Trends and Challenges in “Forest Products Processing” in Forestry and Forest Education at Japanese Vocational High Schools

Abstract

Educational changes in contents and characteristics associated with “forest products processing” were analyzed using the “Education Ministry Guidelines” (1947-2017) and school textbooks as a series of investigation regarding forestry and forest educational change. The analysis was conducted in agriculture and industry education fields where forestry and forest education courses were installed. In agricultural education, more than one courses were placed under the subject “agriculture”. The educational goals were wood production and utilization; then, since the 1990's, they have shifted to academic knowledge and various techniques to meet professional education requirements. The educational content haven't followed the change of goals. They were classified into five fields and nine elements (*underscored*): 1) “general remarks” including *purpose and trends*; 2) “solid wood” including *anatomy and properties*; 3) “wood processing” including *sawing and drying*, *mechanical processing*, *finishing and engineering processing*; 4) “forest production” including *charcoal and biomass production*, and *paper and pulp production*; and 5) “non-wood forest products” including *mushroom*, *special forest products and mountain vegetables*. In industrial education, wood was industrial materials. Educational contents were structures and wood processing for interior design including furniture. In this field, educational content concerning wood have increased because of growing awareness of environment in recent years. In conclusion, the forest products education has emphasized sustainable use of biological renewable resources from timber production in environmentally friendly way. Updating the current educational contents and materials with special details that fit a students' potential is an essential challenge for strengthening professional education for the future.