Stocktake of Animal Welfare Education and Training

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Stocktake of Animal Welfare Education and Training

The Australian Animal Welfare Strategy (AAWS) Education and Training Working Group did a comprehensive stocktake of Australian education and training in animal welfare. The report of the review process was finalised in February 2008.

Executive Summary

1.1 Key findings

This stocktake of formal and informal education and training about animal welfare in Australia has revealed an enormous amount of focussed and well-structured activity. At the same time there is significant evidence of a constant state of change, variety in the currency of the information and in the level of opinions held on the improvement in animal welfare education in this country.

1.2 Influential factors

Six key insights relating to education and training arose from this stocktake:

  1. Anticipating and taking into account public debate regarding animal welfare issues requires sophisticated and flexible education and information approaches and resources.

  2. States and territories and industry could advance animal welfare education by consolidating and sharing resources and reducing the fundamental differences in the messages being delivered.

  3. More evidence-based information on animal welfare education best practice is needed to move the AAWS forward.

  4. There is a need to provide practical, easy-to-read information via credible sources in regular contact with the community, eg. local government.

  5. There is a need to underpin school-based education initiatives with animal welfare content that fits the curriculum in each state and territory and facilitates improved teacher training and teacher professional development.

  6. A transparent and coordinated approach to animal welfare education across Australia is lacking – this could appropriately be facilitated by the AAWS.
Sector Key insights identified during the stocktake
Livestock/production animals
  1. There is a variation in the quantity and quality of formal and informal education available about animal welfare for those who rear, handle, transport and humanely slaughter livestock/production animals. However, there are improved training methods available that are not widely accessible.  There is a need to provide trainers in the VET sector with consistent and current information through good resource materials and professional development. This could dramatically improve animal welfare and should be rolled out nationally as a matter of priority. 

  2. Quality Assurance and accreditation programs are important vehicles for industry to clearly demonstrate improvements in welfare standards. In particular mandatory accreditation for the slaughter of all production animals would result in improved animal welfare outcomes.

  3. Changes to welfare codes pose significant challenges for relevant industries with a greater role expected in regard to communications and training.

  4. The National Centre for Dairy Education Australia and the National Centre for Pork Industry Training and Education are good national models from which other industries could learn.

  5. Some industries have responded proactively to the 'sensitive' animal welfare issues in their industry. There is a need to develop good information resources for the general public, as has been done by LiveCorp and the Egg Corp. This should be the case for all industry animal welfare issues.

  6. Animal interest organisations campaign strongly that the welfare needs of farmed animals are not being met. These organisations make better use of the internet and associated technology as an effective communication tool than does government, education institutions and industry.

  7. There should be more emphasis placed on the content of training programs that is evidence-based and has been evaluated. Modifying the program in light of evaluation results in improved learning outcomes.

  8. The focus of assessment of all training programs should be competency based, to demonstrate that an adequate level of skills and knowledge have been achieved.
Animals used for work, sport, recreation or on display
  1. The AAWS needs to identify animal welfare education opportunities and make available the resources to support such opportunities.  For example, the media coverage and government response to Biosecurity and Equine Influenza in 2007 provided an opportunity for complementary animal welfare education.

  2. This sector highlights that the registration and identification of all animals is an opportunity to achieve better animal welfare outcomes where humans own animals. It applies equally to all sectors.

  3. The welfare of animals used for sport and recreation in the peri-urban areas is a major concern and should be addressed with a targeted education initiative.  Again, partnering with other education initiatives may prove efficient and effective.

  4. The greyhound adoption program is a good example of a structured program across all states and territories that helps to ensure the welfare of animals beyond racing.
  5. It is not clear from the stocktake whether adequate training in animal welfare occurs in zoos and other animal display centres.

  6. This sector in Australia is characterised by inconsistencies and variations in Codes of Practice and Standard Operating Guidelines across states and territories.

  7. The welfare of animals used for recreation is a major concern during drought. While there is a large amount of information available about managing animals during drought, owners often leave it too long before making a decision.

  8. The recreational horse industry contains registered horse trainers who can and do provide specialist advice to families thinking of purchasing a horse for younger members of the family. This is an important opportunity to communicate horse welfare issues.
Companion animals
  1. This sector is characterised by duplication of programs and resources in and across states.

  2. More emphasis should be placed on education programs that are evidence-based and have been evaluated. The stocktake identifies that modifying programs in light of evaluation improves learning outcomes.

  3. The AMRRIC Dog People Program is a recent initiative that provides an opportunity to assist in improving dog welfare in indigenous communities. Long-term commitment is needed for this program to be successful.

  4. Funding via registration levies is important for the quality and sustainability of education programs. These programs should provide annual reports and documented review processes.

  5. Providing education and support to local governments for preparing Animal Management Plans would achieve positive animal welfare outcomes. It is important to recognise that not all councils are the same and that 'one size doesn’t fit all'. There is a need for several best practice model plans to match varying local governments across Australia.

  6. An increased emphasis on education about birds kept in cages in households is needed to reduce the risk of bird welfare problems in Australia.
Animals in the wild
  1. There is a need for improved education to address the low level of awareness and commitment by Australians to the welfare of animals in the wild and the connected low level of community responsibility.

  2. There is a need to better communicate the significant work being done on the humane treatment and management of pest animals.

  3. The sector is moving towards the adoption of Codes of Practice (CoPs) for the control of most pest animal species, but there are no CoPs for wildlife management programs, apart from those that cover the Kangaroo industry.

  4. Education has a role in promoting sustainable land use planning and management that accommodates the needs of wildlife and addresses the welfare of wild animals.

  5. There is significant duplication of information in this sector provided by volunteer organisations such as Wildlife Rescue Organisations and Shelters.
Aquatic animals
  1. The Sector addresses animal welfare issues primarily through training in implementing quality assurance (QA) protocols.

  2. The sector has experienced difficulties in the transition from ASIC to AFISC as the manager of training. There is a need for AFISC to work more closely with the whole sector to determine and implement industry training needs.

  3. Recreational fishing education is working well and is supported by industry groups and state governments. However there would be benefits in states communicating and sharing information with each other. There is also a need to strengthen the science behind key practices such as the capture and release, general handling, transporting and the humane slaughter of fish - and to incorporate this in education and training programs.

  4. Competency in aquaculture fish husbandry and management is important, particularly in those who have day to day contact with fish. Competency could be gained either through training or previous experience. A mechanism to assess competency and possibly provide accreditation would be beneficial to the sector.

  5. Fish kept in fish tanks are at risk of animal welfare problems in Australia. There is an opportunity for improved point-of-sale supply of information and education materials. This also applies to the businesses established to provide and maintain fish tanks in office or commercial settings.
Animals used in research and teaching
  1. Differing legal systems and cultural backgrounds result in varying approaches to the use of animals for research, testing, or training in different countries.  Nonetheless, their use should be always in accord with humane practices.

  2. Training of animal care staff is an area that could be improved.

  3. Legislation covers animal welfare, however resourcing the implementation of the legislation needs to improve.

  4. The International Council for Laboratory Animal Science (ICLAS) supports the harmonization of animal care and use policies, guidelines for the use of animals in research, teaching and testing, as a reflection of the globalization of research. Australia is represented on the ICLAS Working Group on Harmonization. The Working Group has agreed on general principles for researcher education and training and recommends several documents as suitable for use as international references.

  5. Codes of Practice and Animal Ethics Committees are working well in delivering improved education outcomes in this sector, particularly in terms of the 3Rs. However, training for members of Animal Ethics Committees, particularly Category C & D members varies widely across Australia. Such training needs to be brought up to the standard of the best practice examples available.

  6. There is significant need and interest in a national introductory course in animal welfare and animal ethics for university students. There are best practice examples of this happening in at least three states.

  7. Animals used in schools and tertiary institutions for teaching purposes is as an on-going issue that needs to continue to be monitored.
1.3 Modern communication

Much of the animal welfare education information in this report is readily accessible to the general Australian community via the world wide web and could be used in animal welfare education activities. It was considered important to include all such publicly available material in the reports.

AAWS Sector Working Group member feedback on an earlier draft of this report indicated that there were clear discrepancies between the information accessed via website searches and the currency of information held by individuals or organisations.  There is also out-of-date information and hyperlinks that do not work. However, this is often due to the linked organisation changing its own website structure or organisations closing down. For example, in the Aquatics sector there are numerous links to a website for Seafood Training Australia - an organisation that ceased to exist in late 2005. 

The informal providers of animal welfare information, particularly the animal interest organisations, appear to be making best use of the web and most have modern, savvy websites. These organisations are communicating well with the general public through their regular use of e-mail newsletters, celebrity endorsements, animated movie clips and targeted penetration of the youth market via social networking sites such as Myspace and Youtube.

The stocktake has highlighted that the web is largely being under-utilised by government, education institutions and industry as an animal welfare education medium. Relying on traditional and formal education initiatives will not serve to bring informed animal welfare discussions to the broader community, given the variable nature of information access and discussion.  For example national media coverage of Kevin Rudds 'meet the people' in a shopping centre during the 2007 election campaign used one piece of footage of a teenage girl asking the leader of the opposition "What is your position on live export?" 

Anticipating and taking into account public debate regarding animal welfare issues requires sophisticated and flexible education and information approaches and resources.  

1.4 Duplication

Considerable duplication of program development and delivery was identified between states and territories, and between different industry groups.  For example, within the Companion Animals Sector there are at least four different major targeted schools programs. Victoria has the Responsible Pet Ownership Schools Education Program, New South Wales has the SPOT Program, Queensland runs with the Australian Veterinary Association's PetPEP Program, and the Delta Dog Safe™ program operates in Tasmania and South Australia.

States and territories and industry groups could advance animal welfare education by consolidating and sharing resources rather than continually reinventing the wheel and duplicating education programs and resources. This would also improve consistency across Australia. There also are some fundamental differences in the messages being delivered. This is an opportunity for AAWS to facilitate discussions on ways to harmonise approaches to achieve greater outcomes.

1.5 Research and development need/scope

The stocktake has found that there is limited information available on well-evaluated animal welfare education and training programs.  Of the programs that have been evaluated there are significant differences in the quality and scientific rigour evident in the reports. 

This provides the AAWS Education and Training Working Group with an opportunity to develop some criteria around what constitutes a good program evaluation. It also provides direction for the broader AAWS Program in terms of questions that include:

  • "Is the program based on sound research?"

  • "What are the key impacts of the program?"

  • "What are people trying to achieve?"

  • "How will we know what has been achieved?"

  • "What are the agreed indicators for what we want to achieve?"

  • Level of target group participation.

Again the schools programs within the Companion Animal Sector provide the AAWS with a lead. Monash University has undertaken two independent assessments of the Responsible Pet Ownership Schools Education Program (RPOSEP).  These assessments have found that children understood and retained messages and subsequently improved their knowledge about pets and influenced their behaviour around dogs.  The Program has been modified and improved in response to the evaluations.

As one criterion for assessing the impact of the RPOSEP, the Monash University Accident Research Centre reviewed hospital admission data and identified a significant decline in 0-4 years olds hospitalised for dog bit injury over the five-year period from July 1998 to June 2004. There was also a reduction in admission rates for 5-9 year old children in the same period. These were important outcomes for the Victorian community and provide valuable evidence for the impact of well-designed education initiatives.

The PetPEP Program - the longest running responsible pet ownership education program in Australia -was evaluated in both 1996 and 2002. The Program evaluations identified that the children were more responsible feeding their pets and talked about their knowledge more as a result of the PetPEP program.  Gains were also made in 'confidence with animals' and 'pro-active caring for pets'. In general, the program brought a higher level of awareness about pet ownership, and even encouraged some families to become pet owners through their children's participation in the program.

The issue for the AAWS, and in particular the Education and Training Working Group, is to determine which parameters such as less dog attacks, less animals in shelters or particular educational outputs are the more important indicators of a successful AAWS Education and Training Program. This concept lends itself to a process that facilitates professional and public participation in how we achieve a just Australian society in terms of animal welfare.

More evidence-based information on animal welfare education best practice is needed to move the AAWS forward.

1.6 Best practice

The reports identify a range of best practice initiatives across the different animal welfare sectors.

The evolution of the Bachelor of Veterinary Science courses described in the reports points to the adoption of best practice training for students through placements and professional practice in animal shelters or livestock enterprises both in Australia and overseas. The teaching of animal ethics to undergraduate veterinary students is also a best practice example from the tertiary sector.

The evaluation of stock handling training initiatives that use multi-media training resources such as Prohand (for pig and dairy workers) also helps to identify the characteristics of best practice evidence-based education and training. While hands on, human-animal interactive practical training is expensive to deliver, this is considered an important component of any animal welfare related training in the Production/Livestock sector.

Industry is working to articulate best practice. The National Dairy Education Training Centre and its Dookie campus were recently awarded a Two Gold Stars rating under the Institute for Trade Skills Excellence pilot Star Rating Scheme. This Scheme provides a means of recognising and awarding high performing registered training providers with a One, Two or Three Gold Star rating, with Three Gold Stars being the highest level of recognition. The Institute and industry have developed this initiative to provide a platform that will deliver the vocational training outcomes required to meet industry needs. The Scheme will also make it easier for students and their parents to ascertain which registered training providers have been recognised at an industry level, within their field of interest. Employers will also be able to assess the quality of trade skills training that graduates hold from each registered training organisation rated within the Star Rating Scheme.

1.7 Opportunistic education

The stocktake has identified that education and communication activities being undertaken around high profile issues in the community can provide opportunistic animal welfare education.  For example the high profile media coverage of the 2007 Biosecurity and Equine Influenza issue could have been used by the AAWS for an animal welfare education opportunity. Other opportunities could be built around interest in 'Foot and Mouth Disease' and 'Avian Influenza'. It is the responsibility of everyone involved in the AAWS to look for these opportunities, particularly those involved in dedicated animal welfare initiatives.

The way to capitalise on these opportunities is to have resources ready for government agencies, teachers and students that can directly assist a study of the "issue of the moment" and integrate it with animal welfare education activities. A 2007 biosecurity initiative involved a mail out by DAFF to the Australian peri-urban community regarding equine influenza. Had the resource materials been available, the mail out could also have included animal welfare information, such as basic information on AW principles, local contacts for further information or website information.

Teachers of English or Media Studies will often choose current topical issues as a focus for a research activity on use of language or media handling of an issue. By providing teachers with access to resource materials to complement such an activity, then uptake and dissemination of animal welfare information is more likely.

There is a need to provide practical, easy-to-read information via credible sources in regular contact with the community, eg local government. 

In particular, teachers have a key role in the provision of animal welfare education, including examination of popular media messages about animal welfare issues.  Animal welfare content in teacher training and teacher professional development is important to underpin school-based education initiatives.

1.8 Emerging issues and opportunities
1.8.1 Animal law

Several Australian universities have introduced Animal Law as a post-graduate subject. Most often animal law deals with animal rights as distinct form animal welfare.  However the emerging prominence of animal law cases centred on welfare issues could be introduced into tertiary level courses involving the study of animals to ensure that today's law students learn from the arguments put by both sides during these cases.

1.8.2 Specific skills in relation to animal handling

The stocktake has highlighted the opportunity to build on a limited number of existing courses that provoke attitudinal change resulting in improved handling of animals based on the innate behaviours of the particular species. Agricultural Colleges provide fertile ground for the introduction of such courses, in addition to industry sectors, especially the transport sector.

1.8.3 Professional development/continuing education for primary & secondary teachers

There is a need to underpin school-based education initiatives with animal welfare content that fits the curriculum in each state and territory and facilitates improved teacher training and teacher professional development. Incorporating animal welfare content into schools education is considered a significant opportunity to advance animal welfare. Strategies include encouraging discussion about animal welfare in values education, providing a portal for easy access to all relevant information relating to animal welfare, and providing training in how to facilitate a balanced debate of animal welfare issues.

1.8.4 Values education

The Australian Government's Values Education Program provides an opportunity for the AAWS to facilitate the inclusion of animal welfare issues into the school curriculum. DEST oversees the management of the program nationally. The Curriculum Corporation coordinates the creation and dissemination of resources. Each state and territory is funded to support schools to conduct 'values education' forums to develop their own approaches to Values Education in partnership with their local communities. Schools have till June 2008 to conduct these forums.  Since animal welfare lends itself well to Values Education there is an opportunity to produce targeted curriculum resources for schools to use.

In 2007 Compassion in World Farming in conjunction with Griffith University organised a symposium titled "Humane Education: a compassionate ethic for animals".  The presentations given at this symposium are important resources for advancing animal welfare in Values Education in Australia. (For more information on the symposium see the Compassion in World Farming website). Associated research into Australians’ views of animals could accompany this project.  The TNS Social Research Report for the AAWS (July, 2006) is also an excellent resource document to inform such an initiative.

1.8.5 VET sector and animal welfare units of competency

There are two important initiatives currently being managed by the Agri-Food Skills Industry Council (AFISC).  On-going reviews of all the approved Training Packages that include many animal welfare related units of competency, along with a significant Training Package Reform provides the AAWS with an important opportunity to work with DEST and the AFISC to bring about improved animal welfare outcomes.

There is also an opportunity to clearly identify the animal welfare competencies being taught in the VET sector, to evaluate how well they are being taken up, and to redress any gaps arising from new information, changes to Codes of Practice or program evaluations that could improve these competencies.

Despite several animal welfare related competencies being included in a particular VET Training Package, this does not mean that all students cover all such competencies. This is likely to occur when teachers choose units of competency from more than one Training Package.

The stocktake has identified that Schools VET courses in particular provide the AAWS with an important opportunity to open the debate on animal welfare issues.

The AAWS Education and Training Working Group engaged the National Centre for Vocational Education Research (NCVER) to interrogate their database for the year ending 2006 in anticipation that this would inform the AAWS.

The AAWS Education and Training Working Group was interested in sourcing quantitative data regarding students undertaking courses from the AFISC approved Training Packages that have animal welfare related competencies. The Working Group was also interested in the numbers of Registered Training Organisations teaching units of competency with animal welfare content.

The six Training Packages of interest to the AAWS Education and Training Working Group are:

MTM - Australian Meat Industry
RGR - Racing Industry
RTD - Conservation and Land Management
RTE - Rural Production
RUV - Veterinary Nursing
SFI - Seafood Industry

Two searches of the NCVER database were made for vocational course completions and course enrolments containing a least one unit of competency from a selected list by state and territory, and training package and number of RTO's for 2006.

The first search of the NCVER database was based on 144 key units of competency that are relevant to animal welfare education and training (See Appendix 1 msword Word [56kb]).

A second search of the NCVER database was based on specific units of competency that include 'humane handling of animals' or 'animal welfare' in the unit title.

NCVER Search 1 findings

830 (61 per cent) of the 1,365 students enrolled across Australia in a course related to the Meat Industry Training Package who completed a qualification in 2006 studied one or more units of competency that included, or had the potential to include, animal welfare content. 30 RTOs delivered these courses.
 
195 (29 per cent) of the 675 students enrolled across Australia in a course related to the Racing Industry Training Package who completed a qualification in 2006 studied one or more units of competency that included, or had the potential to include, animal welfare content. 15 RTOs delivered these courses.

20 (9 per cent) of the 230 students enrolled across Australia in a course related to the Conservation and Land Management Training Package who completed a qualification in 2006 studied one or more units of competency that included, or had the potential to include, animal welfare content. 15 RTOs delivered these courses.

1205 (25 per cent) of the 4,765 students enrolled across Australia in a course related to the Rural Production Training Package who completed a qualification in 2006 studied one or more units of competency that included, or had the potential to include, animal welfare content. 65 RTOs delivered these courses.

255 (15 per cent) of the 1,660 students enrolled across Australia in a course related to the (RUV04) Veterinary Nursing Training Package who completed a qualification in 2006 studied one or more units of competency that included, or had the potential to include, animal welfare content. 25 RTOs delivered these courses.

175 (34 per cent) of the 515 students enrolled across Australia in a course related to the Seafood Industry Training Package who completed a qualification in 2006 studied one or more units of competency that included, or had the potential to include, animal welfare content. 20 RTOs delivered these courses.

NCVER Search 2 findings

A search of the NCVER database for specific units of competency that include 'humane handling of animals' or 'animal welfare' in the title revealed the following:

Of the 1,365 students enrolled across Australia in a course related to the Meat Industry Training Package in 2006:

  • 30 students completed the unit of competency "Oversee humane handling of animals", 20 in their final year.
  • 295 students completed the unit of competency "Overview animal welfare and handling requirements", 90 in their final year.

Of the 4,765 students enrolled across Australia in a course related to the Rural Production Training Package in 2006:

  • 405 students completed the unit of competency "Care for health and welfare of livestock", 110 in their final year. (Note that 20 additional students completed this unit of competency as part of another Training Package).
  • 250 students completed the unit of competency "Comply with industry animal welfare requirements", 120 in their final year. (Note that 35 additional students completed this unit of competency as part of another Training Package). 
  • 30 students completed the unit of competency "Implement and monitor animal welfare programs", 15 in their final year.
  • 115 students completed the unit of competency " Develop livestock health and welfare strategies", 30 in their final year.

(Source: NCVER, January 2008)

1.8.6 QA and accreditation programs

There are important links between Quality Assurance (QA) Programs and education in that there is an increasing requirement to demonstrate competency. For example the National Mulesing Assurance Program includes the National Mulesing Accreditation Program where the industry has developed its own initiative to demonstrate competency for a procedure. The Poultry Industry has also developed a beak trimming accreditation program. These approaches could be used as a model for other issues to promote confidence in the skill level of industry workers. Other industries need support to enhance their QA programs.

1.8.7 Research into the sustainability of courses and programs

Student numbers have a significant impact on the sustainability of courses. There is a research opportunity provided by the current school population figures to determine the impact of changing demographics on the sustainability of courses, particularly those that have high animal welfare content.

There are a number of existing programs such as the Companion Animal Education Programs that are funded from a variety of sources that include federal government, state government, local government (through the collection of registration levies), and the private sector. This provides another research opportunity to assess the impact of different funding arrangements on the sustainability of these programs.

1.8.8 International benchmarking

Australia seems well positioned to benchmark itself against international standards in some areas, for example in the use of animals in research and teaching, however it is not as clear how we match up our animal welfare education and training in other sectors.

Differing legal systems and cultural backgrounds result in varying approaches to the use of animals for research, testing or training in different countries.  Nonetheless, their use should be always in accord with humane practices.

The International Council for Laboratory Animal Science (ICLAS) supports the harmonization of animal care and use policies, and guidelines for the use of animals in research, teaching and testing, as a reflection of the globalization of research. This does not mean standardization. ICLAS considers that each country should be able to maintain an animal welfare oversight system that reflects its cultures, traditions, religions, laws and regulations.

Australia is represented on the ICLAS Working Group on Harmonization which has met twice (most recently in June 2007) to examine and make recommendations for adoption of guidelines on researcher education and training for international recognition.  The ICLAS Working Group has agreed on general principles for researcher education and training and recommends several documents as suitable for use as international references.  These principles are outlined in the sector report on the Use of Animals in Research and Teaching.

As Australia's animal welfare status on the international stage is likely to vary significantly across the six AAWS sectors pursuit of international benchmarking may provide the AAWS E&T Working Group with an indication of the outcomes that might be expected within 18 months of implementing the recommendations arising from this stocktake.

1.8.9 The Primary Industries Education Foundation

The new Primary Industries Education Foundation provides AAWS with a significant opportunity to disseminate animal welfare resource materials to teachers and students in a coordinated way.  It also provides a model for other animal sectors of a national education initiative that can act as an educational vehicle for animal welfare issues.

Following increasing discontent among rural industry organisations and representatives as to the ad hoc nature of education programs surrounding Australia’s primary industries in schools, a national entity to encourage learning about agriculture in schools has been formed. The constitution provides for the establishment of a tripartite membership based company, industry, government and the education sector.

The Company will:

  • Provide national leadership and coordination of initiatives to encourage Primary Industries education in Schools through a partnership between industry, government and educators

  • Commission, co-ordinate, facilitate and manage national projects to encourage Primary Industries education in Schools

  • Provide a source of credible, objective and educational resources for Schools to maintain and improve community confidence in Australia’s Primary Industries

  • Communicate Primary Industries research and development outcomes in a format accessible for Schools and encourage interest within Schools in Primary Industries related careers.

A web portal will be developed and maintained comprising information on educational resources and initiatives to encourage Primary Industries education in Schools. This function will allow sharing of existing resources and provide a central information source.

The information provided through the PIEF must be both transparent and balanced.

Conclusion

Fragmentation of educational endeavours results in variable quality of education experiences, uncertainty in educational outcomes and gaps in provision of education.  All animal welfare sectors should be encouraged to consider if opportunities exist to provide coordinated, national approaches to animal welfare education via collaborative (existing or potential) institutional arrangements within their sector.  Laissez-faire approaches to education will not suffice in achieving the stated goals of the AAWS.

A transparent and coordinated approach to animal welfare education across Australia is lacking – this could appropriately be facilitated by the AAWS.

The AAWS Education and Training Stocktake is the first step in collating and assessing training and education programs and materials across all animal sectors. It has enabled a closer examination of the current status and potential opportunities that this area offers in terms of increasing a greater awareness, understanding and skill acquisition in relation to animal welfare. However, an enormous amount of work remains to further identify and then prioritise key initiatives for AAWS to pursue that will achieve the greatest benefit.

Background

The Australian Animal Welfare Strategy (AAWS) was developed to provide the national and international communities with an appreciation of animal welfare arrangements in Australia and to outline directions for future improvements in the welfare of animals. The Strategy was developed by the Australian Government with assistance from the National Consultative Committee on Animal Welfare which has representatives from national, state and territory governments, industry and the community.

Integral to the Strategy is the need to facilitate improved information, education and training in the Australian community to promote a better understanding of animal welfare and the achievement of higher standards of animal welfare.

This stocktake of existing education and training covers:

  1. The formal sector - institutional learning including universities, vocational education training, and schools, and

  2. The informal sector - community groups, local councils, industry associations and corporate in-house courses, animal interest organisations and other non-award training and education sources.
2.1 Methodology

Considerable research has been undertaken via the following methods:

  1. Web-based desktop research

  2. Review of other AAWS stocktake reports provided by DAFF

  3. Discussions and meetings with members of the Education and Training Working Group (including a workshop in Canberra, October 2007)

  4. Discussions with a variety of animal welfare and education stakeholders – such as Chairs and members of AAWS sectoral Working Groups, animal welfare organisations, industry representatives etc (a full list of people consulted can be found in Appendix 2 msword Word [62kb]).

  5. Discussions and meetings with stakeholders at the AAWS National workshop (Canberra, December 2007)

  6. Circulating drafts to AAWS Sector Working Group members and incorporating their feedback.
2.2 Final report and future additions to the stocktake

This final stocktake report is considered as comprehensive as possible but gaps may exist. Further input will be sought from stakeholders at the National AAWS workshop in December 2007 and omissions will be addressed before the final report is published on the AAWS website.

Organisations who want to contribute information missed in compiling this final stocktake report and/or who have new information to be considered for inclusion, should contact the Animal Welfare Branch in DAFF.

2.3 Report structure

A separate report has been developed for each animal welfare sector, including:

  • background information on the sector and the animal welfare issues related to that sector

  • any major sub-categories within that sector

  • brief discussion of the current status of the Codes of Practice or animal welfare guidelines that apply to the sector

  • consideration of the specific education and training programs
  1. formal education uses the Australian Qualifications Framework (see Table 1 below), including materials produced for use in schools by other agencies
  2. non-award programs (including some short-courses, local government urban and peri-urban initiatives, animal interest organisation's information and awareness campaigns etc) are included as informal education and training.

Table 1: AQF Qualification by sector of accreditation

Schools Sector Accreditation Vocational Education Sector Accreditation Higher Education Sector Accreditation
Senior Secondary Certificate of Education Vocational Graduate Diploma Doctoral Degree
Vocational Graduate Certificate Masters Degree
Advanced Diploma Graduate Diploma
Diploma Graduate Certificate
Certificate IV Bachelor Degree
Certificate III Associate Degree, Advanced Degree
Certificate II Diploma
Certificate I
2.4 About the report 

The project aimed to present a broad coverage of the education information that is currently available and could be utilised in education activities on animal welfare.  During its development, considerable debate was generated about what education information should or should not be included. The consultant's approach, under direction from the AAWS Education and Training Working Group, has been that the information on education initiatives presented in the Draft Report is that which is readily accessible to the general Australian community via the world wide web. Judgements were not made regarding the positions taken with regard to animal welfare within the education information included in the report.  Thus the material included in this draft report may not always reflect the principles upon which the AAWS is based.

2.5 Animals covered in this report

This Report presents materials that reflect the six sectors of animals identified in the Australian Animal Welfare Strategy:

  1. Livestock/production animals

  2. Animals used for work, sport, recreation or on display

  3. Companion animals

  4. Animals in the wild

  5. Aquatic animals

  6. Animals used in research and teaching.

See the Animal Welfare Education and Training Stocktake Reports for each sector

2.6 Target audiences

A TNS social research project, initiated by the AAWS in 2006, identified four distinct audiences of interest - the

  • general community

  • school-aged children

  • farmers and primary producers, and

  • NESB and Indigenous communities.

The TNS research supports the need for public awareness raising and the provision of balanced information on animal welfare issues in Australia. The consultants have been mindful to gather information that will inform these four target audiences.

2.7 Community trust in the provision of animal welfare education

The TNS research identified that the Australian community wants the organisations responsible for animal welfare to promote improved understanding of animal welfare and to achieve improved standards of animal welfare. An important consideration is how best to provide education and training to underpin public confidence in Australia’s animal welfare initiatives. 

Systematic research is yet to be undertaken in relation to public trust in animal welfare education initiatives.  However, important lessons may be learnt from related research that reveals that public trust (in food) was strongest if the state was the sole instigator of change, followed by non-government organisations and then Industry.

If the same is true for animal welfare, then there is a strong argument for governments taking the lead role in facilitating improved animal welfare education and training.  There is also support for including information on the education initiatives of non-government organisations, including that provided by animal interest groups, as public trust in such sources is high.

Key industry-linked organisations also provide important contributions to animal welfare education, for example Animal Health Australia, a partnership between governments, livestock industries and service delivery organisations. Transparency in this partnership would strengthen Australia's animal health and welfare status and reinforce confidence in the safety and quality of Australia's livestock products in domestic and overseas markets.

Conflict of interest in the provision of education materials and information is an important factor that needs consideration.  Some may consider industry sponsorship of resource materials as a conflict of interest, and thus it is important to openly acknowledge the industry's position regarding animal welfare.  In a similar way, animal interest groups clearly articulate their position regarding animal welfare. 

The challenge for education activities is to facilitate debate and open discussion of different positions in relation to animal welfare, and where animal welfare considerations fit within Australian society, its values and practices.

Through such a broad approach to animal welfare education, the AAWS has an opportunity to move from the current limited public debate around selected animal welfare issues and facilitate greater public participation and engagement in animal welfare policy and practice. 

Animal Welfare Education and Training Stocktake Reports for each Sector

Executive Summary and Background to Report PDF Icon PDF [218kb] 
Production Animals / Livestock – Beef Cattle PDF Icon PDF [392kb]
Production Animals / Livestock – Dairy Cattle PDF Icon PDF [265kb]
Production Animals / Livestock – Sheep PDF Icon PDF [413kb]
Production Animals / Livestock – Pigs PDF Icon PDF [311kb]
Production Animals / Livestock – Poultry PDF Icon PDF [374kb]
Companion Animals PDF Icon PDF [453kb]
Aquatic Animals PDF Icon PDF [421kb]
Animals used in Research and Teaching PDF Icon PDF [387kb]
Animals in the Wild PDF Icon PDF [327kb]
Animals used in Work, Sport, Recreation or on Display PDF Icon PDF [589kb]

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Last Updated: 02 Oct 2008
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