Review Amenity Horticulture Training Package

120 Pages·2006·0.56 MB·English

Review Amenity Horticulture
Training Package (RTF03)

Phase 1 Scoping Report

October, 2006

Project Consultant
Don Jones
Ph: 02 6258 9899 or 0410 220 968
[email protected]
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Contents

1.0 Executive Summary………………………………………………………………………………………………………………………3
2.0 Background …………………………………………………………………………………………………………………………………4
3.0 Environment Scan ……………………………………………………………………………………………………………………….5
3.1 Methodology …………………………………………………………………………………………………………………………5
3.1.2 Project Management ………………………………………………………………………………………………..5
3.1.2 National Project Steering Committee ………………………………………………………………………...5
3.2 Consultation and research ……………………………………………………………………………………………………..6
3.3 Feasibility study into the merger of Rural Production, Amenity Horticulture
and Conservation and Land Management Training Packages ………………………………………………….7
4.0 RTF03 Training Package Uptake and Training Statistics ………………………………………………………………..8
4.1 Overview of Vocational Education Training ………………………………………………………………………………8
4.2 Related Training Statistics …………………………………………………………………………………………………….12
4.2.1 Apprentice and Trainees Commencements and Completions in Amenity Horticulture (RTF) ………12
4.2.2 Apprentice and Trainees Commencements for Qualifications in Amenity Horticulture (RTF) ………14
4.2.3 Comparison of RTF, RTE and RTD Qualification enrolments- commencements 2004-2005 ……..16
4.2.4 Training Statistics for Apprentice and Trainee Commencements and Completions by Student
Characteristics ……………………………………………………………………………………………………………………..17
4.2.5 Total number of Units of Competency/modules completed for all Training Packages ………………..18
4.2.6 NCVER Data Limitations………………………………………………………………………………………………………….20
4.2.7 Units of Competency enrolled 2003-2005 ………………………………………………………………………………21
5.0 Summary of Uptake of the Training Package ……………………………………………………………………………….21
6.0 Rationalisation ………………………………………………………………………………………………………………………….22
7.0 Relationship to other Training Packages …………………………………………………………………………………….25
8.0 Employability Skills ……………………………………………………………………………………………………………………26
9.0 Equity Report ……………………………………………………………………………………………………………………………26
10.0 Training trends ………………………………………………………………………………………………………………………….28
10.1 National initiative………………………………………………………………………………………………………………..28
10.2 Industry specific trends ……………………………………………………………………………………………………...28
11.0 Description of Generic Industry Work Roles ………………………………………………………………………………..29
12.0 Industry Consultation …………………………………………………………………………………………………………………34
12.1 Response Demographics ……………………………………………………………………………………………………34
12.2 Survey responses and feedback ………………………………………………………………………………………...35
13.0 Phase 1 Recommendations for Changes to Amenity Horticulture Training Package RTF03 ……………36
14.0 Bibliography ……………………………………………………………………………………………………………………………….59
Appendix 1: Consultation Register ……………………………………………………………………………………………………………………....60
Appendix 2: Qualification enrolments-commencements 2004-2005 for Rural Production (RTE)
and Conservation and Land Management (RTD) ……………………………………………………………………………….64
Appendix 3: NCVER Training Statistics Apprentice and Trainee Commencements by Student
Characteristics …………………………………………………………………………………………………………………………………65
Appendix 4: NCVER Training Statistics Apprentice and Trainee Completions by Student Characteristics …………………66
Appendix 5: Total number of Units of Competency/modules completed for all Training Packages ………………………….67
Appendix 6: Units of Competency Enrolments 2003-2005 ……………………………………………………………………………………69
Appendix 7: Integrated Framework Model ……………………………………………………………………………………………………………79
Appendix 8: Quadrant unit analysis for RTF30803 Certificate III in Horticulture (Turf) ……………………………………………80
Appendix 9: Supplementary Information ………………………………………………………………………………………………………………81
Appendix 10: Survey Questionnaire A ……………………………………………………………………………………………………………………96
Appendix 11: Survey Questionnaire B ………………………………………………………………………………………………………………….108
Appendix 12: Identified skills necessary to work successfully in your field now and in the future ……………………………114
Appendix 13: New job roles emerging ………………………………………………………………………………………………………………….115
Appendix 14: Changes in technology, government policy or business trends …………………………………………………………116
Appendix 15: Changes in legislation, regulatory or licensing requirements ……………………………………………………………117
Appendix 16: List of responses to improvement of use of language and wording of the competency standards ……..118
Appendix 17: Summary of government-funded VET Provision 2002-2005 for the Amenity Horticulture Sector, Vic….119
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1.0 Executive Summary

The Agri-Food Industry Skills Council (AFISC) is responsible for four rural-related
Training Packages; Rural production, Amenity horticulture and Conservation and land
management and Animal care and management. All four are currently under review.
This report relates to the review of RTF03 which is the current version of the Amenity
Horticulture Training Package comprising 34 qualifications at Certificate II to IV,
Diploma and Advanced Diploma levels covering:

Arboriculture
•
Floriculture
•
Landscape
•
Parks and gardens
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Wholesale and retail nursery
•
Turf
•

The review is conducted in two phases; Phase 1 comprises an environmental scan to
identify possible improvements to the Training Package that will ensure its currency
and relevancy to industry needs, and accessibility to end-users. Phase 2 involves the
implementation of agreed recommendations as presented in Phase 1 report,
validation of enhancements and rationalisation actions and a Final Report containing
details of the Review of the Amenity Horticulture Training Package

Phase 1 which has run over six months concludes with this report, and its
acceptance by the National Project Steering Committee for the Review of the Amenity
Horticulture Training Package

Recommendations based on feedback received from surveys and consultations have
been divided into four groups. Group I recommendations involve changes to the
Training Package which are common or generic across all sectors. Group 2 involve
changes to the Qualifications Framework; Group 3 involves changes to Units of
Competency and Group 4 is a summary of delivery and implementation issues
referred for action. The recommendations can be found in Tables 21 to 24, with
supplementary information where applicable at Appendix 9.

Group I recommendations include addressing changes which are common or generic
across all Amenity Horticulture sectors including proposed development of units for
new technologies such global positioning systems and global information systems,
use of chemicals, plant identification, plant function and botany, and use of water.

Group II recommendations include proposed changes to the Qualifications
Framework particularly to dedicated qualifications to reflect emerging technologies,
new job roles and review of compulsory units of competency

Group III recommendations include proposed changes to Units of Competency
particularly to dedicated qualifications to keep abreast of current knowledge, skills,
practices, legislation and government requirements.
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Group IV recommendations include a range of delivery and implementation issues
identified for referral action.

In addition to the industry-related feedback, there are also several improvements
requested by the Department of Education, Science and Training (DEST) under
direction on Council of Australia Government (COAG) and National Quality Council
(NQC) advice. These are aimed at simplifying Training Packages and maximising
flexibility and transferability of skills.

AFISC has developed an integrated framework model (IFM) to facilitate this aim.
During Phase 2 opportunities to remove duplication in units will be considered, and
the IFM will be explored as an alternative means for packaging qualifications and
specialisations.

Overall, the Amenity Horticulture Training Package overwhelmingly meets with
industry satisfaction. Notwithstanding, the current review process has provided a
timely and welcomed opportunity by all industry stakeholders to consider current and
future needs within the context of continuous improvement of the Training Package.
The recommendations, therefore, do not promulgate major change but, moreover,
reflect an opportunity to fine tune qualifications and units of competency in order
provide improved training for future graduates to the industry. The recommendations
also contain its up-take and usability by industry.
2.0 Background

The first Horticulture Training Package was endorsed in 1998, and since then has
been the basis of vocational education and training for the horticultural industry in
Australia. The Training Package was developed by the Rural Training Council of
Australia and represented the culmination of an extensive consultation and
documentation process covering a diverse and dispersed range of industries.

A two-part review of the endorsed Horticulture Training Package was undertaken
between September 1999 and May 2000 and involved extensive feedback across
Australia from a wide range of people and organisations in regional and urban
centres with an interest in the Training Package. The subsequent Amenity
Horticulture Training Package (RTF03) was the result of the review. It was endorsed
in 22 September, 2003 and has become the framework for vocational education and
training for those engaged in the horticulture industries.

As part of a commitment to provide accurate industry intelligence to the vocational
education and training sector about current and future skill needs and training
requirements of representative industries, AFISC seeks the ongoing development,
implementation and continuous improvement of training products and services,
including Training Packages.
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The review of RTF03 began in March 2006 in which Phase 1 comprised an
environment scan to determine the scope and depth of changes required to meet
industry and other client needs. The focus of the Review of the Amenity Horticulture
Training Package (RTF03) is continuous improvement of the Package. This will
ensure that the Package:

reflects current DEST and NTQC policy on the content and coverage of
•
Training Packages, and
captures within the qualifications all current and future work areas for the
•
amenity horticulture industry.

The outcomes of the project will be a Scoping Report which will give direction to a
Phase 2. Phase 2 will implement the agreed recommendations of the Scoping
Report.

3.0 Environmental Scan
The environmental scan involved researching how the Amenity Horticulture
Training Package (RTF03) is being used and its effectiveness in meeting the needs
of Arboriculture, Floriculture, Landscape, Parks and Gardens, Wholesale and Retail
Nursery and Turf industry sectors and other users of the Training Package.

3. 1 Methodology
3.1.1 Project Management

The review process is managed by Agri-Foods Industry Skills Council under the
management of Jenny Wardrop. The project consultant is Don Jones.

3.1.2 National Project Steering Committee

The members of this Committee, contained in Table 1 below, are nominated by the
following organisations representing a range of sectors:

Table 1: Membership National Project Steering Committee

Arthur Blewitt Sheila Thompson Paul Rawlings
AFISC, Chair Queensland Rural Industry WA Primary Industries Training
Training Council Council

Clive Larkman Kathi Eland Kris Newton
Primary Skills Victoria Department of Education, Horticulture Australia Council
Science and Training

Don Clifford Rob Brownsey Elizabeth Smith
The Australian Workers’ Queensland Department of Horticulture Training Pty Ltd
Union Employment and Training
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Michael Clune Barry Levarde Jason McGowery QALI
National Horticulture Barry Levarde Training
Training Providers Network

Doug Sharp Candice McNamara Jenny Wardrop
NMIT Nursery & Garden Industry Project Manager
Australia Agri-Food Industry Skills Council

Steven Potts Lesley Kirby
Australian Golf Course Royal Tasmanian Botanical
Superintendents Association Gardens

The review is being conducted in two phases:
Phase 1
Environmental scan
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Identification of opportunities to improve Training Package functionality
•
through rationalising units and qualifications
Scoping Report including recommendations for Phase 2 of the Training
•
Package Review
Phase 2
Implementation of agreed recommendations as presented in Phase 1 report
•
Validation of enhancements and rationalisation actions
•
Final Report Review of Amenity Horticulture Training Package (RTF03)
•

3.2 Consultation and research

Phase 1 consultation has been conducted by:
Developing a Discussion Paper
•
Developing and distributing survey instruments (Appendix ) by email and web,
•
using a range of networks including:
- Industry associations
- Peak industry bodies
- State training authorities
- State industry training advisory boards
- Industry skills councils.
- Trainer networks
- Registered training organisations
The two survey instruments comprised a comprehensive survey for people
with a more in-depth interest in the Amenity Horticulture Training Package
such as RTOs (Survey Questionnaire A) and a shorter survey designed for
industry members such as employers and employees (Survey Questionnaire
B)
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Developing a Consultation Matrix comprising of the target audience
•
Placing information and an online survey tool on the Agri-Food Industry Skills
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Council web site. Respondents could also download information about
qualifications and competencies
Participating in industry workshops, meetings, focus groups and
•
teleconferences hosted by
- Primary Skills Victoria
- Arboriculture Industry, NSW TAFE, Ryde
- Nursery & Garden Industry Australia
- Australian Golf Course Superintendents Association
- Victorian Horticulture Training Providers Network

Analysing key findings from surveys and developing and distributing paper
•
Amenity Horticulture Training Package Review Industry Consultation
Feedback to stakeholders seeking further feedback and comments.

Placing information and Amenity Horticulture Training Package Review
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Industry Consultation Feedback online on the Agri-Food Industry Skills Council
web site seeking feedback and comments from stakeholders.
Conducting phone interviews with key stakeholders
•
Reviewing key reports and literature (refer Bibliography)
•

3.3 Feasibility study into the merger of Rural Production, Amenity Horticulture and
Conservation and Land Management Training Packages

Currently, AFISC is conducting a feasibility study to consider the implications of a
possible merger between three rural-related Training Packages including Rural
Production (RTE03), Amenity Horticulture (RTF03) and Conservation and Land
Management (RTD02). As this report is not yet released, interested parties are
advised to regularly visit the AFISC web site for further information as to its findings.
No comments related to the possible merger of Amenity Horticulture with the other
rural-related Training Packages are contained in this report
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4.0 RTF 03 Training Package Uptake and Training Statistics

Data and comment on the uptake of the Amenity Horticulture Training Package
(RTF03) is based on statistics from the National Centre for Vocational Education
Research (NCVER). The following Table 2 describes these sources and any factors
that should be noted in its interpretation.

Table 2: Data Sources
Data Source Limiting factors Interpretation
description
Qualification NCVER i. Data may/may not include non- i. Data compulsorily
enrolments (National publicly funded enrolments required from DEST
Center for (optional for RTOs to provide publicly-funded training
Table 3, 4,5, Vocational this information) programs
Education
6,7, 8, 9,11,
Research)
ii. Does not show short courses ii. Shows indigenous and
Appendix 2 (non-qualification enrolments) non-indigenous
enrolments
Appendix 3
iii. Other data available but
Appendix 4
not included in Appendix
2,3,4 on training activity
by region, and
completion

Unit NCVER i. Data may not include some i. Data compulsory
enrolments non-publicly funded required from DEST
enrolments (RTOs not publicly-funded training
Table 12,13,
required to provide this) programs
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ii. Other data available but
Appendix 5
not included in Appendix
5,6 on training activity by
Appendix 6
gender, country of birth,
state and metro/rural

4.1 Overview of Vocational Education Training
The publication Australian vocational education and training statistics: Students and
courses 2005 – Summary (July, 2006) published by the National Centre for
Vocational Education Research (NCVER) contained the following data related to
measures of vocational education activity overall.
• The number of students enrolled in public VET increased by more than
46 000 students (2.9%) to 1.64 million in 2005. (See Table 3)
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• All measures of activity in the publicly funded VET system increased between
2004 and 2005, including:
- a 2.9% increase in the number of students enrolled (see Table 3 & 4)
- a 2.9% increase in total subject enrolments

Student numbers increased in all states and territories except Victoria (4.5%
•
decrease) between 2004 and 2005. The largest growth occurred in New
South Wales (8.6% increase) and the Northern Territory (8.2% increase). See
Table 3

Students in the VET system comprised:
•
- 27% aged 15-19 years (Table 4)
- 40.0% aged 24 years or less (Table 4)
- 51.6% male
- 89.4% studying part-time
- 48.1% enrolled in AQF Certificate III qualifications or higher

Males continue to make up slightly more than half (51.6%) of the VET
•
population. However, the growth in female students (3.8%) was greater than
male students (2.3%)

In 2005 there were 1 131 900 students undertaking AQF qualifications, an
•
increase of 27 300 (2.5%) from 2004. Students undertaking AQF
qualifications represented 69.0% of the total VET population in 2005. Slightly
less than half (48.1%) of all students undertook AQF Certificate III or higher
qualifications in 2005, a slightly lower proportion than in 2004 (48.5%). The
largest increase in AQF qualifications occurred in Certificate I courses (which
increased by 13.7% or 11 300 students) and in Certificate III courses (which
increased by 7.2% or 29 500 students). See Table 5

• The number of students enrolled in national training packages grew by 6.4%
in 2005 to 863 400. In 2005, agriculture, environment & related studies
attracted 4.9% of students proving more popular than information technology
(3.5%), health (4.7%), education (2.9%), creative arts (2.7%) and natural &
physical sciences (.3%); but less popular compared to management &
commerce (19.1%), engineering (16.0%), mixed field programs (11.6%),
society & culture (9.9%), food, hospitality & personal services (9.2%) and
architecture (6.3%). See Table 5
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Table 3: NCVER Training Statistics: Number of students in VET (’000) by states or territories,
1996–2005(a)
Year NSW(b) Vic. Qld SA WA Tas. NT ACT Australia
1996 484.4 395.5 195.0 99.3 109.7 24.4 14.4 18.6 1 341.2
1997 505.8 417.0 215.6 138.6 110.8 26.6 16.1 18.7 1 449.1
1998 514.1 428.7 247.9 140.2 114.0 29.0 17.5 18.5 1 509.8
1999 531.2 475.7 291.2 121.5 125.5 31.7 19.1 18.6 1 614.6
2000 638.0 468.2 266.5 132.6 128.7 32.0 21.7 20.2 1 707.9
2001 570.5 471.1 298.3 128.7 135.4 32.6 21.8 20.7 1 679.1
2002 553.3 496.8 298.6 127.6 131.9 32.6 22.4 19.7 1 682.9
2003 588.4 511.2 297.6 112.7 130.4 35.8 19.9 21.8 1 717.8
2004 517.5 480.7 278.8 111.3 126.5 38.5 19.7 22.3 1 595.2
2005 562.1 459.1 290.4 115.7 130.1 39.7 21.3 23.0 1 641.3
2004–05 8.6 -4.5 4.2 4.0 2.9 3.0 8.2 2.9 2.9
% change

Notes: (a) This table contains a break in time series between 1996 and 1997 with the inclusion of private providers in receipt of
public VET funds.
(b) A large decrease in VET activity in the NSW adult and community education (ACE) sector in 2004 was mainly due
to problems with software compatibility, as many of their providers introduced new systems during 2004 (refer
Data quality issue #1).

Table 4: NCVER Training Statistics: Participation rate of Australians aged 15 years and older in VET, 2000–05
Age 2000 2001 2002 2003 2004 2005
% % % % % %
15 to 19 years 25.5 25.5 26.0 26.1 26.1 27.0
20 to 24 years 20.4 20.3 20.5 20.3 19.1 19.1
25 to 44 years 11.7 11.4 11.3 11.2 10.2 10.2
45 to 64 years 7.1 6.6 6.6 6.8 6.1 6.3
65 years and older 1.4 1.2 1.2 1.3 1.0 1.1
15 to 64 years 12.5 12.1 12.1 12.1 11.3 11.4

Note: Participation rates are derived by calculating student numbers in the age group as a percentage of the estimated residential
population in the corresponding age groups. 2005 figures are based on preliminary Australian Bureau of Statistics (ABS)
population figures.
Sources: 2000–01 figures: ABS Population by age and sex, Australian states and territories, 2001 Census edition—Final,
cat. No.3201.0, June 1997–2002, tables 9–10
2002 figures: ABS Population by age and sex, Australian states and territories, cat. No.3201.0, June 2003, table 6
2003 figures: ABS Population by age and sex, Australian states and territories, cat. No.3201.0, June 2004, table 6
2004–05 figures: ABS Population by age and sex, Australian states and territories, cat. No.3201.0, June 2005, tables 6–7.
2005 figures are preliminary

Information contained in NCVER publication is, unless stated otherwise, derived from the
National VET Provider Collection, which is compiled under the Australian Vocational
Education and Training Management Information Statistical Standard (AVETMISS). Activity
covered in this publication includes VET delivered by: TAFE and other government providers;
multi-sector higher education institutions; registered community providers and registered
private providers.