RISS 검색 - 국내학술지논문 상세보기

다국어 초록 (Multilingual Abstract)

It is necessary to improve the public perception that can empathize the conservation of agricultural heritage and to promote related activities. Well-developed education programs will be contributory.
The purpose of this study is to derive implications for developing an agricultural heritage education program based on ESD. Case studies were conducted to achieve these objectives. Examples are ‘YESDO’ of the Jeonju Council for Sustainable Development (Jeonju Council) and the ‘Teachers Research Society for GESD (GESD)’ of Gwangju Council for Sustainable Development (Gwangju Council). There are 5 key ESD-related phrases for case analysis: ① community-based, ② self-directed learning, ③ project teaching, ④ networking, and ⑤ participation by future generations.
These key phrases are related to the operating system features of the 96 programs certified by the UNESCO Korea Committee for ESD Official Project. The results of analyzing the cases based on these five key phrases are as follows. In both cases, local students were looking for ways to investigate and analyze local problems and then solve them. As a result of the project to solve the local problems, the “Youth Participation Budget System (YESDO)” and “Creating Green Neighborhood (GESD)” were developed into actual policy projects. While GESD established the ESD committee centered on the Gwangju Council, YESDO was not well organized or well utilized. The YESDO planned activities involved middle and high school students, but middle school students did not participate in actual activities. GESD’s plan includes elementary school students and young people, but it was not easy to recruit middle school students. Based on the results of the case analysis, implications for the development of agricultural heritage education program were derived as follows. First, develop an agricultural heritage education program run by local residents and based on the theme of local issues. Second, students themselves ‘problem-solving type’ educational programs that concern the problems, causes, and solutions for the local community. Third, the project will be promoted as a project to encourage the understanding and participation of the public on an agricultural heritage. Fourth, partnerships between various stakeholders in the community and interregional networks listed in the KIAHS should all be considered. Fifth, this plan should be first implemented in the schools located in the area listed in KIAHS, and then the education model should spread nationwide.

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