The nature of agricultural industry school partnerships: a primary school case study

Molly O'Dea; Amy Cosby; Jaime Manning; Nicole McDonald; Bobby Harreveld

Authors

Molly O'Dea Agricultural Education and Extension Cluster, Institute for Future Farming Systems, CQUniversity Australia, Rockhampton QLD 4700, Australia
Amy Cosby Agricultural Education and Extension Cluster, Institute for Future Farming Systems; Centre for Research in Equity and Advancement of Teaching and Education (CREATE), School of Education and the Arts; CQUniversity Australia, Rockhampton QLD 4700, Australia https://orcid.org/0000-0003-2199-7607
Jaime Manning Agricultural Education and Extension Cluster, Institute for Future Farming Systems, CQUniversity Australia, Rockhampton QLD 4700, Australia https://orcid.org/0000-0003-4785-4313
Nicole McDonald Agricultural Education and Extension Cluster, Institute for Future Farming Systems, CQUniversity Australia, Rockhampton QLD 4700, Australia https://orcid.org/0000-0001-7751-3574
Bobby Harreveld Centre for Research in Equity and Advancement of Teaching and Education (CREATE), School of Education and the Arts, CQUniversity Australia, Rockhampton QLD 4700, Australia https://orcid.org/0000-0001-5485-2004

Keywords:

agriculture, industry school partnership, agricultural education, ecological systems theory, primary school

Abstract

With severe workforce shortages present across the agricultural supply chain, exploring and improving ways to increase student interest in the sector is paramount (Azarias et al., 2020). Industry school partnerships are one approach used to increase student awareness of, and interest in, careers (Mann et al., 2018; Shergold et al., 2020). Whilst industry school partnerships are not a new concept, limited research seeks to understand these partnerships as a whole system, considering the influence and interconnection between stakeholders (Flynn, 2015; Leonard, 2011). The research we are presenting seeks to theorise industry school partnerships as an ecological system, applying Bronfenbrenner’s (1976) Ecological Systems Theory to this partnership, rather than the developing learner.

This talk will present interview data from teachers and industry partners, and survey data from students, in a case study of an industry school partnership designed to improve year 5 and 6 students’ knowledge of agriculture and aspiration for a career in the sector. By including an incursion and excursion related to electrical energy sources in agribusinesses as part of the physical sciences unit of work for these students, they were exposed to multiple agricultural practices and careers. The data will explore the nature of the partnership including key principles identified by teacher and industry participants and how their objectives were met.

REFERENCES

Azarias, J., Nettle, R., & Williams, J. (2020). National Agricultural Workforce Strategy: Learning to Excel. National Agricultural Labour Advisory Committee, Canberra.

Bronfenbrenner, U. (1976). The experimental ecology of education. Teachers College Record, 78(2), 1-37.

Flynn, M. (2015). Industry-school partnerships: An ecological case study to understand operational dynamics. PhD diss., Queensland University of Technology.

Leonard, J. (2011). Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school. Urban education, 46(5), 987-1010.

Mann, A., Rehill, J., & Kashefpakdel, T. (2018). Employer Engagement in Education: Insights from International Evidence for Effective Practice and Future Research. Education Endowment Foundation. https://www.educationandemployers.org/wp-content/uploads/2018/01/Employer_Engagement_in_Education.pdf

Shergold, P., Calma, T., Russo, S., Walton, P., Westacott, J., Zoellner, D., & O'Reilly, P. (2020). Looking to the Future: Report of the review of senior secondary pathways into work, further education and training. (1 ed.) Education Services Australia. https://apo.org.au/node/307138