Are forest practitioners in Canada keeping up-to-date with Continuing Forestry Education?

Gauthier, Johanne; Parsons, Candace; Comeau, Roxanne

doi:10.5558/tfc78226-2

Cited by 4 publications

(5 citation statements)

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“…Major issues are concerns regarding the declining interest in the field [38] and the need to adapt forestry curricula to changing societal demands on forests and forestry professionals [3,47]. Forestry continuing education is less frequently discussed in the literature, which some commentators recognize as a regrettable lack of attention that needs to be remedied [45,51]. As is the case with debates regarding forestry higher education, there is evidence that forestry continuing education is gradually receiving more attention outside the traditional forestry higher education hubs of Europe and North America [44,48,53].…”

Section: Discussionmentioning

confidence: 99%

“…Coffin et al [44] report on efforts to ensure that forestry practitioners can benefit from the latest advances in technology developments, in addition to the recognition of the need for interdisciplinary interactions in addressing contemporary forestry challenges. Gauthier et al [45] extend the debate and highlight the responsibilities among (Canadian) forestry professionals to stay up to date in developments in their fields. They ask whether professional associations should make continuing education mandatory.…”

Section: The Forestry Higher Education and Forestry Continuing Education Debatesmentioning

confidence: 99%

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A Comparison of Forestry Continuing Education Academic Degree Programs

Jong

Huang

Zhuo³

et al. 2021

Forests

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Forestry professionals are expected to be well trained and skilled. This facilitates progress in multiple global efforts to ensure a synergistic contribution of forests and the forest sector to sustainability goals. In recent years, societal demands and expectations associated with forests and the forest sector have changed profoundly. Forests have traditionally been a key resource that contributes to people’s livelihoods; however, this has only been fully embraced among forest professionals within the past 30 years as one of the responsibilities of the sector’s role in society. Forests are the largest repository of carbon stocks and have been assigned a major role in global efforts related to climate change mitigation and adaptation. The changing role of the forest sector is resulting in changes in forestry higher education programs and curricula; however, these changes are occurring unevenly in different regions of the world. One major effort to ensure that forestry professionals have the requisite training and skills, and the ability to implement technical management, public administration, and knowledge creation, are post-graduate training and higher education programs for early career forestry professionals. These programs aim to update a professional’s knowledge and skills to adjust to the changing societal demands on forests, and to address deficiencies in professionals’ undergraduate education. This paper reviews and compares five programs that aim to update and improve knowledge and skills among forest professionals, with a special focus on the Asia Pacific region. After reviewing and comparing several programs, the paper reflects on trends and their possible implications.

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Section: Discussionmentioning

confidence: 99%

Section: The Forestry Higher Education and Forestry Continuing Education Debatesmentioning

confidence: 99%

A Comparison of Forestry Continuing Education Academic Degree Programs

Jong

Huang

Zhuo³

et al. 2021

Forests

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“…When people do not understand why they should change, it is very difficult to put new principles into practice. One solution is mid-career education that focuses on rejuvenating the theoretical foundations of ecological, economic, and social sciences for resource professionals (e.g., Forest Management Institute of BC; Gauthier et al 2002). For example, the Silviculture Institute, which originated as a partnership between the U.S. Forest Service, Oregon State University, and the University of Washington, provides six 2-week, graduate-level education modules that present an ecosystem management approach to forest policy and practice.…”

Section: Preparing Participants To Excelmentioning

confidence: 99%

A knowledge exchange system: Putting innovation to work

DeYoe¹,

Hollstedt²

2004

JEM

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Effective and efficient application of new knowledge and technology in Canada's forest sector continues to challenge both government and industry. This impedes the development of government policy and advancement in private sector diversification and productivity growth. This paper outlines a knowledge exchange system by which researchers and customers in government and industry can achieve desired business outcomes through the optimal development and application of innovative approaches. The system integrates three major functions-knowledge generation, knowledge exchange, and knowledge application. The importance of extension professionals is highlighted as a critical link in helping to ensure that new knowledge and innovative technologies are put into practice. Nine knowledge system elements are introduced and the role of each in bridging the research-to-operations gap is described.

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“…Continuing education following graduation from a post-secondary institution is key to ensuring practitioners remain skilled and knowledgeable in their scope of practice (Comeau 1997(Comeau , 2003Gauthier, Parsons and Comeau 2002;Wilson and Northey 2003).…”

Section: Continuing Educationmentioning

confidence: 99%

Forest resources education in Canada

Nordin¹,

Comeau²

2003

The Forestry Chronicle

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In a new focus on forest education, forest practitioners and forest workers will redefine their roles and modify their educational training to reflect changing needs. Challenging working environments compatible with a new generation of high-tech forest practitioners need to be established by employers. Information technology will revolutionize the delivery of forest resources education and the procedures and motivation for life-long learning. The educational environment will transform increasingly from didactic to interactive problem-based learning and professors will emerge as creative facilitators of knowledge, and have a profound influence on the development of forest education. The forestry schools will need creative partnerships at home and abroad to support their mandates in education, research, and public service. Inventive, visionary leadership by the forestry schools will be essential so that the schools become leading players in national and global affairs. Aboriginal communities are facing new challenges and assuming growing responsibilities in managing their forest lands and enterprises. Exceptional measures are needed to educate forest practitioners and forest workers of Aboriginal ancestry via partnerships with forest industry, governments, academic institutions, and forestry resources associations.Key words: education, forestry resources, teaching, accreditation, information technology, curriculum, continuing education, Aboriginal.En accordant une attention nouvelle à l'éducation, les professionnels et les travailleurs du secteur forestier redéfiniront leurs rôles et modifieront les modalités de leur formation en fonction de l'évolution des besoins. Les employeurs devront, de leur côté, créer des milieux de travail stimulants pour attirer une nouvelle génération de professionnels de la foresterie rompus à la haute technologie. La technologie de l'information bouleversera la prestation des services d'éducation en matière de ressources forestières ainsi que les procédures et la motivation pour un apprentissage appelé à se poursuivre tout au long de la vie. L'environnement éducationnel se transformera de plus en plus en préférant un apprentissage interactif axé sur la résolutions des problèmes à un enseignement didactique et les professeurs s'affirmeront comme médiateurs de savoir aptes à exercer une influence profonde sur le développement de l'éducation dans ce domaine. Les écoles de foresterie devront s'appuyer sur des partenariats novateurs au pays et à l'étranger pour consolider leur mission d'éducation, recherche et service public. Un leadership ingénieux et perspicace de leur part s'avère essentiel pour que les écoles deviennent des acteurs de premier plan dans les affaires nationales et mondiales. Les collectivités autochtones sont confrontées à de nouveaux défis et assument des responsabilités croissantes dans la gestion de leurs terres et leurs entreprises forestières. Des mesures exceptionnelles s'imposent pour former des professionnels et des travailleurs forestiers de souche aborigène à l...

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Are forest practitioners in Canada keeping up-to-date with Continuing Forestry Education?

Cited by 4 publications

References 0 publications

A Comparison of Forestry Continuing Education Academic Degree Programs

A Comparison of Forestry Continuing Education Academic Degree Programs

A knowledge exchange system: Putting innovation to work

Forest resources education in Canada

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