The Korean Journal of Community Living Science (한국지역사회생활과학회지)

The Korean Society of Community Living Science (한국지역사회생활과학회)
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Set up and Running Status of School Gardening at Elementary Schools - Focus on Jeollabuk-do

초등학교 학교 텃밭의 조성현황과 운영실태 분석 - 전북지역을 중심으로

  • Jang, Yoonah (National Institute of Horticultural and Herbal Science, RDA) ;
  • Jeong, Sun Jin (National Institute of Horticultural and Herbal Science, RDA) ;
  • Han, Kyeong Suk (National Institute of Horticultural and Herbal Science, RDA) ;
  • Gim, Gyung Mee (National Institute of Horticultural and Herbal Science, RDA) ;
  • Choi, I Jin (Korea Seoul Agricultural Technology Center) ;
  • Heo, Joonyung (Korea Rural Economic Institute)
  • 장윤아 (농촌진흥청 국립원예특작과학원) ;
  • 정순진 (농촌진흥청 국립원예특작과학원) ;
  • 한경숙 (농촌진흥청 국립원예특작과학원) ;
  • 김경미 (농촌진흥청 국립원예특작과학원) ;
  • 최이진 (서울시 농업기술센터) ;
  • 허주녕 (한국농촌경제연구원)
  • Received : 2017.07.31
  • Accepted : 2017.10.31
  • Published : 2017.11.30
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Abstract

This study was conducted to investigate the set up and running status of school gardening at elementary schools in Jeollabuk-do. Among 416 elementary schools in Jeollabuk-do, 164 schools (39.4%) had school gardens. Ninety-seven schools in cities and 67 in counties had school gardens. The total area and school garden size at schools in Jeollabuk-do were $45,490m^2$ and $277m^2$ per school, respectively, as well as $1.6m^2$ per students. School gardens varied in type, and percentages of outdoor and off-campus gardens were 67.2% and 17.2%, respectively. There were differences in the set up, type of garden, annual operating budget, and participants in school garden programs according to the location (city or county) of the school The installation and automation of facilities in the garden (such as greenhouse, tool shed, resource recycling facility, etc.) were poor. Most schools grew various kinds of plants, including vegetables, crops, ornamentals, and fruits. Teachers most often operated school gardens and taught students. Teachers had difficulty managing school gardens due to absence of knowledge about sustaining gardens. Most respondents reported the need for a school garden training program. Sixty-one percent of schools reported that the garden was used for academic instruction, especially during class. The majority of respondents agreed that school gardens have a positive effect and wanted to increase classes related to school gardens. Accordingly, in order to sustain school gardens and maximize their effects, systematic and customized support is needed that considers the characteristics and circumstances of the school. The facilities and features of the garden should be improved, and the school garden training program for teachers should attempt to reduce the effort required to manage the garden and increase utilization efficiency. In addition, participation of garden coordinators, parents, and community volunteers in managing gardens and implementing garden lessons is required.

Keywords

Acknowledgement

Supported by : National Institute of Horticultural and Herbal Science

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