Her Royal Highness Princess Maha Chakri Sirindhorn’s ... · Her Royal Highness Princess Maha...
Transcript of Her Royal Highness Princess Maha Chakri Sirindhorn’s ... · Her Royal Highness Princess Maha...
Office of the Basic Education Commission Ministry of Education Thailand
Environmental Conservation: Learning to Serve…for the Well-being of
Society
Her Royal Highness Princess Maha Chakri Sirindhorn’s Initiatives
Miss Wongduan Suwansiri
Mr. Somsak & Mrs. Uthaiwan Wutisad
Ban Mae Ramoeng School
“Opportunities and Equity Beyond Frontiers”
Outline
• Schools and Communities’ Contexts • Implementation Process • Results and Impacts • Problems and Obstacles • Recommendations
The Figure shows the number of
OBEC's schools under Initiatives of
Her Royal Highness Princess Maha
Chakri Sirindhorn
What are schools’ contexts?
• Migrant and Ethnic Children, some not possessing Thai national identity cards.
• Ethnic language, traditions, and customs. • Risk of dropout. • Mixed-age classroom / overage children in primary
and secondary education.
What are communities’ contexts?
• Indigenous tribes communities in the highlands on the border and remote areas.
• Shifting cultivation in preservation areas. • Daily labor. • Big family / Thatched roof house. • Poverty / Low hygiene/ Malnutrition.
Objectives 1. To implement Her Royal
Highness’s initiative into practice and to fit within the local contexts.
2. To gain knowledge and concepts of environmental issues
3. To raise awareness and values.
4. To provide a hands-on experiences
1. Community Survey/ Studies
2. School Improvement Plan Development (SIP)
3. Designing the Integrated Unit Plan of Environmental Education (EE)
4. Teaching-learning activities
5. Developing networks and collaboration with the other sectors
Implementation Process
1. Community Studies: Collect data in school and communities to identify environmental and social issues
2. School Improvement Plan Development (SIP)
- EE is an important goal in terms of school administration, the whole school management, and teaching-learning process for each grade level.
3. Designing the Integrated Unit Plan of Environmental Education (EE)
Development of the framework of the EE Integrated Unit Plan.
Development of the learning materials and worksheets, engagement of instructors and resource persons.
The evaluation criteria are consistent with the National Basic Education Core Curriculum.
4.1 Curricular teaching-learning activities 4. Teaching-learning activities
• Activity-based learning • Project-based learning approach • Problem-based learning and inquiry-based
approaches, Promote critical thinking,, • Using the community as a resource for learning
that links to the environmental issues of schools and communities.
• For example: The strategy “7-Steps learning approach”
7 Steps of Learning Approach
1. Community studies
2. Problem studies
3. Present the finding
4. Alternative solutions
5. Project planning
6. Project Implementation
7. Monitoring & Evaluation
Learning Methodology
Unit Plan: Integrated unit plan
Local Curriculum: Social studies
Step 1 Community Studies
Collect data in the community to identify environmental/social problems
Lesson plan: emphasis on Learning process/ use communities as learning resources
Learning process: Learning by doing, participatory learning, project based-learning and thinking and problem solving skills development
Step 2 Problem studies
Students choose a problem to study in depth to clarify the causes and effects
Deforestation
broken home-child
poverties
Water pollution
Water usages in
school
Food from forest
Shortage
Consumption values
Communities’ Issues
Cut trees for charcoal
making
Young Bamboo shortage
Chemical utilizing in farm
Health and nutrition
Akha’s wisdoms &
culture
Step 3 Present the finding
Students present finding to communities and others
Role play
Flow Chart
Display
Exhibition
Drama
Music
Documents/ books
Step 4
Alternative solutions Students &Community members consider alternative and
choose one to address the issues
Field trip study
Library
Internet
Interview/ questionnaires/ other resources
Picture: Soratda Phumwipach
Step 5 Project planning
Communities, teachers and students plan a small-scale project(s).
Communities' forest
preservation
Water preservation
Effective local stove Bamboo
preservation
Local food promotion
Local handcraft
development Garbage
management
Warm family
Health promotion
Akha culture preservation
Green school
environment
Bio-fertilizer
Organic farm
clean communities
Local Plants Preservation
Step 6 Project Implementation
Villagers, teachers and students implement the participatory project (s)
Step 7
Monitoring and Evaluation Students, teachers and villagers evaluate the
outcomes and report to stakeholders
4.2 Extracurricular activities “Learner Development Activities” is aiming to allow learners to develop themselves to their highest potential, thus becoming well-rounded and fully developed in all respects—physical, intellectual, emotional and social; inculcating morality, ethics and self-discipline….
• Establishment of the student club • Organizing academic competitions • Conducting the exhibition
4.3 Creating the school and community atmosphere • Students share responsibility and duties. • Promotion life skills and livelihood skills. • The school climate consists of the interpersonal relations
between teachers and students, and among students themselves, in the direction of equity and equally, warmth and friendliness, and support and enhancement of learning achievement. It is just as the students and school personnel treat the natural resources and environment.
Aimed to...
Raising awareness of the contributions and participation of all EE activities.
Establish norms and values of the community of practice.
Demonstrate good practice and becomes the model for youths.
4.4 Community activities
• Improving soil quality, restoring the environment of communities, Build check dams, construct a firebreak
5. Developing networks and collaboration with the other sectors
Such as… National parks / local administrative organizations, the Highland Research and Development Institute (public organization), Watershed Conservation and Management Office, etc.
These agencies provide expertise in specific areas and will provide technical support to enrich the knowledge of students and communities.
Results and Impacts
1. Children and youth have adopted Her Royal Highness’s initiative, in daily life, both in the schools and communities.
2. Learning potential with communities are enriched and enhanced, with happiness.
3. Children and youth gain hands-on experience on environmental education .
4. Children and youth are aware of the value of natural resources and environmental conservation.
Children and youth
Communities
1. The communities have become a laboratory for teaching-learning. The villagers have become instructors and resources persons.
2. Villagers applied knowledge and skills to implement the natural resource and environmental conservation activities, manage their community surroundings, and utilize sufficiency resources, etc.
3. Villagers are involved and engaged in a variety of activities.
4. The relationship between school and community involves two-way cooperation in order to support quality education and also transfer modern knowledge to the community.
Results and Impacts
Problems and Obstacles Environmental issues are caused by many factors and
linked to all dimensions of society. The solution is to really understand environmental
problems and their causes and effects in order to make effective solutions.
It requires cooperation from many stakeholders.
Recommendations Promotion of a variety
of alterative occupations which replace the current slash-and-burn agricultural practices.
The relevant
authorities should provide knowledge and understanding to the communities regularly.
Thank you
ขอบคุณค่ะ
Ban Mae Ramoeng School