The dynamics of university’s roles in the Participatory Guarantee System (PGS) learning process: A case of the Nan agricultural communities in Thailand

Abstract

This study analyzed the roles of the School of Agricultural Resources, Chulalongkorn University in the learning process of a Participatory Guarantee System (PGS) group in Nan province, Thailand. It used a historical approach to analyze in-depth the learning process of the PGS organic agriculture Nan Group, from 2014 to 2019. The use of a historical approach was to study, understand and interpret past events. It aims to reach insights about past events and understand the impact of the past on subsequent events related to development process. The learning process was differentiated in three stages, i.e. introduction, implementation, and expansion stage of PGS. The findings emphasized a university as a crucial community development actor. More specifically, the roles of the School of Agricultural Resources, Chulalongkorn University were dynamic over the three stages and included not only the role of an expert but also a facilitator in the development of the PGS organic agriculture Nan Group. In particular, during the introduction stage, at which there was almost no knowledge about organic agriculture, let alone PGS, and key actors in PGS development were not presented, the roles of the School were influential in facilitating the required knowledge and skills, and building the network of PGS actors. In terms of policy implication, universities must give serious attentions to communities' empowerment and shared efforts between universities and communities rather than the traditional and separated approach in teaching, research and outreach.