60 Years of Forest Tree Improvement in Korea : Accomplishments and Prospects

Abstract

Forest tree improvement is relatively a young science and its purpose is to provide guidance for the conservation, management and sustainable utilization of genetic resources of natural and managed forests. In South Korea, forest tree improvement programs started in 1956. The programs had two main aims: to guarantee the genetic origin of the forest reproductive materials used in afforestation and reforestation, and to develop genetically improved individuals and varieties of some commercially important trees. Since the launch of the forest tree improvement programs, biomass production has been the major improvement target, together with overall adaptability to different sites. Further improvement targets have recently been added, including wood quality traits, and more specific targets linked to adaptation to abiotic and biotic factors in response to new socioeconomic needs and global changes. Additionally, since the early 1970s, forest genetic resource conservation and forest fruit and nut tree breeding have progressed in South Korea. Molecular breeding techniques based on omics information are being developed to enhance the efficacy of selection and to accelerate forest tree breeding cycles. Genetic engineering, including gene editing, has also been applied, but is currently limited to research purposes. Forest tree improvement will be an integral part of the bioeconomy in securing the production of good quality raw materials in large quantities, and will play a significant role in sequestering carbon dioxide and decelerating climate change in the long term.

The influence of the Programme for International Student Assessment on educational governance situated in the institutional setting of South Korea

“…Kyoukyul refers to "the strong socio-psychological motivation of Korean parents to educate their children" (J Lee, 2010, p. 362). The unique education institution and culture of Korea resulted in Kyoyukyul (J Lee, 2010;Oh, 2015). First, the open school system and the way to select students, irrespective of their socio-economic status, prompted parents to invest heavily into education.…”

Systematic Review of Research on Reality Technology-Based Forest Education

“…The measurement tool was a quiz related to the content of the class; all self-produced tools were used. The measurement of the results of the cognitive domain according to the intervention was assessed immediately after class (16) and after delay (4); in total, 20 tests had been administered. Among them, nine studies reported that they were effective as a result of testing the cognitive knowledge immediately after class [33][34][35][36][37][38][39]42,43], and four studies [23,37,40], reported that they were effective after class.…”

“…Additionally, everyday access to forest education might have practical difficulties caused by weather and seasonal restrictions. When analyzing the use status and demand for forest education among adults, "accessibility" was selected as the most important consideration for all age groups when selecting forest education (42.1%) [16]. In addition, "lack of access to public transportation" was cited as the top inconvenience that hinders participation in forest education for all ages [4].…”

“…Furthermore, this study represents the inaugural systematic literature review assessing the efficacy of forest education through the utilization of reality technology. Through the results of this study, it was confirmed that forest education using realistic technology has a cognitive and emotional effect.Through the results of this study, realistic technology is expected to offset the biggest obstacle to the use of forest education, "uncomfortable access"[6,16]. It will be a way for more people to participate in forest education[63].…”