The paper is based on research undertaken in 1999 that was aiming to assess the extent to which the subject of domestic food production is part of the educational process at the state primary school level in England. The objectives were twofold: to establish what is required to be taught within the framework of the National Curriculum and to assess what is in practice being provided; and secondly, to review what contributions are being made in this educational process by other organisations at both national and more local levels. This research initiative was based on the fact that food related issues, such as quality and production methods, were provoking increasing public interest. Views were being expressed and exposed in the media, and the public was taking a position and making decisions without being adequately informed. Unless the educational process addresses these issues the situation will continue into the future, often with adverse consequences for the farming and land owning community. The findings revealed that since the establishment of the National Curriculum in 1991 the teaching of food production aspects in schools - and also wider countryside issues- has decreased, but there have been significant efforts made by other organisations to fill the gap. These findings have important implications not only for the state education sector, but also for the profession and practice of rural estate management and agriculture, e.g. in terms of the education role and responsibilities of the professional and the opportunities available to farmers and rural estate managers.

This item is no longer available.