Professional Documents
Culture Documents
Marc J. Dourojeanni 1987. How good is forestry education today? Unasylva, Rome 154
Marc J. Dourojeanni is Professor in the Faculty of Forestry Sciences of the National Agrarian
University of La Molina (Peru), and Visiting Professor in the Forestry Faculty of the University of
Toronto (Canada). This article is based on a paper presented at the IX World Forestry Congress
in Mexico City from 1 to 10 July 1985.
DENDROLOGY COURSE IN ECUADOR as broad an education as possible
This article will deal with matters relating both to formal education - university, technical and, to a
certain extent, primary and secondary - and to informal education such as training, extension and
awareness-building. Each theme will be dealt with in a general way and, consequently,
statements will not necessarily reflect the actual situation in each country. However, the most
noteworthy trends or exceptions will be mentioned. Although no references will be given, much
of the article is endorsed by the reports of the sessions of the FAO Advisory Committee on
Forestry Education and by other material kindly provided by FAO.
Current problems
Wrong educational priorities. University education, i.e. the training of professionals, is very often
seen as the first and, implicitly, the most important aspect of the various themes grouped under
the heading of forestry education.
The main issues in forestry education should be those relating to the creation of public
awareness of the social value and rational use of the sector's natural resources, through school
and university education in general and through the mass media Equally important is the effort
directed toward giving the rural labour force, through extension work, the knowledge necessary
to administer its forest resources properly. But awareness-building and extension work have
never received the interest and support they deserve from the forestry sector; instead, most
support has been given to the training of professionals, in particular university professionals.
World forestry has thus lost the chance to create the political support it so desperately needs
because, among other reasons, many of its objectives are long-term. It has also failed to
achieve its practical goals in rural areas, where the great majority of rural people continue to be
indifferent to the forest or unaware of how to draw benefits from it.
Growing imbalance between professional and technical levels. It must be acknowledged that
during the last two decades great progress has been made in achieving the objectives of
training a sufficient number of professionals and technicians and preparing them for specialized
tasks. Dozens of new forestry faculties, new graduate programmes and tens of thousands of
students and young professionals bear witness to this progress. Similarly, although in
incomparably lower proportions, more technical schools have been established; existing ones,
meanwhile, have continued to operate well. Despite this, the imbalance between university
graduates and technicians or middle-level professionals has grown, particularly, though not
solely, in the least developed countries. The most notorious imbalance occurs in Latin America,
where in 1978 there were almost three ingenieros for every technician; and this ratio has
obviously increased even more in recent years. At the opposite extreme is Africa, where the
shortage of forestry officers continues to be extraordinarily acute in many countries. In other
continents and regions there is a better balance, but with the exception of a few countries the
ratio of professionals to technicians is not appropriate. Even in developed countries foresters
with advanced academic degrees often undertake work that is more suited to medium-level
technicians, although in these cases, this is mainly a result of the lack of suitable employment at
their level.
The great objective that has not been achieved in the twentieth century is the management of
natural forests. The truth of this statement is evident in the case of tropical forests - dramatically
reduced year by year with no real benefit to anyone. But it also applies to most of the natural
forests utilized in the temperate countries, particularly in the European part of the Soviet Union
and in North America, where degradation of the forest resources is tangible. If forest resources
are as important for humanity as the foresters say, this situation should not be allowed to occur.
The economic, social and environmental importance of the world's forest heritage is not
questioned. Hence responsibility for what is happening lies with a profession which is unable to
establish better links with society. The impressive ideas about multiple use, forestry for the
people and so on have not had any significant effect either on the profession or on the
resources administered.
The imbalance between university graduates and technicians or middle-level professionals has
grown.
The environment again. Environmental problems, so deservedly in fashion since the 1960s,
have led, especially in North America, to the creation of a few new - although in most cases,
short-lived - courses. Forestry faculties in North America are usually satisfied with the
environmental content of their programmes, as are forestry faculties in Europe, but with less
reason. In Eastern Europe particularly, the environmental content of courses usually consists
merely of touching on traditional aspects of ecology as applied to silviculture and management,
with a passing reference to recreation and hunting for sport. This is obviously an extraordinarily
limited vision of the environmental problem in today's world. Presumably the devastation
wrought by acid rain in European forests is changing this attitude.
The author has seen some curricula in which the term forest ecology either does not exist, or if it
does, it refers essentially to the physical factors of the environment. But there are exceptions:
forestry faculties may even have conservation departments which provide a whole range of
obligatory and optional courses on the management of natural areas; integrated rural
development; agroforestry; wildlife management; pollution in rural areas; soil conservation; and
watershed management. These are offered in addition to the traditional ecological content of
courses such as silviculture or forest management.
WOOD TECHNOLOGY LAB IN PERU too many foresters, too few technicians?
Forest management again. Universities always offer one or two courses in forest management
as part of a wide range of courses concerned with management. But, oddly enough, the courses
in forest management are usually weak in content and structure. Therefore, universities may
produce excellent photo-interpreters or inventorists or silviculturists or even geneticists or
pathologists. Yet this only helps to create absurd situations as, for example, when enormous
sums are spent on making a detailed inventory of tropical forests that will be destroyed by
shifting agriculture before they can be utilized or which, in the best of cases, will be logged
without any plan. Another example, very common in the rich countries of the north, is to seek to
remedy management errors or deficiencies with pesticides and other poisons.
It is also worrying to note a growing tendency to separate and isolate training in forest industries
in specializations that should be given only at postgraduate level. Forest management and
silviculture are key elements in the training of any forester worthy of the name. When the
"forester" in charge of an industry is unaware of or forgets the goals and limitations of sustained
production, he or she becomes a dangerous enemy of good forestry and of medium and longterm social interests. The mere transfer of logging from the sphere of management to that of
industries was enough to produce negative repercussions. Logging is much more the
culmination of management than the first stage in industry. Errors in this delicate operation can
compromise the future of a forest for decades. Logging must return to the sphere of forest
management but, more important, close and harmonious relations must always be maintained
between the two complementarities of the profession: management and industries.
On the quality of education. The quality of university forestry education, in the strict sense,
should not have declined in the rich countries but it is, however, falling off lamentably in all the
developing countries affected by the economic crisis. The main effect of the crisis, apart from a
shortage of material means, is the loss of qualified teachers, both in numbers and in effective
dedication to teaching. How could it be otherwise when in only three or four years their salaries
have fallen, in real value, by as much as 30 percent? Most university lecturers in Latin America
are paid less than US$ 300 a month; they devote themselves to other activities to survive.
Another cause of deterioration in the quality of education is, obviously, the explosive
proliferation of forestry faculties in countries where human and economic resources barely
suffice for one or two. In addition, many of these faculties are in universities set up solely to
satisfy subordinate regional interests. The most contradictory situation occurs in Latin America,
where idiosyncrasy and prevailing conditions lead everyone to seek a university degree. Hence
the extraordinary shortage of technicians.
Also associated with the concept of quality is the number of professionals trained. In developed
countries with a free economy, as in Latin America in general, the supply of professional
foresters undoubtedly exceeds the real demand, and there are growing legions of unemployed
or underemployed foresters. In the socialist countries, where university entry is controlled, the
balance is better. In Africa there is an acute shortage of professionals, particularly locally trained
ones. The growing number of Latin American professional foresters is associated with an
evident deterioration in quality, which will become much worse before the end of the century.
In assessing how many professionals are required, the indices used by FAO and other
international organizations have not been taken into account because they are both
economically optimistic and unrealizable. These indices, which concern the number of
professionals and technicians per thousand hectares of forest, need to be revised or changed. It
must also be recognized that women are occupying a growing percentage of places in
universities - one of the most notable positive developments.
A negative aspect of the training of professional foresters, particularly in the developing
countries, is the lack of practical work in forests and industries. Because of the high cost of
maintaining students and their teachers in the forest, the indispensable contact with reality has
been reduced to a minimum (frequently less than two months during the entire course) and in
some cases, is non-existent, limited to visits to nurseries, forests and industries without any
academic work in these places.
Another partly connected problem peculiar to the developing countries is that professionals,
including even the youngest ones, prefer to work in towns. If, forced by circumstances, they find
themselves near a forest, they avoid entering it, taking refuge in offices or venturing only as far
as cross-country vehicles will go. It is as though they have no vocation, which may, in truth, be
another part of the explanation. The main goal of professionalization is usually social prestige,
and the second, concomitant with this, is to earn more money. It is a sad but incontrovertible
fact that urban foresters have better salaries and opportunities than foresters in the field, who
are frequently forgotten.
Postgraduate education. The postgraduate training of foresters at the doctorate or master's level
has also changed during the last decade, particularly in Latin America. There are more
programmes, more specialized fields and undoubtedly considerable increases in the proportion
of students and graduates. The graduate students are usually of better quality than the
professionals, but suffer from more or less the same tendencies. However, they do usually take
subjects such as the environment or economic and social matters more seriously. There are
proportionately more unemployed foresters than before with advanced degrees in North
America, Latin America and Asia, while in Africa there is a big shortage proportionate to that of
professional foresters. In Europe, most of those studying for doctorates are already working in
the forestry sector and their training does not necessarily imply creating new jobs.
feed for their livestock and food for themselves. Reforestation and watershed management will
also have much more importance than at present.
If rural development is to be really integrated, no aspect of forestry can be ignored, least of all
those relating to services such as the regulation of water flow, water quality and the prevention
and control of wind and water erosion. Foresters have so far been unable or unwilling to "sell" or
"lend" assistance in this field. In the few cases that they have, they have done so timidly, either
getting around or - all too often - deceiving rural development planners. In the future forestry
must act as the protagonist of sustained rural development on land unsuitable for agriculture.
The management of natural forests must resume its importance in the production of both goods
and services. As time passes the production of goods will become less important than the
generation of services, but this is still many decades away. The battle for the management of
the natural forests that still exist will be hard and long, but is essential if the forests are to
survive. It will be essentially a political battle, and it will be lost in advance if foresters do not
consider it necessary.
Closely linked is the need to avoid both the destruction of forests and the turning of land suitable
for forestry to other uses, particularly in the humid and dry tropics. Forestry must act openly and
energetically in this matter, adding its voice to that of other concerned sectors rather than
dissimulating or minimizing it, as has too often happened. Tropical foresters will have to find
ways of managing and utilizing the hundreds of millions of hectares of secondary forests
created by the expansion of the agricultural frontier. These are being wasted at present, yet they
could make an effective contribution to keeping rural people on the land and improving their
living conditions.
Forestry will have to take much more seriously the need to establish more national parks and
other protected areas, and above all to bring them under effective management. This is
important not only because these areas, almost completely untapped, are acquiring increasing
scientific, recreational and economic value, but also because if all other measures for
preventing destruction of the forest resources fail, they will be the only natural forests left.
Control of desertification and watershed management, two areas in which little has been
achieved so far, will acquire increasing importance.
Forest industry will continue along its present lines, but two more or less new branches will
probably emerge: small local industries, using appropriate technology, to meet local demands
and also, through adequate storage, to supply external markets; and the wood-chemical
industries. There should be an enormous development of the latter as a result of the energy
crisis, based on sources of raw material such as quick-growing plantations or, in the humid
tropics, secondary natural forests, waste from the mechanical wood industry, and possibly the
primary natural forests (although this might seriously endanger their survival). Moreover,
chemical industries based on biomass can provide alcohol, plastic, animal feed and many other
types of chemical substances.
Wildlife management, which has lost so much status among foresters that they have practically
nothing to do with it even though wildlife is a forest resource, must be restored to its rightful
importance. This is primarily because of the contribution that wildlife makes to the food supply of
the rural poor in areas under forest administration. Secondly, it constitutes a genetic resource of
great scientific value. And finally, it is a source of recreation and the mainstay of the tourist
industry in many countries.
The explosive growth in urban areas will lead to the consolidation of a relatively new aspect of
forestry. The inhabitants of the big cities, in particular the poor, know "nature" and can enjoy it
only in the urban parks or in the patches of woodland that survive or are planted there. There
are already millions of people who depend on urban forestry to satisfy many of their needs and
desires. This is obviously a branch of forestry substantially different from all the others.
UNIVERSITY FORESTRY BUILDING IN PESHAWAR how many new schools are needed?
The rediscovery of agroforestry and the new prospects it affords mean that this is another
subject area to be taken into account in the near future, in particular, although not exclusively, in
the developing countries.
Finally, mention must be made of the growing need to manage and utilize the forest gene
resources both to increase the productivity of plantations and to serve agriculture. In this
connection, in situ conservation will play an increasingly important role.
There are many non-governmental organizations directly or indirectly linked to the sector. Up
until now, however, the public sector's relationship with them has been more antagonistic than
complementary. In addition, many professional forestry associations are very "clubby", reflecting
certain conceptual defects that al ready saturate forestry education and the forestry sector they
largely conduct. However, these and other non-governmental organizations, which affect public
opinion and/or politicians - in the corridors, as advisers to opposition parties, or even in
organizing political activities - will be the main shapers of political action in the future. Foresters
must recognize and take full advantage of this new opportunity.
In various countries and in various ways, primary, secondary and university education has
already been imbued with practical knowledge about the use and the global importance of the
natural resources, particularly renewable ones. Thousands of teachers have been or are being
prepared in these subjects in Chile and Venezuela and various secondary education courses to
transmit this knowledge are being developed. Such information explains, for example, why the
Peruvian sea came to lose its riches, the causes and effects of shifting cultivation in the tropical
forests, soil erosion in the Andes and ways of avoiding it, etc. At university level the forestry
faculties in some Peruvian universities provide a required basic course in these subjects for all
students. The course is extremely successful: it has been held for ten years and is now widely
imitated.
Forestry extension in rural areas. In urban areas the spread of information is necessary to
create awareness and achieve appropriate political action. In rural areas awareness is also
necessary but practical technical skills for managing the renewable natural resources that each
rural family or group possesses are more vital. This requires forestry extension work, similar in
all respects to the comparatively much more developed agricultural extension work, but nearly
always relegated to the background.
Forestry extension must be a main priority in the future. It may be either under the direct
responsibility of professional or technical-level foresters in the areas of major forestry
importance (because they have abundant resources or because these have been destroyed), or
combined with agricultural extension when forestry resources are not very significant. But it is
always needed, even in areas of intensive irrigated farming. Universities and technical schools
must teach extension techniques, and foresters must prepare ad hoc training programmes for
agricultural extension workers. In addition to its intrinsic importance, forestry extension has
enormous potential for creating jobs for professional foresters.
Training of technicians. This must be given absolute priority in Latin America and must continue
to receive great attention in Africa, Asia and the rest of the world. The main recommendation is
that the forest technician should complement and not compete with the professional forester.
Training consequently should have a practical emphasis and be fairly short, within reason.
Study programmes should be closely geared to local conditions.
Training of workers. Vocational training in both forestry and forest industries needs to be greatly
reinforced in the developing countries, but particularly in Africa and Latin America. Training
schools should continue to be developed and, in addition, the old procedure of "master and
apprentices" institutionalized, at least in the big firms. This is particularly applicable to industries.
Training of professional foresters. Although requiring comparatively less attention, this aspect
continues to be top priority for Africa, where countries must make every effort, with full
international support, to establish and develop more forestry faculties or other university-level
forestry education centres.
In the rest of the world the problem in the future will be of quality rather than quantity, the latter
already being satisfied by existing or planned education centres. At postgraduate level each
continent, region and even country should have its own graduate schools, without detriment to
the necessary international exchange of experiences.
Refresher training. In comparison with other sectors, great progress in this has been made in
recent decades thanks to the action of numerous international agencies and of countries
themselves. However, it is still not enough, and refresher training received abroad has often
been distorted by personal interests. Some officers are now overtrained for the tasks they
perform while others, less influential, have not enjoyed these opportunities and yet are usually
the real potential targets for such training.
Foresters must learn more about planning as a tool for integrated rural development, the
management of forests and natural areas, and conservation of the sector's resources. Land-use
planning is a very suitable sphere for intervention by foresters.
Giving forestry a more human face is a task which university education must take on,
particularly at undergraduate level; it must be included in the programme of studies of the
aspiring ingenieros or, in the British system, of the B.Sc. students. This can undoubtedly be
done without increasing the total number of courses or of class hours, or reducing field work - all
of which are undesirable. There will obviously be fewer hours of lectures in traditional courses,
but specialists must be trained afterwards, at postgraduate level.
The scientific and technological challenge will be taken up in advanced degree courses. It is at
this level that emphasis will be put on the necessary measures to direct, for example, the new
chemical processing industries or to manage natural forests, soils, wildlife or protected areas. It
is also where people will continue to be trained to make better use of forest gene resources to
increase the productivity of plantations.
Conclusion
This article may be interpreted as an unfair criticism of the role of education within the forestry
sector. However, it is not enough to be content with the progress achieved. It is our
responsibility to be critical and to reflect, as well as to plan ahead. Successes must be put aside
in order to think about what has not yet been done and what could be done better.