sustainability

Article
The Context of Sustainable Development: Funding
Society’s Nature and Forest Education through
Promotional Forest Complexes in Poland in 2012–2016
Agnieszka Wartecka-Ważyńska 1 , Anna J˛eczmyk 2 , Mikołaj Jalinik 3 , Jan Sikora 4 ,
Stanisław Łuniewski 5,6 and Jarosław Uglis 2, *
1 Department of Organization and Management in Tourism, Poznań University of Physical Education,
Królowej Jadwigi 27/39, 61-871 Poznań, Poland
2 Department of Rural Tourism, Poznań, University of Life Sciences, Wojska Polskiego 28,
60-637 Poznań, Poland
3 Faculty of Forestry, Bialystok University of Technology, Piłsudskiego 8, 17-200 Hajnówka, Poland
4 Department of International Economics, University of Zielona Góra, Podgórna 50,
65-246 Zielona Góra, Poland
5 ASTWA sp. z o.o., Kombatantów 4, 15-102 Białystok, Poland
6 Honorary Consul Consulate of the Bosnia and Herzegovina in Białystok, Białystok, 15-102 Białystok, Poland
* Correspondence: jaroslaw.uglis@up.poznan.pl




Received: 22 May 2019; Accepted: 23 July 2019; Published: 27 July 2019


Abstract: The aim of this article is to present the funding sources and scale of the expenditure
for the educational activity provided by Promotional Forest Complexes (PFCs) in the context of
sustainable development. Apart from a number of significant economic functions, the State Forests in
Poland perform important social functions, including the function of nature and forest education.
Economic functions bring profit, while social functions are not subject to such commercialization.
The execution of the social functions of Poland’s forests is dealt with by special organizational
units, called Promotional Forest Complexes (PFCs). PFCs have suitable educational facilities at their
disposal, enabling them to perform their tasks (e.g., education sites, nature exhibition rooms, forest
teaching shelters, educational trails). Running these facilities involves certain transaction costs, which
are covered from the PFCs’ own resources. The educational activity is partly financed from external
sources. This analysis indicates that we could observe a decrease in internal and external resources
dedicated to the nature and forest education of the society. The authors carried out the secondary
materials analysis concerning the object of study, as well as the analysis of scientific literature and
statistical analysis.

Keywords: Promotional Forest Complexes; nature and forest education; funding sources; expenditure;
sustainable development; Poland

1. Introduction
In Poland, forests cover 29.6% of the country’s land area. State-owned forests make up 76.9% of
all forests. Forests belonging to national parks constitute 2%. Commune forests makeup about 1%,
while other state treasury forests make up 1.1%. Moreover, private forests in Poland constitute 18.1%
in the ownership structure. Forests represent unique economic, medicinal, protective, recreational, and
educational values, which satisfy the needs of the society. In this article, it is assumed that the State
Forests National Forest Holding (the State Forests) fulfil a wide range of the society’s educational needs,
particularly in the area of nature education and ecology. To cater for these needs, the State Forests
established special organizational units, i.e., Promotional Forest Complexes (PFCs). PFCs primary

Sustainability 2019, 11, 4058; doi:10.3390/su11154058 www.mdpi.com/journal/sustainability

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task is to promote the social functions of forests and demonstrat methods for improving sustainable
development and a multifunctional forest economy. Thus, the aim of the article is to identify and
analyze the main sources of funding allotted to PFCs educational function from 2012 to 2016. Herein,
we considered the concept of sustainable development.
The term “education” is derived from the Latin word educatio, which refers to the process of
upbringing and a wide range of schooling activities, such as developing and strengthening school
systems, educational entities, and improving teaching quality [1]. Education and knowledge acquisition
is a primary focus in both the development of societies and individuals alike. Its objective is to prepare
people for professional and economic activity and to help them achieve personal and public goals.
The educational process also involves passing on the cultural heritage of past generations, which is
essential for the developmental integrity of contemporary and future societies.
Education is a continuous and institutionalized process, an all-embracing domain of public
life. Continual or occasional education, self-teaching, upbringing, and self-education that is more
or less organized with great or weak intensity, pertains to children, teenagers, adults, and elderly
people. Everybody must learn, update their knowledge, and increase or change their qualifications,
which makes education a permanent human process [1]. Continuous education, also referred to as
life-long learning, becomes the basic resource of a society and an economy based on knowledge [2].
It is an investment in the human capital, which contributes to the implementation of sustainable
development strategy.
According to the Lisbon Strategy, the aim of life-long education is to invest in the human capital
by developing educational systems and vocational training, as well as strengthening the links between
schools and other educational entities. What is important in this process is adjusting the needs and
effects of education to the work market. Additionally, society’s expectations must adjust from new
educational needs and trends in a modern civilization [3].
The educational process is shaped by various institutions and programs. The function of these
institutions is presented in the McKinsey 7S model [4], which consists of soft and hard elements, as well
as tools used for achieving goals. The main elements of educational institutions are soft components,
i.e., educational staff and teachers’ motivation, knowledge, work experience, education, and care
for the values that define the mission of the institutions they serve. The values these institutions
profess oblige their personnel to incorporate them into their students’ life (e.g., treating the forest as a
common good, caring for ecology, acting ethically). The next soft element is the “outward” mode of
activity, i.e., trust, cooperation, tradition, symbols, legal, and ethical norms. The last soft element of an
institution includes knowledge, employee and manager skill-level, efficiency, effectiveness, rationality,
and economic activity. This element helps develop answers to questions like: “Is what is done by the
institution valuable and good?”; “Does it comply with its mission and expectations?”; “Is it effective?”
In the model, the hard elements for an educational institution include the following: its strategy,
which contains the description of goals that need to be achieved; the methods of achieving these
goals; and the structural organization with its hierarchy of positions, organizational units, and the
relationships among them. Structural organization has an influence on the internal and external
communication, as well as management style. The last element of an educational organization is the
system, which consists of three factors:

1. Internal policy (e.g., procedures of education and employees’ development, motivation to work);
2. Physical work environment (e.g., rooms, furnishing, safety and health conditions, location);
3. Social work environment (e.g., promotion, assessment, atmosphere at work, conflicts) [2].

The institutional approach to education indicates that in the conditions of economic, social, and
ecological globalization, free market and competition, educational services have become a commodity.
They are subject to commercialization and require funding; they may or may not bring profits, regardless
of whether they are provided by public or private institutions.
Sustainability 2019, 11, 4058 3 of 13

2. Materials and Methods

This article presents an analysis of the funding sources and expenditure structure over the studied
period (2012–2016). Additionally, this study examines the pace and changing direction of individual
sources of financial means for nature and forest education. The authors point to the important role of
this education in the implementation of the sustainable development strategy by Poland’s State Forests.
The research methods used for this article included a secondary material analysis, a literature review,
and a statistical analysis [5,6]. The authors were guided by the basic directive of empirical study, which
simultaneously uses several mutually complementary methods. This approach allowed the authors to
avoid the negative effects of the methods and achieve more objective results. They also intended to
indicate that in contemporary empirical studies, scientists frequently use secondary data and materials
collected by other researchers, in addition to official documentation owned by various institutions
that conduct similar research for purposes other than those set by a given researcher. Performing an
analysis of the empirical data provided by secondary materials has three basic advantages. Firstly,
there are more wider ranging data, which allows the researcher to conduct a more in-depth analysis
than it would be possible in the case of primary data, acquired during one, short-term study. Secondly,
researchers may use secondary data in conjunction with the data they collected themselves, by means
of observation or during interviews. Thirdly, there is the economic aspect; primary data collection is
a costly undertaking, while using the already existing resources is cheaper than running one’s own
empirical studies [7]. The arguments listed above encouraged the authors to employ the method of
secondary materials analysis, including official documents in the form of reports on the condition of
forests in Poland and on the educational activity conducted by the State Forests in 2012–2016.
In the theoretical-empirical study of the research, the researchers undertook a literature analysis
and statistical analysis, then presented the quantitative characteristics of the studied issue. The research
methods used in the study provided information about internal and external sources of financing
Poland’s nature and forest education and was conducted by the State Forests in the context of sustainable
development. The study also enlarged the scope of issues for further study.

3. Study Area: Promotional Forest Complexes (PFCs) in Poland

Promotional Forest Complexes (PFCs) are functional units of the State Forests National Forest
Holding [8]. They are entities of great ecological, educational, and social importance, constituted
by large, compact forested areas, belonging to one or several forest districts, in order to popularize
the state’s ecological forest policy. Creating these areas was connected with promoting the state’s
sustainable development [9].
At present, there are 25 PFCs in Poland (Scheme 1), the earliest of which were established in 1994
and the latest in 2011. In 2016, they covered the total area of 1,273,693 hectares. PFCs are an original
Polish idea of promoting ecological forestry. Its only counterpart in Europe is the Swedish concept of a
model forest, and outside of Europe, there is a similar Canadian initiative. However, these concepts
are not the same as Poland’s PFCs [10,11]. Thus, it is worth emphasizing here that the idea of PFCs
was appreciated by European foresters and researchers [12].
PFCs are functional units without separate administration. They are administered by the head
foresters of the forest districts they encompass and are under the supervision of the heads of respective
State Forests Regional Directorates-General. The task of the foresters working within the framework
of PFCs is to demonstrate the changeability of habitat conditions, the diversity of species found in
the forest, and the multitude of functions performed by forests. They are also able to promote a
sustainable forest economy by supporting research and providing forest education for different social
groups. The main objective of these organizational-functional units is to stimulate activities aiming
at comprehensive recognition of the conditions needed to preserve the natural environment, as well
as to improve the methods of a sustainable and multifunctional forest economy. This guarantees
steady development of natural forest assets. The priorities of the PFCs also include popularizing
knowledge about nature conservation and ecologically conducted economic activity [13]. An example
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is
tothe
theecological
activity ofeducation of the society,
the forest districts which has
constituting flourished
PFCs for and
[14]. Nature several years
forest due to the
education activity by
conducted of
the forest districts constituting PFCs [14]. Nature and forest
PFCs perfectly fits into education for sustainable development. education conducted by PFCs perfectly
fits into education for sustainable development.

Scheme 1. The administrative division of the State Forests in Poland (condition 1.01.2014). Sources:
Scheme 1. The administrative division of the State Forests in Poland (condition 1.01.2014). Sources:
The State Forests National Forest Holding.
The State Forests National Forest Holding.
One of the state institutions responsible for nature education are PFCs. They correspond to
One of the state institutions responsible for nature education are PFCs. They correspond to the
the McKinsey “7S” model of education organization. They have their own organizational structure
McKinsey “7S” model of education organization. They have their own organizational structure and
and education facilities and they cooperate with their external environment. Thus, they form an
education facilities and they cooperate with their external environment. Thus, they form an
institution of considerable social, ecological, cultural, educational, and scientific significance. They
institution of considerable social, ecological, cultural, educational, and scientific significance. They
comprise environmental education centers, nature exhibition rooms, teaching shelters (so called
comprise environmental education centers, nature exhibition rooms, teaching shelters (so called
“green schools”), educational trails, educational points, dendrology parks, gardens, and overnight
“green schools”), educational trails, educational points, dendrology parks, gardens, and overnight
accommodation facilities.
accommodation facilities.
PFCs employ competent and educated workers who value the forest, both its fruits and ecology.
PFCs employ competent and educated workers who value the forest, both its fruits and ecology.
These values are the focal point of nature and forest education. It provides knowledge about forest
These values are the focal point of nature and forest education. It provides knowledge about forest
management, nature conservation, continuous use of forest resources, the stability of the forest economy,
management, nature conservation, continuous use of forest resources, the stability of the forest
and the promotion of the ecological and multifunctional role of the forest, aiming especially at children
economy, and the promotion of the ecological and multifunctional role of the forest, aiming especially
and adolescents. The basic feature of the nature and forest education provided by PFCs, compared to
at children and adolescents. The basic feature of the nature and forest education provided by PFCs,
other institutions (e.g., Green Schools), is that it is mostly not subject to the rules of commercialization
compared to other institutions (e.g., Green Schools), is that it is mostly not subject to the rules of
and it does not bring financial profits. The free nature and forest education provided by PFCs involves
commercialization and it does not bring financial profits. The free nature and forest education
purposeful, conscious, planned, and organized promotion of knowledge about forest environment and
provided by PFCs involves purposeful, conscious, planned, and organized promotion of knowledge
sustainable forest economy. This is done to raise awareness among various social groups that rational
about forest environment and sustainable forest economy. This is done to raise awareness among
and responsible use of the forest is paramount, as is building trust with the forest institution and its
various social groups that rational and responsible use of the forest is paramount, as is building trust
employees. In order to provide nature and forest education, the Promotional Forest Complexes use all
with the forest institution and its employees. In order to provide nature and forest education, the
the necessary elements and tools of an educational institution, according to the Mc Kinsey “7S” model.
Promotional Forest Complexes use all the necessary elements and tools of an educational institution,
The aim of the education provided by PFC employees is to develop ecological awareness among
according to the Mc Kinsey “7S” model.
Polish society by teaching them how to better interact with the forest. This can be accomploished
The aim of the education provided by PFC employees is to develop ecological awareness among
by developing a comprehensive and rational cooperation with nature protection organizations and
Polish society by teaching them how to better interact with the forest. This can be accomploished by
ecological associations [15].
developing a comprehensive and rational cooperation with nature protection organizations and
ecological associations [15].
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PFCsuse
PFCs usemodern,
modern,innovative,
innovative,andandverified
verified educational
educational forms
forms and
and methods
methods thatthatare
areharmless
harmlessto
the forest environment. The main educational methods used by foresters include outdoor
to the forest environment. The main educational methods used by foresters include outdoor classes; classes;
guidedexcursions;
guided excursions;lessons
lessonsininnature
natureexhibition
exhibitionrooms;
rooms;meetings
meetingswith
withforesters
forestersininand
andoutside
outsideschool;
school;
educational campaigns and events; exhibitions; forest competitions; and feast and educational
educational campaigns and events; exhibitions; forest competitions; and feast and educational fairs. fairs.
PresentedininFigure
Presented Figure 1 are
1 are these
these various
various Polish
Polish forest
forest education
education methods.
methods.

Figure 1. Forest education forms in Polish society.

Figure 1. Forest education forms in Polish society.
As a result, the process of providing educational services is smooth and effective, representing a
As a result,
high standard the process
of teaching of providing
and responding to educational services
the aims set by is smooth and
these institutions. effective,
Further, representing
the educational
a high standard of teaching and responding to the aims set by these institutions.
activity of PFCs is directed to all social groups [16]. It contributes to the process of learning Further,
andthe
educational it
self-teaching; activity
serves of
thePFCs is directed
purpose to all social
of discovering nature,groups [16]. individual
enhancing It contributes to development,
social the process of
learning and self-teaching; it serves the purpose of discovering nature, enhancing
and encouraging and motivating people to adopt proper ethical values and moral norms towards individual social
development, and encouraging and motivating people to adopt proper ethical values and moral
the forest. PFCs demonstrate how to implement sustainable development in society, which combines
norms towards the forest. PFCs demonstrate how to implement sustainable development in society,
sustainable behaviors in the macro- and micro-systems of the society, economy, and nature.
which combines sustainable behaviors in the macro- and micro-systems of the society, economy, and
The aim of this concept is to eliminate or at least reduce the imbalance between economic and
nature.
social development, and between socioeconomic and natural development. Its implementation is to
The aim of this concept is to eliminate or at least reduce the imbalance between economic and
prevent destructive social, economic, and ecological unrest. As J. Sachs rightly remarks, “Presently, the
social development, and between socioeconomic and natural development. Its implementation is to
world is on the unsustainable development trajectory, ecologically, demographically, and economically.
prevent destructive social, economic, and ecological unrest. As J. Sachs rightly remarks, “Presently,
This means that if we continue to act like this ( . . . ), we will fall victim to a social and ecological crisis
the world is on the unsustainable development trajectory, ecologically, demographically, and
with catastrophic consequences” [17].
economically. This means that if we continue to act like this (...), we will fall victim to a social and
Implementing the idea of sustainable development requires not only action inside social, economic,
ecological crisis with catastrophic consequences” [17].
and natural systems, but developing proper relationships among them. Here are some examples
Implementing the idea of sustainable development requires not only action inside social,
of activities that aim to improve the internal functioning of these systems, which aspire to develop
economic, and natural systems, but developing proper relationships among them. Here are some
cooperation among them:
examples of activities that aim to improve the internal functioning of these systems, which aspire to
develop cooperation among them:
Sustainability 2019, 11, 4058 6 of 13

• In the social system: democratization and decentralization of power and management tools;
raising the awareness of the need to skillfully manage the natural environment; developing
ecological education; and health protection.
• In the economic system: using processes that make production and products more ecological;
implementing quality and natural environment management projects, including those
related to forests; promoting healthy and rational models of consumption; and financing
sustainable development.
• In the environmental system: creating a spatial order that takes into account nature, the flow
of information, energy, and knowledge of the natural world; reducing water pollution; and
promoting ecological behaviors [18].

The paradigm of sustainable development involves searching for and using knowledge that
concerns economic development, the society’s standard of living, preservation of natural resources for
future generations (preservation of forest permanence included), and the rational forest economy. In
the social approach to sustainable development, it is assumed that knowledge and education play an
important role. They should be used to explain that societies must accept the priority of ecological
requirements, which must not be overshadowed by civilizational, cultural, and economic development.
Culture and economy must remain in a state of equilibrium and symbiosis with nature, in addition
to caring about future environmental consequences of present activities, which in turn is to care
about the needs and health of future generations. In T. Borys’ words, sustainable development is a
kind of development that ensures integrated order as a target system, in which social, economic, and
environmental orders are coherently internalized [19]. Therefore, in the opinion of J. and S. Famielec,
the paradigm of sustainable development requires revising the goals and strategies, verification of
activities, their measurement, and their execution and responsibility for them. What is needed is
the courage to stop subordinating developmental changes solely for the economic growth. It is not
right to be singularly concerned with investment ratings and success measured only with profit.
The sustainable development paradigm needs to be broadly related to knowledge, education, and
upbringing. Acting with the interests of a good social, economic, and environmental future requires
integration of interdisciplinary knowledge [20]. This basic condition that needs to be fulfilled to achieve
the goals of sustainable development was presented in the Brundtland Report. Not only did the report
popularize the idea of sustainable development and make people realize that a healthy economy
depends on the environment but it also indicated that environmental policy must be incorporated into
the general economic and educational policy [21].
Moreover, there are critical opinions concerning the implementation of the sustainable development
concept. According to K. Zimniewicz, the world seen from the sustainable development perspective
is beautiful and attractive. The vision shows the world without poverty and wars, full of harmony
between life and nature, without artificial borders between independent states. It always concerns
the future and refers to human desires, expectations, or dreams [22]. In fact, as the same author
remarks, the contemporary world has to deal with economic and political problems, armed conflicts
and a crisis of values. The predominant trend is neoliberal ideology, with its continuous pursuit of
profit and greediness, which is the highest value in business. The disrespect of moral norms and no
sense of responsibility for another human being and the condition of the natural environment are
overwhelming [22].
Implementing the rules of sustainable development is connected with another important problem,
which is the transaction costs, i.e., the costs of the functioning of an integrated economic, social,
and natural order. Sustainable development costs are particularly high, because they encompass,
among other things, the creation of new and reformation of the already existing social, political,
economic, and natural environment institutions. The category of transaction costs includes collecting
information about the society, economy, and environment, holding public consultations, introducing
legal regulations, conducting educational, information and promotional activity, and checking if the
rules of sustainable development and law are being respected [23].
Sustainability 2019, 11, 4058 7 of 13

The methods to reduce the transaction costs of implementing sustainable development include
promoting knowledge and education and shaping society’s ecological awareness. Educating the society
and what educational strategy is implemented are extremely important for the sustainable development
principles to be effectively implemented. It is not about traditional ecological education, but about
education for the purpose of permanent development, which is broadly profiled and considering the
relationship between ecology and the reason and culture. This means that ecological rationality should
also include emotions, feelings, passions, values, and behavioral norms [24]. In this way, one is able to
be a part of a multilayer and multicultural process of learning. Such education should refer not only to
environmental matters, but also social and economic problems. It must be provided both formally and
informally. Formal education provided at schools is not sufficient for sustainable development [25]. We
also need informal education, involving young people and adults, provided through mass media and
various forms of individual and group self-teaching, forms of education that increasingly connected
with people’s desire to always learn [26].
Nevertheless, this education, including transaction costs, is mostly funded with resources from
the forest district. It is worth stressing that the costs of nature and forest education are not covered by
course participants. It is free of charge and does not bear the hallmarks of purely commercial activity.
The studies carried out fill the research gap of how to finance society’s educational activity.

4. Results and Discussion

A characteristic feature of the activity conducted by Poland’s PFC is that it is based on the
principle of financial independence. This means that the Complexes must cover the cost of their activity
from their own resources, including restricted grants from the state budget for tasks allocated by the
state administration. The tasks include not only the duty to provide forest education for the society
but also to build and maintain nature and forest trails, educational centers, and other elements of
promotional-educational infrastructure [8]. The main educational-promotional facilities functioning in
the Promotional Forest Complexes in Poland in 2012–2016 are presented in Table 1.

Table 1. Educational facilities in the Promotional Forest Complexes (PFCs) in Poland.

Years
Object
2012 2013 2014 2015 2016
Education center 25 27 28 34 34
Forest education room 60 58 55 53 56
Forest canopy (green class) 101 104 108 121 129
Forest educational path 204 213 213 234 229
Forest education spot 345 386 476 529 541
Other education sites 377 405 452 563 581
Source: own study based on data from reports on educational activities of the State Forests National Forest Holding.

Table 1 shows that the educational infrastructure of PFCs in 2012–2016 generally increased, which
may point to the social demand for this type of education, the value of the knowledge it provides, and
the sense in maintaining such facilities. For instance, the number of forest education centers increased
from 25 in 2012 to 34 in 2016; the number of educational trails went up from 204 to 229, and forest
education points increased from 345 to 541. Forest education points are a marked object associated
with forest management and are simultaneously used in forest education. The analysis of the available
data indicates that the largest increase occurred in the case of conservative and seed stand (from 122 to
218) and small retention facilities (from 81 to 146).
The steady increase in the number of educational facilities in PFCs is closely related to the cost of
their activity and funding sources. The data presented in Table 2 shows that in 2012–2016, the State
Forests’ total expenditure on educational activity amounted to 35.5 mln EUR, including 14.8 mln EUR
Sustainability 2019, 11, 4058 8 of 13

on nature and forest education provided by the Promotional Forest Complexes, which made up 41.67%
of the whole sum allocated to this particular activity by the State Forests.

Table 2. The sources of funding nature and forest education in Poland, 2012–2016.

Sources of Funding State Forests Forest Promotional Complexes

Total, total in thousands of euro 151,139.6 (100.00%) 62,979.4 (41.67%)
Forest districts’ own resources 86.27% 80.65%
Forest Fund 4.32% 11.05%
State Budget 0.01% 0.00%
National Fund of Environmental Protection and Water
0.62% 0.61%
Management (NFOŚiGW)
Provincial Fund of Environmental Protection and Water
4.86% 3.75%
Management (WFOŚiGW)
Other sources 3.92% 3.94%
Total 100.00% 100.00%
Source: own study based on data from reports on educational activities of the State Forests National Forest Holding.

The forest districts’ own resources played the most important role in financing educational
activities, both in terms of the services provided by the State Forests (86.27%) and the Promotional
Forest Complexes (80.65%). Another major source of funding for nature and forest education was
the Provincial Fund of Environmental Protection and Water Management, who provided 4.84% of
the total amount spent by the State Forests and 3.75% of the total expenditure of the Promotional
Forest Complexes.
With regard to PFC spending on nature and forest education, we observed an annual increase
until 2014 (158.6 thousand EUR), followed by a clear decrease in 2015–2016 (77.1 thousand EUR in
2016) (Table 3). A detailed analysis of the funding sources for the nature and forest education provided
by PFCs is presented in Table 3.

Table 3. Internal and external funding sources for nature and forest education in the Promotional
Forest Complexes in Poland, 2012–2016.

Years
Sources of Funding Total
2012 2013 2014 2015 2016
Own financing: expenses in thousands of euro and %
2090.0 2081.4 2729.4 2394.2 26,308.8 11,925.8
Forest districts’ own resources
(89.19) (76.32) (76.92) (77.44) (85.39) (80.61)
15.4 291.7 505.2 538.5 290.2 1641.0
Forest Fund
(0.66) (10.68) (14.24) (17.42) (9.42) (11.09)
2105.4 2373.1 3234.6 2932.7 2921.1 13,566.8
Total own financing
(89.85) (86.91) (91.16) (94.86) (94.81) (91.70)
Own expenditure for one PFC (average) 29.0 28.9 37.9 32.3 35.5 32.7
External financing: expenses in thousands of euro and %
State Budget 0.0 0.0 0.0 0.0 0.0 0.00
National Fund of Environmental Protection and Water 63.3 19.5 0.0 7.5 0.0 90.2
Management (NFOŚiGW) (2.70) (0.71) - (0.24) - (0.61)
Provincial Fund of Environmental Protection and Water 92.5 130.5 158.6 96.8 77.1 555.5
Management (WFOŚiGW) (3.95) (4.78) (4.47) (3.13) (2.50) (3.75)
82.1 207.5 155.1 54.5 82.9 582.1
Other sources
(3.51) (7.60) (4.37) (1.76) (2.69) (3.93)
237.9 357.4 313.7 158.8 160.0 1227.8
Total external financing
(10.15) (13.09) (8.84) (5.14) (5.19) (8.30)
2343.2 2730.5 3548.3 3091.5 3081.1 14,794.7
SUM (total own and external financing)
(100.00) (100.00) (100.00) (100.00) (100.00) (100.00)
Total expenditure per 1 PFC (average) 32.5 37.9 49.3 41.8 41.6 40.6
Source: own study based on data from reports on educational activities of the State Forests National Forest Holding.
Sustainability 2019, 11, 4058 9 of 13

The analysis of the data concerning the internal and external financial resources dedicated to
nature and forest education in PFCs, showed that the largest sum had been allocated in 2014 (3.5 mln
EUR). Regrettably, in the years that followed, that amount decreased by 12.87% in 2015 and 13.17% in
2016, respectively. The decreasing tendency in the same years also concerned the PFCs’ own resources
spent on education (Table 3).
The basic source of funding nature and forest education, provided by PFCs, were the forest
districts’ own financial resources. The total sum of these funds over the period in question came
to ca. 11.9 EUR, which made up 80.61% of all own resources used for education funding. In the
first three years, we observed a systematic increase in the forest districts’ spending on educational
activities. In 2015, their support clearly decreased (by 12.28%), compared to the previous year. That was
compensated by the money received from the Forest Fund, which increased from about 505 thousand
EUR in 2014 to 538 thousand EUR in 2015, respectively (Table 3).
The data presented in Table 3 shows that in the period in question, the Forest Fund was an
important source of internal funding for the nature and forest education run by the PFCs. It provided
about 1.6 mln EUR, which was 11.09% of all PFC’s own resources for education. Overall, PFCs’ internal
means spent on nature and forest education made up 91.7% of the total expenditure.
It is also worth pointing out that the percentage of the total expenditure using internal resources for
education showed an increasing tendency, going up from 86.91% in 2014 to 94.81% in 2016. The trend
was also confirmed by the mean total expenditure per one forest district: in 2012, it was 29.0 thousand
EUR; in 2016 it wad 35.5 thousand EUR (Table 3).
The analysis of the external educational services funding sources shows that they were most
substantially supported by the Provincial Funds of Environmental Protection and Water Management
(WFOŚiGW), providing over 555 thousand EUR (3.75%). Other major external sources provided
over 582 thousand EUR (3.93%) (Table 3). However, from 2013 to 2016, the expenditure on nature
and forest education coming from the WFOŚiGW gradually decreased from 4.78% in 2013 to 2.5% in
2016, respectively. The contribution by the National Fund of Environmental Protection and Water
Management (NFOŚiGW) also decreased from 2.7% in 2012 to 0.0% in 2016, respectively. As regards
the total of external funding, the share of the WFOŚiGW and the remaining sources in individual years
varied and ranged from 36.5% to ca. 61% in the case of the WFOŚiGW and 34–58% in the case of the
remaining sources. It is also worth mentioning that PFCs did not receive support for their educational
activity from the state budget or (in some years) from the NFOŚiGW.
According to the study, the amount of financial resources received from the NFOŚiGW was rather
insignificant. The State Forests were allocated 219.3 thousand EUR, only 90.3 thousand EUR of which
was redirected to PFCs (Table 3). The State Forests obtained funds from this source every year, while
the total amount redirected to the PFCs fluctuated and was rather modest and tended to decrease. The
lack of stable financing with funds dedicated to environmental protection resulted in PFCs looking for
alternative external sources to cover the cost of their educational activity.
In summary, the expenditure on nature and forest education provided by the Promotional Forest
Complexes grew between 2012 to 2016, particularly with regard to the forest districts’ internal resources
and the means provided by external sources. Thus, it can be expected that the small diversification
of the funding sources and the predominance of the forest districts’ own resources may result in
difficulties in completing educational tasks in the future. This may also occur if the financial situation
of the State Forests gets worse. Financial means provided from the state budget, which are guaranteed
by the law, might prevent such a situation [8]. This would occur when allocating restricted grants for
tasks assigned by the government.
According to current law, the State Forests’ activity is based on the principle of financial
independence, in which the costs must be covered from an institution’s own resources [8]. However,
State Forests receive a restricted grant from the state budget for the educational tasks assigned by
the government: organizing and providing forest education and building nature and forest trails
along PFCs.
Sustainability 2019, 11, 4058 10 of 13

As shown by the study, however, the nature and forest education provided by the PFCs was not
financed from the state budget during 2012 to 2016.
The problem is becoming a significant one. In recent years, the transaction costs of nature and
forest education have increased, due to Polish society’s growing interest in and demand for this form of
education. Once again, it should be stressed that this education is provided free of charge. During this
time, about 4,200,000 people took advantage of various forms of nature and forest education, which
made up 40% of all participants of the education organized by the State Forests. The mean annual
increase rate of the educational services users in 2012–2016 was 4.5%. In 2016, their number was the
highest, increasing by 6.8% compared to the previous year. In comparison to 2012, the number of people
using the educational offer of the Promotional Forest Complexes in 2016 increased by nearly 20% [27].
Including the forest districts’ spending on nature and forest education, calculated per one participant,
in 2016 it amounted to 3 EUR, and 2.7 EUR in 2012. This indicates an increase in expenditure by about
10%.
The nature and forest education provided by PFCs to children and adolescents is an important
form of shaping ecological awareness, as it shows the economic and social role of forests as a common
good. Therefore, it requires maximizing financial and organizational efforts to ensure its continuation
and development within the framework of social functions. Nature and forest education is also an
important example of implementing the idea of sustainable development in practice.
Ecological education is one of the main principles regulating the rights and duties in sustainable
development and is among the 27 general rules established during the 1992 United Nations Conference
(Earth Summit) in Rio de Janeiro. This summit also added the Agenda 21 Action Program [28]. Abiding
by these rules that lobby for the need for nature education requires the courage and patience to endure
difficult decisions; the effects of educational activities may be visible only after some time. Moreover,
financial outlays may be recouped after a long time or turn out to be irretrievable. Nature education
involves raising the awareness of individuals and social groups [29]. With time, the actions mentioned
above will bring expected results, i.e., shaping ecological awareness in Poland. Different studies
conducted in Poland [30] on the ecological awareness of Polish people show that in the late 1990s,
Polish society was at the stage of shaping ecological awareness. On the one hand, people realized
how important nature protection was for human life and health. On the other hand, they did not
have sufficient knowledge about it and how to draw practical conclusions from it. In addition, a
significant role in raising the ecological awareness of different social groups was played by ecological
organizations and associations, springing up at that time. In the first and especially second decade of
the current century, we have been observing an increase in ecological behaviors among the society.
Poles have started to understand the significance of the natural environments influence on human
health, the economy, and overall quality of life. Through their behavior, Poles are stressing the need to
protect nature and develop effective ecological education among its citizens [31].

5. Conclusions
This article exmaines the financial side of nature and forest education provided by the State
Forests in Poland. The educational task was entrusted to PFCs, which were established within the
organizational structure of the State Forests National Forest Holding. The primary task of the PFCs
is to promote the social function of forests, which includes ecological education. This activity is to
encourage learning, self-teaching, educating, discovering nature and developing ecological awareness
in individuals. Further, this education intends to instill ethical values and moral norms in social
behaviors, fortifying the notion that the forest is a source of common good. In this way, it is to contribute
to implementing the sustainable development of the society, economy, and nature.
The educational activity of the State Forests in Poland involves financial aspects, such as the
amount and sources of financial support. The authors point to the structure and sources of funds
allocated to developing ecological education and improving the condition of the educational facilities
Sustainability 2019, 11, 4058 11 of 13

in 2012–2016. Systematic development of the educational infrastructure was confirmed, which points
to the social demand for educational activity provided by Poland’s PFCs.
It was stressed that nature and forest education is free of charge and not subject to the rules of
commercial activity. Hence, it was indicated that the main funding source for ecological educating
Polish society are forest districts’ internal resources (basic units of the State Forests organizational
structure). This activity is also supported (though less and less every year) from external sources,
mostly the WFOŚiGW. The financial resources provided by the NFOŚiGW were fairly insignificant.
It should be stressed that the function of nature and forest education was not financially supported
from the state budget.
In the 21st century, the ecological education of the society is the basis of socio-economic
transformations and improvement of quality of life, according to the rules of sustainable development.
In this strategy, forests are a common good and must be protected and cared for. Therefore, the
education of the society, including the nature and forest education provided by Poland’s PFCs may
contribute to the following:

• Developing ecologic responsibility in children, adolescents, and adults with respect to protecting
and improving natural, forested environments for the sake of present and future generations.
• Maintaining basic ecological processes and their systems, preserving biodiversity, and ensuring
the economic and socio-medicinal use of forests.
• Equal treatment of social, economic, and ecological issues, as well as focusing on the need to
integrate nature protection issues into government and local government policy.
• Protecting individual elements of the forest environment from potential threats.
• Popularizing educational activities in order to make different social groups and institutions
interested in nature and forest education. Moreover, to make people aware of the need and
possibilities of aiding in sustainable development problem solving.
• Promoting nature and forest education for the benefit of sustainable development among the rural
and urban area inhabitants, including children, adolescents, adults, and senior citizens. Further,
this includes economic entities, potential investors, tourists, and territorial authorities.

In practice, conducting this investigate was based on the rules stated in international documents
of sustainable development, such as the “Rio Declaration” and “Agenda 21”.

Author Contributions: Conceptualization, A.W.-W., A.J., and J.U.; methodology, J.S. and M.J.; formal analysis,
J.U. and A.W.-W.; writing of original draft, A.J. and J.S.; visualization, M.J and S.Ł.; all authors revised the paper.
Funding: This research received no external funding.
Acknowledgments: We would like to thank ASTWA sp. z o.o. for cover publication costs.
Conflicts of Interest: The authors declare no conflict of interest.

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