Based on the present case study, the following conclusions can be drawn:
1. Uruguay has climate that favours forestry production, and enjoys a strategic location in MERCOSUR (Common Market of Southern Cone of South America) region.
2. The approval of the National Forestry Law in 1987 has provided a tremendous boost to forestry in Uruguay. Several tax exemptions and incentives have been created to foresters planting on lands designated as "forestry priority". This has been the primary incentive driving forestry production in the country.
3. The Faculty of Agronomy of the University of the Republic has developed several curricula throughout the years, mainly in 1963, 1980 and 1989. The main reasons behind curriculum development were students' general lack of knowledge about rural life, lack of exposure to rural problems and experience in the field.
4. Uruguay has experienced major changes in the agricultural sector over the past years which have compelled the University to develop a new curriculum. These changes include: the decline in the importance of the agricultural sector in the general economy of the country; a reduction in agricultural farms and the dramatic reduction of small and medium sized farms; a reduced role for the State in its technical and planning duties; a decline in the number of agricultural researchers; a deteriorating national agricultural extension system; and the appearance of dynamic agricultural enterprises which incorporate new technologies.
5. The new curriculum offers a five-year degree and is divided into three cycles:
(a) Introduction to the Agricultural Reality (six months). The objective is to provide the student with a global understanding of current agricultural issues and to introduce him or her to basic scientific methods.
(b) Central agronomic formation (three and a half years). This component provides a scientific analysis of agricultural production systems.
(c) Synthesis and specialization (one year). The aim of this component is to strengthen students' knowledge of the technological and socio-economic characteristics of natural resource management, as well as to develop capacities to formulate hypotheses and approaches for solving agricultural problems. Besides the optional and compulsory courses and seminars, students must also complete a final project.
6.Six main steps identified in the curriculum review processes were: the diagnosis of needs; the determination of curriculum objectives; identification and organization of curriculum content; organization of needs; development, identification and organization of teaching materials; and, determination of how to evaluate the new curricula.
7. A curriculum review was initiated by surveying forest producers, graduates and current students. The main problem identified by foresters was that the professionals had very theoretical backgrounds and lacked the necessary specialization. The main problems identified by graduates included the lack of qualified professors, overly theoretical coursework (and therefore a lack of specialization) as well as a lack of funding.
8. In the year 2005, it is estimated that the number of forestry graduates will not be enough to satisfy the demand for forestry professionals.
9. A strong demand for qualified forestry professionals in sawmill and harvesting operations is expected during the next five to ten next years. This is because the total forest area is progressively increasing.
10. A workshop with the broad participation of forest producers, graduates and students raised questions which had not yet been addressed including whether curriculum should be general or specialized, whether the forestry stream should be separated from agronomic engineering program and whether a strong basic education should be favoured over a technical one. While these questions are difficult, some agreement was found. It was determined that while there is a necessity for specialization in different areas, these may be introduced at the post-graduate level while the undergraduate curriculum should be broad and general. Additionally, it was established that there is a need for basic education as well as applied disciplines, which allows the students to understand the technological changes in forestry. Finally, it was determined that a flexible curriculum should allow students to choose the emphasis of their training.
Based on this curriculum revision process, a number of recommendations can be made for future forestry curriculum development in Uruguay and elsewhere.
1. The Division of Forestry's initiative to identify a profile of forestry professionals is considered a good starting point in the curriculum revision process and a tool that should be included in the curriculum development process at the Faculty of Agronomy.
2. The process of curriculum development has to be participatory and linked to current forestry trends. Curriculum and its development should not be fixed, but a dynamic process that responds to changes in society and to changes in the educational institution itself.
3. The participatory curriculum development (PCD) process has yielded tremendous results in other parts of the world. An organized and methodological process should start at the Faculty of Agronomy, beginning with the creation of a faculty task-force consisting of professors (from Forestry as well as other departments), the Division of Forestry of the Ministry of Agriculture, forest producers, graduates, industry representatives, and non-governmental organizations. The FAO can help with future efforts at the Faculty of Agronomy. A PCD may be an effective methodology used in curriculum revision and development, however, it should not be the only one considered. There are some areas that are not identified by practitioners, for example, environmental issues. Therefore, the curriculum revision and development should take into account the PCD and the experiences of forestry schools internationally, in addition to global trends in forestry. The challenge for developing a curriculum that addresses the problems of sustainable agricultural and rural development in Uruguay is great. It has been recognized by faculty authorities and the Forestry Division that to move forward will require a new shared vision by teachers, managers, decision makers, students and other stakeholders about how to design forestry curriculum for the twenty-first century.
4. Curriculum development should not be undertaken only in the field of forestry, but at a public institution like the University of the Republic, the new curriculum should also pay attention to other sub-sectors of agriculture.
5.Based on the socio-economic context of Uruguay, the Agronomic Engineer diploma should be retained, but with an emphasis on forestry production. Specialization should be undertaken at the post-graduate level.
6. Many forestry schools exist in the region. Therefore, more cooperation between regional institutions is highly desirable. Currently, cooperation is occurring as a result of the MERCOSUR agreement, yet more effort is needed to improve forestry education. Several schools of forestry in the region have better trained professors who could help with curriculum revision and development.
7. There exists a need to improve training and funds for the instructors of the Faculty of Agronomy. This will create greater motivation for research.
