Education and sustainable forest management in the mid-hills of Nepal.

There are only limited policy levers that governments can use to facilitate sustainable development within remote rural communities. Often marginalised communities are almost uniquely dependent on the exploitation of local natural resources to generate livelihoods. We examine how formal education, both of household heads and more broadly across households, influences perceived opportunities for the conception, management and utilisation of community forests in the mid-hills of Nepal. As societies transition, more sophisticated economies will require education to facilitate effective natural resource management. New challenges are emerging for community forestry as a result. The quantitative socio-ecological data analysis suggests that while the roles of community forests are evolving, education is key to household participation in commercial opportunities. Formal education in the household is shown to be associated with a greater recognition of the importance of the commercialisation of forest timber and food products, and the desire to participate in further commercial forest activities. Education in the household also provides respondents with a more sophisticated understanding of new opportunities, ecosystem services and risks associated with the forest, and the abilities to actively manage the forest and influence planning. Formal education empowers people to become local experts in forest management and participate in new opportunities that forests provide. Any failure to examine household education levels may be neglecting key sociological data on the importance of education for sustainable development outcomes. In the rural margins of the mid-hills of Nepal there are opportunities for further aligning formal education with forestry policy.