Explanation of models

The four models are as follows:

• Group facilitation/empowerment
• Programmed learning
• Technology development
• Information access

The Group facilitation/empowerment model has the key underlying philosophy that rural industry participants are best served by providing them with a facilitative framework to allow them to define their own problems and opportunities and seek their own avenues to address them. This is about ownership and responsibility - but it is also a pragmatic understanding that it is the people in a specific situation that are best able to understand and act on issues directly concerning them. It is assumed that by encouraging people to work together in this way, more lasting and sustainable solutions will result. This is because participants develop problem-solving, planning and reflection skills which they can apply to new situations that emerge. This can be described as stronger human capital. Likewise, the increased networking, stronger relationships and group skills further develops social capital.

The rationale for developing projects under the Programmed learning model is a belief that workshops/courses, which can be taken across regions/states and be applicable to a large number of diverse participants, can be developed and packaged. Most extension projects developed for this purpose also incorporate an 'adult learning' philosophy which acknowledges the knowledge already held by participants and encourages experiential learning as they engage with new information brought to them through the learning event. Significant projects developed under this model for primary producers and community members can and should be effectively linked into the National Training Framework. Developers, deliverers and participants need guidance in ensuring that accreditation issues are understood and that pathways are clear. Many participants do not understand the accreditation pathways and how a particular training course may contribute to accreditation - hence the need to make this clear.

A key underlying philosophy of the Technology development model is that specific technological (including managerial, landscape and environmental) change requires a focused effort and should involve all stakeholders in the process. The technologies or practices that can be effectively developed in isolation and handed down to a waiting industry or community are rare. Participation and multiple approaches appear to be fundamental to projects in this model. The analysis has indicated that extension/facilitator skills and activities are critical in addressing technological development issues in a region or industry. Another aspect is that addressing people issues in terms of understanding, motivation and confidence is an important element in facilitating technological changes. Regional issues were found to require safe forums for people from different industries and community situations to discuss and work through contentious issues. Facilitating information sharing between participants is seen to be a critical element of the acceptance and adoption of new approaches and technologies.

The Information access model recognises that people require different information at different stages of their decision-making processes in a form that suits their individual needs. The analysis has indicated that despite the variation in size, type and clientele of information access projects, there are some common practical considerations that assist in its success. These include developing clarity on objectives and clientele, providing pathways for individuals to search for their own specific information needs and continuously monitoring and responding to needs and feedback from those who seek and access information provided. The limited cross-analysis of projects has also shown that projects under this model do not need to be resource demanding or complex and that there are creative ways to link people with information relevant to their needs.