I. The project participated in the mid-course evaluation workshop of Thailand-Year-6 GEF/SGP , organized on 25-27 January 2006 . It was one of 27 projects sending project leaders or representatives to report to the workshop on progress of activities, immediate outputs/results that could be witnessed or observed, problems / issues and solution.

With only a few exception, majority of projects concisely reported progress and summarized immediate outputs and results. The report format included from power point to photos to dissemination materials, and to verbal presentation. There was one project bringing product of chemical-free vegetable for sale and show at the venue.

All presentations mentioned about problems and issues, with varying degree, but they had been corrected or rectified. Or at least, the project possessed idea or approach to do so. However, there were a few projects that presented problems and hot issues on environment soliciting further discussion and advice from participants.

On the final day, participants spent half-an-hour sharing idea on forging future networking of the year-6 projects and submitted approach for sustainability. Majority of participants agreed to be tied by natural network, without any regulation or commitment, but hearts and minds. There were two members pledging their times and skill to help others according to their availability.

As a reminder and incentives to ensure most effective implementation of remaining activities, the NC proposed the idea of strategic project where successful SGP projects could gather together so that community actions affecting global benefits would be clearer.

The workshop had seen substantial sharing of experience, especially on related issues of project activities. Somehow, it was felt that the remaining activities would be carried out to their completion. Another evidence, a natural network of environment was formed with a lot of participants winning one another hearts.

II. The completion report was received on 20 December 2006, five bound books and three sets of VCD telling about the projects. The report has the following details:

Activities carried out :

1. Establishing learning centre focusing on protection of water quality , solid waste disposal and making use of unwanted aggressive water plant (water hyacinth)
2. Launching capacity-building activities and subsequent demonstration on communication techniques ,among community members and local academic institutes (local schools), on daily healthy water use and monitor of water quality

Results:

1. 86 families adopting and putting into practice local wisdom on river protection
2. Emergence of a network comprising various groups in target location carrying out environment protection movement
3. Emergence of a group carrying out monitor of water quality and making public the condition of water periodically

Project communication: The project had produced three sets of VCD movie to disseminate project idea to community members both in project location and elsewhere so that collective vision would loom and lead to more concrete actions to reverse degradation of community environment.

Participatory Evaluation:

Participants: Project members and local government units in the district

Methods: Applying Focus Group Process , each carried out activities were put for discussion.

Impact:

1. Demonstrated increased conservation awareness of both community members and youth groups in schools were evinced, but substantiated solution would be initiated from the Tambol Administrative Organization. This organization is mandated to oversee environment and natural resources in its locality.
2. Some participating schools adopted the project concept on learning process , adapted and integrated into their existing teaching approach.

Future Plan: The schools should launch persistent environment education process focusing on learning-by-doing for both students and community members. This process would contribute to having the schools as learning centres and ensuring sustainable participating roles of community members. Besides, The TAO should open up for others such as elders, students, academics, etc.