13 / EDUCATION
APPRENTICESHIP
John Mulhern, Principal of College of Amenity Horticulture, National Botanic Gardens explains how the history of horticultural training may well define the future of the industry
H
orticultural training and education has its roots firmly in the apprentice model. Before formalisation, knowledge, technique and skill were passed from father to child. Understanding, competence and expertise were earned over time under the watchful eye of the more able other. Young apprentices took on the skills of their masters before passing them on to the next generation. As horticulture grew more industrialised and scientific, so did the training. Informal apprenticeships evolved into set courses delivered by technical schools, which split time between written and practical work. As training continued to evolve in complexity, and the nation set its sights on achieving third-level qualification, the popularity of apprenticeships died away. By the time ANCO emerged onto the educational landscape in the 1980s, apprenticeships in Ireland were all but confined to three or four trades. Although horticultural training still involved practical aspects, and informal apprentice-type learning, it had shifted very much into the theoretical framework. That is not to say horticultural training got worse, far from it. Horticultural training became sophisticated, complex, structured and offered potential students a multitude of choices and career paths. The original horticultural apprentices would look in wonder and awe at the training opportunities open to today’s horticultural candidate. While the sophistication affords much choice and opportunity for access and specialisation, the shift away from the apprentice model has caused some problems. Specifically, whether it has undermined the acquisition of core practical skills. Ask any commercial business owner and they’ll tell you that many graduates are simply not ready to enter the workforce, they lack key skills and don’t really understand the sector they are entering. Now, this is an accusation that could probably be levied at any graduate in any field, and commercial business owners have a tendency to forget that what they knew when they were fresh-faced graduates; but there are opportunities which exist within the current system to allow students to build commercially applicable skills. Opportunities which sit firmly in the apprenticeship model. A typical horticultural degree programme - like those we deliver through the National Botanic Gardens and Kildalton College - is split into six, 12-week semesters across three years with the traditional four month break in the summer of each year. That equates to eight months break over the three years where students are essentially left to their own devices. More often than not they’re working to pay for tuition and other education costs. Those eight months represent a huge learning opportunity and it is one we are rolling out this year. The core aims of the our apprenticeship 2.0 initiative are to acknowledge the importance of each aspect of learning,
to afford students the opportunity to build commercially applicable skills and to facilitate industry participation in creating the next generation of horticultural business owners. By building on established industry links we will be offering a number of paid summer placements underpinned with specific educational outcomes and deliverables. These placements will be offered through a number of retail, landscape and production businesses over 2016 and will serve as a trial run to tease out strengths and weaknesses. Having held talks with key associations such as the Association of Landscape Contractors of Ireland, Garden Centre Association, Golf Course Superintendents and the Irish Hardy Nursery Stock Association we are confident that the system will succeed. At one recent meeting, a small industry group put the apprenticeship proposal to Damien English TD, Minister of State at the Departments of Education and Skills. After the meeting IHNSA Chairmen Val Farrell commented, “The proposal put to Minister English would have both classwork and practical work experience built around the academic year, including a placement semester which would ensure that students are “job-ready” when they graduate. Companies are seeking assistance from the State to support students during their in-house training periods. The proposed new model would have 56 weeks of practical work experience with students receiving on-the-job training, directly through their employer.” He added that financial support from the government was vital for training suitable candidates. Now, you may be thinking, sure don’t students get horticultural work experience during the summer already? And you might be right, at least for a small number of highly motivated and engaged students. Alas, for the vast majority and for a variety of financial and geographical restrictions, no such experience is possible. What we are doing to formalising the system, allowing students to earn a fair wage and providing operators with motivated staff when they need it most. Will there be teething problems? Of course. Will it work for everyone? Of course not. Will it provide switched-on students with a chance to work with Ireland’s top horticulturalists, to build applicable skills and knowledge, and to secure the future of the sector? You bet. Over the next few months we will report back on how the model plays out in practice. Watch this space. ✽
JOHN MULHERN has worked with Teagasc for more the 17 years, primarily in an educational capacity. He is the current Principal if the College of Amenity Horticulture, National Botanic Gardens, Dublin.
Spring 2016 / www.horticulture.ie / HORTICULTURECONNECTED
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