Environmental Education in Thai Society

Environmental Education in Thai Society
สิ่งแวดล้อมศึกษาในสังคมไทย

Rapeepun Suwannatachote, Assoc. Prof., D. of Educational Foundation, F. of Liberal Arts, PSU. Corresponding e-mail : srapeepu@ratree.psu.ac.th

Published : Songklanakarin J of Soc Sci & Hum 2000, 6(3) : 279-288
Key words : environmental education, environment, education, Thai society

The aim of this study was to compile and analyze basic information on the state of the environ-ment and the administration of environmental education in Thai society.

The key research question was to investigate how administration of environmental education had been developed over the period from 1978 to 1997. The study focused on policy development and implementation of the environmental education curriculum, both formal and informal. The study was based primarily on documentary research. Information acquired from the research was analyzed, synthesized, and presented in a narrative manner.

The study revealed that environmental education has emerged in the Thai educational system since 1978, influenced by international organizations, the country's intensified environmental problems, and increasing environmental awareness among the private sector, NGOs and communities. Several environmental subjects have since been introduced into primary and secondary school curri-cula. At the tertiary level, relevant subjects have been introduced as part of general education studies. Degrees in environmentally-related fields have been offered at all levels : a Bachelor's Degree, a Master's Degree and a Doctorate Degree. The Ministry of Education expressed their concerns over environmental education by developing a Master Plan for Environmental Education (1991-1996), which was enacted in February, 1991.

Besides these initiatives, several other organizations joined the bandwagon in providing envi-ronmental knowledge to the public. These included private sector organizations, the media, and envi- ronmental NGOs. The Department of Environmental Quality Promotion developed a Master Plan and an Operation Plan for Environmental Education (1997-2001), hoping that it would be adopted as the national policy.

In conclusion, environmentally-related subjects have been part of the national curriculum at all levels for 20 years. Ironically, Thailand's environmental problems have not been solved, or even reduced. Thailand has not yet succeeded in promoting environmental awareness or problem-solving skills, or encouraging participation in solving environmental problems. This might be because the existing curricula lack continuation, integration, and appropriate activities; as well as deficiencies in qualified teachers, budget, teaching methods and management techniques. Serious remedial actions are needed to tackle these problems.

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