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Experience of ASEAN and ROK Cooperation on Forest Education and Some Thoughts for Future

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This presentation by Seong-il Kim from the Seoul National University given during the Forests Asia Summit in the discussion forum "Learning event: Forestry education and research in Asia: Reality, …

This presentation by Seong-il Kim from the Seoul National University given during the Forests Asia Summit in the discussion forum "Learning event: Forestry education and research in Asia: Reality, challenges and the way forward" shows the experience of ASEAN and the ROK cooperation, introduces the AFoCO training program and how they plan to reinvent forest education.

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  • 1. Experience of ASEAN and ROK Cooperation on Forest Education and Some Thoughts for Future Prof. Seong-il Kim Seoul National University Presented at Forest Asia Summit May 5, 2014
  • 2. Experience of ASEAN and ROK Cooperation
  • 3. AFoCO Training Program (Fund: Korea Forest Service) • To support AFoCO procedures, AFoCO Training Program has been established from August 2011 at Seoul National University. • The Program was initiated the AFoCO Scholarship Program to produce international experts on forest sector to promote successful establishment of AFoCO and its activities in the future. • For 3 years
  • 4. Output • International Technical Workshop 3 times • Scholarship 10 students (Int’l 7, Korean 3) for degree program • Field Practice in ASEAN member states 3 times (16 students) • Internships with International Organizations 2 students (UNCCD, Parks Victoria) • Publishing 1 book (Opportunities and Challenges of Ecotourism in ASEAN countries) • Raising Awareness Paper Series 3 papers (Forest Land Tenure, Ecotourism, Protected Area) 4
  • 5. Outcome Build a Career in forestry Inspire future forestry leaders Nurture global talent Identify key issues for Asia Forestry Address problems and propose solutions Share Expertise, knowledge and experiences Stimulate new ideas for cooperation Educate professionals and public officers Expand the network Awareness raising on key issues
  • 6. Implication We need to • Set up a long-term/regular training program for capacity building • Prepare evaluation criteria and indicators • Provide guidelines for individual/cooperative projects • Share knowledge, methods and experience And maintain good relationship with Donor
  • 7. Thoughts for Forest Education
  • 8. Reinventing Forestry Education (2004) • The role of the forester is changing as the forestry profession increasingly focuses on the multiple values, products and services of forests • professional forestry education will need to be even more dynamic as the pace of change accelerates • Professional forestry education needs to produce rounded graduates prepared for the breadth of the responsibility
  • 9. Most Frequent Keywords (2011) Conservation Industry Policy Forest Protection Forest Product Forest Policy Illegal Logging Energy/Fuel Demand Local Community Right Climate change Community Poverty Forest Ownership Forest Conversion Export and Import Forest Law Emission Reduction Forest Plantation Expansion Forest Governance Forest Fire Forest Investment Forestry Institution REDD Employment Forest Management Deforestation/Degradation Forest Product Demand
  • 10. Forests in the Broader Landscape (2013) • The SDGs framework and focus on Forests • Cross-cutting nature of Natural Resources  Interconnectedness  Different levels of development among countries  Achieving poverty eradication and food security  Muti-functional role of natural resources for economic growth, social inclusiveness, and environmental sustainability.
  • 11. IUFRO now and Unasylva 2300 IUFRO Task Forces • International Forest Governance • Resources for the Future • Forest and Water Interactions • Biodiversity and Ecosystem Services • Forest Bioenergy • Forests and Climate Change • Forests for People • Education in Forest Science • Traditional Forest Knowledge • Forests and Human Health Unasylva in next 300 ys • Increased harvest • Increased land conversion • Increased trade • Management intensification • Biodiversity/habitat loss • Increased GHG emissions • Increased vulnerability of species and ecosystems • Increase economic activities
  • 12. Landscape vs Ecosystem Services Regulating • water regulation • pollination • erosion control • disaster risk reduction Provisioning • food • fuel • fiber • genetic resource Supporting • nutrient cycling • soil formation • primary productivity • water infiltration Ecosystem Services 10ha 104ha
  • 13. Forest Ecosystem Services Example Physic-chemical Biological Socio-economical Timber Energy and Fuel Food and Medicine Carbon Emission Credit Erosion and Natural Disaster Control Climate Change Mitigation and Adaptation Biodiversity Conservation Combating DLDD Recreation and Well-being
  • 14. Crucial Qs by IUFRO TF (2012) • What do our students learn? • What should they learn? • Do they learn what they will need later? • What would our graduates make successful in their careers in the labor market? • Do the exams assess what professors intend to teach, or what student wanted to learn, or what the labor market needs?
  • 15. Need for Inventing New Forest Education Forest Mngt Unit Forest Landscape Re/Afforestation SustainabilitySustainable Yield Forest Restoration Commodities Ecosystem Services Paradigm Shifting Local/National Global/International

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