| Summary: | 碩士 === 國立東華大學 === 自然資源與環境學系 === 100 === Academics in Taiwan have been working on landscape conservation for 20 years. Numerous studies focus on investigation, assessment, monitoring and education of special scientific important geo-conservation sites. However, few researches have been done on the issues of local stakeholder participation and rural community development. The author chooses one of the national-level geo-conservation sites, the Lichi Badland in Taitung County, as the case study area. The case study area is surrounded by two rural villages; each has a small elementary school. The theory of collaborative planning and management was employed to explore issues of geo-conservation, geo-tourism and local community development. Many participatory forums were designed and conducted in two villages to enhance school-community-university partnerships for rural landscape conservation of the area.
The findings show that the ‘school-community-university partnership platform’ was like a new bridge activating partnership between local communities and schools. Through regular panel discussions on the platforms and training workshops, local people and school teachers figured out a common ground of their interests and goals. They worked together to draw up and conduct several landscape conservation projects which aimed to enhance better understandings of relationships between local people livelihoods and the badland resources. Through the implementation processes of these projects, local people and school teachers had completed local natural and cultural resources investigation, environmental education and interpretation materials, as well as carried out several pilot programs of geotourism. The platforms prove to be a genuine assistance to promote knowledge resources, relational resources, and mobilization capacity among the local stakeholders and help to promote geo-conservation and rural community development.
Nevertheless, the outcomes of the two studied areas show remarkably different. The difference might be caused by the following 13 factors, including: ‘local problems and needs’, ‘development goals and visions’, ‘strategies and action plans’, ‘community leadership and coherence’, ‘school leadership and coherence’, ‘ collaborative role of the research team’, ‘collaborative role of local authorities’, ‘role recognition of each other’, ‘operational mechanism of the school-community partnership platform’, ‘policies and resources of relevant community projects’, ‘human resources and participation’, ‘ financial resource and allocation’ and ‘benefits sharing’.
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