CONCLUSIONS AND RECOMMENDATIONS

Lessons learned

The curricula followed by traditional foresters contributed significantly to the major environmental problems that the world, in general, and developing countries, in particular, are now facing. The forest has been put under such pressure that it cannot evolve and adapt to new demands. Urgent steps need to be taken through a new approach to education and training; an approach that gives a sense of ownership towards the forestry resource among all stakeholders and leads to sustainability.

This approach would only be possible only through the participation of all stakeholders in the process of curriculum development and revision based, on forest policy, forest legislation, forest strategic plans and training needs assessment.

The Forestry Curriculum Development Process at Ogongo Agricultural College, Namibia is based on SADC AAA 5.9 Curriculum Development Philosophy and Procedure where participatory approach is one of the main principles.

Recommendations

• Curriculum Development Committee: a specific organizing committee should be permanently established to take charge of curriculum development-related issues.
• The local entitlement should be met through the proper participation of all stakeholders in the curriculum development process.
• Time of meetings: meetings should be held at times when the chances of attendance by stakeholders are high. Participants should be encouraged to commit themselves fully to the process from beginning to end.
• Training should be market-driven. participants with a knowledge of forestry training needs and self-employment should be encouraged to attend.
• Regular monitoring and flexible training programmes: the design of flexible programmes or courses that address training needs in society and regular monitoring of changes in the job market are essential.
• Training programmes should be aggressively advertised using different approaches in order to reach a wider audience. Physical visits are encouraged so that programmes are made known to potential markets and so that the market is fully aware of the potential of colleges.
• Field attachment: this should be included in the curriculum.
• Community forestry: traditional forestry is increasingly under pressure to evolve in response to the current demands of society. Community forestry should be the core of the curriculum.
• To enhance communication with the communities, social issues should be adequately addressed in the curriculum.
• Entrepreneurship: job opportunities will be limited in the long term. Each institution should be responsible for training in self-employment. This should include detailed project proposals; how to set up a small project; and where to obtain advice.
• Curriculum revision should take place within the duration of a programme, e.g. for diploma programme, at least every three years.
• Means of continuous evaluation should be in place.
• Revision should be based on forest policy, forest legislation, forest strategic plans and training needs assessment.