Forestry education in a changing landscape

Abstract

Both forestry and tertiary education are undergoing profound change. Critical changes in forestry include: The conceptualization of forests and forestry as complex soft systems; the changing roles of public and private sectors, and of civil society; the changing social, economic and environmental values of different sorts of forests; and the globalization and commoditization of many forest products and services. Critical changes in tertiary education include: the broadening of access at undergraduate and postgraduate levels; the parallel widespread diminution of resources on a per-student basis; the shift from teacher-centered to student-centered learning; rapid technological developments, particularly but not only in information technologies; and globalization and commoditization. These changes define both strategic and practical challenges, and constraints and opportunities, for forestry education. There are advocates of both radical and more cautious reforms of forestry education. This paper describes how some of those engaged in forestry education have responded to these challenges and opportunities, and reflects on some personal experiences and current issues.