The Distance-Learning Model on Food Safety and Organic Agriculture Developed from the Sufficiency Economy Philosophy for the ASEAN Community was designed by selecting relevant topical video recordings and translating the contents into nine languages mostly used in the ASEAN region. Which used to educate the farmers regarding food safety, supply chain, and organic farming, and to promote the implementation of sufficiency economy into the ASEAN region. The aims of this research were: 1) to develop a distance-learning curriculum model on food safety and organic agriculture following the sufficiency economy philosophy for the ASEAN community, 2) to develop learning materials to accompany the program, and 3) to evaluate the benefits and success of the learning program. Research, development and evaluation were all administered. Both qualitative and quantitative data were collected. Seminars were organized to garner information from 10 qualified experts in model development processes and procedures. A questionnaire survey was used to gather data from 70 participants of different nationalities to evaluate the learning program. Quantitative data were analyzed using descriptive statistics and qualitative data were evaluated using content analysis. The findings were as follows: 1) one remarkable feature of a distance-learning curriculum was the use of video recordings as a major tool in the learning process, and learning by doing through group study by people living in adjacent communities, 2) the learning materials accompanying the program were available in nine ASEAN languages (Thai, Lao, Cambodian, Vietnamese, Malay, Indonesian, Burmese, Chinese and English), and consisted of: (i) instructional videos covering 15 subjects including Sufficiency Economy Philosophy, Paradigm Shifts, Food Security, The Way of Organic Farming, Household Budget and Information Management for Planning, Knowledge Management, Soil and Water Management, Genetics Management, Alternative Energy, Safety and Organic Food Production, Food Safety Assurance, Packaging Design, Group Management, Distribution Management, and Edutainment, (ii) curriculum documents, handbooks and a list of selected media, and 3) the designated learning program was perceived to be of the “highest” value. The learning materials were rated “highly” appropriate but with the “highest” usefulness, and the designated learning program was perceived by the group to be at a “high” level.
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