Children’s Village School: January – December 2017
Alternative Education Institute

​Our implementation from January – December 2017 can be described as follows;
Population of Children’s Village School
​Total number of children: 116 (64 boys and 52 girls)
​Teaching staff and skill training staff, social workers, office managers, library staff: 23
​Families of construction workers: 5
​Construction workers: 5 plus their spouses who work for hourly pay: 4
​Primary school children:​45
​Children enrolled in non-formal education: 36
​Children enrolled in outside secondary school: 11
​Children in tertiary education (including advance vocational colleges and universities): 8
​Vocational College: 9
​Children in apprenticeship: 5

​Children with special needs can be categorized according to their conditions as follows;
​Aggressive (15), ADHD (10), Dyslexia (10), Language delay (3), Eye disorder (5), Ear disorder (1), Low IQ (36) and Formally registered people with disabilities (6)
​The education has to be tailored to the needs and development of children with low IQ and ADHA, aggressive children to help them look after themselves.

Children’s Village School Pedagogy
Primary education

a. The Summer Hill School’s psychological concepts are applied and it has been found that some children are keen on Maths and Science, while others on language. Some are keen on theatrical performance, while others realize they have Learning Disability (LD) and tend to enjoy sculpture, drawing, child-rearing at Ban Tan Tawan, etc.

​Children with psychological disorder are dealt with psychological methods including children with autism, children with post traumatic stress disorder, etc.; they got the chance to learn through arts and music.

​For children with hyperactivity, they shall receive diverse learning process including five minutes of theatrical pay, five minutes of singing, storytelling, building words from a
lphabets, building sentences from words, free range play, etc.
The education has to be made flexible and diverse.

b. Buddhist concept, in particular how to provide for a child-friendly environment ‘Poratokosa’ whereby teachers and children are related to each other as good friends (Kalayanamitra). In a School Council meetings, everyone listens to each other and attempts to forge a collective solution. Each of the teachers and children has their own unique potential and needs to find ways to complement each other. This shall make the community of Moo Baan Dek sustainable.

The key to education here is children and teachers are abide by the Community rules (The Five Precepts) and adhere to democratic values.


c. Montessori education: Teachers need to come to terms with appropriate development of a child a different ages. For children in primary education and for some children, they need to manipulate with the materials to first understand the concrete and then to learn the abstract. The most vital education encompasses five subjects including includes Math, Language, Culture, Arts, and learning how to live in a society, how to be helpful to each other, and how to build teamwork. The material manipulation can help to spur tactile development, honing the five perceptive senses and to nurture contemplation.

Children can be successful in their learning approaching it with fun and can understand subjects easily. This is particularly useful for children with special needs as through Montessori education, they get the chance to play, to move around, rather than to concentrate on rote learning and normal children can be of help to the children with special needs.

d. Agriculture: The natural farming inspired by Masonobu Fukuoka and non-chemical farming are adopted here. They share the roots with the Summer Hill’s pedagogy whereby the least intervention is applied to nature leaving it to continuing working its way. At present, MBD experiments with around 2.5 acres of land in which children, teachers and all adults have to help farm. We grow anything that we eat. We eat anything bestowed on us by nature. We leave indigenous vegetables to grow naturally. We used to think they are just wild vegetation, but studying further, we realize they can be medicinal food for us. We consume eggs from our chicken, fish from out fishponds. We learn to grow food, raise chicken and fish without having to use chemicals.

Children with special needs
​Apart from tailoring the learning process to the needs of children with special needs, we outsource for help from psychologists and psychiatrists at the Siriraj Hospital and institutes of child psychology. The children receive treatment and undergo physical therapy.
​We have many workshops, i.e., carpentry (children toys), Batik making, handicraft, paper processing, furniture making, music, confectionery making, etc.
​In addition, we have a boy-scout club and tae kwon do club to help enhance discipline and to heal children with feeble muscles, and mapping class.

Secondary education
​According to the 1999 National Education Act’s Section 12, people can organize their education as learning centers. Children graduating from the learning centers shall be recognized as those graduating from public and private schools. MBD offers secondary school education through the Right Livelihood and Holistic curriculum combining issues of democracy, the environment (solar energy, ecology and food chain, safe food), self-sufficiency economy (self-containment and less greedy, living a frugal life, financial planning covering debts and interests).


MBD’s derives partly from solar energy and we use it for our simple living and for food production, i.e. powering water pumps, powering furniture making tools, rice milling machine, paper making machine, baking stoves, kitchen refrigerators, powering office rooms, guesthouses, 11 children’s homes and nine classrooms, powering computer and other workshops. The use of solar energy has led to the 114,338.32 baht-reduction of utility bill between 2016 and 2017.
We plan to expand our secondary school education by generating income to be use as working capital.

The role of Children’s Village School in alternative education network

1. We coordinates alternative education and expose society to its meaning.

​2. We have been hosting more than 600 homeschool families since 1984 until 2017. The homeschoolers can now register themselves with the Children’s Village School and other schools as well as the Education Are Offices throughout the country. In 2017, 63 homeschool families are enrolled with the Children’s Village School including 70 children from Grade 1-6. 15 families of children who have completed primary education are committed to developing secondary school with us at MBD. This should provide them an extension into high school. The MBD secondary school shall be able to enroll 50 students in junior high school level and another 50 in senior high school level.

​3. We have forged relations with alternative education networks and democratic schools abroad including South Korea, Myanmar, Singapore, Germany, Nepal and USA (New York).

3.1 A network of small schools based in rural area are part of schools that receive book supplies from the Foundation for Children. This is to enable at least 1,097 children to grow reading habit and to look after their own books.

3.2 We are a source of learning and learning process to help children enjoy their learning and students and teachers from around the country have made a visit to learn from us year round and can apply the knowledge with children with special needs.

Ms. Rajani Dhongchai
19 February 2018

  Children's Village School
Moo Baan Dek, Latya-Srisawat Rd., Kanchanaburi 71190 Thailand
Tel. (+66) 89-911-7359, 89-744-2301 Fax 0-34510-835
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