This case study describes the university-level forestry curriculum revision and development activity conducted by a network of five forestry education institutions in Vietnam. Special emphasis is given to the development of curricula for degree subjects and programmes, as well as short training courses related to social forestry. The purpose of forestry curriculum revision and development is to prepare the forestry education system in Vietnam for the challenges of sustainable tropical forest management in the 21st century. The challenges are clear: Vietnam has experienced a rapid socio-economic transition after its doi moi policy was adopted in 1986, and; the private sector is increasingly becoming involved in forestry, and deforestation has reached alarming rates. New policies have been developed to enable forest-dweller communities to participate in the forest management system and ambitious State programs have been implemented to rehabilitate national forest assets and to realize more sustainable forest management practices. This has led to the creation of new types of jobs for graduates, especially in the area of forestry extension. Some existing areas of employment are now in doubt, however, including the State Forest Enterprises, whose role is currently being reviewed. In response to these trends, needs for change in the national forestry education system have been identified.
These challenges have been perceived in the context of an emerging paradigm in forest management. Future foresters need to acquire knowledge, skills and attitudes which will enable them to work with rural communities to develop appropriate technologies and to make them available for the end users. Forestry education should be improved in this direction, both in content and in teaching methods. Curricula need to be shaped not only by the perceptions of teaching bodies, but with the participation of different stakeholders. This explains why a participatory approach was adopted in the development process.
This is the first time that a participatory approach has been used in Vietnam for forestry curriculum development. There was no "model" for the activity; instead, a process of "learning by doing" has been employed. Participating teaching staff involved in the process have been trained in different aspects of curriculum development cycle and workshops have been organized to enable information sharing. It is therefore hoped that the lessons drawn from the process within the rapidly evolving context of Vietnam will offer ideas which can be adapted to similar activities in the region and beyond.
The authors would like to acknowledge the assistance, guidance and support of the FAO in the preparation of this case study. They also acknowledge the Swiss Agency for Development Co-operation and Helvetas, Vietnam for their support given to the Social Forestry Support Programme which has provided the framework for much of the curriculum development process described here. Thanks also to Miss Nguyen Thi Hue for her assistance with the editing and layout of the document.
