Vertical Gardening - WordPress.com...Contents O1 - Training Needs Analysis Report: A1 (manufacturers and installers of living walls) and; A2 (university experts from Architecture and

VERTICAL PLANT LIFE

Vertical Gardening Training Needs Analysis Report

Issued in 2016

This Training Needs Analysis Report is a product of an ERASMUS+ Strategic Partnership for Vocational Education and Training – Vertical Plant Life project no. 15-202-012669 KA2-VET-21/15 involving Biotechnical Centre Naklo (SI), University of Greenwich (UK), Humko d.o.o. (SI), Terra MBO (NL) and Hadlow College (UK).

Contents

O1 - Training Needs Analysis Report:

A1 (manufacturers and installers of living walls) and;

A2 (university experts from Architecture and Landscape departments)

Appendices Appendix 1 – Questionnaire for living wall manufacturers/suppliers Appendix 2 – Questionnaire for university experts Appendix 3 – A1 aggregate data Appendix 4 – A2 aggregate data

O1 - Vertical Plant Life Self-Evaluation of Programmes:

A3 (VET centres/schools: students and teachers)

Appendices Appendix 1 – Self-evaluation questionnaire Appendix 2 – Evaluation of programs questionnaire Appendix 3 – Results of survey; teachers' self-evaluation frequency Results

"The European Commission support for the production of this publication does not constitute

an endorsement of the contents which reflects the views only of the authors, and the

Commission cannot be held responsible for any use which may be made of the information

contained therein."

Erasmus +

Vertical Plant Life project no. 15-202-012669 KA2-VET-21/15

Training Needs Analysis Report

Sarah Milliken and Shelley Mosco

Output 1 – Training Needs Analysis – Vertical Gardening

Executive summary

Researchers from the University of Greenwich, in collaboration with the other partners in the

Vertical Plant Life Project, coordinated the design, implementation and analysis of a survey of

entrepreneurs, experts and other relevant organizations who deal with living walls in a

professional capacity in various European countries. The survey was focused on acquiring

information about the knowledge, competencies and skills needed for building and

maintaining of the vertical green walls.

Methodology

The survey was undertaken among two distinct cohorts: manufacturers and installers of living

walls (A1) and university experts from Architecture and Landscape departments (A2).

A1 – The questionnaire for manufacturers and installers of living walls (Appendix 1) was

designed to assess the perceived importance of knowledge about the benefits of living walls,

their costing and specification, plant knowledge and installation, as well as IT knowledge and

competency, and general aptitude and competences. Respondents were asked to rate the

importance of this knowledge: of little or no importance (1); of minimal importance (2); of

moderate importance (3); rather important (4); and of great importance (5).

The questionnaire was distributed using SurveyMonkey to 49 manufacturers and installers of

living walls in 13 European countries: Austria, Belgium, Switzerland, Czech Republic, Germany,

Spain, France, Hungary, Italy, Netherlands, Sweden, Slovenia and the United Kingdom.

A2 – The questionnaire for university experts in Architecture and Landscape departments

(Appendix 2) was designed to assess whether members of the university department are

actively engaged in research into the benefits of living walls, and whether living walls and

related topics form part of the curriculum. Respondents were asked to give yes/no answers

to the questions, and to supply further information if applicable.

The questionnaire was distributed using SurveyMonkey to 69 university experts in 27

European countries: Austria, Bosnia and Herzegovina, Belgium, Bulgaria, Switzerland, Czech

Republic, Denmark, Germany, Estonia, Spain, France, Greece, Croatia, Hungary, Iceland, Italy,

Netherlands, Norway, Poland, Portugal, Romania, Serbia, Sweden, Slovenia, Slovakia, Turkey

and the United Kingdom.

Results

A1 – 21 questionnaire responses were received from eight countries – UK (7), Netherlands

(5), Germany (2), Czech Republic (2), Switzerland (2), Hungary (1), Italy (1) and Spain (1) –

giving a completion rate of 43%. However, three were incorrectly completed and therefore

invalid – Germany (2) and Netherlands (1) – leaving 18 for the analysis (Appendix 3).

The survey results reveal that among manufacturers and installers of living walls, knowledge

of the different types of living wall systems and their benefits (ecosystem services) are

perceived to be more important than knowledge about the technical issues of costing and

specifying, in particular in the UK and the Netherlands.

Plant knowledge is considered to be of great importance in all the countries, except in the

Czech Republic where it is considered to be of only moderate importance. Understanding the

growing requirements of plants, such as light, humidity, and temperature, and knowing how

to troubleshoot problems, are considered to be the two most important elements of plant

knowledge. Understanding plant selection, in terms of factors such as plant life cycle and

habit, is considered to be as important as understanding plant maintenance, such as

fertigation, pruning, and pests and diseases. Understanding the effect of microclimate on

plants is perceived to be more important than knowing how to plant a plant. In general,

knowledge of planting design specification is considered to be the least important issue,

although respondents from Spain, Hungary, Italy and the UK rated this as being of great

importance.

As far as the installation of living walls is concerned, the survey revealed that for

manufacturers and installers of living walls, knowledge and competency in installing irrigation

systems is of most importance, followed by knowledge and competency in construction

techniques, such as waterproofing the existing structure and calculating the weight of the

wall. Less important are knowledge and competency in Health and Safety Regulations, and

knowing how to install electricity, lighting and sensors. Awareness of planning regulations is

considered to be of only moderate importance, except in Spain, Hungary and Italy where it is

considered to be of great importance.

IT knowledge and competency are generally not considered to be as important as knowledge

about plants or how to install living walls. Knowledge of remote monitoring software is

considered to be more important than data management and competency in using design

software such as CAD, spreadsheets and presentation programmes.

Finally, problem solving and self-motivation skills are considered to be the most important of

a suite of general skills and competences, with leadership skills and conflict management skills

being perceived to be the least important.

A2 – 29 questionnaire responses were received from 12 countries – Spain (6), UK (5), Italy (4),

Netherlands (3), Czech Republic (2), Portugal (2), Belgium (2), Germany (1), Croatia (1),

Slovenia (1), Sweden (1) and Turkey (1) – giving a completion rate of 42% (Appendix 4).

Of the respondents, fifteen experts from eight countries have published research about living

walls; the respondents from Belgium, Germany, the Netherlands and Slovenia have not. The

majority of this research is very recent (since 2010), and the topics include:

The use of interior living walls to reduce air temperature

The use of interior living walls as biofilters

Irrigation systems for living walls

Lighting systems for living walls

Plant performance in living walls

Wind tunnel analysis of artificial substrate

The thermal energy performance of living walls

A carbon dioxide sequestration model for living walls

A life cycle evaluation of living walls

Sustainability of living walls for building retrofits

Living walls and urban ecology

Living walls form part of the university teaching curriculum, except for the respondents from

Germany and Turkey. An introduction to living walls is taught as a topic within courses such

as Green Engineering, Plants and Planting Systems, and Sustainability Techniques. A minority

of universities, in Spain and Italy, teach specialisation courses in living walls, and include them

as topics for research projects and dissertations.

Topics relating to new and emerging technologies form part of the university teaching

curriculum, except for the respondents from Germany and Croatia. The most widely taught

topic is urban street canyon reduction, followed by thermal insulation, biodiversity, water

resource management, health and well-being, green and blue infrastructure support, urban

food production, acoustic mitigation, particulate matter reduction, urban street canyon

reduction, and volatile organic compound (VOC) reduction. All of these topics are taught in

universities in Spain, Italy, the Netherlands and the UK. At the other end of the spectrum, only

urban heat island reduction, biodiversity and urban food production are taught at the

universities of the respondents from the Czech Republic.

Topics relating to plants and ecology form part of the university teaching curriculum, except

for the respondent from Germany. The most widely taught topic is ecology, followed by

planting design, plant selection, plant requirements, plant maintenance, planting methods,

and the effect of microclimate on plants. All of these topics are taught at the universities of

the respondents from Spain, Italy, the Netherlands, the UK, Slovenia, and the Czech Republic.

At the other end of the spectrum, only ecology and planting design are taught at the

universities of the respondents from Belgium.

Topics relating to construction and architecture are not taught at the universities of the

respondents from Belgium, Germany and Turkey. The most widely taught topic is building

construction, followed by building and planning regulations, structural engineering,

rainscreens and cladding, wind modelling and Health and Safety regulations. All of these

topics are taught at the universities of the respondents from Spain and the UK. At the other

end of the spectrum, only building construction and structural engineering are taught at the

university of the respondent from Slovenia, while only building construction and building and

planning regulations are taught at the university of the respondent from Croatia.

Appendices

Appendix 1 – Questionnaire for living wall manufacturers/suppliers

Appendix 2 – Questionnaire for university experts

Appendix 3 – A1 aggregate data

Appendix 4 – A2 aggregate data

Appendix 1 – Questionnaire for living wall manufacturers/suppliers

1. Living walls – please rate the importance of the following:

Knowledge of the different types of living wall systems Benefits of living walls in general terms How to calculate the cost of a living wall in general terms How to write a specification for a living wall - including construction drawings,

specifying fixings appropriate to weight, etc.

2. Plant knowledge – please rate the importance of the following:

Understanding plant growing requirements (light, humidity, temperature etc.) Understanding of plant selection (plant life cycle, habit etc.) Understanding of plant maintenance (fertigation, pruning, pests and diseases etc.) Understanding of microclimate and its effect on plants Knowledge of how to plant a plant Knowledge of planting design specification (how to read a planting plan provided by

others) Diagnostic skills - how to troubleshoot problems with plants in a living wall

3. Living Wall Installation – please rate the importance of the following:

Knowledge and competency of construction techniques (waterproofing existing structure, calculating weight etc.)

Knowledge and competency of Health and Safety regulations Knowledge of, and competency to install irrigation systems Knowledge and competency to install electricity, lighting and sensors Awareness of Planning Regulations (pertaining to living walls)

4. IT Knowledge and competency – please rate the importance of the following:

Competency in using design software such as CAD, Spreadsheet and Presentation programmes

Knowledge of remote monitoring software Data management

5. General aptitude and competences – please rate the importance of the following:

Communication skills (oral and written) Conflict management skills Problem solving skills Self motivation skills Teamworking skills Leadership skills (to make judgements, manage and motivate others) Creative thinking (develop new ideas and methods to deal with routine matters) Entrepreneurial skills (to create new opportunities and take associated risks)

Appendix 2 – Questionnaire for university experts

1. Has your institute published any papers relating to living walls? If yes, please specify

2. Do living walls form any part of your curriculum? If yes, please specify 3. New and emerging technologies– please indicate which of the following topics are

taught at your institution

Acoustic mitigation Thermal insulation Water resource management Particulate matter reduction

Volatile organic compound (VOC) reduction

Urban heat island reduction

Urban street canyon reduction

Biodiversity

Urban food production

Health and well-being

Green and blue infrastructure support

Is there anything more you'd like to add?

4. Plants and ecology – please indicate which of the following topics are taught at your institution

Plant growing requirements (light, humidity, temperature etc.)

Plant selection (plant life cycle, habit etc.)

Plant maintenance (fertigation, pruning, pests and diseases etc.)

Microclimate and its effect on plants

Planting methods

Planting design (including specification)

Ecology


5. Construction and architecture – please indicate which of the following topics are taught at your institution

Building construction

Rainscreens and cladding

Structural engineering

Wind modelling

Building and planning regulations

Health and safety regulations


2 Vertical Plant Life Appendix 3

A1 Aggregate Data Dec 2015

Participant Information

CH

CZ

ES

HU

IT

NL

UK

Total

Respondents

Count of RESPONSE NUMBER 2 2 1 1 1 4 7 18

Note:

There were 21 respondents in total but 3 were disqualified, leaving

18 for the analysis of this survey.

respondent number 5 - NL - did not respond to any of the questions.

respondent number 7 & 13 - DE - responded to all questions with

the same reply ' 5 of great importance', therefore skewed the

figures. Respondent number 13 additionally responded 'N/A' to

Q2.2 - Benefits of living walls in general terms.

None of the disqualified provided any other comments.

(Living Wall Systems)

Q2 - Please rate the importance of the following:

Values

CH

CZ

ES

HU

IT

NL

UK

TOTALS

Total sum

average

Q2.1 - Knowledge of the different types of living wall systems. 5.00 4.50 5.00 4.00 5.00 3.75 4.57 80.00 31.82

Q2.2 - Benefits of living walls in general terms. 3.00 5.00 5.00 4.00 5.00 4.00 4.00 74.00 30.00

Q2.3 - How to calculate the cost of a living wall in general terms. 4.00 4.50 5.00 5.00 5.00 3.00 3.43 68.00 29.93

Q2.4 - How to write a specification for a living wall - including construction drawings, specifying fixings appropriate to weight, etc. 3.50 4.50 4.00 4.00 5.00 3.00 3.57 66.00 27.57

Sum Average Totals by Country 15.5 19 19 17 20 14 16 288

Conclusions:

Overall, the sum total & sum average of A1 target group rank the following in order of importance (note - sum total is weighted towards the UK who

had more respondents):

1st - Q2.1 = 80 / 31.82 2nd -Q2.2 = 74 / 30

3rd - Q2.3 = 68 / 29.93

4th - Q2.4 = 66 / 27.57

Q2.1 - on sum average CH, ES, IT & UK rank this of 'great importance' while NL ranks this of 'moderate' importance.

Q2.2 - on sum average CZ, ES, HU, IT & UK rank this mainly as 'great importantce' while CH ranks this as 'moderate' importance.

Q2.3 - on sum average CH, CZ, ES, HU, IT rank this mainly as of 'great importance' while NL & UK rank this as 'minimal to moderate' importance.

Q2.4 - on sum average CZ, ES, HU & IT rank this mainly as of 'great importance' while CH, NL & UK rank this as 'minimal to moderate' importance.

Based on sum average totals by country (possible 20 out of 20 ) the following A1 target countries rank the importance of living wall systems: 1st

- IT (value everything equally and of great importance at 20 /20)

2nd - CZ & ES (19/20 )

3rd - HU (17/20)

4th - UK (16 /20)

5th - CH (15.5 / 20)

6th - NL (11/20)

(Plant Knowledge)


Values

CH

CZ

ES

HU

IT

NL

UK

TOTALS

Total sum

average

Q3.1 - Understanding plant growing requirements (light, humidity, temperature etc). 5.00 3.50 5.00 5.00 5.00 5.00 5.00 87.00 33.50

Q3.2 - Understanding of plant selection (plant life cycle, habit etc). 4.50 3.50 5.00 5.00 5.00 4.75 5.00 56.00 32.75

Q3.3 - Understanding of plant maintenance (fertigation, pruning, pests and diseases etc). 5.00 3.00 5.00 5.00 5.00 4.75 5.00 56.00 32.75

Q3.4 - Understanding of microclimate and its effect on plants. 4.00 3.00 5.00 5.00 5.00 4.50 4.71 53.00 31.21

Q3.5 - Knowledge of how to plant a plant. 4.50 4.00 4.00 4.00 5.00 4.50 4.86 54.00 30.86

Q3.6 - Knowledge of planting design specification (how to read a planting plan provided by others). 3.50 3.50 5.00 5.00 5.00 3.75 4.71 52.00 30.46

Q3.7 - Diagnostic skills - how to troubleshoot problems with plants in a living wall. 5.00 3.50 5.00 5.00 5.00 4.50 5.00 57.00 33.00

Sum Average Totals by Country 31.5 24 34 34 35 32 34

Conclusions:

Overall, the sum total & sum average of A1 target group rank the following in order of importance (note - sum

total is weighted towards the UK who had more respondents):

1st - Q3.1 = 87 / 33.50

2nd - Q3.7 = 57 / 33

3rd - Q3.2 & Q3.3 = 56 / 32.75

4th - Q3.5= 54 / 30.86

5th - Q3.4 = 53 / 31.21

6th - Q3.6 = 52 / 30.46

Q3.1 - on sum average all but CZ rank this of 'great importance', CZ ranks this of 'moderate' importance.

Q3.2 - on sum average all but CZ rank this mainly of 'great importance', CZ ranks this of 'moderate'

importance.

Q3.3 - on sum average all but CZ rank this mainly of 'great importance', CZ ranks this of 'moderate' importance.

Q3.4 - on sum average all but CZ rank this mainly of 'great importance', CZ ranks this of 'moderate' importance.

Q3.5 - on sum average all but IT rank this mainly of 'rather important', IT ranks this of 'great importance'.

Q3.6 - on sum average ES, HU, IT, & UK rank this mainly of 'great importance' while CH, CZ, NL ranks this of

'moderate importance'.

Q3.7 - on sum average all but CZ rank this of 'great importance', CZ ranks this of 'moderate' importance.

Based on sum average totals by country (possible 35 out of 35) the following A1 target countries rank the

importance of plant knowledge:

1st - IT (value everything equally and of great importance at 35/35) 2nd

- ES, HU & UK (34/35 )

3rd - NL (32/35)

4th - CH (31.5/35)

5th - CZ (24/35)

(Living Wall Installation)


Values

CH

CZ

ES

HU

IT

NL

UK

TOTALS

Total sum

average

Q4.1 - Knowledge and competency of construction techniques (waterproofing existing structure, calculating weight etc). 4.00 4.50 5.00 5.00 5.00 4.25 4.14 78.00 31.89

Q4.2 - Knowledge and competency of Health and Safety regulations. 4.00 3.00 5.00 5.00 5.00 4.50 4.43 78.00 30.93

Q4.3 - Knowledge of, and competency to install irrigation systems. 4.00 4.50 5.00 5.00 5.00 4.25 5.00 84.00 32.75

Q4.4 - Knowledge and competency to install electricity, lighting and sensors. 4.00 3.50 4.00 5.00 5.00 4.00 4.43 76.00 29.93

Q4.5 - Awareness of Planning Regulations (pertaining to living walls). 3.50 3.00 5.00 5.00 5.00 4.00 3.43 68.00 28.93

Sum Average Totals by Country 19.5 19 24 25 25 21 21 Conclusions:

Overall, the sum total & sum average of A1 target group rank the following in order of importance (note - sum total is weighted towards

the UK who had more respondents):

1st - Q4.3 = 84 / 32.75

2nd - Q4.1 = 78 / 31.89

2nd - Q4.2 = 78 / 30.93

3rd - Q4.4 = 76 / 29.93

4th - Q4.5 = 68 / 28.93

Q4.1 - on sum average all rank this mainly of 'rather important' to 'great importance'.

Q4.2 - on sum average all rank this mainly of 'rather important' to 'great importance' while CZ ranks this of 'moderate' importance. Q4.3

- on sum average all rank this mainly of 'rather important' to 'great importance'.

Q4.4 - on sum average HU & IT rank this of 'great importance', CH, ES, NL & UK rank this as 'rather important' while CZ ranks this of

'moderate' importance.

Q4.5 - on sum average ES, HU & IT rank this as of 'great importance' while CH, CZ & UK rank this as as of 'moderate imporance'.

Based on sum average totals by country (possible 25 out of 25) the following A1 target countries rank the importance of knowlege &

competency to safely install a living wall:

1st - HU & IT (value everything equally and of great importance at 25/25)

2nd - ES (24/25 )

3rd - NL & UK (21/25)

4th - CH (19.5/25)

5th - CZ (19/25)

(IT Knowledge and Competency)


Values

CH

CZ

ES

HU

IT

NL

UK

TOTALS

Total sum

average

Q5.1 - Competency in using design software such as CAD, Spreadsheet and Presentation programmes. 2.50 3.00 4.00 4.00 4.00 2.50 2.86 53.00 22.86

Q5.2 - Knowledge of remote monitoring software. 3.50 4.00 4.00 5.00 4.00 3.50 4.29 72.00 28.29

Q5.3 - Data management. 2.50 3.00 5.00 4.00 4.00 3.50 3.43 62.00 25.43

Sum Average Totals by Country 8.5 10 13 13 12 9.5 11

Conclusions:

Overall, the sum total & sum average of A1 target group rank the following in order of importance (note - sum total

is weighted towards the UK who had more respondents):

1st - Q5.2 = 72 / 28.29

2nd - Q5.3 = 62 / 25.43

3rd - Q5.1 = 53 / 22.86

Q5.1 - on sum average ES, HU & IT rank this as 'rather important', CZ as of 'moderate importance', CZ, NL & UK as of

'minimal importance'.

Q5.2 - on sum average all rank this mainly as of 'moderate importance' to 'rather important' while HU alone ranks

this as of 'great importance'.

Q5.3 - on sum average ES, HU & IT rank this mainly of 'rather important' to 'great importance', while CH, CZ, NL &

UK rank this as of 'minimal to moderate importance'.

Based on sum average totals by country (possible 15 out of 15) the following A1 target countries rank the

importance of IT knowlege & competency to communicate information to do with construction, maintenance and

business administration (including sales) of living walls:

1st - ES & HU (13/15)

2nd - IT (12/15)

3rd - UK (11/15)

4th - CZ (10/15)

5th - CH (8.5/15)

(General Aptitude and Competences)


Values

CH

CZ

ES

HU

IT

NL

UK

TOTALS

Total sum

average

Q6.1 - Communication skills (Oral and written). 4.00 5.00 4.00 4.00 5.00 4.25 3.71 74 29.96

Q6.2 - Conflict management skills. 3.00 4.50 5.00 4.00 4.00 4.00 3.43 68 27.93

Q6.3 - Problem solving skills. 4.50 4.50 5.00 4.00 4.00 4.25 4.00 76 30.25

Q6.4 - Self motivation skills. 5.00 4.00 5.00 4.00 5.00 4.00 3.86 75 30.86

Q6.5 - Teamworking skills. 4.00 3.00 4.00 4.00 5.00 4.25 4.14 73 28.39

Q6.6 - Leadership skills (to make judgements, manage and motivate others). 3.00 2.50 5.00 4.00 5.00 4.00 4.00 69 27.50

Q6.7 - Creative thinking (develop new ideas and methods to deal with routine matters). 5.00 4.00 4.00 4.00 5.00 4.25 3.71 74 29.96

Q6.8 - Entrepreneurial skills (to create new opportunities and take associated risks). 3.50 4.00 5.00 4.00 5.00 3.50 3.00 64 28.00

Sum Average Totals by Country 32.00 31.50 37.00 32.00 38.00 32.50 29.86

Conclusions:

Overall, the sum total of A1 target group rank the following in order of importance (note - sum total is

weighted towards the UK who had more respondents):

1st - Q6.3 = 76 / 30.25

2nd - Q6.4 = 75 / 30.86

3rd - Q6.1 & Q6.7= 74 / 29.96

4th - Q6.5 = 73 / 28.39

5th - Q6.6 = 69 / 27.50

6th - Q6.2 = 68 / 27.93

7th - Q6.8 = 64 / 28.00

Overall sum average of A1 target group rank the following in order of importance:

1st - Q6.4 = 30.86

2nd -Q6.3 = 30.25

3rd - Q6.1 & Q6.7 = 29.96

4th -Q6.5 = 28.39

5th - Q6.8 = 28.00

6th - Q6.2 = 27.93

7th - Q6.6 = 27.50

Q6.1 - on sum average, all apart from UK rank this as

'rather important' to of 'great importance', UK ranks

this as of 'moderate importance'.

Q6.2 - on sum average, all apart from CH

& UK rank this as of 'rather important' to

'great importance', CH & UK rank this as

of 'moderate importance'.

Q6.3 - on sum average, all rank this as of 'rather important' to 'great importance'.


of 'rather important' to 'great importance', UK ranks

this as of 'moderate imporatance'.

Q6.5 - on sum average, all apart from CZ rank this as

of 'rather important' to 'great importance', CZ ranks


Q6.6 - on sum average, all apart from CH & CZ rank

this as of 'rather important' to 'great importance', CH

ranks this as of 'moderate imporatance' while CZ ranks

this as of 'minimal importance'.


of 'rather important' to 'great importance', UK ranks


Q6.8 - on sum average, ES & IT rank this as of 'great

importance', CZ & NL rank this as 'rather important',

while CH, NL & UK rank this as of 'moderate

imporatance'.

Based on sum average totals by country (possible 40

out of 40) the following A1 target countries rank the

2

importance of one's general aptitude and

competencies to work with, lead and develop

business: 1st - IT (38/40)

2nd - ES (37/40)

3rd - NL (32.50/40)

4th - CH & HU (32/40)

5th - CZ (31.50/40)

6th - UK (29.86 / 40

Vertical Plant Life Appendix 4 A2 Aggregate Data

Dec 2015

Column Labels

BE CZ DE ES HR IT NL PT SE SL TR UK Total

Responses per Country 2 2 1 6 1 4 3 2 1 1 1 5 29

Research and Teaching about Living Walls

Values BE CZ DE ES HR IT NL PT

Q2 - Has your institute published any papers relating to living walls? 0 1 0 4 1 3 1 1

Q3 - Do living walls form any part of your curriculum? 2 1 0 6 1 2 2 2

Conclusions: Of 12 countries, 7 countries have published works relating to living walls. The following indicate total responses from each country: CZ = 1 , ES = 4, IT = 3, PT = 1, SE =1, TR = 1 & Uk = 2 1 country indicated it has published works but did not specify: HR 4 countries have not published works: BE, DE, NL & SL Of 12 countries, 10 countries include living walls as part of their curriculum. The following indicate total responses from each country: BE = 2, CZ = 1, ES = 6, IT = 2, NL = 2, PT = 2, SE = 1, SL = 1, UK = 4. However 1 country indicated it includes living walls as part of their curriculum but did not specify: HR = 1 2 countries did not include living walls as part of their curriculum: DE & TR.

Published works relating to living walls. Country / Publication Information BE (blank) DE

Franco Salas, A., Fernández Cañero, R., Pérez Urrestarazu, L., Valera Martínez, D.L. 2012. Wind tunnel analysis of artific

indoor environment conditioning in Mediterranean buildings. Building and Environment 51: 370-378. Fernández Cañer

2012. Assessment of the cooling potential of an indoor living wall using different substrates in a warm climate. Indoor

Perez-Urrestarazu, L.; Egea, G.; Franco-Salas, A.; Fernandez-Cañero, R. 2014. Irrigation systems evaluation for living wa

Engineering 140 (4): 04013024-1/11, doi: 10.1061/(ASCE)IR.1943-4774.0000702. Egea, G., Pérez-Urrestarazu, L., Gonzá

Cañero, R. 2014. Lighting systems evaluation for indoor living walls. Urban Forestry & Urban Greening. 13 (3), 475-483,

Influence of the presence of indoor living walls at indoors, and capacity of active living walls to reduce the Temperatur

Two in Journal of food, agronomy and enviroment Two in Applide Acoustic (Elsevier) Two in Scientia Horticulturae (Els

calorimetric (Springer) One in Journal of irrigation and drainage (ASCE) (blank) Did not specify. IT particularly on artificial lighting for indoor green walls Publications of Politecnico (blank) NL publications on urban green in general including different types of urban green, however not on living walls in particula (blank) (blank) SE http://dx.doi.org/10.1016/j.ecoleng.2014.07.027 SL (blank) Vertical garden and urban ecology

Published works relating to living walls. Country / Publication Information UK Birds (blank)

Conclusions: Research is varied but topics are broadly: Plant performance in Scandinavian, Mediterranean and temperate climates; Indoor biofiltration; Carbon dioxide sequestration modelling; Wind tunnel analysis of artificial substrate; Urban ecology; Lighting requirements and system evaluation for indoor plants; Thermal performance, reduction & insulation; Sustainability for building retrofits; LCA based on systemic indicators.

Do living walls form any part of your curriculum? YES: Country / Comment BE part of a course (in Dutch) on urban green management (chapter on vertical green) CZ minimally in lectures DE ES I have created an spin off focus in living walls, with other 3 partners In my university and private company Included in Professional and Technical Practice for MA Landscape and in Green Engineering for Landscape Architects fo BA Landscape there is a brief mention of Living Walls in the Landscape and gardening design course. We have also organized some specialization courses on Green roofs and living walls.

They are explained as part of the set of techniques associated with gardening in the city, along with roof, indoor and gr boxes cultivation, due to the need of low weight substrates with relatively high water retention. We have a monographic course "Seminar on vegetal envelopes" HR Did not specify. IT living wall for outdoor and indoor, too Certification of a living wall module produced by Sundar Italia srl NL again, living walls in particular are not the focus of my research, however in broader context (design of street greenery green fraction etc) living walls are included Information in general is given about the topics underneath PT Green roofs and facades is a topic included in courses of the curriculum of the Master course in Architecture of the Un Beira Interior (UBI). Sustainability Techniques in Landscape Architecture, for Master in Landscape architecture

Do living walls form any part of your curriculum? YES: Country / Comment SE They are included as individual lectures in some courses and as topics for thesis work. SL Planting systems, Sustainable horticulture, Ornamental plants, Tropical plants TR UK An introduction to living walls is provided to BA Garden Design & Landscape Architecture. This does not include techni but an overview of environmental benefits FE Horticulture HND BSc honours International Agriculture In the Greening the Grey module of the MSc in Ecology & Conservation; also MSc and PhD research projects Specific lectures on green roofs and living walls form part of undergraduate and postgraduate programmes. Conclusions: In general, the majority of countries teach an introduction to living walls as a topic within courses such as Green Engineer & Planting Systems and Sustainability Techniques.

A minority of countries teach specialisation courses on living walls, and include them as topics for research projects and dissertations (ES, IT)

Living Wall Systems: New and Emerging Technologies Which of the following topics are taught at your institution?

Values BE CZ DE ES HR IT NL PT SE SL TR

Q4.1 - Acoustic mitigation 0.50 0.00 0.00 0.67 0.00 0.25 0.33 1.00 0.00 0.00 0.

Q4.2 - Thermal insulation 0.50 0.00 0.00 1.00 0.00 0.50 0.67 1.00 1.00 1.00 1.

Q4.3 - Water resource management 0.00 0.00 0.00 0.83 0.00 1.00 0.67 1.00 1.00 1.00 0.

Q4.4 - Particulate matter reduction 0.50 0.00 0.00 0.50 0.00 0.75 0.33 0.00 0.00 0.00 0.

Q4.5 - Volatile organic compound (VOC) reduction 0.50 0.00 0.00 0.50 0.00 0.25 0.33 0.00 0.00 0.00 0.

Q4.6 - Urban heat island reduction 0.50 0.50 0.00 0.67 0.00 0.50 0.67 1.00 1.00 1.00 1.

Q4.7 - Urban street canyon reduction 0.50 0.00 0.00 0.50 0.00 0.50 0.33 0.00 0.00 0.00 0.

Q4.8 - Biodiversity 0.50 0.50 0.00 0.67 0.00 0.50 0.67 1.00 1.00 1.00 0.

Q4.9 - Urban food production 0.00 0.50 0.00 0.67 0.00 0.25 0.33 0.50 1.00 1.00 0.

Q4.10 - Health and well-being 0.50 0.00 0.00 0.67 0.00 0.50 0.67 1.00 1.00 1.00 0.

Q4.11 - Green and blue infrastructure support 0.50 0.00 0.00 0.50 0.00 0.50 0.67 0.50 1.00 1.00 1.

Sum Average Totals by Country 4.5 1.5 0 7.2 0 5.5 5.7 7 7 7

Living Wall Systems: New and Emerging Technologies Which of the following topics are taught at your institution? Conclusions: Below is the order of topics most taught based on total sum average of 12 countries: 1st = Q4.6 (7.63/12) 2nd = Q4.2 (7.27/12) 3rd = Q4.8 (6.63/12) 4th = Q4.3 (6.30/12) 5th = Q4.10 (6.13/12) 6th = Q4.11 (6.07/12) 7th = Q4.9 (5.05/12) 8th = Q4.1 (3.55/12) 9th = Q4.4 (2.68/12) 10th = Q4.7 (2.03/12) 11th = Q4.5 (1.98/12)

Living Wall Systems: New and Emerging Technologies Which of the following topics are taught at your institution?

Below is the order of countries who teach some/all of the 11 topics based on total sum average of 12 countries: 1st = ES (7.2 /11) 2nd = PT, SE, SL,& UK (7/11) 3rd = NL (5.7/11) 4th = IT (5.5/11) 5th = BE (4.5/11) 6th = TR (3/11) 7th = CZ (1.5/11)

Topics relating to New and Emerging Technologies are not taught by respondents of 2 countries: DE, HR.

Plants and Ecology Which of the following topics are taught at your institution?

Values BE CZ DE ES HR IT NL Q5.1 - Plant growing requirements (light, humidity, temperature etc) 0.00 0.50 0.00 0.67 1.00 0.50 0.67

Q5.2 - Plant selection (plant life cycle, habit etc) 0.00 0.50 0.00 0.67 1.00 0.75 0.67

Q5.3 - Plant maintenance (fertigation, pruning, pests and diseases etc) 0.00 0.50 0.00 0.67 1.00 0.50 0.67

Q5.4 - Microclimate and its effect on plants 0.00 0.50 0.00 0.50 0.00 0.50 0.33

Q5.5 - Planting methods 0.00 1.00 0.00 0.83 1.00 0.50 0.33

Q5.6 - Planting design (including specification) 0.50 1.00 0.00 0.67 1.00 0.25 0.33

Q5.7 - Ecology 0.50 0.50 0.00 0.50 1.00 0.25 0.33

Q5.8 - Is there anything more you'd like to add? 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Sum Average Totals by Country 1.00 4.50 0.00 4.50 6.00 3.25 3.33

Plants and Ecology Which of the following topics are taught at your institution? Conclusions: Below is the order of topics most taught based on total sum average of 12 countries: 1st = Q5.7 (7.38/ 12) 2nd = Q5.6 (7.05/12) 3rd = Q5.2 (6.88/12) 4th = Q5.1, Q5.3 (6.43/12) 5th = Q5.5 (5.77/12) 6th = Q5.4 (5.43/12)

Q5.8 - No country added any comments. Below is the order of countries who teach some/all of the 7 topics based on total sum average of 12 countries: 1st = SL (7.00/7) 2nd = HR, SE (6.00/7) 3rd = UK (4.80/7) 4th = CZ, ES (4.50/7) 5th = NL (3.33/7) 6th = IT (3.25/7)

7th = PT (3.00/7)

8TH = TR (2.00/7

9TH = BE (1.00/7)

Topics relating to New and Emerging Technologies are not taught by respondents of 1 countries: DE.

Construction & Architecture Which of the following topics are taught at your institution?

Values BE CZ DE ES HR IT NL PT SE SL TR

Q6.1 - Building construction 0.00 0.00 0.00 0.83 1.00 0.75 0.33 0.50 1.00 1.00 0

Q6.2 - Rainscreens and cladding 0.00 0.00 0.00 0.33 0.00 0.25 0.00 0.50 1.00 0.00 0

Q6.3 - Structural engineering 0.00 0.50 0.00 0.50 0.00 0.25 0.00 0.50 0.00 1.00 0

Q6.4 - Wind modelling 0.00 0.50 0.00 0.33 0.00 0.25 0.33 0.00 0.00 0.00 0

Q6.5 - Building and Planning regulations 0.00 0.50 0.00 0.83 1.00 0.50 0.33 1.00 0.00 0.00 0

Q6.6 - Health and Safety regulations 0.00 0.00 0.00 0.33 0.00 0.00 0.00 0.50 0.00 0.00 0

Sum Average Totals by Country 0.00 1.50 0.00 3.17 2.00 2.00 1.00 3.00 2.00 2.00 0.

Construction & Architecture Which of the following topics are taught at your institution? Conclusions:

Below is the order of topics most taught based on total sum average of 12 countries: 1st = Q6.1 (6.22/ 12) 2nd = Q6.5 (4.77/12) 3rd = Q6.3 (3.35/12) 4th = Q6.2 (2.28/12) 5th = Q6.4 (1.62/12) 6th = Q6.6 (1.23/12)

Below is the order of countries who teach some/all of the 6 topics based on total sum average of 12 countries: 1st = ES (3.17/6) 2nd = PT (3.00/6) 3rd = UK (2.80/6) 4th = HR, IT, SE, SL (2.00/7) 5th = CZ (1.50/6) 6th = NL (1.00/6)

Topics relating to Construction and Architecture are not taught by respondents of 3 countries: BE, DE, TR.

Erasmus+

Vertical Plant Life project no. 15-202-012669 KA2-VET-21/15

Vertical Plant Life Self-Evaluation of Programmes

Intellectual Output O1 - Level A3

Rock Finale - Biotehniški Center Naklo

VERTICAL PLANT LIFE SELF-EVALUATION AND EVALUATION OF PROGRAMMES

Executive summary Researchers from BC Naklo, in collaboration with other the partners in the Vertical Plant Life Project,

coordinated the self-evaluation and evaluation of programs at participating schools Hadlow college,

Terra MB and BC Naklo. The surveys were focused on general and specific knowledge of teachers that

will be teaching new curriculum and also on different programs in which the new curriculum could be

inserted.

Methodology The survey was undertaken among teachers of participating schools (Hadlow college, Terra MB and BC

Naklo) (self-evaluation) and evaluation of at least four programs.

With survey that was conducted among teachers of all three schools Terra MB, Hadlow college and BC

Naklo, we asked questions about knowledge of botany, pedology, taking care of plants, measuring

different parameters, knowledge and usage of Phyto pharmaceutical means, ability of minor structural

works and ability to work in team.

In second part we conducted evaluation of at least 4 programs from each school with same questions

as within self-evaluation.

Together we asked 30 teachers to self-evaluate their knowledge and also to evaluate programs on

their schools. They evaluated 12 programs on three schools. Among the programs schools will have to

pick the one in which can the new curriculum be placed in.

Appendices Appendix 1 – Self-evaluation questionnaire Appendix 2 – Evaluation of programs questionnaire

Appendix 3 – Results of survey; teachers' self-evaluation frequency Results

Results:

Self-evaluation 22 questionnaire responses were received from Hadlow College and Terra MBO, and 8 responses from

BC Naklo.

In general we can say that majority of teachers have solid knowledge of botany and pedology, but of

course minor knowledge of irrigation, lighting and substructure systems. The reason that the

knowledge of certain parts is lower we can look for in genitor that is usually the person that conducts

repairs and usually knows this parts of works. Team work is again not a problem, even more, it is highly

desirable among teachers and majority of them wants to work in teams for different projects such as

Vertical Plant Life is.

The results regarding separate parts are different also because the survey was answered by different

profiles of teachers. In general the knowledge of botany is graded between 1 (no knowledge) and 5

(excellent knowledge). Majority of teachers at Hadlow college and Terra MB, N=22, 32% graded their

own knowledge with grade 3, 27% with grade 4, shown in table 1 bellow. We have to take in consider

that from Terra MB there were 6 teachers that don’t teach botany or any plant related subjects. In BC

Naklo N=8, self-evaluation shows that general knowledge of botany is higher as 75% of teachers graded

their knowledge with grade 4 and 25% with grade 5. At BC Naklo teachers answering the survey are all

from the field therefore it is obvious that the level of self-evaluated knowledge is higher in comparison

with Terra MB and Hadlow College.

The knowledge of botany also varies depending of field that teacher teaches, for example; knowledge

of perennials is a bit higher than in general botany, 36% of teachers evaluated their own knowledge

with grade 3, and 32% with grade 4. Knowledge of trees and shrubs is a bit higher. The same goes for

different parts of knowing shrubs, perennials and trees, in general 50% of teachers knows mentioned

plant sections well (graded 4).

As far the installation of living walls is concerned, the survey revealed that majority of teachers has

low knowledge, but also depends on sex, male teachers are handier than female. They self-evaluated

that plumbing, electrical installations and minor structural works are not in their domain so 80% of

them graded 3 or lower.

Knowledge of different computer software is reasonably good also goes for ability to learn additional

software that is needed for green walls, 82% graded 3 or higher.

Evaluation of programs Together we evaluated 17 programs on all three schools (Hadlow College, Terra MB and BC Naklo).

Programs are distributed among 3, 4 and 5 year programs of gardening, landscaping, floristry,

horticultural production… in 3 European Qualifications Framework (EQF) levels from which majority

(9) is in EQF 5.

Majority of suitable programs were evaluated with grade 3 or/and 4 for specific level of knowledge.

Therefore, we can say that programs EQF level 4 is appropriate level for entering the educational

program of vertical greening (VPL), as the students has basic knowledge of botany, pedology, plant

protection and some skills that are needed in future curriculum.

There are some minor differences between schools (Hadlow College, Terra MB and BC Naklo), but that

can only be a challenge to achieve same end knowledge of green walls construction, picking right plants

and planted them in it and taking care of the wall afterwards.

Appendix 1: Self-evaluation questionnaire

Vertical Plant Life Self Evaluation Questionnaire for Teachers

Please take a few minutes and click on Next for filling out self-evaluation survey.The questionnaire is

anonymous and the data will be used solely for the purposes of the project Vertical Plant Life.

Q1 - Self evaluate. with grades from 1 to 5 (1 least knowledge and 5 great knowledge), evaluate level of

knowledge for specific parameter below

1 2 3 4 5

Knowledge of Botany (general) Knowledge of pirrenials Knowledge of shrubs Knowledge of trees Knowledge of herbs Knowledge of potted indoor plants Morphology of plants Phisiology of plants Plant deaseses Plant pests



1 2 3 4 5

Knowledge of pedology (in general) Knowledge of substrates Knowledge of mulches



1 2 3 4 5

Knowledge in taking care of plants Irrigation Measurement of macro elements in water (N, P,

K, Na, Ca,..)

Micro climate and measurement of parameters Measurement of air humidity Measurement of humidity in ground Measurement of light parameters Regulation of light conditions with light bodies Measurement of air temperature Measurement of temperature of ground



1 2 3 4 5

Knowledge of plant protection (Phyto

pharmaceutical means)

Preparation of plant protection (Phyto


Use of plant protection products



1 2 3 4 5

Knowledge of different computer software

(example office=word, excel...)

Ability of learning of computer software Knowledge of ICT knowledge of electrical installations Knowledge of plumbing The ability of minor structural works (screwing,

drilling, compaction ...)



1 2 3 4 5

Ability to work in team Finding new opportunities (on the market) Motivation for the acquisition of new

knowledge and skills

Leadership skills Carrying stress Generating ideas

XSPOL - Sex:

Male

Female

Q7 - Write your age (rounded on year)

Q8 - from which schools are you coming (Terra, Hadlow College...)

Q10 - Write which subjects do you teach at school.

Q11 - Write what do you teach (Theory or Practical work)

XIZ1a2 - What is your completed level of education.

Less than high school

Secondary vocational school

Gymnasium

Higher vocational school

College, I. Bologna degree

College, II. Bologna degree

Masters (before Bologna degree)

PhD

Q12 - Write the direction of your education (eg. Horticulture, agronomy, biology ...).

Q13 - Suggestions

Appendix 2: Evaluation of programs questionnaire

Vertical Plant Life Evaluation of Programmes

Evaluation of programmes that might already have knowledge and skills that are needed for Vertical Green

Walls design.For each program, which has been assessed as suitable for evaluation of the content, first enter its

name in English (for needs of further data processing, Dutch partners write its name also in Dutch), then evaluate

each program with a five-step scale to given parameters (according to VPL project, evaluate if your regular

programs/subjects contains any content that you are assessing and in what extent).

Q1 - The name of subject/program (for Dutch partners also write Dutch name of subject/program)

Q10 - European Qualifications Framework (EQF) Level

Q11 - Curriculum includes the following elements stated below. Evaluate with grades from 1 to 5 where 1

(minimum) and 5 (maximum) for each content area

1 2 3 4 5

Knowledge of Botany (general) Knowledge of pirrenials Knowledge of shrubs Knowledge of trees Knowledge of herbs Knowledge of potted indoor plants Morphology of plants Phisiology of plants Plant deaseses Plant pests


(minimum) and 5 (maximum) for each content area

1 2 3 4 5

Knowledge of pedology (in general) Knowledge of substrates Knowledge of mulches


(contains minimum contents) and 5 (contains maximum contents) for each content area.

1 2 3 4 5

Knowledge in taking care of plants Irrigation Measurement of macro elements in water (N, P,

K, Na, Ca,..)

Micro climate and measurement of parameters Measurement of air humidity Measurement of humidity in ground Measurement of light parameters Regulation of light conditions with light bodies Measurement of air temperature Measurement of temperature of ground



1 2 3 4 5

Knowledge of plant protection (Phyto


Preparation of plant protection (Phyto


Use of plant protection products



1 2 3 4 5

Knowledge of different computer software

(example office=word, excel...)

Ability of learning of computer software Knowledge of ICT knowledge of electrical installations Knowledge of plumbing The ability of minor structural works (screwing,

drilling, compaction ...)



1 2 3 4 5

Ability to work in team Finding new opportunities (on the market) Motivation for the acquisition of new

knowledge and skills

Leadership skills Carrying stress Generating ideas

Q17 - From which school is the evaluator coming (Terra, Hadlow College...)?

Q18 - Suggestions and comments

Appendix 3: Results of survey; teachers' self-evaluation frequency

Q1 Self-evaluate. with grades from 1 to 5 (1 least knowledge and 5 great knowledge), evaluate level of knowledge for specific parameter

below

Answers Frequency % Valid Cumulative

Q1a Knowledge of Botany (general)

1 3 14% 14% 14%

2 4 18% 18% 32%

3 7 32% 32% 64%

4 6 27% 27% 91%

5 2 9% 9% 100%

Valid Total 22 100% 100%

Q1b Knowledge of pirrenials

1 1 5% 5% 5%

2 6 27% 27% 32%

3 8 36% 36% 68%

4 7 32% 32% 100%

5 0 0% 0% 100%


Q1c Knowledge of shrubs

1 2 9% 9% 9%

2 5 23% 23% 32%

3 7 32% 32% 64%

4 7 32% 32% 95%

5 1 5% 5% 100%


Q1d Knowledge of trees

1 2 9% 9% 9%

2 1 5% 5% 14%

3 9 41% 41% 55%

4 8 36% 36% 91%

5 2 9% 9% 100%


Q1e Knowledge of herbs

1 2 9% 9% 9%

2 6 27% 27% 36%

3 9 41% 41% 77%

4 4 18% 18% 95%

5 1 5% 5% 100%


Q1f Knowledge of potted indoor plants

1 4 18% 18% 18%

2 9 41% 41% 59%

3 4 18% 18% 77%

4 4 18% 18% 95%

5 1 5% 5% 100%


Q1g Morphology of plants

1 6 27% 27% 27%

2 5 23% 23% 50%

3 3 14% 14% 64%

4 7 32% 32% 95%

5 1 5% 5% 100%


Q1h Physiology of plants

1 4 18% 18% 18%

2 7 32% 32% 50%

3 5 23% 23% 73%

4 5 23% 23% 95%

5 1 5% 5% 100%


Q1i Plant diseases

1 6 27% 27% 27%

2 5 23% 23% 50%

3 8 36% 36% 86%

4 2 9% 9% 95%

5 1 5% 5% 100%


Q1j Plant pests

1 3 14% 14% 14%

2 7 32% 32% 45%

3 9 41% 41% 86%

4 2 9% 9% 95%

5 1 5% 5% 100%



below


Q2a Knowledge of pedology (in general)

1 9 41% 41% 41%

2 5 23% 23% 64%

3 7 32% 32% 95%

4 0 0% 0% 95%

5 1 5% 5% 100%


Q2b Knowledge of substrates

1 4 18% 18% 18%

2 5 23% 23% 41%

3 10 45% 45% 86%

4 2 9% 9% 95%

5 1 5% 5% 100%


Q2c Knowledge of mulches

1 4 18% 18% 18%

2 6 27% 27% 45%

3 10 45% 45% 91%

4 1 5% 5% 95%

5 1 5% 5% 100%



below


Q3a Knowledge in taking care of plants

1 1 5% 5% 5%

2 2 9% 9% 14%

3 6 27% 27% 41%

4 11 50% 50% 91%

5 2 9% 9% 100%


Q3b Irrigation

1 1 5% 5% 5%

2 7 32% 32% 36%

3 4 18% 18% 55%

4 9 41% 41% 95%

5 1 5% 5% 100%


Q3c Measurement of macro elements in water (N, P, K, Na, Ca,..)

1 6 27% 27% 27%

2 4 18% 18% 45%

3 7 32% 32% 77%

4 4 18% 18% 95%

5 1 5% 5% 100%


Q3d Micro climate and measurement of parameters

1 6 27% 27% 27%

2 3 14% 14% 41%

3 9 41% 41% 82%

4 3 14% 14% 95%

5 1 5% 5% 100%


Q3e Measurement of air humidity

1 7 32% 32% 32%

2 3 14% 14% 45%

3 7 32% 32% 77%

4 5 23% 23% 100%

5 0 0% 0% 100%


Q3f Measurement of humidity in ground

1 7 32% 32% 32%

2 5 23% 23% 55%

3 7 32% 32% 86%

4 3 14% 14% 100%

5 0 0% 0% 100%


Q3g Measurement of light parameters

1 8 36% 36% 36%

2 4 18% 18% 55%

3 6 27% 27% 82%

4 3 14% 14% 95%

5 1 5% 5% 100%


Q3h Regulation of light conditions with light bodies

1 8 36% 36% 36%

2 3 14% 14% 50%

3 8 36% 36% 86%

4 2 9% 9% 95%

5 1 5% 5% 100%


Q3i Measurement of air temperature

1 2 9% 9% 9%

2 6 27% 27% 36%

3 8 36% 36% 73%

4 5 23% 23% 95%

5 1 5% 5% 100%


Q3j Measurement of temperature of ground

1 4 18% 18% 18%

2 5 23% 23% 41%

3 6 27% 27% 68%

4 6 27% 27% 95%

5 1 5% 5% 100%



below


Q4a Knowledge of plant protection (Phyto pharmaceutical means)

1 8 36% 40% 40%

2 4 18% 20% 60%

3 6 27% 30% 90%

4 1 5% 5% 95%

5 1 5% 5% 100%


Q4b Preparation of plant protection (Phyto pharmaceutical means)

1 8 36% 40% 40%

2 5 23% 25% 65%

3 5 23% 25% 90%

4 1 5% 5% 95%

5 1 5% 5% 100%


Q4c Use of plant protection products

1 5 23% 25% 25%

2 5 23% 25% 50%

3 9 41% 45% 95%

4 0 0% 0% 95%

5 1 5% 5% 100%



below


Q5a Knowledge of different computer software (example

office=word, excel...)

1 0 0% 0% 0%

2 1 5% 5% 5%

3 8 36% 40% 45%

4 5 23% 25% 70%

5 6 27% 30% 100%


Q5b Ability of learning of computer software

1 0 0% 0% 0%

2 2 9% 10% 10%

3 7 32% 35% 45%

4 6 27% 30% 75%

5 5 23% 25% 100%


Q5c Knowledge of ICT

1 0 0% 0% 0%

2 4 18% 20% 20%

3 9 41% 45% 65%

4 4 18% 20% 85%

5 3 14% 15% 100%


Q5d knowledge of electrical installations

1 7 32% 35% 35%

2 5 23% 25% 60%

3 7 32% 35% 95%

4 1 5% 5% 100%

5 0 0% 0% 100%


Q5e Knowledge of plumbing

1 6 27% 30% 30%

2 7 32% 35% 65%

3 6 27% 30% 95%

4 1 5% 5% 100%

5 0 0% 0% 100%


Q5f The ability of minor structural works (screwing, drilling,

compaction ...)

1 2 9% 10% 10%

2 5 23% 25% 35%

3 4 18% 20% 55%

4 7 32% 35% 90%

5 2 9% 10% 100%



below


Q6a Ability to work in team

1 0 0% 0% 0%

2 0 0% 0% 0%

3 2 9% 10% 10%

4 5 23% 25% 35%

5 13 59% 65% 100%


Q6b Finding new opportunities (on the market)

1 0 0% 0% 0%

2 4 18% 20% 20%

3 5 23% 25% 45%

4 5 23% 25% 70%

5 6 27% 30% 100%


Q6c Motivation for the acquisition of new knowledge and skills

1 0 0% 0% 0%

2 0 0% 0% 0%

3 4 18% 20% 20%

4 8 36% 40% 60%

5 8 36% 40% 100%


Q6d Leadership skills

1 0 0% 0% 0%

2 1 5% 5% 5%

3 7 32% 35% 40%

4 7 32% 35% 75%

5 5 23% 25% 100%


Q6e Carrying stress

1 0 0% 0% 0%

2 2 9% 10% 10%

3 9 41% 45% 55%

4 6 27% 30% 85%

5 3 14% 15% 100%


Q6f Generating ideas

1 0 0% 0% 0%

2 1 5% 5% 5%

3 4 18% 20% 25%

4 7 32% 35% 60%

5 8 36% 40% 100%


XSPOL Sex:


1 (Male) 11 50% 61% 61%

2 (Female) 7 32% 39% 100%


Q7 Write your age (rounded to year)


50 3 14% 17% 17%

38 1 5% 6% 22%

51 1 5% 6% 28%

53 1 5% 6% 33%

54 1 5% 6% 39%

55 1 5% 6% 44%

56 1 5% 6% 50%

57 1 5% 6% 56%

58 1 5% 6% 61%

23 1 5% 6% 67%

40 1 5% 6% 72%

46 1 5% 6% 78%

47 1 5% 6% 83%

61 1 5% 6% 89%

49 1 5% 6% 94%

63 1 5% 6% 100%


Q8 Which school are you coming from (Terra MBO, Hadlow College...)


Terra MBO 5 23% 28% 28%

Hadlow Agriculture 1 5% 6% 33%

Hadlow College 11 50% 61% 94%

Hadlow College 1 5% 6% 100%


Q10 Indicate which subjects you teach at school.


construction, garden design, basic horticulture 1 5% 6% 6%

landscaping/plant assortment / English 1 5% 6% 11%

agriculture 1 5% 6% 17%

horticulture 1 5% 6% 22%

horticulture, forestry & arboriculture 1 5% 6% 28%

landscape management / contract / historic landscape / coastal

mgt / business mgt / rural land use / recreational land use 1 5% 6% 33%

landscaping 2 9% 11% 44%

countryside and fisheries management 1 5% 6% 50%

support services 1 5% 6% 56%

library staff 1 5% 6% 61%

horticultural sciences 1 5% 6% 67%

flower arranging, flowershop, botany 1 5% 6% 72%

animal management 1 5% 6% 78%

ecology, conservation, sustainable development, plant and soil

science,sciences 1 5% 6% 83%

nothing 1 5% 6% 89%

none 1 5% 6% 94%

flowers, green plants indoor and outdoor and design 1 5% 6% 100%


Q11 Indicate what you teach (Theory or Practical work).


theory or practical 2 9% 11% 11%

both theory and practical 2 9% 11% 22%

ecological surveys and techniques, woodland management,

upcycling materials for wildlife homes, construction, invasive

species management, wildlife identification and more...

1 5% 6% 28%

training sessions only 1 5% 6% 33%

both 3 14% 17% 50%

theory 3 14% 17% 67%

practical and theory 1 5% 6% 72%

theory & practical 1 5% 6% 78%

none 1 5% 6% 83%

practical/theory/concepts 1 5% 6% 89%

nothing 1 5% 6% 94%

support staff 1 5% 6% 100%


XIZ1a2 What is your completed level of education.


1 (Less than high school) 0 0% 0% 0%

2 (Secondary vocational school) 2 9% 11% 11%

3 (Gymnasium) 0 0% 0% 11%

4 (Higher vocational school) 6 27% 33% 44%

5 (College, I. Bologna degree) 2 9% 11% 56%

6 (College, II. Bologna degree) 5 23% 28% 83%

7 (Masters (before Bologna degree)) 3 14% 17% 100%

8 (PhD) 0 0% 0% 100%


Q12 Write the direction of your education (eg. Horticulture, agronomy, biology ...).


horticulture and floristic 1 5% 6% 6%

animal management, horticulture, countryside management 1 5% 6% 11%

environmental psychology 1 5% 6% 17%

landscaping / horticulture / arboriculture tree production /

English 1 5% 6% 22%

landscape architecture 1 5% 6% 28%

biology 1 5% 6% 33%

mixed subjects 1 5% 6% 39%

animal behaviour and welfare 1 5% 6% 44%

it 1 5% 6% 50%

library - arts and humanities & horticulture (bit mixed) 1 5% 6% 56%

BSc (hons) countryside management 1 5% 6% 61%

livestock and grasslands 1 5% 6% 67%

agriculture 1 5% 6% 72%

horticultural/teaching 1 5% 6% 78%

horticulture 2 9% 11% 89%

flower arranging 1 5% 6% 94%

landscape management 1 5% 6% 100%


Q13 Comments


yes 1 5% 25% 25%

x 1 5% 25% 50%

good survey! 1 5% 25% 75%

focus on food plants 1 5% 25% 100%


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