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ABSTRACT

Forestry education and training is an important component of the education system in Vietnam. Previously, forestry curricula at the university level have been highly specialized, academic in nature, and based mainly on silvicultural techniques. The National Training Needs Assessments (TNA) and workshop on social forestry training in 1996 indicated an urgent need for forestry curriculum change in order to correspond to the new social, economic and political needs of the country. Since 1998, curricula have been reviewed and many subjects have been developed. This process has involved a wide range of stakeholders and is based on a participatory curriculum development approach (PCD).

Forestry curriculum development and revision in Vietnam has taken some positive steps forward due to several factors. A number of strengths, weaknesses, opportunities and threats for curricula development can be identified based on this experience. The main strengths include: the capacity for coordination and co-operation between other training units; the ability to develop programs, extension organizations and research units and; the potential to develop teaching staff and improve institutions and organizations. The main weaknesses include: a lack of awareness about PCD, lack of knowledge, skills and experience in regard to co-operation and collaboration; poor conditions for teaching and learning; inadequate time and financial resources and; a lack of information and documentation. The main opportunities arise from the support of government and different international organizations. The main threats include the difficulties of making the process of curricula development sustainable using the PCD approach and the lack of consistent government policies.

In regard to sustainability, it is important to ensure that the PCD approach is not overly expensive or complex so that it can be institutionalized within the Vietnamese education system without heavy external support. In terms of policy development, generally the policy environment of Vietnam seems favourable for the institutionalization of PCD. Vietnam is a dynamic context, however, and there have been significant changes recently in policies relating to education, forestry and land use. These changes place pressure on the various stakeholders involved in policy implementation, emphasizing once again the importance of networking linkages and participation in educational processes.

Curriculum development for forestry education should be based upon the foundation of human resource development for training institutions. It needs to be closely linked with scientific research and extension activities. It is important to pay special attention to integrate the development of curriculum content, teaching methods and learning materials. The establishment of a training network is an effective way to channel support and co-operation for curriculum development. A range of suitable mechanisms and incentives for stakeholders are needed, however, in order to establish a sustainable curriculum development process.

Based on achievements and experience in the past few years, some recommendations have been given in order to facilitate the forestry curriculum development and revision process. These include establishment of a training network and a human resource development strategy. It is necessary to address the development of content, teaching methods and educational materials. Also, it is important to establish mechanisms for collaboration, for information exchange, linking training, research and extension. Finally, to create a system for participatory monitoring and evaluation.

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