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The climate in Australia is one of the most variable in the world. Better understanding of this variability and applications of climate risk management are central to profitable and sustainable rural industries. Developments in climate science provide better understanding and forecasting of both between-year El Nino variability and long-term climate change. Climate risk management assesses the possible impacts of climate variability on rural businesses and the options available to mitigate the risk. An applied climate educational program to complement these improved climate forecasts is timely. This research examines the value of climate education, identifies suitable educational processes and outlines ways to improve vocational education in rural Australia, specifically in management of climate variability, seasonal forecasts and climate change. These objectives were addressed by: . • examining the literature that assesses climate risk in farm business management to determine the major issues and solutions to applied climate education . • establishing climate education and training needs through a needs analysis survey . • testing applied climate education with eleven culturally diverse groups engaged in a broad-range of agricultural settings and climatic zones to identify and refine educational principles for ‘in-depth’ testing with producers and educators . • evaluating the background and rationale concerning the design and development of a Unit of Competency (UOC) (‘Develop climatic risk management strategies’ [DCRMS]) in the Australian Qualifications Framework (AQF) . • developing an appropriate process for an applied climate education course (called ClimEd) that focussed on developing the managerial skills of farmers to identify and implement appropriate climate risk management strategies through action research . • in-depth studies with farmers by conducting a ClimEd pilot workshop to ensure the course was consistent with the vocational educational requirements of DCRMS and needs of a broad range of industries . • in-depth studies with educators by conducting a ‘Train-the-trainer’ ClimEd workshop to ensure development of an appropriate trainer package for the ClimEd course . • continued longitudinal studies with farmers and educators by evaluating the development and delivery of the ClimEd course and supporting resource materials as an education process using surveys and semi-structured interviews. rated themselves as competent in those skills. These essential skills would help farmers to be better prepared for the coming season by identifying key decision points where climate information and seasonal climate forecasts could be useful. The pilot studies showed that learning was maximised where participants were involved in problem-solving through discussion and hands-on application of decision-support software in exercises that integrated climate science, agricultural information and business decisions. The initial studies in India, Indonesia, Zimbabwe and Australia involving eleven workshops and 252 participants included farmers, scientists and extension staff. Principles for developing and evaluating applied climate education included: (a) consultation with participants in establishing learning outcomes, the program and timing of training; (b) comprehension of the El Nino Southern Oscillation (ENSO) phenomenon, coverage of ENSO-based seasonal climate forecast systems and impacts of climate on enterprises and natural resources at a broad and localised scale; and (c) discussion on strategic options available relating to seasonal and longer-term time frames (incorporating climate change). As a consequence, the two key principles on which the ClimEd course was developed were firstly, that the course highlights a strategic approach in managing climatic risk, and secondly, provide a modular format to enable a flexible mode of delivery to suit the diverse needs of farmers. Climate risk is a major component of overall risk management. The lack of focus in applied climate education [ACE] on managerial skills required attention. Education that is directed towards facilitating managerial skills can help to achieve better management of climate variability and change especially if it includes a practical project integrating enterprise, environment, resources and climate change information. The ClimEd workshop was pilot-tested with a sample of fifteen farmers and twenty educators with backgrounds in grazing, cropping, horticulture and irrigation industries from all mainland states of Australia. It was conducted with the key stakeholders from the national meteorological agency (Bureau of Meteorology), state extension agencies and other representatives from educational and farming institutions. The major finding from conducting the five-day ClimEd workshop with farmers (n=15) was that it enabled learning to go beyond ‘awareness’ of climate issues, to skills development and application in decision-making relating to the various enterprises represented. A further subtle but important distinction uncovered in the in-depth study was that better management of climate variability also helps in better management for climate change. The concept that better managing climate variability was real and present was pre¬eminent in the minds of participants, whereas climate change was seen more as a future problem confronting producers. In conclusion, the research findings demonstrating improved knowledge and skills of farmers, improved farmer decisions relating to climate and enterprises, and reduced climate risk, support the hypothesis that farmers respond positively to vocational education that develops climate risk management strategies. The limitations to implementation and success of ACE, including the ClimEd course, include institutional inflexibility by organisations responsible for farmer education, and general reluctance of farmers to value and attend training, attributable to excuses of age, time, cost and perceived benefit. The research presented in this thesis confirms that continued support, development and refinement of vocational education in applied climate can impact positively on both the learning and behaviour of farmers, advisors and trainers to enhance sustainability of agriculture in Australia. Approaches used in this thesis should become central to continuing education of agricultural producers and natural resource managers under conditions of increased climate variability and climate change.

openalex: W144749125 mag: 144749125