A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrollment at tertiary education levels with respect to diversity by gender, race/ethnicity, and other societal groups. If unaddressed, forest researchers, professionals, and workers will continue to lack familiarity with different knowledge systems and the importance of inclusive representation. Improvements in forest education related curricula, research, monitoring, policy, recruitment, and promotion are recommended. Without remedial action to build a representative, skilled, and knowledgeable workforce, prospects for forests to meet local, national, and global goals are at risk. Improved social and knowledge diversity in forest education is paramount for the future of forests.
This work is licensed under CC-BY 4.0
This work is licensed under CC-BY 4.0
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TI - Social and knowledge diversity in forest education: Vital for the world’s forests
AU - Rekola, M.
AU - Taber, A.B.
AU - Sharik, T.L.
AU - Parrotta, J.A.
AU - Dockry, M.J.
AU - Babalola, F.D.
AU - Bal, T.L.
AU - Ganz, D.
AU - Gruca, M.
AU - Guariguata, M.R.
AU - Kungu, J.
AU - Larasatie, P.
AU - Nevgi, A.
AU - Rodriguez-Piñeros, S.
AU - Saengcharnchai, S.
AU - Sandström, N.
AU - Walji, K.
AB - A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrollment at tertiary education levels with respect to diversity by gender, race/ethnicity, and other societal groups. If unaddressed, forest researchers, professionals, and workers will continue to lack familiarity with different knowledge systems and the importance of inclusive representation. Improvements in forest education related curricula, research, monitoring, policy, recruitment, and promotion are recommended. Without remedial action to build a representative, skilled, and knowledgeable workforce, prospects for forests to meet local, national, and global goals are at risk. Improved social and knowledge diversity in forest education is paramount for the future of forests.
PY - 2025
UR - https://www.cifor-icraf.org/knowledge/publication/39510/
DO - https://doi.org/10.1007/s13280-024-02104-6
KW - education, forestry, knowledge, social diversity, social study
ER -Endnote (.ciw)
%T Social and knowledge diversity in forest education: Vital for the world’s forests
%A Rekola, M.
%A Taber, A.B.
%A Sharik, T.L.
%A Parrotta, J.A.
%A Dockry, M.J.
%A Babalola, F.D.
%A Bal, T.L.
%A Ganz, D.
%A Gruca, M.
%A Guariguata, M.R.
%A Kungu, J.
%A Larasatie, P.
%A Nevgi, A.
%A Rodriguez-Piñeros, S.
%A Saengcharnchai, S.
%A Sandström, N.
%A Walji, K.
%D 2025
%U https://www.cifor-icraf.org/knowledge/publication/39510/
%R https://doi.org/10.1007/s13280-024-02104-6
%X A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrollment at tertiary education levels with respect to diversity by gender, race/ethnicity, and other societal groups. If unaddressed, forest researchers, professionals, and workers will continue to lack familiarity with different knowledge systems and the importance of inclusive representation. Improvements in forest education related curricula, research, monitoring, policy, recruitment, and promotion are recommended. Without remedial action to build a representative, skilled, and knowledgeable workforce, prospects for forests to meet local, national, and global goals are at risk. Improved social and knowledge diversity in forest education is paramount for the future of forests.
%K education
%K forestry
%K knowledge
%K social diversity
%K social study
Publication year
2025
ISSN
0044-7447
Authors
Rekola, M.; Taber, A.B.; Sharik, T.L.; Parrotta, J.A.; Dockry, M.J.; Babalola, F.D.; Bal, T.L.; Ganz, D.; Gruca, M.; Guariguata, M.R.; Kungu, J.; Larasatie, P.; Nevgi, A.; Rodriguez-Piñeros, S.; Saengcharnchai, S.; Sandström, N.; Walji, K.
Language
English
Keywords
education, forestry, knowledge, social diversity, social study
Source
Ambio. 54: 660-669
