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The Project for Child and Youth Development in Remote Areas under Royal Initiative of HRH Princess Maha Chakri Sirindhorn

The working group for this project is represented by the Border Patrol Police Bureau, the Office of the National Primary Education Commission, the Department of Non-Formal Education, the Department of Vocational Education, the Rajabhat Institute Council, the Department of Fisheries, the Department of Livestock Development, the Department of Agricultural Extension, the Cooperative Promotion Department and the Department of Health. The annual budget requirement is approx. THB100 million.

The 27-year project implementation can be divided in three phrases. From the outset to the end of Phase 2 implementation (1997-2001), the number of children in the project had reached 78,371 persons, in 479 areas being served by the project. Meanwhile, Phase 3 operation (2002-2006) of the project remained under a child-centered approach, focusing on a holistic educational development, which broadened development horizon. The plan has been adjusted to fit diversity in the rural development context for equal opportunity and better quality of life among children and youth al all levels.

1.   Agriculture for School Lunch Project

In the nascent period, HRH Princess Maha Chakri Sirindhorn launched an experimental farm project for lunch at schools administered by the Border Patrol Police Bureau. The project is aimed at providing schoolchildren in remote areas with nutritious food, using produce from the school¡¯s farm.  Some key activities among schoolchildren are:

1.1      Husbandry

Among the animals raised at school are swine, cattle, poultry, goats, frogs, crickets and fish. Evidently, fish raising is quite productive, as fish can be raised in clay ponds, swamps, cages and cement or plastic tanks. Schoolchildren can gain a learning-by-doing experience where they will be able to solve problems they encounter themselves. In some cases, the ponds cannot retain water, especially in dry season. Some schools are in cold climate inappropriate for fish raising.  The Fisheries Department thus recommended that plastic sheets be used to cover the surface of the ponds to raise the temperature, or that other fish breeds resistant to cold weather be selected for raising, such as Chinese major carp.     

Raising poultry and laying hens is the most productive form of animal farming. During the widespread outbreak of avian flu in Thailand, both students and teachers learned that chicken pens should be hygienically built to meet official standards. This is to prevent stray birds from entering the pens. Other preventative measures include wearing a protective suit while working in the pens, putting on boots when using disinfectants, or temporarily avoiding raising a new batch of chickens, to ensure safety.

1.2      Young Farmer Clubs at School

The term ¡°Yuwa Kasettakon¡± or ¡°Young Farmer¡± is derived from an intention to instill farming habits into Thai youngsters at school. Children at an early age are encouraged to plant trees by themselves. The phrase ¡°at school¡± is added at the end because farming-related activities have been part of rural school curricula for more than half a century. The focus is on young school leavers who become farmers and unite to form a group in the same way as farmers¡¯ housewives do. By definition, the Young Farmer Club refers to a group of energetic young people who show initiative and share the objective of doing farming activities and providing assistance to one another within the group. Such activities have been promoted among kindergarten and primary school levels. Children are encouraged to grow vegetables to cook themselves as part of tactics to convince vegetable haters to change their minds. On the plus side, members of Young Farmer Clubs at schools can perform activities together easily. However, these clubs are limited by the fact that the club members are too young to be taught about sophisticated farming techniques. Thus, it is equally important that all club members be urged to have a lifelong learning habit. For instance, they should regularly read documents provided by Department of Agricultural Extension and learn how to systematically file related documents in a public library for the community¡¯s shared use.    

1.3      Experimental Farming

Among the experimental farming methods are planting temperate fruit crops on a trial basis or reproduction of new crop varieties via grafting technique. By principle, schoolchildren are taught about breeding techniques for plants that suit the localities. For instance, students at schools located in rubber-planting areas will learn how to grow rubber and other subsequent processes through production of rubber sheets. For ornamental plants, students are provided with breeding and sales techniques. Among schools with vast, suitable surroundings, lessons on rice growing, milling, harvesting and even rice cooking are given to schoolchildren. For some schools in remote and arid areas, off-season rice farming or other new farming techniques are introduced for experiments. For instance, students are encouraged to grow rice and peanuts in rotation in a bid to increase food production. If rice output falls short of demand, they may eat rice mixed with banana as a supplement. 

1.4      Pest Control in Farmlands

Most farmers have depended on the use of costly pesticides in their cultivation, which are harmful to human health. Environmentally conscious pest control techniques have thus been introduced. These include the use of glue-coated yellow plastic bags for trapping insects, net-house vegetable production, and biological controls, including the use of biological substances provided by the Land Development Department including bio-fertilizer, insect repellents made from neem extracts, etc.

1.5      Mushroom and Tissue Culture

Mushroom and tissue culture techniques are provided to schoolchildren, ranging from putting growing medium in plastic bags, steaming plastic bags, spawning and nourishment. In most cases, Pleurotus sajor-caju, oyster mushrooms, shitake and straw mushrooms are cultivated.

1.6      Output Management

After crops are harvested, teachers or nutritionists will prepare food, using produce from the school¡¯s farm and provide it to schoolchildren via the school¡¯s cooperative system. If local residents are confronted with food shortages and the school has an ample supply of crops, the products will be sold through the school¡¯s cooperative shops. The food supply can also be kept in reserve for times of natural disasters. 

1.7      Lunch Preparation

The recommended daily intake of nutritious food was established to ensure sufficient food and proper nutrition among schoolchildren, with emphasis being placed on ¡°¡®food sanitation¡¯ for schoolchildren¡±. Teachers are responsible for calculating quantity of ingredients to be used for cooking a nutritious lunch, financed by a fund. Lunch is prepared by home economics agents from the Department of Agricultural Extension, schoolchildren¡¯s parents and alumni in rotation. They also create the daily menu for lunch. Through these processes, children can gain knowledge about nutrition and health, which they can transfer to their homes and communities, thus enabling sustainable development.

1.8      Childhood Nutrition Monitoring

Previously, nutrition in children was monitored by comparing their weight and height to benchmark figures set by the Ministry of Public Health. Teachers conducted the measurements, made calculations and then wrote reports on growth of children, categorized into pre-school and primary student groups. Based on the report, if any child was considered underweight or too short, a remedial process would be implemented. Children suffering from chronic malnutrition tended to be shorter than healthy children of the same age. Normally, gaining weight is easier than gaining height. However, the problem of short stature in children is less common these days. Though children¡¯s height can be determined from their parents¡¯ heights, the problem of short stature in children can now be solved by proper physical exercise as recommended by sports science experts.

2.   Control of Iodine Deficiency Disorders Project

Iodine deficiency, or goiter, can be found in almost every village in remote areas. To overcome this problem, specialists are invited to teach public health officers how to check for the disease. The project encourages the consumption of iodized salt and iodized drinking water among schoolchildren. With a more detailed check-up, it was found that iodine deficiency disorders are more prevalent than earlier estimated. However, there are still no other effective methods to deal with the problem.   

Other diseases to be controlled include diarrhea, flu, malaria and parasitic diseases, which are among key hindrances to learning and teaching. As a stopgap measure, teachers have been trained on how to check blood and to give first-aid. Local residents are urged to sleep beneath a mosquito net coated with non-toxic insect repellent, as well as cover door and window panels with mosquito nets, whereas schoolchildren are provided with knowledge about malaria. They should also be encouraged to produce picture books about malaria in science, Thai language and English classes, or create a learning project about the disease for presentation.

Parasitic diseases are also commonly found in rural areas of Thailand. There are many species and types of intestinal worms. A person can be affected by several types of parasites. To control the disease, schoolchildren, their parents and relatives are presently urged to regularly take a laxative to purge intestinal worms, whereas good health habits should first be instilled into them, including wearing shoes when going out, washing hands before meals, and eating cooked food. So far, the situation has been considerably improved.   

3.   Promotion of Maternal and Child Nutrition and Health Project

A key objective of the project is to provide basic nutrition and health care to pregnant and lactating women as well as their infants under three years old in remote areas to ensure safe deliveries and healthy babies who can achieve their full growth potential. Talassemia in pregnant women is specifically checked for as a preventative measure against transmission of the disease to their babies. Adolescent girls are also educated and provided with a training course on health care for themselves and their families. According to UNICEF, proper care should be taken among 2-3 months pregnant women. However, in practice, we do not know who is pregnant, or even the girl herself may not know if she is pregnant. Therefore, students in primary schools should be educated in how to take proper care of their health.

      Moreover there are also royal-sponsored medical units which are voluntarily staffed by physicians from many hospitals and universities, including support and assistance by police officers from the Border Patrol Police Bureau of the Royal Thai Police in the areas. Patients who need special care will be sent to hospitals, partially under the universal health care program funded by the government. Some extra expenses will be reported to Their Majesties the King and Queen for support.

4.The Improvement of Educational Quality and Opportunities Project

The project aims to develop quality and opportunities in education for students under its support in all the areas in need. As ¡®quality of education¡¯ does not only mean ¡®teaching¡¯ but it is the process that provides learners with knowledge, thus enabling them to stand on their own feet, which will eventually benefit their own families and the society at large. Children who lack educational opportunity include those in remote areas or the areas without educational services, orphans, the disabled, mentally retarded children, refugees¡¯ children, including prisoners who are deprived of educational opportunities. Activities under this project are as follows:  

4.1 Building schools

The project started with surveying villages where local residents are cooperative to send their children to school before showing an intention to build school. Then the tasks of school building will be assigned to the Border Patrol Police Bureau, agencies under the Ministry of Education, i.e., the Office of the Non Formal Education Commission and the Office of the Basic Education Commission. There was public financial donation for building construction, as well as provision of school equipment, instructional media, farming tools, including the kitchenware. Parents and guardians of students also provided working assistance not only to help save money, but to show the real need for school. Other work includes remodeling of school buildings to ensure sufficient and safe space for schoolchildren.

4.2 Royal Scholarships

It is a primary objective of the project to provide students with scholarships for continuing their studies at a higher level, for personal development and higher quality of life. Still, not all students would receive the scholarships, due to budget limitation. To raise fund for this purpose, HRH Princess Maha Chakri Sirindhorn authored some books. Lately, public donations have increased. Each year around 200 students are qualified for the scholarships. Until now, more than 3,000 students including secondary students, undergraduates and graduates in various fields  have received financial assistance from the project. Some students were also sent to pursue their studies in China and India. There are also other countries in the pipeline.

4.3 Pariyattitham Schools (schools for monks)

For children who have finished from primary schools, if parents have no means to take care of them or they think that their support is not enough, they may send their children to continue their study at schools for monks, which are called Pariyattitham schools where both monks and laymen volunteer to be instructors, teaching subjects in both religious and secular education. It operates as a network. While Buddhist novices have a chance to study Buddhism and practice ¡°Sila¡± or Buddhist Precepts, they at the same time, attend classes provided under the general curricula. This will equip them with both knowledge and morality. These novices will be able to participate in academic activities, e.g., proposing scientific projects for a national level contest, similar to the youth of the same age.   

4.4 Private Islamic Schools

The Private Islamic school network is similar to that of Pariyattitham schools. Apart from religion and general education-based curricula, other trainings are also arranged, for instance, computer training for teachers in order to teach children at schools. 

4.5 Libraries and Instructional Media

A library is the heart of tutoring/teaching system. It is the brain of the school and a place that collects books of knowledge which students of all classes can use to support their studying, or for recreational purposes. Teachers, including ex-students and the general public can also use the library. Teachers and students take turns to work as a librarian, conduct book classification as well as organize activities to promote reading via internal broadcasting, news releases, or reading books for kids. Outstanding library contests were also organized as a way to boost morale to those involved.  Some schools computerize registration of books or use CAI or CD-ROMs as teaching tools in many classes, e.g., Thai, English, science and mathematics, particularly classes with shortage of skilled teachers. Both teachers and students can use these tools in classes and some information can be searched via the Internet.

4.6 Distance Learning via Satellite

To help children in remote areas to study all subjects directly from qualified teachers whose number is still limited, distance learning via satellite is introduced. This way, students and teachers will have a chance to study together. Teachers can also learn new teaching methods that are also enjoyable in class.

4.7 Computers and Science Class     

At present students in local schools have low access to computers. In most cases, teachers use computers to support their teaching such as for typing, bookkeeping and surfing the net. Electricity is needed essentially for computer operations, but some schools are located in remote areas, where electricity is not available. They have to rely on other sources for power generation, especially solar cell, oil or battery, so they have to learn some proper ways to ensure sufficient power for computer operations.

For science teaching, children are encouraged to propose a scientific project to which first- hand experiences can be applied, or to hold an interview with persons having indigenous knowledge for transfer to local residents. Among local wisdoms are malaria prevention, and natural dying techniques, etc. A key objective is to make local people realize that everyday¡¯s life activities can be good examples for scientific knowledge, especially physics, chemistry, biology, etc. 

Following the robot-craze trend among younger generation, robots are effectively used as teaching tools in many Border Patrol Police Schools. Scientific knowledge combined with art come out with many types of invented robots, e.g., racing, tug-of-war, object collecting robot, test-tube shaking robot operated with battery, etc. Children are encouraged to participate in a robot design contest. They should also be able to evaluate their performance themselves. This is to instill creative ideas and artistic skills into children. Some of them won awards in robot design contests held in China and Hong Kong.

4.8 Developing Teachers¡¯ Skills

Teachers are encouraged to improve their efficiency. Some of them, including those teaching at border patrol police schools, Pariyattitham schools or schools under the Office of the Primary Education and the Office of the Non Formal Education Commission are allowed to take leave to pursue their education. For those without a Bachelor¡¯s degree, they are encouraged to further studying in a graduate or post-graduate program. If they are unable to attend classes elsewhere, distance learning courses are available by universities or the palace.

5. The Royal Sponsorship Project 

This project is intended to support students in remote areas to have higher education that suits their capabilities so that they can apply what they have learned to develop their communities. Related activities are providing students with education guidance, developing project management methods, enhancing efficiency in education as well as building a network to follow up students under the Royal Sponsorship Project.

6. Occupational Training Project

An initial aim of this project was to provide occupational training to children of people in some ethnic groups in Thailand, who lack Thai nationality. Some would face obstacles in continuing their education or finding jobs. With greater leniency being given to educated children in doing some occupations, the primary focus is now on basic occupational skills provided to those who cannot continue their education. While small children are encouraged to study art and handicraft so that they can use muscles for fine work, create artistic pieces of work and have concentration, older children or alumni are trained on how to earn a living to support their families.   The Department of Vocational Education has provided occupational training for teachers, students and alumni, such as mechanics, wiring, barbering, farming, cooking, making handicrafts using local materials for sale.  At present, handicrafts made by students and housewives in communities near the project are available at Phu Fa shops.

7.Cooperatives Promotion Project

Certain activities to promote cooperative business include Cooperative Store, Agricultural Cooperatives, Savings Cooperatives which emphasize concerted efforts of people in a democratic way. Members can vote for business operation and management, as a joint owner of a business, which would not be under control by anyone. In addition, the cooperatives¡¯ members must undergo the training on how to do the bookkeeping correctly. 

Under the project, officers from the Cooperative Promotion Department and Cooperative Auditing Department are invited to help in bookkeeping training. The student committees would have a chance to take a trip to observe the real cooperatives activities and some field trips. A contest on taking the Minutes of Cooperatives Meeting was also organized. Students who study agriculture are required to prepare a list of goods for sale in order to earn income for the cooperatives. These activities were just to demonstrate that nothing is free in the market. Easy bookkeeping methods are designed for teachers, students, guardians, officers of local organizations, e.g., the Tambon Administration Organization to learn and understand. The cooperatives members will gain knowledge on the amount of money needed for investment in activities, the targeted sales amount, the amount of earned income, including the outcome after calculation whether it will come out as a profit or a loss. It is also necessary to learn how to set a suitable price or an appropriate income ratio whether it should be used in continuing investment or giving out as the dividend to the cooperatives members, including the appropriate return amount for the cooperatives¡¯ managing team, etc.

After undergoing activities of cooperatives, children will learn how to do bookkeeping for farm, household and personal expenditure. In the former way, bookkeeping is recorded on paper, but at present it is recorded on the computer. However the review is still carried out manually and written down in a book like the old way. Saving is very important because it helps us not to spend excessively. Enough savings are necessary if we are in need, such as  when we fall ill.    

8. Natural Resources and Environmental Conservation Project

The project aims to instill  into children, youth and people in the local communities the consciousness to preserve natural resources and environment following vast deforestation in the past. This year (2007) there was smog, as a result of forest burning, causing respiratory diseases among people in the North. Under this project, children will be taught to understand about forest, water and soil. Local scholars have been invited as instructors. Many concerned activities are arranged, e.g., reforestation, study of plant heredity by organizing forest tracking in the designated routes where children are urged to draw pictures, write down information, names of plant both common and scientific names which can be searched from books or the Internet. They also have chances to learn about the use of Vetiver grass (Ya Faek) to conserve soil and water, etc. All these concepts are instilled under the belief that if people have knowledge, love and acquaintance with nature, they will not destroy natural resources and environment. People will be taught to preserve their culture because it is the fundamental of life. All students should know indigenous resources in their neighborhood of which they should be proud. At the same time they are also trained to record valuable resources initiated by their ancestors, as the merit of an individual, which should be preserved within a community.

Royal-Initiated Projects of HRH Princess Maha Chakri Sirindhorn for the Development of Children and Youth in Isolated and Remote Areas

Her Royal Highness Princess Maha Chakri Sirindhorn has initiated development projects for children and youth in isolated and remote areas since 1980, focusing on development through the learning process.  The development is carried out by instilling a body of knowledge and basic skills in the children, together with solving problems and preserving the indigenous culture of the area.  Moreover, Her Royal Highness also tries to invent approaches and methods to help in solving problems and developing children that are appropriate to the respective situations of different children and communities.  The key content of the project and activities under the Royal Initiative can be summarized as follows:

Targeted areas (Data as of 2006 academic year) 

Table 1 Number of schools under Royal-Initiated Projects classified by educational levels

Academic arrangement	Levels of education
	Pre-school	Kindergarten to primary level	Kindergarten to lower secondary level	Lower secondary level	Lower to upper secondary level	Total
1. Formal education	-	279	37	1	3	320
2. Non-Formal education	-	250	-	-	-	250
3. Religious schools (private Islamic schools) and Pariyattitham schools (schools for monks)	-	-	-	14	12	26
4. Centers for toddlers¡¯ support and development	27					27
Total	27	529	37	15	15	623