"Social and knowledge diversity in forest education: Vital for the worl" by Mika Rekola, Andrew B. Taber et al.
 

Social and knowledge diversity in forest education: Vital for the world’s forests

Document Type

Article

Publication Date

12-5-2024

Department

College of Forest Resources and Environmental Science

Abstract

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 unaddrtessed, 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.

Publisher's Statement

The Author(s) 2024. Publisher’s version of record: https://doi.org/10.1007/s13280-024-02104-6

Publication Title

Ambio

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Version

Publisher's PDF

Link to Full Text

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