Identifying, Supporting, and Attracting a Diversity of Learners to Teagasc Further Education and Training Courses

This study aimed to investigate and address diversity, inclusion, and support within Teagasc Further Education and Training courses, guided by three primary objectives. Firstly, the research sought to assess the current state of diversity and inclusion within agricultural education. Secondly, it aimed to explore the lived experiences of mainstream and non-mainstream learners and identify any barriers to their participation. Lastly, the study aimed to provide evidence-based recommendations to promote inclusivity within educational settings. An initial online survey was distributed to the student population at Ballyhaise Agricultural College, encompassing all formats of learners in Level 5 and 6 courses, as well as some DkIT students attending Ballyhaise for a significant portion of their studies. The survey yielded a high response rate (n=309), providing valuable insights. Subsequently, semi-structured interviews with nine respondents further enriched the study's findings. A secondary online survey, the Secondary School Staff Survey, engaged principals and guidance counsellors from schools within a 50-kilometer radius of Ballyhaise Agricultural College, garnering a moderate response rate (n=21) and offering insightful perspectives. Complementing these methods, an immersive diary documented the researcher's experiences within the agricultural college setting, facilitating a deeper understanding of vocational education contexts and student behaviours alongside a literary review were carried out for the duration of the study. Findings from the study revealed challenges within agricultural education, shedding light on enduring gender disparities, apprehensions regarding harassment and bullying, and the intricate nature of fostering inclusivity. Participants voiced concerns regarding gender dynamics, their age, and uncertainties surrounding the accommodation of diverse learner needs. The research underscored the pivotal role of educators in shaping positive and inclusive student experiences. Insights taken from participant narratives and survey data emphasized the diversity and inclusion concerns within educational settings, highlighting the importance of tailored solutions to address the challenges encountered by learners in vocational agricultural education. Recommendations stemming from the findings include enhanced stakeholder engagement, mitigating bias, promoting transparency and inclusivity, and prioritizing time management in research endeavours. By implementing these recommendations, educational institutions can strive towards fostering equitable and inclusive learning environments for all students, thereby advancing the objectives of this study.