A model of development for academic administration decentralization of lab schools in the lower southern area

Abstract

This study searched for an appropriate approach and model for decentralization, covering the scope and operation of decentralized academic administration of lab schools in Lower Southern area of Thailand. The study utilized the documentary research methodology combined with field research. The first stage dealt with the compilation of related research literate from articles, interviews, studies, policy statements and strategic plans with a view to formulating a conceptual model for decentralized academic administration. The second stage involved in-depth interviews with seven experts in the field from the provincial Office of Educational Area, using the snowball technique. The third stage consisted of conducting Focus Group with 12 administrators and academic teachers from 12 voluntary lab schools in six provinces. From the in-depth interviews with experts in the fields, the appropriate model for decentralized academic administration in the lab schools in the Lower Southern area can be generalized in terms of decentralized academic administration and educational management. Aspects of decentralization include flexibility, participation and accountability. These aspects can be subcategorized into 14 tasks: 1) curriculum development for the school, 2) learning management, 3) measurement, evaluation and grade transfer, 4) research for development of educational quality in the school, 5) development and promotion of learning sources, 6) educational supervision, 7) educational guidance, 8) development of internal quality assurance and educational standard, 9) community promotion for academic strength, 10) collaboration for academic development between the school and other organizations, 11) academic promotion and support at various levels, such as person, family, organization, institution, enterprise and other educational institutions, 12) academic regulations and practices for the school, 13) selection of textbooks for the school, and 14) development of media and the use of educational technology. External assessment and focus group performance indicate quality students, professional teachers and administrators, quality school and quality community.