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» Why
curriculum development is a priority
SEANAFE supports agroforestry curriculum development and review. This is a key activity
which takes place at both national and institutional level. Most institutions in Southeast Asia teach agroforestry a course or subject,
integrated in a forestry, agriculture of other natural resource management programmes. In
some cases, notably in the Philippines, agroforestry is also offered as separate
programmes.
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several reasons why curriculum development is a high priority for SEANAFE: |
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Agroforestry
is a multi-disciplinary area of studies. Curriculum development needs to cross boundaries
between faculties and departments. This multidisciplinary approach integrate biophysical
and socioeconomic sciences and promotes 'systems thinking'.
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The knowledge
base of agroforestry is rapidly developing. New research findings change our understanding
of what agroforestry is all about. An earlier research focus on plot level agroforestry
technologies is being replaced by research on integrated natural resource management at
the landscape level. Agroforestry is an important part of this new paradigm. These radical
changes need to enter curricula.
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Agroforestry,
being a field-oriented and dynamic subject, needs effective links with farmers, employers,
policy makers, and other stakeholders. Only through interaction with these stakeholders
can curricula remain relevant. SEANAFE supports a participatory curriculum development
process that involves those stakeholders.
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» Agroforestry curriculum guide
SEANAFE recently published A Guide to Learning Agroforestry. This guide contains
two parts:
Part
1: Curriculum development and teaching methods
This
section discusses adult learning and the principles for participatory curriculum
development. It then applies these principles in an agroforestry context. The guide covers
stakeholder analyis, training needs assessment, aims and objectives, planning the
curriculum, implementing the curriculum and evaluation.
Part
2: Framework for agroforestry curricula.
This
part presents a flexible framework for agroforestry curricula in Southeast Asia. This
framework was developed by a team of lecturers in SEANAFE institutions and stakeholders.
The framework deals with: Develping and reviewing agroforestry curricula; concepts and
principles of agroforestry; agroforestry systems, practices and technologies; Institutions
and policies related to agroforestry; Advancing agroforestry practices.
A
free copy of the Guide can be downloaded from the Publication page. |
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» References on curriculum development
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Participatory
Curriculum Development in Agricultural Education. A training guide
Rogers A, Taylor P. 1998. Food and Agriculture Organization of the United
Nations. Rome: FAO. The publication can be ordered via http://www.fao.org/icatalog/inter-e.htm |
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A guide to learning agroforestry
Rudebjer P, Taylor P, Del Castillo RA, eds. 2001. A framework for developing
agroforestry curricula in Southeast Asia.Training and Education Report No. 51. Bogor:
ICRAF.  Go to the publications |
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Through the Grassroots Towards the Trees - Exploring Participatory
Curriculum Development in Forestry Education in Viet Nam
Taylor P. 1999. In: Rudebjer PG and Del Castillo RA. (1999) The 1st
General Meeting of the Southeast Asian Network (SEANAFE), Harrar Hall, IRRI,
Los Baños, Laguna, the Philippines, April 26-28 1999. Training and Education Report No.
49. Bogor: ICRAF.  Download Taylor grassroots 98Kb in Word format |
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Approaches to Agroforestry Curriculum Development
Temu AB, W Kasolo, P Rudebjer. 1995. Training and Education Report No.
32.Nairobi: ICRAF |
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