Specifically, the countries reported the following priority needs (table 11). Again, it should be noted that there is a large variation among institutions within a country.
Country |
Identified priority needs |
Indonesia |
It was reported that needs are quite different in different institutions, and therefore difficult to summarize. However, some of the frequently mentioned priority needs were: Field practicals equipment, laboratories and equipment Literature (textbooks, journals) Teachers training Creating income generating activities to support the academic process Communication and information facilities Curriculum development Networking with national and international forestry departments Financial support for research activities |
Laos |
Upgrading of lecturers to MSc and PhD, and increase in the number of lecturers; Academic exchange Improve infrastructure; new buildings for classrooms Computers and communication systems Develop teaching materials for Certificate, BSc and Higher Diploma programmes; translation of forestry literature (books, scientific papers); New library; develop library facilities Improve laboratories, equipment and students' practical activities Improve transport facilities International support |
Malaysia |
Transportation facilities Hostels / accommodation facilities Teaching staff Laboratories |
Philippines |
Additional budget for references/books and facilities Establishing linkages with national and international academic, research and funding institutions Upgrading of teaching staff and additional faculty members Transport facilities for staff and students Curriculum development to address the paradigm shift from traditional to sustainable forestry Field training sites Effective and efficient instructional process and methodologies Job placement of graduates Strengthening research and extension capabilities and linkages with NGOs, public organizations and government organizations |
Thailand |
Curriculum development for BSc (business and marketing) and MSc level (urban forestry, wetland ecology, biotechnology, agroforestry and farm forestry. Integrated approaches and problem-oriented education needs to be emphasized Staff development: giving young lecturers experiences from abroad; improving their teaching process; team teaching Resource person development to prepare for the new system with autonomous universities Student development: to assist in organizing student activities relating to the current situation of natural resources and the environment |
Vietnam |
Develop human resources, including upgrading staff to higher academic level Teaching materials and equipment, including books, publications, and facilities for practicals/field work Curriculum development Enhancing quality of students' enrolment Promote exchange and collaboration, including links with research inside and outside the country |
