Higher forestry education in Kenya: bridging the gap between educational training and job market competencies

Ramcilovic‐Suominen, Sabaheta; Rodriguez, Yohama Puentes; Kirongo, Balozi B.; Pitkänen, Sari

doi:10.1505/146554816818206096

Cited by 2 publications

(2 citation statements)

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“…Sample et al [3] asked how well forestry higher education programs are preparing forestry professionals for the jobs for which they are being hired by employers. The latter paper was based on a survey of employers and recent graduates, which signals a trend to base forestry higher education discussions on empirical findings; this approach was also undertaken by Ramcilovic-Suominen et al [14] and Park et al [15], among others. A paper by Sample et al [3] observes that a good dominion of technical forestry skills, including silvicultural systems and forest inventory and biometry, are indispensable.…”

Section: The Forestry Higher Education and Forestry Continuing Education Debatesmentioning

confidence: 99%

“…The second most common group, with a proportion of 26%, were candidates who were employed at universities, i.e., candidates who had a university lecturer or similar position (Figure 2). Of all the candidates, 55% were mid-career professionals [14]. These findings reflect institutional interests in primarily strengthening national forestry governance and administration in APFNet member economies, as a key strategy to achieve the organization's goals and mission [56].…”

Section: Asp Continuing Education Recipientsmentioning

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: The Forestry Higher Education and Forestry Continuing Education Debatesmentioning

confidence: 99%

Section: Asp Continuing Education Recipientsmentioning

confidence: 99%