Proceedingert2016

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The 6th International Symposium on Education for Rural Transformation (ERT) 2016 “Teacher Professional Development-Needs and Challenges of Education for Rural Transformation” Faculty of Education, Kasetsart University, Bangkok, Thailand February 8th - 10th, 2016

Program Monday, February 8th, 2016 8:00 - 9:00 9:00 - 9:45 9:45 - 10:15 10:15 - 10:30 10:30 - 11:30 11:30 - 12:15

12:15 - 13:15 13:15 - 14:00 14:00 - 14:30

14:30 - 15:00

15:00 - 15:15 15:15 - 16:00 16:00 - 16:30

16:30 - 17:30 17:30 - 20:00

Registration Opening ceremony and Group photo Refreshment Welcome remarks by Prof.Vinayagum Chinapah Keynote speaker: Art-Ong Jumsai na Ayudhya, School administrator and NASA Scientist “Towards Inclusive, Quality ICT-Based Learning for Rural Transformation” by invited speakers: Prof.Vinayagum Chinapah and Jared O. Odero, Stockholm University, Sweden Lunch time Invited speaker: Prof. Manzoor Ahmed, Founder of ERT, BRAC University, Bangladesh “Knowledge Heritage for Rural Transformation” by invited speaker: Prof. Dr.Mahesh Nath Parajuli, Dean of School of Education, Kathmandu University, Nepal “Eliminating the Urban-Rural Disparity in Higher Education Opportunities: Multi-Case Study of New Practices of the Chinese Key Universities to Recruit Rural Students” by invited speaker: Prof. Liu Baocun, Beijing Normal University, China Refreshment Invited speaker: Dr. Rangsun Wiboonuppatum, Education Officer at UNICEF “Psychologists Professional Development: Implications for effective transformation of emotional wellbeing of rural population” by invited speaker: Dr. A. Basseer Jeeawody, Weston Creek Family Medicine, Australia Collaboration Discussion Dinner reception and Thai performance shows at Faculty of Education, Kasetsart University

2 Tuesday, February 9th, 2016 9:00 - 10:00

10:45 - 12:00 12:00 - 13:00

Keynote speaker: Assoc. Prof. Dr. Tung-Liao Cheng, National Cheng Chi University, Chairman of Taiwan Broadcasting System, Taiwan Refreshment “Adult Learning and Education with Skills Development for Rural Transformation in CLC” by invited speaker: Jibachh Mishra, Ex-joint secretary, Nepal Oral presentations Lunch time

13:00 - 13:45

“Large-Scale and Effective In-service Training Policies and

10:00 - 10:15 10:15 - 10:45

Models for Rural School Teachers: A Case Study of the Green Cultivating Action Program in Beijing” by invited speaker: Prof. Yang Xiuzhi, Beijing Institute of Education, China 13:45 - 14:15

Invited speaker: Prof. Petros Gougoulakis, Stockholm University, Sweden

14:15 - 14:45

“International Conference: Science of Human Learning” by invited speaker: Dr. Veedotma D. Koonjal, Director, Mahatma Gandhi Institute, Mauritius

14:45 - 15:15

Invited speaker: Suresh Munbodh, Consultant, Mauritius

15:15 - 17:45

Excursion: Visiting Rattanakosin Exhibition Hall, Ananta Samakhom Throne Hall and Marble Temple

17:45 - 20:00

Option 1: Dinner at Riverside Bangkok Hotel for keynoted and invited speakers (Pay extra $80 for participants and accompanies who are interested** Please sign up) Option 2: Dinner on your own at Central Plaza Ladprao Department Store

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Wednesday, February 10th, 2016 9:00 - 9:30

“ERT and Poverty Alleviation” by invited speaker:

10:30 - 10:45

Prof.Dr.Karanam Pushpanadham, the M.S.University of Baroda, India “ENGENDERING GENDERED SPACES: EDUCATION FOR RURAL TRANSFORMATION” by invited speaker: Khaleda Gani Dutt, Ph.D. Candidate, Stockholm University, Sweden “Community Managed Schools (CMS) for Rural Transformation in Nepal” by invited speaker: Milan Poudel, Stockholm University, Sweden Refreshment

10:45 - 11:15

“Teaching of Spoken Language to Adults: The Case of Tamil in

9:30 - 10:00

10:00 - 10:30

Mauritius” by invited speaker: Dr. Jeevendiren Chemen, Mahatma Gandhi Institute, Mauritius 11:15 - 11:45

“A significant need to improve education in the rural sector” by

11:45 - 13:00

invited speaker: Alfred G. de Robillard, Syndey University, Australia Lunch time

13:00 - 14:00

Oral Presentations

14:00 - 14:30

Wrap Up & Closing Ceremony

After 14:30

Optional: Visiting local market and enjoying life-along Chaopraya River & Asiatique-the Riverfront, Bangkok (Dinner on

your own and pay extra $ 12 for Drack-Queen Show**Please sign up)

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ORAL PRESENTATIONS Tuesday, February 9th, 2016, 10:45 - 12:00

Session I: Venue: Chairman: Secretary: Time 10:45-11:00

Rural Education, Community Engagement and Student Development Room I (Prasert Na Nakorn Room) Assoc.Prof. Dr.Pattamavadi Lehmongkol Asst.Prof. Dr.Manasanan Hatthasak Author(s) Karanam Pushpanadham* and Karanam Viswa Bhushan**

Title Professional Development Needs of Rural Primary School Teachers in India: An Emperical Study

*The M.S. University of Baroda, India **Andhra University, India

11:00-11:15

Nanthima Nakaphong University of Phayao, Thailand

11:15-11:30

Ketsaraphan Punsrigate Khongjarean University of Phayao, Thailand

11:30-11:45

Peeranut Rungsaksangmanee, Surachai Jewcharoensakul, Pakamart Nantajiworawat and Preecha Rungsaksangmanee Kasetsart University, Thailand

11:45-12:00

Presentation of Certificates

The Model for Developing the Public Mind of Student Teachers Focus on Project-Based Learning to Promoting the Reading of Thai Language for Students Living in Marginalized Communities on the Border of Thailand and Laos The Model Focuses on Developing Students' Learning Outcomes for the Course; Designed and Taught Based on the Concept of Reflection Goodness and Good Behaviors: The Necessity of Human Being

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Tuesday, February 9th, 2016, 10:45 - 12:00 Session II: Venue: Chairman: Secretary:

Teacher Education and Professional Development Room II (Ubon Reangsuwan Room) Asst.Prof. Dr.Pongprapan Pongsophon Asst.Prof. Dr.Chatree Faikhamta

Time 10:45-11:00

Author(s) Sudarat Sarnswang and Prompilai Buasuwan Kasetsart University, Thailand

11:00-11:15

Chanisvara Lertamornpong Kasetsart University, Thailand

11:15-11:30

Oraphan Butkatunyoo Kasetsart University, Thailand

11:30-12:00

Presentation of Certificates

Title Development of Educational Supervision Model for Educational Supervisors using Coaching and Mentoring Process Approach Research Synthesis of the Mathematics Teacher Development Model of 9 Primary Educational Service Area Offices by Using the Process of Creating a Coaching and Mentoring System with Faculty of Education, Kasetsart University Learning Landscape: A Self-Study through Narrative Inquiry of Early Childhood Professional Development Experiences in Missouri Context Based on STEAM Education

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Wednesday, February 10th, 2016, 13:00-14:00 Session III: Venue: Chairman: Secretary: Time 13:00-13:15

Teaching and Learning Development Room I (Prasert Na Nakorn Room) Asst.Prof. Dr.Sudarat Sarnswang Asst.Prof. Dr.Jeerawan Ketsing Author(s) Wandee Sutthinarakorn, Chintana Kanjanavisut, Sutitep Siripipattanakul, Patchara Vanichvasin, Jittinun Boonsathirakul, Wichan Mawinthorn, Peeradech Maleehom

Title Relationship between Integrated Thinking and Leadership: Kasetsart University Students Case Study

Kasetsart University, Thailand

13:15-13:30

MethineeWongwanich Rampagaporn, Wandee Suthinarakorn, and Pattarawat Jeerapattanatorn

21st Century Instruction in Kasetsart University: A Study from Students’ Perspective

Kasetsart University, Thailand

13:30-13:45

Surachai Jewcharoensakul Kasetsart University, Thailand

13:45-14:00

Pattarawat Jeerapattanatorn and Komgrit Manyam Kasetsart University, Thailand

14:00

Presentation of Certificates

The Result of Analysis Scientific Theory and Thai Food Recipes: Teaching Techniques Development of Learning Thai Culture of Cooking e-Learning for University Education: A Comprehensive Review

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Wednesday, February 10th, 2016, 13:00-14:00 Session IV: Venue: Chairman: Secretary: Time 13:00-13:15

Health and the Quality of Life Room II (Ubon Reangsuwan Room) Assoc.Prof. Dr.Jittinun Boonsathirakul Dr.Autumporn Intachak Author(s) Karuntharat Boonchuaythanasit, Chakkrit Ponrachom, and Massarin Sukolpuk

Title The Effectiveness of Liver Fluke Behavior Prevention Program among Village Health Volunteer in North-East Region Community

Kasetsart University, Thailand

13:15-13:30

Chakkrit Ponrachom, Massarin Sukolpuk, and Karuntharat Boonchuaythanasit Kasetsart University, Thailand

13:30-13:45

Masarin Sukolpuk, Chakkrit Ponrachom, and Karuntharat Boonchuaythanasit Kasetsart University, Thailand

13:45-14:00

Poonsak Boonyoung, Pawonpat Umaree, Mathawee Sumwong, Wanvisa Manadee Surat ThaniRajabhat University, Thailand

14:00

Presentation of Certificates

The Effectiveness of Applications of Health Belief Model for Liver Fluke Prevention Behavior of ordinary people in Tao-Ngoi District, Sakon Nakhon Province The Development of the Learning Package for Village Health Volunteer to Liver Fluke Prevention Behavior of Ordinary People in North-East region community The Comparison of the Effectiveness of the Marigolds Essential Gel and the Water Filled Bag to Chase Flies of Bistro in Moo 9 TambonKhuntale, Muang, SuratThani

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Wednesday, February 10th, 2016, 13:00-14:00 Session V: Venue: Chairman: Secretary: Time 13:00-13:15

Sport and Recreation Studies Room III (Yupa Weerawaithaya Room – 1st Fl., Building 2) Asst.Prof. Dr.Pattarawat Jeerapattanatorn Asst.Prof. Dr.Nalinrat Rakkusol Author(s) İhsan Sarı, Hakan Kolayiş, and Nurullah Çelik

Title Determination of Sport Motivation Features of University Athletes

Sakarya University, Turkey

13:15-13:30

Abdulmenaf Korkutata

13:30-13:45

Sakarya University, Turkey Mahmut Gülle*, Malik Beyleroğlu**, and Muhsin Hazar*** *Mustafa Kemal Üniversitesi, Turkey **Sakarya Üniversitesi, Turkey ***Gazi Üniversitesi, Turkey

13:45-14:00

Somkid Prabpai and Titaporn Warapanwisit Kasetsart University, Thailand

14:00

Presentation of Certificates

Examination of the Department of Recreation in the Universities of the United States Investigation of the Impact of the Uniform Colors of Sportsmen Who Participated in Turkish Youth Boxing Championship on Their Performance during the Competition Strategies for Promoting Health Indicator in Physical Activity

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Welcoming Address By The Chairman of Kasetsart University Council To The 6thInternational Symposium on Education for Rural Transformation (ERT) 2016 Chairperson, Host, Co-Hosts, Distinguished Speakers, Researchers, and Educators I am very excited for the 6th International Symposium on Education for Rural Transformation that is happened in Bangkok, Thailand. The symposium is occurred with academic collaborations among leaded international institutions which are Kasetsart University, the Institute of International Education, Stockholm University, Beijing Normal University, and Kathmandu University.

We all know that many countries, particularly in Asia and Africa, have a significant number of people who livewith a low quality of life and poverty within rural areas. In Thailand, for example, approximately fifty percent of Thai population are rural dwellers.

Most of them are poor and they have no money to purchase essentails to have better education and quality of lives. In the past, we used to know that developing a rural community through urbanization is the best way for sustaining rural development.

However, it is not true for now. Therefore, it is necessary for us, as educators and also, need to develop new methods for achieving sustainable rural development.

In order to promote rural well-being, it is necessary to enhancea strong foundation for a sustainable socio-economic developmentin which education is the key. We all know that education is the significant tool for transforming people’s quality of life. Thus, educational in stitutions such as univeristy, high school, and primary school playa major role in building the human-capacity and knowledge that are needed for this transformation.

Kasetsart University was originally established more than 70 years ago in Thailand as a university specializing in agricultural science (the meaning of its name in Thai).

Currently,the university offers various faculties covering all areas of teaching and research.

However, we still have a strong task commitment in developing agriculture and the rural areas of Thailand and also help and share this with other countries around the world.

10 Because of this commitment, the main goal of Kasetsart Universityis to improve education, training, and knowledge in order to reduce the gap between rural and urban populations in Thailand. Moreover, we aim to be a prime mover in mastering intellectual resources in order to help the nation and also global community to achieve sustainable development.

It is expected that the 6th Education for Rural Transformation International Symposium will provide valuable platforms for educators, researchers, and “grass-roots� workers in all fields to share their experiences and discuss the best practices, programs, local initiatives, policies and lessons in order to create a productive progress inpoverty eradication, improve quality of individuals’ lives, and sustainable development of the world community as well.

Together makes us stronger. With the contributions from distinguished keynote and invited speakers, presenters, and participants, I believe that this international symposium will be successful in helping us to transform our communities to be better living places for all global citizens and for future generations.

I would like to take this opportunity to convey my sincere gratitude to the members of the Faculty of Education at Kasetsart Universiy, the Institute of International Education at Stockholm University, Beijing Normal University, and Kathmandu University for their initiatives and effort in organizing this international symposium.

Lastly, I wish you all great success, have a pleasant stay in Thailand and a safe journey home.

Thank you.

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Keynote Speakers Prof.Vinayagum Chinapah Art-Ong Jumsai na Ayudhya Assoc. Prof. Dr. Tung-Liao Cheng

Head of IIE, Stockholm University, Sweden School administrator and NASA Scientist National Cheng Chi University,Taiwan

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Keynote Speakers Prof. Dr.Vinayagum Chinapah Vinayagum Chinapah (Sweden and Mauritius) is Professor, Chair Holder and Head of the Institute of International Education (IIE), Department of Education, Stockholm University, Sweden since 2009. He joined IIE in 1976 and served in different professional and research capacities from a lecturer up to the present position as Professor and Director. He had a Master Degree in Pedagogy with Honors at Charles University, Prague (1977) and a Ph.D. in International and Comparative Education at Stockholm University (1983). He served as DeputyDirector (vice prefekt) of IIE for the period 1983-1992. Professor Chinapah took leave from IIE in 1992 to be at UNESCO Headquarters in Paris as Director of the Joint UNESCO-UNICEF International Program on Monitoring the Quality of Education and Learning Achievement which covered some 80 countries world-wide during the period (1992-2006). He also served for one year as UNESCO Regional Educational Adviser for the Arab States, UNESCO Regional Office, Beirut, Lebanon (2007-2008) before returning back to lead IIE in January 2009. Professor Chinapah is member of various research associations and research councils and author and co-author of some 70 books, chapters in books, scientific journal articles as well as some 160 reports, conference papers, training manuals and prototypes for capacity building workshops world-wide. He has done research, training, and consultancies for several UN agencies (UNESCO, UNICEF. UNDP, FAO); International agencies (The World Bank, OECD); bilateral agencies (SIDA, Finnish CIMO, CIDA, Commonwealth Secretariat) and several national governments and institutions in some 140 countries world-wide over the past 35 years. He has supervised and co-supervised more than 50 PhD students and some 450 MA students who successfully completed their thesis and graduated during the period 1981-2015. He has also served in many examination committees abroad as external examiner, as well as faculty opponent and external examiner at SU for several PhD and MA theses.

13 DR. Art-Ong Jumsai na Ayudhya

Contact Address: Email:

99 Mu 2, Lamnarai, Chaibadan, Lopburi 15130, Thailand artongjumsai@yahoo.com

Education: B.A. (Hons), M.A. Mechanical Sciences, Cambridge, U.K. D.I.C., Ph.D. Communications, Imperial College of Science and Technology, London University Ph.D. Education - Curriculum and Instruction, Faculty of Education, Chulalongkorn University, Thailand

Past Experiences  Senior Lecture at the Faculty of Engineering, Chulalongkorn University  Director of the Institute of Scientific and Technological Research of Thailand  Deputy Chairman of the House Committee on Education Secretary of the House Committee on Science, Technology and Environment  Executive Director, Asia Pacific Parliamentary Union secretary to the Foreign Minister  Senior Lecturer, Faculty of Engineering, Chulalongkorn University  Special Lecturer at all the Universities in Thailand  Training of teachers in Human Values Education in many countries in all continents  Three times elected Member of Parliament  Elected Member of the House of Senate Special Experiences  Participated in NASA's Viking Space Project in the design of the automatic landing device.  Expert in the National Research Council on rockets for Use in the Artificial Rain Making Project Present Position  Director of the Institute of SathyaSai Education, Thailand  Chief Administrator of the SathyaSai School, Thailand  Official Trainer of Teachers for the Ministry of Education in Human Values Education Awards  Top Scientist of the Year for Invention that is of benefit to the Country, 1987  Philosopher of Thai Wisdom, Naresuan University, 2005  Best Book of the Year – Path to Peace – for children age 12 to 18 years, 2007

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Knight Commander of the Order of the White Elephant Knight Commander of the Order of the Crown of Thailand Knight Grand Cordon of the Order of the White Elephant Knight Grand Cordon of the Order of the Crown of Thailand

Publications  Handbook for Teachers in Education Human Values, 1991  Five Human Values and Human ExcellenceIntegration of Human Values in Mathematics and Sciences, 1997

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Invited Speakers Prof. Manzoor Ahmed

Founder of ERT, BRAC University, Bangladesh

Prof.Karanam Pushpanadham

M.S.University of Baroda, India

Prof. Mahesh Nath Parajuli

Kathmandu University, Nepal

Prof. Liu Baocun

Beijing Normal University, China

Prof. Yang Xiuzhi

Beijing Institute of Education, China

Prof. Petros Gougoulakis

Stockholm University, Sweden

Assoc.Prof.Dr.Prompilai Buasuwan

Kasetsart University, Thailand

Dr. Rangsun Wiboonuppatum

Education Officer at UNICEF

Dr. A. Basseer Jeeawody

Weston Creek Family Medicine, Australia

Dr. Veedotma D. Koonjal

Director, Mahatma Gandhi Institute, Mauritius

Dr. Jeevendiren Chemen

Mahatma Gandhi Institute, Mauritius

Dr. Sharmila Seetulsingh-Goorah

University of Technology of Mauritius, Mauritius

Jared O. Odero

Stockholm University, Sweden

Suresh Munbodh

Consultant, Mauritius

Jibachh Mishra

Ex-Joint Secretary of MOE, Nepal

Milan Poudel

Plan International, Nepal

Alfred G. de Robillard

Syndey University, Australia

Wanwisa Suebnusorn

Beijing Normal University

Khaleda Gani Dutt

Ph.D. Candidate, Stockholm University, Sweden

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Invited Speakers Abstracts

17 Towards Inclusive, Quality ICT-Based Learning for Rural Transformation Vinayagum Chinapah, Ph.D. Professor, Institute of International Education, Stockholm University, Sweden Vinayagum.chinapah@edu.su.se Jared O. Odero PhD Candidate, Institute of International Education, Stockholm University, Sweden Jared.onyango.odero@edu.su.se Abstract The Qingdao Declaration adopted at the International Conference on Information and Communications Technology (ICT) in May 2015 in Qingdao, People’s Republic of China, affirms the global community’s joint understanding of how to release the full potential of ICT for education, and attain the Sustainable Development Goals (SDGs). The conference delegates also endorsed the new vision of Education 2030 in the Incheon Declaration, whose key pillars are access, equity and inclusion, quality and learning outcomes, for all within a lifelong perspective.

Technology provides exceptional prospects to decrease the persistent learning divide. It is therefore imperative to use ICT to realize the world’s commitment to deliver education without discrimination, and to enhance gender equality and women’s empowerment for sustainable development. The Qingdao Declaration commits to ascertain that a pertinent and receptive learning environment linked to digital devices shall be accessible to all girls and boys by 2030, regardless of their disabilities, socioeconomic position, or geographic situation. It recommends too, that all education stakeholders take cognizance of online learning as a substitute, or complementary model of traditional programs of education. Further, the United Nations Secretary-General’s report, The Road to Dignity by 2030, acknowledges the transformational power of technology to end perpetual poverty and hunger.

This paper examines and discusses through selected cases, how effective ICT policies and frameworks by governments in developing countries have enabled the private sector to invest in mobile technologies especially mobile phones, which have allowed rural communities to engage in non-farm activities. It recommends that more ICT-based solutions be adapted to promote skills development and training, specifically within nonformal and informal learning pathways, for rural inhabitants who are the most marginalized and affected by conflicts and natural disasters.

Keywords: Inclusive, quality ICT-based learning, rural transformation, developing countries

18 PROFESSIONAL DEVELOPMENT NEEDS OF RURAL PRIMARY SCHOOL TEACHERS IN INDIA: AN EMPERICAL STUDY Prof. Karanam Pushpanadham Professor of Educational Management The M.S.University of Baroda, Vadodara, Gujarat, India Dr. Karanam Viswa Bhushan Associate Professor of Socal Work The M.R. Postgraduate College, Andhra University, Vizianagaram, India ABSTRACT India has made significant advances in school education in respect to overall literacy, infrastructure, access and enrolment in schools. The two major accomplishments is the political recognition of Universalization of Elementary education (UEE) as a legitimate demand and the state commitment towards UEE in the form of the Right of Children to Free and Compulsory Education. The Act calls for central control over the development and enforcement of teacher training standards. It institutes minimum qualification standards for teacher recruitment and mandated the existing teachers without minimum qualifications to acquire the same within five years of the Act ruling.

Furthermore, the Act dictates specified pupil-teacher ratio to ensure that teachers have reasonable student load and that adequate number of teachers are recruited to meet the proportionate student population (MHRD, 2013).

This has led to a higher demand of qualified teachers; there are questions raised if the teachers are being trained properly to meet the ever-increasing demands of quality education. There is a broad consensus that “teacher quality� is one of the single most important school variable influencing student achievements (De, Khera, Samson and Kumar, 2011). The teacher education policy in India has evolved over time on the basis of recommendations discussed in Commissions on Education and subsequent reports that stemmed from the meetings. The important policy documents that have shaped teacher training policy are the Kothari Commission (1966), The Chattopadhyay Committee (1985), the National Policy on Education (NPE 1986/92), AcharyaRamamurthi Committee (1990), the Yashpal Committee (1993), and the National Curriculum Framework (NCF, 2005) has had important implications for teacher training exercises in the country. But unfortunately in the teacher training programs many important aspects of teacher quality are not captured by the commonly used indicators such as qualifications, experience and tests of academic ability.

Teacher characteristics that are harder to measure, but are vital to student learning include the ability to (1) convey ideas in clear and convincing ways, (2) create effective learning environments for different types of students, (3) foster productive teacher-student

19 relationships, (4) be enthusiastic and creative, (5) work effectively with colleagues and parents (OECD, 2005). However most of the discourse about in-service teacher training taking place in India has shown severe inadequacy where teachers feel incompetent.

Therefore, much remains to be done to improve the quality of in-service teacher training in rural India. The policy literature and reports indicate the glaring disconnect between what teachers learn in the teacher training programs and what they eventually teach in the classrooms. This policy-implementation gap is particularly wide in rural schools’ opportunities and access to training sessions and materials is not as common as it is in metropolitan regions.

THE URGENT NEED FOR CHANGE With teachers being most crucial component of a schooling system, no education reform effort is effective unless their competency is ensured. They also happen to be the most costly resource in schools (OECD, 2005). Therefore teacher professional development should be considered a national priority from various social and economic perspectives. But unfortunately the quality of in-service teacher training in India has repeatedly failed to match the expectations that have risen with the introduction of new textbooks and policies. As a result, a teacher is unable to transact in a classroom a lesson/concept as the training s/he received was not reflective of what is expected of him/her. Student learning is influenced by many factors, including: students’ skills, expectations, motivation and behavior; family resources, attitudes and support; peer group skills, attitudes and behavior; school organization, resources and climate; curriculum structure and content; and teacher skills, knowledge, attitudes and practices (OECD, 2005).

Schools and classrooms are complex, dynamic environments, and identifying the effects of these varied factors, and their influence on different types of students and different types of learning continues to be, a major focus of educational research (OECD, 2005).

According to the National Curriculum Framework for Teacher Education (2009), in-service teacher education broadly perform the following functions: (1) updates teachers on issues concerning content, methodology and evaluation, (2) upgrades serving teachers in tasks with which they are currently occupied, (3) initiates and orients teachers to new roles and technologies, (4) provides opportunities for unqualified or under-qualified onthe-job teachers to update and upgrade their knowledge (NCTE, 2009). However, the reality is far from this. Another major concern with teacher trainings – both pre- and inservice – is the inconsistency between the practiced training method and the proposed method of teaching. Most teachers who are currently being encouraged to adopt childcentered and activity-based learning methods are being trained in traditional lecture-based methods (NCF, 2005). In a review of in-service training methods, NCTE (2009-10) posited that the existing in-service teacher trainings are too short to impact teaching methods. It cuts into teaching time as teachers are usually unwilling to come after school or during vacations. Curriculum, syllabi and textbooks are never critically examined by the student

20 teacher or the regular teacher. This leads to the inability of many teachers to interpret the textbooks in accord with the principles of NCF. Language proficiency of the teacher needs to be enhanced, but existing programs do not recognize the centrality of language in the curriculum. Teacher education programs provide little scope for student teachers to reflect on their experiences. It is assumed that links between learning theories and models and teaching methods are automatically formed in the understanding developed by student teachers. There is no opportunity for teachers to examine their own biases and beliefs and reflect on their own experiences as part of classroom discourse and enquiry.

THE ACTION PLAN FOR CHANGE For a globalized knowledge-based economy what is required is an education system to achieve success and to become self-sufficient, but teacher education in India is experiencing a number of challenges. Therefore this Action Plan for change presents a brief review of the existing teacher profile in Gujarat, key policies governing teacher training in the, certain challenges facing teacher training opportunities, followed by specific issues of the rural contexts with regards to tribal teacher training. The purpose of this study was to improve the quality of primary education by training tribal teachers of primary schools in tribal areas of rural Gujarat. There were few specific objectives;  To understand the professional development needs of the primary school teachers of the rural schools.  To recognize the best and feasible resources to enhance professional development of rural teachers.  To understand the appropriate strategies to imprint training needs for professional development of rural school teachers.  To minimize the gap between lack of quality education and training needs.

This research focused on understanding the key challenges and opportunities that the administrative systems, policies and the contextual particularities of the tribal areas selected for the study pose for developing relevant teacher training methods and effective teacher training programs. The study attempted to provide a clear picture of the challenges and opportunities of teachers, trainers, policy makers, students, and education officials in translating the intended values of a curriculum into training. Through research the conclusion is reached that the existing in-service teacher training practices in the selected tribal districts are not effective. So a relatively modest, targeted program of innovations and resources geared toward teacher training, teaching and learning, and educational programming, coordination, monitoring, and evaluation will significantly improve the outcomes of interest. The study is thus also expected to facilitate India’s progress towards Millennium Development Goals which address issues of universal access to primary education and related outcomes by the year 2015.

21 Thus this Action Plan address the issues of how to transform teacher education/teacher training in the tribal regions of Gujarat in the coming years, as it is observed that the initiatives undertaken by the DPEP and the SSA in providing training to the primary teachers could not be continued by the state once these programs were discontinued. It is important for the educational institutions to be self-sufficient with continuously updating teachers with skills and knowledge to achieve the long term sustainability. A key area of achieving self-sufficiency is transforming an Institution with quality and making it better positioned for successes this will help to transform the institution and fuel its drive to self-sufficiency. Such transformation requires strategic planning and bold policy changes, all aimed at reaching the shared goal of self-sufficiency.

Self sufficiency requires transforming economy, transforming relationships to be partners with the government and transforming government to be more open accountable and responsive. These transformations will enable us to retain and strengthen our core values, ensure continued growth and create the opportunities we need to fulfill our potential.

22 Knowledge Heritage for Rural Transformation Mahesh Nath Parajuli Professor and Dean, School of Education, Kathmandu University, Nepal mahesh@kusoed.edu.np Abstract The problems of rural schools like limited access to and participation by rural children, inequity and discrimination, and limited or no learning by children need to be understood by going beyond the modernist view that would blame rural people themselves – their poverty, their lack of awareness on importance of education, and their nonparticipation in school processes. Actually, the reasons for such problems need to be looked into the structural design of the schooling which has been ignoring the localized knowledge process. By this, I mean the knowledge people have developed and practiced through generations in their everyday context, in addressing their everyday problems, in celebrating their joys, and in looking their meanings of being. These knowledges are sustainable, nature friendly, time-tested, and hence, relevant for local cultural context. The intrusion of modernized development practice during the past 100 years or so have not only ignored such knowledges but has also rejected blaming these as backward, uncivilized, superstitious, and unscientific.

My argument in this paper is that we need to realize the value of the local knowledge and should see it as heritage for us – the Knowledge Heritage. Realizing the necessity and importance of the Knowledge Heritage would be an important contribution towards rural transformation. Modern schooling ignored the Knowledge Heritage in favor of external values put forwarded by modernist and developmentalist approaches which were detached to people’s everyday needs and which made the modern schooling itself an external process. This explains why people are not very attracted towards modern schooling which, because of their design deficiency, could not support much in the transformation of rural areas. Hence, we need to realize that rural transformation is possible in a powerful way by recognizing, utilizing, and further consolidating the Knowledge Heritage.

Emphasizing the local traditional knowledge as Knowledge Heritage and promoting it for rural transformation does not mean that the modern schooling needs to be rejected completely. A synergy could be developed between the two forms of knowledge sharing.

23 Eliminating the Urban-Rural Disparity in Higher Education Opportunities: Multi-Case Study of New Practices of the Chinese Key Universities to Recruit Rural Students Liu Baocun Institute of International and Comparative Education Beijing Normal University Abstract There is a huge gap in the enrollment rates in higher education institutions between urban and rural students, especially in the key universities. In 2014, the rural population accounts for 47% of the total population. Though there is no enough official data to know the exact percentage of rural students in colleges and universities, but some investigations show rural students account for around 10% in the leading universities in China while more than 50% in the two-year vocational and technical institutions. How to recruit more rural students to the leading universities becomes one of the main tasks for the government. In April 2015, the Ministry of Education issued The Notice for Key Universities to Recruit Rural Students in 2015 to increase the enrollment rate of rural students in key universities. According to this document, the government will implement the special projects to recruit students from poor rural areas. This paper will choose four key universities in Beijing including Peking University, Tsinghua University, Beijing Normal University and Beihang University as cases to examine their special enrollment schemes for rural students. The paper will examine the national policy, university policy and procedures to recruit rural students as well as the debates about the special projects.

24 Large-Scale and Effective In-service Training Policies and Models for Rural School Teachers: A Case Study of the Green Cultivating Action Program in Beijing YANG Xiuzhi School of Preschool Education, Beijing Institute of Education Abstract The improvement of rural teachers' quality is the key to promote the balanced development between rural and urban education as well as education equity. In 2004, Beijing Institute of Education Started the "Green Cultivating Action program", a largescale in-service training program to train rural school teachers in the suburbs of Beijing.

During the past 12 years, the program has benefited directly more than 10 thousands rural teachers of different subjects from the 11 suburban districts of Beijing. According to the post-training surveys, over 90% of the trainees are satisfied with the program. The Program consists of different levels and themes of training courses specially designed for teachers of different needs. At every level, the curriculum includes general education courses, core courses and extended courses. The whole training process includes three steps: intensive theoretical study, group practice guidance, and achievement show and exchange. By using case study method, the study strives to explore the effective models and policy mechanism of large-scale in-service rural school teacher training, and find out its rules and features, which may provide some beneficial implications for rural teacher training elsewhere.

25 Psychologists Professional Development: Implications for effective transformation of emotional wellbeing of rural population A. Basseer Jeeawody, Ph.D. Consultant Psychologist, BJ Human Potential Pty Ltd Email: hp.australe@yahoo.com Abstract This paper outlines strategies for professional development of rural Psychologists in addressing emotional wellbeing towards rural transformation as part of an overall development strategy. Emotional wellbeing problems in rural areas are more significant than in urban areas. Stress associated with poverty, farm crises, high-risk populations, the effects of natural disasters, suicide rates and alcohol abuse are higher in rural settings.

Potentially exacerbating the severity of distress is inadequate and inconsistent psychological support. Psychological intervention is widely recognised as an essential building block for human and economic development due to its wide-ranging impacts on emotional wellbeing, health, employment, poverty and social capital. Psychologists practising in rural areas cope with challenging situations and therefore need to be effectively professionally prepared to meet the needs of the rural community.

This paper presents the voice of a practising Psychologist in rural Australia, the perspectives of the author. The experience of the practising Psychologist is explored and recommendations for professional development of Psychologists practising in rural sectors and for further research towards rural transformation and emotional wellbeing of the community are made. It is suggested that these perspectives form a platform to conduct a qualitative study to determine knowledge, skills and attitudes required by rural psychologists and scope for academic programs of psychological practice, and Psychologists’ professional development towards transformation of emotional wellbeing of the rural community. Hearing the voices of rural Psychologists towards transformation of emotional wellbeing of rural population is a way to addressing the gap.

26 International Conference: Science of Human Learning 6th Education for Rural Transformation (ERT)

Veedotma Dalmond Koonjal Director of the Mahatma Gandhi Institute,

Abstract The study has been conducted in connection with my thesis leading to a Doctorate in Business Administration from University of Leeds.

The aim of the study is to give a highlight on how to develop leadership capacity in the tertiary education sector in Mauritius with reference to the Mahatma Gandhi Institute.

Consequently, emphasis is being made on how to develop a new approach of leadership called “Leaderful Practice� with a view to enhance leadership in Higher Education Sector. As a result, the study showed how to develop leaderful practice at the Mahatma Gandhi Institute, and to find out the factors that affect its development. The research approach was qualitative and basically a collaborative action research. The results showed that leaderful practice could be developed by three main processes namely coaching, work based learning and action learning. The paper will elaborate on how to develop leaderful practice and the factors that affect its development.

27 Teaching of Spoken Language to Adults: The Case of Tamil in Mauritius.

Jeevendiren Chemen, Ph.D., Associate Professor Head, School of Indian Studies, Mahatma Gandhi Institute, Mauritius Email: jdchemen@gmail.com Abstract According to Lewis (1972) there is a natural connection between the language spoken by member of a social group and that ‘group’ identity. Although Tamils of Mauritius do not use Tamil language in their day-to-day conversation, yet their affinity with their language is very strong. This eagerness to revive their ethnic ‘mother tongue’ has been observed recently with the introduction of the course ‘Spoken Tamil : The Easy Way’ by the Tamil Speaking Union of Mauritius. Tamil Speaking Union is a parastatal institution set up by the Government of Mauritius in 2008 to further promote Tamil language in Mauritius and the region.

This paper highlights the new pedagogy used in the teaching of spoken Tamil as a more or less foreign ethnic language to adults in a multilingual context such as Mauritius.

The research is based on the personal experience of the researcher who, since 2010, has successfully maintained spoken Tamil classes in some 20 centres across Mauritius.

Interviews of teachers, learners and other individuals involved in the process are analyzed to understand the teaching learning strategies employed and the learners behavior towards the course.

The five-level Spoken Tamil courses offered by TSU against payment of fees and which is based on the concept ‘language is basically set of habits’ are taken by mainly Tamils of Mauritius for both identity and communication purposes. The percentage of non-Tamils enrolled in the course is 7.3 %. The age of the learners vary from eight to seventy five. The percentage of drop-outs in the five levels for the past five years is 33%.

The introduction of new Tamil channels and access to internet have been the main reasons for a need to understand and speak Tamil in Mauritius. The diglossic nature of Tamil language is not a handicap for the teaching/learning of both written and spoken forms of Tamil language. There is an eagerness to further continue the course by those who have completed the above five-level course.

Keywords: Teaching, Language study, Adult learning, Tamil

28 Adult Learning and Education with Skills Development for Rural Transformation in CLC Jibachh Mishra Nepal Email: mishrajibachh@hotmail.com Abstract Nepal is landlocked Country, poverty and hungers are still realities in Nepal.

Education for rural transformation is the only way to reduce the widening human developness gaps within the country. Education like nonformal mode should be seen as a key instrument for shaping and fulfilling the goal of rural transformation. With the motto: “we have to do something for the villagers for betterment of livelihood”. The CLC are working with collective efforts and bearing shared responsibility by all the stake holders.

Main challenges of ALE with CLC are institutional arrangement, material development and use, documentation and sharing human resource development and use, link with formal education, main streaming with literacy, approach to language use, network and collaboration, approach to inclusiveness, financial and many more.

There is many more area of learning content of ALE. They are conservation of environment, livelihood, income generating and agriculture, awareness, woman and development, culture – tradition, health and nutrition.

Target Groups  Women  People living in remote areas  Those who are very poor  People working in factories and brickwork  Low castes and disadvantage marginalized ethnic groups and Madhesi  Religious minorities such as the Muslims  School dropouts who have not completed primary education  People with disabilities  Children with worst form of child labour  Children who have been affected by conflict The CLC’s can enable individuals and communities to survive. It develops their full capacities, to live and work with dignity, to participate fully in development, to make informed decisions and to continue learning.

29 Community Managed Schools (CMS) for Rural Transformation in Nepal Milan Poudel Stockholm University, Sweden Abstract Various strategies for improving service delivery of community schools are in practice across the globe. Nepal made amendment to the education act in 2001 in an effort to bring back the positive elements of community management system; increasing parental and community involvement in schools. The focus of CMS is empowering the community, parent, teachers, parents teacher association(PTA) and School Management committee (SMC) in partnership during design, implementation, monitoring and decision making procedure.

This study tries to evaluate implementation and outcome of CMS system in Nepal.

Interim constitution of Nepal 2007 and new constitution 2015, included free and compulsory basic education with special focus on inclusiveness. School Sector Reform Plan (SSRP); a seven year strategic plan of the government of Nepal (2009-2015) and School sector Development Plan(SSDP 2016-2022) is implying lot of efforts on strengthening the institutional capacity of the entire school education system to improve performance. After SSRP introduction, schools are independent and must to develop their own improvement plan i.e. School Improvement Plan (SIP) for five years as guiding document forward going pace.

Different studies showed that influence by local stakeholders with less focusing on quality of education is one of the major improvement area. Most importantly, mutual understanding for joint effort of policies implementation, empowerment of community and professionals act is crucial.

In present situation CMS system lies under progressive phase of implementation.

For better achievement of community managed system in schools are; capacity development and ownership building in the local level stakeholders. This system of decentralization in school's operation supports can be mile stone for rural transformation of Nepal.

Keywords: Community Managed Schools, decentralization, economy, stakeholders, SSRP

30 A significant need to improve education in the rural sector Alfred G. de Robillard BA Psychology BA French Post Grad. Psychology Post Grad. Cert.

Science Medicine (Pain Management) Psychologist: derobillardpsychservices@gmail.com Abstract The disparity between education in urban and rural areas remain a serious concern at an international level as a whole. Education is a basic right in itself and it plays an instrumental part in reducing poverty, improves the lifestyle and living conditions of the rural inhabitants while providing a more secure future. Implementing innovative ideas on education while designing education plans along with eradicating extreme poverty would improve quality of life of the rural people. Education and training must help the unemployed and youth at risk of becoming unskilled and also to contribute to productivity to a new economy in line with social justice policy. Poverty relates to the lack of power and poverty alleviation should thus address situations in which people have few opportunities to exercise their rights. Under the existing approaches it is evident that some aspects of current economic development are not sustainable. The lack of opportunities may lead to an adverse effect on the mental state of rural people. In Australia the suicide rate is considerably higher in rural sectors. The largest proportion of the world population live in the rural areas and these areas generally receive less priority in regards to resource allocation, service delivery and program interventions. An existence of neglect in the system is thus being observed. It is obvious that the present education system has not fully taken into account the needs and aspirations of the communities in the rural areas. It is imperative to be innovative in developing various interventions in an attempt to reduce the gap between urban and rural education. At an international level it is recommended to consider advocating and mobilising of partnerships for education of the rural communities while focussing on strategic global and international events.

31 ENGENDERING GENDERED SPACES: EDUCATION FOR RURAL TRANSFORMATION UDANG FORUM: A catalyst for women empowerment Khaleda Gani Dutt, Ph.D. Candidate Institute of International Education, Department of Education, Stockolm University Introduction On May 25, 2015 the world adopted a new transformative vision for education for the next fifteen years at Incheon, Republic of Korea. The Incheon Declaration takes forward the goals envisioned in the Millennium Development Goals (MDGs) and the Education for All (EFA) and calls upon the global community to help fulfil their unfinished agendas (UNICEF, 2015). Figure 1 illustrates the global adult literacy for the population 15 years and older cited as 80 percent for women and 89 percent for men in 2012. At the national level, around 40 percent of countries with data had adult literacy rates of 95 percent and higher. In spite of progress in the world there are still 31 million girls who are still not in school and an even higher number not in secondary and there still remain 493 illiterate women. To reach the unreached, UNESCO advocates for lifelong learning in the post 2015 agenda and the aim is to harness all learning multipliers beginning with new information and communication technologies to make education accessible and improve the quality of education (UNESCO, 2015).

Figure 1: Adult literacy rate; 2012 or latest year with data Source: UNESCO Institute of Statistics June 2014

An estimated 781 million people aged 15 and over remain illiterate out of which nearly two-thirds are women a proportion which had remain unchanged for two decades.

Illiteracy rates are not only highest among older people i.e. aged 65 and above but higher among women than men with the vast majority residing in Northern Africa, sub-Saharan Africa and South Asia (Figure2). The report further elucidates that gender disparities in poverty are more pronounced among women because working –age women are likely to be poorer than men in developing and developed countries in the absence of a partner or spouse to support and contribute to the household income or when their income is negligible or too low to support the family. Gender disparities in poverty have been

32 attributed to inequalities in access to economic resources especially in developing countries not only because they are dependent on their spouses but statutory and customary laws continue to restrict their access to land and other assets. Moreover, women’s control over household economic resources is limited and about one in ten married women are consulted as to how their cash earnings are spent (Figure 3).

Figure 2: The World’s Women 2015 Source: United Nations Statistics Division

Figure 3 Poverty, The World Women’s Report 2015 Source: United Nations Statistics Division

Vocational Training: a catalyst for women empowerment Quality education and skills development have emerged as essential tools for empowerment of women and girls. The plea to rethink education in rural areas and for the rural people was voiced by UNESCO INRULED in 2003, with the focus on rural transformation. To combat hunger, poverty, unemployment and gender inequality technical and vocational education and training and skills development are vital for building a sustainable future based on social inclusion and poverty reduction among rural communities. This resonated again in the report released by INRULED in 2012. that focused on the linkages between education and rural transformation that equipped people

33 with the appropriate knowledge and skills to not only expand their choices but to exercise them as well.

Studies by ILO (2010) shows that by investing in skills for socio-economic empowerment of women, identifying the gender barriers that prevented girls from attending schools and by promoting employment opportunities and income generation for both men and women in Asia and Africa ameliorated the lives of women and their families. United Nations Industrial Development Organization (UNIDO Gender) 2013 envisions a world where economic development is inclusive, sustainable and equitable. By targeting sectors with a high potential for wealth creation, food security or export promotion UNIDO has worked in countries namely Bolivia, China, Pakistan, Panama and Peru. By providing technological assistance to rural women cooperatives involved in Shea Butter production in Mali total sales of the groups doubled and women’s income increased significantly. At least 1200 women have received training in 160 women’s cooperatives involved in Shea Butter Production. Over 10,000 women were trained in Pakistan in production techniques for textiles, gems and mosaics and including business management and entrepreneurship. In addition UNIDO Women’s Entrepreneurship Development program helped over 6,000 women set up new enterprises with 680 women turning ‘master trainers’ who continue to deliver the programs training courses. Whereas, in Morocco the UNIDO Entrepreneurship Programme assisted over 400 women by improving the competitiveness of small scale olive production, textile and food and vegetable dying production which are all managed and owned by women. All women entrepreneurs were trained in business management, good manufacturing, traceability systems that resulted in a 40 percent increase in productivity and a 50 percent increase in income.

Women for Women International enable survivors of war specifically women to access both social and economic opportunities by offering vocational skills, rights awareness training, literacy training and access to income generation. Over 43,760 have participated in programmes in Afghanistan, Bosnia & Herzegovina, Democratic Republic of Congo, Iraq, Kosovo, Nigeria, Rwanda and Sudan. All programs were contextualised and based on the needs of the region and the community that it is serving (City &Guilds Centre for Skills Development, 2012). To bridge the gender-digital divide the Government of Sri Lanka launched a series of mutually complimentary projects under the umbrella of e-Sri Lanka Initiative. Established in 2003 it provided ICT access and training to under represented groups especially women in rural areas. ‘Nenasalas’ (Knowledge Centres) were set up to provide access and training in how to use these new technologies. By 2010, there were 629 such centres (UNESCO, 2012).

Realising that the greatest potential of the Indian subcontinent is ‘manpower’ the University Grants Commission (UGC) .in India articulated the idea of extension in 1977 and 1982 and called for the introduction of extension as a third but equally important function of the system of higher education. In its Xth Plan UGC suggests that recommends that the scope of extension education needs to be widened by reorienting it as a link between business and society. This suggested that universities and colleges become the focal point of all activities to sustain and spread the values of lifelong learning. The Rural

34 Extension at the Department of Extension and Communication at M.S. University, Vadodara conducted programs was led by the post graduate students. The main objective of the course under ‘Field Work’ involves students in planning, conducting and evaluating rural development programs and places students in the villages adopted by the department.

The target groups were women, adolescent girls, teachers and children. One of the projects undertaken were promotion of vermicomposting among farm men and women from the selected villages of Vadodara District. The success of the project was visible in its replicability, effective use and sustainability. The project showcased that it not only practically solves the problem of garbage management, but also develops the sustainability of soil nutrients and yet provides better natural manure (Pandya & Maniar, 2012).

Adult Literacy and Skills Training Programme (ALSTP) in South Africa emerged as a proactive response to practical needs of and challenges facing poor households. It was initiated by Operation Upgrade (OpUp) which has received financial and technical support from many organisations including Oxfam Australia, ProLiteracy Worldwide, Int, and local chapters of Rotary International. A multi-faceted family based literacy and literacy and development project it is being implemented in socially disadvantaged and rural areas and remote rural areas such as KwaNibela. The programme primarily targets adult women and to some extent men, children and youth aged between 25-50 years. One of the projects in response to learners’ demand for income generation or livelihood skills training is the vegetable tunnel system. The project is used to teach literacy through the production of a variety of vegetables such as tomatoes, spinach, green peppers and chillies. A group of 20 learners are encouraged to manage a tunnel provided by OpUp as a cooperative business venture. The learners are taught how to keep sales records, deposit money in the bank, pack and market their products. Besides, being a source of income the tunnel ensures secure and nutritious food for their families. The extra capital has enabled women to improve their families living standards and support their children’s education. OpUp was awarded the UNESCO Confucius Prize for literacy in 2008 in recognition of its sterling work and innovative approaches to literacy training and development (UIL, 2015).

Challenges Women’s empowerment has often been attributed as an output rather than as process (Moser,1993, Kabeer, 1999, UIL, 2014) and this is revealed in the kind of research evidences used to analyse women’s empowerment. UIL (2014) further elaborates that policies incorporate more of the statistical measures of women’s literacy, economic participation and decision making and fail to understand the ethnographic insights which shape women’s lives. There is no one size that fits all and policies must be contextualized to be effective. The 56th Commission on the Status of Women underpinned critical issues that continue to impact women’s disempowerment and unequal status in the society.

Despite the progress  Gender disparities in land holdings continue to persist worldwide even when women have equal property ownership rights in 115 countries and equal inheritance rights in 93 countries.

35 

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Women farmers are only provided 5 percent of the extension agricultural services and in sub-Saharan Africa women hold less than 10 percent credit available to smallholder agriculture.

Recent UN researches show that rural women that rural women face more difficulty than men in accessing public services, social protection, employment and markets due to cultural norms, security issues and lack of identification documents.

In some villages in rural Egypt the lack of identification cards is as high as 80 percent which limits access to health, education, pensions, application for property title or deed, and other social services in addition to their ability to vote.

Recent studies covering 17 countries in Asia and the Pacific shows that the proportion of elected representatives in the rural councils composed of women range from 0.6 percent to 37 percent.

An amount of USD 75 million was contributed by the international community towards official development assistance to rural development and the agricultural sector in 2008-2009. However, only 3 percent of the amount was allocated to programmes where gender equality was the main objective.

Vocational Education a catalyst for women empowerment The Feminisation of Poverty in India World Bank report on poverty stated that India accounts for one-third of the world’s poor people living on less than USD 1.25 (about Rs. 65) per day. The report cited that 1.2 billion of people are still living in poverty across the world (The Times of India, 2013). Within the subcontinent poverty is still pervasive, especially in rural areas which is home to 70 percent of the population i.e.1.2 billion reside. Despite being one of the fastest growing economies of the world the riches are hardly re-distributed within the population.

Only 1 percent of the GDP is spent on health which is half when compared to that of China. According to the data released by the Planning Commission in July 2013 the percentage of population living below the poverty line decreased to 22% in 2011-12 from 37% in 2004-05. Table 1 gives an overview of the national poverty levels for the last twenty years. State wise data published by the National Sample Survey Office (NSSO) reveals that while there is a decrease in poverty for almost all states, there are wide interstate disparities in the percentage of poor below the poverty line and the rate at which poverty levels are declining. In rural areas poverty percentage is higher 27.5 percent contrasted with the urban areas stands at 13.7 percent and 21.9 percent for the country as a whole. The report mentioned that in 2011-12, India had 270 million persons below the Tendulkar Poverty Line as compared to 407 million in 2004-05 (Table 2).

36 Table 1: National poverty estimates (% below poverty line) (1993 – 2012) Year 1993 – 94 2004 – 05 2009 – 10 2011 – 12

Rural 50.1 41.8 33.8 25.7

Urban 31.8 25.7 20.9 13.7

Total 45.3 37.2 29.8 21.9

Source: Press Note on Poverty Estimates, 2011 – 12, Planning Commission; Report of the Expert Group to Review the Methodology for Estimation of Poverty (2009) Planning Commission; PRS.

Table 2: Percentage and Number of Poor Estimated by Tendulkar method, using Mixed Reference Period (MRP) Rural 50.1 41.8 25.7 0.75

Urban 31.8 25.7 13.7 0.55

Total 45.3 37.2 21.9 0.74

Rural 328.6 326.3 216.5

Urban 74.5 80.8 52.8

Total 403.7 407.1 269.3

1993-94 2004-05 2011-12 Annual Average Decline: 1993-94 to 2004-05 (percentage points per annum) Annual Average 2.32 1.69 2.18 Decline: 2004-05 to 2011-12 (percentage points per annum) Source: Press Note on Poverty Estimates, 2011 – 12, Planning Commission; Report of the Expert Group to Review the Methodology for Estimation of Poverty (2009) Planning Commission; PRS.

Census 2011 estimated that 27 million households, constituting 11 percent of the households in the country were headed by women. The responsibility of these households rests on the shoulders of women-widows, single unmarried women, deserted or divorced women. These women come from the poorest of the poor households, socially excluded and are the most vulnerable (Patel, 2009). Poverty among female-headed households are attributed to intra-household discrimination against girls in education, which leaves them with fewer skills than boys, contributes to fewer economic opportunities for women, and consequently higher poverty rates among female-headed households. Studies show that nearly 40 percent of women-headed households do not possess permanent shelter, around 45 percent of women-headed households live in one-room premises, and 29 percent of women-headed households do not possess any assets such as a radio/TV/telephone /bicycle/scooter (Patel, 2014).

To address gaps in State action for women and children and to promote interministerial and inter-sectoral collaboration the Department of Women and Child Development was created as a separate Ministry with effect from 30th January 2006.

Previously, it was under the Ministry of Human Resource Development. The Ministry was also given the responsibility to create gender equitable and child-centered legislation, policies and programs. The mission of the Ministry is to promote social and economic empowerment of women through cross-cutting policies and programs, mainstreaming

37 gender concerns, creating awareness about their rights and facilitating institutional and legislative support for enabling them realize their human rights and develop to their full potential. The mandate focuses on the holistic development of Women and Children.

Being the nodal Ministry for the advancement of women and children, the Ministry formulates plans, policies and programs; enacts/ amends legislation, guides and coordinates the efforts of both governmental and non-governmental organizations working in the field of Women and Child Development. Along with being the nodal the Ministry also implements certain innovative programs for women and children which cover welfare and support services, training for employment and income generation, awareness generation and gender sensitization. By playing a supplementary and complementary role to the other general developmental programs in the sectors of health, education, rural development it tries to ensure that women are empowered both economically and socially and thus become equal partners in national development along with men (Ministry of Women and Child Development, 2015).

Realising the need to involve the community the Ministry initiates participation of non-governmental organizations and efforts are made to have more effective involvement of NGOs. The Ministry has six autonomous organizations namely National Institute of Public Cooperation and Child Development (NIPCCD), National Commission for women (NCW), National Commission for Protection of Child Rights (NCPCR), Central Adoption Resource Agency (CARA), Central Social Welfare Board (CSWB) and Rashtriya Mahila Kosh (RMK). The Ministry has been implementing the world's largest and most unique and outreach program of Integrated Child Development Services (ICDS) providing a package of services comprising supplementary nutrition, immunization, health check-up and referral services, pre-school non-formal education.

Moving beyond Rhetorics: the Udang Forum To develop the quality of life of rural people in an area where governmental resources are hard to access the Howrah Rural Teachers’ Forum (Udang Forum) at Udang (Howrah District of West Bengal, India) took up the challenge. Teachers being the only educated and informed in rural areas were ideal for the initiative and formed an intrinsic part of the development project. Apart from teaching they play vital role in the village community in the absence of professionals namely:  Educational and Vocational Counselors;  Private/Home Tutor complementing education in absence of home support;  Health Guides;  Veterinary Doctors;  Actuaries and Property Assessors;  Advocates and Judges;  Mediators in Conflict Managers;  Marriage advisors and counselors;  Private Tutors; Cultural Leaders And many others.

38 The project is operational in 20 contiguous villages belonging to Amta, Bagnan and Uluberia blocks with teachers participating from neighboring villages as well. Since leadership rested with the school teachers efforts were put on education and the others emerged as ‘add on’ dimensions aligned to the needs of the village community. Initial activities in education were designed to arrest school dropouts with more areas being added later (Figure 4).

SIP: Primary Education Open Schooling:

Preschool education

secondary education

Education

Vocational

Music, Painting

Education & Training

and Computer Education

Educating the 3 rd Child

Rural Talent Nursery

Figure 4: Educational Activities and Services Source: The 3rd ERT International Symposium 2012

Women’s Development and the Udang Forum Rural communities are often steeped in poverty which makes them susceptible to money lenders and exploitation. Families wound up paying 2 to 3% interest per month, or 24 to 36% per year to the moneylenders. To limit the business of moneylenders the Forum began a self-help group of women with each member contributing INR10 ($0.2) every month and the money is duly deposited in the bank. So, whenever a member needs to borrow she now borrows from their collective deposits adhering to the rules of the bank.

With membership over 600 women the total annual borrowing is approximately 30% of total deposits. The result was that cases of borrowing from moneylenders have been totally neutralized. The savings are not used for any productive and income generation purposes and the rate of loan repayment.

Vocational Education and Training Even though the overwhelming emphasis was on primary education Udang Forum undertook upon themselves the responsibility of providing vocational education and training for the rural, unskilled youth especially the school dropouts, girls and youth

39 belonging to socially disadvantaged classes like scheduled castes, scheduled tribes, and minorities, and women. The Forum carried out a collective assessment of the necessary skill sets needed by the community and the skills required to generate income for and by the youth. Training was offered in masonry, house wiring and electrical repairs, computer education and training, repairers of TV, radio and other electronic equipments, mushroom cultivation, leaf plate making, beautician course to name a few. These programs were supported by Department of Electronics, and Department of Science and Technology, Government of India. The vocational skills program has trained more than 150 were trained in different vocations, generated income for the youth and dramatically reduced the cost of the community for such services.

The course on ‘Beauty and Culture’ targeted girls and women between 19-35 years old and the minimum education qualification required was successfully passing Grade 8. It commenced from February/March and lasted for a year with examinations in April. The class is comprised of girls and women forming a group of 20-25. By collecting a monthly fee from its members of INR 200 each they are able to pay for the salary of the teacher including the raw materials required during the course. Classes are held once a week and only on Saturdays to encourage girls to take it up as a hobby that soon transforms into a livelihood. Since its inception twelve years ago the course has gained popularity and almost 80 percent have revealed their dormant entrepreneurship skills by continuing to offer their services from home.

“The girls and women are filled with a sense of purpose to lead a parallel life outside their families and for themselves. It builds up their personalities, confidence and motivates them to strive higher. For me the most important aspect about social work is the relationship that is created if we want to help others. And we at Udang Forum strive to do just that” Kakoli Hazra, 45 years old, Udang Forum.

Methodology A qualitative research and case study methodology was chosen because they do not reveal static attributes but understanding of humans as they engage in action and interaction within the contexts of situations and settings (Merriam, 1998). Moreover, it presents a huge opportunity for the researcher to come into closer contact with the social setting and to discover whether or not her findings reflect certain social processes or patterns in similar settings not only within the context but cross-culturally (Flyvberg, 2006). The semi-structured interviews and the focus group discussions questions were raised around socially constructed roles and power relations to provide valuable insights of the key issues to be discussed. The study is undertaken as part of a larger project within the framework of Education of Rural Transformation looking at education as a vehicle for women empowerment.

40 Empowerment indicators To explore the linkages between vocational education and women empowerment based on qualitative research methodology the study took into account the context encompassing the formal and informal sites of education. Three indicators were selected 1) addressing poverty reduction through education 2) overcoming social norms and attitudes that block gender equality and 3) education as empowerment. Twenty women were interviewed between the ages 17-33 years old to investigate and understand the ways by which education has influenced and transformed their lives. The semi-structured interviews revealed the power of education to overcome the barriers that create gender inequality, poverty and prevent them from using their agencies.

Results and Reflections Education for Rural People (ERP) is an essential ingredient to eradicate hunger, foster women empowerment and reduce food insecurity for the most vulnerable population. For the rural poor knowledge and capacity building offers them a life out of poverty, build women’s identity enabling them to participate fully in social and political life. Research indicates that increase linkages between adult education and formal schooling have impacted fertility rates, improved health and sanitation practices and weakening traditions that disempower women (FAO, 2009; SIDA, 2000; World Bank, 2014). The findings of the study are elicited in the three empowerment indicators referred earlier. 

Addressing poverty reduction through education

The respondents voiced their thoughts clearly by articulating the linkages between education and poverty reduction. They were of the opinion that partaking in the course facilitated them to find their own voice, become independent, contribute to family income or be in a position to finance their dreams.

“I no longer have to ask my parents for money. The course has given me the opportunity to start my own business from the confines of my home. My parents encourage me because they know that no longer will I need to depend on anyone even after marriage” Beauty, 23 years old “It is an opportunity for me to help my parents and myself. Initially my father objected but after seeing my success he encourages me and the extra income finances my studies. This has taken the load off my parents.” Sumana, 18 years old For married women the course provided them with the tools to an extra source of income. By contributing their share in household expenses gave them the bargaining power to take decisions for their child's future and increase their status in the family.

41 

Overcoming social norms that hinder gender equality

An important issue raised was whether girls would be allowed to continue their business after marriage. Nearly, all stated firmly that this question would be raised prior getting married. If their family showed their disapproval they would not get married to a person who will not support their dreams and hopes.

“I will not marry a person who will stand by my beliefs and my dreams. It has to be a two way process and in such a case I will refuse the proposal. If he cannot adjust with my family then neither can I. His qualifications should be the minimum and support me” 

Education as empowerment

Vocational education is vital for capacity building and skills development. The interviews showcased that knowledge and skills pave a way for economic independence that is intrinsic for poverty alleviation and engendering the gendered spaces created by traditions and culture.

“I want to stand on my feet, this is my hobby and my interest. It takes me half an hour to come here and often I have to take a boat to come here. Women empowerment means to be able to tackle all situations and be able to help others in the society above themselves. Vocational education has shown me a way to start my own business” Antara 19 years old “I am studying, give tuition and so am able to take the course. I am associated with the Forum for a very long time from the age of 6. With this course I will be able to start my business. For me women empowerment is a priority. Disha 22 years old Conclusion The key to the success of Udang Forum lies in its vision to recognize that it is imperative to have a vertical and a horizontal mobilization of resource people and the community. For initiatives to be successful and sustainable there has to be sustainable human involvement, sustainable community involvement, understanding the context and needs of the community and men must be brought into the picture. Along with social equity and inclusion the quality of the programs play an indomitable role and contribute to is longevity.

42 References Flyvbjerg, Bent (2006) “Five Misunderstandings About Case Study Research. Qualitative Inquiry (12)2: 219-245. Sage Publications FAO (2009) Education for Rural People The Role of Education, Training and Capacity Development in Poverty Reduction and Food Security FAO Government of India Planning Commission (2013) Press Note on Poverty Estimates, 2011-12 Government of India Press Information Bureau Retrieved from http://planningcommission.nic.in/news/pre_pov2307.pdf ILO (2010) Investing in skills for socio-economic empowerment of women Gender and Rural Employment Policy Brief#2 Retrieved from http://www.ilo.org/wcmsp5/groups/public/@ed_emp/documents/publication/ wcms_150831.pdf Kabeer, N (1999) Resources, agencies and achievements: Reflections on the measurements of women’s empowerment Development and Change 30,3 pp. 435-464 Merriam, S, B (1998) The Design of Qualitative Research In Qualitative Research and Case Study Applications in Education Revised and Expanded from Case Study Research in Education Jossey-Bass Inc. Mukhopadhyay, M (2012) Education for Rural Transformation: A Case of Udang Forum In Vinayagum Chinapah Ed.Education for Rural Transformation (ERT) Good Practices from National and International Perspectives The 3rd ERT International Synposium, 2012 Vadodara, India Volume 1 From Theory to Practice Stockholm University Ministry of Women and Child Development (2015) About the Ministry Government of India Retrieved from http://wcd.nic.in/about-ministry Moser, C (1993) Gender Planning and Development Theory, Practice and Training Routledge Pandya, R & Maniar A (2012) Rural Development Projects Through Community Outreach Programmes-Success Story In Vinayagum Chinapah Ed.Education for Rural Transformation (ERT) Good Practices from National and International Perspectives The 3rd ERT International Synposium, 2012 Vadodara, India Volume 1 From Theory to Practice Stockholm University Patel, V (2009). Discourse on Women and Empowerment. Delhi: The Women Press Patel, V (2014). The feminisation of urban poverty Retrieved from http://infochangeindia.org/agenda/urban-poverty/the-feminisation-of-urbanpoverty.html Accessed 2016-01-19 Schmidt, B (2012) Empowering Women Around the World through Skills Development Women for Women International City& Guilds Centre for Skills Development Retrieved fromhttp://www.skillsdevelopment.org/knowledge_portal/ezine/autumn_2010/empowering_women_around.aspx Accessed 2016-01-1 SIDA (2000) Capacity development as a strategic question in development cooperation.

Capacity Development - Sida Working Paper No. 8. Stockholm, Swedish International Development Assistance Retrieved from

43 www.sida.se/shared/jsp/download.jsp?f=Wp8.pdf&a=2474 Accessed -201601-20 The Times of India (2013) India accounts for 33% of the world poor World Bank Retrieved from http://timesofindia.indiatimes.com/india/India-accounts-for33-of-world-poor-World-Bank/articleshow/19625785.cms Accessed 201601-19 UNESCO (2015) Skills Development Important for Women’s Empowerment Retrieved from http://www.unesco.org/new/en/media-services/singleview/news/skills_development_essentiial_for_womens_empowerment/#.Vp A4vbbhCt8 Accessed 2nd January 2016 UNICEF (2015) World Education Forum Adopts Declaration on the Future of Education Joint Press Release Retrieved from http://www.unicef.org/media/media_81995.html Accessed 2016-01-02 UIL (2015) Transforming Our World Literacy for Sustainable Development Hamburg Germany UIS (2014) International Literacy Data 2014 UNESCO Institute of Literacy Retrieved from http://www.uis.unesco.org/literacy/Pages/literacy-data-release2014.aspx Accessed 2016 -01-02 UN Women (2012) Rural Women Their Contributions and Challenges to be Highlighted at UN Commission on the Status of Women 27 February-9 March 2012 Retrieved from http://www.unwomen.org/en/news/stories/2012/2/ruralwomen-their-contributions-and-challenges-to-be-highlighted-at-uncommisssion-on-the-status-o Accessed 18 January 2016 UNIDO Gender (2013) Empowering Women-Empowering Humanity: UNIDO and the Beijing Platform for Action Retrieved from https://www.unido.org/fileadmin/user_media_upgrade/What_we_do/Topics/ Women_and_Youth/Ref2PrintingPublication.pdf Accessed 2016-01-10 United Nations Statistics Division (2015) The World Women’s Report 2015 Retrieved from http://unstats.un.org/unsd/gender/chapter8/chapter8.html Accessed 10th January 2016-01-10 UNESCO (2012) From Access to Equality: Empowering Girls and Women through Literacy and Secondary Education Paris Retrieved from http://www.uis.unesco.org/Education/Documents/unesco-from-access-toequality-2012.pdf UNESCO-INRULED (2012) Education and Training for Rural Transformation: Skills, Jobs, Food and Green Future to Combat Poverty Beijing, China UNESCO-INRULED (2003) Education for Rural Transformation: Towards a Policy Framework Baoding, China World Bank (2014) Voice and Agency Empowering women and girls for shared prosperity World Bank Group

44

Tuesday, February 9th, 2016, 10:45 - 12:00 Session I: Venue: Chairman: Secretary: Time 10:45-11:00

Rural Education, Community Engagement and Student Development Room I (Prasert Na Nakorn Room) Assoc.Prof. Dr.Pattamavadi Lehmongkol Asst.Prof. Dr.Manasanan Hatthasak Author(s) Karanam Pushpanadham* and Karanam Viswa Bhushan**

Title Professional Development Needs of Rural Primary School Teachers in India: An Emperical Study

*The M.S. University of Baroda, India **Andhra University, India

11:00-11:15

Nanthima Nakaphong University of Phayao, Thailand

11:15-11:30

Ketsaraphan Punsrigate Khongjarean University of Phayao, Thailand

11:30-11:45

Peeranut Rungsaksangmanee, Surachai Jewcharoensakul, Pakamart Nantajiworawat and Preecha Rungsaksangmanee Kasetsart University, Thailand

11:45-12:00

Presentation of Certificates

The Model for Developing the Public Mind of Student Teachers Focus on Project-Based Learning to Promoting the Reading of Thai Language for Students Living in Marginalized Communities on the Border of Thailand and Laos The Model Focuses on Developing Students' Learning Outcomes for the Course; Designed and Taught Based on the Concept of Reflection Goodness and Good Behaviors: The Necessity of Human Being

45 The Model for Developing the Public Mind of Student Teachers Focus on Project-Based Learning to Promoting the Reading of Thai Language for Students Living in Marginalized Communities on the Border of Thailand and Laos Nanthima Nakaphong, Dr. Instructor, University of Phayao nanabo@hotmail.com Abstract The purpose of this research was to develop the model for developing the Public Mind of student teachers focusing on Project-Based Learning to promote the reading of Thai language for students living in marginalized communities on the border of Thailand and Laos. The basic concept is a systematic approach for the development of competencies relating to the teaching profession with the Project-Based Learning. The CIPP approach was used for the evaluation. The target groups were: 93 student teachers from the University of Phayao, 51 tribal students from the Ban Ton Pung communities (Yao, Karens, Akha, Muser), 7 teachers, 30 parents and 8 soldiers. Information was collected from: the synthesis of papers and research, actual observation, interviews, tests, public evaluations, and project evaluation. Tools for the research were: recording research, observation, interview, examination, community awareness evaluation form and project evaluation form. The statistics used for data analysis were: percent, mean, standard deviation, t-test paired, efficiency of process/efficiency of product (E /E ) and effectiveness index.

1

2

The results of developing the model were: a flowchart showing relationships involving five important components. The first component was the need for input to include internal factors: men, money, management, materials, and external factors that include community contexts. The second was that the 5 steps of Project-Based Learning include problem, discussions, creating, implementing, and evaluating. The third, output focus on volunteer project including: problem, objective, approach, management, team, and area. The fourth was that the process focuses on Public Mind that competencies relating to the teaching profession including attitude, knowledge, and practice. The fifth, the impact focus on marginalized communities including change tribal students behavior and more sustainable communities. The results of trying out this model showed that the competencies of attitude and practice were at very good levels. The competencies of knowledge was pass criteria 80% calculated equal 94.62%. The Public Mind of student teachers had a significantly higher increases at .05 levels. The efficiency of process/efficiency of product (E /E ) 1

2

were 82.45/84.02 which were higher than the present standard of 80/80 and the effectiveness index of 0.62 showed that the student teachers increase in Public Mind was 62%. The evaluation model showed that context, input, process, output, and impact were all at very good levels.

Keywords: Public Mind, Project-Based Learning

46 The Model Focuses on Developing Students' Learning Outcomes for the Course; Designed and Taught Based on the Concept of Reflection Ketsaraphan Punsrigate Khongjarean Instructor, School of Education, University of Phayao E-mail: bunthi_ta@hotmail.com Abstract Research on the development model focuses on student learning outcomes for the course which is designed and taught, based on the concept of reflection and the objective is to develop a course which is designed and taught; based on reflection. The aim was to study and have learning outcomes that include the ability to: analyze teaching, the ability to design teaching and the ability to teach. The population in this research includes third year students majoring in biology from the College of Education, University of Phayao.

There were 60 variables used in this research which included independent variables.

The program emphasizes the development of students' learning outcomes, based on the concept of variable reflection. The results showed the effectiveness of the design plans where the focus on learning outcomes for the course were designed and taught, based on the concept of reflection. For the third year students majoring in biology, it was equal to 85.95 / 85.05, which is higher than the standard set-all plan. This is an achievement in course design and teaching, based on the concept of reflection. The third year students majoring in biology found that the latter class is equal to 52.67 percent, 87.78 points. The previous value of 30.10 percent, 50.17 points giving an increased value of 22.57 percent, 37.61.A much higher effectiveness index with our development model. In the course of designing and managing learning, based on the concept of reflection, the third year students majoring in biology, were equal to 0.7547, indicating that the student's knowledge increased by 75.47 percent. The 3rd year student's majoring in biology opinions on their learning in course design and teaching based on the concept of reflection at the highest level is the detailed content of interest (  =4.86,  = 0.36), followed by a test during the study. And could know the results immediately (  =4.74,  = 0.44) minimum knowledge for use in real life (  = 4.49,  = 0.70) overall the third year students majoring in biology opinions were at the highest level (  =.4.61,  = 0.59).

47 Goodness and Good Behaviors: The Necessity of Human Being Peeranut Rungsaksangmanee Surachai Jewcharoensakul Pakamart Nantajiworawat Preecha Rungsaksangmanee Faculty of Education, Kasetsart University, Bangkok, Thailand Abstract Human being need to live together as society and support to each other, and then good behaviors of each individual human is necessary to build up peaceful world. The objective of the study was to 1) analyze the Buddhism teaching about the goodness and good behaviors and 2) to study the result of well performed of good behavior of Buddhism teaching. The population was 60 of the student and teacher of the Kasetsart Laboratory School. Questionnaire was used for data collection. Frequency, percentage, means and standard deviation was used for data analysis.

The result of the studied reveal as the follow; 56% was female and 44% was male, the average age was 18.34, 57 years old was the highest, 11 years old was the youngest and S.D. was 11.37. 38% was primary level students, 50% was secondary level students, teachers and adults was 12%. They believed about goodness and good behaviors would have caused and effected to each individual life in very much and much level such as; morality and ethic, societies should have concerned about good behaviors, in order to build up love and happiness in future life; such as control temper, say about good things, and behave with consciousness to concern feeling of people, family and social. Honesty, sacrifices, be patient, responsibility, sincerity, control oneself, practice oneself, give and portion out was basic indicators of practicing oneself. The young generation almost three forth (72%) believed that behave good would have benefit for their future life in moderate level, may be because of such News in the newspaper and television had shown badly corruption in the nation of Thailand, especially the executive administrators. Therefore the best way of teaching and training good behaviors needed to be done, but the adult needed to be such sample and shown role model for the younger generation. Meanwhile, the education transformation of good practice from the adult was necessary and would be useful.

Key words: Goodness, Good behavior and Living

48

Tuesday, February 9th, 2016, 10:45 - 12:00 Session II: Venue: Chairman: Secretary:

Teacher Education and Professional Development Room II (Ubon Reangsuwan Room) Asst.Prof. Dr.Pongprapan Pongsophon Asst.Prof. Dr.Chatree Faikhamta

Time 10:45-11:00

Author(s) Sudarat Sarnswang and Prompilai Buasuwan Kasetsart University, Thailand

11:00-11:15

Chanisvara Lertamornpong Kasetsart University, Thailand

11:15-11:30

Oraphan Butkatunyoo Kasetsart University, Thailand

11:30-12:00

Presentation of Certificates

Title Development of Educational Supervision Model for Educational Supervisors using Coaching and Mentoring Process Approach Research Synthesis of the Mathematics Teacher Development Model of 9 Primary Educational Service Area Offices by Using the Process of Creating a Coaching and Mentoring System with Faculty of Education, Kasetsart University Learning Landscape: A Self-Study through Narrative Inquiry of Early Childhood Professional Development Experiences in Missouri Context Based on STEAM Education

49 Development of Educational Supervision Model for Educational Supervisors Using Coaching and Mentoring Process Approach Sudarat Sarnswang, Assistant Professor Ph.D. Lecturer, Faculty of Education, Kasetsart University fedusdrs@ku.ac.th Prompilai Buasuwan, Associate Professor Ph.D. Lecturer, Faculty of Education, Kasetsart University drprompilai@gmail.com Abstract Educational supervision is an important part of school teachers’ instructional development. However, ordinary teacher training method used to develop teachers’ performance has been questioned about its quality. Several recent studies focusing on coaching and mentoring have shown successful results mostly in the business management settings. Coaching and mentoring have proved to be effective in enhancing personal effectiveness and the ability to work smarter and not harder, increasing reflectivity and clarity of thinking, improving psychological wellbeing and confidence, better problem solving skills, enhancing energy and job satisfaction. Little is known about coaching and mentoring as an approach in educational supervision. The main objective of this research was to develop an educational supervision model for educational supervisors using coaching and mentoring process approach. A qualitative research approach was used to collect data and analyze supervisors’ opinions. A focus group was carried out with 10 supervisors from 10 educational districts who have been introduced and trained to use coaching and mentoring as an approach in their supervising tasks. The data were analyzed using an inductive content analysis. The second focus group among 12 connoisseurs was also carried out after the results of the first focus group have been compiled into a coaching and mentoring supervision model in order to evaluateand consider possibilities of the model for actual use. Recommendations on more practices in coaching and mentoring skills are necessary to improve supervisors’ performance in developing teachers’ instructional abilities. However, there is therefore a need for more in depth studies or experiments to allow greater effective use of coaching and mentoring process supervision.

Keywords: Educational Supervision Model, Educational Supervisors, Coaching and Mentoring

50 Research Synthesis of the Mathematics Teacher Development Model of 9 Primary Educational Service Area Offices by Using the Process of Creating a Coaching and Mentoring System with Faculty of Education, Kasetsart University Chanisvara Lertamornpong, Ph.D., Assistant Professor Lecturer, Faculty of Education, Kasetsart University E-mail: feducrl@ku.ac.th Abstract This qualitative research aimed to synthesize the results on the mathematics teacher development model by using the process of creating a Coaching and Mentoring System of nine primary educational service area offices that cooperated as development partner with Faculty of Education, Kasetsart University. The research instruments were an interview form and a research conclusion form. The data analysis methods used were percentage and content analysis. The results showed that the mathematics teacher development models in all nine area offices were similar. From the inquiries on the need for professional development of mathematics teachers in each area office and the need for a development partner. The results were used to conduct a two-day training program which included knowledge of the course, designing and writing lesson plan, learning media and technologies, measurement and evaluation, problem analysis and solutions in order to determine research topics, along with knowledge of classroom research and three coaching and mentoring sessions at the schools in each area office starting from 1) Teachers need to analyze the problems, reflect on questions and research topics to develop lesson plans; 2) Use the developed lesson plans to collect data, conduct Micro-Teaching, watch lesson videos, and exchange knowledge for mutual learning, and; 3) Present solutions, provide summary and write research paper and perform self-assessment. However, some teachers were busy with their works that affected the continuity of their development. Most of the teachers from every area office participated in the project and agreed that the development model yielded more positive results than negative results. Classroom action research results met the defined criteria, with work quality ranged from fair to excellent. The commitment and consistency in program attendance of the teachers reflected the effectiveness of mathematics teachers development model by using the process of creating a Coaching & Mentoring System. From the research, it is recommended that the process of creating a Coaching & Mentoring System could be strengthen if the teachers have quality mentors from their development partners.

Keywords: research synthesis, process of creating a coaching and mentoring system, mathematics teachers

51 Learning Landscape: A Self-Study through Narrative Inquiry of Early Childhood Professional Development Experiences in Missouri Context Based on STEAM Education.

Oraphan Butkatunyoo, Assistant Professor (Ph.D.) Early Childhood Lecturer Faculty of Education, Kasetsart University Bangkok, Thailand Abstract This self-study designed to explore through narrative inquiry of early childhood professional development experiences based on STEAM education. The context of this research was Global Scholars Professional Enrichment (GSPE) Program and Postdoctoral Training Program at University of Missouri-Columbia, USA. Through central to self-study narrative inquiry was a focus on life experiences as a tool for connection with own storied pasts, the researcher as a teacher educator sought to gain a deeper understanding of 1) Using variety kinds of activities included trainings, workshops, studying in classes, cognitive coaching activities, fieldtrips, cultural and community activities could getting more learning experiences based on STEAM education for creating learning landscape 2) The core features of this learning landscape were outlined to illustrate the potential of self-study to foster critical reflection that impacts on a deeper understanding.

The implications for Early Childhood teacher was threaded.

Keywords: Early Childhood Professional Development, Narrative Inquiry, Self-Study Research, STEAM Education

52

Wednesday, February 10th, 2016, 13:00-14:00 Session III: Venue: Chairman: Secretary: Time 13:00-13:15

Teaching and Learning Development Room I (Prasert Na Nakorn Room) Asst.Prof. Dr.Sudarat Sarnswang Asst.Prof. Dr.Jeerawan Ketsing Author(s) Wandee Sutthinarakorn, Chintana Kanjanavisut, Sutitep Siripipattanakul, Patchara Vanichvasin, Jittinun Boonsathirakul, Wichan Mawinthorn, Peeradech Maleehom

Title Relationship between Integrated Thinking and Leadership: Kasetsart University Students Case Study

Kasetsart University, Thailand

13:15-13:30

Methinee Wongwanich Rampagaporn, Wandee Suthinarakorn, and Pattarawat Jeerapattanatorn

21st Century Instruction in Kasetsart University: A Study from Students’ Perspective

Kasetsart University, Thailand

13:30-13:45

Surachai Jewcharoensakul Kasetsart University, Thailand

13:45-14:00

Pattarawat Jeerapattanatorn and Komgrit Manyam Kasetsart University, Thailand

14:00

Presentation of Certificates

The Result of Analysis Scientific Theory and Thai Food Recipes: Teaching Techniques Development of Learning Thai Culture of Cooking e-Learning for University Education: A Comprehensive Review

53 Relationship between Integrated Thinking and Leadership: Kasetsart University Students Case Study *Wandee Sutthinarakorn, Chintana Kanjanavisut, Sutitep Siripipattanakul Patchara Vanichvasin, Jittinun Boonsathirakul, Wichan Mawinthorn, and Peeradech Maleehom Faculty of Education, Kasetsart University, Thailand *Corresponding author, e-mail: feduwdsu@ku.ac.th Abstract The integrated thinking between logical thinking and creative thinking were essential for fostering a leadership quality of students who would become graduates in the future.

The study aimed to study a basic notion of integrated thinking and leadership of the undergraduate students at Kasetsart University (KU) and a relationship between the integrated thinking and leadership skills. Using stratified random sampling, the survey technique was employed with 404 samples who were undergraduate students at Kasetsart University, divided into two majors: Science and Humanities and Social Science. The research instrument used was a questionnaire. Data were then analyzed with percentage, mean, and Standard Deviation (S.D.), Independent t-test, One way analysis of variance and Pearson Product Moment Coefficient Correlation.

The findings revealed that KU students had the integrated thinking skills at high level ( x =3.86 (. Likewise, the logical thinking and creative thinking were found at high level ) x = 3.68and3.84 ). Leadership scores were at high level) x = 3.70) too. The students learning at different years had a difference in term of the integrated thinking and leadership which were found with a statistical significance at the 0.05 level. However, those who were in a higher year of studies possessed better integrated thinking and leadership skills. The study also showed that their integrated thinking skills had a positive correlation with those of leadership which were found with a statistical significance at the 0.05 level) r = .797).

Keywords: Integrated Thinking, Leadership, Kasetsart University Students

54 21st Century Instruction in Kasetsart University: A Study from Students’ Perspective *Methinee Wongwanich Rumpagaporn

Wandee Suthinarakorn Pattarawat Jeerapattanatorn Faculty of Education, Kasetsart University, Thailand *Corresponding author, e-mail: fedumnw@ku.ac.th Abstract The current research aimed to investigate the actual status of teachers’ instructions in 21 Century based on students’ perspectives in Kasetsart University. The research samplings were 1,045 students who registered in 2015 academic year in Kasetsart University in Bangkhen Campus. Data were collected by Online Questionnaires by Google Format. The data were analysed by using Percentage (%), Mean x , Standard Deviation (S.D.). The majority of students were female and lived in Bangkok. Around 95% of students have studying in Year 2 – 4. More than one third of students got GPAbetween 2.51-3.00 and 3.01-3.50.

The finding results found that the overall of 21st century instructions in students’ perspectives were rated at high level ) x = (3.58. Students gave their opinions at high level on teachers’ knowledge and abilities to integrate the new knowledge in teaching and learning processes through ICT integrations in students’ learning, including searching data and information, digital learning adjustment with digital world, promoting their students’ learning with students’ self-learning, applying ICT tools in their class. Moreover, as perceived by students were rated at moderate level on students’ happy and fun learning atmospheres, several teaching techniques, ICT integration in teaching class such as online learning, e-learning, and so on. st

Keywords: 21st Century Instruction, Instructional Development, Student Learning Development

55 The Result of Analysis Scientific Theory and Thai Food Recipes: Teaching Techniques Development of Learning Thai Culture of Cooking Surachai Jewcharoensakul, Ph.D. Vocational Education, Faculty of Education, Kasetsart University, Bangkok, Thailand e-mail address: feduscj@ku.ac.th Abstract The promotion of methodology and pathway to train and teach how to cook Thai cuisine with the concept of “Good practice” is important. The objective of the research was to 1) analysis the scientific theory related to the Thai cuisine. 2) Thai food recipes development with scientific explanation, and 3) Implementation about the recipes had studied. The populations were 237 students who registered to study and training the course about Thai cooking for business. Questionnaire was used for data collection. frequency, percentage, mean and standard deviation was used for data analysis.

The result of the studied reveals into 3 parts: 1) the result of analytical scientific theory related to the Thai cuisinefrom the body knowledge of biology, chemistry and physic. 2) 26 of Thai food recipes development was explained with scientific methods to show cooking methodology Thai delicious foods, such as; starters, one dish meal, soup, curry and stir fried dish and 3) the result of the implementation of the recipes had studied found that, the teaching cooking Thai foods with scientific explanation, known as “Science behind Thai cuisine” had improved critical thinking ability for the students, they had learned and improved thinking process of critical expression, they have fun and enjoy the class, the teaching method was not boring, they didn’t have to spent too much time for memorized the recipes, they had more confident to analysis and believed from the lessons and they believed that they would be able to solved such problem from cooking by using scientific methods in future. As human needs foods for survival, and then education for the transformation of knowledge and career is important. The recommendation: 1) to research and promote Thai cuisine to be known as “Science and Art of High level cuisine” is important and necessary. 2) Thai government and stakeholders sectors needed to promote Thai cuisine as the World heritage of human culture and creation is necessary.

Keywords: Thai cuisine, Teaching and learning Technique, cooking Thai foods

56

e-Learning for University Education: A Comprehensive Review Pattarwat Jeerapattanatorn Assistant Professor, Ph.D. Faculty of Education, Kasetsart University, Thailand E-mail: fedupwj@ku.ac.th Komgrit Manyam Lecturer, M.Ed. PhD Candidate Faculty of Education, Kasetsart University, Thailand E-mail: fedukgm@ku.ac.th Abstract The objective of this study was to analyze local and foreign documents which relevant to e-learning in university education in different dimensions including; (1) uses of e-learning in university education, (2) infrastructure needed for supporting the use ofe-learning in universities; (3) important policies and activities to promote the use of e-learning in universities; and (4) important roles of university lecturers and students needed to make use of e-learning for educational purposes especially in Thailand’s context. Documents regarding e-learning for university education, as units of analysis, were books, academic articles, and other published documents from selected authors. The purposive selection was used for selecting the authors such as; the author must have at least 10 publications in the last decade, and e-learning or educational technology must be one of his/her field of specializations. The researcher selected 12 documents to be analyzed; six local documents and six foreign documents. Content analysis was used for data analysis of this study.

Findings revealed that: (1) e-learning is very useful as an efficient and interested learning media that could be able to develop students’ learning, and it interests generation Y learners. A well-designed e-learning could support both teachers and students in every single subject both in sciences and social sciences subjects.

(2) Provision of e-learning infrastructure, technical standards, learning centers, and resource allocation are needed for a good e-learning university. (3) Clear identification of policy and implementation such as support of Learning Management System (LMS), educational software, educational module, Information Technology support, teacher and student development towards e-learning, and also develop cooperation with foreign organizations for e-learning development. (4) Teachers should be able to manage courses especially what related to e-learning, and students should learn how to participate with the course for the best result of his/her academic performance.For Thailand’s context, there are some concerns for e-learning development such as; insufficient support for university lecturers to handle e-learning, and policies towards the use of e-learning were implemented in only limited higher education institutions.

Keyword: e-Learning, Higher education, University education, Thailand

57

Wednesday, February 10th, 2016, 13:00-14:00 Session IV: Venue: Chairman: Secretary: Time 13:00-13:15

Health and the Quality of Life Room II (Ubon Reangsuwan Room) Assoc.Prof. Dr.Jittinun Boonsathirakul Dr.Autumporn Intachak Author(s) Karuntharat Boonchuaythanasit, Chakkrit Ponrachom, and Massarin Sukolpuk Kasetsart University, Thailand

13:15-13:30

Chakkrit Ponrachom, Massarin Sukolpuk, and Karuntharat Boonchuaythanasit Kasetsart University, Thailand

13:30-13:45

Masarin Sukolpuk, Chakkrit Ponrachom, and Karuntharat Boonchuaythanasit Kasetsart University, Thailand

13:45-14:00

Poonsak Boonyoung, Pawonpat Umaree, Mathawee Sumwong, Wanvisa Manadee Surat ThaniRajabhat University, Thailand

14:00

Presentation of Certificates

Title The Effectiveness of Liver Fluke Behavior Prevention Program among Village Health Volunteer in North-East Region Community The Effectiveness of Applications of Health Belief Model for Liver Fluke Prevention Behavior of ordinary people in Tao-Ngoi District, Sakon Nakhon Province The Development of the Learning Package for Village Health Volunteer to Liver Fluke Prevention Behavior of Ordinary People in North-East region community The Comparison of the Effectiveness of the Marigolds Essential Gel and the Water Filled Bag to Chase Flies of Bistro in Moo 9 TambonKhuntale, Muang, SuratThani

58 The Effectiveness of Liver Fluke Behavior Prevention Program among Village Health Volunteer in North-East Region Community Karuntharat Boonchuaythanasit, Ph.D. Assistant Professor, Faculty of Education, Kasetsart University Email :jinda99@yahoo.com Chakkrit Ponrachom, M.Sc. Ph.D. student in health promotion and health education program, Faculty of Education, Kasetsart University.

Lecturer, Faculty of Public Health, Kasetsart University ChalermprakritSakonNakhon Province Campus.

Email :Ponrachom@hotmail.com Massarin Sukolpuk, M.Ns. Ph.D. student in health promotion and health education program, Faculty of Education, Kasetsart University.

Lecturer, Boromarajonani College of nursing ChangwutNonthaburi.

Email :Sukolpuk@yahoo.com Abstract The purpose of this quasi-experimental research was to investigate the effectiveness of liver fluke behavior prevention program among Village Health Volunteers )VHVs( in North-East region community. Health Belief Model )HBM (was used as a theoretical framework in the study. A total of 80 subjects from 3 communities in NorthEast region were randomly assigned into the experimental groupand the comparison group equally. The experimental group participated in liver fluke behavior prevention program designed by the researchers. The program comprised of two activities called "Prepare VHVs for good health" and "VHVs can do it." Various activities such as video presentation, visual game, skill practicing and group discussion were used in the program.

Self-administered questionnaires was used as a research instrument to collect data during three measurements including pre-test(the 1st week), post -test (the 5th week) and follow up (the 9th week). Descriptive statistic including frequency distribution, mean, and standard deviation as well as inferential statistics namely Independent t-test and Repeated Measure ANOVA were used to analyze the data.

The results revealed that after participating in the program, the experimental group' s post-test and follow-up mean scores of perceived susceptibility and perceived severity of liver fluke disease, perceived benefit and perceived barrier of liver fluke prevention behavior, cue to action of liver fluke prevention behavior, self-efficacy on practicing liver fluke prevention behavior, and the liver fluke prevention behavior, had statistically significant difference at a .05 level than the baseline and than those in the control group.

59 The results indicated that the program is effective. Therefore, public health officers should integrate the program into each VHV Learning Center in order to modify VHVs’ liver fluke prevention behavior in North - East region community. .

Keywords: Liver fluke, Prevention behavior, Village Health Volunteer, Health Belief Model.

60 The Effectiveness of Applications of the Health Belief Model for Liver Fluke Prevention Behaviors of Ordinary People in Tao-Ngoi District, Sakon Nakhon Province.

Chakkrit Ponrachom, M.Sc. Ph.D. student in health promotion and health education program, Faculty of Education, Kasetsart University.

Lecturer, Faculty of Public Health, Kasetsart University ChalermprakritSakonNakhon Province Campus.

Email :Ponrachom@hotmail.com Massarin Sukolpuk, M.Ns. Ph.D. student in health promotion and health education program, Faculty of Education, Kasetsart University.

Lecturer, Boromarajonani College of nursing ChangwutNonthaburi.

Email :Sukolpuk@yahoo.com Karuntharat Boonchuaythanasit, Ph.D. Assistant Professor ,Faculty of Education, Kasetsart University Email :jinda99@yahoo.com Abstract Liver fluke disease of ordinary people in North – East region community remains the major public health problem in Thailand. It is necessary to carry out disease measures to establish the good prevention practice for ordinary people to reduce the incidence of the liver fluke disease and the cholangiocarcinoma. This study was a quasi-experimental research, aimed to study the effectiveness of applications of the Health Belief Model for the liver fluke prevention behaviors of the ordinary people. The study samples were comprised of 108 ordinary people from Tao-Ngoi district, SakonNakhon province. The samples were randomly assigned into the experimental group and the control group. There were 54 people in each group equally. The experimental group received the liver fluke prevention behavior program from the researcher. Questionnaire was used for collecting data. Percentage, standard deviation, median, independent t-test, and paired t-test were used to analyze the data.

The major findings revealed that after participating in the program, the experimental group had higher perceived susceptibility of liver fluke disease, perceived severity of theliver fluke disease, benefits of liver fluke prevention behaviors, cues to action ofliver fluke prevention behaviors, and self-efficacy on practicingliver fluke prevention behaviors than before participating in the program and than those in the control group with a statistical significance at the 0.05 level. On the other hand, after participating in the program, the subjects in the experimental group reduced perceived barrier of liver fluke prevention behaviors than the baseline and then those in the control group statistical significance at the 0.05 level.

61 In conclusion, the application of Health Belief Model for Liver Fluke Prevention Behaviors of Ordinary People is effective. The local organizations should apply the Health Belief Model for the liver fluke prevention behaviors program of ordinary peoplein their provinces, especially in the North East Region Community.

Keywords: Health Belief Model, Liver fluke, Prevention behaviors.

62 The Development of the Learning Package for Village Health Volunteers to Liver Fluke Prevention Behaviors of Ordinary People in North-East Region Community Masarin Sukolpuk, M.Ns. Ph.D. student in health promotion and health education program, Faculty of Education, Kasetsart University.

Lecturer, Boromarajonani College of nursing ChangwutNonthaburi.

Email :Sukolpuk@yahoo.com Chakkrit Ponrachom, M.Sc. Ph.D. student in health promotion and health education program, Faculty of Education, Kasetsart University.

Lecturer, Faculty of Public Health, Kasetsart University ChalermprakritSakonNakhon Province Campus.

Email :Ponrachom@hotmail.com Karuntharat Boonchuaythanasit, Ph.D. Assistant Professor ,Faculty of Education, Kasetsart University Email :jinda99@yahoo.com Abstract Village Health Volunteers (VHVs) are the important personnel who play vital role as change agents.

One of the VHV major roles is to modify the behaviors of ordinary people. Currently, the problem of liver fluke disease still remains among ordinary people who live in the North-East region. Therefore, to have an efficiency learning package for VHVs is necessary for the health behavior modification.The purposes of this research were : 1 (to develop the learning package for VHVs and 2 (to evaluate the quality of the learning package for VHVs to liver fluke prevention behaviors of ordinary people in North-East region community. There were 3 phases of this study including: 1 (preparation of the learning package, 2 (designing and developing of the learning package, and 3 (evaluation of the learning package.

First phase aimed to examine the community activity contexts and needed for the learning package using a focus group discussion led by VHVs. The second phase aimed to design and develop of the learning package by researchers and the pilot study with VHVs. The third phase aimed to evaluate the quality of the learning package by ten experts The results of this research were: 1 (the VHVs needed the learning package for providing the learning process through home visiting to meet the public’s desirable behaviors of the liver fluke prevention. Such activity would be integrated with the VHVs home visiting. 2 (the learning package for VHVs included the action guide for VHVs, the hand flip chart and people guide for the liver fluke prevention and 3 (the quality of the learning package were suitable at the highest level. The results of the study showed that learning package for VHVs was effective. This learning package could be distributed to the VHVs for modifying people’s liver fluke prevention behaviors in the North - East region community.

Keywords:

The Learning Package, the Liver fluke, Prevention behaviors, Village Health Volunteers, Ordinary people.

63 The Comparison of the Effectiveness of the Marigolds Essential Gel and the Water Filled Bag to Chase Flies of Bistro in Moo 9 TambonKhuntale, Muang, SuratThani Poonsak Boonyoung, Pawonpat Umaree, Mathawee Sumwong, Wanvisa Manadee Lecturer, Department of Community Health, Faculty of Science and Technology, SuratThaniRajabhat University Email:aopoon@hotmail.com Abstract Flies spread everywhere. This is an important factor that can transmit disease to human gastrointestinal tract such as Cholera. This is an epidemic type which can cause diarrhea. At present, there are many flies flying around food. Some bistros have been using the water filled bag and hung them in order to chase flies. However it does not look nice and orderly. The researchers studied on how to resolve the fly problem. We found that the marigolds contain pyrethrin substance which has the effect on the nervous system of the flies. The researchers developed the gel which mixed with marigold essential oil in 3 formulas as 10:0.5 10:1 and 10:2 respectively. Then test the efficacy of the marigolds essential gel and the water filled bag to chase flies in the bistros that prevalence of flies was 20 flies /1 sq.m. or more in a period of 7 days. Data were then analyzed with descriptive statistics: mean, standard deviation (SD) and analysis pair ttest results by the computer software program in order to compare between the performance of essential calendula gel and the water filled bag to chase flies.

The results after applying the marigolds essential gel and the water filled bags to chase flies, we found that the 10:2 marigolds essential gel can chase 16 flies /1 sq.m. and the water filled bag can chase only13 flies 1 /sq.m. The effectiveness of the aromatherapy marigolds essential gel can chase flies better than the water filled bag with a significant difference at 0.05. The consequences of the gel essential marigolds could decrease the incident rate of diarrhea in this area as it displaces the flies.

Keywords: Marigolds, flies

64

Wednesday, February 10th, 2016, 13:00-14:00 Session V: Venue: Chairman: Secretary: Time 13:00-13:15

Sport and Recreation Studies Room III (Yupa Weerawaithaya Room – 1st Fl., Building 2) Asst.Prof. Dr.Pattarawat Jeerapattanatorn Asst.Prof. Dr.Nalinrat Rakkusol Author(s) İhsan Sarı, Hakan Kolayiş, and Nurullah Çelik

Title Determination of Sport Motivation Features of University Athletes

Sakarya University, Turkey

13:15-13:30

Abdulmenaf Korkutata

13:30-13:45

Sakarya University, Turkey Mahmut Gülle*, Malik Beyleroğlu**, and Muhsin Hazar*** *Mustafa Kemal Üniversitesi, Turkey **Sakarya Üniversitesi, Turkey ***Gazi Üniversitesi, Turkey

13:45-14:00

Somkid Prabpai and Titaporn Warapanwisit Kasetsart University, Thailand

14:00

Presentation of Certificates

Examination of the Department of Recreation in the Universities of the United States Investigation of the Impact of the Uniform Colors of Sportsmen Who Participated in Turkish Youth Boxing Championship on Their Performance during the Competition Strategies for Promoting Health Indicator in Physical Activity

65 Determination of Sport Motivation Features of University Athletes İhsan Sarı, Hakan Kolayiş, Nurullah Çelik Faculty of Physical Education and Sports,SakaryaUniversity,Turkey Abstract Motivation is an important topic of sport psychology research. Because it is important to determine what motivate individuals to a certain behavior. Determining motivational factors of athletes could allow sport coaches to set the environment according to athletes’ motivational characteristics which may contribute athletes’ experiences in sports. Examining motivational features, determining the athletes who are low in intrinsic and extrinsic motivation and high in amotivation scores could enable sports coaches to protect dropouts of athletes. Therefore, the aim of this research was to determine motivational features of university athletes. For this purpose, 154 athletes studying at university voluntarily participated to the research. The participants completed personal information form and Sport motivation Scale (Pelletier et al., 1995, Kazak, 2004). Data was analyzed by frequency, descriptive analysis and independent samples t-test. Results showed that there was not any significant difference between males and females (p < .05).

Also, there was a significant difference between team sports athletes and individual sport athletes (p<.05). Results were discussed in line with the relevant research and some recommendations regarding motivational factors of athletes were proposed for sport coaches and physical education teachers.

Keywords: Sport motivation, athletes, students.

66 Examination of the Department of Recreation in the Universities of the United States Abdulmenaf Korkutata Faculty of Business and Tourism Management,Sakarya University, Turkey Abstract Department of recreation has been in the schools of physical education and sports in Turkey. But, schools of tourism and hospitality management recently included recreation management bachelor degrees in their study programs. The aim of this research was to investigate the department of recreation in the universities of United States and discover recreation department and related terms used in the bachelor program names. This will provide more information about department of recreation. For the purpose of this research ninety eight (98) universities were chosen as the research sample by convenient sampling method. The websites of these universities and the information regarding their bachelor programs were analysed. All the school and faculties in these universities and specific terms in the recreation departments’ names were coded. The results showed that the names of the department of recreation used with terms such as health, physical education, kinesiology, leisure, leisure service, sport, sport management, natural resource, park, exercise, park management, sport programming, recreation therapy, management, tourism, hospitality, social science. These results showed that the term “recreation” is used with many other terms in the universities of the United States. These results show that recreation is a multidisciplinary area and closely linked to the areas such as tourism and physical education.

Keywords: recreation, sports, tourism.

67 Investigation of the Impact of the Uniform Colors of Sportsmen Who Participated in Turkish Youth Boxing Championship on Their Performance during the Competition Mahmut Gülle* Malik Beyleroğlu** Muhsin Hazar*** *School of Physical Education and Sport, Mustafa Kemal Üniversitesi, Turkey **School of Physical Education and Sport, Sakarya Üniversitesi, Turkey ***School of Physical Education and Sport, Gazi Üniversitesi, Turkey

Abstract The purpose of the present study is to elucidate the relationship between performance impacts of red and blue colors on uniforms of young boxers and competition results.The study universe was consisted of 650 competitions organized in the scope of 2005-2006 Sakarya City Young Men Boxing Championship by the Turkey Boxing Federation. Sampling of the study was constituted by 562 competitions which were selected randomly from the universe. In terms of data collection, video analyses of preliminary selection, semi-final and final competitions were conducted so that x2 test evaluation could be performed for the numbers of wining of sportsmen in blue and red color uniforms based on the competition results.

According to the results obtained through this research; when general total result of the competitions and preliminary selection results is considered, it was found that sportsmen in blue uniform are more successful against the ones in red uniform. When semi-final and final competitions were considered, it was found that wearing blue and red color uniforms is not significantly relevant with the competition results of the sportsmen.

Keywords: Colors, Psychology of colors, Impact of Colors in Sports.

68 Strategies for Promoting Health Indicator in Physical Activity Somkid Prabpai, Ph.D. Lecturer of Health Education, Faculty of Education, Kasetsart University,

Email: sbcskp@ku.ac.th Titaporn Warapanwisit, M.Sc. Ph.D. student in Health Promotion and Health Education, Faculty of Education, Kasetsart University Email: jeabe_w@hotmail.co.th In the twenty-first centuries, the world was changed into the aging society, urbanization and globalization. Throughout the world, technology, urbanization, increasingly sedentary work environments and automobile-focused community design have engineered much physical activity out of daily life. Busy lifestyles, competing priorities, changing family structures and lack of social connectedness may also be contributing to inactivity. Opportunities for physical activity continue to decline while the prevalence of sedentary lifestyles is increasing in most countries, impacting to health.

Physical insufficiency is the fourth leading cause of chronic disease mortality such as heart disease and diabetes contributing to over three million preventable deaths annually worldwide.

The prevalence of insufficient physical activity in Europe and America had the highest while the lowest in the South â&#x20AC;&#x201C;East Asia and Africa. Across all regions found that women are less active than men. However, high income countries had more than double the prevalence compared to low income countries for both men and women. WHO: the Toronto Charter for Physical Activity called for action and an advocacy tool to create sustainable physically active lifestyles for all. It concerted action across four key areas; implement a nation policy and action plan, introduce policies supporting physical activity, Reorient services and funding to prioritize physical activity and develop partnership for action. However WHO strategy was applied in various areas, in Europe created a framework for creating a healthy active city, America was focusing on physical activity program while Thailand was promoting in three domains: working activity, transportation and recreational activities.

Although many strategies were used to promote an effective physical activity in the community. However peopleâ&#x20AC;&#x2122;s health literacy should be concerned as an essential for community development and led all strategies achieve the goal of physical activity.

Keywords: physical activity, physical insufficiency, strategy, health indicator