What knowledge is required to grow food? A framework for understanding horticulture's skills ‘crisis’

Funding text 1: This research is supported by the Sêr Cymru II programme which is part-funded by Cardiff University and the European Regional Development Fund through the Welsh Government.; Funding text 2: Knowing how to produce food is fundamental to human health. Food security requires producers have knowledge and skills1 to meet current and future challenges (FAO 2018; Government Office for Science, 2011: 34). For UK agriculture and horticulture, under-investment in skills is identified as a factor in relatively poor productivity (AHDB, 2018). Supporting skills and education is a common strategy for supporting the food industry (DEFRA, 2018; Government Office for Science, 2013; Welsh Government, 2014). The latest reforms of EU agricultural support recognise knowledge as essential for sustainable agriculture (EU Commission, 2019), with transitions to more resilient or innovative production requiring new knowledge and skills supported by extension services (Godfray et al., 2010; SCAR, 2016; Willet et al., 2019: 37). Research generates knowledge feeding innovation and addressing emerging challenges so production can endure systems change (Dicks et al., 2013). A resilient food system which can adapt to change therefore requires open knowledge flows (Anderson, 2015). Meanwhile, local re-skilling has been a goal of community-led food transitions (Sage, 2014). Some suggest ecologically sustainable production is knowledge rather than resource intensive, making education a key scaling strategy (Anderson et al., 2019; FAO, 2018), and knowledge diversity a prerequisite for a diverse production landscape (Carolan, 2011). It is of concern then, that much of the minority world2 has long reported agri-food skills gaps, shortages of personnel including research specialists (Government Office for Science, 2011; Llewellyn 2011; Rotz et al., 2019), and depletion of knowledge extension services (Fuglie and Toole, 2014).Analysis found broad consensus on causes of horticulture's skills problems, with the unappealing nature of work in agri-food production often blamed (AHDB1, FVT, HM). Growers perceive young people to be unmotivated for demanding work, hence not applying for or staying in these jobs (AHDB2). Graduates and more qualified recruits are thought to find horticulture less appealing than other sectors, hence poor levels of recruitment and retention (AT p34). The nature of and attitudes to available work is said to explain skills gaps, whilst skills shortages are seen to result from steady decline in provision of specialist horticultural courses (AHDB1; FVT p16; FRP p37). Under-investment in the infrastructure for applied research and knowledge exchange means specialist knowledge is under-developed and/or does not reach industry (AHDB1 p58; FVT p13; WG p6). Available training may not meet business needs (AT p34; ASF p5; FVT), leaving growers under-provided with knowledge to support them through change (AHDB1 p11; AT p34). This suggests infrastructure supporting the development and circulation of horticultural knowledge is inadequate.

Funding text 1: This research is supported by the Sêr Cymru II programme which is part-funded by Cardiff University and the European Regional Development Fund through the Welsh Government.; Funding text 2: Knowing how to produce food is fundamental to human health. Food security requires producers have knowledge and skills1 to meet current and future challenges (FAO 2018; Government Office for Science, 2011: 34). For UK agriculture and horticulture, under-investment in skills is identified as a factor in relatively poor productivity (AHDB, 2018). Supporting skills and education is a common strategy for supporting the food industry (DEFRA, 2018; Government Office for Science, 2013; Welsh Government, 2014). The latest reforms of EU agricultural support recognise knowledge as essential for sustainable agriculture (EU Commission, 2019), with transitions to more resilient or innovative production requiring new knowledge and skills supported by extension services (Godfray et al., 2010; SCAR, 2016; Willet et al., 2019: 37). Research generates knowledge feeding innovation and addressing emerging challenges so production can endure systems change (Dicks et al., 2013). A resilient food system which can adapt to change therefore requires open knowledge flows (Anderson, 2015). Meanwhile, local re-skilling has been a goal of community-led food transitions (Sage, 2014). Some suggest ecologically sustainable production is knowledge rather than resource intensive, making education a key scaling strategy (Anderson et al., 2019; FAO, 2018), and knowledge diversity a prerequisite for a diverse production landscape (Carolan, 2011). It is of concern then, that much of the minority world2 has long reported agri-food skills gaps, shortages of personnel including research specialists (Government Office for Science, 2011; Llewellyn 2011; Rotz et al., 2019), and depletion of knowledge extension services (Fuglie and Toole, 2014).Analysis found broad consensus on causes of horticulture's skills problems, with the unappealing nature of work in agri-food production often blamed (AHDB1, FVT, HM). Growers perceive young people to be unmotivated for demanding work, hence not applying for or staying in these jobs (AHDB2). Graduates and more qualified recruits are thought to find horticulture less appealing than other sectors, hence poor levels of recruitment and retention (AT p34). The nature of and attitudes to available work is said to explain skills gaps, whilst skills shortages are seen to result from steady decline in provision of specialist horticultural courses (AHDB1; FVT p16; FRP p37). Under-investment in the infrastructure for applied research and knowledge exchange means specialist knowledge is under-developed and/or does not reach industry (AHDB1 p58; FVT p13; WG p6). Available training may not meet business needs (AT p34; ASF p5; FVT), leaving growers under-provided with knowledge to support them through change (AHDB1 p11; AT p34). This suggests infrastructure supporting the development and circulation of horticultural knowledge is inadequate.

Funding text 1: This research is supported by the Sêr Cymru II programme which is part-funded by Cardiff University and the European Regional Development Fund through the Welsh Government.; Funding text 2: Knowing how to produce food is fundamental to human health. Food security requires producers have knowledge and skills1 to meet current and future challenges (FAO 2018; Government Office for Science, 2011: 34). For UK agriculture and horticulture, under-investment in skills is identified as a factor in relatively poor productivity (AHDB, 2018). Supporting skills and education is a common strategy for supporting the food industry (DEFRA, 2018; Government Office for Science, 2013; Welsh Government, 2014). The latest reforms of EU agricultural support recognise knowledge as essential for sustainable agriculture (EU Commission, 2019), with transitions to more resilient or innovative production requiring new knowledge and skills supported by extension services (Godfray et al., 2010; SCAR, 2016; Willet et al., 2019: 37). Research generates knowledge feeding innovation and addressing emerging challenges so production can endure systems change (Dicks et al., 2013). A resilient food system which can adapt to change therefore requires open knowledge flows (Anderson, 2015). Meanwhile, local re-skilling has been a goal of community-led food transitions (Sage, 2014). Some suggest ecologically sustainable production is knowledge rather than resource intensive, making education a key scaling strategy (Anderson et al., 2019; FAO, 2018), and knowledge diversity a prerequisite for a diverse production landscape (Carolan, 2011). It is of concern then, that much of the minority world2 has long reported agri-food skills gaps, shortages of personnel including research specialists (Government Office for Science, 2011; Llewellyn 2011; Rotz et al., 2019), and depletion of knowledge extension services (Fuglie and Toole, 2014).Analysis found broad consensus on causes of horticulture's skills problems, with the unappealing nature of work in agri-food production often blamed (AHDB1, FVT, HM). Growers perceive young people to be unmotivated for demanding work, hence not applying for or staying in these jobs (AHDB2). Graduates and more qualified recruits are thought to find horticulture less appealing than other sectors, hence poor levels of recruitment and retention (AT p34). The nature of and attitudes to available work is said to explain skills gaps, whilst skills shortages are seen to result from steady decline in provision of specialist horticultural courses (AHDB1; FVT p16; FRP p37). Under-investment in the infrastructure for applied research and knowledge exchange means specialist knowledge is under-developed and/or does not reach industry (AHDB1 p58; FVT p13; WG p6). Available training may not meet business needs (AT p34; ASF p5; FVT), leaving growers under-provided with knowledge to support them through change (AHDB1 p11; AT p34). This suggests infrastructure supporting the development and circulation of horticultural knowledge is inadequate.

Funding text 1: This research is supported by the Sêr Cymru II programme which is part-funded by Cardiff University and the European Regional Development Fund through the Welsh Government.; Funding text 2: Knowing how to produce food is fundamental to human health. Food security requires producers have knowledge and skills1 to meet current and future challenges (FAO 2018; Government Office for Science, 2011: 34). For UK agriculture and horticulture, under-investment in skills is identified as a factor in relatively poor productivity (AHDB, 2018). Supporting skills and education is a common strategy for supporting the food industry (DEFRA, 2018; Government Office for Science, 2013; Welsh Government, 2014). The latest reforms of EU agricultural support recognise knowledge as essential for sustainable agriculture (EU Commission, 2019), with transitions to more resilient or innovative production requiring new knowledge and skills supported by extension services (Godfray et al., 2010; SCAR, 2016; Willet et al., 2019: 37). Research generates knowledge feeding innovation and addressing emerging challenges so production can endure systems change (Dicks et al., 2013). A resilient food system which can adapt to change therefore requires open knowledge flows (Anderson, 2015). Meanwhile, local re-skilling has been a goal of community-led food transitions (Sage, 2014). Some suggest ecologically sustainable production is knowledge rather than resource intensive, making education a key scaling strategy (Anderson et al., 2019; FAO, 2018), and knowledge diversity a prerequisite for a diverse production landscape (Carolan, 2011). It is of concern then, that much of the minority world2 has long reported agri-food skills gaps, shortages of personnel including research specialists (Government Office for Science, 2011; Llewellyn 2011; Rotz et al., 2019), and depletion of knowledge extension services (Fuglie and Toole, 2014).Analysis found broad consensus on causes of horticulture's skills problems, with the unappealing nature of work in agri-food production often blamed (AHDB1, FVT, HM). Growers perceive young people to be unmotivated for demanding work, hence not applying for or staying in these jobs (AHDB2). Graduates and more qualified recruits are thought to find horticulture less appealing than other sectors, hence poor levels of recruitment and retention (AT p34). The nature of and attitudes to available work is said to explain skills gaps, whilst skills shortages are seen to result from steady decline in provision of specialist horticultural courses (AHDB1; FVT p16; FRP p37). Under-investment in the infrastructure for applied research and knowledge exchange means specialist knowledge is under-developed and/or does not reach industry (AHDB1 p58; FVT p13; WG p6). Available training may not meet business needs (AT p34; ASF p5; FVT), leaving growers under-provided with knowledge to support them through change (AHDB1 p11; AT p34). This suggests infrastructure supporting the development and circulation of horticultural knowledge is inadequate.

Funding text 1: This research is supported by the Sêr Cymru II programme which is part-funded by Cardiff University and the European Regional Development Fund through the Welsh Government.; Funding text 2: Knowing how to produce food is fundamental to human health. Food security requires producers have knowledge and skills1 to meet current and future challenges (FAO 2018; Government Office for Science, 2011: 34). For UK agriculture and horticulture, under-investment in skills is identified as a factor in relatively poor productivity (AHDB, 2018). Supporting skills and education is a common strategy for supporting the food industry (DEFRA, 2018; Government Office for Science, 2013; Welsh Government, 2014). The latest reforms of EU agricultural support recognise knowledge as essential for sustainable agriculture (EU Commission, 2019), with transitions to more resilient or innovative production requiring new knowledge and skills supported by extension services (Godfray et al., 2010; SCAR, 2016; Willet et al., 2019: 37). Research generates knowledge feeding innovation and addressing emerging challenges so production can endure systems change (Dicks et al., 2013). A resilient food system which can adapt to change therefore requires open knowledge flows (Anderson, 2015). Meanwhile, local re-skilling has been a goal of community-led food transitions (Sage, 2014). Some suggest ecologically sustainable production is knowledge rather than resource intensive, making education a key scaling strategy (Anderson et al., 2019; FAO, 2018), and knowledge diversity a prerequisite for a diverse production landscape (Carolan, 2011). It is of concern then, that much of the minority world2 has long reported agri-food skills gaps, shortages of personnel including research specialists (Government Office for Science, 2011; Llewellyn 2011; Rotz et al., 2019), and depletion of knowledge extension services (Fuglie and Toole, 2014).Analysis found broad consensus on causes of horticulture's skills problems, with the unappealing nature of work in agri-food production often blamed (AHDB1, FVT, HM). Growers perceive young people to be unmotivated for demanding work, hence not applying for or staying in these jobs (AHDB2). Graduates and more qualified recruits are thought to find horticulture less appealing than other sectors, hence poor levels of recruitment and retention (AT p34). The nature of and attitudes to available work is said to explain skills gaps, whilst skills shortages are seen to result from steady decline in provision of specialist horticultural courses (AHDB1; FVT p16; FRP p37). Under-investment in the infrastructure for applied research and knowledge exchange means specialist knowledge is under-developed and/or does not reach industry (AHDB1 p58; FVT p13; WG p6). Available training may not meet business needs (AT p34; ASF p5; FVT), leaving growers under-provided with knowledge to support them through change (AHDB1 p11; AT p34). This suggests infrastructure supporting the development and circulation of horticultural knowledge is inadequate.