REPORT

RE GISTE RE D NAME: CONTACT DE TAILS:

APEN ASIA PACIFIC ENVIRONMENTAL NETWORK (Registered in the Northern Territory, Australia) ABN: (Seething Pty. Ltd.) 98074926453 Dr. Peter W. Harris
Director - Asia Pacific E nvironment Network (APE N) Post office box: 1011 Darwin 0801 E -mail: info.apen@yahoo.com Phone: + 61431253578 Web: http:/ / www.facebook.com/ pages/ APE N/ 138093349630821

on the

ASEAN Student Eco-Leaders Summit & Celebrating 60 Years of AustralianThailand Relations

ASEAN STATEMENT ON THE ENVIRONMENT (Vision): OBJ ECTIVES:

Commit ourselves to promoting programmes for raising domestic awareness on climate change and to inculcate habits towards a low emissions society through enhancement of education on climate change (ASE AN Summit 2010).

July 2012
by

ASIA PACIFIC ENVIRONMENTAL NETWORK (APEN)

at the

Srinagarindra The Princess Mother School Phuket

ORGANISATION:

1. To increase awareness and to implement some actions on water, waste management, energy efficiency, biodiversity and indigenous sustainability. 2. To focus on students, leadership and action on climate change. 3. To establish environment centres in different communities as examples of good practice. 4. To establish links between students of the Asia Pacific Region facilitated through the use of social networks. 5. To establish student-based groups and leadership throughout the Asia Pacific Region with the focus on climate change. 6. To share and communicate new ideas and good practice on sustainability in different communities and in different cultures. 7. To share and link with other regions of the world focusing on sustainability. 8. To celebrate regional and world environment events, i.e., World E nvironment Day 9. To provide opportunities for students exchange through skype conference, youtube, twitter, facebook and other forms of networking sites and participating in seminars and conferences both electronic and in residence.

Southern Thailand English Program

supported by

1. The aim is for each country within Asia Pacific Region to identify: a. patron b. facilitator c. student leaders d. teachers and community leaders who are interested in contributing to leadership on sustainability 2. The facebook page will focus only on the above objectives and will be monitored by a monitored E thical Assurance Supervisor 3. Students with approval from schools and families would be asked to register their

on behalf of

Office of the Basic Education Commission Thailand

Authors

Mr. Aries M. Balino Mr. Eric Bottomley Dr. Peter W Harris

ASEAN Student Eco-Leaders Summit

& 60 Years Celebration of Australian-Thailand Relations

Srinagarindra The Princess Mother School SW.PK Phuket

July 4-8, 2012

Commit ourselves to promoting programmes for raising domestic awareness on climate change and to inculcate habits towards a low emissions society through enhancement of education on climate change (ASEAN Summit 2010)

REGISTERED NAME:
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APEN ASIA PACIFIC ENVIRONMENTAL NETWORK (Registered in the Northern Territory, Australia) ABN: (Seething Pty. Ltd.) 98074926453 Dr. Peter W. Harris
Director - Asia Pacific Environment Network (APEN) Post office box: 1011 Darwin 0801

CONTACT DETAILS:

TABLE OF CONTENTS

PART A Executive Summary Introduction Political Context PART B Program Results Partner Profile Recommendations Appendices

4 7 8 12 16 21

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EXECUTIVE SUMMARY WITH RECOMMENDATIONS The conference The Princess Mother School working with the Asia Pacific Environmental Network (APEN) and CERES Sustainability Park organised an ASEAN Student Eco-Leaders Summit and 60 th Year Celebration of Australian-Thailand Relations as part of the English Language Program of Southern Thailand supported by the Muang District of Education. Sharing Individual School Projects The summit organized a list of the individual schools and contacts so their environmental projects can be communicated between schools and students. This includes links with other schools in ASEAN countries and the Sustainable Schools movement in Australia via CERES http://sustainability.ceres.org.au/ or the youtube video sharing http://www.youtube.com/watch?v=1AEag34EYHo&feature=plcp As shown on APEN facebook, the students were very enthusiastic and have posted over 150 comments. The students were exceptional with their patience, perseverance, sharing with each other, interest in ASEAN and environmental improvements. The students are a resource to be treasured and encouraged and supported with future interactions via meetings and on line. APENs facebook page is:
http://www.facebook.com/pages/APEN/138093349630821

Environmental Assessments of Schools Comments were made about energy conservation needs and it would be worth considering simple energy audits for schools done professionally. The cost is usually covered within one year through savings and these savings will increase dramatically over time. These student-assisted audits have been under discussion with Planet Savers in Australia planning to implement them last year. These audits are essential to counter the waste through poor design, increased electrical equipment and air conditioner use. Similarly, there is a need to search for reductions in water and resource use and link this work to new curriculum units is advisable. Provision of some basic equipment for students to use monitoring weather, water and air quality, and energy use will motivate students.

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5 The Organisation of Future Conferences Better wet weather preparations are needed (the conference period faced days of continuous rain and local flooding necessitating constant revisions and some cancellations of trips). Also: sticking to times and plans; consulting more with visiting teachers; using young, local environmental project speakers; reducing work load, reducing waste at the conference. A clearer command structure would improve these conferences with provision for a paid coordinator (organisers volunteered their unpaid labour time and teachers had to add to their existing loads so that time pressures affected decision making) Several teachers asked for more project examples so environmental change actions need to be incorporated in the learning program. Themes such as hands-on student energy and waste auditing, wildlife protection campaigning, organic gardening, etc would be useful inclusions for teachers and students. However, the school should be commended for the energy it put into this new project and the engaging of teachers across all subject areas in environmental education. This success was very much a result of strong leadership commitment by the board of the Princess Mother Phuket School, the Director, the advocate (Mrs. Benjalak),the staff of the environment and agricultural centres and many other staff in all teaching areas The need for Teacher Training in Sustainability Education It was clear that many of the teachers had limited environmental experience even though they were outstanding in supporting the students. Teacher training in sustainability initiatives should be a high priority and it would be helpful to consider the Australian Sustainable Schools Initiative (AuSSi) as coordinated by CERES in Victoria. Without teacher education it will be hard to maintain improvements in school resource use, cost savings and curriculum advancement. Whilst certain teachers such as the environment and agriculture teachers often take a lead, a successful program requires all teachers and subjects to be involved as well as the administration and operations managers a whole school approach. Expanding this Pilot Program through Thailand and ASEAN There was strong affinity for ASEAN and it would be an advantage to establish a network of environmentally active schools in ASEAN who can maintain direct of on- line contact. Working on ASEAN themes motivated the students. The work started at this conference could lead to a strong interacting group of schools supporting one another across Thailand leading to a Thai Sustainable Schools program. This

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6 program could be paralleled in ASEAN countries so that the unifying principles for sustainability across the 10 countries are reflected and spearheaded by developments in a leading network in each country. ASEAN could be a world example of Sustainability Education. Promoting the achievements and approaches of the Princess Mother School to other schools in Phuket Province through some workshops and exchange visits will be helpful so that a network of cooperation and mutual support is developed and wider links with AuSSI and CERES established. International Links Consolidation of the sustainable school partnership with CERES, Planet Savers and the AuSSI (Australian Sustainable Schools Initiative) would be an advantage. Developing the links between Thai schools and schools in Australia via CERES and Billanook will allow APEN and CERES to publicise Thai schools environmental achievements to Australia and beyond. The combination of Sustainability Education and English Language skills provided many opportunities for widening the connections with many other countries. There are many opportunities for Thai schools to collaborate with NGOs such as APEN, CERES, SEEK and other environmental organisations in order to harness available expertise. From an Australian perspective, this project was initiated by a grant of the Australian Thailand Institute (Department of Foreign Affairs and Trade) and has provided the platform for much wider engagement by Australians in this National education initiative. Engaging the Australian Community living in Thailand, will strengthen this process. Student Perceptions of Environmental Challenges and the need for action The perceptions from the NEWS activities (Nature, Economy, Wellbeing and Society) provide an interesting array of views that require attention. The material provided here about student views could be written up into a separate document and presented to Thai provincial and national governments. The students identified major problems and solutions, which would be excellent raw material for further study and assessment by school authorities and government Some Futures

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7 This is a very commendable effort, which has brought together English Language, ASEAN, the Environment and the strengthening of relations with Australia. The learning process for the school community has been huge and many lessons have been learnt which will ensure future success. The strong commitment of the national, regional and local government units through its funding and its readiness to endorse the project ensures that this project could play a significant role in the future. Australia and its representatives have been given an opportunity to contribute and share the on going development of this initiative. The engaging of all teachers in the community (including English Language and other subject areas) will be a priority for long-term success. The future in education will be driven by electronic information and connection. The students through facebook began a process of long-term strategic engagement linking them with other students and schools over the next five years. It is not impossible to have well over 5,000 students reached by this process. This would be added to by interactive conferences (skype and the social network of facebook and twitter).
1.0 INTRODUCTION

The Princess Mother School working with Asia Pacific Environmental Network (APEN) and CERES Sustainability Park organised an ASEAN Student EcoLeaders Summit and 60th Year Celebration of Australian-Thailand Relations as part of the English Language Program of Southern Thailand supported by the Muang District of Education. The aspect of the program, which relates to Australia, was initiated under a project funded by the Australian Thailand Institute Department of Foreign Affairs and Trade in 2010. There has been a strong contact made between these groups, which were assisted by the visit of the Deputy Head of Mission of Australian Embassy. The school itself has established an environment centre, whose reputation it seeks to extend throughout Thailand and the wider ASEAN region. The school supports the ASEAN statement, Commit ourselves to promoting programmes for raising domestic awareness on climate change and to inculcate habits towards a low emissions society through enhancement of education on climate change (ASEAN Summit 2010) and is aware of the provincial government commitment to the environment. There is a possibility of working with SEEK, APEN and CERES in the future. The Compass Points Project seeks to improve the environment of the Phuket region through a high level of community involvement. Eco-Camp Objectives: 1. To establish a camp which will focus on ASEAN English Language and the environment.

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2. To enable the 22 schools of the region to share and discuss ASEAN and environment issues on water, waste, energy efficiency, biodiversity and indigenous sustainability 3. To strengthen relations with Australia through interaction or computer technology. 4. To introduce the concept of Compass Points which are Nature, Economy, Well-being and Society. 5. To ensure individual students learn practical ways of taking actions on the environment. 6. To become engaged with SEEK in its program in community environment clean up through school and family involved 7. To work out ways of long term interaction between students of different schools and countries using social networking such as facebook, twitter, etc. 8. To prepare a response to the ASEAN statement on a low emission society.

2. 0 POLITICAL CONTEXT ASEAN Student Eco-Leaders Summit (The Summit) has several roles: to improve understanding of ASEAN countries, to improve school environmental initiatives in Thailand and also to strengthen relations with Australia (not a member of ASEAN). Many of the activities in the conference were organised so that this understanding of ASEAN was linked to the environmental investigation. The Summit is in part a response to this significant ASEAN principle on the environment: Commit ourselves to promoting programmes for raising domestic awareness on climate change and to inculcate habits towards a low emissions society through enhancement of education on climate change (ASEAN Summit 2010)

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2.1 Background of ASEAN Establishment The Association of Southeast Asian Nations, or ASEAN, was established on 8 August 1967 in Bangkok, Thailand, with the signing of the ASEAN Declaration (Bangkok Declaration) by the Founding Fathers of ASEAN, namely Indonesia, Malaysia, Philippines, Singapore and Thailand. Brunei Darussalam then joined on 7 January 1984, Viet Nam on 28 July 1995, Lao PDR and Myanmar on 23 July 1997, and Cambodia on 30 April 1999, making up what is today the ten Member States of ASEAN. Aims and purposes As set out in the ASEAN Declaration, the aims and purposes of ASEAN are: 1. To accelerate the economic growth, social progress and cultural development in the region through joint endeavours in the spirit of equality and partnership in order to strengthen the foundation for a prosperous and peaceful community of Southeast Asian Nations; 2. To promote regional peace and stability through abiding respect for justice and the rule of law in the relationship among countries of the region and adherence to the principles of the United Nations Charter; 3. To promote active collaboration and mutual assistance on matters of common interest in the economic, social, cultural, technical, scientific and administrative fields; 4. To provide assistance to each other in the form of training and research facilities in the educational, professional, technical and administrative spheres; 5. To collaborate more effectively for the greater utilisation of their agriculture and industries, the expansion of their trade, including the study of the problems of international commodity trade, the improvement of their transportation and communications facilities and the raising of the living standards of their peoples; 6. To promote Southeast Asian studies; and 7. To maintain close and beneficial cooperation with existing international and regional organisations with similar aims and purposes, and explore all avenues for even closer cooperation among themselves. ASEAN Community The ASEAN Vision 2020, adopted by the ASEAN Leaders on the 30th Anniversary of ASEAN, agreed on a shared vision of ASEAN as a concert of Southeast Asian

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nations, outward looking, living in peace, stability and prosperity, bonded together in partnership in dynamic development and in a community of caring societies. At the 9th ASEAN Summit in 2003, the ASEAN Leaders resolved that an ASEAN Community shall be established. At the 12th ASEAN Summit in January 2007, the Leaders affirmed their strong commitment to accelerate the establishment of an ASEAN Community by 2015 and signed the Cebu Declaration on the Acceleration of the Establishment of an ASEAN Community by 2015. The ASEAN Community is comprised of three pillars, namely the ASEAN PoliticalSecurity Community, ASEAN Economic Community and ASEAN Socio-Cultural Community. Each pillar has its own Blueprint, and, together with the Initiative for ASEAN Integration (IAI) Strategic Framework and IAI Work Plan Phase II (20092015), they form the Roadmap for and ASEAN Community 2009-2015. Member States

2.2 Thailands Strategic Plan on Climate Change has the main Objectives: 1. Adaptation Capability Building 2. Greenhouse Gas Emission Reduction 3. Sustainable Development In order to achieve these objectives, it is necessary for Thailand to develop a Strategy for Sustainability Education. This will influence encourage and empower all Thais to work and live sustainably. The education sector will play a critical part in this, as it is difficult to change behavior without new approaches to formal and informal education. The Summit is a contribution to changing behavior in the school sector. It is hoped a network of leading schools will help to change behavior in their own communities and across the whole of Thailand. Thai culture and its many schools often draw upon the Kings wisdom and the idea of The Sufficiency Economy. This is summarised below. Moderate reasonable approaches and immunity from never ending wants leading to

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Morality and knowledge are at the core. All of these bring forward economy, social, environment, culture, balance and transformation.

At the close of The Summit, certificates were presented by Dr. Benjalug Namfa, Deputy Secretary General Office of the Basic Education Commission of Thailand (OBEC). Dr. Namfa emphasised the importance of the English Language Program across the nation. BEC provided the finance to support all the schools at the Summit. Dr. Nachai Keimnipatt, the Director of the Princess Mother Phuket School, is also the President of Southern Thailand English Program. The Summit connected education for sustainability with the use of the English Language, a powerful combination of skills and ideas for Thai students.

2.3 The Australian Connection

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For over 12 months, Dr Peter W Harris, Director of APEN (Asia Pacific Environmental Network) has been communicating with the Princess Mother School Phuket. In 2011, Dr. Harris and Eric Bottomley, Coordinator of Sustainable Schools and Communities at CERES in Melbourne worked with the school to assist with some changes in sustainability education (see later case study). This work was supported by the Australian Department of Foreign Affairs and Trade (DFAT). The Princess Mother Phuket School is now listed among with 700 Victorian Schools on the SETS Website (Schools Environment Tracking System). This website http://www.schoolenergysavings.com.au/sets/ compares the environmental performance of hundreds of schools in relation to water, waste, energy and biodiversity. The Princess Mother Phuket School is an honorary member of the Australian Sustainable Schools Initiative (AuSSi). Early 2012, Dr Nachai, Mrs. Benjalak, Dr. Prasit and Mrs. Nilawan visited CERES and Billanook College to see for themselves the work of sustainable schools in Australia. There is a sister relationship in place between Billanook College in Melbourne and the Princess Mother Phuket School. Kormilda College in Darwin and St. Philips College in Alice Springs are now connected to conference schools electronically.

Mr. Eric Bottomley, Patron of APEN and Coordinator of CERES Community Environment Park and Planet Savers Australia

PART B: 3.0 PROGRAM 3.1 The Whole School Program

The major objectives of The Summit were to introduce sustainable education programs using the English Language across all areas of the curriculum. It is most important that environmental studies are not just seen as one subject but are represented across the whole curriculum and within the administration and operational departments. At the Princess Mother Phuket School, a strong contingent of the English Department provided extensive help to all the students. In addition, the teachers employed through the Environment Centre and through the Agricultural

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13 Department were pivotal in developing activities for the conference. This whole school approach is essential for the success of a sustainable schools program. 3.2 Five-Day Program The conference provided different learning experiences on each day. On day 1, the focus was on the Compass Points (North Nature, South Society, East Economy, and West Well-being. This approach was developed by Sean Panton of SEEK (Society, Environment, Economy
9.40 10.20
Art Health PE Math Agricult ure Music Environ ment English Science IT

11.00
IT Art Health PE Math Agricult ure Music Environ ment English Science

11.40
Science IT Art Health PE Math Agricult ure Music Environ ment English

12.20
English Science IT Art Health PE Math Agricult ure Music Environ ment

14.30
Environ ment English Science IT Art Health PE Math Agricult ure Music

15.10
Music Environ ment English Science IT Art Health PE Math Agricult ure

15.50
Agricult ure Music Environ ment English Science IT Art Health PE Math

16.30
Math Agricult ure Music Environ ment English Science IT Art Health PE

17.10
PE Math Agricult ure Music Environ ment English Science IT Art Health

Philippine s Thailand Singapor e Indonesia Malaysia Cambodi a Vietnam Brunei Myanmar Lao

Health PE Math Agriculture Music Environme nt English Science IT Art

and Knowledge). SEEK played a central role in organising student activities and visits. During day 1, the students examined problems and solutions linked to the compass points. They generated valuable information, which is tabled in Chapter 4.

On day 2, the focus was on rotating through ten environmental workstations as shown in the table above. All students enjoyed a range of activities even though heavy rain made the day difficult.

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On day 3, the focus was on visiting environmental and cultural landmarks in Phuket. Again, the torrential rain forced changes to the program but students still benefited from their visits to Phuket Incineration Plant, Phuket Aquarium, Thalang National Museum and Mining Museum.

On day 4, the students focused on the ASEAN activities covering 10 workstations relating to food, language, art, and others. A closing ceremony linking the ASEAN experiences with the environmental learning was celebrated with a feast and cultural performances. Dr. Benjalug Namfa, officially closed the conference.

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On day 5, a trip to Phi Phi Island was planned for everyone but unfortunately the threatening weather conditions made the trip too dangerous so was cancelled. 3.3 An example of the detailed program-Day 1 of The Summit (the whole program as planned is provided in Appendix 1)

DAY 1: July 4th 2012, Wednesday (Environment Section) 9.00 am. 10.00 am - Camp Registration (Venue: Soi Fah Building) with break 10.00 am. 12.00 pm - Camp Orientation and Welcome to the school (Ladawan Meeting Room) 12.00 pm. 1.00 pm. - Lunch in school cafeteria in school groups 1.00 pm. 2.45 pm. - Student leaders will organize the assembly (Introducing Compass Points Nature, Economy, Society and Well-being) - Session lead by Mr Eric Bottomley of CERES and Sean Panton of SEEK (Topic: Compass Points and Sustainability) - Break - Discussions noted on large sheet of papers - Ice breaking games and songs - Activity Group Session - Plenary Session/Summing Up - Break - Opening Ceremony and Welcome Party (Pradoodaeng Building ) - Opening Ceremony All ASEAN flags to be flying. All stand Marching band parades through the centre and plays music with an ASEAN theme and an environment theme. ASEAN Move Ahead and Heal the World All stand.

2.45 pm. 4.30 pm. 4.30 pm. 5.30 pm. 5.30 pm. 8.00 pm. 6pm

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16 ASEAN Anthem (student carries the flag) Australian Anthem (student carries the flag) National Anthem of Thailand (student carries the flag) Introduction to Conference and Welcome to Guest of Honor (Dr. Prasit, Chairman of Princess Mother School) Dr. Sommai Preechasilp, Vice Governor Provincial Government of Phuket opens the conference Guest Dr. Robert Mather Head IUCN South East Asia Setting the ASEAN Theme Mrs. Benjalak Ungsuapchua Welcome to the Princess Mother School: a. The Princess Mother School environment video Setting the environment theme, Compass Points Dr. Peter W Harris APEN Australian Presentation Mrs. Cheryl Mutabazi, Vice Principal of Billanook College introduces Australian environmental education and video presentation: a. Cool: Billanook College/CERES Community Park - Melbourne b. Desert: St. Philips College/Arid Lands Environments Centre Alice Springs c. Hot: Kormilda College/Northern Territory Environment Centre/Coolmob Darwin Thai Cultural Group performs Dinner - An opening GREEN Disco & Mr and Organised by the Princess Mother School past students by Jirawat Kuramakanok and Jomthong Thintharnee - Conclusion

8.00 pm. 9.00 pm. Ms Recycle

9.00 pm.

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4.0 RESULTS On day 1, using the compass points approach (NEWS), all the students joined together in identifying problems and solutions relating to Nature, the Economy, Society and Well-being. The results are summarised in the table below: 4.1 Table Output Summary

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Compass Points

Problem Destroying Trees Improper waste management Improper use of electricity Air pollution 30 items of 1.8% or less Cannot grow food because of either limited space or no space available and transportatio n Compromised mangrove forest resulting to loss of natural habitats and eventually loss of wildlife Changing climate leading to high temperature and coral bleaching Sprawling cities Petrol use by boats/vans/ca rs Destroying natural habitats Political problems More tourists, more garbage Overfishing 6 items of 3% Crime

% 13.3% 10% 10% 10%

Solution Planting trees/crops Reuse/Reduce/Recy cle Save and protect wildlife Save electricity 20 items of 3 % or less

% 9% 9% 9% 9% 18

Nature

Minority Special Interests

Education about the environment Use natural energy like solar, wind and wave energy Better/stronger local environmental laws Education about the environment Ecotourism Limit population of Phuket Less use of cars and planes and just ride a bike or walk Dont use plastic bags or reuse plastic bags. Use cotton bag instead.

Econo my

27.3% 18.2% 18.2% 18.2%

Recycle/reduce/reu se Protect mangrove Fishing quotas Conserving the fish 15 items of less than 3% Buy local products Eco-friendly hotels/resorts Security Disaster preparation More information

11% 11% 11% 11%

Minority Special Interests

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Commentary: The students have ranked a whole range of program for the attention of the government. Their perception covers all areas of activities. They are drawing the attention of decision makers in schools, communities, and government of all levels to what the younger generation sees as urgent issues. They are uncannily correct. Thailand and the ASEAN countries already know of the problems associated with uncontrolled economic development. The students are requesting more careful planning, better environmental education and the whole range of policies to protect Nature and their way of life. 4.2 Teacher Survey This survey was designed for teachers and 19 out of 22 schools responded. Their original answers and general summary are provided below: TEACHER SURVEY MAJOR COMMENTS 19/22 SCHOOLS RESPONDED 06/07/2012 1 Botany garden, separate garbage; plant mangroves, plastic water bottle collections,field trips,reduce electricity use; gardens, environmental board ,fresh water for students,bottle bank; clean pond,separate garbage, link to community; EM microbial water treatment, biodiesel making, mangrove care, conferences and visiting environmentalists at school, sufficiency economy, waste reductions; province mangrove planting project; ; reduce water use by 50%, reduce litter,student campaigns for endangered animals, save energy with lighting; collect plastic bottles and avoid food waste; make biogas and biodiesel,collect and sell garbage, students receive prizes for garbage reduction; reuse paper,recycle plastic bottles,use organic fertilizer and EM water treatment; reduced waste, plastic bottle use and switch off equipment; waste reduction and recycling to raise funds for school; save energy and plant growing projects; None; recycled garbage bank and Green classroom; Reduce, Reuse, Recycle, save energy, a green classroom; growing mangroves, one classroom one project; use solar and wind energy, separate rubbish 2 Plant trees, save electricity; more separation of garbage for reuse; grow trees, better use of water, world examples; students will have more care for environment; more energy saving activity; plant trees at school, run a waste bank at school; clean up creek, more environmental curriculum, video conference with PM school Phuket, students more involved in practical projects, careful resource use campaign; info and projects at school; reuse drain water for plants, grow trees, use less plastic; communicate with other schools and use internet school environmental examples; improve environmental awareness further; improve ASEAN knowledge; Solar panels and recycle bins; mangrove improvements and plant trees; plant more trees, use cotton bags; more bins, plantings and have school environmental camp; push for more planning by government to protect Nature 3 group activities, sharing ideas; incinerator; env activities at start and final ASEAN day; ASEAN day; ASEAN stations; group work and mixing; workshops and visits,fun learning,climate change info; interpreting song Heal the World; incinerator visit;ASEAN and Environmental stations activities; Compass Point activities for ASEAN and enviro insights and teamwork; students learning from each other in groups; ASEAN activities day; museum trips; understanding Nature laws and how to live on Earth 4 better communication between organisers-host school-visiting teachers; how to link projects school to community; long days for students and wet weather

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problems; tighter organization, wet weather programs, young environmentalist speakers, endangered animal videos; more activities on students saving environment; meet more with teachers, groups better organized; reduce resource use-plastics etc; wet weather preparations, briefing and more use of teachers in planning activities; keeping to time, improve organization and implementing of activities, better staffing; have different ASEAN countries at camp; shorter days and workload, wet weather plan; COMMENTARY: A SUMMARY OF SECTIONS 1,2,3,4 1. In your school what environmental improvements have you made already? Responses ranged from none and little to significant achievements especially in waste reduction. Mangrove care and plantings were common. Specialty features were microbial water treatments, Green classrooms and alternative energy use. 2. Following this conference what new environmental improvements will you make in your school? Improving environmental awareness with practical projects in schools and communicating these with other schools and ASEAN countries and Australia via Facebook and Internet, encouraging governments to plan better to protect Nature, continuing with waste, energy and water use reductions and extending tree planting. Use fewer plastics. 3.What part of the conference did you like best? ASEAN linked learning activities, sharing and fun learning in groups, environmental stations and insights, visits to other places 4.What improvements would you make for a conference like this in future? Better wet weather preparation (the conference period faced days of continuous rain and local flooding necessitating constant revisions and some cancellations of trips); sticking to times and plans; consulting more with visiting teachers; using young, local environmental project speakers; reduce work load, reduce waste at the conference. 4.3 Students facebook comments/evaluation During the conference, all students were invited to like and post on the APEN facebook page http://www.facebook.com/pages/APEN/138093349630821. There are over 150 environmental posts on the facebook page and overwhelmingly positive. Students were encouraged to explore student projects in Australia on the CERES website http://sustainability.ceres.org.au/ and share it on APEN facebook page. These communications between Thailand and Australia are important for the continuing exchange of views between students on how to create a better world.

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Print screen of the APEN facebook page where students have made comments. Link to this page is http://www.facebook.com/pages/APEN/138093349630821.

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5.0 CASE STUDY Several schools are developing interesting reports on what they are doing to improve the environment. Some schools such as SW.PK have produced youtube videos to illustrate their successes. Planet Saver Australia and CERES assisted this process in 2011. SW.PK have already provided a case study for the SETS website. The details are included is http://www.facebook.com/photo.php?v=306834689334293. The work of the school is well described on the sustainability hub at CERES: http://sustainability.ceres.org.au Go to this site and type in Princess Mother in the Search. We encourage every single school to write up a similar profile for use on facebook on websites and for the planning of video clips. 5.1 Sample Case Study of the Princess Mother Phuket School (SW.PK) 5.1.1 STAFF AND STUDENT OBSERVATIONS ABOUT PRESENT ACHIEVEMENTS AND FUTURE DEVELOPMENT July 2011 EXISTING ACHIEVEMENTS: -planting mangrove each month -working on the Kings Wisdom projects-self sufficiencyand respect for Natureincluding fish farming, charcoal making,fertilizer and compost making,recycling, plant propagation and food and medicine plant gardens. -The 3Rs-reuse and recycling paper -The whole mangrove project..community involvement, monitoring and clean ups, university research,ecology and plant studies. International links for this project plus special days for Phuket Groups -Protecting and giving back to the environment, raising the importance of environment -Studying alternative energy sources and making biodiesel at school

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-Including environmental studies across the curriculum with special connection to English language studies FUTURE IDEAS: -More gardening and vegetable growing -Roof water collection and storage for toilet use -Wind and solar energy -new environmental curriculum examples at all levels -more on recycling and reduction of paper use -weather station for weather monitoring and air pollution studies -Colourful jackets for environmental monitors (school to manufacture) -Nature Trail around school linking mangroves, Environment centre, recycling and garden-fish farming projects -Studies of the waste to energy incinerator and possible environmental and health effects -Studies of the Klong Bang Yai for water quality improvement 5.1.2 POSSIBLE ADDITIONAL FUTURE IDEAS FROM PLANET SAVERS AUSTRALIA CONTINUING THE SUPPORT WORK AT PRINCESS MOTHER SCHOOL PHUKET -Student based energy audit of whole school assessing energy use and identifying savings in money and power use. Linking this to improvements in Energy curriculum -Search for reductions in water use and link this work to new curriculum units. -Provision of some basic equipment for students to use monitoring weather, water and air quality, and energy use. -Consolidation of sustainable school partnership with CERES, Planet Savers and the AuSSI (Australian Sustainable Schools Initiative) -Promotion of sustainability and environmental projects through Arts and Crafts. An Australian expert will provide 3 weeks of support at the school to develop student and staff projects -Developing the links between this school and schools in Australia via CERES and Billanook. CERES to publicise the Princess Mother School Phuket and its environmental achievements in Australia -Promoting the achievements and approaches of the Princess Mother School to other schools in Phuket Province through some workshops and exchange visit so

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that a network of cooperation and mutual support is developed and wider links with AuSSI and CERES established. 5.1.3 PROCEDURES AND STRUCTURES TO BRING ABOUT CHANGE ENVIRONMENTAL COMMITTEE AND ACTION GROUPS July 2011 draft proposal *ENVIRONMENTAL COMMITTEE 20?? Elected/appointed students and staff meeting once a month (with community people?) *ENVIRONMENTAL ASSEMBLY 30-40 students from all classes all levels meet once a term with their issues and recommendations for the Environmental Committee. Many from the Assembly will be part of the action groups which will have leadership from the Committee members. Other students will also join action groups *ACTION GROUPS At the Room and Area level Each room and area can have a student environmental monitor who keeps an eye on waste streams, litter, switching off lights and equipment. Roles can be changed every month. These leaders wear the special environmental jackets. Monitors check room they are in at the end of the dayany new graffiti, waste and recycling collection ,lights and computers and air conditioners off. At the School Operational level Students choose groups such as : -Food and gardens group -Hosting other schools and visitors group -Incinerator Campaign Group -Mangrove Watch group (plantings, canoe surveys etc) -Advertising and promoting in media, posters, graphics, photos etc the environmental achievements -SETS Experts group to check school data and report At the Student Survey and Research Level -Insect surveys (butterflies etc -Bird surveys -Water Quality surveys -Air Quality surveys -Habitat surveys -Waste and litter surveys There is something for everyone with attached teacher and committee member support so that all these groups can flourish and a new generation of Thailands environmental leaders emerge from The Princess Mother School, Phuket 5.1.4. MAJOR TASKS FOR THE SCHOOL following MoU SETS data entered for waste, water, electricity etc sign up on ceres sustainability hub strong environmental committee (teachers, students, parents) ongoing connections with ceres and planet savers

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first case study for promotion/film/photos etc establishing environmental committees and action groups continue with room temperature and light checking linking these environmental ideas into curriculum as school judges appropriate inform and include the commu nity keep in touch with peter and eric prepare for a continuation of the project! enjoy yourselves creating a better world!!

5.2.0 COLLECTION OF SCHOOL DATA ON SETS: 5.2.1 Princess Mother School Phuket SETS data

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5.2.2 Graph of Greenhouse Emission per student per year This graph shows the difference between Princess Mother Phuket School (bottom right in red dot) and Australian Schools. The target for all schools is to get below the benchmark of about 0.6 of a tonne. SW.PK is recording only 0.2, which is 1/3 of the target for Australian schools a brilliant result. If one considers that the mangrove forest of the school sink about 2,000 tonnes of carbon dioxide a year and the school output of carbon dioxide from its energy use is about 600 tonnes, then it is clear that Princess Mother Phuket School is a carbon sink. Very few schools in the whole world could make this claim. It should be a point of pride and a tool for marketing the achievement of the school. (Proceed to the table on the next page)

5.3 Google Satellite Image of the Princess Mother Phuket School approximately 2002

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This image shows the Princess Mother School has about 55 percent coverage of mangrove forest. As well as being vital for biodiversity, this is absorbing carbon emissions from the school of about 600 tonnes pa.

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