B+LNZ has been pushing back strongly, along with others, against Government proposals that would have removed Agribusiness and Agricultural and Horticultural Science as standalone NCEA subjects.
Alongside direct discussions with MPs and officials, we lodged formal submissions with the Ministry of Education (MfE), joined forces with Deer Industry New Zealand (DINZ), and supported letters from Agribusiness in Schools and the Agriculture Teachers Association to Education Minister Erica Stanford.
It is great to see that the Government has listened to the feedback and reinstated Agricultural and Horticultural Science as a standalone subject and while Agribusiness will be incorporated into the overall business studies subject, there is a commitment to working with Agribusiness in Schools to ensure there is clarity, recognition, and visibility of the agribusiness units. If done right this could expose more students to the importance of agriculture.
Agribusiness in Schools, the Horticulture and Agriculture Teachers Association, Farmer Time and the National Party Rural Caucus did a sterling job in highlighting the issue and galvanising support to get these quick changes.
Why it matters
For farmers, the issue was clear: if agriculture disappeared from the classroom, the crucial pipeline of talent into our industry would have dried up.
The food and fibre sector employs around 14 percent of the national workforce and contributes substantially to the country’s economic performance.
Agricultural and Horticultural Science plays a key role in preparing students for careers in one of New Zealand’s most significant economic sectors, with massive opportunities along the supply chain.
Some of New Zealand’s most innovative and fast-growing companies such as Halter, Gallagher and Scott Technology operate in the primary sector and it’s important we have people learning science and its application to agriculture.
Since Agribusiness became a standalone subject in 2018, far more students have gone on to study agriculture-related courses at university.
Agribusiness also provides a pathway for urban students, who may not have had opportunities to engage with the rural sector to build an understanding of the importance of agriculture and the vast array of career options it provides.
Our position
B+LNZ supports both vocational and academic pathways. Both are needed if we are to grow the skills base across the red meat sector - from on-farm, to processing, to technology and innovation.
With so much of our future depending on a strong and innovative primary sector, it made no sense to downgrade agriculture in the school curriculum, and we will be advocating for it to be more important going forward.
There is more that could be done to teach primary school students about agriculture as it is not currently part of the curriculum.
We also want to ensure that the current reforms being worked on in the vocational education space continue to prioritise Government investment into work-based learning.
Ultimately, if we want the next generation of scientists, business leaders and farmers to keep pushing our industry and the economy forward, agriculture and agribusiness must remain visible, valued and properly supported in education.
Farmers understand the need to bring smart, motivated young people into our sector -- and we’re making sure Government understands that too.