Implementation of E-Learning in Forest Workers’ Training for Sustainable Forest Management

Implementation of E-Learning in Forest Workers’ Training for Sustainable Forest Management

Petros A. Tsioras
Copyright: © 2013 |Pages: 20
DOI: 10.4018/978-1-4666-2655-3.ch015
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Abstract

Forest workers training is recognized as a necessary precondition for sustainable forest management. As sustainable forest management sets higher levels of standards, the adoption of new information and communication technologies (ICT) in forest workers’ training and extension systems is a necessity in the Information Age, which will help the current and future workforce to better fit in the increasingly digitalized and demanding world of forest work. However, limitations on the use of ICTs do exist and should be seriously taken into consideration. Digital divide is evident both in developed and developing countries, making the implementation of ICT applications difficult, especially in the case of African and Asian countries. Furthermore, the development of e-learning systems for forest professionals must adhere to very specific design standards and educational theories. In this context, research should focus on the needs of the end-users at regional or national level. However, all efforts will be ineffective unless they are incorporated and facilitated by a stable framework of political and financial support. The combination of long-term planning, clear target setting, and cost effectiveness is critical for the successful promotion of sustainable forest management through e-learning.
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The Growing Role Of Icts In Tvet

Technical Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for the world of work (International Centre for Technical and Vocational Education and Training, 2010). Various terms have been used to describe elements of the field that are now conceived as comprising TVET, such as Apprenticeship Training, Vocational Education, Technical Education and Vocational Education and Training (VET) among others. In the Revised Recommendation concerning Technical and Vocational Education, United Nations Educational Scientific and Cultural Organization / International Labour Organization (2002) offer the following definition of TVET:

Technical and vocational education is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Technical and vocational education is further understood to be:

  • 1.

    An integral part of general education;

  • 2.

    A means of preparing for occupational fields and for effective participation in the world of work;

  • 3.

    An aspect of lifelong learning and a preparation for responsible citizenship;

  • 4.

    An instrument for promoting environmentally sound sustainable development;

  • 5.

    A method of facilitating poverty alleviation.

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