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Forestry Leaders Summit

Vancouver, Canada | Held 27-29 April 2011

Communiqué

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In celebration of the 2011 International Year of Forests, and in recognition of concerns about forestry education and research worldwide, senior representatives of education and research institutions, international organizations and students convened at the University of British Columbia for the Forestry Leaders Summit. The meeting focused on concerns about the need to improve the skill sets of forestry graduates in order for them to be able to effect forest policy decisions and the need for forestry research to be responsive to global forest policies. In particular, the meeting examined how better and more collaborative partnerships among education and dedicated research institutions could advance effective and more relevant forestry education and research for the benefit of society and attract even more students to international forestry.

Conclusions

1. There are many examples of successful partnerships among forestry researchers, research organizations and educational institutions, but fewer examples of partnerships across disciplines. In some parts of the world, the links between forestry policy makers, education institutions and research organizations are limited. Better interactions between these groups could greatly enhance their synergies.
2. There is a need to recognize that interaction between scientists, policy makers and civil society is an interactive process that needs continuous communication using innovative approaches such as policy assessments and joint learning. Educational specialists could play a significant role in promoting this type of learning.
3. Education in forestry needs to start with young children, and continue lifelong. There are many groups specializing in adolescent education, but interaction between these groups and practicing forest scientists and policy makers is limited. The interests of indigenous peoples and gender issues in education must be paramount.
4. "Forestry" has become an interdisciplinary field of study extending beyond forests. Forestry has become central to many of the current debates in the policy arenas both at national and global levels. Improved communication is needed between forestry specialists, policy makers and the public.
5. Advanced communications technologies allow for new forms of partnerships and interactions. Such technologies could be better used to advance collaboration in forestry education and research. Greater mobility of students and professionals is essential to furthering these advanced communication goals.
6. Access to forestry education and research around the world, especially for indigenous peoples, is uneven and clearly insufficient.
7. Students need a broad awareness of environmental, economic and social issues and need to develop in-depth skills for managing forests, the environment and livelihoods.
8. The process of global forest policy formulation presents many researchable questions and new demands for forest education.

Recommendations

1. Engagement of forest researchers, educators and students is essential for improved forest policies, timely forestry research and relevant forestry education.
2. Scientists and policy makers should fully connect and collaborate in recognition of the different skill sets held by each group.
3. Forestry education and research needs to go beyond the ‘forest sector’ to include other disciplines and cover all related activities in the landscape. A solid component of forestry education should include the cultural and social aspects internationally.
4. Additional joint training and research partnerships are required between developing and developed countries. Existing and new partnerships should be encouraged in order to support greater interactions in this arena.
5. A 360° approach to sustainable forest management that emphasizes the power of cross-sectoral and cross-institutional perspectives should be emphasized.
6. There should be an expansion of the international “Community of Practice” of educators and practitioners who are using experiential approaches to connect the younger generation to agriculture, forests and nature.
7. There is a need to recognize, conceive and nurture new business models that will highlight the role of forests, forestry and forest products in sustainable development.
8. A global forum of forest deans and directors of forest research institutions should be created.
9. A special program for international forest internships (through for example, the UN system) should be developed.
10. In view of the shortage of skilled foresters worldwide, and the need to strengthen partnerships in forestry education and research, a strong statement of these concerns should be made at the Rio +20 Conference in 2012.
11. Forest education and research should be included in the forest finance discussions at the 2013 UNFF session. One percent of finances should be allocated to forestry education and research in order to help support global partnerships in forestry education and research. Furthermore, REDD + initiatives and programs should allocate 2 % to a capacity building fund dedicated to forestry education and research.

Dr John Innes
Chair of the Forestry Leaders Summit Roundtable Discussion
Professor and Dean, Faculty of Forestry, University of British Columbia

Additional Information:
Jorma Neuvonen
Director of Special Projects, Faculty of Forestry, University of British Columbia
Tel: +1-604-822-2807 / Email: jorma.neuvonen(at)ubc.ca
Vancouver, BC Canada V6T 1Z4

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