A Multi-lateral Cooperation Administrative Model for Eco-Education Learning Center Development, Bannammin School, The Phayao Primary Educational Service Area Office 2

Abstract

The objectives of this research article were 1) to study basic information; 2) to create a model; 3) to study the results of using the model; and 4) to evaluate the multilateral cooperation management model for environmental education learning center development of Ban Nam Min School by using a 4-step research and development method, namely step 1: study of basic information by holding a workshop with 25 teachers and basic education commission, interviewing 7 experts and interviewing 5 experts; step 2: creation of a model and checking the quality of the model along with corrections and improvements by 7 experts; Step 3: studying the results of using the model by putting the model into practice with 25 multilaterals; and step 4: evaluation of the model by 35 multilaterals in the academic year 2022. The tool used in the research was a data summary form, semi-structured interviews, assessment forms, reflection forms. Statistics used to describe quantitative data were percentage, mean, standard deviation. And qualitative data were to analyzing content and summarizing data. The results of the research found that 1) the school had a need to develop an environmental education learning center for students to learn about the environment, develop skills in the process of solving environmental problems, to provide opportunities for all multilateral sectors in the area to participate; 2) the model had 7 elements, including principles, objectives, and scope of cooperation, multilateral cooperation mechanisms, multilateral cooperation management process, evaluation, success conditions;  3) the results of using the model found that multilaterals cooperated in activity participation, supporting budget, knowledge, materials and equipment and developing 9 environmental learning centers. The learning base was at a high level by showing empirical evidence, namely pictures of activities, 96.65 percent of students with skills in the process of solving environmental problems at a better level. And students had good characteristics and appropriate values ​​in dealing with the environment at a better level accounting for 75.35 percent; and 4) the overall format had appropriateness, feasibility, and accuracy was at the highest level.