IJERD – International Journal of Environmental and Rural Development (2012) 3-2

Special Contribution on EFA and ESD Research article
erdIntegration of Local Knowledge into Teaching-Learning
Activities of Agricultural Subjects in Primary Education
CHAICHARN WONGSAMUN*
Faculty of Agriculture, Khon Kaen University, Khon Kaen, Thailand
Email: chaichrn@kku.ac.th

NIWAT MARTWANNA
Faculty of Agriculture, Khon Kaen University, Khon Kaen, Thailand

PRAPATSORN TAECHAPRASERTWITAYA
Faculty of Agriculture, Khon Kaen University, Khon Kaen, Thailand

SUMONCHART CHAROENKORNBURIFaculty of Education, Khon Kaen University, Khon Kaen, Thailand
Received 19 December 2011

Accepted 18 April 2012(*: Corresponding Author)

Abstract It is stated in the National Education Act of Thailand that there shall be the application of local knowledge in teaching-learning process of academic subjects in various
educational levels. In order to assess a suitable procedure on how to integrate local
knowledge into teaching-learning activities of agricultural subjects in primary education,
this research was conducted by collecting data from teachers, students, administrators andcommunity leaders in Khon Kaen Province, Thailand, through survey, case studies, training and seminars. It was summarized that there should be four stages in integrating local
knowledge into the educational process of agricultural subjects. These included: 1) raisingawareness on the importance of local knowledge and building cooperation among relevant
persons, such as educational administrators, community leaders, local intellectuals, students and parents; 2) preparing a lesson plan with suitable contents, materials and resources; 3) conducting teaching-learning and evaluation activities; and 4)   disseminating
the outputs from teaching-learning activities to the public. Agriculture teachers had aprominent role in all four stages and their duties on studying, selecting, integrating anddisseminating local knowledge were defined.
Keywords local knowledge, agricultural subject, primary education

INTRODUCTION
There are a number of definitions for local knowledge or indigenous knowledge. Department ofEducation (1997) defined local knowledge as the accumulated knowledge of local people and has
been handed down to new generations. It is the core knowledge that people use for making a living,solving problems and adapting to sustain their community existence. Buasonth (1990) noted that
local knowledge is the paradigm of the self to the world and the environment. This paradigm derived from the foundation of religious teaching and customary principles which had been inheritedand practiced with continuous improvement to the changing social context of each period of time.
Somkanae (1992) described that local knowledge is the mass of knowledge and experiences of thepeople who had been using them to make a happy living. The accumulation of knowledge was inherited through the development process and consistent with the passage of time.
The importance of local knowledge has been recognized by international development agencies. The World Bank (2005) stated that indigenous knowledge (IK) or local knowledge can be aⒸISERD38

IJERD – International Journal of Environmental and Rural Development (2012) 3-2

powerful tool in a learning environment to teach students. However, educational curricula in many
countries  do  not  support  students’  learning based on local knowledge existing in their community.
It is needed to adapt learning environments to help students learn and appreciate various aspects of
their local knowledge. Educators should identify appropriate pedagogical techniques to combine
local knowledge into academic programs. When IK is integrated into the learning environments,
students can better connect to the material taught, and it can become a major knowledge source forsustainable development of local communities. International Institute of Rural Reconstruction(1996) described that local knowledge is embedded in a dynamic system in which livelihood activities, spirituality, kinship, traditions and other aspects in a particular community are tied together
and influence one another. Local technologies and know-how have an advantage over introduced
ones in that they rely on locally available skills and materials and are thus often more cost-effective
than the technologies from outside.
Wasie (1987) stated that the community should be the center of learning process to students.
Local schools and communities should have cooperation in providing education for young people.
Local intellectual persons should be invited to take part in curricular development and teachingdifferent courses in the school. Students should be assigned to study local knowledge in the community and the teachers should do the survey of existing local bodies of knowledge and apply theminto the teaching-learning activities of relevant subjects.
According to the Primary Education Curriculum, issued in 2001, local schools are required toteach agricultural subjects to students in every class level. In the National Education Act, issued in1999, there is a list of articles that set up guidelines stating that there shall be the application of local knowledge in teaching-learning process of academic subjects in various educational levels, including agricultural subjects in primary education.
However, it was reported that a high number of teachers who were responsible for this subject
area did not finish their education in agriculture and lacked of appropriate approaches and methods
for integrating local knowledge and technology into the teaching-learning process (Wongsamun etal., 1987, Imwiriyawat et al., 1989, and Thalangsri, 1994). Therefore, the research was conductedin Khon Kaen province during 2004-2006 to assess a suitable procedure on how to integrate local
knowledge into teaching-learning activities of agricultural subjects in primary schools.
METHODOLOGY
The activities of this research were divided into four sub-projects, including 1) Study of the process,problems and needs in conducting teaching-learning activities in agricultural subjects at the primary education level (grade 4-6) of teachers in Khon Kaen province; 2) Study on the opinions of related parties towards the integration of local knowledge into teaching-learning process of agricultural subjects in primary education; 3) Development of a model and methods for integrating local
knowledge in the teaching-learning process of agricultural subjects in primary education; and 4)
Summary of lessons learned and dissemination of a suitable model and methods for integrating local knowledge in the teaching-learning process of agricultural subjects applied in primary education. In the first sub-project, research data were collected from 216 teachers, who were selectedwith multi-stage random sampling, by mailed questionnaires. The collected data were statisticallyanalyzed for frequency, percentage, arithmetic mean, standard deviation,  maximum, minimum, ttest and F-test.     In the second sub-project, 10 primary schools were selected and a case study for each school
was conducted to assess the opinions of the school administrators, teachers and students towards
the integration of local knowledge into the teaching-learning process of agricultural subjects. A
one-day workshop was also conducted for 65 participants, including teachers, school administrators,
educational supervisors and local agricultural extension workers, to share, exchange and discuss
their ideas and experiences on applying local knowledge into primary education.
In the third sub-project, 25 teachers from five districts of Khon Kaen province were selected toparticipate in a two-day training program on the preparation of a lesson plan of agricultural subjects
with the integration of local knowledge into educational process. After the participating teachersⒸISERD39

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had used those lesson plans at their schools in the following term, they were invited to participate
in the second training program for sharing their experiences and improving their lesson plans. At
the same time, a model on how to integrate local knowledge into educational process was discussed
and drafted taking into account the findings, comments and suggestions from previous activities ofthe project.
In the fourth sub-project,  three  local workshops were conducted in three districts for teachers,
school administrators, parents, community leaders and students to summarize lessons learned andexpress their opinions and give suggestions towards the drafted model on integrating local
knowledge into the educational process of agricultural subjects. About 40 participants were involved in each of the workshop.
RESULTS AND DISCUSSION
Results and discussion can be divided into four main parts in accordance with the sub-projects of
the research. The details of each part are the following.
Teaching-learning process and problems, and training needs of teachers
Backgrounds of agriculture teachers: Results revealed that the average age of the teachers was
45 years old, 69.4  % of them were male, only 23.6% finished academic major in agriculture and96.3% taught other subjects beside agriculture.
Agricultural teaching-learning activities at the school: The first three most popular agriculturalactivities at schools were vegetable growing (79.6%), fish culture (61.1%) and ornamental plantgrowing (59.7%). Most of the teachers, 89.4%, integrated agricultural subject into other subjects ofschool curriculum with an average of 2.5 periods of instruction per week. Subject matters in agriculture that were commonly taught by the teachers included vegetable growing (87.5%), agricultural tools and usage (86.1%), work safety (83.3%), ornamental plant growing (66.2%), conservationof energy and environment (64.4  %) and integrated farming (61.6%). Learning processes used atthe   “high”   level   were   learning   by   actual   practice   and   learning   from   experiences.   Teaching   techniques highly used by the teachers were integrated approach, group work and demonstration. For
evaluation, the methods used were individual and group performances, work outputs and reports,and assessment of practical work. Important problems faced by the teachers included lack of instructional media (61.6%) and lack of parents’  cooperation  (46.3%).
Training needs of agriculture teachers: Training topics in agriculture highly needed by theteachers were crop production, conservation of energy and environment, plant protection, fish culture and animal raising. For teaching preparation, the training topics highly needed by the teachersincluded preparation of course syllabus, preparation of lesson plans, preparation of budget, place,materials   and   equipment   for   instruction,   learners’   preparation   and   getting   cooperation   from local
intellectuals and related organizations. For instructional media, the training topics highly needed by
the teachers were preparation of instructional manual, photography for instructional media preparation, preparation of specimen, model and video media, classroom research and preparation of agricultural  tools.  For  conducting  students’  activities,  the  teachers  highly  needed  training  in  the  following topics: learning from actual practice, learning from documentary inquiry, learning from experienced persons  and  learning  from  students’  group  work.  For  evaluation  aspects,  the  following  training topics were highly needed by teachers: evaluation from individual and group performances,evaluation from work outputs and reports, assessing and evaluating practical work, assessing andevaluating  students’  skills,  and  evaluating  students’  portfolio.  For  supporting  aspects,  the  teachers  expressed highly needs for training on the following topics: getting support from school principal,
requesting for technical publications and materials from related organizations and getting cooperation  from  students’  parents  and  community  leaders.  
Comparisons of training needs of teachers: Comparisons of training needs of teachers found thatthose with different sexes, age groups, numbers of years in teaching agricultural subjects, majors ofⒸISERD

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graduation, areas for agricultural activities at school and locations of school in rain-fed or irrigatedareas had statistically different levels of needs on certain training topics.
Strengths and weaknesses of instruction in agricultural subjects
It was found in the case studies which were carried out at 10 schools in five districts of Khon Kaen
province that most primary schools allocated two periods per week of instructional time for agricultural subjects for students in grades 4-5 was (1 period = 50 minutes) and three periods for students
in grade 6. The teaching-learning activities included classroom instruction and field practices. From
the opinions of respondents, the strengths of the instruction in agricultural subjects in primaryschools included: (1) good coordination with relevant agencies, (2) having areas in the school for
agricultural practices of students, (3) good cooperation from local intellectuals to help in teaching
agriculture in school, and (4) provision of out-of-school activities to learn agriculture in real-lifesituations. On the other hand, they expressed that the weaknesses of the instruction in agriculturalsubjects included (1) lack of instructional media and agricultural tools for field practices, (2) lackof water resources for agricultural activities during the dry season, (3) teachers lack of experiencesin agricultural work and did not finish their education in agriculture, (4) parents lack of understanding on the importance of teaching agriculture in school, (5) limited school areas for agricultural
practices, and (6) teachers have limited knowledge on local situation, culture and wisdom. To beable to integrate local knowledge into educational process of agricultural subjects, it was suggested
that there should be a cooperative effort among school administrators, teachers, students, local
community leaders and related organizations. The suggested procedures for the integration included (1) setting clear policies and guidelines by the high-level education offices, (2) studying andcollecting local knowledge in the community, (3) preparing lesson plans with contents and activities related to relevant local knowledge, (4) conducting teaching-learning activities, (5) supervisingteaching  activities,  and  (6)  evaluating  students’  achievement  and  teaching  performance.    
Training, lesson plan preparation and development of teaching model
During the two-day training, all 25 participating teachers exchanged their teaching experiences andreceived additional information on local knowledge, how to study this type of knowledge and how
to include it in teaching-learning process. Each teacher was asked to prepare a lesson plan to betaught at his or her school in the following academic term. The plan contained the standard components of lesson plan, consisting of teaching topic, important concept, learning objectives, subject
matter, teaching-learning process, media and learning resources, evaluation of learning achievement, suggestions for additional learning activities, and assignment worksheets. At the same time,
the teachers had to identify and include local knowledge to be included into their lessons plans. Asa result, by the end of the training, all teachers had their own lesson plans for teaching at theirschools. Then, they came back for the second training to share their experiences and improve theirlesson plans for future use. At the same time, they were involved in a discussion on suitable models
and methods for integrating local knowledge in the teaching-learning process of agricultural subjects in primary education which consisted of various procedures and activities of related persons
as described in the conclusion below.
Summary of lessons learned by related parties
As a result, three  local workshops were conducted after all main stake holders, including teachers,
school administrators, parents, community leaders and students had gone through relevant activities
on integrating local knowledge into educational process in agricultural subjects at their local
schools. It was agreed that the integration could be done, and was useful for students. Each party
should have certain responsibilities to do in order to have a successful model of instruction. Undera good cooperation of related persons and organizations, existing problems or limitations could beⒸISERD

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solved   and   students’   learning   accomplishment   and   appreciation   on   local   knowledge   could   be  strengthened.
CONCLUSION
From the research findings, it was concluded that a suitable model for integrating local knowledge
into the educational process of agricultural subjects consisted of four stages, and the teachers hadprominent  tasks  in  implementing  this  model.  The  details  and  teachers’  tasks  of  those  stages  are  the  following:Stage 1: Raising awareness on the importance of local knowledge and building cooperation
among relevant persons including educational administrators, community leaders, local intellectuals,  students  and  parents.  Teachers’  tasks  include  organizing  meetings  for related persons, disseminating  information  on  successful  cases  in  using  local  knowledge,  publicizing  students’  work  outputs, and organizing field trips for related individuals.
Stage 2: Preparing lesson plan with suitable contents, materials and resources.  The  teachers’  tasks include studying structure of curriculum, education policies of administrators and local environment, studying and collecting local agricultural knowledge, preparing integrated lesson plans,
and preparing teaching media, learning resources and assignment worksheets
Stage 3:   Conducting teaching-learning and evaluation activities.   The   teachers’   tasks   include  studying and reviewing the lesson plans, preparing instructional media, classroom and places forfield practices, delivering the contents of subject matters and conducting learning activities withstudents’  centered  approach,  coordinating  with  local  intellectuals  as  needed,  following  up  the  progress   of   students’   work,   preparing   evaluation   tools   and   measures,   and   implementing   them asplanned, and recording successes and problems of teaching-learning activities with suggestions forfuture improvement.
Stage 4: Disseminating outputs from teaching-learning activities to the public. The  teachers’  tasks include identifying means and opportunities  to  present  to  students’  outputs  in  the  school  and  community, providing suggestions in media preparation and delivery for students, evaluating students’  accomplishments,  collecting  and  reviewing  data  on  the  successes  and  problems  of  the  course,  and writing reminding statements for the future improvement of contents and teaching delivery.
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