What We Do

The Pet Education Training, and Behaviour Council is a British organisation that promotes high standards for canine and pet-related training associations, canine and feline behaviour course providers and similar interest groups in the UK that also represent the future for pet education in companion animal behaviour disciplines.

It supports participating organisations and their respective members through projects that further the process of learning and management. It will specifically focus on the development of individuals as pet educators.

The Government Department for Business Innovation & Skills Accreditation Policy support the PETbc name for it’s awarding accreditation.

Our remit is:

  • facilitate and support the improvement of pet training.
  • to facilitate the education of canine behaviour practitioners.
  • to facilitate the education of feline behaviour practitioners.
  • facilitate acquisition of knowledge and understanding by pet owners, handlers or ancillary family members.
  • support the improvement of pet training through behaviour psychology and ongoing  earning.
  • facilitate handler and instructor courses that are practical and work-based.
  • teach specific pet behavioural knowledge as relevant to species.
  • develop practitioners’ educational effectiveness, use of innovative techniques and interpersonal skills.
  • promote responsible pet ownership training and pet welfare.
  • promote modern training techniques and good practice in client service.
  • promote ongoing learning and educational development.
  • promote a better understanding between client and service provider, support and conduct scholarly activity in support of educational courses in further and higher education.
  • recognise other foundation levels of education in pet care.
  • recognise individual associations which promote care, behaviour and training for pets world-wide.

Critical Skills and Vocational Education
On the PETbc site is a list of approved course providers we have approved and assured by the PETbc standards group of qualified professionals and in the disciplines concerned within that canine or feline behaviour/training discipline. Go to PPP.

PETbc National Canine & Feline Programmes Course Providers
We support educators in the UK, through our educational programmes and also worldwide to work together to enrich the quality of education with regard to pets, enabling young people to thrive in society. Our members also have a number of quality programmes for individuals and organisations whose focus is safety with dogs. The CFBA and the Dog Safety Education Executive (DogSEE) provide much of this work.

PETbc Canine & Feline Education Trends
The PETbc aims to provide authoritative and independent analysis and advice on international higher education trends and opportunities in the industry. It also awards, through accredited courses, a National Standard of Academic & Vocational Education for people who wish to achieve a recognised qualification in Canine Behaviour Practice, Dog Training Practice, Feline Behaviour Practice and other related pet qualifications and study.

PETbc Canine & Feline Critical Skills and Vocational Education
We build partnerships between UK first division course providers, to develop strategies to equip dedicated people with the skills that help them gain employment in the dog behaviour and training industry.

It is an organisation which provides a high quality, flexible learning provision, which meets the aspirations of individuals looking to excel in their given profession and achieve their full potential in the canine and feline sector behaviour psychology and training.

When vocational education includes a critical examination of the basis of instrumental knowledge it can then be said to have the potential to provide really useful knowledge and to be crossing its traditional borders. This is possible precisely because vocational courses do relate directly to participants’ lives; this relevance creates the opportunity for critical examination of assumptions resulting in the development of new understandings which, in turn, can lead to the development of critical consciousness or awareness.

There are indications that vocational students are looking for really useful knowledge that is practise which is useful. Our Training organisations can use the PETbc Roles to set standards expected of professionals in a particular canine discipline or sector; achieve quality and consistency; recognise competence; and provide a framework for preparing job descriptions, undertaking appraisals and planning training and development activities. Vocational Qualifications are also very flexible for students.

PETbc Effective teaching and learning in vocational education
Teaching relationships – teachers’ commitments to their learners, the relationships they develop with their learners and range of roles that teachers take. This component was identified as critically important by teachers.

Teaching models – are prescribed structured sequences, which are designed to elicit a particular type of thinking or responses, to achieve specific learning outcomes.

Teaching strategies – are the ‘tools for teaching and learning’ that teachers have available to them and ‘teaching skills’ are the ways in which teachers select and use the ‘tools’ at their disposal to achieve effective learning.

Teacher reflection – is a threefold process comprising direct experience, analysis of beliefs, values or knowledge about that experience, and consideration of the options which should lead to action as a result of the analysis.

Tutor Teaching context’ – covers a mixture of aspects and includes the nature of the vocational subject and critical so in canines, the setting where teaching and learning takes place, objectives and desired outcomes for a session plus specifications of the qualification, the nature of the learners, their level and how they learn best including their learning styles.

Tutors: Reflective practice Learning
We have considerable evidence from the observations and interviews that good tutors are always learning, building their own skills and teaching themselves. They undertake lots of research to inform their planning and delivery. They are self-critical, recognising when things do not go well, trying to understanding why and formulating ideas about how to improve.

Tutors evaluate their practice and reflect on how they might improve aspects of their sessions.