Table Of ContentAGROFORESTRY EDUCATION AND TRAINING
FORESTRY SCIENCES
Volume 35
Agroforestry Education and Training:
Present and Future
Proceedings of the International Workshop on
Professional Education and Training in Agroforestry,
held at the University ofF lorida, Gainesville, Florida, USA
on 5-8 December 1988
Edited by
P.K.R. NAIR, H.L. GHOLZ and M.L. DURYEA
Department of Forestry
Institute of Food and Agricultural Sciences
University ofF lorida
Gainesville, Florida, USA
Reprinted from Agroforestry Systems 12(1)
Kluwer Academic Publishers
DORDRECHT/BOSTON/LONDON
ISBN-13:978-94-0l0-7441-4 e-ISBN-13:978-94-009-2095-8
DOl: 10.1007/978-94-009-2095-8
Published by Kluwer Academic Publishers,
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© 1990 by Kluwer Academic Publishers
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Contents
Preface 3
Acknowledgements 5
Inaugural address
E.T. York, Jr.: The importance of agroforestry education and
training 7
Keynote papers
E. Zulberti: Agroforestry education and training programs: an
overVIew 13
H.A. Steppler: Agroforestry education 41
R.F. Fisher: Agroforestry training: Global trends and needs 49
K.G. MacDicken and C.B. Lantican: Resource development for
professional education and training in agroforestry 57
Regional/Country reports
E.O. Asare: Agroforestry education and training: an African
expenence 71
R. Sands: Education in agroforestry at the University of
Melbourne 81
Wang Shiji: A brief account of professional education and
training in agroforestry in China 87
H.-J. von Maydell: Agroforestry education and training in
European institutions 91
Kirti Singh: Status of agroforestry education in India 97
A. Sumitro: The status of professional agroforestry education
and training in Indonesia 103
J.c.L. Dubois: Agroforestry education and training in Latin
America 107
S.T. Warren and W.R. Bentley: Expanding opportunities for
agroforestry education in the U.S. and Canadian Universities 115
Workshop summary and synthesis
J.P. Lassoie: Towards a comprehensive education and training
program in agroforestry 121
Workshop recommendations 133
List of participants 141
3
Preface
Interest and initiatives in agroforestry education and training, as in other
aspects of agroforestry development, have increased tremendously during
the past decade. Coordination of such educational activities was initiated by
the first international workshop on education in agroforestry organized by
the International Council for Research in Agroforestry (ICRAF) in Decem
ber 1982, at Nairobi, Kenya. Since then, agroforestry has been incorporated
into the curricula of many educational and training institutions around the
world. Moreover, several institutions have developed entire academic
programs specifically in agroforestry. However, most of these activities are
still isolated initiatives, without common strategies or philosophies. This
second international agroforestry workshop was therefore planned to pro
vide a forum for reviewing progress, sharing programs and experiences, and
planning and coordinating future directions in agroforestry education and
training. The main objectives were to review the on-going programs, to
assess the scope of professional education and training in relation to the
perceived needs of trained personnel, to recommend guidelines for further
program development, and to establish networking among institutions and
agencies involved in agroforestry education and training.
These proceedings contain the keynote papers, regional/country presenta
tions and conclusions and recommendations of the International Workshop
on Education and Training in Agroforestry held at the University of
Florida, Gainesville, USA in December, 1988. The strategy of the workshop
was to facilitate focused discussion on identified issues by an invited group
of world leaders in agroforestry education and training. First, four keynote
papers presented global reviews of the (1) current status and trends in
agroforestry education and training, (2) current and future needs in
agroforestry education, (3) current and future needs in training, and (4)
current and future needs in resource development and networking. Follow
ing these global overviews eight regional/country presentations reported the
present status of education and training at specific institutions throughout
the world. Key issues and questions identified in these sessions were
addressed in meetings of smaller working groups on education, training and
resource development. These intensive sessions produced recommendations
which were critiqued at the final plenary session. The final workshop recom
mendations are a group effort and product of the insightful thoughts and
discussions during the workshop.
4
We hope that this Proceedings and its recommendations provide a valu
able guide for further development and continued growth of agroforestry
education and training in the world.
University of Florida P.K.R. Nair
Gainesville, Florida H.L. Gholz
January 1990 M.L. Duryea
5
Acknowledgements
Many individuals and organizations contributed to the success of this
workshop. The attendance by a distinguished gathering of world leaders in
agroforestry education, many relying on their own financial support, was a
testament to the importance of the event. We thank all these invited par
ticipants for the energy, diligence and diverse skills that they brought to the
workshop, truly making it a success.
The International Council for Research in Agroforestry (lCRAF) was an
official cosponsor; in addition to the participation of two of its senior staff,
it also sponsored four other participants from Africa. A grant from the Ford
Foundation office in India enabled two participants from India to attend.
The Ford Foundation office in Brazil supported the attendance of four
delegates from that country. The Winrock International Institute sent two
of its officials to the workshop - one from Arkansas, USA, and the other
from Bangkok, Thailand - and sponsored the travel of the participant from
Malaysia. The Forestry Support Program of the U.S. Department of
Agriculture (USDA-FSP) was represented by two officials from
Washington, D.C. and sponsored the participants from Costa Rica and
Peru. The Center for International Programs, Institute of Food and Agricul
tural Sciences (IFA S), University of Florida, supported six participants and
The Center for Latin American Studies, University of Florida, supported a
delegate from the Dominican Republic. Sincere thanks are due to all these
organizations and institutions for their support.
Special thanks are extended to the Workshop Organizing Committee,
which included Dr. J. Gordon, Yale University, Dr. D.V. Johnson, USDA
Forestry Support Program, Dr. E. Zulberti, ICRAF, and Drs. P.
Hildebrand, C.P.P. Reid, and M. Swisher, University of Florida, for their
guidance during the planning phases of the workshop.
Administrative and logistical arrangements for the workshop were
handled by the Office of Conferences and Institutes, IFAS, University of
Florida.
We are grateful for the production assistance of Nancy Dohn for technical
editing of the proceedings and to Elizabeth Gaylord for typing the
manuscript.
Finally, we thank the Editor-in-Chief and Kluwer Academic Publishers
for publishing the workshop proceedings as a special issue of Agroforestry
Systems.
Agroforestry Systems 12: 7-12, 1990. 7
© 1990 Kluwer Academic Publishers.
Inaugural address
The importance of agroforestry education and training
E.T. YORK, JR.
University of Florida, Gainesville, FL 32611, USA
Abstract. Sustainable agriculture should involve the successful management of resources for
agriculture to satisfy changing human needs, while maintaining or enhancing the quality of
the environment and conserving natural resources. The rapid depletion of forest resources and
agricultural sustainability - two major global concerns - could be impacted significantly
through agroforestry practices. Widespread application of agroforestry concepts and
techniques offers great potential for helping to alleviate critical shortages of fuelwood and
contributing to sustainable farming systems. There is a vital need to broaden the knowledge
base of the subject of agroforestry in order to provide a more substantive basis for effective
teaching and training programs. In a typical university organization, it is fairly easy to see how
interdisciplinary research teams can be brought together to work on agroforestry projects. But
how do we structure the education and training programs? The purpose of this conference is
to address these issues and to guide the further evolution and development of agroforestry.
Introduction
The topic of this conference is of enormous importance - with great poten
tial implications for our planet and its inhabitants. Indeed, it is a concept,
the time for which has truly come.
There are two major problems of global concern which could be impacted
significantly through agroforestry practices. The first one is the rapid
depletion of forest resources - especially those used for fuel- and the other,
agricultural sustainability.
The depletion of forest resources
It is estimated that 11 million ha of tropical forest are destroyed annually as
a result of clearing land for fuelwood and for agricultural operations. An
additional 4.5 million ha or more are estimated to be cleared through
commercial timber operations annually [Repetto 1988].
An F AO study indicates that tropical trees are being cut much more
rapidly than reforestation or natural processes may replenish them. Indeed,
this study suggests that for every ten hectares cleared, only one is replaced
[Lanly 1982].
8
More than half of the world's tropical forests have disappeared since the
turn of the century. Today more than half of the developing world's popula
tion lives in 56 of the most critically affected countries.
I will not discuss all of the consequences of such deforestation, including
the loss of unique ecosystems which may directly contribute to the extinction
of plant and animal genetic resources. Neither will I attempt to address the
potentially serious environmental implications of such deforestation, includ
ing the CO related 'greenhouse effect'. Rather I want to explore some other
2
consequences which have direct implications to the subject at hand, specific
ally the emerging fuelwood crisis throughout the developing world.
A few statistics may be helpful to illustrate the magnitude of this problem.
It is estimated that more than two-thirds of the people throughout the
developing world rely on wood for cooking and heating. Indeed, in many
developing countries, wood provides more than two-thirds of the energy
used for all purposes. An estimated 250 million people in developing
countries live in areas of fuelwood shortage. Recent F AO estimates suggest
that by the year 2000 there will be almost 2.5 billion people living in the
developing world under acute scarcity or deficit fuelwood conditions [F AO
1983]. Sixty percent of those will be in Asia, not including China.
The consequences of such shortages are serious and varied. For example,
such shortages place additional demands on other energy sources, which are
also limited; there are also many social and health-related implications.
It is estimated that in some parts of the Himalayas and the African Sahel,
women and children spend between one hundred and three hundred days a
year gathering fuelwood. A recent study in Nepal by the International Food
Policy Research Institute has indicated that the destruction of forest resour
ces has added one hour per day to the time required for women to collect
firewood. As women put more time into gathering firewood, they have less
time for working in the fields. Shortages also contribute to a decline in the
nutritional status of children through the reduced time of the mother for
cooking and food preparation. It often becomes necessary to substitute
quick-cooking cereals for more nutritious, but slower-cooking foods such as
bean. Health problems are increased because time for boiling water becomes
a luxury.
Urbanization further exacerbates the fuelwood shortage since people in
cities rely more on charcoal than wood, and since half the energy in wood
is lost while it is converted to charcoal by burning. The impact of this
urbanization trend is reflected by some recent estimates by the World Bank
which indicate that by the year 2000,50 to 70% of West Africa's fuelwood
consumption will be in urban areas.
Widespread application of agroforestry concepts and techniques offers
