Dressed in a straw hat and rubber boots, Vichai Khunnaseangkhum, a 6th grade teacher, leads his students on an adventure up a wooded hill near their school in northern Thailand. Three local farmers assist him as he teaches the students about edible mushrooms and dye-producing trees. He also demonstrates how a cocoon can be transformed into a thimble for protection while cutting bamboo. Additionally, he educates them about the purpose of red ants, whose eggs are used in cooking. However, as they continue their journey through the forest, they encounter an area where villagers had previously cut down trees to make charcoal for profit. Though new growth is emerging, the impact of the cutting is evident in the scarcity of edible plants, mushrooms, and insects. This first-hand experience in nature serves as a valuable lesson that cannot be replicated in a classroom.“If the schools only teach in the classroom,” he explains through an interpreter, “then the students only see the teacher, and they don’t see the real world.”
This outing is just the beginning for the students of Nong Lom School, a public school attended by 200 students from kindergarten to 6th grade. Over the following months, they will document the causes and consequences of deforestation in their area and collaborate with adults from the community to devise strategies to combat the problem. This initiative is one of many similar projects in northern Thailand that have emerged from a partnership between the Thai government and Michigan State University known as the Social Forestry, Education, and Participation Project. The aim of this enterprise is to foster stronger connections between schools and their communities while exposing educators to innovative teaching techniques.
These goals have gained significance in recent years as Thailand’s education authorities have encouraged schools to incorporate more student-centered approaches, empowering children to actively engage in their own learning. Advocates for these changes believe that students should be given the opportunity to analyze information they gather from their surroundings and propose solutions to real-world challenges. However, implementing such changes is not easy in a country where traditional teaching methods like workbooks and lectures have long been the norm. Nevertheless, those involved in the forestry project argue that the benefits are worth the struggles. Community involvement in schools has increased, participating teachers feel more confident, and students are applying their knowledge in more advanced ways."The impact of this project extends beyond the environment, as it helps our students develop their reasoning skills," explains Benjalug Namfa, a Ministry of Education official responsible for pilot programs, including the forestry project, in primary schools throughout the nation. "This ability to think critically will greatly benefit our students in facing life’s challenges."
Issues related to conservation garnered significant attention in Thailand in the late 1980s when a delegation of Thai officials visited the United States to seek ideas for new educational programs. Rampant deforestation had recently been linked to deadly mudslides, leading to public outrage and a ban on the practice. With funding from the Ford Foundation, the schools of education and agriculture at Michigan State University collaborated to develop a project that aimed to deepen Thais’ understanding of the consequences of deforestation. Central to this pilot project is the case-study model. Students gather information through observing their local environment and conducting interviews with members of their village. Once they select a specific problem to address, they explore its various aspects, including its policy, economic, and biological implications. They then present their findings to the community in a series of meetings and assist in formulating a response.
Thus far, many student-community projects have focused on reducing forest burning through initiatives like fire patrols and trench digging to contain flames within specific areas of the forest. Another group highlighted the advantages of using more efficient stoves, leading to the establishment of a revolving loan fund that enables villagers to borrow money to purchase these appliances. Additionally, one project debunked the assumption held by many locals that burning parts of the forest enhances mushroom production.
Engaging students as powerful messengers of environmental awareness is a vital step towards creating a more sustainable future. By immersing themselves in real-world experiences and collaborating with their communities, students are cultivating the skills and knowledge needed to address environmental challenges with innovative and effective solutions.
To ensure that the students’ findings are effectively communicated to the communities, organizers hold meetings with parents and other villagers whenever a new school joins the project. These meetings serve to inform them about the educational purpose of the exercise. Additionally, the project has empowered community members by involving them in the education of their children. Students now have the opportunity to visit nearby farms and the homes of village elders to gain knowledge about local history and agriculture.
Chalermpol Lasak, a local farmer who himself attended Nong Lom as a child, describes the project as a two-way communication where not only do children learn from adults and parents, but adults also learn from the children. This connection between generations has become stronger as a result.
Teachers in the forestry project have faced significant adjustments. In Thailand, decisions regarding curricula and teaching methods have traditionally been made at the national level. This has resulted in limited experience among teachers in developing innovative approaches to instruction. The transition to a student-centered approach was initially uncomfortable for many teachers who were accustomed to a teacher-centered approach. Recognizing this, organizers provide up to two weeks of training for teachers when they join the project. These training sessions are more rigorous than the typical professional development programs in the country, which usually last for three days. To ensure teachers understand the case-study model, they are sent to gather information from the woods and the local community.
Teacher-supervisors at the local and regional levels have also received training to guide participants once they return to their classrooms. This is a departure from the traditional training programs that offer minimal follow-up support. Experienced teachers in the project serve as mentors for new participants.
With additional funding from the American Corporations for Thailand, the forestry project has expanded to 27 schools from the initial eight. A full-time coordinator has been appointed to facilitate further training. Despite the initial discomfort, organizers report that most participants have embraced the case-study model and incorporated lessons that involve collecting information from the local community. However, traditional instructional methods still account for around one-third of their teaching time.
Orapin Lesak, a 5th grade teacher at the Nong Lom School, expresses that the project has made the past two years the most enjoyable in her 20-year teaching career. She feels more confident in her ability to develop lesson plans.
As Thailand continues its national school improvement effort, which was accelerated by the passage of a reform act in 1999, the skills acquired through the forestry project will become increasingly important. The reform act aims to delegate more decision-making power to the local level and encourages schools to utilize community resources in crafting education programs.
According to Ms. Benjalug, the forestry project, which is one of the longest-running among the pilot projects supported by her office, has provided valuable insights into implementing such changes. The importance of providing ongoing support to teachers has been emphasized throughout the project. Ms. Benjalug believes that meaningful change takes time and cannot be rushed.
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