New Perspectives In Forestry Education - World Agroforestry Centre

516 Pages·2008·5.89 MB·English

New Perspectives In
Forestry Education
Cover picture
The photo on the cover is of Kakamega Forest in western Kenya. Kakamega is the only surviving
rainforest in Kenya. It is situated 51 km from Lake Victoria and encompasses an area of 240 sq.
km. Kakamega Forest is the eastern-most fragment of the Guineo-Congolian rainforest, which
once stretched from Kenya across Uganda, East and Central Africa to the West African coast. It
provides a unique sanctuary for a remarkable diversity of endemic plants, birds and insects not
found anywhere else in Kenya. The forest is an important habitat for migratory wildlife and is
home to the rare Colobus monkey. The broad-based nature of tree foliage in Kakamega Forest,
together with the dense canopy of indigenous trees provide appropriate conditions for improved
carbon sequestration. Kakamega Forest is also an important watershed for some of the rivers that
flow into Lake Victoria. This perception notwithstanding, there is growing evidence of
unprecedented degradation of the water catchment, resulting from deforestation. The current
trend of degradation of the forest will lead to a gloomy future for the populace if the status quo is
maintained. To avoid further degradation of forest resources in Kenya and elsewhere, it is
imperative to transform forestry education to respond to the increasing societal needs.
(Photo credit: ANAFE).
NEW PERSPECTIVES
IN FORESTRY EDUCATION

©ANAFE 2008. All parts of this book may be reproduced and used for educational
purposes, provided the source is acknowledged. The opinions expressed in the book are
those of the authors of the respective papers and are not necessarily held true by
ANAFE, IPFE or the editors.
Citation: Temu AB, Chamshama SAO, Kung’u J, Kaboggoza J, Chikamai B and Kiwia
A (eds.) 2008. New Perspectives in Forestry Education. Peer reviewed papers presented
at the First Global Workshop on Forestry Education, September 2007. ICRAF, Nairobi
Kenya.
ISBN: 978-92-9059-221-1
A note on ANAFE
Launched in April 1993, ANAFE is one of the largest working African networks of educational
institutions. Presently (2008), ANAFE membership comprises 128 universities and colleges in 34
African countries. ANAFE is hosted at the headquarters of the World Agroforestry Centre
(ICRAF) in Nairobi, Kenya. The initial objective of ANAFE was to incorporate Agroforestry and
multi-disciplinary approaches into agricultural education. Over the years, the ANAFE mandate has
been expanded to include agriculture and natural resources education. Colleges and universities
outside Africa may also apply for associate membership in ANAFE.
ANAFE’s current mission is “To improve Agricultural education for Impact on
Development”. The mission is achieved through a wide range of activities including policy
advocacy, institutional reforms to link education to development, review of curricula, development
of learning resources, facilitating knowledge sharing, promoting women and youth in agriculture,
HIV/AIDS mitigation, sound environmental practices, mitigation and adaptation to climate
change, quality education assurance and risk management in agriculture.
ANAFE works through four regional chapters known as RAFTs (Regional Agricultural Forums
for Training - one each in Eastern and Central Africa (ECA), Southern Africa (SA), the Sahelian
countries (Sahel), and the Africa Humid Tropics (AHT)). ANAFE has national chapters NAFTs
(National Agricultural Fora for Training) in 21 countries.
On the international scene, ANAFE plays a major role in defining perspectives in agriculture and
forestry education. In 2007, ANAFE convened the first global workshop on forestry education and
the outcomes have been shared and appreciated worldwide. In 2008, ANAFE will host a workshop
in ‘mainstreaming climate change into agricultural education.’
For more information contact:
Dr Aissetou Drame Yaye
Executive Secretary, C/O ICRAF UN Ave; Gigiri P.O Box 30677, 00100 Nairobi Kenya. Tel
[phone] Fax [phone]
A note on IPFE
The International partnership for forestry Education (IPFE) was formally launched at FAO
headquarters in Rome on 27th April 2006. It is a global platform for analysis, collaboration,
coordination, information, and improvement of forestry education. IPFE links forestry education to
social, economic, and environmental imperatives.
The objectives of the partnership are:
• To raise the profile of Forestry Education;
• To improve quality and relevance of forestry education globally; and
• To enhance global communication among forestry educators, students and learning
institutions to improve global collaboration
IPFE secretariat is currently at the University of Joensuu, Finland. For further information contact:
PITKÄNEN Sari, IPFE Secretariat University of Joensuu
Faculty of Forestry P.O. Box 111 FIN-80101 Joensuu
Tel: [phone]; Fax: [phone]
Email: [email protected]
All papers in this book have been peer reviewed.
CoCnotnetnetnsts
List of Tables ............................................................................. x
List of illustrations ................................................................. xiv
Foreword ................................................................................ xvii
Acknowledgements ............................................................. xviii
Acronyms ................................................................................ xix
PART I ...................................................................................... 1
FORESTRY EDUCATION CHALLENGES AND
COPING MECHANISMS IN USE ......................................... 1
1 GLOBALFORESTRY EDUCATION GUIDANCE AND MONITORING:
HOWIMPERATIVE IS IT? ...................................................................... 2
Temu, A.B1. and Ogweno, D.O2. .................................................... 2
2 ITTO’SHOLISTIC APPROACH TO FORESTRY AND
ENVIRONMENTAL EDUCATION ........................................................... 26
Aoki, C. ........................................................................................ 26
3 RESTRUCTURING AFRICA’SFORESTRY EDUCATION ......................... 47
Temu, A.B.1 and Kiyiapi, J.2 ........................................................ 47
4 CHALLENGES TO FORESTRY EDUCATION:APERSPECTIVE FROM
NIGERIA .............................................................................................. 65
Akande, A.J. ................................................................................. 65
5TRANSFORMING FORESTRY EDUCATION:CHALLENGES AND
OPPORTUNITIES–ASOUTHAFRICAN PERSPECTIVE ........................ 83
Längin, D. and Ackerman, P. ...................................................... 83
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6 SOUTHAFRICAN FORESTRY,INTEGRATING THE FIRST AND
SECOND ECONOMIES: A CURRICULUM TEMPLATE FOR AFRICAN
FORESTRY ......................................................................................... 103
Underwood, M.1, Blakeway, F.2, Khumalo, P.3, Längin, D.4,
Louw, J.5, and Mack, R.6 ............................................................ 103
7STRENGTHENING WONDO GENET COLLEGE OF FORESTRY IN
NATURAL RESOURCE AND BIODIVERSITY EDUCATION AND
RESEARCH FOR CAPACITY BUILDING IN EASTERN AFRICA ........... 122
Bishaw, B. 1., Bekele, M.2 and Refera A.3 .................................. 122
8 RENEWABLE NATURAL RESOURCES EDUCATION IN NIGERIA:
UNIVERSITY OF IBADAN EXPERIENCE ............................................. 146
Popoola, L. and Agbeja, B.O. .................................................... 146
9 DECLINING ENROLMENT IN FORESTRY:EXPERIENCES FROM
UNIVERSITY OF MAIDUGURI ............................................................ 165
Adewusi, H.G. ............................................................................ 165
10 EFFORTS OF NJALAUNIVERSITY AT ADDRESSING
ENVIRONMENTAL DEGRADATION IN SIERRALEONE ...................... 175
Ikotun, B. and Alghali, A. ......................................................... 175
11 IMPROVING THE QUALITY AND RELEVANCE OF FORESTRY
EDUCATION IN LIBERIA .................................................................... 189
Koffa, S.N. and Nyenka, J.2 ........................................................ 189
12 ANAPPROACH FOR DEVELOPMENT OF A COMPETENCES-BASED
TRAINING IN FORESTRY:VOCATIONAL AND TECHNICAL
EDUCATION IN VIETNAM .................................................................. 206
Vu Anh, T.Q., Hui, J. and Thuy, N.N. ........................................ 206
PART II .................................................................................. 216
CURRICULA, TEACHING AND LEARNING
EXPERIENCES, TOOLS AND METHODS ..................... 216
13FORESTRY EDUCATION FOR SUSTAINABLE DEVELOPMENT IN
KENYA:THE CASE OF JKUAT ........................................................ 217
Wanjohi, N and C. Muthuri, C. .................................................. 217
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14CHANGES IN FORESTRY TRAINING OVER THE LAST THREE
DECADES AT MAKERERE UNIVERSITY,KAMPALA,UGANDA ......... 232
Kaboggoza, J. and Eilu, G. ........................................................ 232
15 PROFESSIONALFORESTRY EDUCATION IN TANZANIA:TOWARDS
INTEGRATED NATURAL RESOURCES MANAGEMENT ...................... 250
Migunga, G.A. Chamshama S.A.O. and Gillah P.R. ................. 250
16 ROLE OF DISTANCE EDUCATION IN PROMOTING FORESTRY
EXTENSION IN PAKISTAN:PROBLEMS AND PROSPECTS .................. 266
Ahmed, S., Baig, M.B. and Khan, N. ......................................... 266
17 E-LEARNING IN TROPICAL FORESTRY:CONSTRAINTS AND
OPTIONS ............................................................................................ 277
Chomba, S.1 and Olsen, C.S.2 .................................................... 277
18DEVELOPING THE CURRICULA AND QUALITY OF THE JOINT
EDUCATIONAL PROGRAMMES – TWO EXAMPLES FROM EUROPE .... 284
Pelkonen, P. and Tahvanainen, L. ............................................. 284
19 MEETING THE CHALLENGES -FACINGTODAY'SFORESTRY
EDUCATION IN THE UNIVERSITY OF HELSINKI ............................... 293
Orenius O. and Rekola, M. ........................................................ 293
20CONSTRAINTS TO CHOICE OF FORESTRY AS A CAREER BY
POTENTIAL UNDERGRADUATE STUDENTS AT THE DEPARTMENT
OFFORESTRY AND WOOD TECHNOLOGY,FUTA,AKURE,
NIGERIA ............................................................................................ 306
Adekunle, V. A. J. ....................................................................... 306
21INCORPORATINGENVIRONMENTAL EDUCATION INTO
GRASSROOTS REFORESTATION EFFORTS:THEGAMBIAALL
SCHOOLS TREENURSERY COMPETITION ........................................ 319
Paulete, E.F1., Orr, B2. and Samateh, S3. .................................. 319
PART III ................................................................................ 332
GLOBAL FACTORS INFLUENCING THE
FORESTRY PROFESSION AND TREE / FOREST
MANAGEMENT PRACTICES .......................................... 332
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22 ALOOK OVER THE HORIZON AT CLIMATE CHANGE ISSUES
RELATIVE TO FORESTRY:OPPORTUNITIES FOR RELEVANT
FORESTRY RESEARCH TOWARD 2030 .............................................. 333
Verchot, L. ................................................................................. 333
23 FORESTRYEDUCATION AND GLOBAL CHANGE: A CASESTUDY ON
THECONTRIBUTION OF FOREST PLANTATIONS IN SRI LANKA AS
ANADAPTATION MEASURE TO CLIMATE CHANGE ......................... 353
Ranasinghe, D.M. and Abayasiri, S. .......................................... 353
24 BIODIVERSITY IN FORESTRY EDUCATION:WHATNEEDS TO
CHANGE? .......................................................................................... 361
Rudebjer1, P., Oscar Eyog-Matig2, O. & Thomson1L. .............. 361
25 TREESPECIES DIVERSITY IN CULTIVATED LANDSCAPES:
INVESTIGATION OF BIODIVERSITY PATTERNS THROUGH
TRAINING OF AFRICAN RESEARCHERS ............................................ 384
Kindt, R., Boffa, J.M., Lengkeek, A.G., Degrande, A., Mbosso,
C. and Van Oijen, D. ................................................................. 384
26THEROLE OF FORESTRY EDUCATION IN RURAL STRATEGIES TO
COPEWITH HIV/AIDS IN SSA ....................................................... 401
Kung’u, J. and Otor, S. .............................................................. 401
27 ENVIRONMENTAL PERCEPTIONS AND ATTITUDES OF LOCAL
COMMUNITIES TOWARDS SUSTAINABLE HARVESTING OF BAOBAB
INZIMBABWE .................................................................................... 413
Nzengy’a, M.D. and Mutasa, K. ................................................ 413
28 TRADE-OFFS AND SYNERGY IN SLASH-AND-BURNFARMING:A
CASESTUDY FROMNORTHERN LAO PEOPLE'SDEMOCRATIC
REPUBLIC .......................................................................................... 432
Kiyono, Y. 1, Asai, H.2, Shiraiwa, T.2 Inoue, Y.3, Kham, V.4 ...... 432
29 THEPLACE OF WOMEN IN TERTIARY NATURAL RESOURCE
EDUCATION FOR SOCIO-ECONOMIC DEVELOPMENT:
PERSPECTIVE ON PROBLEMS AND TRENDS IN KENYA. ................... 440
Koech,E. 1 and Kireger, E.2 ....................................................... 440
30 GLOBAL PARTNERSHIPS FOR SHARINGFOREST EDUCATION
RESOURCES AND INFORMATION ...................................................... 452
Mikkola, E. ................................................................................. 452
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