Javier Arevalo

Differences in Forestry Students' Perceptions across Study Years in a Brazilian Undergraduate Program

J. Arevalo, S. Pitkänen, and L. Tahvanainen, School of Forest Sciences, Univ. of Eastern Finland, P.O. Box 111, 80101 Joensuu, Finland; B. Jarschel, Dep. of Forest Sciences, Federal Univ. of Paraná, 80210-170 Curitiba, Paraná, Brazil; J. Enkenberg, School of Applied Educational Science and Teacher Education, Univ. of Eastern Finland, P.O. Box 55, 57101 Savonlinna, Finland. Received 11 Jan. 2010. *Corresponding author (javier.arevalo@uef.fi).

Market-Relevant Competencies for Professional Foresters in European Graduate Education

SUMMARY In the context of the changing needs of the professional forester market and the reforms in European higher education, this study examined the possible shortcomings in forestry university programmes. We compared the views of 18 employers and 25 universities regarding European Master education through a survey that examined 42 competencies. Generally, employers and universities provided similar assessments regarding the importance of competencies and the gap between their achievement in higher education and the market needs. Environmental services, carbon sequestration, and the ability to communicate with specialists and non-specialists were competencies where both employers and universities saw the greatest need for emphasis. Employers identified, as compared to universities, greater gaps in bioenergy, products trade and marketing, economics, and governance. Universities, in turn, placed a greater emphasis on the importance of generic competencies such as capacity to learn. These and other findings provide potential value for the development of forestry curricula.

Stakeholders’ Perceptions of Bioenergy—Global Coverage and Policy Implications

Development of bioenergy systems is gaining momentum globally and bioenergy stakeholders are numerous and their perceptions are diverse. The study explored perceptions of bioenergy stakeholders by reviewing scholarly literature and complementing and validating them against primary data. The number of publications on stakeholders’ perceptions of bioenergy is increasing while geographical focus and stakeholder analysis vary considerably. Among the stakeholders, biomass producers, public, and experts are widely studied groups while the least explored are students and private developers. The majority of the studies have been conducted in North America and Europe, which indicate the importance of bioenergy in their energy policies and the role of stakeholders to influence bioenergy development in those countries. The study found that the stakeholders’ perceptions of bioenergy were not uniform and varied considerably even within a particular stakeholder group. More support for second- and third-generation biofuels is apparent compared to corn-based ethanol production. Factors such as age, gender, education, income level, and land ownership appear to influence stakeholders’ perceptions of bioenergy. The paper recommends raising awareness of bioenergy among different stakeholders and involving them while planning future bioenergy projects to improve their perceptions of bioenergy and reduce the chances of opposition. There is also a need for enhancing collaboration between renewable energy and educational policies so that young students become aware of bioenergy and can act as agents of change in our quest for renewable energies.

Developing Forestry Curricula: Experiences from a Kenyan-Finnish project

SUMMARY In the context of the challenges that forestry education faces, the improvement of curricula to increase its attractiveness and address the changing needs of the society is imperative. With the aim of improving the forestry education offered at the University of Eldoret in Kenya, a joint project was carried out together with the University of Eastern Finland during 2011–2012. One of the tasks of the project was to revise the curriculum of the undergraduate programme in forestry. According to the needs assessment, the biggest gaps in subject-specific competencies were in areas such as forest information systems and forests and climate change, as well as in generic competencies such as computer skills. The need to update and expand contents (e.g. on dryland forestry) and learning methods (e.g. more practicals) clearly emerged. The proposed changes in the context of various initiatives to improve forestry education in Kenya and worldwide are discussed.

Reviewing wood biomass potentials for energy in Europe: the role of forests and fast growing plantations

ABSTRACT Wood biomass for energy is largely produced in Europe from forest land resulting from silvicultural and management practices or from agricultural land in the form of fast growing plantations. The present paper reviews and compares the estimated current potentials for wood biomass production in 25 countries in Europe. The potentials are divided attending to these sources to identify the most suitable method of wood biomass production on a country level, based on its current forest and agriculture levels of production. Data has been collected and compiled from previous models and estimations. The total aggregated available potential in Europe is 76 Mm3 of wood biomass from the forests, with an additional 90 Mm3 from increasing the utilization of forest lands, and 98 Mm3 from fast growing plantations (dedicating 5% of current agricultural land). Germany and France showed high potentials both from agriculture and forest; Finland and Sweden had most of its potential from forest sources; and Spain, Poland, and UK from fast-growing plantations. When considered together, Europe presents a large potential for wood biomass production for energy, and each country should develop different policy strategies of promotion attending to the most available source to realize this potential efficiently.