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123 Forestry Education - New Trends Andand Prospects, 19941994 IE (E F)F)

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123 Forestry Education - New Trends Andand Prospects, 19941994 IE (E F)F) 11111111111111111- - . FAOFAO ' ForestryForestry FORESTRY PAPER educationeducaJ:on 123 New trends andand prospects Seventeenth session of the FAO AdvisoryAdvisory Committee onon Forestry Education combined with Regional Expert Consultation of the Asian Network on Forestry Education BangkokBangkok,, Thailand 13-15 December 19931993 Food and Agriculture Organization of thethe United Nations Rome,Rome~ 19941994 The designations employed and the presentation ofof material inin this publication do not imply the expression of any opinion whatsoeverwhatsoever on the part of thethe FoodFood andand Agric,ultureAgriculture Organization of the United Nations concerning the legal status of any country,country, territory, city or area or of its authorities, or concerning thethe delimitationdelimitation of itsits frontiersfrontiers oorr boundaries. M·39M-39 ISBNISBN 92-5-103558-X92·5·1D355B·X All rights reserved.reserved. No partpart ofof thisthis publicationpublication maymay bebe reproduced,reproduced, stored inin aa retrieval system, or transmitted in any form or by any means, electronic, mechani­mechani- cal, photocopying or otherwise,otherwise, withoutwithout thethe priorprior permissionpermission ofof thethe copyrightcopyright owner.owner. Applications for such permission, withwith aa statementstatement ofof thethe purposepurpose andand extentextent of of the the reproduction,reproduction, shouldshould be addressed toto thethe Director, Publications DivisDivision,ion, FoodFood andand AgricultureAgriculture Organization of the UnitedUnited Nations, Viale delledelle TermeTerme didi Caracalla,Caracalla, 00100001 DO Rome,Rome. Italy.Italy. C)© FAO 19941994 ACKNOWLEDGEMENTS Thanks are due to MessrsMessrs Pierre Rouve and Fernando Barrientos forfor translating the documents intointo FrenchFrench and Spanish respectively:respectively; to Professor Hugh Miller for preparing thethe Summary RecordRecord ofof this meetingmeeting and editing the EnglishEnglish versionsversions of thethe documents;documents; andand lastly to Liza Girling forfor preparing the report for printing.printing. - iii - CONTENTS Page SUMMARY RECORDRECORD 1 APPENDIX 1: Agenda 8 APPENDIX 2:2: List of ParticipantsParticipants 12 APPENDIX 3: Secretariat Note (F.M.(F.M. Schlegel)Schlegel) 25 APPENDIX 44:: HowHow to interlink social sciences and extension and communication in professionalprofessional and technical levellevel forestryforestry education curriculacurricula (H.G.(H.G. Miller)Miller) 38 APPENDIX 5: Forestry education's response to changing social values and other resourcesresources knowledgeknowledge (F. Gilbert) 51 APPENDIX 6:6: Response toto users' needs in forestry education, with special reference to technical and socio-economic aspects of silviculture and management teaching inin the Asia-Pacific regionregion (K.(K. Awang)Awang) 72 APPENDIX 7: IntegrationIntegration ofof universityuniversity coursescourses andand exchange of forestry studentsstudents inin EuropeEurope under the ERASMUS/Silva-NetworkERASMUS/ Silva-Network schemescheme (M. Becker and P. Schmidt) 88 APPENDIX 8: Continuing professionalprofessional forestry education:education: a survey of issuesissues (E.P.(E.P. Bachelard and D.M. Griffin)Griffin) ' , 106 - iv - APPENDIX 9: Refresher andand in-service forestry training: responding to thethe challengeschallenges ofof maintainingmaintaining quality forestry faculty, government, and industrial personnel (J.M.(J.M. Higgs) 123 APPENDIX 10: Postgraduate level education inin thethe Asia-Asia- Pacific region (I.S.(I.S. Ferguson) 134 APPENDIX 11:11: TheThe professionalprofessional and technical forestry education network inin thethe Asia-PacificAsia-Pacific region.region. Present working inter-institutionalinter-institutional linkageslinkages and prospects (M.(M. Kashio)Kashio) 150 APPENDIX 12:12: TeachingTeaching ecologically benignbenign logginglogging methodsmethods in the professionalprofessional andand technical-leveltechnical-level forestry schoolsschools ofof thethe Asia-PacificAsia-Pacific regionregion (D. Dykstra) 164 APPENDIX 13:13: Non-woodNon-wood forest products inin forestryforestry education (C.(C. Chandrasekharan)Chandrasekharan) 181 APPENDIX 14:14: Integrating multiple land-useland-use approaches intointo forestry education with emphasis on ways to train teaching staff and focus on fieldfield exercises andand the development of instruction materials (A.(A. Temu) 202 APPENDIX 15:15: Professional forestryforestry education with privateprivate or public financing.financing. Strengths,Strengths, weaknessesweaknesses and standardsstandards of quality (H.(H. Peredo)Peredo) 214 APPENDIX 16:16: Vocational level forestry education inin France.France. The contribution of privateprivate enterpriseenterprise to thisthis training (J.(J. Bedel)Bedel) 232 APPENDIX 17:17: Education of privateprivate forest owners.owners. Alternatives, perspectives and implications for vocational training (C.(C. Giry)Giry) 257 - v -- ANNEX A: List of MembersMembers 281 ANNEX B: List of Meetings of the FAOFAO PanelPanel on Education in ForestryForestry andand the FAOFAO Advisory Committee on ForestryForestry EducationEducation 287 ANNEX C: List of SelectedSelected PapersPapers PresentedPresented to SessionsSessions and ad hoc MeetingsMeetings of the FAOFAO Panel on Education inin ForestryForestry (1956-1964)(1956-1964) and the FAO Advisory Committee on Forestry EdEducation ucation (1964-1993)(1964-1993) 289 1 FAO ADVISORY COMMTTTEECOMMITTEE ON FORESTRY EDUCATION Seventeenth Session Thailand,Thailand. 13-1513-15 December 19931993 SUMMARY RECORDRECORD The 17th Session of the FAOFAO Advisory Committee on ForestryForestry Education (ACFE) waswas organized in combinationcombination with thethe RegionalRegional Expert Consultation of the Asian Network on Forestry Education (ANFE).(AN FE). The agenda is shown in Appendix 1. A total of 5757 personspersons participatedparticipated (10 ACFE members, 13 resource persons, 27 ANFE experts and 77 observers). Thirty participants were from developing nations and 27 fromfrom industrializedindustrialized countries.countries. TheThe listlist of participants is given inin AppendixAppendix 2.2. The session focused onon the needneed toto widenwiden thethe traditionaltraditional education and training of forestersforesters so asas toto incorporateincorporate multiplemultiple landland useuse,, sustainable developmentdevelopment and and anan awareness ofof how landland useuse interactsinteracts with socialsocial conditions.conditions. Mr. M.M. KashioKashio pointedpointed out,out, whilewhile outlining the specificspecilic problemsproblems inin south-eastsouth-east Asia, that the key note has to bebe asas statedstated atat the the UNCED, UN CEO, "sustainable "sustainable developmentdevelopment inin anan environmentally sound, economically viable, socially fair and acceptableacceptable way"way".. With particularparticular reference to the regionregion Dr.Dr. A.A. TemuTemu calledcalled forfor forestry educators to respondrespond byby reviewingreviewing theirtheir objectivesobjectives inin aa radicalradical way, adapting the curriculum toto meet the diverse needs not only of global demands butbut also ofof regionalregional andand nationalnational needs,needs, withwith aa particular shift to multiplemultiple landland use,use, despitedespite thethe resourceresource implicationsimplications such a shift in curriculum might entail.entail. ThisThis callcall waswas echoedechoed byby Mr.Mr. C.C. Chandrasekharan when he pointed out that most countries of the region had not beenbeen able to realiserealise thethe fullfull potential of non-woodnon-wood forestforest 2 products, aa situation thatthat had as much to dodo withwith inadequaciesinadequacies inin forestry education and training as inin institutionalinstitutional blockages.blockages. Dr. K.AwangK.Awang referredreferred to to thethe problem that a longlong periodperiod isis requiredrequired forfor humanhuman resourceresource dedevelopment,velopment, "the the new forester cannot be produced at thethe speed many would like".like". The extent to which presentpresent curricula, and curriculumcurriculum revisionsrevisions currently being considered,considered, meetmeet thethe needsneeds forfor thisthis "new"new forester"forester" waswas a matter ofof considerableconsiderable debate.debate. ProfessorsProfessors E.P.E.P. BachelardBachelard andand D.M.D.M . GriffinGriffin advocatedadvocated thatthat curricula shouldshould aimaim toto produce graduates who are at one and thethe samesame timetime bothboth expertsexperts inin termsterms ofof managingmanaging thethe complexcomplex natural resource that is the forest and generalistsgeneralists in terms ofof the rangerange of disciplines adjacent to and pertaining to forest management. ProfessorProfessor H.G.H.G. MillerMiller mademade a very similar point, but while emphasisingemphasising thatthat professional andand technical competence must bebe maintained withinwithin education programmes at all levels,levels, he also arguedargued that new personal attitudes had toto be inculcated as much throughthrough the intellectualintellectual environmentenvironment inin whichwhich thethe course is taught as throughthrough anyany changeschanges toto the curriculum: "teaching"teaching should not assumeassume the objectives of forest management, rather it should illustrate how silviculture, policy instruments etc. changechange withwith legitimatelegitimate differencesdifferences inin thethe demandsdemands societies place uponupon forests".forests". For such training to bebe
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