IPSI Case Study Summary Sheet
Basic Information
Title of case study

Apply Environmental Education to Foster Practices of Satoyama Initiative－Examples of
Nature Centers of Forestry Bureau
Submitting IPSI member organization(s)Chinese Society for Environmental Education
Other contributing organization(s)Author(s) and affiliation(s)Chih-ying Lee, Kuang-Chung Lee, Yi-Ju Yang
Format of case study
Manuscript
Language
EnglishKeywords
Environmental Education, Sustainable Forestry, Public-private partnership
Date of submission
11/April/2019
Web link
http://www.csee.org.tw

http://recreation.forest.gov.tw/nc/nc_index.aspx

Geographical Information
Country
Chinese Taipei
Location(s)TaiwanLongitude/latitude or Google Maps link
Ecosystem(s)Forest X
Grassland
Agricultural
In-land water
CoastalX
Dryland
Mountain X
Urban/peri-urban
Other (Please specify)
Socioeconomic and environmental characteristics of the area
Taiwan has nearly 2.1 million hectares of forest which is a precious asset that covers about 60.71% of the total territory.
Over 88% of the forest is managed by Forestry Bureau, who has established 8 nature centers in the forest recreation
areas, forestry cultural parks and tree bank.
Description of human-nature interactions in the area
The goal of forest management and village development has changed from earlier timber production to three in one
purpose of logging, nourishment and conservation. Therefore, the Nature Centers are located in the forest
recreation area, and the neighboring communities are mainly forestry, agricultural, or leisure industries.

Contents
StatusOngoing
Period
2006-present
Rationale
The 8 Nature Centers instructed by CSEE combines ideas of “forestry development” and “environmentmonitoring” into course design to intrigue voluntary participation from learners and local communities on
resource management. Furthermore, policies from Forestry Bureau can be carried out in accordance with thesustainable spirit from Satoyama Initiative.
Objectives
The 8 Nature Centers instructed by Chinese Society for Environmental Education has become the platform forpolicy communication, value clarification and public participation and ultimately create the harmonious
relationship between nature and human beings. During the process of advocating Satoyama Initiative, thecenters are also the crucial foundation that play the role of “public participation and partnership” by means ofenvironmental education, interpretation and communication.
Activities and/or practices employed

CSEE selected 12 programs from more than 300 forestry related programs that Nature Centers of Forestry
Bureau developed in a decade and published Learn．Forest--Collection of Forest Environmental Education
Teaching Material with anticipation that the publication can upgrade the service capacity of each nature centerand train more “Learn．Forest” lecturers, seed teachers, local school teachers, community workers andSatoyama Initiative advocators.
To combine environment monitoring with program design in 8 Nature Centers, Chinese Society forEnvironmental Education has targeted students over 11 years old and adults on designing scientific study
programs and fostering both interest and ability to carry out independent study and active discovery throughthe scientific process. The scientific study results from each center are not only used as feedback foradministrative authorities but is introduced to schools and families to live up to environmental monitoring indaily life and carry out the concept of “mutual citizen management on environmental resources” and therefore
learners are able to treasure the forest and territory.
ResultsWith the training and guidance from Nature Centers, communities nearby also inherit environmentaleducation professions and live out the lives following Satoyama Initiatives.
After viewing the current programs from Nature Centers, it can blend field features, Satoyama Initiativeideas from Forestry Bureau and the village development and sustainable forestry in nearby communities
in the programs to present the new vitality of forest and forestry within the internal and externalcommunications.
The efforts will gradually form social atmosphere and public participation toward co-ownership, cosharing and co-management on natural and cultural asset.
Lessons learned
During the collaborative process between public and private sectors, Chinese Society for Environmental
Education and Nature Centers of Forestry Bureau have achieved goals of strengthening services and wisdomfrom forest ecology, integrating traditional ecological knowledge and modern science into programs andunfolding values of sustainable forestry and village development to the learners and local communities.
Key messages
Environmentally friendly farming increases the quantity and quality of natural habitats in agriculturallandscapes, and helps sustain populations of native species. By training farmers to adopt sustainable practices,rural communities are able to conserve biodiversity and promote ecosystem resilience.
Relationship to other IPSI activities
Funding

Contributions to GlobalAgendas
The table below shows based on the self-evaluation by author(s).  and  indicates the “direct” or “indirect” contributions to the following global
agendas respectively to which the work described in this case study contributes to.

CBD Aichi Biodiversity Targets (https://www.cbd.int/sp/targets/)
Strategic Goal A
Strategic Goal B
X

X

X

X

Strategic Goal D

Strategic GoalC
X

X

X

X

X

Strategic Goal EX

X

X

UN Sustainable Development Goals (SDGs) (https://sustainabledevelopment.un.org/sdgs)
X

X

X

X

X

X

X

X

X