Education, recruitment, progression at the inaugural Sports Turf & Greenkeeping Educationalists Summit
With a general lack of awareness about opportunities in turfcare and career progression through education and training, what exactly is being done? Kerry Haywood investigates...
In my foreword last issue, I wrote... ‘I encountered many discussions at Saltex surrounding the topic of recruitment, and whilst dialogue and seminar sessions are raising awareness, when we walk away from them - what is actually being done?’
Cue a call from Dr. Jonathan Knowles, Leicester City Head of Sports Turf Academy, who invited me to attend the Sports Turf & Greenkeeping Educationalists Summit – where over forty individuals with roles in turf education met during December. Jonathan commented: “I view this initiative as a crucial step in addressing the challenges facing our sector, such as recruitment, and adapting to the fast-evolving technologies and practices shaping the industry. It’s vital that education keeps pace with these changes.”
The inaugural Summit lay the groundwork for greater emphasis on, and recognition of, the critical role of education in sports turf and greenkeeping, and offered a chance to highlight the exceptional work being done behind the scenes to support meaningful careers in this sector.
The format consisted of working groups, focused on reviewing the current state of education in the field, with a particular focus on apprenticeships, while also considering other qualifications in turf management. The workshops included:
- How to ascertain the current state of education for a needs analysis
- Best teaching practices to attain higher assessment grades
- Routes to developing unified learning materials
Most of you have undertaken courses to progress your skill-set and further your career, but it seems the challenge lies with standardising courses and training, to ensure the expectations of students (at all levels) is the same across the country. Does every student have access to the equipment required (for instance a clegg hammer, robotic machines etc), video resources/toolkits and, most importantly, the support and understanding from their employer to successfully pass each course?
As a media that advertises recruitment positions, here at Pitchcare we receive numerous job adverts which feature a requirement for NVQ qualifications in the job description. Attained NVQ levels remain relevant to holders and employers but have not been offered in horticulture, sportsturf, or greenkeeping for about fifteen years. They were replaced by Work-Based Diplomas, which followed a similar assessment framework under a different name. Since 2017, greenkeeping and sportsturf qualifications and apprenticeships have adopted an end-point assessment (EPA) model. Unlike NVQs, which relied on ongoing assessment and pass-only grading, EPAs involve independent assessors (unconnected to the apprentice) and graded outcomes (fail, pass, merit, distinction). Many of these changes, implemented around the time of the pandemic, may still be unclear to some employers.
This all suggests there may be still some confusion for employers regarding modern qualifications in sports turf and greenkeeping. Therefore, could that lack of understanding be one of the reasons why grounds and greenkeeping staff are underpaid? (#justathought). Changes have impacted not only the titles but also the content, funding, and opportunities for qualification progression. Employers would also benefit from more information about the off-the-job training commitment and strategies to support apprentices in meeting the required hours.
But, it doesn’t just fall on the employer to provide better training… It was also discussed that tutors are sometimes trying to deliver something they do not understand themselves. For example , it was discussed: where mathematics may be integrated for calibrating different types of materials, green speeds and the use of new technologies such as robotic markers and mowers, LED lighting, UV-C on turf etc. Tutors can also often be quite isolated. How do we standardise training so that all tutors, and therefore, all students follow the same path?
The Greenkeepers Training Committee Ltd (GTC) presented on the day and have many resources to help and guide greenkeepers on what that next career step could be. It also offers a central location for learning material, leaflets, course finders etc… Rob Phillips, Learning and Development Manager (Technical) for BIGGA and The GTC commented: “Trainers and educators are the unsung heroes of the industry and we are pleased to be a part of these events to increase the focus on the sharp end of education, and the improvement of recruitment and opportunities in the industry.”
It was also discussed that BIGGA and the GMA could release adaptable, skill-level-appropriate materials for all training providers to work with, with a goal to enhance resource accessibility and standardisation across the sector.
The turfcare world is constantly changing and weather conditions are determining the way sports surfaces are managed. People also have new obligations in relation to golf and nature, so groundspersons and greenkeepers must adapt to this new era and their own future development.
There is no doubt that education and training within our industry is paramount to the development of our industry and crucial to both recruitment and retention of staff. It will be exciting to witness how fundamental improvements to educators and their toolkit will pave the way for future courses and success.
Candidates need to have an edge, and being properly qualified in the appropriate areas can provide a necessary advantage for career progression.
Overall priorities were identified as:
- Comprehensive needs analysis of education: Utilise tools like AI and collaborate with industry partners to assess the current state of turf education.
- Alignment of training with industry standards: Regularly consult with BIGGA, GMA, and employers to
- ensure qualifications meet evolving industry needs and establish industry advisory boards.
- Accessible entry-level training: Develop and promote a Level 1 course focusing on fundamental skills and career progression for new entrants.
- Enhanced awareness of qualification pathways: Create centralised platforms and launch marketing campaigns with partners to improve understanding of available education options.
- Improved teaching practices for higher grades: Introduce storytelling, scaffolding, and theory-practice integration into lesson plans to enhance educator skills and boost student outcomes.
- Centralised information hub: Create and maintain an online portal with filters and regularly updated content to simplify navigation of education options.
- Professional development for educators: Provide CPD workshops, industry days, and advanced certification programmes to keep educators updated on industry and pedagogical advancements.
- Digital and AI resource innovation: Use AI for resource creation and increase access to digital tools for teaching and learning.
- Mock exams and EPA simulations: Integrate mock exams and practice End-Point Assessments (EPAs) with assessors unfamiliar to learners to mimic real conditions.
- Contextualised learning with industry-relevant examples: Integrate real-life case studies, workplace scenarios, and industry challenges into lessons to enhance learning outcomes.
Future focus works called for students and/or graduates to offer their advice and insight, and if you would like to be involved, get in touch with Jonathan.Knowles@lcfc.co.uk
