experience of asean and rok cooperation on forest education and some thoughts for future
TRANSCRIPT
Experience of ASEAN and ROK Cooperation on Forest Education and Some Thoughts for Future
Prof. Seong-il KimSeoul National University
Presented at Forest Asia SummitMay 5, 2014
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)
Outcome
Build a Career in forestryInspire future forestry leaders
Nurture global talentIdentify key issues for Asia Forestry
Address problems and propose solutionsShare Expertise, knowledge and experiences
Stimulate new ideas for cooperationEducate professionals and public officers
Expand the network Awareness raising on key issues
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
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
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
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 countriesAchieving poverty eradication and food securityMuti-functional role of natural resources for economic
growth, social inclusiveness, and environmental sustainability.
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
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
Forest Ecosystem Services ExamplePhysic-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
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?