Written evidence submitted by the Lincoln Institute for Agri-Food and Technology, University of Lincoln (ECL0044)

EFRA Inquiry into Education and Career Opportunities in Land-based Sectors, 2023

We appreciate the opportunity to provide evidence to EFRA inquiry into Education and Career Opportunities in Land-based Sectors, 2023. This evidence is the opinion of the authors and provided by;

Dr James Wagstaffe – Director of Teaching and Learning, Lincoln Institute for Agri-Food and Technology, University of Lincoln

James has recently joined LIAT having managed undergraduate courses in horticulture and garden and landscape deign for Cornwall College at Eden Project in Cornwall. James has also managed horticulture production at Eden Project and previously spent 24 years working in the School of Plant Sciences at the University of Reading. James is Chair of the Education Committee for the Chartered Institute of Horticulture.

Professor Simon Pearson – Director of Lincoln Institute for Agri-Food and Technology /Professor of Agri-Food Technology, University of Lincoln

Prior to establishing the Lincoln Institute for Agri-Food and Technology, Simon was a former MD, and before that, Commercial Director of Winchester Growers Ltd, Europe's largest grower of cut flowers, sold into UK supermarkets. Simon is also a former Produce Technologist for Marks and Spencer plc, focussing on the cut flower and plant category and Lecturer in Horticulture at the University of Reading.

The Lincoln Institute for Agri-Food Technology (LIAT) focuses on artificial intelligence, robotics, engineering, crop science, environmental sustainability, food manufacturing, product development and supply chains with the goal of supporting and enhancing the future of food and agriculture productivity, efficiency, and sustainability through research, education, and technology (Lincoln Institute for Agri-Food Technology | University of Lincoln).

Lincoln Institute for Agri-Food Technology,

University of Lincoln,

Riseholme Park,

Lincoln

LN2 2LG

With contributions from - Kelly shields representing The Fresh Produce Consortium

The Fresh Produce Consortium is the UK’s trade association for the fresh produce sector, including fresh fruit, vegetables, cut flowers and plants. We have over 600 members, representing 70% of the UK fresh produce supply chain. Members include multiple retailers, importers, wholesale markets, food service businesses, processors, packers, distributors, open field, protected, CE and vertical growers, and other associate business supporting the UK fresh produce industry.

This evidence is provided to support the committee in exploring the relationship between education and the land-based industries and the effectiveness of current primary, secondary, further and higher education in embedding awareness and equipping students with the skills and knowledge necessary for a successful career. This paper centres on the crop production and plant-based sectors within the land-based industries, including the production, environmental, sustainability and social sectors.

We feel it should first be appreciated why these sectors of the industry are critical to the UK and the UK economy, separated into, but not limited to, six broad themes;

• The UK has a long and proud agricultural and horticultural history which today sees a combined economic value to the UK economy in excess of £10 billion (DEFRA Statistics, 2022), excluding livestock production and garden retail.

• There is a very clearly identified skills gap in the industry, which is increasing, particularly as more people retire from the industry than enter (Horticulture Matters, Royal Horticulture Society,2014). There are also difficulties in promoting the job opportunities in these sectors (Labour and skills in the horticulture and agriculture sectors in England, 2022) particularly the multidisciplinary and rewarding careers on offer. For example, in ornamental horticulture alone, if the current skills gap is maintained it would equate to a cost to the UK’s economy £1.4 billion per year in lost direct GDP contributions by 2030 (Ornamentals Roundtable, 2021).

• Farmers, growers and landowners are custodians of our land and biodiversity, which shapes the British landscape. They all have s significant responsibility for the careful management of these resources and will greatly support our path to NetZero, increase biodiversity and create and maintain important ecosystem services.

• The COVID-19 pandemic served to demonstrate the value of plants to our society. For example, interacting with the green (and blue) environments delivered positive mental health benefits, likely linked to Edward Wilson’s biophilia philosophy (Biophillia, 1984).

• Ecosystem services provided by plants and the environment have the ability to mitigate and reduce flood events, cool cities, improve yield (pollination) and capture and store carbon. In 2020 these were valued at £5 billion excluding tourism and recreation (ONS).

• The need for the development and greater adoption of accessible technologies is required to address labour shortages, improve efficiency and precision in farming and to increase food and agri-business security.

The knowledge and skills required by the industries for success in the future are underpinned by a deep scientific understanding of plant/ soil/ microbiome interactions and, importantly, the development of new production systems including agroecology and regenerative agriculture, technology and biotechnology, data management and AI, working collaboratively to develop solutions to many of the threats to the UK in terms of food security, climate change, path to NetZero and zero waste. It is important that these topics should not be seen as standalone subjects but to recognise the opportunities to positively discuss these challenges and to weave these through the entire national curriculum and promoted through place and project-based pedagogy. The openings for careers in the land-based sectors are nationwide and provide many opportunities for social mobility and the creation of good global citizens. A SWOT analysis highlights strengths and opportunities for careers in the land-based sector, which outweigh the weaknesses and threats, demonstrating the positive benefits of working collaboratively in reimagining the vocations and education provision in a 21st century context (Figure 1)

Figure 1. An analysis of education in the crop and plant-based sectors of the land-based industry with a focus on the value and benefits of promoting these careers in the UK.

This paper addresses each question in turn.

1. How can the understanding and awareness of career opportunities in land-based sectors be improved among children and young adults?

If we start with the premise that there is no life on earth without plants then it is surprising that land-based industries such as agriculture, horticulture and related subjects are rarely perceived as a career choice in schools during key stage 3-4+. There is great scope for these subjects to be introduced across the national curriculum STEAM (Science, Technology, Engineering, Art, Maths) curriculum, particularly using project and place base learning pedagogies (thus also developing important transferable skills required by the industry sectors). Primary schools are typically very good at introducing young people to plants and nature with strong links to food, the environment and sustainability, though this is more difficult in urban areas. However, this narrative seems to be lost when young people graduate to secondary school. It is important to recognise the opportunities for how fundamental crop production and plant-based topics can be incorporated across curriculum subjects with significant opportunity to encourage young people to address the environmental challenges that so many are becoming increasingly concerned about. A very good example of the possibility of greater consideration to these subjects in the curriculum is seen in the IGCSE Environmental Management (Cambridge Assessment), which is designed “to teach learners about sustainable development in a world where the security of resources and life-sustaining systems is endangered by human impact. It draws upon disciplines such as biology, earth science, geography and economics.” Disappointingly, often when students express an interest in exploring these subjects further there appears to be a dearth of resources within the school that can guide a young person in preparing for a career in the land-based industries, unless there is a teacher who has a particular interest or background in the field.

2. How effective is the education system at supporting young people seeking careers in land-based sectors? For example, are routes such as T levels and apprenticeships fit for purpose?

Although many crop production or plant-based courses at levels two and three are well considered and delivered, the general landscape for understanding the most appropriate education pathway to achieve a clearly defined career ambition is somewhat confusing. For example, there are only 12 land-based colleges in England (Association of Colleges), down from 50 in 1980 (Environment, Food and Rural Affairs Committee, 2021), although other FE colleges do offer some plant-based courses (LANTRA), however, access to these courses is limited for various reasons. Moreover, there are several different providers of agricultural and horticultural education including, City and Guilds, BTEC, T Levels, Royal Horticultural Society. Often, each curriculum is quite specific and cannot keep up to date with the pace of change within the industry sectors and the teachers and lecturers on these programmes don’t have access to appropriate training and upskilling to reflect the industry at the time of delivery. For example, the development and greater adoption of technology and data driven support systems in crop production is evolving rapidly and it is difficult for the courses to include the latest research and applications in study programmes. A further barrier to take up of land-based education may also relate to encouraging diversity in applications onto the relevant programmes of study. To further complicate the situation, there are a great number of organisations involved in the governance, administration, and promotion of the programmes, for example, LANTRA, City & Guilds, BETEC, Department of Education, National Farming Union, The Institute for Agriculture and Horticulture, The Chartered Institute of Horticulture, The National Land-based College etc., all with their own priorities and agendas for their sectors. These factors combined make for a confusing and potentially unattractive offer, therefore, an enhanced joined up approach to designing and delivering these important programmes is important for a sustainable future for the industry and for a resilient and productive future. Further, imbedding professional certificates such as BASIS, FACTS, pesticides use, tractor driving and use of powered tools in appropriate study programmes would better prepare students for professional practice and make graduates more attractive to potential employers, though would come at additional cost of study.

3. What more can be done to facilitate new entrants, including those from non-rural backgrounds, into land-based sectors, including those considering a career change?

It is important to recognise how the land-based industries are multi-disciplinary and consist of a very diverse range of enterprises, whether directly cultivating, consulting, or managing crops and the landscape or in the connected industries which support these sectors, for example, through research and development, engineering and maintenance, education, logistics management and HR. These industries rely on an increasingly diverse range of skills including plant and soil science, digital and data, engineering, business studies and economics, supply chain and people management and that, irrespective of a young person’s interests, there are wonderful opportunities for the development of exciting and rewarding careers offering travel, creativity and professional development aligned with an individual’s interests. More can be done to promote how these subjects can form and inform a career or, indeed, be a significant part of a career where skills developed in other industries can be embraced within the crop and plant-based sectors. Opportunities to facilitate new entrants include;

Short term;

• Create a positive image
• Improved careers advice
• A joined-up campaign to promote the opportunities in the industry sectors
• Greater depth in collaboration between education providers and industry
• Enhanced school activities
• Up skilling college lecturers
• Developing a clearer roadmap to careers in the industries
• Bursaries and support for non-rural entrants

Medium term;

• Teacher training, both in school and in becoming a bedrock of PGCE programmes
• Developing the school curriculum to embrace the topics, cross discipline, through project, place and nature-based learning
• Ensuring teaching facilities and resources are fit for a rapidly evolving 21st century industry sector
• Improve pay and rewards

4. Are colleges offering land-based education accessible and available to those seeking to enrol in courses? Are there gaps in coverage and if so, how can these be addressed?

Colleges are typically good at ensuring that education is accessible, whether through carefully designed courses (limited by staff and curriculum resources and facilities), good student support network, promoting English and Maths skills and through ensuring local transport links, all set within a broader set of generic standards. However, these standards also tend to inhibit innovation and creativity in curriculum development through a ‘one model fits all’ approach, which, relies on tradition rather than reflecting the skills necessary for a career in the industry today and in the future. Further, turnover of staff, adequate number of staff and securing experienced teachers is a challenge within the FE College network. Addressing these important points would give greater opportunity for education providers to inspire new entrants to the industry or portray the reality of the diverseness of careers in the sectors. It is likely that this will be best achieved through even greater collaboration between industry and colleges and in the creation of novel and inspirational study programmes that combine a range of academic disciplines and better prepares students for taking responsibility in employment or in higher education. In addition, and particularly for apprenticeships, a further barrier to the take up of these programmes are age restrictions and limited access to the opportunities due to the rural nature of many of the businesses offering education and work experience and the associated challenges of transport and cost.

5. Do colleges offering land-based education have the appropriate facilities and funding to enable effective teaching (e.g., access to farmland)? What more can be done to make this teaching more effective?

There are some very good examples of industry providing machinery and equipment to aid training provision, which can also aid marketing of the related study programmes. Land-based colleges often have land and resource; however, reduced funding restricts maintenance and upkeep of facilities and capital expenditure is limited (for example, in areas such as vertical and protected cropping, controlled environment, AI and robotics), particularly with relatively low numbers of students interested in, and taking up, places in the relevant study areas. Perhaps it might not be expected that a teaching provider can invest substantially in facilities and resources, however, greater local industry engagement in education could be improved by giving positive incentives to businesses to collaborate with schools and colleges, both in terms of giving access to crops and landscape as well as staff time for teaching. Learning from other sectors can also inform innovation in education. For example, in the hospitality sector, the Edge Hotel School, Wivenhoe House Hotel at the University of Essex (Edge Hotel School | University of Essex) is a fully professional 4* hotel which imbeds and integrates students in the running of the commercial enterprise and leads to a two year accelerated degree, which provides students with authentic work experience as well as developing academic skills  in a range of disciplines that prepares students for employment post-graduation. This model lends itself to the land-based industries as many of the challenges associated with attracting students into the hospitality sector mirror those noted in the agriculture and horticulture industries.

6. What role should schools, colleges, universities, and local and central government play in promoting and supporting careers in land-based sectors?

It is fundamental that schools recognise that the land-based industries are highly skilled and academic. As such there is greater opportunity to promote careers in the land-based sectors to the entire school demographic and discuss the diverse career opportunities available. In addition, case studies from these industries can be discussed in many different curriculum subjects including maths, design and technology, science and art. Investment in colleges could be used to ensure that students benefit from upskilled lecturers and have access to latest technology to prepare them for a smooth transition from study to employment, which includes authentic work experience and greater collaboration between educator and employer. This may require a rethinking of college staff workload models in order to encourage building upon current examples of positive interaction between college staff and industry in supporting career and employment opportunities. As universities strive to increase numbers of students on individual study programmes some courses are merged, thus diluting content, or are removed from their offer completely, as they may not be deemed economically viable. These are often specialist subjects such as plant science, agriculture, horticulture and botany, which develop the academic skills necessary for a modern crop and plant-based industry. There are many opportunities to embrace novel teaching methods including greater industry collaboration and the student voice in developing higher education pedagogy for a 21st century land-based industry. Work in this field can be seen positively in a cross-government agenda with the potential for reimaging teaching and learning in a sector which creates employment and delivers opportunities for entrepreneurship and business development. Further, careers in these sectors will aid ensuring UK food security, developing and designing ecosystem services, addressing climate change and carbon capture, improving health and well-being through creating thought provoking landscapes, social prescribing and giving important opportunities for social mobility and social justice.

An important change that would be a key benefit to the industry and education offer is for a more positive and encouraging vocabulary to describe and define these vocations. Often the language used to describe the work in these sectors is low skilled, which could not be further from reality, and the careers are often described generically as gardening, which only refers to one aspect of a diverse industry with huge opportunity to embrace a range of skillsets in students and those considering a career change. Situations where young people are told to “work harder otherwise they could end up being a gardener like that person” should be avoided. A positive narrative around these vocations and more authentic education programmes are essential to ensure a resilient and sustainable future for the UK.

7. How can more children, young people and adults be provided with opportunities to see the career opportunities in land-based sectors first-hand? Are there examples of initiatives doing this successfully (for example, through initiatives such as Open Farm Sunday)?
8. Are there domestic or international examples of best practice in successfully promoting educational opportunities and careers in land-based sectors?

There are a great number of initiatives in the UK (many Government backed) that have attempted to, or are attempting to, encourage young people to consider land-based subjects as potential career pathways. For example, the Royal Horticulture Society, Royal Botanic Gardens Kew and Eden Project deliver a wide range of schools programmes (home / RHS Campaign for School Gardening, Learning | Kew, Schools | Eden Project) focusing on the value of plants to society. In addition there are a number of web based resources such as the Countryside Classroom (Home | Countryside Classroom), Farming and Countryside Education (Farming & Countryside Education - National Land Based College (nlbc.uk) and AAEngineers with the National Farming Union and The University of Lincoln (AAEngineers - CAN WE TEACH ROBOTS TO THINK? (9th December) - YouTube. The Horticulture Advocates Programme (Eden Project Learning and horticultural careers | Edge Foundation | Edge Foundation) introduced young people to horticulture through a Saturday University programme by encouraging them to consider how plants can be used to solve 21st century challenges through project based learning. City farms have been developed in many large urban environments and are used as a positive way of connecting and inspiring communities to farming, food and nature. Initiatives such as Plough to Plate and Farm to Fork enable larger organisations to promote the value in understanding where our food is sourced, how it is produced, including welfare standards and the connection to environmental sustainability. Charities such as the Sensory Trust have developed a range of resources to support people and communities from socially disadvantaged backgrounds to engage with, benefit from and learn about growing food and interacting with nature. County shows, land-based college open days and horticulture shows are a good examples of accessible events (though, in some cases, cost can preclude engagement) where local businesses promote and showcase their activities to the local community. Popular media such as BBC Countryfile and associated spin-off social media activities further promote the industries, demonstrating some of the future trends in agriculture and horticulture, as well as discussing the historical context. As a significant landowner, the National Trust has a diverse range of activities and initiatives that it uses to showcase and promote its own values in sustainable management of farms and the environment. Internationally there are also some very good examples of the promotion of the land-based industries including in New Zealand Agriculture Training - AgriTraining; the US Programs | USDA Foreign Agricultural Service, Education | Longwood Gardens and Australia Ag Courses Database - Farm Table and also report similar challenges to those faced in the UK for promoting skills and careers in the land-based industries.

These are some excellent examples, of which there are many more, of how agriculture, horticulture and countryside custodianship is promoted within the UK, however, we still see a diminishing interest in young people wishing to consider these subjects as a career or part of a career path, despite the many opportunities available for a healthy, stimulating, creative, exciting, and rewarding future. Ultimately, the agricultural and horticultural industries will play a vital role in ensuring our future food security, health and wellbeing and our commitment to a more sustainable future. They are fast paced, complex and widely interdisciplinary industries, which provide exciting and rewarding career paths and offer the opportunity for individuals or communities of practitioners to make a genuine and positive difference to society. In order to continue our strong reputation in these academic fields, the education system should keep up with the pace of change and could better reflect this through a greater connection between the national curriculum, teachers, the many positive initiatives that promote the vocations, research and development and the industry as a whole.

November 2023