Forestry is critically important in South Africa for two reasons: the production and processing of forestry resources has untapped potential for development in addressing the job creation crises and on the other hand forestry is a key leverage point for the global climate change challenge. In particular, entrepreneurs can develop next-generation opportunities to address these challenges in novel way. However, South African forestry graduates lack the 21st century key competences needed to think systematically, act entrepreneurially and to be experts of climate-smart forestry. Problem-based-learning (PBL) is a powerful research-based methodology that Aalto and HAMK have extensively used in international development efforts. PBL integrates the complexity of real-world problems into curricula implementation, and this helps students to create problem solving and critical thinking skills upon which the entrepreneur decision making rests. FOREST21 will capacitate HEIs in student-centered learning, in network-based learning ecosystem building and in practices of climate-smart forestry. FOREST21 undertakes PBL- and climate-smart forestry trainings and the methodology is piloted for contextualization through students’ field works. Each HEI will take a specific role: Aalto, INN and HAMK facilitate methodology, climate-smart forestry and institutional capacity building and INN leads the quality process. All South African forestry HEIs participate FOREST21 with their expertise and defined objectives and together develop PBL-FOREST21 Teacher Manual and establish PBL-FOREST21 Network for peer support and further development of the curricula and methods. All HEIs participate in the student field challenges. The results are disseminated throughout South Africa with facilitation of Associate Partners.
Specific objectives: Utilization of new climate smart forestry curricula with incorporation of entrepreneurial skills & metacognitive competences.Improved student-centered teaching & learning methods by introducing problem-based learning.Actively cooperating network-based learning ecosystem with academia & societal/industry. Strengthened HEI capacity to further contextualize and develop curricula, pedagogical methodology and learning ecosystems through national & international partnership.
In South Africa, the forestry sector is increasingly seen as a critical sector in livelihood development & in addressing the sustainability challenges. For forestry sector, to contribute to the national objectives, universities & their teaching staff needs for new competencies, & a network-based collaborative learning ecosystem with industry/societal partners to produce innovative, well-educated, & entrepreneurial citizens. Similarly, the curricula had to be transformed to be fully competence.
<< Background >> In South Africa, the forestry sector is increasingly seen as a critical sector in livelihood development & in addressing the sustainability challenges. For forestry sector, to contribute to the national objectives, universities & their teaching staff needs for new competencies, & a network-based collaborative learning ecosystem with industry/societal partners to produce innovative, well-educated, & entrepreneurial citizens. Similarly, the curricula had to be transformed to be fully competence. << Objectives >> Specific objectives: Utilization of new climate smart forestry curricula with incorporation of entrepreneurial skills & metacognitive competences.Improved student-centered teaching & learning methods by introducing problem-based learning.Actively cooperating network-based learning ecosystem with academia & societal/industry. Strengthened HEI capacity to further contextualize and develop curricula, pedagogical methodology and learning ecosystems through national & international partnership. << Implementation >> The Forest21 aim was achieved in development cycles using participatory action research approach where participants planned, designed, and implemented activities, observed, & reflected. SA curricula & staff development needs were identified, & the development activities were contextualized to ensure ownership and relevancy. EU educational developers facilitated development processes & learning by providing online training & workshops in SA & EU. Industry/societal partnership network established. << Results >> Three key areas: competence-based curricula, student-centered teaching methods including modern materials on climate smart forestry(CSF) & entrepreneurship building, and collaborative teaching & learning ecosystem. Curricula have been revised to be competence-based to allow graduates to holistically develop their professional knowledge & skills to be able to apply, create, & innovate sustainable solutions for the benefit of society. HEI teaching staffs professional teacher competences developed.