5807A – Manage Staff RTC5701A – Establish and Maintain the Enterprise OHS Program. - a component of the Diploma of Rural Business

Mapped to competencies in RUA98 training package.

Assessment/ Certificates unit given after successful completion of the course. Some attendance certificates issued. If assessed, accreditation certificate issued, but few clients want this. Certificate of participation.

59 Certificate of Attainment if client completes assessment.

Pathways & Links

RTO. Link to VET.

No obvious link to VET. Discontinued as RTO, found being one was not worth the admin effort. RTO. Link to VET.

Organisation

Course name

Topic

Target group

Delivery

Competencies Management. RTC2701A Implement and Monitor the Enterprise OHS

Managing farm safety

OH&S planning & management

Farmers

2 day short course. PLM.

Focus consulting

Managing occupational health & safety

Developing an OH&S system for a large farm

Managers of farms (also inducting other staff into the manual)

Mapped to the legal requirements of the OH&S Act 2004

Mike Stephens & Associates

Negotiating farm finance

Farmers

Consultancy oneon-one training 15hrs with managers and 2hrs with all staff. Personalised consultant model. Workshop/ Seminar – 8 hrs. PLM. Lists regions where training available.

Kerang Learning Centre

Occupational health and safety supervisor’s course

Anyone

Workshop/ Seminar – 35 hrs. PLM.

Not mapped.

60

Riverina Institute of TAFE

Mapped to competencies in RUA98 training package.

Assessment/ Certificates

Pathways & Links

Participants in course would be enrolled as Cert IV students. If they complete assessment, they get transcript of results. Certificate of participation.

RTO. As a TAFE, is significant part of VET sector.

Some attendance certificates issued. If assessed, accreditation certificate issued, but few clients want this. Certificate issued. Needs to be updated in 12 months.

RTO. Link to VET.

No obvious link to VET. Discontinued as RTO, found being one was not worth the admin effort.

RTO. Course has no obvious link to VET, but organisation has partnerships with Sunraysia TAFE and Swinburne

Course name

Topic

Target group

Delivery

Competencies

Assessment/ Certificates

DrenKo business support

PAM QA Plus (Cropping)

Computer software training

Farmers

Not mapped.

Best-fed International

Plan, monitor and profit – module 2

Dairy farmers

Workshop/ Seminar – 12 hrs. PLM. Consultancy 1 on 1 training; 18 hrs over 3 days delivered onfarm by leading consultants. Personalised consultant model. Emphasises ‘leading consultants’. Lists regions where training available.

Certificate of attendance. Gives details. No certificate.

Focus consulting

Primary producers occupational health & safety

Primary producers

Workshop/ Seminar – 7 hrs. PLM.

Resource consulting

Profit Probe Business Analysis

Farmers

Workshop/ Seminar – 7 hrs.

61

Organisation

Farm Business Performance

RTE6901A Analysis Business Performance RTE5902A Develop & Review a business plan Module 2. RTE5916A Prepare & Monitor budgets, financial reports Module 3. RTE5906A Monitor and review business performance Mapped to the legal requirements of the OH&S Act 2004

Certificate of participation.

Elements from Certificate of RUAAG5204BM attendance.

Pathways & Links TAFE. Finds it helpful to share resources etc. Not RTO. No obvious link to VET. RTO. Link to VET.

No obvious link to VET. Discontinued as RTO, found being one was not worth the admin effort. Not RTO. Link to VET through

Course name

Topic

Target group

Delivery

Competencies

services – Southern Aust

System

Analysis and benchmarking

Encourage Red Meat Producers to take stock of their business post drought and to assess the opportunities now open to them OH&S responsibilities

Red meat producers

PLM. Lists regions where training available. Workshop/ Seminar – 14 hrs. PLM. Lists regions where training available.

A Monitor and evaluate the performance of business Mapped to competencies in RUA98 training package.

Mike Stephens & Associates

Reassessing your business

Mike Stephens & Associates

Safer farming systems

Farmers

Workshop/ Seminar – 8 hrs. PLM. Lists regions where training available.

Mapped to competencies in RUA98 training package.

M & M Quality Management Consultants

Small Grower / Packer: 307 Quantity Assurance, HACCP, Total Quality Management SoilSolution

Meeting market demands & export requirements

Fruit growers

Workshop/ Seminar – 40-60 hrs. PLM.

QA course, not mapped.

Interpreting & evaluating soil tests

Farmers

Workshop/ Seminar – 28 hrs. PLM. Lists regions where training

Elements from Certificate of RUAAG5205BM attendance. A Manage pastures, fodder and crop

62

Organisation

Resource Consulting Services – Southern Aust

Assessment/ Certificates

Pathways & Links course.

Some attendance certificates issued. If assessed, accreditation certificate issued, but few clients want this.

RTO. Link to VET.

Some attendance certificates issued. If assessed, accreditation certificate issued, but few clients want this. No certificate.

RTO. Link to VET.

RTO. No obvious link to VET.

Not RTO. Link to VET through course mapping.

Organisation

Course name

Strategic business review

Training improvements

Successful customer service

Gray consulting

Succession planning. Employing staff. Business structures

Target group

Farmers

63

Resource consulting services – Southern Aust

Topic

Farm owners

Delivery

Competencies

Assessment/ Certificates

available. Individual 1 on 1 consultancy – 9 hrs. Personalised consultant model. Lists regions where training available. Individual 1 on 1 consultancy – 8 hrs. Personalised consultant model. Lists regions training available. Organisation’s website emphasises expertise of trainers, ability to customise to local needs. Also notes benefits of being RTO aligned with AQTF. Workshop/ Seminar - 20 hrs (8 sessions of 2½ hrs). PLM.

production Training includes Certificate of elements from attendance. RUAAG5200BM A Review the strategic directions of the business

Pathways & Links Not RTO. Link to VET through course mapping.

BSBFLM507AManage quality customer service from Diploma of Business Frontline Management. (BSB41001)

Certificate of attendance issued. Certificate of accreditation if participants complete postcourse assessment.

RTO. Link to VET.

RUA AG 5203 BMA : Rural Business Planning RUA AG 6202 BMA : Manage

No certificates, as clients express no interest in assessment.

Not RTO. Link to VET through course mapping. Member Australia Pacific Extension

Organisation

Course name

Topic

Target group

Teambuilding techniques

Modern management approaches

managers

BioAg Pty Ltd

Management of biological farming

Biological farming techniques

Farmers

Victorian

Triple Package -

QA system on

Sheep, beef,

64

Training improvements

Delivery

Competencies

Human Resources RUA AG 6203 BMA : Plan Succession Retirement and Estate Workshop/ BSBFLM404A Seminar – 8 hrs. lead work teams PLM. Lists Participate in regions training team planning available. Develop team Organisation’s commitment and website cooperation emphasises Manage and expertise of develop team trainers, ability to performance customise to Participate in and local needs. Also facilitate the notes benefits of work team being RTO aligned with AQTF. Workshop/ Elements of Seminar – 32 hrs. RUA AG4351 PLM. GRA Manage Crop Health RUA AG5205 BMA Manage Pasture, Fodder and Crop Production 1 1/2 days of Course prepared

Assessment/ Certificates

Pathways & Links Network

Certificate of attendance issued. Certificate of accreditation if participants complete postcourse assessment.

RTO. Link to VET.

No certificate.

RTO. Link to VET. Partnership with Clarke Carthew and Associates (RTO)

No certificate,

Not RTO. No

Course name

Topic

Target group

Delivery

Competencies

Farmers Federation

Cattlecare, Flockcare, Graincare or Graincare Plus

farm

grain producers

Mike Stephens & Associates

Using a business planning framework

Fruit & nut growers

training and oneon-one consultation held over a period of 3-4 months. Choice of three QA programs. Personalised consultant model. Workshop/ Seminar – 12 hrs. PLM. Lists regions where training available.

O’Callaghan business management Greening Aust

Utilising resources efficiently Weeds: biology, ecology & management

Farmers

in accordance with the internationally recognised ISO 9002 standard, and Food Safety Program Hazards Analysis Critical Control Point (HACCP). Elements incl: Operate within budget framework, Review strategic direction of business. Monitor, evaluate business performance Mapped to competencies.

65

Organisation

Farmers

Workshop/ Seminar – 8 hrs. PLM. Workshop/ Seminar incl. field excursion – 15 hrs. Interactive. Develop own plan. PLM.

Session 1: RTD4402A RTC2016A. Session 2: RTD5403A RTD35205A. Session 3: RTD5403A RTD5003A RTD5402A.

Assessment/ Certificates but participants are audited as part of the program.

Pathways & Links obvious link to VET.

Some attendance certificates issued. If assessed, accreditation certificate issued, but few clients want this.

RTO. Link to VET.

No certificate.

Not RTO. Link to VET through course mapping. RTO. Link to VET through course mapping.

No certificate.

Organisation

Course name

Topic

Target group

Delivery

WinHort Leadership and Marketing

Personal development skills for women in horticulture

Women in horticulture

Workshop/ Seminar – 30 hrs. PLM.

Northern Victoria fruit growers Assn.

Young grower group

Increase knowledge and understanding of enterprise management practises relating to horticultural production and marketing systems

Young fruit growers

Demonstration on farm – 30 hrs. PLM.

66

Wangaratta Centre for Continuing Education

Competencies Session 4: RTD3502A RTC5504A RTD5403A RTD6502A RUAAGCORE4 A Communicate in the workplace RUAAG6202BM A/01 Implement appropriate self management practices RUAAG5203BM A/01 Specify farm business objectives and targets. Not mapped.

Assessment/ Certificates

Pathways & Links

Letter of participation lists units completed.

RTO. Link to VET. Provides courses for TAFE.

No certificate.

RTO. No obvious link to VET.

67