Hartpury Digital Skills Framework in Agriculture

In Partnership with

Contents

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Introduction to our framework

The story so far

Our NFU vision sets out three cornerstones for a prosperous farming sector – boosting productivity, protecting the environment and managing volatility. These things are connected with better productivity critical, not only to maintaining viable and profitable food producing businesses, but also in delivering net zero and resource use efficiency. New technology, and the digital skills to fully exploit it, will be essential if we are to succeed. As farmers and growers our role is not just to produce the nation’s food. Our work also safeguards rural communities in some of the most challenging areas of the country. We do so when our businesses offer rewarding careers and attract new people to our industry and local areas. We must continue to be technology pioneers, building upon our wins. As I look forward, I see exciting new opportunities for people to develop and contribute in new ways. This Digital Skills Framework from Hartpury University and Hartpury College will help farmers and growers, as well as those who support us with learning and advice, understand the digital landscape and how we adapt and grow our people, as well as our businesses.

The development context

3.1 The individual

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3.2 The job

3.3 The organisation

D-I-S-C-O Reference Model

5. References and more information

6. Acknowledgements

Here's how we have defined digital skills

By 'digital' we mean the technology to find, analyse, use, share and create content and data.

"...We must continue to be technology pioneers, building upon our wins"

Digital Skills

Tom Bradshaw NFU Deputy President

We use the word 'skills' broadly to mean the knowledge, behaviours and skills required for effective performance. Taken together these are also called competencies.

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Introduction to our framework

In the foreword to our framework, NFU Deputy President Tom Bradshaw has highlighted the challenges for our times: profitability, the environment, better resource use and the necessary skills to exploit new developments. Farmers and growers have a long tradition of adaptation and adoption of new technology. From the invention of the plough to drones and satellite imaging, progress is relentless. Digital technology and applications are already at the centre of our working lives. To make the most of the opportunities they present our agri-food industry will need people with the right digital skills to lead, manage and perform everyday tasks in our businesses. As adoption of new innovations increases, so the unit cost of inventions will decrease to become reachable for more farmers and growers. No longer will progress be led by the big, with the small left behind. More likely, fortune will increasingly favour those who adopt new ways of working with technology.

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"...fortune will increasingly favour those who adopt new ways of working with technology."

Matt Bell Professor and Director of Agriculture Hartpury University and Hartpury College

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Digital Skills Framework in Agriculture

Using the framework

In this document we lay out the big picture for digital skills in agriculture and provide a reference model for assessing job requirements, personal proficiency and development planning. It is a practical resource with tips and links to tools.

Objectives of our framework The framework has a wide application for colleges and universities, other training providers, professional support services, technology suppliers, as well as farmers and growers.

The objectives are to:

Inform the review and development of curricula at colleges, universities and other learning providers.

Look for the Toolbox to find out more .

Provide a language and structure for digital capabilities to facilitate a common understanding and discussion across the industry.

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Help farmers and growers assess the digital capabilities in their businesses and develop these further.

We hope that others in supporting roles and organisations will also find the framework useful in their work and planning.

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The story so far From the agricultural revolution in Neolithic times we have moved into a fourth industrial revolution which will again transform agriculture. The first industrial revolution is characterised by the move from hand to machine production powered by steam and water. The second saw electricity and networks develop with the railways and telegraphic communication. The third, the digital revolution, was driven by digital technology and computers in production and communication. Now the fourth industrial revolution is driven by data, the cloud, automation, robotics and artificial intelligence, with rapid advances in communication and connectivity. In his book The Fourth Industrial Revolution (2016), Klaus Schwab highlights that it is the fusion of the new technologies and their interaction across the physical, digital and biological domains that make the fourth industrial revolution fundamentally different from previous revolutions.

Agriculture is responding positively to the opportunities that emerge from this fusion and interaction. Breakthroughs in nutrition, genetics, satellite imaging, remote sensing, meteorology, precision farming, and low-impact farming are reshaping our industry. The revolution taking place in agricultural science and technology is global and demands new skills now and for the future. Students and other people moving into agriculture will need new technical and digital skills if businesses are to successfully adopt and exploit new developments. “With the technological revolution that is happening, the skills of the farming workforce need to keep pace. New technologies require new abilities and today’s modern British farmer is a Swiss-Army-Knife of skills. An engineer, an environmentalist, a data scientist, a biochemist, an energy producer, a tourism entrepreneur, and an investor too.” UK Business Secretary

DIGITAL REVOLUTION

AGRICULTURAL REVOLUTION

INDUSTRIAL REVOLUTION

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The story so far - a timeline

Our timeline, shows how rapidly technology has been adopted, not just in society but in agriculture too, over the third and fourth industrial revolutions.

Electronic milking technology introduced

Robotic milking machines

Aerial photos of the Earth developed

GPS used in agricultural applications

Commercially available robotic tractors

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1950's

1960's

1970's

1980's

1990's

2000's

2010's

2020's

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First commercially available computers

Laptop produced

Invention of World Wide Web

Introduction of Broadband to the UK

The iPhone is launched

Games console released

First mobile phone launched

Google tests first driverless car

Start of Facebook

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Digital Skills Framework in Agriculture

The development context

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Before we explore digital skills and an individual’s development it is important to consider the wider context. Think of a jigsaw with three pieces which, when taken together, give us the whole picture. There is the individual, their job and the wider organisation. The individual. It starts with the people. For the individual, we consider their attitudes and behaviours, and acceptance of new ideas and tasks. We also consider their digital skills proficiency and areas for development. We then bring this together into a development plan that takes account of learning style preferences and the sources of learning available. The job. Next, we explore the job and its nature. The tasks and responsibilities in the job description and how these may evolve with the adoption of new technology. The organisation. Lastly, we consider the organisation. The business plan priorities and goals, the technology and people resources available to it, and the organisation’s innovation culture and mindset.

3. THE ORGANISATION

1. THE INDIVIDUAL

2. THE JOB

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In the next sections we explore the three jigsaw pieces in more detail.

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3.1 The individual In this section we consider attitudes and behaviours, how we support the individual with skills development, and personal development planning.

There is more information about technology acceptance in agriculture and an assessment tool available. Tip to take away Signpost learners to knowledge exchange activities to influence attitudes to new agricultural technology.

Personal attitudes and behaviours

Attitudes shape behaviours, and behaviours shape performance.

The attitude of individuals to technology has been a subject of research over the years and one theory, the Technology Acceptance Model (Davies, 1989) is relevant to any new idea or technology. It identifies two factors that shape an individual’s attitude to technology and their behaviour: the perceived usefulness of something and the perceived ease of its use. The word ‘perceived’ is important here. Not only must the reality ring true on both the usefulness and the ease of use, but people must have knowledge and understanding of both to inform their perceptions. This is where knowledge exchange and learning opportunities play a big role. Knowledge exchange does not just increase awareness of new ideas and technology, good knowledge exchange closes the gap between perception and the reality.

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Find the tool here

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Acceptance of technology

Perceived usefulness

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Behaviour

Perceived ease of use

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How we support the individual People learn in different ways and most of us have a preference for a particular style of learning. In their learning styles model, the researchers Honey and Mumford identified four learning style preferences: Activist , Reflector , Theorist and Pragmatist . Most people use all of the learning styles to a greater or lesser extent. The four styles are characterised in the table here. Recognising that different people learn in different ways has application for the development of digital skills. One approach to learning activities may not suit everyone and understanding learning style preferences will help with planning and choosing the type and sources of learning.

Effective educators think about content and delivery, they use a mix of approaches to appeal to the different learning styles.

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The activist. I want to try it.

The reflector. I want time to think about it. The learner likes to stand back to think about ideas and experiences. They learn best gathering information and thinking about a topic in depth before acting. The pragmatist. I want to see a practical solution. The learner likes searching for, and trying out ideas

Learners are open-minded and are usually enthusiastic about something new. They learn best when there are new experiences, and they are allowed to have a go.

Tips to take away Consider a mix of learning content and activities to suit all learning style preferences. Make time to assess your personal learning style preferences, and those of colleagues you manage. Ask training providers how their delivery will match your preferences and those of colleagues you manage.

The theorist. I want to understand the system. The learner likes to understand the principles behind ideas and think through problems in a logical way. They learn best when they feel intellectually stretched and in structured situations.

that work in practice. They learn best when

practical advantages are demonstrated and there is support from a credible expert.

Learn from your learning. Reflect on your experiences, what worked well and less well?

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Find out more about learning styles here

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Personal development planning In the previous pages we considered attitudes and behaviours and how people learn in different ways. Let’s now explore development needs and how businesses assess skill levels, identify gaps and plan development. The purpose of a personal development plan is to record development needs that have been identified and the action that will be taken to address them. The focus is usually on ways to further boost an individual’s strengths and to address any skills gaps. Gaps, or development needs, might be because someone is new in a role or because the introduction of technology changes their work with new skills requirements.

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Our starting point is an assessment of the individual’s digital skills in the context of what will be needed in the job. Assessment by another person, usually a manager, alongside a self-assessment is good practice. The two can then be compared for a richer insight into skill levels. Sometimes people under-estimate their skill levels and the process can boost confidence as well as identify areas for development. From this analysis will emerge themes and specific areas to develop. Key to any skills assessment exercise is to be specific and set priorities for development activities, particularly when time and other resources are limited. It is important to ask which of the development needs will have most impact, which should be addressed first? It is important that the learner has buy-in to the plan. Experience tells us that the more specific the action plan is, the more likely it will be progressed. Let’s close this section with an acknowledgement that personal development planning is fluid. Some things will work and some will not, events may overtake you. Remember to use the exercise as a learning activity too. As with everything else we do in education and farming, plan, do and then review.

There is more information about personal development planning with a template tool available. Tip to take away Introduce students to the personal development planning activity they may expect in employment.

Name: Jane

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Find the resources here

When

Personal Development Plan

How it will be addresssed

January

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Development need

Attend one day course at Hartpury Take an Advanced Excel course online

Know how to fly the new drone Able to import data and analyse it in spreadsheets

February

March

Book a meeting with the farm accountant

Know how to add budget in accounting software

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3.2 The job In this section we consider the job element in our jigsaw. Technological advances usually impact positively across different activities and levels of responsibility within a business. They require changes to tasks and responsibilities of staff. In other instances a change to structure may be necessary, maybe more staff or a new team structure. Within any organisation there are people who lead, manage and do. Most roles have a mix of these elements, to a greater or lesser degree. In agriculture, often the farmer does all three. Everything is connected. This diagram shows responsibilities across three themes: lead , manage , do . It is important to consider the wider skills requirement of technological changes in the business beyond training the operator. Leaders and managers may require new knowledge to analyse and interpret unfamiliar data, or make decisions.

Vision and goals Strategy development and planning Monitoring and evaluation Governance and compliance Data and insight for informed decisions

Lead

Do Manage

Delivery of strategy and plans Monitor performance Record keeping and reporting Finance and staffing

Completion of tasks Meeting quality standards Productivity and performance

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Tips to take away Consider the skills requirement across the wider team or organisation when new technology is introduced. Support students to develop and demonstrate their digital skills in job search and recruitment.

Here are a few questions that may arise as digital technology is introduced in a business:

Do we need to update job descriptions to reflect new tasks, duties and responsibilities?

Do our job adverts include references to digital technology and the exciting opportunities for an applicant?

How will we assess attitudes to digital technology and digital skills proficiency during selection and interviews?

Colleges and universities, and other training providers have a role to play in preparing students and young people for a world of work with digital technologies. In Section 4, our reference model highlights areas for students to develop in readiness for work. It also flags the digital skills that applicants should demonstrate to prospective employers; to show how they fit the requirements of the job.

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3.3 The organisation In most farming and growing businesses, digital technology will have a key role to play in the development of the business with a consequent impact on the work of those involved in it.

In this section we consider priorities and business planning, as well as the innovation culture and mindset in the organisation.

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Business planning and digital technology

Firstly, it is important to understand the business context for digital technology and the skills required to use it. Let’s consider the big business plan questions. What is the vision for the future, and the strategy to achieve it? What are the priorities and goals that emerge? In our diagram, the priorities shape business goals and from these we identify the resources required. We consider two types of resources. Firstly, the technology, it may be a tablet, or a drone, or new accountancy software. Secondly, we consider the people required to make things happen; the structure and skills required. Lastly, we identify the sources of support available across both the technology and people elements. This includes the technology suppliers, IT support services as well as sources of training, networks with knowledge and experience of adopting new technology and ways of working.

Priorities The key business opportunities and challenges to address.

Goals The goals (or objectives) that relate to priorities for the business.

Vision and strategy

Technology Identify the right technological solution. Upgrade of existing technology, acquiring new technology.

People Do the priorities require a change to staff structure? What skills, knowledge and behaviours are required.

Digital resources

Suppliers and learning Technology solutions and suppliers. Technological advice and maintenance support. Access to universities, colleges and other training providers. Availability of expertise and networks for knowledge exchange.

Sources of support

Tip to take away Introduce students to business planning approaches and practice to provide context for new technology and skills required.

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Innovation and the organisation Let’s now consider an organisation’s track record and the culture and mindset about innovation and change.

Tip to take away Create knowledge exchange activities that promote adoption of new technologies.

Innovation culture and mindset

Farmers and growers have a good history of introducing new techniques, often rapidly, to survive and adapt to market requirements, environmental improvements and commercial pressure. The benefits of innovation for any business can be two-fold. Firstly, more functionality and utility, being able to do more and different things. Secondly, getting more from less with better use of resources and productivity. Digital technology, in all its forms, can bring both of these benefits to agriculture. Change can be challenging for a business: what is the attitude to risk, is there sufficient funding for the investment? Change can be challenging for people too: low confidence about using new technology and adopting new routines. This is not all negative. Resistance to change might reveal something that was overlooked or unforeseen in the decision making, it may prompt leaders and managers to better plan how they communicate change and engage staff.

The innovation adoption model (Diffusion of innovations, Rogers, 1962) provides an insight into how different businesses approach innovation. It identifies five groups:

There is more information about innovation adoption models and good practice available.

Innovators . First ones to try something new. Early adopters . Willing to try something new.

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Early majority . Interested in ideas and taking some risk. Late majority . Open to proven ideas that are ready to use. Laggards . Will change when there is no alternative. This is relevant to agriculture. Colleges and universities, industry support bodies and professional service providers have a role to play with knowledge exchange work. Knowledge exchange can accelerate the diffusion of new technology by not just increasing awareness, but communicating the evidence that ideas are not just useful but proven, so reaching the early and late majority faster. With faster uptake comes not just more impact industry- wide, but also the benefits for industry from more support and user networks. The role of knowledge exchange

Find the tool here

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D-I-S-C-O Reference Model

In this section we introduce a new reference model for digital skills in agriculture, D-I-S-C-O. This draws on and builds upon the work of others. It provides a model for educators at colleges, universities and other learning providers to use for curricula development and benchmarking, as well as for farmers and growers. D-I-S-C-O should be considered alongside other core employability skills: leadership, teamwork, communication, planning, initiative, creativity, self-management and business awareness. The reference model brings into focus the specific digital knowledge, behaviours and skills required for individuals and businesses in agriculture. There are five themes within the reference model encompassing a wide range of digital topics from gathering data to the day-to-day tasks in a farming and growing business. It provides a framework for the digital knowledge, behaviours and skills required for effective performance in the industry, now and in the future. The model identifies standards with associated learning outcomes across five themes: Data and Insight, Innovate and Improve, Safe and Legal, Communicate and Collaborate, Operations and Activities.

The D-I-S-C-O tool will help educators, students and businesses make practical use of the reference model. It has more information as well as tasks to guide the development of digital skills.

DATA AND INSIGHT Gathering and interpreting business information.

INNOVATE AND IMPROVE Researching and developing new ideas and opportunities.

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Find the tool here

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SAFE AND LEGAL Protecting data, people and your organisation.

COMMUNICATE AND COLLABORATE Working and sharing with others digitally.

OPERATIONS AND ACTIVITIES Using and maintaining technology in your business.

We will explore each theme in more detail and there is a D-I-S-C-O tool to accompany the reference model.

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Data and insight Gathering and interpreting business information.

Digital skills standards (Learning outcomes)

Search D I am able to define my business data needs correctly. D I am able to carry out searches using digital technology. Collect D I am able to gather data from different sources in the business. D I am able to collate data into a usable format. Evaluate D I am able to assess the reliability, limitations and relevance of business data. D I am able to analyse and interpret business data. Report D I am able to extract insights from business data. D I am able to present insights from data to others in an accessible way. Organise D I am able to organise business data for storage and retrieval. D I am able to manage business data ensuring it is secure and relevant.

We are surrounded by data, it’s what we do with it that will make a difference in business.

Data drives the management cycle in every business. We use insight from data to inform decisions and create plans. We take action and then we review data again for fresh insight on progress and impact. This review leads on to more informed decision making and plans; and so the cycle continues. Data must be accurate, relevant, and timely. It needs to be organised and stored in a secure environment in line with the business’s policies, as well as the relevant legislation.

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Digital skills standards (Learning outcomes)

Identify opportunities D I am able to use technology to evaluate business processes and identify improvement opportunities. D I am able to assess digital skills and plan personal development. Generate options D I am able to identify potential technological solutions to address business improvement opportunities. D I am able to use technology to research and generate solutions for business improvement. Evaluate options D I am able to use technology to critically assess the business case for different options. D I am able to assess technological solutions, their benefits to the business and resource implications. D I am able to select an optimal technological solution from options evaluated. Plan and implement D I am able to prepare a plan to implement new technological solutions. D I am able to use technology to help me plan improvement projects and monitor implementation. Review results D I am able to review the implementation of a new digital technology. D I am able to use technology to help me review the success and impact of improvement changes.

Innovate and improve Researching and developing new ideas and opportunities. Progress is not possible without change. The adoption of digital technology might be transformational for a business, breaking new ground to redefine what is offered. Or we may seek to improve what we already do using digital technology. Technology can be used to evaluate our current systems, to identify areas for improvement and to assist us in finding innovative ways to improve. By keeping ourselves informed of the latest developments and technological advancements we can be ready to adopt appropriate technologies to improve the efficiency and productivity of our business.

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Digital skills standards (Learning outcomes)

Device security D I am able to assess risks and take measures to secure and protect digital devices from theft and physical damage. D I am able to assess cybersecurity and other risks to digital content and technology. D I am able to take appropriate actions to protect digital content and technology. Data management D I understand and am able to follow policies and procedures for data back-up and security. D I am able to dispose of data safely and securely. Privacy and protection D I understand how to use and share personal data in ways that protect myself and others. D I understand the requirements of privacy and data protection legislation and what compliance means for my work. Content compliance D I understand how copyright and licences for digital content are relevant and used in my work. Health and wellbeing D I understand the physical risks associated with the use of digital devices and how to keep myself and others safe. D I understand the importance of balancing the use of digital technology and online environments for my wellbeing and that of others.

Safe and legal Protecting data, people and your organisation.

Digital technologies bring many benefits, but also come with risks. The protection of data, people and an organisation is usually just common sense; we identify the things that could go wrong and take proportionate steps to address them. Technological devices must be used safely and protected from theft or damage. It is important to understand how to protect our devices and ourselves from cyber-attack, to store data securely and to comply with legislation and the business policies regarding data privacy. We must also be aware of the impact of digital technologies on wellbeing and social inclusion and be alert to the risks to ourselves and those around us.

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Digital skills standards (Learning outcomes)

Creating content D I am able to use digital technology to produce reports and presentations. D I am able to create content to communicate effectively using different digital media. Sharing information D I am able to use a range of digital and online collaboration platforms and services. D I am able to share and exchange ideas, knowledge and experiences with others about technological developments. Media choice D I am able to assess options and select the most appropriate and effective digital communication technology for my purpose. Networking with others D I am able to identify groups, networks and events that will inform me about technological developments which are relevant to my work. D I am able to participate and collaborate in groups, networks and events, both online and in-person, about technological developments. Responsible communication D I am able to adapt my digital-based communication to audiences with different levels of subject knowledge and experience. D I am aware of, and comply with, social rules and expected behaviours when communicating in a digital environment. D I understand the importance of inclusion and accessibility for all when communicating in a digital environment.

Communicate and collaborate Working and sharing with others digitally. Today, much of our communication takes place using digital technology: social media, messaging groups, emails, online meetings. These technologies allow us to work and share with others even when farms and agricultural activities are located remotely. Digital tools help us work collaboratively with others, sharing resources, data and knowledge. Social networks allow us to contribute to and access a wide resource of knowledge, expertise and support. As we make the most of this contact with others, we must follow the ‘netiquette’ of social norms, boundaries and behaviours. It is also important that communication is accessible to all.

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Operations and activities Using and maintaining technology in your business.

Digital skills standards (Learning outcomes)

Agricultural activities D I am able to operate the digital technology necessary for my work effectively. D I am able to monitor and keep the digital technology necessary for my work maintained and usable. D I am able to diagnose problems with the digital technology necessary for my work and to seek advice and support. Business and administration activities D I am able to use the digital technology and applications necessary for business and administration tasks effectively. D I am able to keep the digital technology and applications necessary for business and administration tasks updated and maintained. D I am able to seek support when there is a problem with the digital technology and applications necessary for business and administration tasks. IT systems and support D I understand the IT systems and infrastructure that are used in the business. D I am able to seek IT support when there is a problem.

In this theme we focus on the use and maintenance of digital technology used in everyday agricultural activities, as well the technology and applications used in business and administration tasks. Whether it is satellite navigation technology in a combine harvester or accountancy software in the farm office, the digital devices, tools and applications we use must be maintained, serviced and updated. Sometimes things go wrong with digital devices and applications. This can cause business disruption and delay. To get back to work, we have to investigate and diagnose problems, seek support and take action.

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5. References and more information

Glossary

As technology advances in agriculture so too do the terms and language we use to share ideas and communicate. New things need new names too. Our toolbox has a glossary with many of the digital and technology terms referred to the framework and used in the industry.

This framework draws on work of others. Here are references and sources for more information:

Australian Agricultural Workforce Digital Capability Framework . Training and curricula handbook for education and training providers produced by CRDC.

Skills and Competency Framework . A research report by the Centre for Digital Built Britain.

DigComp 2.2 - The Digital Competence Framework for Citizens . A Science for Policy report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service.

New Skills For Digital Farming . A report from an EIP-AGRI seminar.

Find the glossary here

Developing Digital Capability: An Organisational Framework . A report by Jisc.

Essential Digital Skills Framework. A UK Government report.

Diffusion of Innovation , Everett M. Rogers (1962)

The Fourth Industrial Revolution , Klaus Schwab (2016)

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6. Acknowledgements Hartpury University and Hartpury College would like to thank the many contributors to the development of the Digital Skills Framework in Agriculture, in particular the businesses and individuals who participated in our research survey: A S Green, A W N Waters & Sons, Actisense, Agrisim, Arable Advisor, Ardnamurchan Estate, Autonomous Agri Solutions Ltd, B&B Tractors, Brian Caley Transport Ltd, Broughgammon Farm, C M W Weather, Channel View Farming, Charles Cowap, Clinwil Nutrition Services, Clock House Farm, Country Land and Business Association (CLA), D S Secretarial Services, David James, dev4Agriculture, Digital Agritech Ltd, DKE-Data GmbH & Co, E L Brown Unlimited, First Base Solutions Ltd, Fram Farmers, Great Porton Agricultural Ltd, H Gilchrist, H S Farm Services, Hayloft Plants Ltd, Heming Engineering, Holden Fencing Imports, Hutchinsons, Innovation Agri Tech, J Alford Contracting Ltd, J F Hudson Ltd, J Hoddell & Partners, J J Mann & Co, J R Silverthorne, J W Hodgson, JBPRM Ltd, Kensham Farms, Kite Consulting Ltd, Lantra, Len Davis & Co, Lower Hope Farms, Lucinder Levign Secretarial Services, M D & D L Evans, M E P L & S M Williams, Martinsfield Farm, Milking Solutions (UK) Ltd, MSD Animal Health, NMR, Noble Farming Ltd, O D & G E L Davis, Promar International, R & L Holt, R G Brader, R N G Morgan & Son, RR Hugill & Son, Rumenation Nutrition Consultancy, Rural Business Hub, S Allport, S B Safety Services, Sumi Agro Europe, Sweet Waters Farm, Techion, The Farm Office, Tump Farms Limited, TWH Clarke and Son, 2SFG, Vertemis Ltd, Vicky Anderson, W E Morgan, Watkins Farming, Weaving Machinery, Westpoint Farm Vets, Westwell Farms Ltd, YAGRO, Zenith Nurseries... and 185 other respondents who kindly contributed to our research.

With special thanks to Landex Colleges:

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About Hartpury Hartpury University and Hartpury College has a well-established reputation as a specialist provider of land-based education. Since we opened in 1949, our roots have been in agriculture and land-based studies. Currently, our 360-hectare campus is home to over 4,500 students studying a mix of diplomas and degrees, alongside students studying A-levels and further and higher education qualifications in agriculture, sport, equine, animal and veterinary nursing.

CONTACT US

+44 (0) 1452 702100 agri-tech@hartpury.ac.uk www.hartpury.ac.uk

Hartpury University and Hartpury College Hartpury, Gloucester, GL19 3BE