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    • Social and Knowledge Diversity in Forest Education: Vital for the World’s Forests

    Mika Rekola, Andrew B. Taber,Terry L. Sharik,John A. Parrotta,Michael J. Dockry, Folaranmi D. Babalola,Tara L. Bal, David Ganz, Marta Gruca,Manuel R. Guariguata, James Kungu,Pipiet Larasatie,Anne Nevgi,Sandra Rodriguez-Piñeros, Sirichai Saengcharnchai,Niclas Sandström, Khalil Walji

    Ambio（2024）

    University of Helsinki | Michigan Technological University | University of Minnesota | University of Ilorin | RECOFTC | Food and Agriculture Organization of the United Nations | Center for International Forestry Research and World Agroforestry (CIFOR-ICRAF) | Kenyatta University | University of Arkansas at Monticello | Universidad Autónoma de Chihuahua

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    Abstract
    A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrollment at tertiary education levels with respect to diversity by gender, race/ethnicity, and other societal groups. If unaddressed, forest researchers, professionals, and workers will continue to lack familiarity with different knowledge systems and the importance of inclusive representation. Improvements in forest education related curricula, research, monitoring, policy, recruitment, and promotion are recommended. Without remedial action to build a representative, skilled, and knowledgeable workforce, prospects for forests to meet local, national, and global goals are at risk. Improved social and knowledge diversity in forest education is paramount for the future of forests.
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    Key words
    Forest education,Indigenous knowledge,Knowledge diversity,Social diversity
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