Forestry Education As A Corporate Social Responsibility In Uganda
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The forest sector is undergoing profound changes. The new perceptions of forests and forestry as complex soft systems; the changing roles of public, private sector and of civil society; the changing perceptions of the social, economic and environmental values of different types of forests; and the globalisation and commoditisation of many forest products and services. Society increasingly sees forests as producers of public goods and not private commodities. These changes present both strategic and practical challenges, constraints and opportunities for forestry education. Forestry education will, both by necessity and design, continue to adapt to the changing technologies and practices relevant to society. Therefore, forestry graduates need to become more flexible, adaptable, and need to be proficient in communicative processes including interpersonal skills, experienced in procedures of integration, and committed to continuous learning. 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.