EXPLORING SITUATIONS, NEEDS, AND GUIDELINES FOR IMPLEMENTING THE COMPETENCY-BASED CURRICULUM IN THAILAND’S PUBLIC PRIMARY SCHOOLS

Abstract

This article describes the situations, needs, and guidelines for implementing a competency-based curriculum (CBC) in public primary schools. The participants were 99 school directors and 316 teachers from public primary schools in Thailand. The research design used a mixed method approach using survey questions administered to participants. The findings revealed that: 1) the overall current situations were at a high level and the desirable situations for implementing CBC in public primary schools were at the highest of levels; 2) the learner competency aspect was found to be first on the priority needs an index for implementing CBC in public primary schools, and the assessment aspect was found to be last, suggesting that schools should develop learning management and assessment to enhance learners' competency; and 3) the suitability of guidelines for implementing CBC was of a high level, with the feasibility of its implementation being at the highest level. The five components of these guidelines consisted of curriculum, teacher competency, learner competency, leaning management, and assessment. The preparation and collaboration of administrators, teachers, parents, and other stakeholders, the provision of a coaching and mentoring system, as well as the assignment of professional learning development to promote collaborative learning and continuous improvement, are essential for the success of CBC implementation. This makes it possible to use the CBC to support learners' competency and 21 st century skills development. The findings of this study are helpful in formulating national policy guidelines and strategies for effective implementation of the CBC in the future. Keywords: Competency-Based Curriculum, Situations and Needs, Implementation, Primary School DOI： https://doi.org/10.35741/issn.0258-2724.58.2.17