This qualitative research aimed to (1) synthesize local wisdom knowledge for Intergenerational learning activities management of Baan Huay Sapan Samakkee Community and (2) propose the model of intergenerational learning activities management based on local wisdom of Baan Huay Sapan Samakkee Community. Data collection employed documentary studies, in-depth interview, and focus group discussion. Data analysis was conducted to analyze research content. The research findings suggest as follows:
1. Local wisdom for intergenerational learning activities management revealed the community forest had been used as the learning center to share knowledge on forest management connecting to the community way of life, culture and local wisdom. There are four learning activities; the natural resource and environment conservation based on the community forest, youth development, community cultural restoration, and career development. The locals shifted their paradigm from forest management to meet dimension of community development. Local wisdom knowledge is categorized into nine wisdom areas, namely, four in agriculture, ten in industries and handicraft, one Thai traditional medicine wisdom, one in natural resources and environment, one in community fund and business, six in arts, one in language and literature, four in philosophy religion and tradition, and five in nutrition.
2. The model of intergenerational learning activities management based on local wisdom consisted of (1) principles of learning activities based on lifelong learning through intergenerational experience sharing in real context. (2) Engaging in participatory planning, co-planning, action, decision-making, and benefit sharing through sub-district council. (3) Intergenerational learning activities management consists of five processes; community study, leaders and trainers finding, planning work and controlling, coordinate with locals in seeking problem causes and solutions, preparation for learning activities, follow-up, evaluate, and provide morale support. (4) For learning activities, learners were divided in to two groups; first group consisted of local youths, to apply local-based curriculum whereas second group is youths outside the community that spent two days and one night at the youth camp to familiar with nine learning stations. (5) Learner has three separate roles, as the observers, assistant practitioner, and practitioner. (6) The learning activities organizer is a facilitator. (7) The factors affecting success are included; the leader capability, community participation, learning from inside and outside community settlement, establishment of community learning centers, benefit sharing, and commitment to continue development and (8) problems and obstacles are the succession of new leaders and trainers.
Keywords: Local Wisdom, Intergenerational Learning, Baan Huaysapan Samakkee Community
Grignoli, D., di Paolo, M., Kardol, T., de Donder, L., Brosens, D., de Greef, M., … Herre, P. (2015). The Development of a European Learning Model for Intergenerational Learning: GUTS (Generations Using Training for Social Inclusion in 2020 (GUTS)). Regional Review/Regionalais Zinojums, (11), 109-125. Retrieved from http://www.guts-europe.eu/pdf/Desk%20Research_generations%20using%20training%20for%20social
Kongkerttong, N. (2010). Learning Units Development on Ban Huay Sapan Samakee Community Forest for Secondary School Students in Nong Rong Sub-District, Phanomtuan District, Kanchanaburi Province, Thailand. (Master’s thesis). Mahidol University, Nakhonpathom. http://doi.nrct.go.th//ListDoi/listDetail?Resolve_
Longworth, N. (2003). Lifelong Learning in Action: Transforming Education in the 21st Century. London: Kogan Page. DOI: 10.4324/9780203465684
National Research Council of Thailand. (2014). National Research Policy and Strategy No. 8 (2012-2016). Bangkok: National Research Council of Thailand.
Office of the Education Council. (2011). Research Report on the Selection of Learning Societies Prototype. Bangkok: Office of the Education Council.
Office of the National Education Commission. (1998). The Promotion of Thai Wisdom in Educational Management. Bangkok: Pimdee Press.
Soonthorndhadal, K. (2010). The Economic Value of Thai Elderly. In S. Thaweechit, & S. Boonyamanond (Eds.), Population and Society 2010: Value of the Elderly from the Eyes of Thai Society (pp. 65-81). Nakhonpathom: Institute for Population and Social Research, Mahidol University.
Tantayanubutr, P. (2007). Thai Wisdom. Bangkok: Dhurakij Pundit University Press.
The European Map of Intergenerational Learning. (2013). European Certificate of Intergenerational Learning. Retrieved from http://ageactionalliance.org/wordpress/wp-content/uploads/2013/07/ECIL-2-Newsletter-June-2013.pdf
Tosakul, R., Benchasup, J., Promduang, P., Vittaporn, S., Juemmee, S., & Phaireepinart, S. (2005). The Synthesis of Local Wisdom about Knowledge Management for a Happy Community in Northeast Region: Case Studies of In-pang Northeast Region Local Scholars Learning Network and Sisa Asoke Community. Bangkok: The Enhancing Learning for the Happy Community Project.
UNESCO. (2000). Intergenerational Programmes: Public Policy and Research Implications: An International Perspective. In A. Hatton-Yeo, & T. Ohsako (Eds.), The UNESCO Institute for Education, The Beth Johnson Foundation. Washington, D.C.: ERIC Clearinghouse. Retrieved from https://unesdoc.unesco.org/ark:/
Wittayakiat, S. (2009). Educational Perspective. Bangkok: Sukhothai Thammathirat Open University Press.