Continuing Professional Development (CPD) in Tier 4 of the Agricultural Reform Programme: A consultation

Section 3: Key elements of the CPD system

This section of the consultation looks at the key elements of the CPD system. This includes the CPD portal and CPD activities.

Elements of the CPD system

CPD systems in agriculture and other sectors comprise of two elements. The first is a CPD portal that allows an individual user to record their CPD activities in the CPD year. The second is a range of activities that can be used to contribute towards that CPD.

CPD portal – Framework for CPD activities

The CPD portal includes a recording system for individuals to record their CPD. As noted, we are not consulting on the technical aspects of that system. We recognise the need of having a system that is easily accessible and easy to use so that the recording of CPD activities is not difficult or burdensome to undertake.

In the first instance, we want to look at the policy to support CPD.

Some CPD systems include a framework that sets out the main topic areas where CPD can be undertaken. This helps to encourage users to consider how and in what areas they can undertake their CPD.

We propose that there should be a framework that sets out headings or pillars where CPD can be undertaken. These cut across the different outcomes in the Agricultural Reform Programme (Just Transition, Thriving Agricultural Businesses, High Quality Food Production, Climate Change Mitigation and Adaptation, and Nature Restoration).

We do not propose that in the first instance individuals should be asked to undertake a specific amount of CPD under each subject heading or pillar. However, this could change in due course.

The four subject headings or pillars of the framework are:

Pillar 1. Personal and professional life skills and knowledge

This could include subjects such as:

• stress and well-being;
• managing deadlines;
• building relationships;
• communication skills;
• first aid;
• embracing change.

Pillar 2. Business skills and knowledge

This could include subjects such as:

• financial management;
• business planning;
• managing costs;
• developing sustainability;
• communication skills for a business;
• negotiation skills;
• benchmarking,
• succession planning;
• improving IT capability (upskilling and adoption);
• innovation and diversification;
• managing staff;
• marketing;
• data management;
• labour law.

Pillar 3. Technical skills and knowledge relating to government, legislation, applications and paperwork

This could include subjects such as:

• understanding legislative requirements;
• understanding requirements of agricultural support schemes;
• training to support production and implementation of a whole farm plan or an aspect of the whole farm plan;
• advice to support a scheme application.

Pillar 4. Technical skills and knowledge relating to farming and crofting subjects

This could include subjects such as:

• crops and soils;
• biodiversity;
• sustainable and regenerative agriculture;
• livestock;
• climate;
• environment;
• technology;
• innovation etc.

Question 13: Do you agree or disagree with the proposed four subject headings or pillars of the framework for CPD activities? Agree / Disagree / Don’t know

Please state your answer and give reasons for it.

CPD activities – where to find them

We know that it is important that CPD is cost-effective, affordable and accessible. CPD can include activities that are free or low-cost. It does not need to be expensive.

As noted, CPD schemes provide some activities that can be used to count towards CPD. These are used alongside a wide range of activities from other sources throughout a sector or outwith it. It is up to an individual to decide what is appropriate to meet their own personal and business needs and requirements.

Within the agriculture sector, there are a wide range of resources available that can be used for CPD. They include use of a number of Scottish Government supported activities such as the Farm Advisory Service (FAS), including both its one-to-one, and one-to-many support. The Monitor Farms Network hosts meetings to provide updates on activities.

A range of membership organisations provide opportunities to develop and improve skills. They also provide information and advice to support knowledge transfer to their members. This might include demonstration events, farm walks, publications, technical advice and bulletins. Advisors – whether veterinary, agronomic, feedstuffs or others – give a range of technical advice. There are a range of farm assurance schemes that help to develop businesses. There is also training and courses with and without certification.

We propose that individuals should be able to use resources from across the agriculture sector and indeed beyond. They should also be able to draw on experience that is relevant to them and their business for their CPD.

Where there is to be mandatory elements of CPD, it is expected that there will be specific resources provided to ensure that requirements can be easily met.

The Scottish Government will consider what activities it needs to provide to support the CPD system. As noted, this will be some activities rather than all of them.

CPD activities – Types of activities that can be undertaken

A wide range of different activities can be undertaken as CPD.

We think that farmers, crofters, land managers are best placed to know what types of activities and learning styles suit them. We know that what suits one individual may not suit another. For example, a farmer may prefer to learn about a particular subject by attending a farm walk. Another one may wish to do so through a video. We propose that where possible, there should be flexibility in the activities that can be used to contribute to CPD.

We propose that the following types of activities can be used to contribute towards CPD. They are:

Formal CPD activities

Headings of activities: Formal educational activities

Specific activities: Structured activities which have clear objectives and learning outcomes

• Workshops
• Webinars
• Seminars
• Conferences
• Courses (including certified courses)
• Training courses / training programmes
• Academic courses with clear link to personal and / or business role

Headings of activities: Organised walks, visits and events with clear learning outcomes

Specific activities: Organising, leading or attending:

• a farm, croft, crop or nature walk or similar event
• a farm / croft / business visit
• an event at a demonstration or monitor farm
• an organised demonstration event or visit or similar event (e.g. by a recognised organisation or society or group of farmers)

Headings of activities: Peer-to-peer activities with clear learning outcomes

Specific activities: Participation in:

• an organised agricultural discussion group or society
• a benchmarking group
• another formally organised group involving peer-to-peer activities

Headings of activities: Work experience activities with a clear learning outcome (beyond normal scope of role)

Specific activities:

• Work secondment
• Staff exchange
• Work shadowing to develop role, knowledge and skills
• Mentoring (mentor or mentee) (providing instruction, guidance and support)
• Coaching
• Supervised project development
• Supervision of project development where this is not a core part of current work
• Involvement in aspects of business that is beyond the normal scope of work
• Volunteering work where new skills and knowledge are being learned

Headings of activities: Advice from a professional adviser where there is a clear learning outcome

Specific activities:

• Meeting with a professional adviser to reach agreed outcomes / plan of action. The adviser can be an agronomist, pesticides, nutritionist, veterinary or other specialist.
• Participating in a marketing event where there is clear learning outcomes.

Headings of activities: Training and other programmes from other professional bodies or organisations

Specific activities:

• Completion of CPD and CPD activities with a professional body or organisation. (see also section of consultation on recognition for participation in other CPD schemes)
• Participation in training and learning programmes arranged by a professional body or organisation

Headings of activities: Professional activities provided by an industry organisation where there are clear learning outcomes

Specific activities:

• Undertaking formal roles which focus on technical matters
• Participation in technical working groups and committees
• Involvement in organising and participating in activities for an industry organisation / body
• Attendance at meetings or events where there are clear learning outcomes

Headings of activities: Developing knowledge and advice for sharing

Specific activities:

• Writing technical information in an article, report, manual and other materials, for publication, dissemination and use in sector
• Producing a talk, workshop or similar activity, on a technical subject where the author is not an expert.

Informal CPD activities

Headings of activities: Walks and visits – self directed

Specific activities:

• Undertaking a farm / croft walk that is not a normal part of job
• Undertaking a crop walk that is not a normal part of job
• Undertaking a nature walk that is not a normal part of job
• Undertaking a farm / croft / or business visit that is not a normal part of job
• Visiting a demonstration or monitor farm, demonstration event or visit

Headings of activities: Peer-to-peer activities – informal

Specific activities:

• Participation and engagement in an appropriate group chat
• Participation in any other peer-to-peer group that enables personal and business development

Headings of activities: Sharing knowledge and advice – self directed

Specific activities:

• Sharing knowledge where a clear learning outcome has not been set out in advance
• Informal discussions with other farmers, crofters and other persons

Headings of activities: Professional activities relating to an organisation

Specific activities:

• Professional positions in an organisation to develop personal and business skills, knowledge and experience (e.g. Secretary, Treasurer)
• Membership of boards/committees to develop personal and business skills
• Membership of boards/committees to develop subject matter knowledge and expertise

Headings of activities: Developing work role – self directed

Specific activities:

• Self-directed participation in a new work project that develops work role or is outside normal role
• Self-directed participation in a new activity that develops work role or is outside normal role

Headings of activities: Reading, listening and watching for private study

Specific activities:

• Reading publications (online or paper based), including manuals, journals, professional publications, technical notes etc
• Listening to podcasts and other programmes
• Watching videos, television programmes and other visual recorded materials

Headings of activities: Online activities

Specific activities:

• Using the internet for research for personal, business, development, including knowledge of legislative and government requirements and relevant subject matter

CPD activities – Types of activities that cannot be undertaken

We have set out the types of activities that we want to see used for CPD in the CPD system.

We want to set out what activities cannot be included as CPD – even though they might be ones that could be seen to have a personal or professional benefit.

We propose that the following types of activities should not be able to contribute to CPD:

• Activities that do not have a clear link to current or future personal or business activities
• Networking or attending meetings that have little or no relevance to personal or business roles
• Social activities
• Running a personal website, blog or newsletter.

Question 17: Do you agree or disagree with the types of activities that should not be able to contribute to CPD in the CPD system? Agree / Disagree / Don’t know

Please state your answer and give reasons for it.

CPD activities – Formal and informal activities

CPD activities are described as either “formal” or “informal”.

Formal activities are any form of structured learning that has clear learning objectives and outcomes. This could be participating on an online training course, a webinar, or participation on an organised farm walk that has agreed outcomes. It could also be participation in an event organised by an agricultural discussion group or society.

Informal activities are any form of self-directed and self-managed learning. This could include reading a technical note to understand a particular subject or listening to a podcast to develop an understanding of a ways to get the best out of the whole farm plan. It could also be sharing knowledge with a neighbour to understand a work practice or subject.

All CPD schemes require individuals to undertake a range of both formal and informal activities.

We propose that up to 50% of the CPD activities should be formal ones and that 50% should be informal ones. We think that this strikes a good balance between the activities to be undertaken. It also gives individuals a wide range of ways to develop themselves.

Question 18: Do you agree or disagree that up to 50% of the CPD to be undertaken should be of “formal” CPD activities and the remaining CPD should be of “informal” ones? Agree / Disagree / Don’t know

CPD activities – Restrictions on their use

Some CPD systems place limits on how much use can be made of a specific activity or activities in a CPD year. For example, a person cannot use all their informal CPD for only researching specific topics online. They must undertake a range of different types of informal CPD activities. This approach helps individuals gain experience in various activities and learning methods.

While we recognise the benefits of this approach, we do not propose that we should use it in the first instance. However, this could change in due course.

Question 19: Do you agree or disagree that there should be no restrictions on the use of particular activities in the formal and informal headings of CPD? Agree / Disagree / Don’t know