CURRENT CURRICULUM REVISION

Concerned with the existing curriculum, a group of professors, scientists, foresters and development workers realized that new approaches were needed to review forestry curriculum in Uruguay. A World Bank funded project proposed a study to assess the needs and supply of forestry professionals in Uruguay (EQUIPOS/MORI, 1999). As many of the participants at meetings organized by FAO (1997) have stressed, there exists a need for institutions to develop ways of keeping in touch with the employment market and adapting agricultural education curricula accordingly. It was observed that, ideally, institutions should set up permanent mechanisms for observing the job-market and for adapting its curricula. It was acknowledged that institutional inflexibility and lack of resources would often make this difficult to achieve. In addition, the FAO (1994) has also stressed that curriculum revision should be undertaken on a national level and should address international concerns, which coincides with the approach applied in Uruguay.

The framework used to perform this analysis was based on a supply and demand model. Four factors were considered in the study: the training of skilled human resources; the demand for human resources; the demand for persons seeking employment or training; and the technology used in the different phases of the forest production, encompassing everything from nursery to final product.

The methods used to determine the need for forestry professionals were undertaken in four phases. For each phase, the objectives, activities and outcomes were defined.

yielded basic information about the forestry sector at national and regional levels:
provided data permitting the formulation of hypotheses about trends in forestry, future export and employment projections, for use in the next phase. A workshop assembling professionals and stakeholders was also convened to discuss the profile demands of professionals.
provided clarification about the goals of the questionnaire by professionals, advanced students, public and private companies, professors and training institutions;

The activities of this phase included:

a survey of 25 forest companies vertically integrated, and without forestry backgrounds in the forest region.
a survey of 20 nurseries selected out of an approximate total of 70 commercial forestry nurseries;
a survey of 20 companies with an emphasis on forestry services including harvesting and soil preparation;
interviews (80) of graduated professionals (318) from the FA who hold a specialization in forestry.
a survey of middle education graduates (30) from the Labor University;
a survey of 30 senior Agronomy students.

d) Final phase, the final report.

Table 6 shows the results from the survey of professionals, foresters and students regarding forestry education (evaluation grades vary form 0 to 10). The main problems in higher forestry education as identified by producers are presented in Table 7.

Table 6: Evaluation of forestry education by different actors in Uruguay, 1999

Item of evaluation	Foresters	Students	Professionals
Education	6.1	6.5	6.5
Suitability to current requirements	4.9	4.9	4.8
Suitability to future years	5.0	4.9	4.3

(Source: EQUIPOS/MORI, 1999)

Table 7: Problems of higher forestry education, percentages of answers according to the enterprise sides

Item of evaluation	Enterprises
Item of evaluation	Small	Medium	Big	Total
Very theoretical and lack of specialization	25	43	40	35
Far away from reality and not updated	12	25	25	16
Lack of resources	8	10	20	12
Lack of trained professors	4	5	0	3
There is no forestry career as such.	4	0	5	3
Don't know	46	19	10	26
Total	100	100	100	100

(Source: EQUIPOS/MORI, 1999.)

The shortcomings in curricula at the University of the Republic, as identified by graduates working in various forestry enterprises, were also identified. The professionals were classified according to their year of graduation. The results of the survey are presented in Table 8.

Table 8: Shortcomings in curricula identified by professionals (Agricultural Engineer) graduating in different years, from the University of Uruguay

Problems	Year of graduation
Problems	1960 to 1979 %	1980 to 1990 %	1991 to present %	total %
Lack of trained or qualified professor	12	16	22	18
Very theoretical	12	19	9	14
Far away from reality	12	13	9	11
Lack of specialization	12	10	13	11
Lack of funds	12	6	16	11
Lack of modern techniques	6	10	3	6
Forestry Engineering does not exist as an independent career	0	3	9	5
Isolated university	6	3	6	5
Teaching topics are not adjusted to current situation	6	6	3	5
Lack of extension	6	0	3	3
Others	0	3	0	1
Don't know	18	10	3	9
Total	100	100	100	100

(Source: EQUIPOS/MORI, 1999.)

Generally, the problems identified by graduates are the same as those expressed by forest producers. Professor training was identified as a problem for a relatively high percentage of graduates. This may be the result of curriculum development reducing the gap between practice and theory. A specific questionnaire on this topic indicated that in general, 59 percent of graduates found their professors to be "good", and 26 percent as "regular" and only 3 percent found them "weak". For the most recent graduates (1991 to present), their suitability to current market requirements may be better than for previous students.

In March 1999, there were 318 graduated professionals with a specialization in forestry, with an average of 13 graduates per year. The University of the Republic offers the only forestry program at the university level. MERCOSUR is a free market agreement between the regional countries of Argentina, Brazil, Paraguay and Uruguay. While many of these countries offer different university degrees, graduates are expected to be able to work in Uruguay. The difference between countries, is that for Uruguay, students receive a degree in agronomic engineering, while in other countries, a degree in forestry is awarded. This discrepancy may cause legal problems in the development of professional activities between the countries.

The estimate for the expected demand of professionals for the year 2005 was carried out assuming optimistic conditions. The main characteristics would be:

This forecast was based on rates between indicators and professionals, and assumed these relationships will remain constant. If the current relationship of one professional per 1 000 ha of forested area is maintained, 481 professionals directly linked to production will be required in 2005. If the current relationship of one professional per 5 000 m³ of available wood is maintained, 1 348 professionals will be required in 2005. At present, the ratio between professionals and the number of labourers is 1:20, and if this is maintained for 2005, the required number of professionals will be 703. Thus, the necessity of professionals with forestry specialization for 2005 would be:

according to the forest size, 436 professionals;
according to the wood demand and availability, 1 279 professionals.

Added to this figure is the number of professionals not directly involved with forest production, such as professors and landscape designers, who account for approximately 21 percent.

If the graduation rate at the University is maintained at current levels - there are currently 78 graduates with a specialization in forestry - there will not be enough to cover the demand for professionals, even considering the low demand for professionals linked to production.

In order to assess the quality of the graduates, different actors were requested to define their expectations based on the desired characteristics of future professionals. Results obtained with the participation of different forest enterprises are presented in Table 9.

Table 9: Main area for professional work in the next five years, according to the size of the forest enterprise, the areas are those indicated as first option

Main area of professional activity	Small	Medium	Large	Total
Sawmill	15	24	25	22
Harvest	25	24	15	22
Silviculture	4	19	0	8
Inventories	4	19	0	8
Advising	0	0	15	5
Forest management plan	0	5	5	3
Liberal professional work	4	0	0	2
Research	0	0	5	2
Nursery	4	0	0	2
Management	4	0	0	2
Quality control	0	0	5	2
Pruning, thinning	0	0	5	2
Others	0	5	0	2
Don't know	38	14	20	25
Total	100	100	100	100

(Source: EQUIPOS/MORI, 1999)

The most likely area for employment in the commercial sector for forestry professionals will be found in sawmills and related to harvesting activities. This is mainly due to the fact that in the coming years, the large areas planted under the Forestry Law will be harvested and processed. The demand in silviculture will be maintained, but with an emphasis on pruning, thinning, and forest management plans.

Predictions about employment in the forestry sector for the year 2010 also revealed a similar trend. The main changes for graduates were in the area of wood industrialization (32 percent) and an increase in harvests (18 percent). For foresters, the main changes anticipated in the next ten years also include wood industrialization (60 percent) and an increase in the amount of harvests (28 percent).

Based on the survey, a profile of skills required by the new forestry professional was identified.
There were, however, important questions not clearly addressed by the survey or at the workshop, including:

whether curriculum should be general or specialized;
whether forestry education should be separate from agronomic engineering;
whether we should opt for strong basic or technical training.

Generally, a division between forestry and agronomic engineering did not seem necessary according to practitioners, provided the initial training is sound. This issue may become problematic, however, in regard to the integration process that the Uruguay is undertaking with the other members of MERCOSUR. If the demand increases, as it is expected, Uruguayan professionals may find they have a less competitive edge than do their colleagues from MERCOSUR countries.

The main duties identified in the profiles of forest professionals were identified as:

1. Researcher

He or she monitors the national and international environment and updates the information on the forest changes and trends.
In the investigation processes, he or she participates in interdisciplinary teams.
The researcher manages information about institutional, socio-economic, technological, productive, ecological and environmental, and political variables which affect forest production.
The researcher designs appropriate production systems suitable to the agro-ecological and socio-economic conditions of the different actors and of the forest complexes;

2. Extensionist

The extensionist acts as a nexus among centres and groups of scientific investigation and technology generation, as well as between actors involved in the production, transformation and commercialization of forests.
The extensionist promotes the innovative adoption of technology for production, administration, organization, commercialization and development of the different actors involved in the forest production.
In their professional performance, it privileges the technological adoption that preserves the environment and the natural resources, promoting different appropriated alternatives to this purpose.

3. Managers

Managers are responsible for administrative and technological management and have extensive knowledge about the variables involved in the different processes of forest production.
Managers participate on interdisciplinary teams to formulate, execute, supervise and evaluate projects related to forest production.
He or she manages or participates in self-manage forest professional services companies, having domain on functions and managerial tools.
Managers act on several levels in public and private organizations, as well as national and international companies in the forestry sector.
Managers provide up-to-date information on the international trade of forest products and make available this information to the different actors of the forest complex.

4. Adviser

Advisers offer appropriate and opportune information for decision making on production, commercialization (external and internal) and transformation aspects, to the different actors of the forest complex.
He or she offers appropriate and opportune information about production, transformation and commercialization to sub-regional, regional and international organisms.

5. Professor

Professors participate in training which updates students' knowledge and abilities, according to changing demands and the technological and scientific advances in the field.
Professors participate in administration of middle term and higher forestry education.
He or she acts as teacher of middle term and higher forestry education, as well as professor-researcher at higher forestry education.

6. Environmental manager

Environmental managers are responsible for the administration at different levels of public or private companies dedicated to natural resource management, as well as the sustainability of farming systems.
He or she develops, executes, monitors and evaluates projects on sustainable forest development.
Environmental managers plan and manage protected wild areas, recreational green areas, conservation units and other forms of land use activities with the objectives of conservation, education and recreation.