The purpose of this research was to construct a training curriculum on environment and natural resources conservation for rural out-of -school Yuwakasethkorns in the northeast. It was based on the personal primary data and knowledge on enviraonment and natural resources conservation of the rural out-of-school yuwakasetkorns in the northeast. The sample size was 750 rural out-of-school yuwakasetkorns in the year 1988 from 6 provinces in the northeast, they were Sakolnakhorn, Udonthain, Khonkaen, Chaiyapum, Burirum and Nakhornratchasima. The instrument of this research was the knowledge test on environment and natural resources conservation which was designed by the reseacher himself. The reliability fo the knowledge test was 0.75. Data were analyzed by computer (Statistical Parkage for the Social Science) at Mahidol Universtiy Computing Center. (MUCC) The statistics which were used in this research were percentage, arithmetic mean and standard deviation. The research results were as follows: - 1. The majority of yuwakasethornseducation was pratom 6 level, 13-25 years of ages, and the average was 19.2 years of ages. Most of them have been the memberships for 3.0 years. 2. Yuwakasetkorns knowledge on the environment and natural resources conservation was below the standard level in the following areas

the principles on environment and natural resources conservation, soil conservation, water conservation, and forest conservation. 3. The majority of yuwakasetkorns needs and interests ot participate in the training were very high. Their opinions towards the training on environment and natural resources conservation were very essential to themselves and more useful to communities. This training curriculum on environment and natural resources conservation consisted of 4 components. 1. Objectives

The objectives of this training curriculum were devided into 3 levels.1.1 the training curriculum objectives1.2 the general objectives of each content1.3 the behavioural objectives 2. Contents

The contents were devide into 4 units.2.1 Unit 1 Principles of Environment and Natural Resources Conservation2.2 Unit 2 Soil Conservation2.3 Unit 3 Water Conservation2.4 Unit 4 Forest Conservation 3. Learning Experiences

There were many forms of learning experiences which were offered to trainee who joined the training, for instance

lectures, discussions, brain storming, demonstrations, study-cum-observation tour, and field practices. Various multi-media such as transparencies, charts, pictures,silde, vedio tapes, films, and other audio-visual equipments were used. 4. Measurements and Evaluations

They were devided into 3 categories.4.1 Measurements

There were 3 steps of measurements.4.1.1 pretest before training4.1.2 in-time during training4.1.3 porttest after training4.2 Evaluations

There were 2 forms.4.2.1 evaluating each content by comparing the resuts of all measurements4.2.2 evaluating the total picture of the training4.3 Following-up

They should be observed for a period of time after the training After the training curriculum was formulated, it wasevaluated and suggested by 3 experts on curriculum development,environmental studies and non-formal education. Almost every partof the training curriculum was evaluated and commented asappropriate except some parts in details were evaluated asunappropriate. And the training curriculum was improves anddeveloped to be more appropriate by the suggestion of all experts.