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International Journal of Management
Volume 11, Issue 10, October 2020, pp. 1135-1146. Article ID: IJM_11_10_102
Available online at http://www.iaeme.com/ijm/issues.asp?JType=IJM&VType=11&IType=10
Journal Impact Factor (2020): 10.1471 (Calculated by GISI) www.jifactor.com
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOI: 10.34218/IJM.11.10.2020.102
© IAEME Publication Scopus Indexed
CAPACITY BUILDING OF ENVIRONMENTAL
EDUCATION FOR MUNICIPAL SOLID WASTE
MANAGEMENT BY SYSTEMATICAL PROCESS
THROUGH SHORT-COURSE TRAINING
PROGRAMS
Saowalak Boonmang*, Kasem Chunkao, Surat Bualert and Parkin Maskulrath
Department of Environmental Science, Faculty of Environment, Kasetsart University, 10900,
Thailand.
The King’s Royally Initiated Laem Phak Bia Environmental Research and Development
Project, Chaipattana Foundation, 10900, Thailand.
Donyarat Subwongrod
The King’s Royally Initiated Laem Phak Bia Environmental Research and Development
Project, Chaipattana Foundation, 10900, Thailand.
*Correspondence Author
ABSTRACT
Environmental education is a tool used for behavioral changes, this research aims
its objectives to create an environmental system in the management of municipal solid
waste that focuses on the effectiveness of the environmental education process for
knowledge transfer on the “solid waste separation and organic waste composting by
the concrete box technology” through non-formal education and monitor the
behavioral changes. The research target group was acquired by the process of
volunteer sampling from the solid waste management interested groups that consisted
of community leaders, committees and representative from Ubon Ratchathani and
Trang provinces in Thailand. The environmental education program consisted of a
guideline for managing municipal waste, media documentaries, lecturer, on-site
activity, group works and the presentation of their works. The equipment used in this
research is a knowledge management plan that includes examination forms of pre and
post-test and the training evaluation form. In statically analyzing the data the average,
standard deviation, efficiency index (EI) and t-test for dependent samples. The results
of the environmental education process on community waste was shown through the
pre and post-test that was used before and after the training. The average test scores
were that after the training program was 13.20, representing 88.00%, which is higher
than the set criteria of 80 percent. In Comparing the before and after training results,
there are a significant difference at a significance level at 0.05. The effectiveness of
Capacity Building of Environmental Education for Municipal Solid Waste Management by
Systematical Process through Short-Course Training Programs
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the environmental education process in the community waste was monitor every
month for 3 months, the results found that there was a behavioral change as seen that
65.62% of the households within the community managed to separate their waste. The
process of up cycling the waste materials, was seen that 1-2 times a week as these
waste categories were divided into 53.33% organic wastes as they were used to grow
flowers and vegetables, 43.33% practice on a daily basis, For that hazardous waste,
the process was through dumping into the government facility as this was performed 1
time per month and accounted for 86.67% and dissemination of knowledge was given
to the families and people in the community as they practice 3-5 days a week
accounting for 43.33% of all participants thought that waste separation before
disposal is a good thing for the community 100.00%
Key words: Environmental education, Municipal solid waste management
Cite this Article: Saowalak Boonmang, Kasem Chunkao, Surat Bualert,
Parkin Maskulrath and Donyarat Subwongrod, Capacity Building of Environmental
Education for Municipal Solid Waste Management by Systematical Process through
Short-Course Training Programs, International Journal of Management, 11(10), 2020,
pp 1135-1146.
http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=10
1. INTRODUCTION
Trends of global changes have led to many environmental problems that needs to be managed.
This is suggested that waste problems are the key for environmental impacts and destruction.
In management of this problems, Thailand the government has establish a 20 years plan that
has cover the management of municipal and hazards waste that has directly impacted on the
growth of quality of life. To emphasize on the situation community waste in the year 2018,
was 27.82 million tons, an increase of 1.64 percent compared to 2017. This was divided into 2
areas, namely Bangkok where 4.85 million tons of waste was generated and in the 76
provinces nationwide with the amount of waste of 22.97 million tons, [7]. In accordance to
growing population, tourism, increased in consumption, urbanization and the changing of the
ways of life from agricultural society to an urban society. In the Provincial area throughout
the country, it was estimated that 2,881 of the local government organizations have not
collected, transported, waste for disposal while also it was seen that people have incorrectly
dispose their waste products. Such these methods were open dumping and burning, smuggling
into the sea or desert dumping, dumping in desolate areas including area that can increase of
pollution that affects the environment and public health by infection and toxins.
The situation of waste management in the community to cope with the increasing amount
of waste as well as setting restrictions on sanitary waste disposal in their effects for the
accumulation is very important. As a result, the main component of community waste is
found to be organic waste that can decompose by itself, 40% are natural products, including
vegetables, fruits, meat, food scraps from consumption. With their chemical composition of
20.17% carbon to nitrogen, it is very suitable for composting and fertilizing trees, [10].
Through this knowledge, further development to the community waste disposal technology
using composting methods in concrete boxes of The King's Royally Initiated Laem Phak Bia
Environmental Research and Development (LERD) Project, Phetchaburi Province, Thailand
intent to expand the environmental education process. Regarding that the environment
education is a life-long learning process and tools in both the schooling system and outside, it
is a multidisciplinary field that link the essence and relationships between all disciplines and
also place emphasis on the prevention and solution of environmental problems. The
objectives this environmental education program is to generated people with knowledge,
Saowalak Boonmang, Kasem Chunkao, Surat Bualert, Parkin Maskulrath and Donyarat Subwongrod
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awareness, attitude, skills and participation in the prevention and resolution of environmental
problems. [12] that ultimately leads to change in behavior.
Therefore, this research was focus on environmental training program for knowledge
transfer about the “municipal solid waste separation and organic waste composting by the
concrete box technology” through non-formal education for voluntary and interested person
group. This training program belonged to the LERD Project site which is the center to solve
environmental problems, especially in municipal solid waste disposal technology. In addition,
to add on knowledge, talent, attitude and skills in community solid waste management.
Applying knowledge to work with people in the community to be more efficient because
these groups are close to the people. So, people will believe in faith and feel like a family to
protect the environment for all people.
2. OBJECTIVES
Capacity Building of the environmental education process and monitor the behavioral changes
on the “municipal solid waste separation and organic waste composting by the concrete box
technology”
3. MATERIALS AND METHOD
3.1 Study area
The study area was the King’s Royally Initiated Laem Phak Bia Environmental Research and
Development Project, Phetchaburi Province, Thailand.
3.2. Population and samples group
The population used in this research are the members of the Technology Transfer Network of
The King’s Royally Initiated Laem Phak Bia Environmental Research and Development
Project in Ubon Ratchathani Province in the Northeastern region and Trang Province in the
Southern region of Thailand.
The sample groups used in this research is 30 network members who act as community
leaders in the environmental development. The process in gathering the sampling were by
means of Network Sampling and volunteer Training, which the group of volunteers will have
the motivation or the interest the environment.
3.3 Instruments
Municipal solid waste management training programs were constructed through the principles
of environmental education that included the creation of knowledge on “solid waste
separation” and “concrete-box technology for composting”
Pre-Post Tests were used for measuring student’s learning achievement consisted of 15
multiple choice tests which were divided into 5 parts. The first was based on knowledge
measurement, the second was attitude measurement, the third was the awareness
measurement, the fourth was the sensitivity measurement, and the fifth was the skill test
before and after learning.
The satisfaction questionnaire consisted of 7 aspects, which consisted of (1) training
program (2) knowledge (3) technology transfers (4) human activities (5) time of transfers (6)
facilities and services (7) knowledge application. The rating scale followed the Likert Scale is
divided into 2 parts consisting of Part 1: General information and Part 2: Training satisfaction.
The instruments that was used in the environmental education program for waste
management in the community was the 15 hours short course that trains management
procedures with creation and validation. The quality and the of the training management plan
Capacity Building of Environmental Education for Municipal Solid Waste Management by
Systematical Process through Short-Course Training Programs
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was monitored by using the rating of 5 levels that was divided into levels of very high, high,
medium, and low. While in finding the appropriateness of the training course was achieved by
experts as the average result were that 0.72-0.86 meaning most suitable. However, it was also
recommended that the implementation of a tryout with 30 members of the environmental
volunteers should be done.
The content of the test of achievement in waste management consisted of 3 parts which
are 1) community waste science 2) classification of community waste and 3) disposal of
organic waste by means of composting in concrete boxes. The questions were 25 multiple
choices with each of the 25 questions been analyzed for the quality by experts. In the selection
processes of the questions used, the Index of Item Objective Congruence (IOC) of questions
must corresponding to the objectives at the values are between 0.83-1.00. While in analyzing
the test as a whole, the difficulty values (p) should be between 0.27-0.79, which a good range
should be from 0.20 - 0.80, [3]. The classification power (r) should be between 0.27- 0.55
where with the classification power of the questions is greater than 0.20, is considered an
effective value in dividing learners into two groups: high-scoring or good-scoring group and
low-scoring or weak group, [11].
3.4. Data Analysis
Statistical analysis was used for analyzing the collected data this is to calculate into the
statistics of percentage, arithmetic mean, standard deviation and t-testing. It was used to test
the effectiveness of the pre-and post-learning following the environmental training program.
The data were collected by a knowledge test (full score of 15 points) in both before and
after the training program with the same set of tests (One group Pretest-Posttest Design).The
interested groups that participate in the training would have to participate in the whole process
of environmental education, performing the pre- test, completing all activities/training and
taking the post-test after training. Therefore, complete the environmental education process as
follows
Table 1
Pre-test Treatment Post-test
T1 X T2
Where
X is Experimental education with training
T1 is Pretest before knowledge gain by training
T2 is Posttest after knowledge gain by training
The measurement of the effectiveness of the environmental education process uses the
Efficiency index (EI) which is applied from the potential gain score of, [3] where
EI = (Gain score: G) / (Potential score: P)
G refers to the average learning result of all learners
P refers to the learning outcomes that should be increased by the average of all learners.
The effectiveness criteria for the environmental education process is 80. That is, the
environmental education program is effective when the learners are able to gain least 80% of
their potential.
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4. RESULTS AND DISCUSSIONS
Environmental education (EE) is defined as the process of taking environmental knowledge
through transfer technology to the target group of learners to change in environmental
behavior performance as shown in Figure 1. This action research purposes were to compare
knowledge, attitude and behavior of learners and study the satisfaction of learners who
learning by short-course training at the LERD Project site.
Figure 1 The concept of Environmental Education in Thailand and Level of Learning achievement,
[1].
The group sample were 30 participants in the training course on waste management in the
community, that is made up of 15 males and 15 females, with an average age of 47, the oldest
being 72, and the youngest at 21 years old. All participants have graduated with an equal
amount of bachelor's degree or primary school education. 10 participants or 33.30%. are
members of the environmental development committee, 13 participants or 43.30% are part of
the local government organizations, 11 participants accounting for 36.70% have the average
work experience in the environment is 7 years, with the highest experience being 40 years and
the lowest at 1 year, the average income from the participant is 14,000 baht per month with the
highest income at 35,000 baht per month and the lowest being 5,000 baht per month
4.1. Comparison of environmental process achievement on waste management in
communities
In hosting of the learning activities by using training courses found that prior to training, the
scores of the post test was significantly higher than that of the pre-test at the level of .05 as
each participant received their scores in the pre-test ranging from 8-15 points x = 11.70, SD =
Capacity Building of Environmental Education for Municipal Solid Waste Management by
Systematical Process through Short-Course Training Programs
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1.92), equaling to 78.00%. While after training, the participants receive a score of 10-15 points
x = 13.20, SD = 1.35), representing 88.00%. The average progressive score is 1.5.
Representing 12.82% as shown in Table 1.
Table 2 Comparison of learning achievement of learners.
Learning Achievement N Full
score S.D. % F-Test P-Value
Before training (Pre-test) 30 15 11.70 1.92 78.00 4.73* .00**
After training (Post-test) 30 15 13.20 1.35 88.00
* Statistical significance level of .05
The efficiency of environmental processes for community waste disposal is done by
measuring the learning achievement in 5 levels that contributes of knowledge, attitude,
awareness, sensitivity and skill. The learning achievement from the first test Training and
after training of trainees as shown in Table 3.
Table 3. Learning Achievement in Environmental Education Before and After of the training.
Knowledge level in
Environmental education
Weighting Scores (%)
Learning Achievement
Before training After training
Knowledge 50 74.91 88.45
Attitude 20 85.32 90.08
Awareness 15 83.61 86.42
Sensitivity 15 75.33 88.19
Total 100 79.79 88.28
The Learning achievement after the environmental education process regarding waste
disposal which is a measure of knowledge behavior about waste for the public at each level of
knowledge was found to have an average score of more than 80 percent, [5] as this was
divided into knowledge: 88.45> 80; Attitude (90.08> 80); Awareness or consciousness (86.42>
80) and Sensitivity (88.19> 80). This shows that the learning achievement of learners after
going through the environmental education process in each knowledge level has passed the
specified criteria.
The learning achievement found that learners who participated in the training program had
their learning achievement on waste management in higher than before studying and higher
than the criteria of 80% with statistical significance at the level of 0.05 (accordance with the
assumptions set). This was that the learning process by the environmental education process
in the non-formal education have allow for the change in behavior, developing the minds and
a good conscience for the environment. This is a systematic teaching and learning process for
individuals or groups whom aims to create or develop the knowledge (K), Understand (U),
Attitudes (A) and Skills (S). As these are the necessary context which is in line with the needs
of the learners and the purpose of the training is to improve the ability of learners to change
their behavior after the end of the training and to create a systematic knowledge that can be
used in practice [2], [13]. Regarding the management of recyclable waste where it was found
that before training, the learners had a good level of knowledge while training, the average
knowledge scores were very good.
When comparing the average scores before and after the training, it was found that the
trainees have gained more knowledge before training with statistical significance at the
0.05the training was using done the environmental education process of giving lectures, using
manuals and brochures to integrate various training techniques such as Q&A and recreation
activities to generate and stimulate interest and to raise awareness to realize the importance of
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waste management in the community. The operations on environmental studies should have
specific characteristics in educational management because the purpose of learning on the
environment, is not about remembering the content but to generate love for nature and
concerns about the environment.
4.2. The Effectiveness of the environmental studies in waste management in the
community.
A comparison of the effectiveness of the environmental process on community waste
management according to the variables of age, education, occupation, income and work
experience in the environment found that, when considered the status of the learners, there
was no difference in the learning achievement with the age, education level, careers and
income. Where is cause on this non differences were because the participants have a very
similar work styles and cultures, live in nearby areas due to frequent training and community
activities as this result in their knowledge, attitudes and opinions that are in the same
direction. The only variable that was different was the variable of work experience in the
environment, where it was found that the difference was statistically significant at the level of
0.05 as shown in Table 4.
Table 4 Effectiveness of environmental education process for waste management of trainees.
Experience N Pre training Post training
EI F-
Test
P-
Value S.D. Max Min S.D. Max Min
Under 5 years 16 10.50 1.51 7.00 12.00 13.25 1.34 11.00 15.00 61.11 3.55 0.04**
5-10 years 9 10.44 0.88 9.00 12.00 12.44 1.13 10.00 14.00 43.90
10-15 years 2 8.50 2.12 7.00 10.00 15.00 0.00 15.00 15.00 100.00
More than 20 years 3 11.00 1.00 10.00 12.00 14.00 1.00 13.00 15.00 75.00
Total 30 10.40 1.38 7.00 12.00 13.20 1.35 10.00 15.00 70.00
* Statistical significance level of 0.05
The effectiveness of the environmental education process in the disposal of community
waste which was assessed with tests suggested that the variables found that there was the
difference in the work experience of 5-10 years 10-15 years have a Sig. = 0.013 with a
statistically difference of 0.05. Therefore, this concludes that the work experience correlates
with learning achievement. If more work experience it will result in an increased learning
achievement as shown in figure 2.
Figure 2 Work experience that affects the effectiveness of the environmental education process.
Capacity Building of Environmental Education for Municipal Solid Waste Management by
Systematical Process through Short-Course Training Programs
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The effectiveness of the environmental education process for waste management in the
community found that the personal factors of the learners such as age, education, occupation
and income do not correlate with the learning achievement. With factors consisting of the
study attitude, motivation for achievement and learners' experiences found that the
environmental work experience variables were related to the learning achievement at the p-
value of 0.04 a statistical significance level of 0.05 and is in accordance with the hypothesis.
In explaining, it is due to the environmental education process of community waste disposal is
a systematic process of changing the behavior of learners permanently, as the process
consisted of 3 basic principles: 1) Determining the objective 2) Organizing learning
experiences and 3) Learning assessment, [3]. The environmental education program consists
of theoretical lessons (30%) and practical sessions (70%), in which practice is considered as
the main variable that encourages learners to experience learning. through various activities as
trainees can use their experience to develop themselves to understand the content quickly and
easily, which will affect the learning achievement of the trainees, [14].
4.3. Satisfaction for environmental education training program of community
waste management
The results of satisfaction for the environmental education training program. The learners
satisfaction were at the highest level. (Mean = 4.44). To analyzing in the different dimension,
the highest satisfaction ranked was found in (1) the training program, the average score was
4.42 (2) the in-depth knowledge, the average score was 4.50 (3) the technology transfers, the
average score was 4.25 (4) the human activities, the average score was 4.76 (5) Time table,
the average score was 4.05 (6) the facilities and services, , the average score was 4.53 and (7)
the knowledge application, the average score was 4.59, respectively. The satisfaction results
were shown in Table 5.
Table 5 Level of satisfaction in the non-formal training program.
No Indicators Total scores Minimum Maximum Mean S.D. Level
Total sample size (n = 30)
1. Training Program 5.00 3.00 5.00 4.42 0.670 Highest
2. The in-depth knowledge 5.00 3.00 5.00 4.50 0.564 Highest
3. Technology transfers 5.00 3.00 5.00 4.25 0.590 Highest
4. Human Activities 5.00 4.00 5.00 4.76 0.430 Highest
5. Time of transfers 5.00 2.00 5.00 4.05 0.736 High
6. Facilities and Services 5.00 3.00 5.00 4.53 0.540 Highest
7. Knowledge Application 5.00 3.00 5.00 4.59 0.520 Highest
Total Average 4.44 Highest
Remark: The satisfied levels were categorized into 5 levels as least, less, moderate, high
and highest class, which the standard range between 1.0±1.8, 1.8±2.6, 2.6±3.4, 3.4±4.2, and
4.2±5.0 respectively.
Where in explanation, the learning activities resulting in the achievement of
environmental education processes, including activity intention, learning behavior of an
individual (assertive, like to talks, ask questions), activity type (Exchange of knowledge and
information available in the community using the original experience) and a friendly learning
atmosphere, [6]. For knowledge management of learners, this resulted in high levels of
satisfaction as this was linked with the obstacle factors in learning activities of the
environmental education process, such as duties, social conditions, experiences, learning
behavior of the person (being shy, not assertive).
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In part of the waste management in the community it was shown at a good level with
consistent with observing the behavior change of the sample, it was also found that most of
the trainees felt happy and fun as the activities includes questions that allows for
enthusiastically speaking with speakers, where this is in consistent with the direction of, [4],
where it was stated that participation will make students active, energetic, and feel responsible
for their own learning, giving the trainees the freedom to think and express opinions by
conveying opinions in the form of project writing for community development with group
members and creating an atmosphere of friendliness and mutual learning.
4.4. The Trainees' behavior after the environmental education process
A monthly follow-up for 3 months after the environmental education process, found that the
target group had changed their behavior, such as there was signs of household waste
separation which is practiced on a daily basis. This was seen that 65.62% of the waste that is
discarded is recycle waste that can no longer be used, this is then followed by the usable
waste that includes plastic and glass bottles, plastic bags for further application or sale as they
create income for the family, this was performed 1-2 times a week with a 53.33%. While the
organic waste used to make compost and make use of compost to grow vegetables and
flowers were also practiced on a daily basis accounted for 43.33%, as this can reduce the cost
of buying fertilizer for use in agriculture.
The follow-up after the training found that the learners made compost by using buried
method of the LERD Project site by using circular concrete box in placing the garbage
alternating with paddy soil that has fine texture is more effective than ordinary soil containing
iron that the main electron receptor that microbes can use for digestion process. It was also
recommended that watering to increase the humidity every 7 days for a period of 30 days will
generate the fertilizer. While for hazardous waste, it must be dumped at a government agency
which was performed 1 time per month, while 86.67% of the hazardous waste from the
community includes fluorescent lights, batteries, batteries, car batteries, cleaning liquid
container, paint or chemical spray cans and printer ink cartridge. The knowledge expansion on
community waste management to families and people in the community was practiced 3-5
days a week where 43.33% of all participants were thought that waste separation is a benefit
towards the community. The results were shown in Table 6.
Table 6 Behavior of learners after the environmental education process.
Behavior type Frequency
Everyday 3-5 per week 1-2 per week Once per month Never
Sample number (N=30)
Waste Separation 20 66.67) 6 (20.00) 4 (13.33) - -
Recycling process
Organic Waste
Make fertilizer
Feeding animals
Throw away
Recycle Waste
Sell
Reuse
Throw away
Hazardous waste
Sell
Reuse
By the government
13 43.33)
2 (6.67)
3 (10.00)
-
-
3 (10.00)
-
-
-
9 (30.00)
-
-
-
3 (10.00)
-
-
-
-
3 (10.00)
-
-
16 (53.33)
-
-
-
-
-
-
-
-
8 (26.67)
-
-
4 (13.33)
-
26 (86.67)
-
-
-
-
-
-
-
-
-
Knowledge expansion 6 (20.00) 13 (43.33) 6 (20.00) - 5 (16.67)
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Systematical Process through Short-Course Training Programs
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The Changing in behavior of trainees by following up every month for 3 months, found
that all trainees think that waste separation before discarding is a good thing for the
community, as it was seen that the household waste sorting was done every day, at 65.62%.
This is then further reflected in the definition of waste that causes environmental pollution
where waste separation being a conscious and aware to help clean the community, utilization
and creating the values of each type of waste in making income for the family of 1-2 times a
week at 53.33%. While expanding on the concepts of values as an environmental dimension, it
was seen that by definition of knowing the value of waste, separation behavior will occur as
well as transferring knowledge and values of garbage to family members that has a tangible
result, such as revenue from garbage sales, [8].
In the case of the waste that cannot be sold, all wet waste is used to make fertilizer and
later used to grow vegetables and flowers at 43.33% where the organic waste generated from
the community contains a certain amount of organic matter. Therefore, microbial degradation
to help to decompose the waste completely while also beneficial food sources of Nitrogen
(N), phosphorus (P) and potassium (K) compounds.
For that hazardous waste, it was sorted at the designated points of the community,
collected and sent to the government agency as this was performed once per month as they
accounted for 86.67%. Where by the government agencies or local administrative
organizations will arrange for a proper method of sorting and collecting of hazardous waste
from the community in order to be treated or correctly eliminated.
The Strategies of Solid Waste Management on Phuket Island [9] suggest that has proposed
that local government organizations must pay more attention to the environmental problems
as that was done by clearly establishing policies and strategies for solid waste management
and to create cooperation in waste management with a network partner between local agencies
and people in the community in order to jointly manage the waste effectively
5. CONCLUSION
Capacity building of environmental education through short-course training programs for
knowledge transfer on the “municipal solid waste separation and organic waste composting
by the concrete box technology”. The training program was divided into 70% activities and
30% lecture which based on active learning consist of lecture, demonstration, group work and
games. The results can be concluded that
To study of knowledge and understanding about the municipal solid waste
management of the sample group, it was found that the pre-test, the learners had a
score of 78.00% and after the training of the learners had a score of 88.00%. Post-test
results showed that the target group had higher knowledge than the pre-test at 0.05
level of significance.
The factor affect learning achievement of learners is work experience that there was
the work experience of 10-15 years correlates with learning achievement. If more work
experience it will result in an increased learning achievement. After training, the
evaluation of the application of knowledge of municipal solid waste management to
the people in the community was very high, with a score of 4.59
Creating the environmental protection volunteers (EPV) network was very important
to share learning experiences, activity monitoring, carry out activities together and
coordinate at the regional level in Thailand
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6. RECOMMENDATIONS
Knowledge about hazardous waste management in the community that is contaminated or
contains toxic substances, chemicals, gamma rays, and explosive affecting environmental
quality that may endanger people, animals, plants or property, As a recommendation, it is that
based on the trainees’ opinion that they want to learn more on the management of these
hazardous waste and that an environmental education program on hazardous waste
management in the community should be done in the future research.
ACKNOWLEDGMENTS
The authors are thankful to all staff of The King's Royally Initiative Laem Phak Bia Research
and Development Project, Phetchaburi Province, Thailand. for their supporting. We are also
in debt to The Chaipattana Foundation for conducting and funding this study. We would like
to give thanks to the Department Environmental Science, Faculty of Environment, Kasetsart
University for facilitating the personnel.
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