Latin American countries are faced with the challenge of improving the productivity, income, and socio-economic conditions of farmers as well as preserving their natural resource base. The changes needed to achieve agricultural and rural development must be undertaken within the free market environment that governs the political economy of most countries. Therefore, higher education must adapt to this context or potentially face a shortage of trained professionals. Higher education in agriculture and forestry is therefore an essential tool to impel agricultural and forestry development.
In Latin America, as in many other regions of the world, the major factors that influence agriculture and forestry education at all levels are: urban expansion and the marginalization of agriculture and rural life; population growth; rapid scientific progress; changing employment opportunities; increased awareness of gender issues in the agricultural sector; increased awareness of environmental issues; and the need to revise the education of extension workers to make their knowledge, skills and attitudes more relevant to current development needs (FAO, 1997).
In Latin America, institutions for higher agriculture and forestry education have to prepare their graduates for two main types of clients. The first group is concerned with the strengthening of small-scale farming through training, the generation of appropriate farming systems and the organization of farmers' groups. The second group is engaged in commercial agriculture (FAO/ALEAS, 1991).
The problems most frequently encountered in Latin America for higher education in agriculture have been summarized by the Food and Agriculture Organization of the United Nations (FAO, 1993), and include: the growing overspecialization of agricultural sciences; an increase in the number of students at the same time as a decline in the quality of instruction; the lack of financial resources for teaching, research, and extension activities; and the need for a new professional who be able to assess and execute programs which are compatible with the needs of farmers.
Curriculum is the basis of higher education, and must drive agricultural and rural development. Curricula and teaching methods must be relevant to achieve the country's forestry objectives.
In response to these concerns, the Faculty of Agronomy at the University of the Republic of Uruguay (FA) implemented a new curriculum in 1989. The Division of Forestry in the Ministry of Agriculture initiated a study to determine Uruguay's future forestry needs, and to develop the profile of a forester who would be able to respond to these future demands. This was done with the significant participation of farmers, practitioners and students. This work, coupled with the curriculum development framework initiated by the university, was the starting point for the most recent curriculum revision.
Since the time of colonization, Uruguay's economy has been based on agriculture. The extensive natural pastures and low hills which dominate the landscape, are favourable for livestock production. The livestock industry began in Uruguay with the production of leather and jerked beef for export. Since then, it has become the predominant sector in agriculture, followed by sheep farming and wool production. Over the past 20 years, Uruguay has opened its borders to foreign trade and exports, leading to the expansion of these sectors. While beef and wool exports bring US$ 800 million in trade every year, rice and milk production and export have been growing considerably in recent years.
The forestry sector gained prominence in Uruguay after its first Forestry Law was approved in December 1968. Prior to this, forest plantations did not cover large areas; only about 2500 ha were planted each year to provide shelter for cattle and crops against wind. This law encouraged the creation of forested areas by exempting forest plantations from taxation. In 1979, however, a tax reform diminished these benefits, and the rates of plantation decreased.
Since the National Forestry Law of 1987, however, investment in forestry has increased and the rate of plantation is approximately 28 000 ha per year. The main policy tools used to promote forestation include: subsidies for each hectare planted; exemptions on tariffs for equipment and vehicles imported for forestry, and for companies engaged in forest planting; exemptions from national and departmental taxes on rural real estate revenues from forestation; credits to finance up to 80 percent of investment in forest projects and nurseries, forest service companies or forest industries; and a provision for corporations to appear as holders of land when it is used for forest plantations. As a result of the Forestry Law of 1987, forestry exports have increased significantly over the last decade. From 1990 to 1997, revenue from forestry products increased from US$13.1 million to US$75.7million, representing an increase of approximately 475 percent.
This paper describes the procedures and methodology used when the curriculum of the Faculty of Agronomy and the Department of Forestry was developed and more recently reviewed by an external team. A description of Faculty of Agronomy and Department of Forestry is presented, followed by a description of the surrounding environment, highlighting the socio-economic value of the forestry in Uruguay. The curriculum development process is then explained, showing the strategy, methodology and approach used. Finally, the results, prospects for employment, and the required profile of future forestry professionals are discussed, followed by conclusions and recommendations.
