AREA – BASED EDUCATION STRATEGIES FOR PRIMARY SCHOOLS IN NONG KHAI PROVINCE

Abstract

The movement and educational reform to unlock the various restrictions from Thai government and the concept of providing opportunities for various sectors to participate in educational management, thus resulting in this research with the purposes; 1) to study the needs of area-based education, 2) to construct area-based education strategies and 3) to evaluate the area-based education strategies of primary schools in Nong Khai Province. The mixed-method research design was used in this study consisting of 4 phases: Phase 1: studying the area-based education from the document, textbooks and theories as well as semi-structured interviews with 5 experts, Phase 2: studying the current states, desirable states and needs of area-based education by 159 principals using a questionnaire and prioritizing with PNImodified technique, Phase 3: constructing the area-based education strategies using TOWS Matrix technique and focus group discussion by 9 experts and Phase 4: evaluating the appropriateness, feasibility, utility and accuracy of area-based education strategies by connoissuership13 experts.The results of this research were as follows:1. The current states of area-based education of primary schools in Nong Khai Province were at the high level and the desirable states of area–based education of primary schools were at the highest level. The needs of area-based education of primary schools overall index of demand, is 0.22. The sequences were: 1) collaboration and participation, 2) area desirable learning management, 3) enhancing potential and competency of personal education, 4) producing effective system of evaluation and assessment, 5) decentralization and autonomy in educational management, and 6) information database and educational innovation development.2. The area-based education strategies of primary schools consist of 6 main strategies, 30 sub-main strategies, 95 guidelines and 65 indicators. The main strategies were: 1) enhance collaboration and participation, 2) promote desirable area corresponding with learning management, 3) enhance potential and competency of educational personnel, 4) produce effective system of evaluation and assessment, 5) promote decentralization and autonomy in educational management and 6) develop information database and educational innovation. 3. Strategic evaluation of 6 strategies in 4 aspects: appropriateness, propriety, feasibility, utility and accuracy were at the highest level in all aspects.