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dc.contributor.authorBuyinza, Mukadasi
dc.date.accessioned2022-02-03T14:47:34Z
dc.date.available2022-02-03T14:47:34Z
dc.date.issued2009
dc.identifier.citationBuyinza, M., & Vedeld, P. (2009). Restore, reform or transform forestry education in Uganda?. Makerere Journal of Higher Education, 2.DOI: 10.4314/majohe.v2i1.46400en_US
dc.identifier.issn1816-6822
dc.identifier.urihttps://nru.uncst.go.ug/xmlui/handle/123456789/1832
dc.description.abstractThe role of participatory approaches to forestry has increased dramatically, and meeting the needs of people is now seen as a primary function of forestry. These changes present both strategic and practical challenges, constraints and opportunities for forestry education. The important changes in forestry education include the shift from teacher-to student-centred learning and rapid technological developments. If forestry education is to meet its new challenges, it needs to undergo deep transformation. This paper discusses the changing social perceptions and demands onto the forest sector and their implications to forestry education. It reflect on the current status of forestry education, and describes the drivers for change in the delivery of forest education in Uganda.en_US
dc.language.isoenen_US
dc.publisherMakerere Journal of Higher Educationen_US
dc.subjectAttitude goal, forestry education, forest sector, curricula, Ugandaen_US
dc.titleRestore, Reform Or Transform Forestry Education In Uganda?en_US
dc.typeArticleen_US


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