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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


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


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


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


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




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.



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 =




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



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.




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).



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)




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



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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Journal, Silpakorn University (Humanities, Social Sciences and arts) Vol. 9 No. 1 (2016)

capacity building of environmental education ......capacity building of environmental education for...

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