Self-Assessment in Farm Forestry Extension: Future directions
Melliodora Solutions, 29 Arthur Street, Fairfield, Vic 3078
Email: mdoig@ozemail.com.au
Abstract
The Training Needs & Linkages / Identification of Training Needs in Farm Forestry Project conducted by Melliodora Solutions in 1999 to 2000, on behalf of the Private Forestry Council and The department of Natural Resources & Environment, examined the key training requirements existing amongst potential and existing farm foresters. Its main aims were to:
- Provide a clearer picture of skill areas common to Farm Forestry
- Create a guide to relevant training and extension providers
- Identify where training resources should best be directed in future to ensure optimum accessibility and cost effectiveness.
One of the key recommendations flowing from this project was for the development of an easy to use self-assessment training tool to allow people to assess their existing skill levels against recognised farm forestry competencies. Such a tool was identified as being a potentially cost effective way to enhance the extension process by developing existing and potential farm forestry practitioners at levels appropriate to their own circumstances.
This paper will examine the following issues:
- What is self-assessment and how applicable is it to Farm Forestry Extension?
- Is there really a need for self-assessment?
- How well are people currently assessing their own training needs?
- How would such a tool fit in with existing extension and training activities?
- What form might such a tool take?
- What future implications could such a tool have on the way extension is carried out?
Introduction
Getting people involved in farm forestry is a process, which needs to be approached from many angles. Foremost amongst these is ensuring that levels of skill and knowledge amongst practitioners are equal to the task. Over the last few year there has been a growth in extension activities and training programs aimed at the grass roots of the industry to try and ensure that people working on farm forestry projects or considering getting involved have access to the latest knowledge and skills. This process can be assisted immensely by people on the land being able to determine for themselves what they require. In this sense the whole training process is driven by the needs of the people in the industry. Melliodora Solutions involvement in the identification of training needs within Forestry and the development of appropriate training responses to those needs, highlighted an opportunity to give the farm forester, at a basic level, a tool which they could use to accurately identify their unique needs. In a sense, “to let them know what they don’t know and what they need to know”. If this information can be provided in an easy to follow format with guidance on where to acquire the knowledge, the benefits in terms of time and cost savings could be significant.
What is self-assessment and how applicable is it to Farm Forestry Extension?
Imagine the following scenario. You are a farmer with some land in a prime location in the Otways. For most of your life you have been busy planting trees on your property and over this time feel that you have acquired a very good knowledge of what grows well on your land and how best to cultivate it. Understandably, you feel good about this, but there is so much happening out there in the field of farm forestry that you wonder what else you may need to know in order to better achieve your own goals. There are excellent programs such as field days and Master Tree Grower’s programs, all of which deliver high quality information, but what if you could assess your own knowledge levels on site. Can this be done easily? Can it be done quickly? Will the gap you identify accurately reflect your real needs and can it then be addressed appropriately through extension and training activities?
Self-Assessment in this context refers to the process of an existing or potential farm forester, being able to accurately assess their own training needs in their own environment. It should start with the question, what do I wish to achieve? Using the practical objective as the foundation, the process will involve the identification of what skills and knowledge this person requires to undertake the task they wish to embark on. At a more basic level it may even involve them working out their own Farm Forestry potential based on where they are and the land they have. The advantage with starting the process with the person on the land is that any response involving extension or training will be centred strongly on the person’s own special needs.
Is there really a need for self-assessment? How well are people currently assessing their own training needs?
The Training Needs project revealed a great enthusiasm amongst people to find out more about Farm Forestry and develop their abilities. The days of education being something people on the land can do without have long gone but the fundamental issues of time and money remain. People need training options, which suit their own circumstances, and gaining skills takes time as anyone who has had to apply themselves to a completely new area would know. For a person wishing to know more about Farm Forestry there are probably a number of other things at any one time, which could interfere with the process. Devoting time to training, especially more formal kinds is difficult for many people. Training and gaining skills in a less formal situation such as the Master Tree Growers program offers an option in a very practical format for people, but they would of course prefer to avoid being taught to suck eggs.
The wide range of circumstances people find themselves in also provides a powerful argument for the deployment of a Self-Assessment tool. People’s objectives differ greatly when planting trees on their land. This will be reflected in the kinds of skill areas needed and the depth of knowledge sought. Consider the differences between a farmer wanting to grow some trees for firewood in the Mallee, compared to someone who is planting Blackwoods in the Central Highlands. They will both want to pick out those things from the corpus of knowledge, which they need. In many cases, nothing more and nothing less. The Self-Assessment tool could be useful to both of them, providing all the available options but directing them in an easy manner to appropriate areas.
Another vital issue is that of money. Time is money where people on the land are concerned, and one issue, which repeated itself strongly during the Training Needs Project, was that many of the people interviewed did not have the resources to commit to a lot of formal training. For most it would be more suitable to only pay for the things they needed. This again raises the value of people being able to realistically assess their own needs, in terms of existing and deficient skills and knowledge, so they can then arrange a training response, useful to them in terms of time commitment and costs. The research carried out on training needs in farm forestry showed that people are keen to further develop themselves. The problem is that Farm Forestry covers so many areas that it can be difficult to be sure about where actual gaps lie. A great deal of the training currently provided has been built around what are considered to be the core areas needed to successfully carry out Farm Forestry activities. For the current or budding practitioner this means picking from a suite of courses and programs, which in part cover their requirements. This means that people are picking out responses to their needs in a fairly inflexible way and without recourse to lists of the foundation skills and knowledge covering the whole discipline. As part of the Training Needs project a mapping exercise was carried out which broke down farm forestry into basic component elements comprising essential skills. These skills were then matched with existing competency standards drawn from Forestry, Horticulture and Agriculture; areas all relevant to farm forestry. This breakdown and matching exercise (Appendix 3) established the key skills and knowledge requirements for farm forestry and as such would form the basis for the development of the self-assessment tool.
How would such a tool fit in with existing extension and training activities?
There is a great deal of training now available in the Farm Forestry area, ranging from short courses in various skills areas, practical community oriented processes such as the Master Tree Growers program and higher level tertiary courses such as The Degree in Forestry offered by The University of Melbourne. The idea of the Self-Assessment tool is to help people decide, what it is they need to know, in order to achieve their desired objectives. If for arguments sake, people decide that they need to know more about pest management, the next step would be where to find such knowledge and through what sort of medium they might access this. Any tool will need to include an up to date (or constantly updating) guide which clearly links their them with a provider or program suited to their needs, location and maybe even budget. This will require the cooperation of all providers. The tool should be seen as complimentary to existing extension and training activities and would provide improved access from a wider range of people.
What form might such a tool take?
As part of the research for the Training Needs Project, a quick reference tool was put together which people could look at, and dependent on their existing level of knowledge and interest, could then be directed through an entry point matrix on to an extensive list of extension and training services through various regions in the state. (See example in Appendix 2) The compilation of information for this tool raised the issue that asking people what their current level of knowledge and skill is may not be such a simple question. There seemed to be scope for a similar type of tool, which based on listed information and pertinent questions, could be used to assist farm foresters with identifying their gaps in skill and knowledge.
Simplicity is the key word when designing a tool to be used by a wide range of people with differing needs. Whilst it would need to have all required information on it, navigation through to areas of relevance would need to be quick and easy. Table 1 below illustrates a possible step-by-step approach that people could adopt when trying to determine their own needs on site.
Table 1
Step 1 is for the person to ask what it is they wish to achieve. This question could be posed on any level and apply to a wide range of scenarios, from a person with a bare piece of land who wants to grow trees for firewood right through to someone with an existing plantation who is having issues with pest control. Either way the objective in the mind of the person will be the starting point. A wide breakdown of possible objectives could be provided. A tick against one would refer the person to a section with the skill/knowledge areas needed.
In Step 2 the person would then refer to these core skill areas and their related national competency standards to determine the range of requirements needed for this job to be achieved. These skill areas and competency standards are included in Appendix 1. These were originally put together to establish a base for determining the essential needs in terms of skills and knowledge associated with Farm Forestry. With updating and modification they could easily serve as part of the tool. It has to be acknowledged that there is a large amount of information to be looked through here. The tool is going to have to be extremely user friendly. Wisdom would dictate that a contact number, hotline or even email address be included to provide assistance at any step.
After seeing the listed skills and knowledge the person will then be in a position to compare this with their own existing level (Step 3). If they already possess these skills then they can act with greater confidence. If they feel that they require certain things to fill the skill gap identified (Step 4), they will then look at the tool for links and contacts to appropriate programs and training (Step 5). The entry points diagram and training provider matrix in Appendix 2 could be modified slightly to show appropriate pathways into various extension services and training programs to suit the level needed.
What future implications could such a tool have on the way extension is carried out?
A Self Assessment tool like the one speculated on should be seen as a complimentary device, working in support of existing services. During the Training Needs project the quality and commitment of people working in the area of providing training for farm foresters was obvious and impressive. This proposed tool could make the process of entry into this training easier and more student focussed. Clearly, with future changes in technology and in particular the way people obtain information, this approach could also lend itself to being used as a web based package. Maybe a series of web pages attached to a central point where all providers would be contactable. In spite of the high tech possibilities, the key to success will still lie in simplicity. The self assessment tool will have to be very easy to use, speak the language of it’s principal target group and ultimately deliver. The end result must be people finding the training, which matches their own unique needs.
Conclusion
A great deal of time and money is spent on endeavouring to make extension and training activities relevant and timely. Current training and extension demonstrates that ensures that there is a wide range of options available for people at varying levels of experience and interest. The Self Assessment tool could act as a useful adjunct to these services by linking in more people and making the whole process of learning about trees on farms more centred on the grass roots needs of those in the industry. Wide dissemination of such a tool, could also have a beneficial impact in terms of marketing and making the process of learning more accessible to people from backgrounds we don’t normally associate with Farm Forestry. A focus on the training needs of the grass roots will be sure to be reflected positively through future achievements within the industry.
References
1. Bamberry, G., Dunn, T. & Lamont, A. (1997) A pilot study of the relationship between farmer education and good farm management, Rural Industries Research and Development Corporation Publication 97/30, Barton, ACT.
2. Department of Employment, Education & Training, (1989) Training Needs Analysis, Australian Government Publishing Service, ACT.
3. Doig, M. & Andrews, J. (1999) Training Needs and Linkages in Farm Forestry, Private Forestry Council of Victoria / Department of Natural Resources and Environment, Melbourne, VIC
4. Doig, M. & Andrews, J. (2000) Identification of Training Needs in Private Forestry, Private Forestry Council of Victoria / Department of Natural Resources and Environment, Melbourne, VIC
5. Eckersley, P. (1999) Farm Forestry Market Information Service, Rural Industries Research and Development Corporation, Bunbury, Western Australia.
6. Gay, L.R. & Diehl, P.L. (1992) Research Methods for Business and Management, Macmillan Publishing: New York.
7. Hamilton, L. (1999) Corangamite Farm Forestry Project: Conference Survey Results,
8. Johnson, M. (1998) Landholder Attitudes and Perceptions towards the adoption of Farm Forestry in the lower rainfall zone of North-Central Victoria, School of Arts and Education Latrobe University: Bendigo.
9. Kilpatrick, S. & Johns, S. (1999) Managing Farmers: How Farmers Learn, Rural Industries Research and Development Corporation, Barton ACT.
10. Scott, J. (1998) Why don’t farmers plant trees? Answers from a recent survey of NE farm foresters, Agroforestry News, Vol. 7. Issue 4.
11. Zemke, R. & Kramlinger, T. (1989) Figuring Things Out: A Trainer’s Guide to Needs and Task Analysis, Addison Wesley Publishing: Sydney.
Appendix 1
Competencies Relevant to Farm Forestry
Forest Growing and Management Competency Standards
FOR1 |
Follow occupational health and safety policies and procedures. |
FPGOHS1A |
FOR2. |
Clean up following application of chemicals & Biological agents |
RUAAG2010CH. |
FOR3 |
Employ personal protection |
PUAL3827 |
FOR4. |
Maintain supplies of chemical and biological agents |
RUAAG2008CH. |
FOR5 |
Apply chemicals and biological agents |
RUAAG2009CH |
FOR6. |
Operate a computer to gain access to and retrieve data |
BSATEC202A. |
FOR7. |
Operate a computer to produce simple documents |
BSATEC203A. |
FOR8. |
Collect data from sample area for assessment |
FPGFGM075A. |
FOR9 |
Collect analyse and organise info basic |
FPGG20A |
FOR10 |
Manage finances within a budget |
LGMT403.97 |
FOR11 |
Interpret and solve numerical problems |
FPGG31A |
FOR12. |
Prepare and implement an establishment plan |
FPGFGM049A. |
FOR13. |
Develop implement and review operational plans |
LGMT604.97. |
FOR14 |
Market products and services |
RUHHRT608 |
FOR15 |
Design –plantations |
FPGFGM129A |
FOR16 |
Extract seed |
FPGFGM006A |
FOR17 |
Conduct seed collecting operations |
FPGFGM008A |
FOR18 |
Propagate plants |
RUHHRT324 |
FOR19 |
Work within environmental constraints |
FPGFGM145A |
FOR20 |
Undertake direct seeding |
C6, 5 |
FOR21 |
Select trees |
FPGFGM065A |
FOR22 |
Tend forest nursery plants |
FPGFGM016A |
FOR23 |
Plant trees by hand |
FPGFGM052A |
FOR24 |
Respond to fire |
PUAL15 |
FOR25 |
Prepare site for forest establishment using tracked or wheeled equipment. |
FPGFGM047A |
FOR26 |
Undertake tree selection |
FPGFGM065A |
FOR27 |
Fertilise plantation trees |
FPGFGM054A |
Forest Growing and Management Competency Standards
FOR28 |
Prune trees |
FPGFGM067A |
FOR29 |
Trap and bait pests |
FPGFGM148A |
FOR30 |
Undertake Brush cutting operations |
FPGFGM110A |
FOR31 |
Use basic hand held tools |
FPGG41A |
FOR32 |
Hand sharpen knives and blades |
FPGG42A |
FOR33 |
Maintain properties and structures |
RUHHRT217 |
FOR34 |
Undertake operational maintenance of machinery |
RUHHRT318 |
FOR35 |
Trim & Cross cut felled trees |
PFGFGM069A |
FOR36 |
Fall trees manually intermediate |
FPGFGM112A |
FOR37 |
Conduct non commercial thinning operations |
FPGFGM116A |
FOR38 |
Fall trees manually basic |
FPGFGM141A |
FOR39 |
Reduce wild fire hazards |
PUAL219516 |
FOR40 |
Shift materials for site preparation and maintenance |
FPGH416A |
FOR41 |
Carry out basic fencing operations |
RUAAG2521DYA |
FOR42 |
Manage stand health |
FPGFGM063A |
FOR43 |
Manage stem improvement |
FPGFGM117A |
FOR44 |
Conduct a pest and disease assessment |
FPGFGM131A |
FOR45 |
Conduct a stocking assessment |
FPGFGM132A |
FOR46 |
Conduct a wood volume/yield assessment |
FPGFGM133A |
FOR47 |
Conduct a site factor assessment |
FPGFGM134A |
FOR48 |
Assess felled trees and logs for grade and recovery |
FPGH408A |
FOR49 |
Manage stand nutrition |
FPGFGM118A |
FOR50 |
Implement sustainable forestry practices |
FPGFGM130A |
FOR51 |
Plan timber extraction activities |
FPGFGM143A |
Rural Business Management Competencies
RB1 |
Process records |
AG3200BMA |
RB2 |
Arrange purchases and sales |
AG4200BMA |
RB3 |
Collate information |
AG4201BMA |
RB4 |
Operate within a budget framework |
AG4204BMA |
RB5 |
Budget for farm production |
AG4205BMA |
RB6 |
Establish and maintain effective working relationships |
AG4206BMA |
RB7 |
Implement a property improvement plan |
AG4207BMA |
Rural Business Management Competencies
RB8 |
Monitor and maintain stocks of material and produce |
AG4209BMA |
RB9 |
Review the strategic directions of the business |
AG5200BMA |
RB10 |
Market products |
AG5201BMA |
RB11 |
Administer the business |
AG5202BMA |
RB12 |
Develop a business plan |
AG5203BMA |
RB13 |
Monitor and evaluate business performance |
AG5204BMA |
RB14 |
Manage physical and natural resources |
AG5207BMA |
RB15 |
Manage machinery |
AG5208BMA |
RB16 |
Manage borrowed funds |
AG6200BMA |
RB17 |
Plan succession retirement and an estate |
AG6203BMA |
RB18 |
Trading in commodity product and price |
AG6204BMA |
RB19 |
Install a Total Quality Management System |
AG6205BMA |
Horticulture Units of Competencies
HOR1 |
Crop establishment |
HOR206 |
HOR2 |
Pest and Disease control |
HOR330 |
HOR3 |
Tree Planting programs |
HOR424 |
HOR4 |
Project co-ordination |
HOR338 |
HOR5 |
Treat trees for a range of problems |
RUHHRT211 |
HOR6 |
Protect trees |
RUHHRT215 |
HOR7 |
Operate and maintain chainsaws |
RUHHRT222 |
HOR8 |
Plan a tree planting program |
RUHHRT404 |
HOR9 |
Assess trees |
RUHHRT507 |
HOR10 |
Manage business capital |
RUHHRT607 |
OTFE Agriculture Competencies
AG1 |
Operate Tractors |
RUAAG2102EOA |
AG2 |
Manage physical and natural resources |
RUAAGG5207BMA01 |
AG3 |
Prepare paddocks for chosen land use |
RUAAG3350GRA |
Specific Farm Forestry Tasks and the Relationship to Competencies
Task |
Activities |
Competency Codes | |||
Need |
Environmental need for |
FOR50 |
RB14 |
AG2 |
RB7 |
Trees |
FOR47 |
RB7 |
AG2 |
||
Market options for tree crop. |
FOR14 |
FOR6 |
RB3 |
RB12 | |
FOR28 |
FOR43 |
||||
Growers objectives. |
RB9 |
RB12 |
RB7 |
RB17 | |
RB11 |
|||||
Planning |
Determine broad |
RB12 |
FOR12 |
FOR15 |
FOR19 |
Silviculture that links all |
FOR47 |
FOR50 |
RB7 |
RB9 | |
The needs. |
HOR8 |
||||
Decide what is a needed |
RB12 |
FOR6 |
FOR19 |
FOR47 | |
FOR50 |
RB7 |
RB9 |
RB12 | ||
HOR8 |
AG2 |
||||
Decide on own ability to |
RB6 |
RB12 |
HOR4 |
||
do works. |
|||||
Determine local legal |
FOR6 |
FOR15 |
FOR19 |
RB7 | |
requirements. |
RB12 |
||||
Analyse option (financial and other). |
FOR19 |
FOR47 |
FOR50 |
RB3 | |
Identify options to |
FOR12 |
FOR15 |
FOR19 |
FOR47 | |
complete work. |
RB7 |
RB9 |
HOR8 |
AG2 |
Planning cont. |
|||||
Budgeting |
RB16 |
FOR6 |
FOR10 |
RB1 | |
RB3 |
RB4 |
RB5 |
RB11 | ||
RB13 |
RB16 |
HOR8 |
|||
Financial management |
HOR10 |
FOR6 |
FOR10 |
RB1 | |
RB3 |
RB4 |
RB5 |
RB11 | ||
RB13 |
RB16 |
HOR8 |
AG2 | ||
Site |
Match all needs |
FOR15 |
FOR19 |
FOR47 |
RB7 |
Identification |
RB9 |
RB12 |
|||
Determine site |
FOR15 |
FOR19 |
FOR47 |
FOR50 | |
characteristics. |
RB7 |
||||
Identify issues to be |
FOR12 |
FOR15 |
FOR19 |
FOR47 | |
managed. |
FOR50 |
RB7 |
RB9 |
RB12 | |
Site |
Nurseries |
FOR16 |
FOR17 |
FOR18 |
FOR20 |
Preparation |
FOR22 |
HOR1 |
HOR2 |
HOR3 | |
HOR5 |
HOR6 |
||||
Preparation clean up |
FOR25 |
HOR1 |
AG3 |
||
Cultivation |
FOR3 |
FOR25 |
HOR1 |
AG3 | |
Weed control |
FOR2 |
FOR3 |
FOR4 |
FOR5 | |
FOR6 |
FOR25 |
HOR1 |
HOR6 | ||
AG3 |
|||||
Plants |
HOR1 |
HOR3 |
|||
Site |
Planting |
FOR20 |
FOR23 |
FOR25 |
FOR45 |
Preparation |
HOR1 |
HOR3 |
AG3 |
||
Cont. |
|||||
Fertiliser |
FOR25 |
FOR27 |
FOR49 |
HOR1 | |
AG3 |
|||||
Pest control |
FOR2 |
FOR3 |
FOR4 |
FOR5 | |
FOR25 |
FOR29 |
FOR41 |
FOR42 | ||
FOR44 |
HOR1 |
HOR2 |
HOR5 | ||
HOR6 |
|||||
Fire protection |
FOR24 |
||||
Maintenance |
Later age weed control |
FOR2 |
FOR3 |
FOR4 |
FOR5 |
FOR6 |
FOR25 |
FOR30 |
FOR42 | ||
HOR9 |
|||||
Later age fertiliser. |
FOR25 |
FOR27 |
FOR49 |
HOR9 | |
Pruning |
FOR21 |
FOR26 |
FOR28 |
||
Non commercial thinning |
FOR21 |
FOR26 |
FOR36 |
FOR37 | |
FOR38 |
FOR42 |
FOR43 |
FOR45 | ||
RB10 |
HOR7 |
||||
Stand health and |
FOR2 |
FOR3 |
FOR4 |
FOR5 | |
identification of Diseases / |
FOR25 |
FOR29 |
FOR41 |
FOR42 | |
Pests. |
FOR44 |
HOR2 |
HOR5 |
HOR6 | |
HOR9 |
|||||
Fire protection. |
FOR24 |
||||
Noxious weed control. |
FOR2 |
FOR3 |
FOR4 |
FOR5 | |
FOR25 |
HOR6 |
Maintenance Cont. |
|||||
Assessment |
FOR6 |
FOR8 |
FOR26 |
FOR44 | |
FOR45 |
FOR46 |
FOR47 |
FOR48 | ||
FOR49 |
FOR51 |
RB3 |
RB7 | ||
RB13 |
HOR2 |
HOR5 |
HOR9 | ||
Marketing |
Harvesting |
FOR3 |
FOR6 |
FOR21 |
FOR26 |
FOR35 |
FOR36 |
FOR38 |
FOR42 | ||
FOR43 |
FOR45 |
FOR46 |
FOR48 | ||
FOR51 |
RB2 |
RB10 |
HOR7 | ||
Transport |
FOR51 |
RB2 |
RB10 |
||
Markets |
FOR14 |
FOR35 |
FOR28 |
FOR43 | |
FOR46 |
FOR51 |
RB2 |
RB18 | ||
RB19 |
|||||
Supervision |
RB19 |
HOR4 |
|||
Environmental |
FOR6 |
Generic Farm Forestry Tasks and the Relationship to Competencies
Admin |
Marketing |
RB10 |
RB12 |
||||
Budgets |
RB1 |
RB3 |
RB4 |
RB5 |
RB8 |
RB11 | |
RB12 |
|||||||
Finance |
RB1 |
RB3 |
RB4 |
RB11 |
RB16 |
HOR10 | |
QA |
RB19 |
||||||
OHS |
FOR1 |
FOR13 |
RB1 |
RB3 |
|||
Human Res. Mgt |
RB17 |
||||||
Stocks |
FOR40 |
RB1 |
RB3 |
RB5 |
RB8 |
RB11 | |
Legal |
RB11 |
||||||
Database |
FOR9 |
RB1 |
RB3 |
RB5 |
RB11 |
||
Planning |
FOR13 |
RB1 |
RB3 |
RB4 |
RB5 |
RB11 | |
RB12 |
RB19 |
||||||
Field skills |
Machinery |
FOR19 |
FOR34 |
HOR7 |
AG1 |
||
Buildings |
FOR33 |
FOR40 |
RB14 |
||||
Fencing |
FOR33 |
FOR40 |
RB14 |
||||
Environment |
FOR19 |
RB14 |
|||||
Personal |
Computer |
FOR7 |
FOR9 |
RB1 |
RB3 |
RB5 |
RB8 |
RB11 |
|||||||
Reading |
|||||||
Maths |
FOR11 |
RB3 |
|||||
Report prep. |
FOR7 |
RB3 |
RB4 |
RB11 |
RB12 |
||
Public speaking |
RB6 |
||||||
Hand tools |
FOR31 |
FOR32 |
|||||
Inter personal |
RB6 |
Appendix 2
Entry points into Farm Forestry Training/Advice
Interested in Farm Forestry?
The following Introductory Courses/Advice may help you get started.
- Regional extension Services
- Farm$mart Programs
- CAE Small Farm Management
- VCAH Rural Campuses – Business & Personal Management Short Courses
- OH&S for Forest Workers
- Victorian Timber Industry Training Centre Chainsaw Operations Level1
If you already have experience with Farm Forestry the following introductory courses and advice maybe helpful.
- Regional extension Services
- Farm Forestry for Small Landholders Landcare Centre Creswick
- Chainsaw Operations Level 2 Victorian Timber Industry Training Centre
- Tree Growing in Rural Landscapes -VCAH
- Farm Forestry 1999 Rural Industries Skills Training
- Environmental Care for Forests Workers - Victorian Timber Industry Training Centre
- Certificate III in Forest Plant Operations- Wodonga TAFE
If you have completed the introductory courses or have lots of experience in Farm Forestry the following advanced Courses/Advice may be useful.
- Regional extension Services
- Australian Masters Tree Grower Program - School of Forestry Creswick
- Certificate IV in Natural Resource Management – VCAH Various Regions, Gippsland Institute of Tafe
- Diploma in Natural Resource Management – VCAH Various Regions, Gippsland Institute of Tafe, Ballarat University
- Farm Forestry (Short Course) School of Forestry Creswick
- Farm Harvesting (Short Course) School of Forestry Creswick
- Native Forests silviculture (Short Course) School of Forestry Creswick
- Pest Control &Management (Short Course) School of Forestry Creswick
- Plantation Forestry (Short Course) School of Forestry Creswick
- Diploma in Forestry (Industrial and Farm Forestry) School of Forestry Creswick
- Bachelor in Forest Science University of Melbourne
- Graduate Certificate in Forest Science Farm Forestry University of Melbourne
Courses/Advice in the Green Triangle Plantation Region
Course/Advice provider and location |
Courses/Advice to help get you started in Farm Forestry |
Introductory courses/advice in Farm Forestry |
More advanced courses/advice relating to Farm Forestry |
DNRE Hamilton reen Triangle Plantation Committee |
Local extension/advice services |
||
Victorian Farmers Federation |
Farm$mart |
||
Council of Adult Education Melbourne |
Small Farm Management |
||
VCAH |
Business & Personal mgmt short courses covering topics of value to people interested in getting started in Farm Forestry |
||
Wimmera Institute of TAFE |
Chainsaw Operations Level 1 |
||
VCAH |
Tree Growing in Rural Landscapes |
||
Rural Industries Skill Training |
Farm Forestry 1999 |
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University of Melbourne |
Australian Master Tree Grower Program | ||
VCAH |
Certificate IV in Natural Resources Management | ||
VCAH |
Diploma in Natural Resource Management |