Plant knowledge in training – a thorn in their eye?

Apprenticeships prepare young adults in Germany to develop professional work quality.
Practical training at a company and theoretical input at vocational schools for three years lead to a skilled workforce.
Among landscaping apprentices plant knowledge receives decreasing attention and seems to deteriorate.
The author collaborated with the professional organization within the landscaping sector to identify the reasons behind this trend and possibilities to reverse it.
An online survey was administered to 169 landscaping apprentices in two different vocational schools in Bavaria, Germany.
Questions addressed motivation and enjoyment with the apprenticeship, methods of learning plant knowledge as well as problems and challenges, and grades in the subject.
Most participants were between 15 and 20 years old or older.
One third chose the apprenticeship because they liked plants.
Two thirds think they have to learn too much plant knowledge.
Most apprentices use books, lessons, and nature to learn about plants.
They think the subject is important but difficult.
Expert interviews were conducted with six experts (trainers, vocational schoolteachers, train-the-trainers, etc.). Questions included the significance of plant knowledge, amount of plants taught, complexity and difficulties of teaching, and teaching methods.
Trainers state that plant knowledge is very important for professionals, and that women usually have more plant knowledge than men.
They agreed that plant knowledge should not be reduced although it is complex and hard to teach.
Specifically, the 5-min-construction-site-method and plant-of-the-week are helpful for trainers.
Stories, reduction of details for each single plant, and excursions increase motivation.

IV International Symposium on Horticulture in Europe – SHE2021

C. Huhn

landscaping, dual training system, vocational education and training (VET), apprenticeship, on-the-job-training, Germany

https://doi.org/10.17660/ActaHortic.2021.1327.102