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MeetingInformation Items: Forestry education in Latin America and the Caribbean; Progress in the Regional Technical Cooperation Networks; Briefing on the outcome of the III Latin American Forestry Congress (III CONFLAT)
Latin America and Caribbean Commission, Twenty-Fourth Session, Santo Domingo, Dominican Republic, 26-30 June 2006
2006Also available in:
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MeetingInformation Note for FAO Regional Forestry Commissions. Update on the International Conference on Forest Education, 22-24 June 2021 and the Collaborative Partnership on Forests’ Joint Initiative on Forest Education
Near East Forestry and Range Commission (NEFRC) meeting
2021Also available in:
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ArticleForestry 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
2022Also available in:
No results found.Forestry education in Nigeria, as it is globally, is faced with several drawbacks despite the urgent need to train more professionals who can tackle the increasing issues related to forestry. One of these concerns is the reducing interest in academic forestry programs evident by low enrolment rates. However, forestry education still pools relatively good enrolment across Nigerian tertiary institutions, often due to candidates’ inability to secure their initially desired courses. Meanwhile, this could have influenced their academic achievements and career progressions. This study, therefore, analysed the unwillingness of forestry students in Nigeria to study the course and its impact on their academic performance, taking the department of Forestry at FUTA as a case study. A survey was used to collect data from the students (193) on four study levels, comprising their demographics, unwillingness to study forestry, interest to further in forestry-related works and studies, and their academic performance. Descriptive and Chi-square statistics were then used to analyse the responses. The results show that majority of the students were male (56%), mainly within the ages 20-25 (60%) and had been admitted via the Unified Tertiary Matriculation Examination (63%) with no prior forestry awareness, unlike the direct-entry students who mostly had post-secondary forestry-related experience. Widely, students’ perception evidenced their unwillingness towards the discipline with about 68%, 65%, and 94% of them not having prior knowledge about forestry before admission, never chose the course, and would not wish to further in any related post-study engagements, respectively. Meanwhile, only their educational background and their parents' educational level were found to have influenced their unwillingness. It was also revealed that this unwillingness impacted their academic performance significantly. Therefore, Forestry education should be made more attractive in every way possible to facilitate students’ interest and consequently improve academic performance and professional competence in forestry sector. Keywords: Forestry education, unwillingness, interest, influence and academic performance ID: 3623841
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