The International Forestry Review journal has published our paper on forestry capacity development in Kenya. The paper details the process of the curriculum review undertaken at the University of Eldoret in collaboration with the University of Eastern Finland. The need analysis carried out revealed which were the subject-specific and generic competencies needing more attention, allowing for the prioritization of these areas in the review. Not surprisingly, among them was the area of bioenergy.
AREVALO, J., PITKÄNEN, S. & KIRONGO, B. 2014. Developing forestry curricula:experiences from a Kenyan-Finnish project. International Forestry Review, 16 (1) 78 86(9)
Abstract
In the context of the challenges that forestry education faces, the improvement of curricula to increase its attractiveness and address the changing needs of the society is imperative. With the aim of improving the forestry education offered at the University of Eldoret in Kenya, a joint project was carried out together with the University of Eastern Finland during 2011–2012. One of the tasks of the project was to revise the curriculum of the undergraduate programme in forestry. According to the needs assessment, the biggest gaps in subject-specific competencies were in areas such as forest information systems and forests and climate change, as well as in generic competencies such as computer skills. The need to update and expand contents (e.g. on dryland forestry) and learning methods (e.g. more practicals) clearly emerged. The proposed changes in the context of various initiatives to improve forestry education in Kenya and worldwide are discussed.
Keywords
forestry education; curriculum development; competencies; employability
International Forestry Review Journal at Ingenta Connect [link]
ResearchGate [link]
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Understanding bioenergy conflicts: case of a jatropha project in Kenya's Tana Delta
Under the theme "Forests, competitiveness and
sustainable landscapes", the Third Latin American IUFRO Congress was held
in Costa Rica from 12-15 June 2013, gathering around 350 scientists. A poster entitled "Understanding bioenergy conflicts: case of a jatropha project inKenya's Tana Delta" (Arevalo, J., Ochieng, R., Mola-Yudego, B. & Gritten, D.) was presented,
prompting numerous comments and feedback from congress participants.
Notwithstanding, Latin America has also experienced -similarly as sub-Saharan
Africa- important bioenergy developments, many of which have been associated to
deforestation and forest conflicts. A list of all congress contributions as well as the keynote presentations can be found at the congress website.
Promoting forest education through the development of a mobile game for school kids
One of the outputs of the 2012-2013 HEI-ICI project Improving Forestry Education in Kenya carried out by the University of Eastern Finland and the Chepkoilel University in Kenya has been recently launched: the Android-based game EntVenture.The game, freely available at the GooglePlay Store, aims at increasing the awareness of the importance forests and forestry to the environment, economy and everyday life.
EntVenture is a quiz game where the character Ent guides the user through various forestry related topics such as managing a tree nursery, uses of different trees and the importance of forests for sustaining life. EntVenture also consists of three mini games within the game - a word search, picture puzzle and a balancing game. Below is a short video showing the reactions and feedback of Kenyan pupils on the game.
Modelling students' intentions to use bioenergy
HALDER P, PIETARINEN J, HAVU-NUUTINEN S, PELKONEN P, CHANG C-Y, PROKOP P, USAK M. 2012. Knowledge, perceptions, and attitudes as determinants
of youth’s intentions to use bioenergy – a cross-national perspective. International Journal of Green Energy. In Press.
Abstract
Development of modern bioenergy
sector is an important step towards meeting societal demand for reducing CO2
emissions and supplying eco-friendly energy. Young
students are the future decision-makers and they will play an important role
towards transforming the present fossil fuel driven society into a renewable
energy based society. The study aimed to explain young students’
intentions to use bioenergy by considering their knowledge perceptions, and
attitudes related to bioenergy in Finland,
Taiwan, Turkey, and Slovakia. Data
for this study came from a previous survey in these countries among 15-year-old
1903 school students. This study with the
help of Principal Component Analysis revealed the dimensions of the students’
perceptions of and attitudes related to bioenergy. One of the dimensions
‘pro-environmental intention’ was used as the dependent variable in the
Multiple Regression Analyses. Results indicated that students’
intentions to use bioenergy were mostly guided by their perceptions of the socio-environmental
aspects related to bioenergy. Individual level decision-making such as communicating
and learning more about bioenergy was also important; however, with a low
impact value. Results also suggested that the 'critical-environmental'
dimension had only minor influence on the students' intentions to use
bioenergy. Students’ level of bioenergy-knowledge especially those with a
relatively higher level appeared to have a strong impact on their intentions to
use bioenergy. Young students should be facilitated to become aware of
bioenergy in order to influence their intentions to use it in the future.
Keywords: Bioenergy; Perceptions; Attitudes; Knowledge; Intentions to use; Youth
Chinese students and bioenergy
QU M, AHPONEN PL, TAHVANAINEN L, GRITTEN D, MOLA-YUDEGO B, PELKONEN P. 2011. Chinese university students’ knowledge and attitudes regarding forest bio-energy. Renewable and Sustainable Energy Reviews 15(8): 3649–3657.
Abstract
The present study examines Chinese university students’ attitudes and knowledge regarding energy, specifically towards forest bio-energy in their country. The study was based on opinions of students from Northwest Agriculture and Forestry University (NWAFU) in China and it was conducted using a questionnaire completed by 441 students. The students’ attitudes are seen as highly relevant because they are considered as both potential consumers and possible experts in the field of bio-energy. Their activities influence how the future energy markets will likely develop. The results revealed various interesting facets of the students’ views regarding energy usage. Of particular interest is the students’ positive attitude towards renewable energy in general, but slightly less positive towards forest bio-energy. However, the respondents expected to receive more information and knowledge about renewable energy and forest bio-energy. Moreover, it can be concluded that the dissemination of knowledge through different sources (e.g. teaching in school, information available on the Internet and other media channels) is an increasingly important aspect regarding energy issues. The results of this study can provide information of the perceptions of young educated people on energy policy issues and thus serve political decision-making processes for the future options concerning the development of forest bio-energy in China. Finally, the outcome of this study indicates that further environmental and energy education in China is urgently needed.
Keywords
Bio-energy education; Student’ attitudes; Energy policy
Abstract
The present study examines Chinese university students’ attitudes and knowledge regarding energy, specifically towards forest bio-energy in their country. The study was based on opinions of students from Northwest Agriculture and Forestry University (NWAFU) in China and it was conducted using a questionnaire completed by 441 students. The students’ attitudes are seen as highly relevant because they are considered as both potential consumers and possible experts in the field of bio-energy. Their activities influence how the future energy markets will likely develop. The results revealed various interesting facets of the students’ views regarding energy usage. Of particular interest is the students’ positive attitude towards renewable energy in general, but slightly less positive towards forest bio-energy. However, the respondents expected to receive more information and knowledge about renewable energy and forest bio-energy. Moreover, it can be concluded that the dissemination of knowledge through different sources (e.g. teaching in school, information available on the Internet and other media channels) is an increasingly important aspect regarding energy issues. The results of this study can provide information of the perceptions of young educated people on energy policy issues and thus serve political decision-making processes for the future options concerning the development of forest bio-energy in China. Finally, the outcome of this study indicates that further environmental and energy education in China is urgently needed.
Keywords
Bio-energy education; Student’ attitudes; Energy policy
On international forestry education: what motivate students?
AREVALO, J., PITKÄNEN, S., TAHVANAINEN, L. & ENKENBERG, J. 2011. Motivation of Foreign Students Seeking a
Multi-institutional Forestry Master’s degree in Europe. Journal of
Forestry 109 (2): 69-73 (5)
Abstract
In the context of globalization in higher education, the increasing importance of student mobility and the challenges of aligning forestry curricula to changing societal demands, this study explores the motivation of forestry students seeking graduate degrees in a foreign country. Within the framework of the expectancy-value theory of motivation, a qualitative approach is taken to provide an in-depth characterization of a group of 20 students from 14 countries starting a multi-institutional graduate program in Europe. Results indicate a high motivation, but also a great variability, of expressed motives and goals. Within a wide range of interests, climate change and carbon sequestration issues appear among the hottest topics alongside some traditional areas. High interests in continuing to doctoral studies and in returning to work in their home countries are reported. Findings of this research provide potential value for curriculum development of international programs in general and of forestry programs in particular.
Abstract
In the context of globalization in higher education, the increasing importance of student mobility and the challenges of aligning forestry curricula to changing societal demands, this study explores the motivation of forestry students seeking graduate degrees in a foreign country. Within the framework of the expectancy-value theory of motivation, a qualitative approach is taken to provide an in-depth characterization of a group of 20 students from 14 countries starting a multi-institutional graduate program in Europe. Results indicate a high motivation, but also a great variability, of expressed motives and goals. Within a wide range of interests, climate change and carbon sequestration issues appear among the hottest topics alongside some traditional areas. High interests in continuing to doctoral studies and in returning to work in their home countries are reported. Findings of this research provide potential value for curriculum development of international programs in general and of forestry programs in particular.
The mismatch between forestry university education and the needs of the job market
AREVALO, J., PITKÄNEN, S., GRITTEN, D. & TAHVANAINEN, L. 2010.
Market-relevant competencies for professional foresters in European graduate education. International Forestry Review 12 (3) 200-208
Abstract
In the context of the changing needs of the professional forester market and the reforms in European higher education, this study examined the possible shortcomings in forestry university programmes. We compared the views of 18 employers and 25 universities regarding European Master education through a survey that examined 42 competencies. Generally, employers and universities provided similar assessments regarding the importance of competencies and the gap between their achievement in higher education and the market needs. Environmental services, carbon sequestration, and the ability to communicate with specialists and non-specialists were competencies where both employers and universities saw the greatest need for emphasis. Employers identified, as compared to universities, greater gaps in bioenergy, products trade and marketing, economics, and governance. Universities, in turn, placed a greater emphasis on the importance of generic competencies such as capacity to learn. These and other findings provide potential value for the development of forestry curricula.
Abstract
In the context of the changing needs of the professional forester market and the reforms in European higher education, this study examined the possible shortcomings in forestry university programmes. We compared the views of 18 employers and 25 universities regarding European Master education through a survey that examined 42 competencies. Generally, employers and universities provided similar assessments regarding the importance of competencies and the gap between their achievement in higher education and the market needs. Environmental services, carbon sequestration, and the ability to communicate with specialists and non-specialists were competencies where both employers and universities saw the greatest need for emphasis. Employers identified, as compared to universities, greater gaps in bioenergy, products trade and marketing, economics, and governance. Universities, in turn, placed a greater emphasis on the importance of generic competencies such as capacity to learn. These and other findings provide potential value for the development of forestry curricula.
Global Forestry Challenges in Local Context
In May 17th-21st took place in Vancouver (Canada) the International Symposium on Forest Education. In the event, Javier Arévalo presented the outcomes of the course "Global Forestry Challenges in Local Context" which is part of the M.Sc. European Forestry Erasmus Mundus. The module was delivered by the School of Forest Sciences of the University of Eastern Finland (Joensuu campus) under the direction of Professor Paavo Pelkonen, and with the contributions in the organisation of Javier Arévalo, David Gritten and Blas Mola-Yudego, as well as several other researchers of the Faculty and the EDC.
The module aimed to develop the students’ understanding of the current challenges facing the forestry sector at local and global levels, as well as the fundamental relationships between global and local actions, in an innovative way, as they interacted directly with many experts on different topics.
Citation:
Citation:
AREVALO J, GRITTEN D, MOLA-YUDEGO B, PELKONEN P. 2010. Global Forestry Challenges in Local Context. Poster at the International Symposium on Forest Education, Vancouver, Canada, 17-21 May.
Influence of school, home, and media on students' awareness of bioenergy in Finland
HALDER P, HAVU-NUUTINEN S, PIETARINEN J AND PELKONEN P. 2011. Bio-energy and youth: Analyzing the role of school, home, and media from the future policy perspectives. Applied Energy 88: 1233–1240.
Abstract:
The study investigated the relationships between students’ perceived information on bio-energy from school, home and media and their perceptions, attitudes, and knowledge regarding bio-energy. The study also analyzed the scope of future policies to raise awareness among young students about bio-energy. Data drawn from 495 Finnish students studying in ninth grade revealed that the students were more positive in their attitudes towards bio-energy compared to their perceptions of it. They were very positive about learning about bio-energy, while not so eager towards its utilization. It appeared that school, home, and media all had statistically significant effects on students’ perceptions, attitudes, and level of knowledge related to bio-energy. Three principal components emerged from students’ perceptions and attitudes towards bio-energy viz. ‘motivation’ revealing students’ eagerness to know more about bio-energy; ‘considering sustainability’ revealing their criticality of forest bio-energy; and ‘utilization’ revealing their state of interests to use bio-energy. Bio-energy policies to be effective must consider the role of school, home, and media as important means to engage young students in bio-energy related discussions. It is also desirable to establish interactions between energy and educational policies to integrate the modern renewable energy concepts in the school curriculum.
Keywords: Bio-energy;Youth; School; Home; Media; Policy
Succesful collaboration with Canada
The Forestry Chronicle has recently published a paper describing the successful collaboration between the European and Canadian Universities on Forestry education. The programme described is the EU-Canada TRANSFOR, and includes the involvement and experience of the University of Eastern Finland / Joensuu.
SPENCE J R, MACLEAN D A, SPIECKER H, DRUMMOND A, JAEGER D, STADLER M, CALAHAN C, KERLSSON A, KENNY A, LARSON B, MOLA-YUDEGO B, STERNER M, WÄSTERLUND D, and VALINGER E. 2011. The TRANSFOR success story: International forestry education through exchange. Forestry Chronicle 86(1):57-62
The program fostered internationally focused understanding of forest ecology and management, as well as economic and cultural factors, as will be required to develop effective international standards for sustainable forest management. Most student participants reported that it was a very positive experience and a high point of their education.
Abstract
The TRANSFOR (Transatlantic Education for Global Sustainable Forest Sector Development) program has promoted international student and staff exchanges among four Canadian (Alberta, British Columbia, New Brunswick and Toronto) universities and universities in four European countries (Germany [Freiburg], Finland [Joensuu], Sweden [Swedish University of Agricultural Sciences, Umeå] and the United Kingdom [Bangor University, Wales]). The program incorporated five components: one or two semester study visits for undergraduate forestry students, working internships, summer field courses, study visits for academic staff, and TRANSFOR project meetings. The summer field courses were a highly innovative part of the program and allowed students to spend three to four weeks learning about forestry activities and challenges on a continent different from that of their home institution. The program fostered internationally focused understanding of forest ecology and management, as well as economic and cultural factors, as will be required to develop effective international standards for sustainable forest management. Most student participants reported that it was a very positive experience and a high point of their education.
Keywords: international exchange, undergraduate forestry students, internships, field courses, international forestry
SPENCE J R, MACLEAN D A, SPIECKER H, DRUMMOND A, JAEGER D, STADLER M, CALAHAN C, KERLSSON A, KENNY A, LARSON B, MOLA-YUDEGO B, STERNER M, WÄSTERLUND D, and VALINGER E. 2011. The TRANSFOR success story: International forestry education through exchange. Forestry Chronicle 86(1):57-62
The program fostered internationally focused understanding of forest ecology and management, as well as economic and cultural factors, as will be required to develop effective international standards for sustainable forest management. Most student participants reported that it was a very positive experience and a high point of their education.
Abstract
The TRANSFOR (Transatlantic Education for Global Sustainable Forest Sector Development) program has promoted international student and staff exchanges among four Canadian (Alberta, British Columbia, New Brunswick and Toronto) universities and universities in four European countries (Germany [Freiburg], Finland [Joensuu], Sweden [Swedish University of Agricultural Sciences, Umeå] and the United Kingdom [Bangor University, Wales]). The program incorporated five components: one or two semester study visits for undergraduate forestry students, working internships, summer field courses, study visits for academic staff, and TRANSFOR project meetings. The summer field courses were a highly innovative part of the program and allowed students to spend three to four weeks learning about forestry activities and challenges on a continent different from that of their home institution. The program fostered internationally focused understanding of forest ecology and management, as well as economic and cultural factors, as will be required to develop effective international standards for sustainable forest management. Most student participants reported that it was a very positive experience and a high point of their education.
Keywords: international exchange, undergraduate forestry students, internships, field courses, international forestry
Bioenergy and forest education at the XIII World Forestry Congress
Will the development of bioenergy be good or bad for the forest sector? This question was made to the audience attending the Forest and Energy Forum during the XIII World Forestry Congress in Buenos Aires, Argentina, held from 19th to 23rd October 2009. The forum (click here for its detailed programme) gathered numerous world experts in the field and was, together with the thematic session 2.5 on Forests and Energy (click here for its detailed programme), the main venue for discussions on bioenergy.
Interestingly, the numbers of hands raised in response to the question was quite even between yes and no, with a slight majority –as appreciated by the chairman of the session- for the “no”, i.e. for those thinking that bioenergy development will be bad for forestry. Why so many “no” answers? Judging from the discussions that took place, there seemed to be the wide spread perception that plantations for energy will need a huge area and therefore will contribute to deforestation of natural forests.
The subject forestry education was also debated throughout the Congress, with a thematic session (6.4) on the last day (click here for a detailed programme). With the moderation of August Temu, there were presentations by Hosny El-Lakany, Florent Kaiser, Michael Rivoire, Nicolas Dolidon, Marta Bonilla, as well as a presentation by our group entitled “Exploring the motivation of international forestry degree students”. Also a follow-up meeting for further discussing forestry education was held, chaired by the International Partnership for Forestry Education (IPFE).
Interestingly, the numbers of hands raised in response to the question was quite even between yes and no, with a slight majority –as appreciated by the chairman of the session- for the “no”, i.e. for those thinking that bioenergy development will be bad for forestry. Why so many “no” answers? Judging from the discussions that took place, there seemed to be the wide spread perception that plantations for energy will need a huge area and therefore will contribute to deforestation of natural forests.
The subject forestry education was also debated throughout the Congress, with a thematic session (6.4) on the last day (click here for a detailed programme). With the moderation of August Temu, there were presentations by Hosny El-Lakany, Florent Kaiser, Michael Rivoire, Nicolas Dolidon, Marta Bonilla, as well as a presentation by our group entitled “Exploring the motivation of international forestry degree students”. Also a follow-up meeting for further discussing forestry education was held, chaired by the International Partnership for Forestry Education (IPFE).
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