a curriculum for food farming and the countryside · a curriculum for food, farming and the ... a...
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ACURRICULUMFORFOOD,FARMINGANDTHECOUNTRYSIDE?STAKEHOLDERSURVEYCARRIEDOUTBYFARMINGANDCOUNTRYSIDEEDUCATION,QUARTER12017
1. TABLEOFCONTENTS
2. ExecutiveSummary..................................................................................................22.1. Backgroundandpurpose..................................................................................................22.2. Summaryoffindings.........................................................................................................3
3. DataCollectionandhandling...................................................................................4
4. Surveyfindings........................................................................................................54.1. Primarypupils..................................................................................................................54.1.1. Knowledge........................................................................................................................54.1.2. Experiences.......................................................................................................................64.1.3. Skills..................................................................................................................................7
4.2. Secondarypupils..............................................................................................................84.2.1. Knowledge........................................................................................................................84.2.2. Experience........................................................................................................................94.2.3. Skills................................................................................................................................10
4.3. Commonmisunderstandings..........................................................................................114.4. Excitingnewdevelopments............................................................................................124.5. Controversialissues........................................................................................................134.6. Commonbarriers............................................................................................................144.7. Trendsamongstagegroups............................................................................................154.8. Trendsamongstoccupations..........................................................................................154.9. Otherobservations.........................................................................................................16
5. Conclusionsandnextsteps....................................................................................16
6. AppendixA–SurveyQuestions..............................................................................176.1. IntroductoryRemarks.....................................................................................................176.2. Section1–PrimaryChildren...........................................................................................186.3. Section2–SecondaryChildren.......................................................................................186.4. Section3–KeyIssues.....................................................................................................186.5. Section4–RespondentInformation...............................................................................196.6. Section5–FurtherThoughtsandFollow-Up...................................................................20
7. AppendixB–ResponseCoding..............................................................................21
2ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
2. EXECUTIVESUMMARY
2.1. BACKGROUNDANDPURPOSE
Inthisstudy,FarmingandCountrysideEducationcarriedoutasurvey,theaimofwhichwastoinviteindividualswithavestedinterestinfood,farmingandthecountrysidetodescribetheirideal‘curriculum’forschools–a‘wishlist’forthenextgeneration.Supposingthatanythingwerepossible(andagreatdealis,giventhebreadthofsubjectsandteachingthattakesplaceinourschools),wewantedtoknowwhatthefarmingandfoodproductioncommunitybelievedwerethecriticalknowledge,experiencesandskillsforeachyoungpersontoacquire,giventheneedfor:
• Improvedconnectednesswithnature• Consumerswhocanmakeinformedchoices• GreaterempathybetweenthepublicandUKfarming• Motivatedandskilledentrantstocareersinfoodandfarming
Itrecognisesthatcurriculumisabroadterm,notnecessarilyapplyingtooneormoreNationalCurriculumspecifications,butencompassingthetotalityofwhatchildrenlearnintheirtimeatschool.
Sittinginthenexusbetweenagricultureandeducation,FarmingandCountrysideEducationhasledorparticipatedinotherresearchtoidentifysuchthingsas:
• Children’sactualknowledgeorexperiencesrelatingtofood,farmingandthecountryside• Mappingcurriculumframeworks(e.g.GCSEspecifications)tofoodandfarming• Identifyinggapsinsupportforteachersandresourcesforteaching• Labourmarket,careersandtalentsupplyanddemand• Teachers’awareness,motivationandability,inrespectofteachingabout/throughfarming
andthecountryside
Thisstudywaspartofanongoinglisteningexercise,testingthetemperatureoftheindustry,andunderstandingtheneedsanddesiresofoneofFACE’skeystakeholdergroups.Thefindingsoftheresearchwillbecombinedwithinsightsandevidencefromotherresearchtoinformourownworkandtheeducationalengagementofthewiderfarmingindustry.Thiswillensurethatourworkisrelevantandofvaluetoeducation,tofarmingandtosocietyasawhole.
Weaskedrespondentstoidentifythemselvesbyoccupationandtheerainwhichtheyleftschooleducation.Wethenaskedthemtolistseparatelytheknowledge,experiencesandskillswhichtheywouldlikeyoungpeopletoacquire,firstatprimaryleveleducationandthenatsecondary.Wealsoaskedthemtotellusaboutexcitingnewdevelopmentsinfarmingwhichtheyarekeentocommunicateaswellascommonmisunderstandings,controversialissuesandbarrierstoeffectiveengagementwithschools.
3ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
2.2. SUMMARYOFFINDINGS
Thesurveydemonstratedthatoverwhelmingly,thebasicsofwherefoodcomesfromandwitnessingfarmingatfirsthandarenotconsideredsufficientlyunderstoodandareahighpriorityforarangeofstakeholdergroups.Thefarmingindustryisconcernedthatyoungpeopleshouldhavehands-onexperiencesofgrowing/rearingandbeabletoseefoodproductionatscale.
Acrossallgroups,respondentsbroadlysawthepurposeofprimaryeducationtocaptureheartsandmindsthroughexperiencesandknowledgeandbasicpracticalskills.Atsecondary,amuchmoredetailedlistofexpectationsemerged,recognisingthatyoungpeoplearebecomingactivecitizensandconsumersandwillalsobestartingtochoosecareerpaths.
Amongthehigh-levelfindings,therewerenottoomanysurprises,thoughitwasusefultoconfirmwhatwesuspecttobetheprioritiesandtorecognisethatwhilethereisalotofoverlap,therelativeprioritiesofdifferentstakeholdergroupsareinmanycasesquitedivergent.
Whatthesurveyhasparticularlyhighlightedisthedifferent‘perceptionfilters’thatstakeholdergroupsexperience.
Theindustryiskeentopresentthetechnicalandscientificadvancesinfoodproduction,whileatthesametimefeelinghamperedbythemediaandpublicopinion.Meanwhile,thoseinteachingoccupationsweremorelikelytoobservethatariseinpublicinterestisinfactmakingiteasiertocommunicateagriculturetoyoungpeople.
Peopleworkinginagricultureareconsiderablymoreconcernedaboutthehealthandsafetyofyounglearners,thanarethoseworkingineducationwhoseemtobemorerelaxedaboutit.Farmingrepresentativesarealsofarmoreinterestedinthehealthbenefitsoffoodandfarm-basededucationandaremorekeentolinkfarmingwithpracticalcookingandnutrition.
FarmerswereparticularlyconcernedaboutTBandbadgercullingasacontroversialissue,whilethisdidnotregisteratallamongthoseineducationoccupations.AtthetopofthelistofcontroversialissueswhicharetaxingallstakeholdergroupsareMeatproduction,slaughterandanimalwelfareandEconomicsoffarmingincludingsubsidies,whichprobablyreflectthecontemporarylevelofpublicandmediaattentiononbothofthese.
Thelanguageoftheresponseswasalsoenlightening.Predominantly,peoplerepresentingfarmingwereenthusiasticabouttellingyoungpeopleaboutfarmingandimpliedthereisacanonoffactstobeconveyed.Thoserepresentingeducationweremorelikelytodescribethelearningprocessintermsofquestioning,critiquinganddiscovering.
Allgroupsrecognisedthatfarmingandfoodsupplyisglobal,complex,anddeeplyentwinedwithwidereconomic,societalandscientificissues.Thiscomplexitywasseenbothanopportunityandahindrance.
4ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
3. DATACOLLECTIONANDHANDLING
ThesurveywasopenfortwomonthsinFebruaryandMarch2017.Responseswereinvitedfromanyonewithavestedinterestinthefoodandfarmingsectors.TheinvitationwaswidelycirculatedbyFACEandbyitspartnersincludingAHDB,NFU,Landex,Agri-FoodCharitiesPartnershipandtheNationalLandBasedCollege.
Whiletheinvitationwastargetedtothesenetworks,nobodywasexcludedfromresponding.Wecapturedbackgroundinformationsothatthedatacouldalsobeanalysedaccordingtogender,employmentstatus,ageatwhichtherespondentleftsecondaryeducation,workrole,andwhethertheyareliving/workinginsideoroutsidetheUK.
101peoplerespondedtothesurvey,ofwhomapproximatelyonethirdhaveanagriculturaloccupation,onethirdeducationalandonethirdotheroccupationgroups.Overhalfofthemleftsecondaryschoolbetween1971-1990.
ThequestionnaireisreplicatedinAppendixA.
Themajorityofquestionsinvitedfreeformtextanswerstoenabletherichestpossibleresponses.Mostquestionsofferedthepossibilityofgivinguptofiveshorttextanswers,whichensuredthatresponseswereshortandspecificenoughtocodeeasilyandindicatedthatwewerelookingformultipleideas.Noteveryparticipantgave5answerstoeveryquestionandtherewasanotablereductioninthenumberofresponsesperpersontowardstheendofthesurvey.Participantswerenotaskedtoranktheirresponses,thoughtheresponsefieldswerenumbered1-5,anditisclearfromthedatathatpopularissuestendedtobe‘topofmind’andthereforeweremorelikelytofeatureinthefirstorsecondresponse.
Alltextresponseswerecodedusingataxonomythatwasdevelopedafteralltheresponseshadbeenreceivedandinspected.Thiswasaniterativeprocess,requiringseveral‘passes’ofthedatauntilthecodesweremeaningful,representativeandofanumberthatcouldbeeasilypresentedanddigested.Thevastmajorityofanswersfellintoverynaturalgroupings,withrespondentsoftenusingidenticalorhighlysimilarlanguagetodescribetheirideas.
5ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4. SURVEYFINDINGS
4.1. PRIMARYPUPILS
Respondentswereaskedtocreatea‘wishlist’ofuptofiveitemsofknowledge,fiveexperiencesandfiveskillsthatchildrenshouldhaveacquiredbythetimetheyhaveleftprimaryschool(age11).
4.1.1. KNOWLEDGE141responses,27.9%ofthetotal,identified‘Wherefoodcomesfrom’asbeingsomethingprimarychildrenshouldknow.OthernotableresponseswereHowlivestock/cropsarereared/grownandabouttheCharacterandpurposeofthecountryside,althoughtheseweremuchlessfrequentat10.7%and6.9%respectively.Althoughthesurveydidn’taskparticipantstoranktheirresponses,thereareinterestingpatternstonote,forexample,thatthosementioningProtectingtheenvironment/natureweremostlylikelytolistitastheirfourthorfifthsuggestion(64.5%intheseslots).
Similarly,althoughHowlivestock/cropsarereared/grownwasthesecondmostpopularresponseoverall,noparticipantlisteditastheirfirstchoice,with63%participantslistingitsecondorthird.Thishintsatahierarchyofknowledgeevenwithintheprimaryphase–firstchildrenmustunderstandtheroleofthefarmandfollowthisupwithmoredetailedinformationofhowfarmsproducefood.
PeopleinagriculturaloccupationsweremuchmorelikelythanthoseineducationonestociteHowtobehealthyasanimportantpieceofknowledge.
Figure1PrimarySchoolWishlist–AllRespondents:Knowledge
0 5 10 15 20 25 30
Wherenon-foodproductscomefromHowtobehealthy
SeasonalityVarietyinfarmingsystems
Rurallife/cultureSustainableuseofresources
AgriculturalcareersGeographicaldifferencesinfarming
NutritionFoodsupplyprocess
Role/purposeoffarmingandfarmersIdentificationofcrops/livestock/food/aspectsofnature
OtherProtectingtheenvironment/nature
CharacterandpurposeofthecountrysideHowlivestock/cropsarereared/grown
Wherefoodcomesfrom
PrimaryKnowledge(%ofallresponses)
6ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.1.2. EXPERIENCES111responses,22%ofthetotal,identifiedWitnessfarmingfirsthandasbeingsomethingprimarychildrenshouldexperience.Thesecondmostcommonresponse,at11.5%wasFreedomintheoutdoors.
Acrosstheirfiveresponses,manyparticipantsreferencedthetrinityofgrowingfoodfromseed,cookingmealsfromscratchandtastingneworavarietyoffoods.Takentogether,thesethreeresponsesequateto18%ofthetotalandsuggestparticipantsareinterestedinchildrencreatingtheirownsmallscalefarmtoforkexperienceaswellaswitnessingfarmingatscale.
ItisinterestingtonotethatthoseinagriculturaloccupationsaremorelikelytosuggestthatCookfromscratchisanimportantskillthanthosewitheducationaloccupations.
Figure2PrimarySchoolWishlist–AllRespondents:Experiences
0 5 10 15 20 25
Attendanagriculturalshow
Witnessaspectsoffoodprocessing
Talktofarmersandfoodproducers
Takepartinfarmactivities(e.g.feeding,harvesting)
Tasteavarietyoffoods
Sensoryexperiencesoffarmingandthecountryside
Contactwith/careforanimals
Cookfromscratch
Exploreandprotectnature/wildlife/environment
Other
Growfromseed
Freedomintheoutdoors
Witnessfarmingfirsthand(e.g.milking,lambingetc.)
PrimaryExperiences(%ofallresponses)
7ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.1.3. SKILLS92responses,18.2%ofthetotal,citedIdentificationofcrops/livestock/food/aspectsofnatureasaskillprimarychildrenoughttobeabletohave.Manyparticipantssuggestedminimumtargetsforthisskill,suchas‘name5trees’or‘recognise5crops’.
Althoughthisstatementreceivedthegreatestnumberofresponsesoverall,moreparticipantsoptedforPlantcare/cultivationastheirfirstanswer,hintingagainatparticipants’desireforchildrentotakepartinfarmingatasmallscale.
Itwasencouragingtoseethatalthoughresponseswererelatedtothespecificcontextoffood,farmingandthecountryside,general/transferableskillswereprominentsuchasidentification,skillsforlearning(listening,questioning,describing)andcriticalthinking.
Figure3PrimarySchoolWishlist–AllRespondents:Skills
0 2 4 6 8 10 12 14 16 18 20
Safetywhenusingtools
Criticalthinkingaboutfarming/countrysideissues
Understandingofwherefoodcomesfrom
Skillsforlearninge.g.listening,questioning,describing
Animalcare/handling
Navigatethecountrysidesafelyandresponsibly
Foodpreparationandcookery
Other
Plantcare/cultivation
Identificationofcrops/livestock/food/aspectsofnature
PrimarySkills(%ofallresponses)
8ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.2. SECONDARYPUPILS
Respondentswereaskedtocreatea‘wishlist’ofuptofiveitemsofknowledge,fiveexperiencesandfiveskillsthatchildrenshouldhaveacquiredbythetimetheyhaveleftsecondaryschool.
4.2.1. KNOWLEDGEResponsestothisquestionwereconsiderablymorevariedthanprimaryknowledge,andalthoughWherefoodcomesfromwasagainthemostfrequentlyoccurringresponse,itlackedtheoverwhelmingmajorityoftheprimaryquestion.
NotablenewresponseswereScientificaspectsoffarming(33%)andMeatproduction(30%)andthesearebothpickedupagaininthelaterquestionWhatdoyouthinkarethemostmisunderstoodaspectsoffarmingandfoodsupply?Theindicationisthatparticipantsfeelthesecondaryagegroupistherighttimetoaddresstherealistic,complexandcontroversialaspectsoffarming.
AnothernewresponseInformedbuyingchoices(14%)suggestsarecognitionofpupilsascurrentorpotentialconsumers(orinfluencersofparentconsumers).
Identificationofcrops/livestock/food/aspectsofnaturewasmainlyraisedbythoseinagriculturaloccupations,whereasSustainableuseofresourceswasmainlyrequestedbythoseintheeducationaloccupationgroup.
Figure4SecondarySchoolWishlist–AllRespondents:Knowledge
0 1 2 3 4 5 6 7 8 9 10
Rurallife/cultureSeasonality
TechnologicalaspectsoffarmingFoodsupplyprocess
Identificationofcrops/livestock/food/aspectsofnatureSustainableuseofresources
Asprimary/AsprimarybutmoreadvancedHowlivestock/cropsarereared/grownEconomic/businessaspectsoffarming
InformedbuyingchoicesRole/purposeoffarming/farmers
Political/controversialissuesinfarmingVarietyinfarmingsystems
CharacterandpurposeofthecountrysideAgriculturalcareers
GeographicaldifferencesinfarmingNutrition
Protectingtheenvironment/natureMeatproductione.g.slaughter,welfare,quality
OtherScientificaspectsoffarming
Wherefoodcomesfrom
SecondaryKnowledge(%ofallresponses)
9ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.2.2. EXPERIENCEResponseswereagainvariedbutwiththegreatestnumberofreferencesagainbeingmadetoWitnessfarmingfirsthand(13.1%).Interestingly,Witnessaspectsoffoodprocessingjumpedtothesecondmostpopularresponse(7.9%).
Directhands-onexperiencesoffarmingweremostlikelytoberequestedbypeopleinagriculturaloccupations.
Figure5SecondarySchoolWishlist–AllRespondents:Experiences
0 2 4 6 8 10 12 14
SensoryexperiencesoffarmingandthecountrysideAttendanagriculturalshow
Asprimary/AsprimarybutmoreadvancedTasteavarietyoffoods
Exploreandprotectnature/wildlife/environmentTalktofarmersandfoodproducers
Contactwith/careforanimalsGrowfromseed
CookfromscratchFreedomintheoutdoors
Takepartinfarmactivities(e.g.feeding,harvesting)Witnessaspectsoffoodprocessing
OtherWitnessfarmingfirsthand(e.g.milking,lambingetc.)
SecondaryExperiences(%ofallresponses)
10ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.2.3. SKILLSFoodpreparationandcookery(11.3%)overtookIdentificationofcrops/livestock/food/aspectsofnature(8.1)asthemostcommonresponse,indicatinganinterestingshiftinfocusfrompupils’abilitytorelatetofood,farmingandthecountrysidetotheirabilitytomanagetheirownlifestyle.
AnewresponsewasMakehealthy,informedchoicesaboutfood(5%),whichagainreflectsthechangefromprimarytosecondarytoviewpupilsaspotentialconsumersandtobeinterestedintheirhealth/lifestylechoices.
Figure6SecondarySchoolWishlist–AllRespondents:Skills
0 2 4 6 8 10 12
Safetywhenusingtools
Asprimary/Asprimarybutmoreadvanced
Knowabout/participateinprotectingthe…
Skillsforlearninge.g.listening,questioning,describing
Understandingofwherefoodcomesfrom
Other
Criticalthinkingaboutfarming/countrysideissues
Animalcare/handling
Makehealthy,informedchoicesaboutfood
Navigatethecountrysidesafelyandresponsibly
Plantcare/cultivation
Identificationofcrops/livestock/food/aspectsofnature
Foodpreparationandcookery
SecondarySkills(%ofallresponses)
11ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.3. COMMONMISUNDERSTANDINGS
ThemostcommonresponsetothisquestionwasInteractionbetweenfarmingandtheenvironment/nature,butawidevarietyofresponsesmeansthattherangebetweentheleastcommonresponseandthemostcommonresponseisrelativelysmall.However,thenextfivemostcommonresponses,listedbelow,areallsimilarinthattheyrelatetothedaytodaybusinessoffarming–howitworks,thevarietywithinitandthejobsavailable.Thisseemstosuggestageneralfeelingthattheverybasicsoffarmingarenotwellunderstood,andperhaps,appreciated.
• Connectionbetweenfoodproductsandfarmproduction• Varietyinfarmingsystems(size,type,wealth)• Investmentneedtoproducefood(labour,time,capital,resources)• Howlivestock/cropsarereared/grown• Careeropportunitiesavailableforallskilllevels
Figure7Mostmisunderstoodissues-asperceivedbyrespondentsinagriculture,educationoralloccupations
0 2 4 6 8 10 12
Agricultureasabusiness/roleintheeconomy
Useofchemicalinputs
Role/valueoffarming/farmers
Other
Seasonalnatureoffoodproduction
Scaleandstructureofthefoodsupplyprocess
Political/economic/environmental/socialinfluences…
Levelofscience/technologyinmodernfarming
ProportionoffoodproducedintheUKandabroad
Howtomakehealthy,informedchoicesaboutfood
Howanimalwelfareisprotected
Careeropportunitiesavailableforallskilllevels
Howlivestock/cropsarereared/grown
Investmentneedtoproducefood(labour,time,…
Varietyinfarmingsystems(size,type,wealth)
Connectionbetweenfoodproductsandfarmproduction
Interactionbetweenfarmingandthe…
MostMisunderstood- %ofallresponsesbyoccupation
Education Agriculture All
12ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.4. EXCITINGNEWDEVELOPMENTS
ThemostpopularresponsetothisquestionwasAdvancementsinSTEMaspectsoffarming(10.1%)andresponsesreferringtothreespecificaspectsofSTEMDevelopmentsingenetics/varietalselection(7.1%),Robotic/dronetechnology(3%)andUseofprecisiontechnologies(2%)werecommonenoughtowarrantseparatecategories.Takenintotaltheseaccountedfor22.2%ofresponses.
Therewereanumberofveryspecificdevelopmentscitedwhichdidnotwarranttheirowncategories,butareworthnoting,including:micro-production;restorationagriculture;biotechrevolution;insectfarming;consumertrendanalysis;gourmetspecialistproduction.
AnotherprominentresponsewasIncreasedpublicinterest,communicationandengagement(7.3%)andresponsesinthiscategorywereoftenemotional,expressingconsiderablehopeforthefutureandsometimescitingsocialmediaasapositivedriverofthischange.
Figure8Mostexcitingnewdevelopmentsinagriculture-asperceivedbyrespondentsinagriculture,educationoralloccupations
0 2 4 6 8 10 12 14 16 18 20
Changeinpoliticalstatusquo- Brexit
Renewableenergyproduction
Useofprecisiontechnologies
Careeropportunitiesfornewgeneration
Alternativefoodproduction,e.g.urban,hydroponics,…
Robotic/dronetechnology
Increasedlocaldemand/directselling
Diversefarmenterprisesandproductsemerging
Environmentallysensitivefoodproductionincluding…
Other
Developmentsingenetics/varietalselection
Increasedpublicinterest,communicationand…
AdvancementsinSTEMaspectsoffarming
MostExcitingNewDevelopments- %ofallresponsesbyoccupationgroup
Education Agriculture All
13ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.5. CONTROVERSIALISSUES
Therangeofresponsestothisquestionwereperhapsunsurprisingandbroadlyreflectthoseissueswhicharewidelycoveredinthefarmingandmainstreammedia,suchasGM(6.5%),Useofchemicalinputs(6.1%)andTBandbadgerculling(3.6%).However,themostcommonresponsewasMeatproduction,slaughterandanimalwelfare(9.9%).Someresponsesinthiscategorymadespecificmentionofalternativedietssuchasvegetarianismandveganism,whichcouldbeattributedtotheincreasedvisibilityofmeat-freeandplant-baseddiets.
Anumberofresponsesalludedtotherolethathumanover-populationisplaying,particularlyinmakingfoodproducersoneofthemajorcontributorstoclimatechange.
Figure9Mostcontroversial(difficulttoexplain)issues-asperceivedbyrespondentsinagriculture,educationoralloccupations
0 2 4 6 8 10 12 14
Wildanimalhuntingforrecreation/populationcontrol
Dairyfarming
DifferencesinproductionandpriceinBritish/imported…
TBandbadgerculling
Intensivefarmingsystems
Investmentneededtoproducefood(labour,time,…
Interactionbetweenfarmingandthe…
Useofchemicalinputs
GM
Economicsoffarming- subsidies,marketforcesand…
Other
Meatproduction,slaughterandanimalwelfare
ControversialIssues- %ofallresponsesbyoccupationgroup
Education Agriculture All
14ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.6. COMMONBARRIERS
Noaccessto/experienceofthecountryside(16%)wasthemostcommonlycitedbarriertochildrenacquiringfarming-relatedknowledge,skillsandexperience.Somerespondentssuggestedincreasingurbanlivinganduseoftechnologyaspossiblereasonsforthis.However,inhalf(49.9%)oftheresponsesgivenparticipantsperceivebarrierstocomefromtheadultsresponsibleforthem,ratherthanlackofinterestfromchildrenthemselves,forexampleinthefollowingcategories:
• Lackofinterest/knowledge/approachfromteachers(10.9%)• Limitedopportunitiesmadeavailablebyfarmingindustry(4.8%)• Inexperienceorprejudiceofparents/peers(3.8%)
Interestingly,thisquestionyieldedtheleastvariedresponsesandisalsotheonlyquestiontowhichresponsescategorisedasOtherweretheleastcommon(3.6%),demonstratingthatparticipantswerelargelyinagreementonarelativelysmallnumberofbarriers.
However,thisquestiondrewsomeofthemorepointedresponses,including:
“Thedumbingdownofinformationtomakeitmorepalatabletothepublicjustmakesthetruthmoreblurred”“[the]lackofcomprehensiveandcontinuingeffortfromthefoodandfarmingindustriestogethertoexplaintheneedsoftheindustry”
Whileothercommentsincludedcomplaintsabout“veganextremists”and“propaganda”.Fascinatingly,italsothrewupsomeinterestingdiscrepanciesbetweenoccupationgroupswithfarmersplacingHealthandSafetyatthetopoftheirlist,andteachersseeingitastheleastoftheirconcerns.
Figure10Commonbarrierstochildrenandyoungpeopleacquiringfarming-relatedknowledge,experiencesandskills-asperceivedbyrespondentsinagriculture,educationoralloccupations
0 2 4 6 8 10 12 14 16 18 20
Other
Inexperienceorprejudiceofparents/peers
Limitedopportunitiesmadeavailablebyfarmingindustry
Financialpressures/costofaccess
Notvaluedasalearningexperience
Concernsaboutrisk/healthandsafety
Restrictionsofcurriculumtime/content
Lackofinterest/knowledge/approachfromteachers
Noaccessto/experienceofthecountryside
CommonBarriers- %ofallresponsesbyoccupationgroup
Education Agriculture All
15ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.7. TRENDSAMONGSTAGEGROUPS
OfthoseparticipantswhomentionedSustainableuseofresourcesassomethingprimarychildrenshouldknow,75%wereschoolleaversbetween1981-1990.Thisagegroupmadeup28.7%ofthetotalcohort.ThesamegroupweremorelikelytosuggestprimarychildrenshouldhaveSensoryexperiencesoffarmingandthecountryside,accountingfor52.2%ofresponsesinthiscategory.
Despiteonlymakingup2%ofthecohort,participantswhowereschoolleaversbetween1951-1960accountedfor13.3%ofresponsescitingCriticalthinkingaboutfarming/countrysideissues.SchoolleavingagedidnotinfluencehowlikelyparticipantsweretociteLevelofscience/technologyinmodernfarmingasoneofthemostmisunderstoodaspectsoffoodandfarming,withthesamenumberofparticipantsinbrackets1971-1980and2001-2010givingthisresponse.
Schoolleaversof1981-1990weretheagegroupmostlikelytoreferenceChangesinpublicperceptionandbehaviourasthemostexcitingnewdevelopmentsinfarmingandfoodsupply.50%ofresponsescitingIncreasedlocaldemand/directsellingand40%ofresponsescitingIncreasedpublicinterest,communicationandengagementfellintothisagebracket.40%ofresponsescitingRobotic/dronetechnologyasoneofthemostexcitingnewdevelopmentsinfarmingandfoodsupplywereinthe2001-2010bracket.
4.8. TRENDSAMONGSTOCCUPATIONS
Themajority(35.7%)ofparticipantswhothoughtprimarychildrenshouldknowtoIdentifycrops/livestock/food/aspectsofnaturewerefarmersandthiswasthesecondmostcommonresponsegivenbyfarmers,afterWherefoodcomesfrom.
ThemajorityofparticipantswhothoughtprimarychildrenshouldexperienceCookingfromscratchwereFarm/land-basededucators.
MostparticipantswhothoughtCriticalthinkingaboutfarming/countrysideissueswasanimportantskillforprimarychildrenwereteachersoreducators.
45.5%oftheparticipantswhocitedScientificaspectsoffarmingassomethingsecondarypupilsshouldknowwerefarmers.13.6%ofallfarmerswhotookpartsharedthisresponse,incontrasttojust2.9%ofteachers/educators.Asimilartrendwasreflectedinthequestiononwhatexperiencessecondarypupilsshouldhave,withthreetimesasmanyfarmersasteachers/educatorsbelievingsecondarypupilsshouldTakepartinfarmactivities.However,atthissecondarylevelgreaterproportionofteachers/educators(17.1%)thanfarmers(12.7%)thoughtchildrenshouldWitnessfarmingfirsthand,whereasataprimarylevelthetwogroupswereequal.
Farmersandteachers/educatorsalsodifferedintheirresponsestothequestion‘Whatarethemostexcitingnew/emergingdevelopmentsinfarmingandfoodsupply?’,withmostfarmers(18.2%)citingAdvancementsinSTEMaspectsoffarmingandmostteachers(12.9%)citingIncreasedpublicinterest,communicationandengagement.
Anothersignificantdifferencebetweenfarmersandteachers/educatorswasthatmorefarmers(14.5%)citedConcernsaboutrisk/healthandsafetyasabarriertochildrenfromacquiringfarming-relatedknowledge,experiencesandskillsthanteachers(4.3%).
16ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
4.9. OTHEROBSERVATIONS
Itwasinterestingtonotethelanguageandtoneusedintheresponses.Thesurveyenabledpeopletoventanumberoffrustrations,sometimesleviedattheirownkind(e.g.worldofeducation,farmingindustry)butalsoquiteafewcomplaintsdirectedatanothergroup.Commentsindicatedthatsomefarmersareveryconcernedbyteachers’apparentignoranceandunwillingnesstoengage.Whereassometeachersdescribedfarmersasunapproachable.
5. CONCLUSIONSANDNEXTSTEPS
Theagricultureindustryandfarmershavebeengivenawell-advertisedopportunitytohavetheirvoiceheardbyFACE,theleadingorganisationattheinterfacebetweentheworldsoffarmingandeducation.
Thishasallowedthemtosetouttheprioritiesastheyseethem,fortheeducationofthenextgenerationofcitizens,consumersandemployees.Thesedatawillbeusedtoinformandguidethedevelopmentofnewresources,training,schools’engagementsandawareness-raisingactivitiesledbyFACE.Asthesurveywasalsorespondedtobyothergroupsincludingteachers,ithasallowedustolookatthedifferencesofopinionheldbythosegroups,aswellasdrillingintovariancesbetweenotherdemographicssuchasage.
Thisguidancewillbetakentogetherwiththemanyotherinsightsandpiecesofevidencethatinformwhatisneededbyandrealisticforschools.
Thesedifferenceshavebeenparticularlyinsightfulanddescribeaconcerninglevelof‘talkingpastoneanother’orevenantagonism.Fundamentallytheimportantissuesreportedbyeachgrouparemuchthesame,butthewayinwhichtheydescribethemaremarkedlydifferent.Ithashighlightedaparticularobsessionbyfarmersthatpeople‘mustknowwheretheirfoodcomesfrom’.Othersectorsofsocietymaybemoreambivalentaboutfocusingondefinitiveknowledge,butmaynonethelesshaveaverykeeninterestinwhatfoodandfarmingcanofferincreatingaroundededucation.Bothobjectives,ofcourse,canbemetthroughthesameinterventions,butthereisaveryrealriskthattherewillbemissedopportunitiesforschoolsandtheindustrytoworktogetheriftheyarenottalkingthesamelanguage.
Therewerealsosomeinterestingoutliersinthedata,suchasthegroupofrespondentswholeftschoolbetween1981and1990whowereovertentimesaslikelyasthosefromthedecadebeforethemtosaythatsensoryexperienceswereanimportantaspectoflearning.Thereismuchmoredatathathasn’tbeenreportedon,butasthesamplesizewasrelativelysmall,itwouldbeinappropriatetodrawfurtherconclusionsfrom.Treatingthissurveyasapilot,arepeatin12-24monthswithalargergroupofrespondentswouldbehighlyadvised.
17ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
6. APPENDIXA–SURVEYQUESTIONS
6.1. INTRODUCTORYREMARKS
Yoursay:Whatknowledge,experiencesandskillsshouldeveryyoungpersonhave,relatingtofood,farmingandthecountryside?Wearelookingtoproduceaclearguideforteachers,government,resourceprovidersandthefoodandfarmingsectorsthemselvessothatultimately,everyyoungpersoncanfullyappreciatetheimportantrolethatfarmingandfoodsupplyplaysintheirownlivesandinwidersociety. Thenationalcurriculumisfullofopportunitiestolearnaboutfood,farmingandthecountryside;whetherthroughscience,geography,maths,computing,artsordrama-younameit!That'sbecausefarmingisadiverse,engaging,funandpracticalcontextinwhichknowledgecanbeacquiredandlearningcanbeapplied.Therealityisthateducatorsdonotmakeasmuchuseofthecontextoffood,farmingandthecountrysideintheirteachingastheycould,andmanyyoungpeoplecompletetheireducationwithouthavingaclearandbroadunderstandingoffoodsourcesandthefarmingenvironment.Webelieveitistheresponsibilityofoursectorstoproducetheverybestcontentandlearningexperiences,andenableteacherstoroutinelychoosethelensoffoodandfarmingthroughwhichtolookattheirsubjectsandtoenrichthelearningexperience.Greaterinsightintooursectorswillencouragestudentstofollowacademicorvocationalcoursesthatprepareyoungpeopletoworkinfarming,butvitalthoughthatis,wewantourfocustobeonthefundamentals-thethingswebelieveeverypersonshouldencounteraspartoftheirupbringing-thethingsthatwillpreparethemtobehealthy,informedandengagedindividualsandcitizens.
Ourquestionnaireasksyouropinionfirstaboutyoungchildrenandthenteenagersinsecondaryeducation,beforeaskingforyourthoughtsastothekeyissuesandtopicsaroundfood,farmingandthecountryside.Wehavephrasedourquestionsas‘food,farmingandcountryside’–averybroadspan-andthesewordsmaymeansomewhatdifferentthingstoeachofyou.Pleaserespondbygivingusyouropinionfromyourperspectiveofthisphrase.Pleaseanswerasmanyofthequestionsasyouareableandhavetimefor.Youdon'thavetobeineducationorfarmingtohaveanopinion.
Thankyouforyourhelp.DanCorlettandtheFACETeam
AboutthequestionnaireAllquestionsareoptional.Ifyou'drathernotanswerthequestion,justleaveitandmoveon.Besuretopress'Submit'onthelastpagetosendusyouranswers.Wethinkmostpeoplewillcompletethesurveywithin3-10minutes.Youcanspendlongerorshorterifyoulike.
Inseveralcases,thereisspacetogiveusuptofivethoughtsorideas.Youdonotneedtocompleteallfive-justasmanyasyoucanthinkof.Thenextthreepagesdealwithprimaryageeducationandthefollowingthreewithsecondary.
Eachofthesesetsofthreedealswithoneissue,whichwillbeexplainedonthepage.Pleasereadtheinstructionsbeforeansweringandjustrespondtothequestionbeingasked.
18ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
Ifthequestionsaren'taskingwhatyouwanttotellus,thereisspaceattheendtoleaveusanyfurtherthoughtsyouhave.
6.2. SECTION1–PRIMARYCHILDREN
Q.Knowledge-tellus(upto)5thingsyouthinkPRIMARY(age5-11)childrenshouldKNOWPleasejustfocusonknowledge-thereareupcomingquestionsaboutexperienceandskills
Q.Experiences-tellus(upto)5thingsyouthinkPRIMARY(age5-11)childrenshouldEXPERIENCEPleasejustfocusonexperience-thereareupcomingquestionsaboutwhatpracticalskillstheyshoulddevelop
Q.Skills-tellus(upto)5thingsyouthinkPRIMARY(age5-11)childrenshouldBEABLETODOSkillsaredifferenttoexperience.Skillsmeantheyoungpersonhasacquiredtheabilitytodosomethingforthemselves.
6.3. SECTION2–SECONDARYCHILDREN
Q.Knowledge-tellus(upto)5thingsyouthinkSECONDARY(age11-18)pupilsshouldKNOWPleasejustfocusonknowledge-thereareupcomingquestionsaboutexperienceandskills
Q.Experience-tellus(upto)5thingsyouthinkSECONDARY(age11-18)pupilsshouldEXPERIENCEPleasejustfocusonexperience-thereareupcomingquestionsaboutwhatpracticalskillstheyshoulddevelop
Q.Skills-tellus(upto)5thingsyouthinkSECONDARY(age11-18)pupilsshouldBEABLETODOSkillsaredifferenttoexperience.Skillsmeantheyoungpersonhasacquiredtheabilitytodosomethingforthemselves.
6.4. SECTION3–KEYISSUES
Q.Whatdoyouthinkarethemostmisunderstoodaspectsoffarmingandfoodsupply?Listuptofive
Q.Whatarethemostexcitingnew/emergingdevelopmentsinfarmingandfoodsupply?Listuptofive
19ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
Q.Whatarethemostdifficultorcontroversialfarmingandfoodsupplyissuestoexplaintothegeneralpublic?Listuptofive
Q.Whatbarriersmostoftenpreventchildrenandyoungpeoplefromacquiringfarming-relatedknowledge,experiencesandskills?
6.5. SECTION4–RESPONDENTINFORMATION
PleasetellusaboutyourselfQ.Areyou:
• Male • Female • Prefernottosay • Other:
Q.What'syouremploymentstatus?
• Employed• Self-employed• Unemployed• Retired
Q.Whendidyouleavesecondaryschooleducation?
• 2011-Now• 2001-2010• 1991-2000• 1981-1990• 1971-1980• 1961-1970• 1951-1960• Before1951
Q.Pleasestateyourworkrole(doesnothavetobeineducationorfarming)e.g.farmer,primaryteacher,agronomist,cropresearcher,commoditymarketing,retired,home-maker,itinerantmusician...
Q.Ifyouareliving/workingoutsideoftheUnitedKingdom,pleasetelluswhere:
20ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
6.6. SECTION5–FURTHERTHOUGHTSANDFOLLOW-UP
Whatmessageswouldyougive?Q.Ifyoucouldtellayoungpersononethingaboutyourrolethatmightexcitethem,whatwoulditbe?
Q.Ifyoucouldtellateacherwhyyouthinkfood,farmingandthecountrysidearevitaltoteachchildrenabout,whatwouldyousay?
MakingithappenQ.Doyouhaveafarm/sitethatschoolscanvisitthatisn'tyetlistedonwww.countrysideclassroom.org.uk?
• Yes• No
Q.Areyouwillingtogointoschoolsandtalkaboutyourareaofexpertise?
• Yes• No• Maybe
Q.Doyouoryourbusinesshavecontentthatcouldbeusedtohelpcreatelearningmaterials?Videos,casestudies,photos,infographics,animations,datasets,simulations,....
• Yes• No• Maybe
Q.Ifso,whatcanyouoffer?Q.Canwecontactyouaboutit?Ifso,pleasegiveusyouremailaddress:
Havewemissedanything?Q.Wouldyouliketosayanythingelseaspartofthisconsultation?
21ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
7. APPENDIXB–RESPONSECODING
PrimaryKnowledge PrimaryExperiences PrimarySkills
Agriculturalcareers Attendanagriculturalshow Animalcare/handling
Characterandpurposeofthecountryside
Contactwith/careforanimals Criticalthinkingaboutfarming/countrysideissues
Foodsupplyprocess Cookfromscratch Foodpreparationandcookery
Geographicaldifferencesinfarming Exploreandprotectnature/wildlife/environment
Identificationofcrops/livestock/food/aspectsofnature
Howlivestock/cropsarereared/grown Freedomintheoutdoors Navigatethecountrysidesafelyandresponsibly
Howtobehealthy Growfromseed Plantcare/cultivation
Identificationofcrops/livestock/food/aspectsofnature
Sensoryexperiencesoffarmingandthecountryside
Safetywhenusingtools
Nutrition Takepartinfarmactivities(e.g.feeding,harvesting)
Skillsforlearninge.g.listening,questioning,describing
Protectingtheenvironment/nature Talktofarmersandfoodproducers Understandingofwherefoodcomesfrom
Role/purposeoffarmingandfarmers Tasteavarietyoffoods Other
Rurallife/culture Witnessaspectsoffoodprocessing Blank
Seasonality Witnessfarmingfirsthand(e.g.milking,lambingetc.)
Sustainableuseofresources Other
Varietyinfarmingsystems Blank
Wherefoodcomesfrom
Wherenon-foodproductscomefrom
Other
Blank
22ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
SecondaryKnowledge SecondaryExperiences SecondarySkills
Agriculturalcareers Attendanagriculturalshow Animalcare/handling
Characterandpurposeofthecountryside
Contactwith/careforanimals Criticalthinkingaboutfarming/countrysideissues
Economic/businessaspectsoffarming
Cookfromscratch Foodpreparationandcookery
Foodsupplyprocess Exploreandprotectnature/wildlife/environment
Identificationofcrops/livestock/food/aspectsofnature
Geographicaldifferencesinfarming Freedomintheoutdoors Knowabout/participateinprotectingtheenvironment/nature
Howlivestock/cropsarereared/grown
Growfromseed Makehealthy,informedchoicesaboutfood
Identificationofcrops/livestock/food/aspectsofnature
Sensoryexperiencesoffarmingandthecountryside
Navigatethecountrysidesafelyandresponsibly
Informedbuyingchoices Takepartinfarmactivities(e.g.feeding,harvesting)
Plantcare/cultivation
Meatproductione.g.slaughter,welfare,quality
Talktofarmersandfoodproducers Safetywhenusingtools
Nutrition Tasteavarietyoffoods Skillsforlearninge.g.listening,questioning,describing
Political/controversialissuesinfarming
Witnessaspectsoffoodprocessing Understandingofwherefoodcomesfrom
Protectingtheenvironment/nature Witnessfarmingfirsthand(e.g.milking,lambingetc.)
Other
Role/purposeoffarming/farmers Other Blank
Rurallife/culture Blank Asprimary/Asprimarybutmoreadvanced
Scientificaspectsoffarming Asprimary/Asprimarybutmoreadvanced
Seasonality
Sustainableuseofresources
Technologicalaspectsoffarming
Varietyinfarmingsystems
Wherefoodcomesfrom
Other
Blank
Asprimary/Asprimarybutmoreadvanced
23ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
Misunderstood Newdevelopments Controversial Barriers
Agricultureasabusiness/roleintheeconomy
AdvancementsinSTEMaspectsoffarming
Dairyfarming Concernsaboutrisk/healthandsafety
Careeropportunitiesavailableforallskilllevels
Alternativefoodproduction,e.g.urban,hydroponics,micro
DifferencesinproductionandpriceinBritish/importedfood
Financialpressures/costofaccess
Connectionbetweenfoodproductsandfarmproduction
Careeropportunitiesfornewgeneration
Economicsoffarming-subsidies,marketforcesandpricing
Inexperienceorprejudiceofparents/peers
Howanimalwelfareisprotected
Changeinpoliticalstatusquo-Brexit
GM Lackofinterest/knowledge/approachfromteachers
Howlivestock/cropsarereared/grown
Developmentsingenetics/varietalselection
Intensivefarmingsystems Limitedopportunitiesmadeavailablebyfarmingindustry
Howtomakehealthy,informedchoicesaboutfood
Diversefarmenterprisesandproductsemerging
Interactionbetweenfarmingandtheenvironment/nature
Noaccessto/experienceofthecountryside
Interactionbetweenfarmingandtheenvironment/nature
Environmentallysensitivefoodproductionincludingorganicsystems
Investmentneededtoproducefood(labour,time,capital,resources)
Notvaluedasalearningexperience
Investmentneedtoproducefood(labour,time,capital,resources).
Increasedlocaldemand/directselling
Meatproduction,slaughterandanimalwelfare
Restrictionsofcurriculumtime/content
Levelofscience/technologyinmodernfarming
Increasedpublicinterest,communicationandengagement
TBandbadgerculling Other
Political/economic/environmental/socialinfluencesandchallenges
Renewableenergyproduction
Useofchemicalinputs Blank
ProportionoffoodproducedintheUKandabroad
Robotic/dronetechnology Wildanimalhuntingforrecreation/populationcontrol
Role/valueoffarming/farmers
Useofprecisiontechnologies
Other
Scaleandstructureofthefoodsupplyprocess
Other Blank
Seasonalnatureoffoodproduction
Blank
Useofchemicalinputs
Varietyinfarmingsystems(size,type,wealth)
Other
Blank
24ACurriculumforFood,FarmingandtheCountryside?©FarmingandCountrysideEducation,July2017
Whendidyouleavesecondaryschooleducation? Occupation
Before1951 Administrator
1951-1960 Charity/publicsectorworker
1961-1970 Farm/land-basededucator
1971-1980 Farmer
1981-1990 Otherfarmworker
1991-2000 Researcher
2001-2010 Teacher(FE/HE)
2011-Now Teacher/othereducator
Wideragriculturalindustryworker
Other
Blank