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Self-Assessment in Farm Forestry Extension: Future directions

Matthew Doig

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
FOR35

FOR6
RB2

RB3
RB10

RB12
RB18

   

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
All regions

Farm$mart

   

Council of Adult Education Melbourne

Small Farm Management

   

VCAH
Rural campuses

Business & Personal mgmt short courses covering topics of value to people interested in getting started in Farm Forestry

   

Wimmera Institute of TAFE
Horsham

Chainsaw Operations Level 1

   

VCAH
Glenormiston
Moriac,

 

Tree Growing in Rural Landscapes

 

Rural Industries Skill Training
Hamilton

 

Farm Forestry 1999

 

University of Melbourne
Various regions

   

Australian Master Tree Grower Program

VCAH

   

Certificate IV in Natural Resources Management

VCAH

   

Diploma in Natural Resource Management

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