In many areas of the world, the forestry sector is evolving and adapting to new demands. Global trends such as, liberalization, decentralization, and the increasing role of the private sector and local communities are deeply affecting the way forestry is conceived, carried out and taught. Thus, forest policies in many countries are being revised based on a better understanding of the immediate and long-term needs of local communities and the changes they are going through. Forestry curricula and forestry education and training institutions need to be updated and reformed to become fully responsive to these new policies, the needs of rural communities and the labour market. Many traditional forestry education systems are experiencing a period of crisis: coping with declining student enrolment and diminishing employment prospects for graduates, and facing more and more competition from the private sector while receiving less and less public financial support.
It is evident that these trends call for changes to be made in forestry education and training programmes, particularly in their curricula. The approaches and methods used to revise and update curricula are of fundamental importance. The process should look at each component of the curriculum, including goals and objectives, contents, teaching methodology and resources. It should consider the various perspectives of different stakeholders and be relevant to national and international forestry agenda.
With this in mind, FAO commissioned six case studies on "Forestry Curriculum Development and Revision", in selected developing countries and in countries with economies in transition in Africa (Morocco, Namibia), Asia (Vietnam), Europe (Ukraine) and Latin America (Honduras, Uruguay). The aim was to identify examples and models of innovative approaches to curricula development and practices that should be analysed further and shared with other countries.
This publication provides insight into forestry curricula development and can be used as reference material for forestry education planners, forestry schools, NGOs and others involved in education programmes. It is hoped that the publication will contribute to a better understanding and more effective development of forestry curricula. FAO welcomes observations and comments from readers for inclusion in future related studies.
FAO is particularly grateful to the authors, Omar M'Hirit, Hamid Osman Yousif, Dang Kim Vui, Dinh Duc Thuan, Hoang Huu Cai, Peter Taylor, Giorgio Andrian, Davide Pettenella, Omar Oyuela, Eduardo Zaffaroni and Carolina Sans. Their contribution and experience are appreciated and acknowledged. Abdelhai Ibnattya and Fiorella Ceruti contributed to the final editing and publication of the case studies, and Yolanda Avetikian helped throughout the completion of the project.
El-Hadji Sène
Director
Forest Resources Division
