Agroforestry Education and Training: Present and Future: by E. T. York Jr. (auth.), P. K. R. Nair, H. L. Gholz, M. L.

By E. T. York Jr. (auth.), P. K. R. Nair, H. L. Gholz, M. L. Duryea (eds.)

Interest and tasks in agroforestry schooling and coaching, as in different elements of agroforestry improvement, have elevated significantly up to now decade. Coordination of such academic actions used to be initiated by way of the 1st foreign workshop on schooling in agroforestry equipped by means of the overseas Council for study in Agroforestry (ICRAF) in Decem­ ber 1982, at Nairobi, Kenya. considering that then, agroforestry has been integrated into the curricula of many academic and coaching associations worldwide. in addition, a number of associations have built whole educational courses particularly in agroforestry. even if, each one of these actions are nonetheless remoted tasks, with out universal ideas or philosophies. This moment foreign agroforestry workshop used to be hence deliberate to professional­ vide a discussion board for reviewing growth, sharing courses and reports, and making plans and coordinating destiny instructions in agroforestry schooling and coaching. the most targets have been to study the on-going courses, to evaluate the scope schooling and coaching with regards to the perceived wishes of proficient team of workers, to suggest instructions for additional application improvement, and to set up networking between associations and organizations keen on agroforestry schooling and coaching. those complaints comprise the keynote papers, regional/country presenta­ tions and conclusions and suggestions of the overseas Workshop on schooling and coaching in Agroforestry held on the college of Florida, Gainesville, united states in December, 1988. the tactic of the workshop used to be to facilitate targeted dialogue on pointed out concerns by means of an invited team of global leaders in agroforestry schooling and training.

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Extra info for Agroforestry Education and Training: Present and Future: Proceedings of the International Workshop on Professional Education and Training in Agroforestry, held at the University of Florida, Gainesville, Florida, USA on 5–8 December 1988

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Winrock International. Faculty of Forestry. Kasetsart University. Bangkok. Thailand Abstract. The development of agroforestry education and training is hampered by a shortage of information on agroforestry practices and systems and by institutional constraints which limit effective transfer of existing knowledge. Generation of knowledge through research and the effective sharing of information on agroforestry are critical to the building of a solid resource base for agroforestry education. Networks of individuals and institutions can accelerate the development of resources for agroforestry education.

Villagers require applied, hands-on training. Although we tend to train such people to apply specific systems, they are capable oflearning principles. Teaching principles has the advantage of enabling the trainees to develop their own systems. The level to which villagers can be trained has not been well explored. The efforts of ANAl (Associacion Nuevo Alquimistas Internacional) in Costa Rica indicate that with careful one-on-one instruction, villagers can become highly trained agroforestry practitioners.

This can be discovered by evaluating performance after training is complete. Of course this requires the cooperation of the organization for whom the trainee works. The best training programs evaluate not only trainee satisfaction, but also the satisfaction of the agency or firm that sponsored the trainee. Training paralysis Moris [1981] points out the very real danger of 'training paralysis'. There are two parts to this problem. In some developing countries, all of the able land managers are involved in conducting training programs and little actual land management activity takes place.

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