Building resilience and careers in agriculture

The primary industries sector plays a crucial role in Australia’s economy, yet misconceptions and outdated perceptions often prevent young people from considering careers in food and fibre. However, a program established in response to the devastating storms and floods that affected New South Wales in early 2021 is helping address this issue.

Led by the Primary Industries Education Foundation Australia (PIEFA), the Storm and Flood Industry Recovery Program (SFIRP) aimed to inspire students by showcasing the diverse career opportunities within primary industries, equipping teachers and careers advisors with resources, and ultimately fostering long-term resilience in the sector.

The SFIRP and its objectives

The SFIRP was designed to support industry recovery by integrating food, fibre and agriculture education into school curricula. Recognising that many students lack awareness of modern agricultural careers, PIEFA developed classroom resources, professional development programs and industry engagement opportunities to bridge this knowledge gap. By directly addressing outdated industry perceptions, SFIRP sought to increase student interest in agricultural pathways and provide teachers and career advisors with the necessary tools to guide them.

ACER’s evaluation approach

To assess the program’s effectiveness, PIEFA commissioned the Australian Council for Educational Research (ACER) to conduct an independent evaluation of SFIRP. The evaluation employed a mixed-method approach, including:

• surveys of educators, career advisors and students to measure engagement and impact
• analysis of program documentation, operational data and online analytics
• triangulation of various data sources to ensure comprehensive findings.

The evaluation involved more than 300 schools across 100 Local Government Areas in New South Wales, including regions severely affected by the 2021 floods. Schools with characteristics associated with educational disadvantage—such as low socio-economic status, regional locations and high First Nations enrolments—were among those most strongly supported by the program. Additionally, more than 380 teachers participated in professional development sessions, and more than 200 educational resources were distributed.

Key insights from the evaluation

The findings of ACER’s evaluation revealed several positive outcomes:

• Strong engagement and impact: SFIRP exceeded its initial goals, reaching 195 schools and significantly increasing teacher participation in agriculture-focused professional development.
• Positive reception among educators: All educators and career advisors who attended SFIRP professional development sessions agreed or strongly agreed that the training fulfilled their expectations and provided valuable insights.
• Influence on student perceptions: At the Cooma Try a Trade Day, 83% of participating students reported learning new things about agriculture through SFIRP resources, while 85% found the resources engaging. Additionally, 46% of students said they were more likely to consider a career in agriculture, with another 48% responding ‘maybe’.
• Effectiveness of teaching resources: More than 60% of educators who used SFIRP teaching materials reported that the resources made their students more likely to explore agricultural careers.

Recommendations for the future

Based on the evaluation findings, several recommendations were made to ensure the continued success of programs like SFIRP:

1. Maintain and expand SFIRP initiatives: Given its effectiveness, the program should continue beyond the immediate disaster recovery phase to address broader challenges in agricultural education.
2. Increase industry engagement opportunities: Creating more pathways for students, educators, and career advisors to connect with local primary industries businesses will enhance real-world learning experiences.
3. Enhance expert support: The involvement of industry professionals proved invaluable. Future programs should ensure access to expert mentorship and guidance.
4. Strengthen networking among educators and career advisors: Encouraging collaboration within local education communities can improve knowledge sharing and support systems.
5. Secure longer-term funding: Extending funding periods will allow programs to reach their full potential and create sustainable plans for continuity.

Overall, through its well-received educational resources, professional development sessions and engagement strategies, SFIRP has demonstrated its ability to inspire students and equip educators with valuable tools.

Moving forward, sustained investment and strategic enhancements will be essential in ensuring that the next generation is prepared to contribute to a resilient and thriving primary industries sector.

Read the full report:
Van Der Zant, T., & Dix, K. (2024). Primary Industries Education Foundation Australia (PIEFA) Storm and Flood Industry Recovery Program: Evaluation report. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-776-2