Payment for What? The Realities of Forestry Benefit Sharing Under Joint Forest Management in a Major Teak Plantation Region of Java, Indonesia

This paper explores the realities of forestry beneft sharing under joint forest management in a major teak plantation region of Java, Indonesia, with reference to empirical information about the uses and efects of monetary benefts in terms of stakeholder power relations. The authors intend to enrich current understandings of the pitfalls of beneft-sharing mechanisms at the local level. The analysis focuses on institutional designs of beneft sharing, recent statistical realities of shared benefts, the uses of monetary benefts in villages, and the livelihood and conservation implications of shared benefts through household surveys. The results confrm that the beneft-sharing system has been neither efective nor equitable economically (inefective investment, a distribution policy preferring villages’ wants, and a lack of attempts to improve general farmers’ livelihoods and pro-poor arrangements), ecologically (little change in forest protection systems and continuing illegal logging and unofcial forestland cultivation), and in terms of governance (elite capture and a lack of downward accountability). Limited capacity, downward accountability of committee executive members and a laissez-faire attitude of forest administrators were also observed. A laissez-faire policy of forest administration under the frameworks of joint forest management can create room for elite capture as well as inefective conservation and poor livelihood outcomes and should thus be avoided. Appropriate and supportive facilitation and collaboration from the outside to develop the capacity and downward accountability of village-level decision makers is needed. These issues are increasingly important in the context of Reducing Emissions from Deforestation and Forest Degradation Plus (REDD+)

カンコク ニ オケル サイシン ノ キョウイクドウコウ ト エイゴキョウイク

本稿では、日本教職員団として韓国の小学校・中学校・高等学校を訪問した際の筆者の視察記録をもとに、韓国における学校教育の現状を可能な限り詳しく報告する。併せて、日本と韓国の学校教育の共通点や相違点についても具体的に考察する。学校教育視察で得た気付きや学びを広く発信し情報を共有することによって、日本の学校教育へ還元し、さらなる日本の学校教育、英語教育、ESD（Education for Sustainable Development: 持続可能な開発のための教育）ⅰ、GCED（Global Citizenship Education: 地球市民教育）ⅱ等の発展に寄与することを目指す。また、1997年から開始された韓国の小学校英語教育をめぐる成果と課題についても言及する。韓国における小学校英語教育の成果と課題は、2020年に小学校高学年の英語教育が教科化される日本においても示唆に富むものであることが期待される