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Forestry education in Nigeria: Are forestry students unwilling to study the course and does it influence their academic performance?

XV World Forestry Congress, 2-6 May 2022









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    Where are the foresters? The influx of forestry graduates to non-forestry jobs in Nigeria
    XV World Forestry Congress, 2-6 May 2022
    2022
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    Foresters play important roles in the sustainable management of forest resources in many countries. In Nigeria, hundreds of forestry students graduate from various forestry schools annually. However, the high unemployment situation in Nigeria has left millions of gradutes from higher education institutions jobless. Recent research shows that a major challenge facing forestry students and graduates in Nigeria is difficulty getting jobs and poor prospects for career achievement in the forestry (and forestry-related) sector. Our case study research is based on a survey of a cohort of 56 forestry students who graduated from the Federal University of Technology Akure – FUTA, Nigeria (a top-ranking forestry school in Nigeria), in 2016 to understand the cohort’s job experiences five years after leaving school. First, our research shows that 84% of forestry graduates from the cohort were in non-forestry-related jobs, and the remaining 16% were in forestry-related, academic jobs as lecturers, researchers, and graduate students. Second, an estimated 90% of respondents acknowledged that forestry graduates were moving to non- forestry jobs mainly because of the lack of job opportunities in the forestry profession. Other reasons included earning a living, lack of interest/passion in the forestry profession, or the respondent being compelled externally to study forestry. Our research offers insights into the post-graduation experiences and current job engagement of forestry graduates in Nigeria with suggestions on the way forward. Keywords: forestry jobs; foresters; forestry education; unemployment; Nigeria ID: 3602387
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    Skills Development for Inclusive Growth in the Lebanese Agriculture Sector - Policy Brief 2020
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    This policy brief presents a summary study of the situation of agriculture and food sector, specifically the agricultural labour market in Lebanon, and highlights the importance of addressing a pronounced skills mismatch in the agricultural labour market to spur agriculture sector development. It reflects the difficulties employers are facing in finding workers with the skills required to perform their jobs at a price that they are able to pay; noting that skill mismatches were reported in all sub-sectors, including several technical and life such as a number of crop and animal farming skills as well as some craft-related skills. In addition, the agricultural technical schools training does not meet market demand and these schools On-Job-Training (OJT) are insufficient to fill the needed gaps in labour market. One more major challenge increasing the skill mismatch is the lack of interest of youth in enrolling in agricultural technical schools. Thus this policy highlights the importance of work-based learning, innovative practices for small-scale farmers, introduction of new techniques and skills, and the necessity of upgrading the agricultural technical schools to meet market demands and to encourage the engagement of students in the agricultural sector. Of course, this is a whole process the policy includes with the recommended role of the Ministry of Agriculture and its education and services department highlighted in the ministry’s 2021-2025 strategy, development of competency-based approach to teaching, learning, testing and certification for improved quality within the agricultural TVET system, in addition to the development of apprenticeship framework.
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    Sketching future forestry education for Bangladesh in COVID 19 pandemic and post pandemic situation
    XV World Forestry Congress, 2-6 May 2022
    2022
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    British colonial approach is still in core of forest management of South East Asia (SEA). However, recent policies of management of forest are incorporating social aspects and considering diverse dimensions of human with various international commitments by conventions and treaties, lead the paradigm shift in forest management of SEA. This study examined century long forestry practices, forest policies, conventions and treaties on forestry, recent job markets, corporate mechanisms and blending knowledge protocols and found a demand existed to refurbish the current curricula of forestry education of SEA. Examining forestry education of Bangladesh as case study focused from its inception to date particularly to expedite the demand of new arena of knowledge on science, social science, indigenous technologies to put forward the students with the current arena of world forestry science to meet the demand of the country. Moreover, knowledge on global change, biodiversity conservation, forest-people conflict management, landscape level restoration rather forest restoration, technological interventions in forest resource monitoring and assessment, invasive species management, carbon management and trading, panel wood and wood processing were found worth for sustainable forest management. Inclusion of stated new knowledge arena for forest science may facilitate readiness of future graduates for sustainable forest management. Due to COVID19 pandemic and post pandemic on line platforms and learning systems for developing nations are crucial and need integrated developed courses for all, may widen the knowledge platform for future. This study also discussed with a view from a developing nation and put forward a bridge on knowledge sharing between developed and developing nations. Key words: Education, COVID19 pandemic, Curriculum, Collaboration ID: 3486534

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