Social and knowledge diversity in forest education: vital for the world’s forests
S5.3 How to incorporate indigenous and local knowledge in forest education, back to the rootsTerry L. Sharik2, Sandra Rodriguez- Piñeros3, Pipiet Larasatie4
1 University of Helsinki, Finland
2 Michigan Technological University, USA
3 Universidad Autonoma de Chihuahua, Mexico
4 University of Arkansas, USA
Abstract
An assessment of forest education was made 2020-2022 for the first time in global scale considering the status of tertiary, vocational, and technical forest education and training. The assessment utilizing online survey had 2741 respondents, of which 38 percent were women and 11 percent identified themselves as racial and/or ethnic minorities. However, it is likely that the digital survey did not reach various relevant groups living without modern communication facilities.
While exceptional institutions existed in many regions, several global level deficits were found. Coverage of forest services and cultural and social issues was weak in the curricula of many programmes. Inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrolment at tertiary education levels with respect to diversity in gender, race/ethnicity, and other societal groups. Based on the assessment one of the main results was that forest education programmes were lacking knowledge and social diversity.
Recognition and inclusion of traditional and Indigenous forest-related knowledge were particularly poor or absent as reported by students, recent graduates, teachers, and professionals in most parts of the world. This deficit in knowledge diversity is resulting in forest professionals missing invaluable opportunities to learn from a variety of knowledge systems and from the unique capacities of traditional and Indigenous cultures around the world.
The assessment identified gaps in tertiary education enrolment. Many hesitate to enroll in forest education and training programs and experience difficulties in finding decent employment in forest-related fields. Some lack opportunities to access formal education. Social diversity shortfalls in programmes are resulting in sectoral underrepresentation and underservice in education, practice, and policy. Examples include under-recognition of forest economic activities that principally involve women, unsafe working environments for women, and lack of representation amongst state officials governing lands used by Indigenous Peoples.
If unaddressed, forest researchers, professionals, and workers will continue to lack distinct knowledge systems and inclusive representation. Improvements in forest-education-related research, monitoring, policy, curriculum, 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.