Opening address

Environmental Education: A Case of Thailand
Alisara Chuchat*Thailand is one of the front line countries that value Environmental Education in its education systemand school curriculum. Over 40 years, the school curriculum has been contained either the content or
knowledge concerning environment in various form and subjects, from the elementary up to secondary
education. If one divided the development and progress of environmental education, it could divide into 3periods. The first period, from the early sixty to mid seventy, environmental education was established as one
subject called “nature study” and it was offered at the elementary education. This very name might familiar
with many countries. At this time, the status of environmental education hardly observed at the secondaryeducation. In 1975, Thailand had changed new education system and launched a new school curriculum from
grade 1-12. At the beginning of this change, environmental education was part of other subjects such as partof life experience subject at the elementary education and one unit on ecology as in science subject both at thelower and upper secondary education.
Until 1990’s after the world summit at Rio de Janeiro, the environmental education was named as asubject and established in the school curriculum. However it was categorized in the field of social studies andwas offered at the lower secondary education or junior high school as an elective course. At other levels ofeducation, the environmental education was integrated in subject such as life experience in the elementary
education and partially touched upon environmental education such as ecology in the science subject at thesecondary education. In 1998, it was the first time that science education committee took an active role ineducating our children about environmental education by developing a new subject called “environmentalscience” and assigned it as a compulsory course for every students to study at the upper secondary education.
Despised the named environmental science, the objectives and content was focused on educating our childrenof the next generation to understand sustainable development and care for our environment. At the verysame time, the King of Thailand has motivated and encouraged the Thai people to conduct their life on
sufficient economic which very much carries the environmental value in it. Thus, the Thai people as well asThai education and school curriculum accept His profound thought and put into practice as part of the main
theme of environmental education and sustainable development.
In the year 2001, the government of Thailand announced the education reform and launched the new
curriculum framework. At this time, there’s a policy for all school curriculum to integrate environmental
education in all subjects particularly science, social studies and health education.
One uniqueness of working on environmental education in school in Thailand is that environmental
education is not only concerned by the Ministry of Education, but there’re also other agencies and* Assistant Dean, Facalty of Education, Chulalongkorn University, THAILAND－26 －Ann. Rep. Env. Edu. MUE. ,Vol. 5 No. 2, 2003

organizations such as NGO’s and other government organizations. These organizations have beenworking closely and collaboratively among each other and with the schools in order to reach the success ofenvironmental education that is to inculcate our children to love and care for our environment. The case thatcan be observed, the Ministry of Science, Technology and Environment has produced supplementary readings,
teacher handbooks, audio visual, poster and printing materials for the use of teaching environmental
education. National Energy Policy Organization (NEPO) is another semi government authority has funded
one of mea-project for integrating environmental education in the school from elementary up to secondary
education. At this moment, environmental education could be observed in almost every school in Thailand.

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