The perpetual forest: Using lessons from the past to sustain Canada's forests in the future

Apsey, Mike; Laishley, Don; Nordin, V. J.; Paillé, Gilbert

doi:10.5558/tfc76029-1

Cited by 15 publications

(13 citation statements)

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“…There must be a good climate for reforms within the sector, which requires strong leadership that can only come from within the forest sector-from the people who know and understand the sector. These people have to communicate their understanding and visions to the society and governments in order to bring about reforms (Apsey et al, 2000).…”

Section: Governancementioning

confidence: 99%

Experiences of policy reforms of the forest sector in transition and other countries

Nilsson

2005

Forest Policy and Economics

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Section: Governancementioning

confidence: 99%

Experiences of policy reforms of the forest sector in transition and other countries

Nilsson

2005

Forest Policy and Economics

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“…During the past 50 years some 500 doctorates have been granted by the University forestry schools at Canadian universities (Apsey, Laishley, Nordin and Paillé 2000). Additionally, postgraduate programs of study and research in forestry disciplines are undertaken at other universities including the universities of Victoria, Simon Fraser, Calgary, Saskatchewan, Manitoba, Winnipeg, Guelph, Québec, Montréal, McGill and Dalhousie.…”

Section: Postgraduate Programsmentioning

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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“…Nous pourrions révéler les faits. Par exemple, « Le Canada est l'un des rares pays où la superficie totale des forêts s'accroît chaque année » (Apsey et al 2000). Et de la même source, au Canada « environ 0.5 % des forêts disponibles est récolté et régénéré chaque année ».…”

Section: Seulement Les Faits S'il Vous Plaitunclassified

Editorial / Éditorial

2003

The Forestry Chronicle

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The perpetual forest: Using lessons from the past to sustain Canada's forests in the future

Cited by 15 publications

References 0 publications

Experiences of policy reforms of the forest sector in transition and other countries

Experiences of policy reforms of the forest sector in transition and other countries

Forest resources education in Canada

Editorial / Éditorial

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