In addition, once graduates return to their state to begin their careers, there are few requirements or opportunities for additional training. Once an IFS probationer goes to his or her state after receiving a basic training, it is possible to climb the ladder without any further training. A few privileged employees are granted opportunities for international study, but this is more the exception rather than the norm. Training should be a continuous process, spanning the whole service life of a practising forester. Therefore, the forestry training methodology should be redesigned in such a way that trainees are encouraged to think for themselves about possible alternatives to a given problem or situation.
More emphasis has to be laid on improving logical thinking and analytical capabilities.
To make forestry training more meaningful, conventional classroom teaching should be replaced or at least complemented by more efficient interactive learning processes. This can be effected through the introduction of group discussions, debates, case-studies, book reviews, dissertation papers, etc. This does not mean that lectures can or should be replaced altogether, but rather they could be made more effective by a multimedia approach. In some cases, this would require a significant investment of additional funds, as most of the forestry training institutes, especially those run by the state governments, are chronically underfunded and operate in outdated facilities. It might be pointed out, however, that a reorientation of teaching methods, such as the use of seminars and work groups, can be done within limited budgets.