THE LITTLE HANDS (MUE LEK LEK) PROJECT Tessaban 3 Samakkeewittayakarn School THAILAND Project Proposal Prepared for: IATSS FORUM Prepared by: Team S.E.A.R (Seven Energy Attitude Results) ✴ Mr. Ahmad Ridha Bin Abdul Razak (Malaysia) ✴ Ms. Aisyah Novanarima (Indonesia) ✴ Ms. Lahpai Nang Htang (Myanmar) ✴ Ms. Lay Hoyhouy (Cambodia) ✴ Mr. Le Manh Cuong (Vietnam) ✴ Ms. Phimmavong Chandavieng (Laos) ✴ Ms. Upanisakorn Tipanun (Thailand) July 7, 2018
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THE LITTLE HANDS (MUE LEK LEK) PROJECTJul 05, 2018 · Mr. Ahmad Ridha Bin Abdul Razak (Malaysia) Ms. Aisyah Novanarima (Indonesia) Ms. Lahpai Nang Htang (Myanmar) Ms. Lay Hoyhouy
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THE LITTLE HANDS (MUE LEK LEK)
PROJECT
Tessaban 3 Samakkeewittayakarn School
THAILAND
Project Proposal Prepared for: IATSS FORUM
Prepared by: Team S.E.A.R (Seven Energy Attitude Results)
✴ Mr. Ahmad Ridha Bin Abdul Razak (Malaysia)
✴ Ms. Aisyah Novanarima (Indonesia)
✴ Ms. Lahpai Nang Htang (Myanmar)
✴ Ms. Lay Hoyhouy (Cambodia)
✴ Mr. Le Manh Cuong (Vietnam)
✴ Ms. Phimmavong Chandavieng (Laos)
✴ Ms. Upanisakorn Tipanun (Thailand)
July 7, 2018
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Table of Contents
1. Executive Summary 2
2. Team Introduction 4
3. Introduction 5
3.1. Overview of Group Study Process 5
3.2. Definition of Sustainable Community 5
3.3. S.E.A.R Sustainable Community Model 5
4. Background Information 7
4.1. Overall background information about Thailand 7
4.2. Current Waste Management Situation in Thailand 8
4.3. Site Location 11
4.4. Overview Information of Selected School 11
4.5. Challenges 14
5. Project’s Goal, Objectives and Concept 14
6. Project’s Purpose and Activities 15
7. Project Purpose 16
8. Project Activities 16
8.1. Implementation schedule 17
9. Budgeting 17
10. Conclusion 18
References 20
Annex II: Operation Plan 24
Annex III: Core Team Biography 27
Annex IV: S.E.A.R Team Sustainable Community Model 28
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1. Executive Summary
Waste management and environment protection are increasingly critical issues in Thailand
nowadays. The Government of Thailand adopted Nation Waste Management Master Plan (2016-2021)
with detailed “Thailand Zero Waste 2016-2017” Action Plan to reduce waste. However, the impact of
the policy across various segments and locations, including at schools, has gone unnoticeable. While
there are various reasons that can be attributed to ineffective implementation of waste reduction policy
at schools in Thailand, some of the key factors are family habits, lack of space to segregate, ineffective
tools and methods to educate children and raise awareness about good waste management practices.
The Little Hand Project aims to contribute to waste management and environment protection in
Thailand by actively participating in the implementation of Thailand Waste Management Master Plan
(2006 - 2021) and Waste Reduction and Recycling Action Plan (2017 - 2018) on the local level. The
Little Hands will introduce a comprehensive model with engaging activities to instill the mindset of
protecting the environment among Tessaban 3 Samakkeewittyakarn School students. Essentially, in long
term, this initiative will operate as a replicable mechanism to change mindset of not only children in
local schools but also the whole social circle around children (school teachers and staff members,
parents, friends, etc...) throughout Thailand about protecting environment via practicing experiential
waste recycling activities.
The main concept of the Little Hands Project is to raise awareness and good waste management
practices aligning with 3Rs (Reduce - Reuse - Recycle) to multi-level programs via bottom up approach,
towards building a sustainable community. This project embraces public involvement to bridge the gap
of practicing waste management in schools and at home. In this Project, children will be the focal point
to promote environmental-oriented citizenship.
The Little Hands will be carried out in four main phases. In the first phase, The Little Hands will
start with 20 Grade 3 of Tessaban 3 Samakkeewittyakarn School, and most activities at the school will
be integrated to students home. In the second phase, more activities will run at the school, besides
community activities.
From the third phase onward, The Little Hands will collaborate with local government for higher
level of public engagement such as 3R Campaign, Bell Mark-inspired incentive system, local Waste
Management Day and so on. In the final phase, collaboration with national government will be initiated
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for an incentive system for shoppers to reuse shopping bags, host national Waste Management Day’s
activities as part of International Earth Day, as well as launching Local Government Award for waste
management initiatives.
By putting children as the focal point in the process of creating environment-oriented mindset,
The Little Hands intends to grow as a national movement in an effort to improve waste management and
environment protection in Thailand within the next five years. Despite challenges within the
implementation of the national waste management policy across different segments and locations, the
project is an attempt to encourage schools to conform to the national policy with the help of strong
Parent Teacher Association’s social ties and good relationship between local governments and schools
in Thailand.
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2. Team Introduction
Team S.E.A.R or Seven Energy
Attitude Results consist of 7 energetic
members from 7 countries (Cambodia,
Indonesia, Laos, Malaysia, Myanmar, Thailand
and Vietnam). Each member of the team comes
from a diverse background ranging from
Education, Business Development, Finance,
Communication, Social Services and
Agriculture. The summary of team member’s
biography are as follows:
Name Country Profession
Ms. Upanisakorn Tipanun Thailand Soil Scientist
Ms. Phimmavong Chandavieng Laos Social Worker
Ms. Lahpai Nang Htang Myanmar Teacher
Ms. Lay Hoy Houy Cambodia Business Development
Ms. Aisyah Novanarima Indonesia Public Relations
Mr. Ahmad Ridha Bin Abdul Razak Malaysia Architect
Mr. Le Manh Cuong Vietnam State Auditor
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3. Introduction
3.1. Overview of Group Study Process
Team S.E.A.R adopted back casting approach to develop group projects by going through six
main steps as follows:
(1) Developing concept of an ideal sustainable community.
(2) Analyzing the gap between the ideal community and current situation in each of group
member’s community.
(3) Generating ideas and solutions to fill that gap.
(4) Selecting project based on certain criterion.
(5) Refining the selected project.
(6) Making a concrete action plan to carry out the project.
3.2. Definition of Sustainable Community
During group study sessions, Team S.E.A.R developed a concept of an ideal sustainable
community that represent group’s consensus view, which is defined as follows:
Sustainable community
“Sustainable community is a community that is capable of balancing economic,
environmental and societal activities to enhance the continuity and longevity of its citizen without
compromising the livelihood of the next generations. The sustainable community has the mentality
and necessary infrastructure to adapt with current and future innovation and challenges.”
3.3. S.E.A.R Sustainable Community Model
Team S.E.A.R aggregated key concepts from every seminar lecture and field trip to develop
S.E.A.R Sustainable Community as an ideal sustainable community model. Team S.E.A.R’s ideal model
consists of three main components: Sustainable Mentality, Sustainable Infrastructure and Sustainable
Livelihood: (See Diagram in Annex 3)
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Sustainable Mentality
A sustainable community is perceived to ideally promote a sense of belonging (through
community interaction and solidarity), culture and tradition preservation, volunteerism and community
initiatives, risk mitigation, social inclusivity, vision and innovations among its citizen.
Sustainable Infrastructure
A sustainable community is also perceived to ideally ensure sustainable tangible and intangible
infrastructure for the citizen. In respect to tangible infrastructure, a sustainable community should be
equipped with strong mobility, transportation and telecommunication connectivity. This community
adopts sustainable approach in the construction of buildings, utilities, services, green (public and
private) spaces, green (renewable and clean) energy. This community also adopts 3Rs (Reduce – Reuse
– Recycle) side to side with its waste management system.
Speaking of intangible infrastructure, the community should enable teachers and students to
continuously improve and take up new skills.
Sustainable Livelihood
In order to embrace sustainable livelihood for the citizen, the community should ensure
democracy and political stability, common ownership, legitimate human rights and freedom of speech
for all citizens, making sure that voices from all segment of the society, particularly minority groups are
equally being heard.
Across 3 main components of the S.E.A.R Sustainable model, the community should empower
its citizen through active collaborative participation from all stakeholders including, but not limited to
Citizen, Public (NGOs, NPOs and institutions alike) and Government.
The last but not the least, S.E.A.R Sustainable Community model requires resilience disaster risk
reduction (DRR) capacity to counter natural disasters and man-made threats.
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4. Background Information
4.1. Overall background information about Thailand
The Kingdom of Thailand is a Southeast Asian country with a total land size of 513,115 sq.km.
Thailand is surrounded by four neighboring countries such as Lao PDR, Cambodia, Myanmar and
Malaysia. The capital of Thailand is Bangkok.
Map of Thailand
Figure 1 Map of Thailand
According to the latest statistics from The World Population Review in 2018, Thailand has over
69 million (Female 51.21% VS Male 48.73%) inhabitants spreading across six regions: the Northeast,
the North, the Central West and, East Region, and the South. The population of age 0-14 years covers
nearly 17% of whole population. The Population Pyramid of Thailand is shown below:
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Figure 2 Population Pyramid of Thailand 2018 (separated by age)
Thailand’s education system is subject to the responsibility of four government agencies: the
Ministry of Education (MOE), the Ministry of University Affairs (MUA), the Ministry of Interior
(MOI), and the Office of the Prime Minister (OPM). Public and private schools in Thailand conform
government’s guidelines in terms of education scope and content. There are three levels of formal
education:
Primary education (from grade 1 - 6);
Lower secondary education (grade 7 - 9), and
Upper secondary education (grade 10 – 12).
4.2. Current Waste Management Situation in Thailand
Despite the fact that Internations Organization’s top expat destination survey in 2015 places
Thailand on number 7 for its beautiful landscape and resources, good food and hospitality, it is on
number 55 out of 157 countries around the world (Bertelsmann Stiftung and Sustainable Development
Solutions Network 2017) in terms of SDG index of 2017.
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Pollution remains a main issue for Thailand government. According to The New Public 2015, in
terms of water pollution, Thailand ranked number 9 among top ocean polluters in the world. This
ranking estimated size of waste, particularly plastic, thrown in the ocean every year. Then, United
National Ocean Conference claims Thailand contributes to 50,000 tons of solid waste in the sea each
year (UNOC 2018). In addition, based on 2017 statistic of The Waste Incineration Research Center, the
amount solid waste production in Thailand was more than 27 million tons per year. There was 9.57
million tons (35%) of waste that was properly disposed and about 5.81 million tons (21%) waste reused
(The Waste Incineration Research Center 2017).
Solid waste in Thailand typically consists of organic waste 46%, paper and cardboard 17%,
plastic 10%, glass 5%, metal 4% and other 18% (Source: “Reduce” None-Waste Segregation in