Forestry curriculum development and revision: Case studies in developing countries
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| Format: | Buch |
|---|---|
| Sprache: | English French Spanish |
| Veröffentlicht: |
Rome
FAO
2001
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XX, 320 S. |
Internformat
MARC
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Datensatz im Suchindex
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|---|---|
| adam_text | FORESTRY CURRICULUM DEVELOPMENT AND REVISION CASE STUDIES IN DEVELOPING
COUNTRIES AFRICA (MOROCCO AND NAMIBIA) ASIA (VIETNAM) EUROPE (UKRAINE)
LATIN AMERICA (HONDURAS AND URUGUAY) FOOD AND AGRICULTURE ORGANIZATION
OF THE UNITED NATIONS ROME, 2001 TABLE OF CONTENTS FOREWORD I PREFACE II
OVERVIEWS OVERVIEW OVERVIEW OVERVIEW OVERVIEW OVERVIEW OVERVIEW MOROCCO
XI NAMIBIA XII VIETNAM XIII UKRAINE XVI HONDURAS XVII URUGUAY XIX ETUDE
DE CAS : MAROC RESUME 1 SIGLES ET ABREVIATIONS 2 INTRODUCTION 3
SITUATION ET IMPORTANCE DU SECTEUR FORESTIER 4 LA FORET DANS
( UTILISATION DE I ESPACE 4 IMPORTANCE ET FONCTIONS DE LA FORET 5
GESTION ET EXPLOITATION DES RESSOURCES FORESTIERES 8 LE SYSTEME NATIONAL
D EDUCATION ET DE FORMATION FORESTIERES 18 APERCU HISTORIQUE 18 ANALYSE
ET EVOLUTION DU SYSTEME DE FORMATION 19 STRATEGIE D ELABORATION ET DE
MISE EN OEUVRE DE LA FORMATION DES INGENIEURS DES EAUX ET FORETS 23
CONCEPTION ET EVOLUTION DES CURSUS DE FORMATION 30 METHODOLOGIE
DEVALUATION DE LA FORMATION 30 EVOLUTION DU CONTEXTE ET DE
I ENVIRONNEMENT DU SECTEUR 32 UNE STRATEGIE POUR LA GESTION DURABLE 33
EVOLUTION ET ADAPTATION DES FONCTIONS DE I ENFI 36 PROFIL ET PROGRAMME
DE FORMATION 36 MISE EN PLACE ET ORGANISATION 38* PROMOTION DES
ACTIVITES DE FORMATION CONTINUE 40 PERSPECTIVES D AVENIR DE LA
FORESTERIE ET DE L ENSEIGNEMENT FORESTIER 41 PROBLEMES ET CONTRAINTES 41
PROGRAMME FORESTIER NATIONAL 42 REVISION DU CURSUS DE FORMATION DES
TECHNICIENS 43 PLAN DE FORMATION CONTINUE 47 CONCLUSION ET
RECOMMANDATIONS 51 FORMATION DE TECHNICIENS 51 ADAPTATION DU PROFIL DE
I INGENIEUR 51 FORMATION CONTINUE 52 PROMOTION DE LA RECHERCHE 53 LE
CORPS ENSEIGNANT 53 RENFORCEMENT DU CADRE INSTITUTIONNEL DE
I ETABLISSEMENT 54 ANNEXE { : ORGANIGRAMME DE L ECOLE NATIONALE
FORESTIERE DINGENIEURS 55 ANNEXE II: PRINCIPAUX ACQUIS DE LA RECHERCHE A
L ENFI (1992-1999) 56 ANNEXE III: TABLEAU SYNOPTIQUE DU PROGRAMME DE
FORMATION 58 ANNEXE IV : PROGRAMME POUR L ELABORATION DU PLAN DE
FORMATION CONTINUE 59 ANNEXE V : EXEMPLE DE FICHE TYPE D UN MODULE DE
FORMATION CONTINUE 60 CASE STUDY: NAMIBIA ABSTRACT 63 SOMMAIRE 64
ACRONYMS AND ABBREVIATIONS 65 INTRODUCTION 66 OGONGO AGRICULTURAL
COLLEGE (OAC) 67 MISSION STATEMENT 67 OBJECTIVES 68 FUTURE PLANS 68 WHAT
IS A CURRICULUM AND WHY IT IS NEEDED 69 CONCEPT, DEFINITION AND ROLE OF
A CURRICULUM 69 TRADITIONAL CURRICULA IN AFRICA AND THEIR ROLE IN THE
PERCEPTION OF FOREST RESOURCE MANAGEMENT 70 HOW WAS THE CURRICULUM BUILT
IN THE PAST 70 IV TRAINING NEEDS ASSESSMENT 73 AGRICULTURE AND FORESTRY
TRAINING NEEDS ASSESSMENT 73 MANPOWER AND TRAINING NEEDS ASSESSMENT IN
THE NAMIBIAN FORESTRY SECTOR 74 QUALITATIVE TRAINING NEEDS ASSESSMENT 77
FORESTRY CURRICULUM DEVELOPMENT PROCEDURE AND REVISION AT OGONGO
AGRICULTURAL COLLEGE 78 SADC AAA 5.9. CURRICULUM DEVELOPMENT PHILOSOPHY
AND PROCEDURE 78 IMPLEMENTATION OF THE SADC AAA 5.9 CURRICULUM
DEVELOPMENT PHILOSOPHY AND PROCEDURE IN NAMIBIA 83 PARTICIPATORY
CURRICULUM DEVELOPMENT 83 QUALITY ASSURANCE 94 NETWORKING 94
SUSTAINABILITY 95 TRAINING NEEDS ASSESSMENT 95 PROVISION OF TRAINING TO
ALL PERSONNEL 95 AVAILABILITY OF TRAINING MATERIALS 95 APPLICATION OF
LATEST TECHNOLOGY 95 EVALUATION OF TEACHERS AND COURSES BY STUDENTS 95
CREATION OF FAVOURABLE LEARNING ENVIRONMENT 96 CONCLUSIONS AND
RECOMMENDATIONS 96 LESSONS LEARNED , 96 RECOMMENDATIONS 96 ANNEX I:
OCCUPATIONAL PROFILE FOREST TECHNICIAN 98 ANNEX II: QUALITATIVE TRAINING
NEEDS ASSESSMENT 100 ANNEX III: HOW TO IDENTIFY TRAINING NEEDS USING
FORESTRY POLICY 103 ANNEX IV: GENERAL EDUCATIONAL OBJECTIVES,
CERTIFICATE 107 PROGRAMME ANNEX V: COURSES AND SUBJECT MATTER,
CERTIFICATE PROGRAMME 109 ANNEX VI: OCCUPATIONAL PROFILE, DIPLOMA
PROGRAMME 110 ANNEX VII: OVERALL LEARNING OBJECTIVES, DIPLOMA PROGRAMME
111 ANNEX VIII: FINAL DRAFT OF LIST OF COURSES AND SUBJECTS, DIPLOMA 113
PROGRAMME ANNEX IX: EXAMPLE OF A SYLLABUS, DIPLOMA PROGRAMME 114 ANNEX
X: SUBJECT EVALUATION FORM 116 BIBLIOGRAPHY 118 CASE STUDY: VIETNAM
ABSTRACT 123 SOMMAIRE 124 ACRONYMS AND ABBREVIATIONS 125 INTRODUCTION
126 ACKNOWLEDGEMENTS 126 PART I - INSTITUTIONAL CONTEXT OF FORESTRY
EDUCATION AND TRAINING IN VIETNAM 127 INTRODUCTION 127 THE EDUCATION
SYSTEM IN VIETNAM: AN OVERVIEW 127 FORESTRY EDUCATION AND TRAINING IN
VIETNAM 130 THE EXTENSION SYSTEM IN VIETNAM 132 THE SOCIAL FORESTRY
TRAINING NETWORK 134 SUMMARY 135 PART II - ECONOMIC, POLITICAL AND
SOCIAL CONTEXT OF VIETNAM 136 POLITICAL CHANGE 136 SOCIO-ECONOMIC CHANGE
136 DIFFERENCES BETWEEN LOWLAND AND UPLAND DEVELOPMENT 137 LAND-USE
OWNERSHIP AND MANAGEMENT CHANGE 140 FORESTRY MANAGEMENT CHANGE 140
SUMMARY 141 PART III - APPROACHES AND METHODOLOGY IN CURRICULUM
DEVELOPMENT IN VIETNAM 142 THE NEED FOR NEW FORESTRY CURRICULA 142
SUPPORT FOR CHANGE 143 CURRICULUM DEVELOPMENT STRATEGIES 143
METHODOLOGIES AND APPROACHES IN CURRICULUM DEVELOPMENT 146 PARAMETERS
AND NEEDS FOR CURRICULUM DEVELOPMENT 149 METHODOLOGY IN CURRICULUM
DEVELOPMENT 150 RESOURCES REQUIRED 158 SUMMARY 159 PART IV -
PARTICIPATORY CURRICULUM DEVELOPMENT PROCESS 160 IN VIETNAM
STAKEHOLDERS ROLES 160 ISSUES AND MECHANISMS TO ENCOURAGE PARTICIPATION
AND TEEDBACK TROM STAKEHOLDERS 163 THE PROCESS OF FORESTRY CURRICULUM
DEVELOPMENT IN THE SOCIAL FORESTRY TRAINING NETWORK IN VIETNAM 167 THE
PROCESS OF CURRICULUM DEVELOPMENT FOR COMMON SUBJECTS AT AGRICULTURE AND
FORESTRY UNIVERSITIES 179 SUMMARY 186 PART V - ISSUES AND LESSONS
LEARNED 187 STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT) 187
LESSONS LEARNED FROM USING PARTICIPATORY CURRICULUM DEVELOPMENT 188 PART
VI - CONCLUSIONS AND RECOMMENDATIONS 190 CONCLUSIONS 190 RECOMMENDATIONS
190 BIBLIOGRAPHY 192 ANNEX: LOCATION OF THE SOCIAL FORESTRY TRAINING
NETWORK 193 IN VIETNAM CASE STUDY: UKRAINE ABSTRACT 197 SOMMAIRE 198
ACRONYMS AND ABBREVIATIONS 199 INTRODUCTION 200 PART I - CONTEXT : THE
FORESTRY SECTOR IN UKRAINE 201 BRIEF ECOLOGICAL, SOCIAL AND ECONOMIC
COUNTRY PROFILE 201 RECENT DEVELOPMENTS IN THE FORESTRY SECTOR 203 THE
MAIN ISSUES IN THE PROCESS OF ECONOMIC TRANSITION AND THEIR EFFECTS IN
THE FORESTRY ECONOMY 205 FORESTRY EDUCATION 207 BRIEF HISTORICAL
INTRODUCTION 207 TECHNICAL EDUCATION IN FORESTRY 209 RESEARCH IN
FORESTRY 213 PART II - PROCESS OF CURRICULA DEVELOPMENT IN THE FORESTRY
HIGHER EDUCATION CONTEXT 216 THE NATIONAL HIGHER EDUCATION SYSTEM AND
THE CURRICULA DEVELOPMENT 216 THE MAIN INSTITUTIONS : BRIEF DESCRIPTION
222 PART III - APPROACH TO CURRICULA DEVELOPMENT 227 A CASE STUDY: THE
ENARECO NEW MASTER COURSE 227 VII PART IV - LESSONS LEARNED 229
CONCLUSIONS AND RECOMMENDATIONS 232 BIBLIOGRAPHY 233 WEB SITES 235
ACKNOWLEDGEMENTS 236 ANNEX I : GENERAL ORGANIZATION OF THE ENARECO
COURSE 237 ESTUDIO DE CASO : HONDURAS ABSTRACT 241 SOMMAIRE 242 RESUMEN
EJECUTIVO 243 SIGLAS Y ABREVIATURAS 245 BREVE DESCRIPCION DEL CONTEXTO
246 LA INSTITUTION 246 CARRERAS 247 CARACTERFSTICAS DE CADA NIVEL 247
CONTEXTO FORESTAL (SOCIAL, POLITICO Y ECONOMICO) 248 RAZONES Y MOTIVOS
DETRAS DEL PROCESO DE REVISION CURRICULAR DE LA ESNACIFOR 252
ESTRATEGIA, METODO, PROPUESTA Y MEDIOS EN LA ELABORACION DEL PROGRAMA DE
ENSENANZA 254 DESCRIPTION DEL PROCESO 254 DESARROLLO DEL PROCESO 256
PRIMERA FASE: ANALISIS DEL PERFIL PROFESIONAL 256 SEGUNDA FASE: ANALISIS
DEL SISTEMA EDUCATIVO 259 TERCERA FASE: ACTUALIZATION DEL PLAN DE
ESTUDIOS 262 REVISION DEL PERFIL PROFESIONAL 263 ANALISIS DE LAS
ASIGNATURAS DEL PLAN DE ESTUDIOS CONTRA EL PERFIL PROFESIONAL 263
ANALISIS DE LA INFORMATION Y PRESENTATION DE PROPUESTA 265
IDENTIFICACION Y ANALISIS DE LOS PARAMETROS CLAVES EN LOS CUALES SE BASA
LA REVISION CURRICULAR 265 LA LEY DE EDUCATION SUPERIOR DE HONDURAS 265
EL MERCADO 266 LOS CAMBIOS TECNOLOGICOS 266 LA POLITICA FORESTAL 266
VIII LA VULNERABILIDAD Y LOS DESASTRES NATURALES 267 PAPEL QUE
DESEMPENAN LOS PARTICIPANTES EN LA REVISION DEL PROGRAMA DE ENSENANZA
267 MECANISMO UTILIZADO PARA ASEGURAR LA PARTICIPACION Y
RETROALIMENTACION DE LOS ENTES FINANCIEROS 268 VALORACION DEL MODO EN
QUE SE INCORPORAN LAS DIVERSAS MATERIAS EN EL PROGRAMA DE ENSENANZA 269
PROCESO Y MECANISMOS QUE ASEGURAN EL APORTE DE LOS PARTICIPANTES 270
PRINCIPALES OBSTACULOS 273 OBSTACULOS DE CARACTER TECNICO 273 OBSTACULOS
DE CARACTER ADMINISTRATIVO 273 EVALUACIONES SOBRE EL PROGRESO DE LA
REVISION DEL CURRICULO 274 EVALUATION EXTERNA REALIZADA EN 1996 274
METODOLOGFA 275 EVALUATION EXTERNA POR PARTE DEL CONSEJO DE EDUCACION
SUPERIOR DE HONDURAS 275 METODOLOGFA 276 EVALUATION INTERNA 277
VENTAJAS, DESVENTAJAS, FORTALEZAS Y DEBILIDADES DE LA REVISION
CURRICULAR 278 VENTAJAS 279 DESVENTAJAS 280 FORTALEZAS Y DEBILIDADES 280
CONCLUSIONES 282 RECOMENDACIONES 283 BIBLIOGRAFIA 284 CASE STUDY :
URUGUAY ABSTRACT 287 SOMMAIRE 288 ACRONYMS AND ABBREVIATIONS 289
INTRODUCTION 290 THE SURROUNDING FORESTRY ENVIRONMENT 291 THE FACULTY OF
AGRONOMY - FORESTRY MAJOR 297 CURRICULUM DEVELOPMENT 299 CURRENT
CURRICULUM REVISION 306 IX LESSONS LEARNED 312 CONCLUSIONS 313
RECOMMENDATIONS 314 BIBLIOGRAPHY 316 TERMS OF REFERENCE FOR THE
DEVELOPMENT OF THE CASE STUDIES 319 BRIEF INFORMATION ON THE AUTHORS 321
|
| adam_txt |
FORESTRY CURRICULUM DEVELOPMENT AND REVISION CASE STUDIES IN DEVELOPING
COUNTRIES AFRICA (MOROCCO AND NAMIBIA) ASIA (VIETNAM) EUROPE (UKRAINE)
LATIN AMERICA (HONDURAS AND URUGUAY) FOOD AND AGRICULTURE ORGANIZATION
OF THE UNITED NATIONS ROME, 2001 TABLE OF CONTENTS FOREWORD I PREFACE II
OVERVIEWS OVERVIEW OVERVIEW OVERVIEW OVERVIEW OVERVIEW OVERVIEW MOROCCO
XI NAMIBIA XII VIETNAM XIII UKRAINE XVI HONDURAS XVII URUGUAY XIX ETUDE
DE CAS : MAROC RESUME 1 SIGLES ET ABREVIATIONS 2 INTRODUCTION 3
SITUATION ET IMPORTANCE DU SECTEUR FORESTIER 4 LA FORET DANS
('UTILISATION DE I'ESPACE 4 IMPORTANCE ET FONCTIONS DE LA FORET 5
GESTION ET EXPLOITATION DES RESSOURCES FORESTIERES 8 LE SYSTEME NATIONAL
D'EDUCATION ET DE FORMATION FORESTIERES 18 APERCU HISTORIQUE 18 ANALYSE
ET EVOLUTION DU SYSTEME DE FORMATION 19 STRATEGIE D'ELABORATION ET DE
MISE EN OEUVRE DE LA FORMATION DES INGENIEURS DES EAUX ET FORETS 23
CONCEPTION ET EVOLUTION DES CURSUS DE FORMATION 30 METHODOLOGIE
DEVALUATION DE LA FORMATION 30 EVOLUTION DU CONTEXTE ET DE
I'ENVIRONNEMENT DU SECTEUR 32 UNE STRATEGIE POUR LA GESTION DURABLE 33
EVOLUTION ET ADAPTATION DES FONCTIONS DE I'ENFI 36 PROFIL ET PROGRAMME
DE FORMATION 36 MISE EN PLACE ET ORGANISATION 38* PROMOTION DES
ACTIVITES DE FORMATION CONTINUE 40 PERSPECTIVES D'AVENIR DE LA
FORESTERIE ET DE L'ENSEIGNEMENT FORESTIER 41 PROBLEMES ET CONTRAINTES 41
PROGRAMME FORESTIER NATIONAL 42 REVISION DU CURSUS DE FORMATION DES
TECHNICIENS 43 PLAN DE FORMATION CONTINUE 47 CONCLUSION ET
RECOMMANDATIONS 51 FORMATION DE TECHNICIENS 51 ADAPTATION DU PROFIL DE
I'INGENIEUR 51 FORMATION CONTINUE 52 PROMOTION DE LA RECHERCHE 53 LE
CORPS ENSEIGNANT 53 RENFORCEMENT DU CADRE INSTITUTIONNEL DE
I'ETABLISSEMENT 54 ANNEXE { : ORGANIGRAMME DE L'ECOLE NATIONALE
FORESTIERE DINGENIEURS 55 ANNEXE II: PRINCIPAUX ACQUIS DE LA RECHERCHE A
L'ENFI (1992-1999) 56 ANNEXE III: TABLEAU SYNOPTIQUE DU PROGRAMME DE
FORMATION 58 ANNEXE IV : PROGRAMME POUR L'ELABORATION DU PLAN DE
FORMATION CONTINUE 59 ANNEXE V : EXEMPLE DE FICHE TYPE D'UN MODULE DE
FORMATION CONTINUE 60 CASE STUDY: NAMIBIA ABSTRACT 63 SOMMAIRE 64
ACRONYMS AND ABBREVIATIONS 65 INTRODUCTION 66 OGONGO AGRICULTURAL
COLLEGE (OAC) 67 MISSION STATEMENT 67 OBJECTIVES 68 FUTURE PLANS 68 WHAT
IS A CURRICULUM AND WHY IT IS NEEDED 69 CONCEPT, DEFINITION AND ROLE OF
A CURRICULUM 69 TRADITIONAL CURRICULA IN AFRICA AND THEIR ROLE IN THE
PERCEPTION OF FOREST RESOURCE MANAGEMENT 70 HOW WAS THE CURRICULUM BUILT
IN THE PAST 70 IV TRAINING NEEDS ASSESSMENT 73 AGRICULTURE AND FORESTRY
TRAINING NEEDS ASSESSMENT 73 MANPOWER AND TRAINING NEEDS ASSESSMENT IN
THE NAMIBIAN FORESTRY SECTOR 74 QUALITATIVE TRAINING NEEDS ASSESSMENT 77
FORESTRY CURRICULUM DEVELOPMENT PROCEDURE AND REVISION AT OGONGO
AGRICULTURAL COLLEGE 78 SADC AAA 5.9. CURRICULUM DEVELOPMENT PHILOSOPHY
AND PROCEDURE 78 IMPLEMENTATION OF THE SADC AAA 5.9 CURRICULUM
DEVELOPMENT PHILOSOPHY AND PROCEDURE IN NAMIBIA 83 PARTICIPATORY
CURRICULUM DEVELOPMENT 83 QUALITY ASSURANCE 94 NETWORKING 94
SUSTAINABILITY 95 TRAINING NEEDS ASSESSMENT 95 PROVISION OF TRAINING TO
ALL PERSONNEL 95 AVAILABILITY OF TRAINING MATERIALS 95 APPLICATION OF
LATEST TECHNOLOGY 95 EVALUATION OF TEACHERS AND COURSES BY STUDENTS 95
CREATION OF FAVOURABLE LEARNING ENVIRONMENT 96 CONCLUSIONS AND
RECOMMENDATIONS 96 LESSONS LEARNED , 96 RECOMMENDATIONS 96 ANNEX I:
OCCUPATIONAL PROFILE FOREST TECHNICIAN 98 ANNEX II: QUALITATIVE TRAINING
NEEDS ASSESSMENT 100 ANNEX III: HOW TO IDENTIFY TRAINING NEEDS USING
FORESTRY POLICY 103 ANNEX IV: GENERAL EDUCATIONAL OBJECTIVES,
CERTIFICATE 107 PROGRAMME ANNEX V: COURSES AND SUBJECT MATTER,
CERTIFICATE PROGRAMME 109 ANNEX VI: OCCUPATIONAL PROFILE, DIPLOMA
PROGRAMME 110 ANNEX VII: OVERALL LEARNING OBJECTIVES, DIPLOMA PROGRAMME
111 ANNEX VIII: FINAL DRAFT OF LIST OF COURSES AND SUBJECTS, DIPLOMA 113
PROGRAMME ANNEX IX: EXAMPLE OF A SYLLABUS, DIPLOMA PROGRAMME 114 ANNEX
X: SUBJECT EVALUATION FORM 116 BIBLIOGRAPHY 118 CASE STUDY: VIETNAM
ABSTRACT 123 SOMMAIRE 124 ACRONYMS AND ABBREVIATIONS 125 INTRODUCTION
126 ACKNOWLEDGEMENTS 126 PART I - INSTITUTIONAL CONTEXT OF FORESTRY
EDUCATION AND TRAINING IN VIETNAM 127 INTRODUCTION 127 THE EDUCATION
SYSTEM IN VIETNAM: AN OVERVIEW 127 FORESTRY EDUCATION AND TRAINING IN
VIETNAM 130 THE EXTENSION SYSTEM IN VIETNAM 132 THE SOCIAL FORESTRY
TRAINING NETWORK 134 SUMMARY 135 PART II - ECONOMIC, POLITICAL AND
SOCIAL CONTEXT OF VIETNAM 136 POLITICAL CHANGE 136 SOCIO-ECONOMIC CHANGE
136 DIFFERENCES BETWEEN LOWLAND AND UPLAND DEVELOPMENT 137 LAND-USE
OWNERSHIP AND MANAGEMENT CHANGE 140 FORESTRY MANAGEMENT CHANGE 140
SUMMARY 141 PART III - APPROACHES AND METHODOLOGY IN CURRICULUM
DEVELOPMENT IN VIETNAM 142 THE NEED FOR NEW FORESTRY CURRICULA 142
SUPPORT FOR CHANGE 143 CURRICULUM DEVELOPMENT STRATEGIES 143
METHODOLOGIES AND APPROACHES IN CURRICULUM DEVELOPMENT 146 PARAMETERS
AND NEEDS FOR CURRICULUM DEVELOPMENT 149 METHODOLOGY IN CURRICULUM
DEVELOPMENT 150 RESOURCES REQUIRED 158 SUMMARY 159 PART IV -
PARTICIPATORY CURRICULUM DEVELOPMENT PROCESS 160 IN VIETNAM
STAKEHOLDERS'ROLES 160 ISSUES AND MECHANISMS TO ENCOURAGE PARTICIPATION
AND TEEDBACK TROM STAKEHOLDERS 163 THE PROCESS OF FORESTRY CURRICULUM
DEVELOPMENT IN THE SOCIAL FORESTRY TRAINING NETWORK IN VIETNAM 167 THE
PROCESS OF CURRICULUM DEVELOPMENT FOR COMMON SUBJECTS AT AGRICULTURE AND
FORESTRY UNIVERSITIES 179 SUMMARY 186 PART V - ISSUES AND LESSONS
LEARNED 187 STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT) 187
LESSONS LEARNED FROM USING PARTICIPATORY CURRICULUM DEVELOPMENT 188 PART
VI - CONCLUSIONS AND RECOMMENDATIONS 190 CONCLUSIONS 190 RECOMMENDATIONS
190 BIBLIOGRAPHY 192 ANNEX: LOCATION OF THE SOCIAL FORESTRY TRAINING
NETWORK 193 IN VIETNAM CASE STUDY: UKRAINE ABSTRACT 197 SOMMAIRE 198
ACRONYMS AND ABBREVIATIONS 199 INTRODUCTION 200 PART I - CONTEXT : THE
FORESTRY SECTOR IN UKRAINE 201 BRIEF ECOLOGICAL, SOCIAL AND ECONOMIC
COUNTRY PROFILE 201 RECENT DEVELOPMENTS IN THE FORESTRY SECTOR 203 THE
MAIN ISSUES IN THE PROCESS OF ECONOMIC TRANSITION AND THEIR EFFECTS IN
THE FORESTRY ECONOMY 205 FORESTRY EDUCATION 207 BRIEF HISTORICAL
INTRODUCTION 207 TECHNICAL EDUCATION IN FORESTRY 209 RESEARCH IN
FORESTRY 213 PART II - PROCESS OF CURRICULA DEVELOPMENT IN THE FORESTRY
HIGHER EDUCATION CONTEXT 216 THE NATIONAL HIGHER EDUCATION SYSTEM AND
THE CURRICULA DEVELOPMENT 216 THE MAIN INSTITUTIONS : BRIEF DESCRIPTION
222 PART III - APPROACH TO CURRICULA DEVELOPMENT 227 A CASE STUDY: THE
"ENARECO" NEW MASTER COURSE 227 VII PART IV - LESSONS LEARNED 229
CONCLUSIONS AND RECOMMENDATIONS 232 BIBLIOGRAPHY 233 WEB SITES 235
ACKNOWLEDGEMENTS 236 ANNEX I : GENERAL ORGANIZATION OF THE ENARECO
COURSE 237 ESTUDIO DE CASO : HONDURAS ABSTRACT 241 SOMMAIRE 242 RESUMEN
EJECUTIVO 243 SIGLAS Y ABREVIATURAS 245 BREVE DESCRIPCION DEL CONTEXTO
246 LA INSTITUTION 246 CARRERAS 247 CARACTERFSTICAS DE CADA NIVEL 247
CONTEXTO FORESTAL (SOCIAL, POLITICO Y ECONOMICO) 248 RAZONES Y MOTIVOS
DETRAS DEL PROCESO DE REVISION CURRICULAR DE LA ESNACIFOR 252
ESTRATEGIA, METODO, PROPUESTA Y MEDIOS EN LA ELABORACION DEL PROGRAMA DE
ENSENANZA 254 DESCRIPTION DEL PROCESO 254 DESARROLLO DEL PROCESO 256
PRIMERA FASE: ANALISIS DEL PERFIL PROFESIONAL 256 SEGUNDA FASE: ANALISIS
DEL SISTEMA EDUCATIVO 259 TERCERA FASE: ACTUALIZATION DEL PLAN DE
ESTUDIOS 262 REVISION DEL PERFIL PROFESIONAL 263 ANALISIS DE LAS
ASIGNATURAS DEL PLAN DE ESTUDIOS CONTRA EL PERFIL PROFESIONAL 263
ANALISIS DE LA INFORMATION Y PRESENTATION DE PROPUESTA 265
IDENTIFICACION Y ANALISIS DE LOS PARAMETROS CLAVES EN LOS CUALES SE BASA
LA REVISION CURRICULAR 265 LA LEY DE EDUCATION SUPERIOR DE HONDURAS 265
EL MERCADO 266 LOS CAMBIOS TECNOLOGICOS 266 LA POLITICA FORESTAL 266
VIII LA VULNERABILIDAD Y LOS DESASTRES NATURALES 267 PAPEL QUE
DESEMPENAN LOS PARTICIPANTES EN LA REVISION DEL PROGRAMA DE ENSENANZA
267 MECANISMO UTILIZADO PARA ASEGURAR LA PARTICIPACION Y
RETROALIMENTACION DE LOS ENTES FINANCIEROS 268 VALORACION DEL MODO EN
QUE SE INCORPORAN LAS DIVERSAS MATERIAS EN EL PROGRAMA DE ENSENANZA 269
PROCESO Y MECANISMOS QUE ASEGURAN EL APORTE DE LOS PARTICIPANTES 270
PRINCIPALES OBSTACULOS 273 OBSTACULOS DE CARACTER TECNICO 273 OBSTACULOS
DE CARACTER ADMINISTRATIVO 273 EVALUACIONES SOBRE EL PROGRESO DE LA
REVISION DEL CURRICULO 274 EVALUATION EXTERNA REALIZADA EN 1996 274
METODOLOGFA 275 EVALUATION EXTERNA POR PARTE DEL CONSEJO DE EDUCACION
SUPERIOR DE HONDURAS 275 METODOLOGFA 276 EVALUATION INTERNA 277
VENTAJAS, DESVENTAJAS, FORTALEZAS Y DEBILIDADES DE LA REVISION
CURRICULAR 278 VENTAJAS 279 DESVENTAJAS 280 FORTALEZAS Y DEBILIDADES 280
CONCLUSIONES 282 RECOMENDACIONES 283 BIBLIOGRAFIA 284 CASE STUDY :
URUGUAY ABSTRACT 287 SOMMAIRE 288 ACRONYMS AND ABBREVIATIONS 289
INTRODUCTION 290 THE SURROUNDING FORESTRY ENVIRONMENT 291 THE FACULTY OF
AGRONOMY - FORESTRY MAJOR 297 CURRICULUM DEVELOPMENT 299 CURRENT
CURRICULUM REVISION 306 IX LESSONS LEARNED 312 CONCLUSIONS 313
RECOMMENDATIONS 314 BIBLIOGRAPHY 316 TERMS OF REFERENCE FOR THE
DEVELOPMENT OF THE CASE STUDIES 319 BRIEF INFORMATION ON THE AUTHORS 321 |
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| bvnumber | BV021701494 |
| classification_tum | GEO 138f FOR 030f |
| ctrlnum | (OCoLC)634827990 (DE-599)BVBBV021701494 |
| discipline | Geowissenschaften Forstwissenschaft |
| discipline_str_mv | Geowissenschaften Forstwissenschaft |
| format | Book |
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| geographic | Entwicklungsländer (DE-588)4014954-7 gnd |
| geographic_facet | Entwicklungsländer |
| id | DE-604.BV021701494 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T15:17:24Z |
| indexdate | 2024-07-09T20:42:00Z |
| institution | BVB |
| language | English French Spanish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014915430 |
| oclc_num | 634827990 |
| open_access_boolean | |
| owner | DE-M49 DE-BY-TUM |
| owner_facet | DE-M49 DE-BY-TUM |
| physical | XX, 320 S. |
| publishDate | 2001 |
| publishDateSearch | 2001 |
| publishDateSort | 2001 |
| publisher | FAO |
| record_format | marc |
| spelling | Forestry curriculum development and revision Case studies in developing countries Rome FAO 2001 XX, 320 S. txt rdacontent n rdamedia nc rdacarrier Ausbildung (DE-588)4112628-2 gnd rswk-swf Forstwirtschaftliches Studium (DE-588)4389551-7 gnd rswk-swf Forstwirtschaft (DE-588)4017966-7 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 g Forstwirtschaft (DE-588)4017966-7 s Ausbildung (DE-588)4112628-2 s DE-604 Forstwirtschaftliches Studium (DE-588)4389551-7 s b DE-604 GBV Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014915430&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Forestry curriculum development and revision Case studies in developing countries Ausbildung (DE-588)4112628-2 gnd Forstwirtschaftliches Studium (DE-588)4389551-7 gnd Forstwirtschaft (DE-588)4017966-7 gnd |
| subject_GND | (DE-588)4112628-2 (DE-588)4389551-7 (DE-588)4017966-7 (DE-588)4014954-7 |
| title | Forestry curriculum development and revision Case studies in developing countries |
| title_auth | Forestry curriculum development and revision Case studies in developing countries |
| title_exact_search | Forestry curriculum development and revision Case studies in developing countries |
| title_exact_search_txtP | Forestry curriculum development and revision Case studies in developing countries |
| title_full | Forestry curriculum development and revision Case studies in developing countries |
| title_fullStr | Forestry curriculum development and revision Case studies in developing countries |
| title_full_unstemmed | Forestry curriculum development and revision Case studies in developing countries |
| title_short | Forestry curriculum development and revision |
| title_sort | forestry curriculum development and revision case studies in developing countries |
| title_sub | Case studies in developing countries |
| topic | Ausbildung (DE-588)4112628-2 gnd Forstwirtschaftliches Studium (DE-588)4389551-7 gnd Forstwirtschaft (DE-588)4017966-7 gnd |
| topic_facet | Ausbildung Forstwirtschaftliches Studium Forstwirtschaft Entwicklungsländer |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014915430&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |