12:00 PM - 12:15 PM
[L03-06] Geopark as a practical approach to sustainable development in collaboration between earth science and society
★Invited Papers
Keywords:geopark, earth science, sustainable development, practical approach
The geopark concept is one approach to solving global and local issues for sustainable development through collaboration between earth science and society. Geoparks are a UNESCO programme that aims to preserve and conserve geological, other natural and cultural heritage. This presentation will discuss the practices between geosciences and society.
After the ‘Ammonite Wall’ theft incident in France in 1987, the Declaration on the Memory of the Earth advocated the importance of protecting geological heritage in 1991. French and German geologists and Greek physical geographers met, creating the idea of Geoparks. As of February 2025, there are 213 UNESCO Global Geoparks in 48 countries and 48 Japanese Geoparks.
Geoparks are places that connect the earth and human society. Before starting geopark initiatives, natural and cultural heritage sites were protected through UNESCO World Heritage Sites and the Man and the Biosphere Programme. However, less than 10% of geological heritage was registered as World Heritage. They needed to raise awareness of the importance of geological heritage sites. Geological heritage records the history of the Earth, which is the common history of all humankind. “We should respect the singularity of this heritage (Declaration on the Memory of the Earth 1991).
To understand the Earth, it is essential to progress research in earth science. Many Japanese Geoparks are implementing research-aid projects. In addition to earth science, research in life science and the humanities and social sciences is also targeted. The results are being returned to society, and there are also cases where this has led to the discovery of new geological heritage and regional development.
However, geological heritage is a type whose value is difficult to find simply by looking at it without knowledge. For this reason, it is necessary to share the value and information of the heritage. In Geoparks, closed school buildings and other public facilities are used as natural and local history museums. On-site interpretation boards and QR codes have been installed. In Japan, earth scientists have been employed by geoparks as ‘geopark specialists’, although there are issues regarding their treatment.
In school education, they have provided classes of regional learning such as ‘Geopark learning’ and disaster prevention and mitigation education, and there have been positive effects for students. For teachers, books of educational case studies, holding training courses, and participating specialists, researchers and geo tour guides in the classes have been provided. Collaboration with universities is also being promoted. In terms of public education, public lectures, staff training, and workshops are held at community centres.
In terms of tourism and regional development, Geopark is working to establish the Geopark brand and develop sustainable economic activities through initiatives such as holding the training course for the geo tour guides, forming partnerships with local businesses, creating new environmentally friendly activities, and developing local products and services. The Geopark is in daily communication with the local community through site conservation activities and public awareness activities, and in some cases has been able to respond to tourism-related pollution that has occurred in the local community. In addition, vocational training programmes for young people and women have been developed, and the capacity development of local leaders is also being carried out.
In this way, while sharing the results of academic research with society, Geoparks have been practising sustainable development, but there are also issues to be addressed. Every four years, Geoparks undergo revalidation missions. This is similar to the peer review process in academic journals, and it provides an opportunity for experts to evaluate the activities of the Geopark-certified region and to link this to future activities. However, the impact of the results of the missions being shown on green, yellow and red cards is significant, and this would sometimes be a challenge. In addition, as mentioned above, there are other issues with the treatment and career development of specialists and researchers who connect earth sciences and local communities, which will need to be considered in the future.
After the ‘Ammonite Wall’ theft incident in France in 1987, the Declaration on the Memory of the Earth advocated the importance of protecting geological heritage in 1991. French and German geologists and Greek physical geographers met, creating the idea of Geoparks. As of February 2025, there are 213 UNESCO Global Geoparks in 48 countries and 48 Japanese Geoparks.
Geoparks are places that connect the earth and human society. Before starting geopark initiatives, natural and cultural heritage sites were protected through UNESCO World Heritage Sites and the Man and the Biosphere Programme. However, less than 10% of geological heritage was registered as World Heritage. They needed to raise awareness of the importance of geological heritage sites. Geological heritage records the history of the Earth, which is the common history of all humankind. “We should respect the singularity of this heritage (Declaration on the Memory of the Earth 1991).
To understand the Earth, it is essential to progress research in earth science. Many Japanese Geoparks are implementing research-aid projects. In addition to earth science, research in life science and the humanities and social sciences is also targeted. The results are being returned to society, and there are also cases where this has led to the discovery of new geological heritage and regional development.
However, geological heritage is a type whose value is difficult to find simply by looking at it without knowledge. For this reason, it is necessary to share the value and information of the heritage. In Geoparks, closed school buildings and other public facilities are used as natural and local history museums. On-site interpretation boards and QR codes have been installed. In Japan, earth scientists have been employed by geoparks as ‘geopark specialists’, although there are issues regarding their treatment.
In school education, they have provided classes of regional learning such as ‘Geopark learning’ and disaster prevention and mitigation education, and there have been positive effects for students. For teachers, books of educational case studies, holding training courses, and participating specialists, researchers and geo tour guides in the classes have been provided. Collaboration with universities is also being promoted. In terms of public education, public lectures, staff training, and workshops are held at community centres.
In terms of tourism and regional development, Geopark is working to establish the Geopark brand and develop sustainable economic activities through initiatives such as holding the training course for the geo tour guides, forming partnerships with local businesses, creating new environmentally friendly activities, and developing local products and services. The Geopark is in daily communication with the local community through site conservation activities and public awareness activities, and in some cases has been able to respond to tourism-related pollution that has occurred in the local community. In addition, vocational training programmes for young people and women have been developed, and the capacity development of local leaders is also being carried out.
In this way, while sharing the results of academic research with society, Geoparks have been practising sustainable development, but there are also issues to be addressed. Every four years, Geoparks undergo revalidation missions. This is similar to the peer review process in academic journals, and it provides an opportunity for experts to evaluate the activities of the Geopark-certified region and to link this to future activities. However, the impact of the results of the missions being shown on green, yellow and red cards is significant, and this would sometimes be a challenge. In addition, as mentioned above, there are other issues with the treatment and career development of specialists and researchers who connect earth sciences and local communities, which will need to be considered in the future.