Current status

 In the region there is a situation that all countries already have been accepted national legislation for animal welfare according which, education of stakeholders is obligatory. Having in mind EU legislation (Farm animals Council Directive 98/58;Transport – Council Regulation EC2005/1;Meat Chickens Council Directive EC 2007/43; Killing – Council Regulation EC 1099/2009) there is a big number of stakeholders, which are necessary to be trained. Implementation of these directives means implementation of new skills for slaughterhouses (implementation of killing directive) and certification of “animal welfare officer” or implementation of new skills from directive for farmers and transporters.

In most countries in the region there are numerous problems as regards effective implementation and enforcement of relevant legislation. There is no sustainable framework for the training of the trainers, training of stakeholders and national authorities are dependent on sourcing the training externally, often from abroad. Many activities related of training of stakeholder have been developed trough TAIEX program and BTSF program. This training has not sustainability and this type of education is not part of national accreditation processes for approving by national authorities. Also in all countries in the region is leakage of different expertise conferencing different field of education for animal welfare. In some countries there is already developed training program for animal welfare officer, this programmes are not fully equipped with training materials, and they are not part of national programs for vocational training. RACW with its structure should offer expertise’s for filling that gap with facilitating courses in the region This is particularly important in ensuring that the education of stakeholders is complied with EU legal requirements

What is in placetraining

                 The RAWC will provide a more sustainable way of delivering training at a regional level, which is logistically possible in a region such as the Balkans. To minimise duplication of effort by Competent Authorities RAWC can have active role in developing tools to implement animal welfare education for stakeholders. There is a new requirement for labour market analysis and also to make occupational profiles by the analysis of which skills are to be implemented, and the scale and scope of training required. This is important in process of identification of competences for animal welfare vocational training; Realization should be developed as outcomes of collaboration between stakeholders educational and research institution at national level from one site and RAWC from other site. RAWC could develop accreditation bodies’ and/or develop accreditation process at regional or national levels.. This is particularly important for free movement of persons qualified for transport, animal welfare officers and for achieving European standards.

Due to free movement of labour between countries it also necessary for the EU need to have in parallel the development of a scheme for EU accreditation bodies and/or the mutual recognition of regional, national or accreditation bodies. RAWC can take a role of coordinating these activities into a Balkan region.

In general RAWC should develop country specific based strategic activities concerning development of vocational training. Education of different target groups and levels is a crucial instrument for continuous improvement of the animal welfare educational policy. RAWC can organise regular monitoring and evaluation of the effect of current animal welfare training courses. RAWC on work on vocational education and training courses should ensure that relevant institutions provided all legislatively defined training for different categories of employees .

 Future actions by RAWC:

The EU acquits on animal welfare has evolved from legislation requiring competence of careers to laying down specific vocational training such as those required by legislation on transport, broilers pig cattle and killing.  Therefore, the following actions are seen as most appropriate: voluntary and legally required trainings and certifications of all relevant employees, which are dealing with animals (farms, slaughterhouses, transporters etc.), guidance for the breeders by professional advisors and accreditation. When national or EU laws do not define training program the main topics of the training should be defined by relevant stakeholders (RAWC can assist in this manner) and competent authorities should accredit all training courses.

The future standard of competences (defining the learning outcomes) required for animal care and welfare must be defined at RAWC level according to EU standards. Organisational type of vocational training can have two approaches two approaches – instruction and assessment.

The instruction approach is used with occupational profiles and can be done on the basis of transfer of knowledge of best practices, transfer of technologies. This education should be organised on the basis of needs of stakeholders and is the model, which is most appropriate as it is tailored according the level of development and the levels of knowledge and technologies.

Developing a system of farm visitations training program is one of examples of this type of training. (This can be developed with visitation of slaughterhouses or transporters) This practical approach  is based on   transfer of knowledge and best practices among stakeholders in the region coordinated by RAWC

The assessment approach is used for accreditation of professional qualifications and requires the introduction of assessment of animal welfare skills. For this type of vocational training accreditation of core curriculum is needed. At the end of this type of training an award of a diploma is made for each professional qualification achieved..

Both approaches need to have adequate resources for realization and implementation. Vocational training has the potential benefit to professionalize those involved in livestock farming and the food chain and importantly to raise the status of such work. This may assist the meeting other goals such as improving sustainability, Rural development and increased production of food.

Progress indicators:

  • To conduct a comparative survey of vocational training and CPD education and prepare recommendations for the competent authorities

(survey will complete information of already developed training courses existing training materials and numbers of expert which they provide education).

  • Report and recommendations published and disseminated to the competent authorities and the institutions in the region.
  • Establishment of a database and library of training materials.
  • Establishment of database of best practices
  • Conduct research of possible examples of best practices into a region and recommendation for using in education and training