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Integrating the King's Working Styles and Participatory in Forest International Journal of Information and Education Technology, Vol. 9, No. 2, February 2019 Integrating the King’s Working Styles and Participatory in Forest Restoration Manual Development for Border Patrol Police School, Kanchanaburi Province Pornchai Nookaew, Supaluk Satpretpry, and Patee Krettanakorn schools, located in countryside so continuous academic Abstract—The research on integrating the King’s working service from Faculty of Education, Kanchanaburi Rajabhat styles and participatory in forest restoration manual University was required. Because of be the institute that has to development for border patrol police school, Kanchanaburi carry out about new personnel manufacturing and regular staff province, 6 steps provided by application active learning approach. development [3]. The Faculty of Education must continue to Step 1 Creating awareness, using questionnaires and focus work together with agencies in the area. groups. The needs were about forest restoration and application The King’s working styles, the way to work together, was the King’s working styles and focus group results were about corresponds to Thai context. Application to many areas made focusing on large trees, trees were available locally, easy and people happiness and elapse from suffering. Although it was short time to plant, fruit-eaten and could be sell, balanced with good principle, in practice there were many problems such as trees in school, local participatory, equal opportunity to learn 39.41% of teachers in Kanchanaburi understand about and all involved understand in same directions. Stage 2 Forest restoration planning. Main content was applying in moderate level, 7.11% confident in the high level, learning plans development. Integrated contents were the 71.43% needed to apply but could not did themselves and King’s working styles and Sufficiency Economy Philosophy. 51.25% wanted to work together with Kanchanaburi Rajabhat Step 3 Implement learning plan for forest restoration in University or agencies that had experience of applying. schools. Part 1 was results of participation in each learning plan, Forest was an important natural resource of Kanchanaburi part 2 was achievement test result. with approximately 60% of the area [4]. The forest Step 4 Evaluate forest recovery consist of earthworm destruction has been decreasing every year due to surveyed and observed animals coming into the forest. deforestation [5]. Such forest damaged cause main natural Step 5 Knowledge management was forest restoration manual development, the suggestions were provided example, rivers directly affected which may be more severe in future. best practice, more illustrations, adjust language, technology One way to address problem was using clear study manual [6] integration, content adoption to related activities in school. that could be more confidence that would help local to Step 6 Cultural and security evaluations were at the highest develop. Come currently, forest restoration manual in level. Kanchanaburi was not tangible. From the needed above researchers were interested in Index Terms—Application active learning into area–based integrating the King’s working styles and participatory in approach, the forest restoration manual development, participatory, the King’s working styles. forest restoration manual development for border patrol police school, active learning in area–based form, including to study cultural and security. The findings could be using as a I. INTRODUCTION guideline to develop other student’s aspects subsequently. Development people through the education process was an important strategy that all parties must continue to operate. II. RESEARCH OBJECTIVES For develop Thai society that holds "people" as the center of development [1] leading to quality of life and good health, 1) To forming awareness of forest restoration to students, conserve and utilize natural resources appropriately. teachers, administrators and communities about forest At practice level must studied management in accordance problems that occur in the area. with interests, learned from real experiences to make learning 2) To plan for forest restoration using participatory could happen all time [2]. The school must cooperate with processes. There were selection of tree, learning more relevant agencies in school [3]. So participatory was important and follow young plans. guideline that all parties need to take into account. 3) To application forest restoration planning into practice. In Kanchanaburi province there was border patrol police The location chosen, data collection design and data analysis. Manuscript received March 26, 2018; revised August 23, 2018. The 4) To evaluation the forest restoration. It evaluates the research program for integrating the King’s working styles and participatory return of the animals and tracks the recovery of the in forest restoration manual development for border patrol police school, Kanchanaburi province was funded by Kanchanaburi Rajabhat University, forest. Thailand. Budget fiscal year 2017. 5) To knowledge management. Be the forest restoration The authors are with Faculty of Education, Kanchanaburi Rajabhat manual development for the border patrol police schools. University, Thailand (e-mail: [email protected], 6) To evaluation the culture and security of the border [email protected], [email protected]). doi: 10.18178/ijiet.2019.9.2.1187 129 International Journal of Information and Education Technology, Vol. 9, No. 2, February 2019 patrol police school in Kanchanaburi province. of forest restoration, application of the King’s working styles and Sufficiency Economy Philosophy to forest restoration. III. RESEARCHER HYPOTHESIS The questionnaire was 5 rating scales. IOC from content 1) After the experiment border patrol police schools had validity ranged from 0.80 to 1.00, conclude from means score more knowledge, awareness and practice in forest were very high, high, moderately, low and very low level. restoration and were able to development the forest restoration manual for border patrol police schools, Explain research objectives Kanchanaburi province. Explore basic school information 2) After the experiment border patrol police schools had more culture and security than before experiment. 1. Forming awareness on forest restoration Need assessment: IV. SCOPE OF THE RESEARCH PROJECT 2. Forest restoration Questionnaires, focus group planning A. Variables Used in the Study Learning plans development Dependent variable: The forest restoration manual for the border patrol police schools, Kanchanaburi province. 3. Application forest restoration planning into practice Independent variables: The integration of the King’s working styles and participatory process. Participation in each plan, achievement test B. The King's Working Styles 4. Evaluation the forest recovery Consist of 23 principles: Study information systematically, explosion from within, solve problems at small point, follow the sequence, social landscape, integrity, no textbook, save Earthworm survey, observation animals and get most benefit, make it easy, participation, common entering the forest benefits, services at a single point, use natural help natural, 5. Knowledge management use unjust condemnation unjust, forming forest in human heart, loss is gain, self–reliance, enough to eat and to live, Sufficient Economy Philosophy, honesty and sincerity, work Forest restoration manual development happily, perseverance and knowledge of care and harmony. 6. Culture and security evaluation Fig. 1. Research proceed on 6 steps. V. POPULATION AND SAMPLE 2) Focus group. The same issue used in questionnaire. The The population were 12 border patrol police schools in content validity of each issue ranged from 0.80 to 1.00. Kanchanaburi province, Tilaipa, Sahathanakrankrungtep, 3) Forest restoration in school learning plans. The forest Sunthonchaach, Vigitvittayakan, Baan Maenunnoi, Baan restoration consist of 8 learning plans. Finding content Radar, Baan Tonmamuang, Baan Bungtilang, Hangkelthai, validity and setting criteria for concluding that the IOC Baan Pratudan, Mitmuanchon 2 and Suthasinee border patrol must be equal to or greater than 0.50. police school. Conclusions, if IOC less than 0.50, the learning plan did not The samples, from population list, selected by simple congruence the objectives and if IOC equal to or greater than random sampling, were 3 schools: Suthasinee, Baan Radar 0.50 the learning plan was congruence with purpose. and Sunthonchaach border patrol police school. 4) The appropriate for learning. It was assessment for determine the relevance in using with target group. 5 rating scales was designed. The appropriateness define VI. RESEARCH MYTHOLOGY as very high, high, moderately, low, and very low levels, In order to meet the objectives of the research 6 steps had to respectively, and the standard deviation must less than be taken: step 1 forming awareness on forest restoration, step 1.00. 2 forest restoration planning, step 3 application forest 5) The achievement test for each learning plan restoration planning into practice, step 4 evaluation the forest The test was 4 multiple–choice, 15 test items for each recovery and stage 5 knowledge management. Focusing on learning plan and based on objective–based approach. the process involved with the school and related agencies and Determine the content validity and set the criteria as the steps 6 culture and security evaluation, as Fig. 1. learning plan. The test has an IOC value between 0.60–1.00.
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