School Network for Health Promotion and Upland Area Conservation in Lower Kwai Yai Basin and Lum Tapern Basin, Kanjanaburi Province

Abstract

The purpose of this study was to design a model of educational reform that will increase the relevance of education to local area development by creating a local learning network with links to educational institutions. The study areas included 3 districts in 2 river basin areas: Srisawat in the Lower Kwai Yai Basin; and Nongprue and Bophloi in the Lum Tapern Basin, covering the areas of 13 Subdistrict Administrative Organizations and 3 Municipal Subdistrict Administrative Organizations. This action research study consisted of 6 kinds of network building: 1) building a school network experimenting on a learning unit
for health promotion and upland area conservation, emphasizing study of the local situation; 2) building a network for developing a source of learning in the communities; 3) building a network for developing a local journal; 4) strengthening the role of Buddhist monks in promoting morality among the community sectors, especially the youth; 5) building a youth network for
mutual development in order to produce future leaders; and 6) building a collaboration network between district administration organizations. The experimental learning unit network covered 58 schools by the end of the study
period. The unit was utilized 200 times during the study period. One issue of the Kwai Yai - Lum Tapern Journal was produced annually for 2 years, featuring 16 research articles from the participating teachers. There are now 24 practitioner networks in the 3 districts, most of them connected at the district level. Each network has agreements on developing itself as a source of learning in the locality. Three training courses on moral development were organized for new generation leaders by Buddhist monks in each district. Youth network committees have been set up in 3 districts. There are agreements between
the local administrative organizations, district-level government bodies, practitioner networks and educational institutions about setting up development committees in each community, focusing on issues at the sub-district
level, such as future leader development and maintaining already established district-level relationships. It is recommended that research activities in the two river basin areas be continued, in order to build a model of education
relevant for local development. Teacher development plans should link with the development of local journals. Young leader development organizations should be set up. Monks‘ contribution on instilling morality in the communities should be supported. Coordination systems should be developed not only on the sub-district level but on the district and river basin levels as well; these should
emphasize participation of practitioner networks.