Training:

Qualifying pathways for professionals in green management and floriculture..

We supported the delivery of two RRPQ qualifying programmes focused on green space management and nursery/floriculture activities. The project followed a strong professional approach, combining supervised practical training (WBL), active learning methods, and an evidence-based monitoring and evaluation system (attendance, assessments, feedback, and observations).

Training pathways with WBL, structured assessments, continuous monitoring, and technical support.
ClientAutonomous Region of Sardinia
mary serviceTraining
Related servicesTechnical advisory
Period2023 - 2024
BeneficiariesUp to 15 participants per pathway
Total commitment792 hours overall
1 Formazione 300x300
2 Formazione 300x300
3 Formazione 300x300
4 Formazione 300x300

Context and need.

Work in green management and the nursery/floriculture sector requires technical skills that are both market-relevant and verifiable: soil preparation, irrigation, fertilisation, pruning, and plant health prevention; and, for floriculture/nurseries, propagation, open-field/greenhouse management, and the packaging of nursery products. These pathways addressed these needs through an integrated learning model combining theory, practical exercises, and work-based learning (WBL).

Objectives.

  • Prepare participants to perform core green management and nursery/floriculture activities according to recognised standards.

  • Connect theory and practice through WBL and structured assessments, making competences observable.

  • Integrate transversal skills useful for employability, including digital and entrepreneurial competences

Methodology.

The approach emphasised interactivity and application: debates, simulations, and continuous movement between theory and practice. Assessments included written tests (closed and open questions), case studies, and practical trials, with intermediate and final evaluations.
Monitoring relied on indicators such as participation, assessment outcomes, participant feedback, and the quality of learning resources, using attendance registers, questionnaires, and classroom/practical observations.

Rurinnova’s role.

RURINNOVA provided technical and training support, contributing to the coherence between training units and expected competences, and to the design of the monitoring and evaluation framework (ongoing and final).

Pathway structure and key contents.

  • Gardener (EQF 3): modules on soil, irrigation, fertilisation, pruning, and prevention/management of plant health issues; also includes digital skills and self-employment/entrepreneurship, as well as specific units related to safety and required certifications.
  • Nursery and Floriculture Operator (EQF 4): botany and agronomy, agricultural mechanics and precision agriculture, fertilisation, propagation/multiplication, plant diseases, and an extensive unit on regulations and packaging of nursery products; also includes digital skills and self-employment/entrepreneurship.

Both pathways included a WBL component to consolidate skills in real operational settings.

Results (evidence).

  • Two pathways designed with a substantial WBL component and a clear sequence of theory, practice, and assessment.
  • A robust evaluation model with intermediate and final assessments, addressing both understanding and practical performance.
  • Continuous, improvement-oriented monitoring: tracking participation, feedback, and tool quality, with periodic reviews.

Lessons learned and replicability.

  • Method matters: integrating WBL, practical assessments, and structured feedback is essential.
  • Coherence between expected competences, training units, and assessment criteria increases credibility and transferability.
  • A structured monitoring system (indicators and tools) makes the model replicable across other profiles within the agricultural sector.

FacebookWhatsappEmailShortlink