Invited Speaker: Sue Kilpatrick

Affiliation(s): (1) University of Tasmania

(2) Rural Development Services

Keywords: Extension, training, adult education, learning communities

Learning is an investment in capacity building has and will continue to reap rewards for primary producers and government in terms of increased sustainable production, profitability, exports, jobs and sustainable rural communities. Primary production operates in a context of continual change and requires up to date, complex and varied skills of primary producers and land managers.

A recent national research project funded by AFFA confirmed that application of best practice from the theory of adult education in designing and developing learning programs in primary industry results in learning activities that provide information that is relevant to farmers’ needs, delivered in an entertaining way, and that draws on examples directly relevant to the participants. As a result, the training often exceeds the expectations of the participants.

The project produced a self-assessment checklist to identify ways of improving the development and delivery of agricultural training for extension practitioners and training providers. The key issues include continuous monitoring of client’s needs, and actively seeking opportunity to meet and work with industry organisations, other training providers and funding bodies.

It is very important that farmers, and farmer organisations, contribute to the development of new training programs. Without industry input and support, training providers cannot be expected to ensure they meet client needs. In other words, to develop effective learning activities, there must an industry learning community of producers, industry organisations, extension and training providers and other stakeholders such as government and researchers.

Key learning points

• How to develop effective learning programs
• Role of extension practitioners and industry stakeholders in developing an industry learning community