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SUBJECT \* Upper \* MERGEFORMAT STATUS OF FORESTRY EDUCATION IN AFRICA Creation Date: March 08th 2011 Document History: Table of Contents TOC \o "2-3" \h \z \t "Heading 1,1" HYPERLINK \l "_Toc288475498" 1. Introduction PAGEREF _Toc288475498 \h 3 HYPERLINK \l "_Toc288475499" 2. Methodology PAGEREF _Toc288475499 \h 3 HYPERLINK \l "_Toc288475500" 2.1 Survey questionnaire PAGEREF _Toc288475500 \h 3 HYPERLINK \l "_Toc288475501" 2.2 Countries surveyed PAGEREF _Toc288475501 \h 3 HYPERLINK \l "_Toc288475502" 3. Data analysis and results PAGEREF _Toc288475502 \h 4 HYPERLINK \l "_Toc288475503" 3.1 Questionnaire return rate PAGEREF _Toc288475503 \h 4 HYPERLINK \l "_Toc288475504" 3.2 Institutional establishment PAGEREF _Toc288475504 \h 4 HYPERLINK \l "_Toc288475505" 3.3 Programmes offered and training duration PAGEREF _Toc288475505 \h 4 HYPERLINK \l "_Toc288475506" 3.4 Staffing PAGEREF _Toc288475506 \h 7 HYPERLINK \l "_Toc288475507" 3.5 Student enrollments PAGEREF _Toc288475507 \h 8 HYPERLINK \l "_Toc288475508" 3.6 Graduation rates PAGEREF _Toc288475508 \h 9 HYPERLINK \l "_Toc288475509" 3.7 Graduation rates by gender balance PAGEREF _Toc288475509 \h 12 HYPERLINK \l "_Toc288475510" 4. Discussion PAGEREF _Toc288475510 \h 14 HYPERLINK \l "_Toc288475511" 5. Conclusion and recommendations PAGEREF _Toc288475511 \h 14 HYPERLINK \l "_Toc288475512" 6. Acknowledgements PAGEREF _Toc288475512 \h 14 HYPERLINK \l "_Toc288475513" 7. References PAGEREF _Toc288475513 \h 14 |
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3.Data analysis and results |
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Questionnaire return rate
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Of the 20 questionnaires sent, only 6 were returned, which represents a relatively low return rate of 30%. Data from University of Nairobi was not included in the analysis since they are not yet offering any forestry programme. Institutional trends and comparisons were carried out on the remaining five institutions.
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Institutional establishment
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The year of establishment of the forestry programmes varied by more than 50 years between the earliest established to the most recent.
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Nyabyeya Forestry University, established in 1948, is a pioneer in the subject, followed by Makerere University established in 1970, Wondo Genet College of Forestry and Natural Resources in 1977, Kordofan in 1994, Mzuzu University in 2001 and Kabianga University College established in 2005.
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Programmes offered and training duration
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The institutions use a common nomenclature for the different programmes. Levels of study offered are: Certificate, Diploma, Bachelor of Science, Master of Science and PhD.
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For certificate and Diploma level quantifications, Nyabyeya Forestry College is the only one of the respondents offering these two programmes. Both the certificate and diploma programmes are for 2 years study duration.
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For B.Sc. programme, the duration of study varies by institution, being 3 years at Wondo Genet College of Forestry and Natural Resources; 4 years at Makerere, Mzuzu and Kabianga Universities and 5 years for the Faculty of Natural Resources and environmental Studies of University of Kordofan. Other institutions do not have B.Sc. programme.
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For M.Sc., the duration of the study is currently the same for Wondo Genet College and University of Kordofan. Other institutions do not offer M.Sc. level studies.
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For all the respondents, only University of Kordofan offers a Ph.D. programme.
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Wondo Genet College offers a number of choices in B.Sc. and M.Sc. programs.
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Table 1: Summary of programmes offered at the various institutions
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Some programs have been reviewed. Table 2 shows the years at which the programmes have been reviewed:
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Table 2: Year of programmes reviews by institution
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At Wondo Genet College, curriculum harmonization and modularization was conducted in 2010. It should be notes that although reviews at Wondo Genet, University of Kordofan and Makerere University have recently been reviewed, at Nyabyeya, these have gone for over ten years without review.
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The institutions listed the following as their priorities:
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Capacity to building to Ph.D. level and more postgraduate training to create a critical mass of experts;
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Staff capacity development and practical education facilities;
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Library and teaching materials;
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Modern laboratory equipment needed to further Agroforestry research;
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Communication facilities to create a working and speedy internet facilities;
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Support of exchange programmes;
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Table 3 lists the areas by which the graduates are employed.
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Table 3: Areas in which the graduates are employed
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The main employment opportunities of graduates in forestry are mainly public sector. NGOs also provide employment to graduates in all countries surveyed while the private sector is hiring some forestry graduates. The major type of work of graduates is an education extension, research and development. A few have managed to establish enterprises.
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In terms of number of staff within the institutions, the study distinguished academic staff from administrative personnel. Figure 1 shows the staff numbers:
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4.B.Sc. Total number of staff per institution |
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6.Staff qualifications by gender from 2008 to 2010 |
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7.Staff qualifications by institution from 2008 to 2010 |
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8.Enrollment trends by level of study from 2008 to 2010 in all the surveyed institutions |
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9.Enrollment trends by institution from 2008 to 2010 |
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10.Number of forestry graduates from 2008 to 2010 |
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11.Certificate level Forestry graduate trends by institution from 2008 to 2010 |
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12.B.Sc. Forestry graduated trends by institution from 2008 to 2010 |
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13.M.Sc. Forestry graduated trends by institution the last three years |
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14.Graduation by gender and by degree from 2008 and 2010 |
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15.Certificate Graduation by gender and by institution from 2008 to 2010 |
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16.B.Sc. Graduation by gender and by institution from 2008 to 2010 |
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17.M.Sc. Graduation by gender and by institution from 2008 to 2010 |
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18.Ph.D. Graduation by gender and by institution from 2008 to 2010 |
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Countries interviewed although all of East Africa are historically, demographically and socio economically different. It appears that a comparative study between institutions is quite difficult but from the results obtained from this study trends in forestry education can be derived.
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Concerning the number of staff within the institutions, the results however should be viewed against the student numbers. From this point of view, basing on forestry enrollment in 2010, Makerere University appears better off because it had one teacher for less than 2 students on average. This was followed by, Kordofan University with one teacher for 2 students, Mzuzu University with one teacher for 7 students, Nyabyeya Forestry College with one teacher for 10.5 students and Wondo Genet College with one teacher for a 35 students.
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Of course, these deficiencies in forestry education are holding back the development of his country. It is important to review the contents of the forestry programs of African institutions, and even attempting to standardize these programs to improve faculty and thus promote academic exchanges between institutions.
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The survey does not tell us, unfortunately the unemployment rate of graduates in forestry, which could assist in the revision of certain programs alas too fell.
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