SOCIAL FORESTRY, EDUCATION

AND PARTICIPATION (SFEP) PROJECT

14 Years ago the Department of curriculum andInstructional development had revised the curriculum

to focused on. preparing active citizens

To change view of teaching and learning from passive listening

To a more active participatory learning

The same period, there was the movement of environmental problems that leaded to the request for

Ministry of Education to improve environmentaleducation in school learning

SFEP Pilot project encouraged teachers andVillagers in seven schools in Lamphun and

Chengrai province

The project respect to teachers and villagersviews of community participation in the

Teaching-learning process and of the kind ofKnowledge that is importan for youth to learn.

Youth in the study of local environment problems

Students and their community work together

Project Stratigies

7 Step Learning Activities

1. Data collection in the village to identify existing envronmental issues or problems.

2. In-depth study the causes and the effects of the problems.

3. Present finding to the villagers.

Acquisition(Engaging Students

With Scientific Ideas)

Application(Using Scientific Knowledge)

Integration(Making Sense)

(Making Connections)

Teaching – Learning Model

Policy

Social/Cultural

Biophysical

Economic

The Kite model provides abasis for problem indentification an analysis.

4. Working with villagers to study and select possible atternative solutions.

5. Working with villagers to develop a project on the selected possible alternative solution.

6. Implement the project with villagers.

7. Evaluate, report, and improve the project.

Lesson Learned1. Teaching – learning process2. The new staff development model3. Local curiculum with relation to Environmental Education

4. Community learned why and how to conserve community forest.

5. As students grow into adults, can create the basis for long – term, self – sustaining change at the community level.

6. Community revised the rule for protecting community forest.

7. Community as a resource for teaching and learning in school.

8. Community thinking about energy and enrironmental problems in their own village.