Commission for the land-based learning review: report to Scottish Ministers
The report produced by the Commission, a short term advisory group established to provide independent, evidence-based advice and submitted to Scottish Ministers on how to attract more people into land-based and aquaculture sectors by improving learning pathways.
8. Recommendations
It is recognised that to successfully deliver the recommendations below, Scottish Government, its agencies and public sector bodies must work in partnership with sector representatives. Consequently, some of these recommendations will need to be delivered in partnership and led by the most appropriate organisation. We have suggested who we think might be best placed to take this forward but emphasise again the importance of working collaboratively.
Perception and Promotion
No: 1
What
Work towards the reframing of the landbased sectors as naturebased.
Why
The terms associated with the Sector are not fully inclusive. Land based excludes aquaculture and fisheries, and Rural or Countryside excludes the urban greenspaces and much of the community food projects.
Who
Lantra in partnership with key sector organisations, Skills Groups[56] and Industry Leadership Groups (ILGs).
Impact
“Nature based” becomes recognised by learners and stakeholders as a multifaceted sector with many opportunities for growth.
Success measure
“Nature based” used collectively and positively by all of the sector leads to a greater emphasis on sustainability and a recognition of the importance of Natural Capital. More pupils who select ‘nature based’ career paths at 16, enter roles in what was land based.
Evidence
Stakeholder engagement (Education and Training Workshop- 2,3,4,5,7) (Employers Skills and Skills Gaps workshop – 3,4) Interviews Adoption by NatureScot research report 1257
No: 1.1
What
Develop an effective communications strategy to support the reframing of the Sector.
Why
There is a strong need to change the perception of the Sector with regard to the personal, social and environmental value offered by careers and jobs in the Sector supporting our food industry, climate change and nature commitments.
Who
Lantra in partnership with key sector organisations, Skills Groups and ILGs.
Impact
Effective rebranding of the Sector over time, changes perceptions and increases the interest in the Sector by key influencers, young learners and adult returners.
Success measure
Increased career interest, more learners entering Sector Education providers and increased employee pool.
Evidence
Stakeholder engagement (Education and Training Workshop - 1,3,4,7) (Employers Skills and Skills Gaps workshop – 3,4,5) (Awareness & Perception workshop- 1,3) (Learning for sustainability Workshop- 2) Interviews Adoption by NatureScot research report 1257
Schools
No: 2
What
Establish clear progressive experiences for nature-based learning and climate literacy across all levels of Curriculum for Excellence.
Why
There is no consistency of approach, delivery or progression experiences available to all school learners in relation to learning outdoors and nature-based learning.
Who
Scottish Government and Education Scotland.
Impact
School learners more engaged with an integrated delivery of the curriculum especially in STEM subjects using the ‘outdoor classroom’.
Success measure
Increased delivery of outdoor education across school phases and greater learner interest in the environment they live in.
Evidence
Stakeholder engagement (Education and Training Workshop - 1,2,3,4,7) (Learning for sustainability Workshop- 1) (Learning for sustainability Workshop- 4) Interviews Royal Highland Educational Trust (RHET) data Outdoor & Woodland Learning Scotland (OWLS) data
No: 2.1
What
Identify ways to support an increase in Sector school/college partnership learning pathways, offered and undertaken by schools.
Why
There is a need to enable some funding to be redirected to support the development of more nature-based school college partnerships and wider uptake of current and new learning pathways.
Who
Scottish Funding Council (SFC) and Education Providers.
Impact
Increased college school engagements and learning pathway opportunities for S4-S6 learners.
Success measure
An increase in the uptake of landbased learning pathways at school and progression to further land-based learning opportunities.
Evidence
Stakeholder engagement (Education and Training Workshop - 1,2,3,4,5,7) (Awareness & Perception workshop- 1,2,3) (Learning for sustainability Workshop- 2,4) Interviews Scottish Qualifications Authority (SQA) uptake data Education Provider data SRUC internal research
No: 2.2
Provide on-going Career Long Professional Learning (CLPL) support for school-based staff and volunteers across all education authorities, supported by Education Providers to improve their knowledge and understanding of the opportunities within the Sector. Include practical training in supporting learning in the natural environment.
What
There is a need to enable greater levels of support to be re-directed to training which supports secondary school teachers and careers staff understanding of Sector career opportunities. School staff can be less confident delivering outdoor learning in the natural environment.
Why
SFC, Education Scotland, General Teaching Council for Scotland (GTCS) and Education Providers.
Who
Increased confidence and understanding of careers and job roles within the Sector among careers advisors and teachers. More confident delivery of outdoor learning opportunities.
Impact
Increased staff confidence in the delivery of outdoor learning experiences. Increased naturebased interest shown by 16+ Data Hub and Tertiary Education Provider applications data.
Success measure
Stakeholder engagement (Education and Training Workshop -2,3, 6,7) (Learning for sustainability Workshop- 1,4) NatureScot report 779 – teaching, learning and play outdoors. Interviews 16+ Data Hub RHET Data OWLS Project data Education Provider data
Evidence
No: 3
What
Ensure that the Learning for Sustainability (LfS) Action Plan refresh encompasses strong progressive learning experiences relating to nature-based learning.
Why
The learner entitlement to LfS contained within Curriculum for Excellence (CfE) does not appear to be undertaken consistently across all Scottish secondary schools.
Who
Scottish Government, Education Scotland and Education Authorities.
Impact
Wider understanding of key environmental issues and climate change mitigation measure which can be implemented locally, nationally & internationally.
Success measure
A greater consistency of LfS policy implementation across all 32 Local Education Authorities.
Evidence
Stakeholder engagement (Education and Training Workshop - 3, 4, 6,7) (Learning for sustainability Workshop-1) Interviews
No: 3.1
What
Establish a robust approach to monitoring quality of the curriculum delivery of Learning for Sustainability, including the quantity and quality of naturebased and outdoor learning.
Why
Little understanding of the level of the current engagement in outdoor learning, especially at Secondary level.
Who
Education Scotland and Education Authorities.
Impact
Evidence to support a more robust policy and investment framework to support outdoor learning.
Success measure
Increase the quality of the learning experience spent on outdoor learning.
Evidence
Interviews Stakeholder engagement (Education and Training Workshop - 1,3,6) Need to fill evidence gap – no data currently captured
No: 3.2
What
Promote the delivery of more outdoor learning by supporting local authorities and colleges to undertake a review of their estate to identify the potential for carbon reduction, climate change mitigation and the creation of accessible nature spaces.
Why
The Learning Estate Strategy sets out the strategic approach for managing Scotland’s learning estate and states that schools should be greener and the use of outdoor learning environments should be maximised. There is currently no consistent application of this strategy.
Who
Scottish Government, Learning through Landscapes and NatureScot.
Impact
A better understanding and appreciation of the local environment among school pupils and the local community. A greater understanding of the support required to develop at the national level.
Success measure
Whilst increased outdoor learning could simply be a matter of working more closely with local land owners, a map of the requirements at the national level will allow for more strategic planning and implementation of improvements.
Evidence
Interviews Stakeholder engagement (Education and Training Workshop - 1,7) (Learning for sustainability Workshop- 2) Need to fill evidence gap – no data currently captured other than for new estate
Further and Higher Education and Training
No: 4
What
Ensure funding to support core and innovative nature-based education and training programmes, to ensure sustainable provision to allow for fluctuating uptake.
Why
The current model which supports high volume learner demand (at lower credit value) and impedes the increased uptake in high impact curriculum areas such as nature based ‘green skills’.
Who
Scottish Government, SFC, Education Providers.
Impact
Increased pressure to support and promote naturebased learning opportunities.
Success measure
Increased numbers of students studying or training in priority areas.
Evidence
SFC, HESA and SQA Data Interviews Stakeholder engagement (Education and Training Workshop - 2,3,4,5) Education Provider course data SRUC internal research Sector reports – Aquaculture, Forestry, Horticulture, NFUS briefing papers NatureScot research report No. 1257 SDS Sector Skills Assessments - Agriculture, Forestry and Fishing
No: 6
What
Ensure that accreditation bodies (at all curriculum levels) have sufficient capacity to respond timeously to review existing awards and develop new awards, guaranteeing the skills and knowledge requirements of the Sector are met.
Why
There is currently limited capacity for SQA and other awarding bodies to ensure any new land-based qualifications are developed quickly, are fit for purpose and address an identified sector need (without further splitting an overcrowded offering). There is no cohesive revision of most awards to ensure they remain fit for industry, as many may have a low uptake.
Who
Scottish Government, SQA, the Quality Assurance Agency for Higher Education (QAA) and City & Guilds.
Impact
Courses fit the needs of the sector as well as policy. Courses are regularly reviewed and flexible enough to allow for movement between roles. Identified skills gaps by sector Industry Groups are acted upon.
Success measure
Nature-based qualifications regularly reviewed and updated in a cohesive and structured way.
Evidence
Review dates for SQA units and course validations SQA NextGen development SQA External Verifier feedback Interviews Sector reports – Aquaculture, Forestry, Horticulture, NFUS briefing papers Stakeholder engagement (Education and Training Workshop - 1,3,6)
No: 6
What
Contribute to the Skills delivery landscape independent review, ensuring that the complex needs of the Sector are understood and addressed.
Why
There are multiple barriers to apprenticeship recruitment for small and medium sized enterprises (SMEs) and contractors operating within the Sector. There are also barriers to career changers, who discover the Sector later in life and then may face discrimination, as potential employers would struggle to access funding to support their training. Training and support often lack flexibility to meet individual employee needs.
Who
Lantra, other nature-based industry bodies and Education Providers.
Impact
More flexible rules and support available for nature-based apprentices (at all levels) and their employers,
Success measure
Sustainable support mechanisms in place (administrative and financial) which incentivise rural apprenticeship uptake for new entrants as well as career changers.
Evidence
Stakeholder engagement (Education and Training Workshop -2) (Employers Skills and Skills Gaps workshop - 1,2,3) Sector reports: Aquaculture, Forestry, Horticulture, NFUS briefing papers Lantra Research reports: Aquaculture, Forestry, Foundation Apprenticeships, Instructor networks, MA delivery SDS Apprenticeship data
No: 7
What
Contribute to the Skills delivery landscape independent review, ensuring that the 16+ Data Hub captures the wide range of job roles undertaken across the Sector to allow for effective monitoring and impact.
Why
The job titles used on career pages and in Standard Industrial Classification (SIC) codes do not accurately reflect the nature of the roles and in some cases suggest gender restrictions.
Who
Lantra, SDS, NatureScot.
Impact
Alignment of revised SIC codes and course titles will better track those keen to work in the Sector whilst at the same time promoting them as 16+ options.
Success measure
Course titles and promotion will more accurately reflect content and the roles that the learners will be able to undertake Research and trend analysis will be easier by industry as well as for the Sector.
Evidence
Stakeholder engagement (Employers Skills and Skills Gaps workshop - 1,2,3, Interviews Commission meeting 24/2/21 Sector reports: Aquaculture and Forestry My World of Work 16+ Data Hub
No: 8
What
Support the retention of critical Higher Education (HE) provision in areas such as forestry and aquaculture by developing innovative ways to extend the reach of their delivery.
Why
No HN progression routes are available to any general Aquaculture related degrees and there is only one specialist forestry degree in Scotland. Both industries support the need for flexible higher-level qualifications and would like to see Technical and Graduate apprenticeships. The loss of specialist training facilities also remains a concern.
Who
Scottish Government, SFC, SDS, Education Providers.
Impact
Increase interest and employment within the industry sectors at a supervisory and management level.
Success measure
A wider range of specialist HE provision available to support the Sector’s needs, and encourage more work based learning and adult returners. Retention of all existing specialist training facilities.
Evidence
UCAS College and University websites Interviews Stakeholder engagement (Education and Training Workshop -1,3,5) (Employers Skills and Skills Gaps workshop – 2,3,4) Sector reports: Aquaculture and Forestry SDS Sector Skills Assessments - Agriculture, Forestry and Fishing -2022
Funding and Policy
No: 9
What
For the new Agriculture Scotland Bill, as part of Tiers 3 and 4, to include provisions to enable support to fund upskilling/Continuing Professional Development (CPD) training for farmers and employees to support priority, quality nonlegislative training towards a just transition to a green economy.
Why
The agriculture sector does not have a minimum training requirement in order to practice. There is a clear need for CLPL to implement system changes and nature-based solutions beyond the current innovation proposals. The new Agriculture Bill should recognise Education & Training as key, to supporting understanding and change in the sector.
Who
Scottish Government.
Impact
A better understanding of what production system changes and mitigation measures should be implemented to meet NetZero aims.
A more highly qualified, trained, diverse and flexible workforce.
Success measure
Land managers and custodians are qualified and trained to implement best practice.
Evidence
NFUS Briefing papers Scottish Government Agriculture Census 2021 Stakeholder engagement (Education and Training Workshop – 3) (Employers Skills and Skills Gaps workshop – 2,3,4,5) Teagasc Machinery Ring and other Skills Training Provider data
No: 10
What
Strongly recommend that Scottish Government incentivise uptake of structured Education and Training programmes to support the Agricultural sector.
Why
Additional structured ‘support payment’ training incentives similar to the Irish ‘Green Certificate’ model should be considered to encourage a much greater uptake of training by farmers and their employees. Agriculture Census data confirms a low level of engagement with formal training initiatives.
Who
Scottish Government.
Impact
Sustainable funding available for agriculture sector specific training, which can be tailored to the needs of the Sector without impacting on national skills projects.
Success measure
Supporting employer engagement with training, young people and adult returners into the agriculture industry, particularly where specific skills shortages have been clearly identified.
Evidence
(Employers Skills and Skills Gaps workshop -3,4) Interviews Teagasc Scottish Government Agriculture Census 2021 Machinery Ring and other Skills Training Provider data Education Provider course data
Data and Labour Market Intelligence
No: 11
What
Amend the annual compulsory Agriculture Census to include specific Labour Market Intelligence (LMI) questions, which can be used by Skills Development Scotland (SDS) and others to inform the Sector’s skills needs more accurately.
Why
The current Agriculture Census does not capture important LMI data which would be very useful to inform the sector. Employee, recruitment and training needs data could easily be incorporated into the mandatory census.
Who
Scottish Government.
Impact
A greater understanding of the skills gaps the sector faces as well as the economic contribution and the trends over time.
Success measure
LMI data captured by the census is used to inform the agriculture sector policy in relation to training needs, skills gaps and recruitment.
Evidence
Evidence gap – no detailed LMI data captured in Scottish Government Agriculture Census
No: 11.1
What
Identify opportunities to add LMI questions to other Sector surveys sent out by the Scottish Government or related agencies.
Why
There are naturally occurring opportunities for efficient LMI data capture within the other Scottish Government surveys or related agencies,
Who
Scottish Government.
Impact
A greater understanding of the skills gaps faced by other naturebased sectors and more informed policy formulation.
Success measure
Other naturally occurring Scottish Government naturebased industry surveys are adapted and LMI data is used to inform training needs, skills gaps and recruitment
Evidence
Interviews Sector reports: Aquaculture, Horticulture, Forestry NatureScot Research Report No 1257 SDS Sector Skills Assessments - Agriculture, Forestry and Fishing -2022
No: 12
What
Undertake research which identifies key transferable skills required across different job roles within the Sector.
Why
There is a lack of understanding and recognition of the transferrable skills which could be harnessed across the different sectors to support often seasonal ‘green jobs and opportunities to recognise prior learning (RPL).
Who
Scottish Government, SQA.
Impact
Increased opportunities for seasonal employment across the Sector and a more flexible workforce. An improved understanding of skills gaps.
Success measure
More people employed to use their skills sets across different job roles which support the Sector.
Evidence
Stakeholder engagement - (Education and Training Workshop -3) (Employers Skills and Skills Gaps workshop – 1,3,4) (Awareness & Perception workshop-2) (Learning for sustainability Workshop-4) Interviews Evidence gap – no current sector analysis available.
Just Transition
No: 13
What
Ensure learning from interventions such as the Women in Agriculture Taskforce and Women in Scottish Aquaculture is used to inform actions to attract more women into sectors where there is a gender imbalance.
Why
Although there is a relatively even balance between males and females studying at the HE level in the sector, there are still more males working in land-based roles, and many more at the FE level. The diversity of the sector in terms of other protected characteristics is also low.
Who
Lantra in partnership with key sector organisations.
Impact
Changed perceptions about what the nature-based sector is, and the opportunities it presents in terms of careers and lifestyle.
Success measure
Increased diversity of those undertaking learning and training in the sector, increased retention post study.
Evidence
Stakeholder engagement (Education and Training Workshop -5) (Employers Skills and Skills Gaps workshop - 2,3) (Awareness & Perception workshop-1,2,3) Interviews HESA, SFC data SAAB Gender Commission Report 2022 Women in Farming and the Agriculture Sector - RESAS 2017
No: 13.1
What
Ensure learning from interventions support other groups which are underrepresented in the Sector.
Why
The additional barriers faced by those with disabilities, childcare and / or care commitments were frequently communicated during consultation with stakeholders. The challenges around reducing the impact of these barriers in rural areas are also significant.
Who
Lantra in partnership with key sector organisations, Local Employability Partnerships and Industry Leadership Groups.
Impact
Increased availability of childcare, flexible working around seasonal peaks, shared labour pools, and drawing on best practice across sectors and internationally.
Success measure
More women entering the sector, reducing the current recruitment challenges, increasing sector resilience through a more diverse workforce and implementation of fair work targets.
Evidence
Stakeholder engagement - (Education and Training Workshop -4,5) (Employers Skills and Skills Gaps workshop – 4,5) (Awareness & Perception workshop- 1,2,3) Interviews HESA, SFC and Education Provider data
No: 14
What
Sector ‘Industry Leadership Groups’ (or equivalent) to establish what help or interventions would enable their industries to meet fair work requirements.
Why
There is a need for a more collective approach to identifying the common fair work challenges across the different naturebased industries and what intervention or support is required to address these. The opportunity to focus and speak/lobby with one agreed voice should have a greater resonance.
Who
Industry Leadership Groups.
Impact
A clearer lobbying message and voice to influence support and implementation of industry based solutions, sharing best practice.
Success measure
An increase in employer understanding and adoption of fair work actions leading to an increased interest/employment in nature-based jobs.
Evidence
Stakeholder engagement - (Employers Skills and Skills Gaps workshop – 1,2,3,5) Interviews Sector reports: Aquaculture, Forestry, Horticulture, NFUS briefing papers Skills for Farming Group Industry Liaison Groups
Review
No: 15
What
Annually review recommendation progress, whilst sharing best practice and lessons learned.
Why
There is a need to regularly review recommendation progress and ensure effective implementation. Sharing best practice to support the Sector.
Who
Scottish Government.
Impact
Sectoral change leading to increased nature-based learning opportunities and interest/ employment within the Sector.
Success measure
Achievement or progress towards the desired recommendation outcomes.
Evidence
Stakeholder feedback.
Contact
Email: landbasedreview@gov.scot
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