A Comparative Study of Educational Cooperation between Thailand and Neighboring Countries: Lao PDR and Cambodia

The objectives of this research were 1) to compare the educational cooperation between Thailand and Cambodia, and Laos PDR; 2) to compare the outcomes of educational cooperation on human development and international understanding; and 3) to provide policy recommendations for the future prospects of educational cooperation. Documentary and survey research were applied. The participants were 503 key Thai, Cambodian, and Laotian informants. The research results showed that since 1992 to 2010, Thailand had educational cooperation time with Lao PDR longer than Cambodia, which started in 2000, and had 4 main educational cooperation projects more than 3 of Cambodia. Focusing on the participants, 30,612 Laotian and 14,752 Cambodians were educated; most of the Laotians had completed Grade 12 with professional skills training while most of Cambodians had completed professional skills training. Between and after participation with the projects, the highest increasing element among Cambodian coordinators was ‘the value of peace and international interests’ (PNI 1.26) while that of the Laotian coordinators was ‘recognizing and appreciating diversity among the two countries’ and ‘recognizing interdependence and connections among them’ (PNI 0.74). The highest increasing element among Cambodian and Laotian beneficiaries was ‘developing personal knowledge to live across cultures’ (PNI 1.05 and 0.83, respectively)

A Development of Educational Assembly Model to Promote People Participation

The objectives of this research were 1) to design and develop the educational assembly model 2) to test and improve the designed educational assembly model and 3) to propose policy implication for implementing the educational assembly model to promote people participation in educational provision. The designed educational assembly model was examined by experts and stakeholders and tested at the provincial level in eight provinces. The findings revealed that the “Triple Three Educational Assembly Model: 333 Model” was an essential add appropriate tool to promote people participation in education. The first “Three” refers to three levels of educational assembly comprise of the provincial level, the provincial cluster level, and the national level. The second “Three” refers to three components of educational assembly comprise of knowledge sector, people sector, and government sector. The third “Three” refers to three key activities comprise of knowledge research and development, assembly meeting, and monitoring of meeting resolutions. The research suggested that he Office of Education Council should set up a task force for the implementation of the educational assembly to promote people participation in educational provisio

The Current and Desirable States of School Management to Enhancing Creative Thinking Characteristics of Elementary School Students

This study investigated the thinking framework of school management to enhance creative thinking characteristics of elementary school students, and to explore the current and desirable states of school management that help stimulate creative thinking characteristics of the elementary school students. The participants were school directors, vice directors, heads of administrations, teachers and students in 396 schools under Office of the Basic Education Commission. The  participants were required to complete the questionnaires and the interviews. The results of this study revealed that there were five tasks of the thinking participate in framework of school management which performed following the planning, implementation and evaluation processes such as, Course Development Task, Learning Process Management Task, Measurement and Evaluation Task, Learning Sources Development Task and Student Affairs. These tasks may have encouraged all the characteristics reflecting creative thinking of the elementary school students: curiosity, persistence, freedom, imagination, innovative though, aesthetics, risk taking, creative problem solving and intuition. The results also indicated that the current state of school management was found at a high level ( X = 3.73, S.D. = 0.67), while the desirable state of school management was found at the highest level ( X = 4.60, S.D. = 0.44)

School Management Strategies to Enhance The Accountability

The objectives of this research were 1) to study the framework of management to enhance the accountability 2) to study the current and desirable states of management to enhance the accountability 3) to analyze strengths, weaknesses, opportunities and treats of management to enhance the accountability and 4) to develop school management strategies to enhance the accountability. The study applied a mixed method approach. The sample were 395 schools under the office of the Basic Education Commission. The instruments used in this study were questionnaires and the strategic evaluation form to testify feasibility and appropriateness. The data were analyzed by frequency, percentage, standard deviation, PNI Modified and content analysis.The research results showed that 1) the framework of management to enhance the accountability consist of five school management: Physical and Emotional well-being of students, Students Learning outcome, Equity for Opportunity to learn of students, Improving capacity of teacher and school management and Parents and community empowerment. 2) In general, the current state of management to enhance the accountability performed at the middle level (x= 3.224). While considering each aspect, physical and emotional well-being of students had the highest average (x= 3.352). The desirable state of management to enhance the accountability was performed at a highest level as a whole. While considering each aspect, equity for opportunity to learn of students had the highest average (x= 4.679). 3) The strengths of management to enhance the accountability were students learning outcome and physical and Emotional well-being of students, while the weakness of management to enhance the accountability were improving capacity of teacher and school management and parents and community empowerment. The opportunity for management to enhance the accountability was technology. While the threats for management to enhance the accountability were the government policy, economy and society. 4) The school management strategies to enhance the accountability were (1) Reforming school management for improving the capacity of teacher and school management to enhance the accountability. (2) Increasing the efficiency of school management focused on equity for opportunity to learn of students to enhance the accountability. (3) Developing the quality of school management for parents and community empowerment to enhance the accountability. (4) Promoting school management of students learning outcome to enhance the accountability. (5) Driving school management of physical and emotional well-being of students to enhance the accountability

ELEMENTARY SCHOOL MANAGEMENT STRATEGIES ON HOLISTIC COMMUNITY HEALTH PROMOTION

The objectives of this research were 1) to investigate the conceptual framework; 2) to explore the current and desirable situation; and 3) to develop elementary school management strategies on holistic community health promotion. The research adopted a mixed methods approach. The population included 279 elementary schools under the local administrative authority. The research instruments were a questionnaire and an evaluation form. The statistical analysis involved frequency, percentage, mean, standard deviation, PNIModified and a content analysis.The results were as follows.1) The conceptual framework of elementary school management of holistic community health promotion consisted of (1) the elements of community health management including health policy formulation, management of learning on health education and physical education, management of health services and counseling, management of food and nutrition, management of supportive environment for health, and establishment of partnerships and networks for health; (2) the concept of holistic community health involving the concept of holistic community health in individual related dimension comprising 3 levels, i.e. individual level, school level, and community level; and the concept of holistic community health in health related dimension, i.e. physical health, mental health, social health, and spiritual health. 2) The current situation was at moderate level, while the desirable situation was at high level. 3) The elementary school management strategies on holistic community health promotion contained 6 main strategies and 18 sub-strategies. The main strategies comprised: (1) strategy on strengthening health partnerships and networks in holistic health; (2) strategy on enhancing the capacity on management of health service and counseling on holistic health; (3) strategy on leveraging the driven holistic health policy; (4) strategy on leveraging the promotion of food and nutrition management for holistic health; (5) strategy on developing the management of supportive environment for holistic health; and (6) strategy on reforming the management of learning on health education and physical education for holistic health

Higher Education Institution Management Strategies for Developing Citizenship of University Student

The objectives of this research were 1) to study the current and desirable states of management for developing citizenship of university students 2) to analyze strengths, weaknesses, opportunities and threats of management for developing citizenship of university students and 3) to develop management strategies for developing citizenship of university students. The study applied a mixed method approach. The sample population were 94 higher education institutions. The instruments used in this study were questionnaires and the strategic evaluation form to testify feasibility and appropriateness of the strategies. The data were analyzed by frequency, percentage, standard deviation, PNIModified and content analysis. The research results showed that 1) In general, the current state of management for developing citizenship of university students was performed at the middle level. While considering each aspect, democratic knowledge had the highest average ( = 3.041). The desirable state of management for developing citizenship of university students was performed at a high level as a whole. While considering each aspect, democratic knowledge had the highest average ( = 4.454). 2) The strengths of management for developing citizenship of university students were democratic participation and democratic knowledge, while the weakness of management for developing citizenship of university students was democratic skills. The opportunity for management for developing citizenship of university students was technology. While the threats of management for developing citizenship of university students were the government policy, economy and society. 3) The management strategies for developing citizenship of university students comprised (1) reforming higher education institution management for developing democratic skills of university students, (2) reforming higher education institution management for developing democratic participation of university students and (3) reforming higher education institution management for developing democratic knowledge of university students

UNIVERSITY MANAGEMENT STRATEGIES ACCORDING TO THE CONCEPT OF HUMAN CAPACITY BUILDING

The objectives of this research were 1) to study the conceptual framework of university management strategies according to the concept of human capacity building 2) to study the current and desirable states of university management strategies according to the concept of human capacity building 3) to study the strengths, weaknesses, opportunities and threats of university management strategies according to the concept of human capacity building and 4) to develop university management strategies according to the concept of human capacity building. The study applied a mixed method approach. The sample population were 95 universities under the Office of the Higher Education Commission. The instruments used in this study were questionnaires and the strategic evaluation form to testify appropriateness and feasibility of the strategies. The data were analyzed by frequency, percentage, average, standard deviation, priority needs index (modified) and content analysis.The research results showed that: 1) the conceptual framework of university management according to the concept of human capacity building comprised university academic framework including curriculum development, teaching and educational measurement and evaluation, management process framework including planning, implementation and evaluation, human capacity building framework including educate and training, human capacity elements framework including democracy politics, daily economic and society living. 2) The current states of university management according to the concept of human capacity building in general was performed at the moderate and desirable states was perform at the high level. While considering each aspect, both current states and desirable states had the same highest average in two aspects including curriculum development and teaching. 3) The strengths of university management according to the concept of human capacity building were curriculum development and teaching, while the weaknesses were educational measurement and evaluation. The opportunities of university management according to the concept of human capacity building was technology condition, while the threats were the government policy condition, economic and social conditions. 4) The university management strategies according to the concept of human capacity building comprised (1) Reforming educational measurement and evaluation in university to build human capacity, (2) Developing teaching system in university to build the human capacity and (3) Elevating curriculum efficiency in university to enhance the human capacity

A Proposed Organizational Structure Model of The Civil Service Training Institute to Enhance The Quality of Workforce in The Public Sector

The present research applied a descriptive research method aiming at exploring the current status and desirable status of the organizational structure model of the Civil Service Training Institute (CSTI), and proposing such model to enhance the quality of workforce in the public sector. It employed a case study of CSTI under The Civil Service Commission, Thailand. Informants were 35 CSTI’s government officials (71.43 percent), 80 clients from 46 organizations. Interviews were undertaken with 15 experts about policy/strategic vision of management and development of workforce in the public sector, roles and functions towards the organizational structure model of CSTI. Assessment was made on the appropriateness and feasibility of the drafted model. A focus group discussion was carried out among 8 experts to consider the draft model. Research instruments included a questionnaire, interview issues, and model appropriateness and feasibility assessment. Statistical analysis involved frequency, percentage, mean, standard deviation, Priority Need Index (PNImodified) and content analysis.Results revealed that the overall status of the organizational structure model as currently practiced was at moderate level (x = 3.08, S.D. = 0.93), while the desirable status was at high level (x = 4.16, S.D. = 0.78). For the organizational structure model of CSTI to enhance the quality of workforce in the public sector, it adopted an integrated model of PAM Organizational Structure Model (Professional Adhocracy and Matrix Organizational Structure Model)

University Management Strategies according to the Concept of Capacity Building in Biodiversity of Thailand

This research was aimed to 1)examine the concept of university management following the concept of capacity building in biodiversity of Thailand 2) explore the current and desirable situations of university management based on the concept of capacity building in biodiversity of Thailand. 3) to analyze strengths, weaknesses, opportunities and treats of university management following the concept of capacity building in biodiversity of Thailand; and 4) to develop management strategies of university management following the concept of capacity building in biodiversity of Thailand. The study applied a mixed method approach. The samples were 94 higher education institutors. The instruments used in this study were a questionnaires on the conceptual framework, a questionnaire on the current and desirable situations, and the strategic evaluation form to testify feasibility and appropriateness. The data were analyzed by frequency, percentage, standard deviation, PNIModified and content analysis. The research results show the following findings. (1) the conceptual framework of the university management of; (1) To providing graduates (2) To research and (3) To providing academic services for based on the concept of capacity building in biodiversity of Thailand as follows: Access and benefit sharing included embedded learning and concept. Conservation and rehabilitation; and Development of biodiversity values. (2) For the current situation, the 3 missions, i.e. graduates production, research, and academic services are at moderate level, while they are at high level for the desirable situation. (3) Their strengths are academic services and research; weakness is graduates production; opportunities are academic services and research were the government policy economy society and technology and threat is graduates production were the government policy economy society and technology (4) The university management according to the concept of capacity building in biodiversity of Thailand comprises 3 main strategies: 1) reforming management and development of graduates based on the concept of capacity building in biodiversity of Thailand; 2) enhancing research management based on the concept of capacity building in biodiversity of Thailand; and 3) upgrading academic services based on the concept of capacity building in biodiversity of Thailand. These strategies are intended to strengthen the protection of species of the living organisms and the ecosystems for sustaining natural and environmental balances

International School Management According to the Concept of Developing Students’ Global Leadership

This research aimed to 1) explore the proper conceptual framework of international schoolmanagement according to the concept of developing students’ global leadership, and 2) study the current and desirable states of international school management according to the concept of developing students’ global leadership. The study applied a mixed-method approach. Samples were obtained from 102 international schools in Thailand. The instruments used in the study were, a validation form for the conceptual framework, and a questionnaire for the current and desirable situations.The data were analysed by frequency, percentage, mean and standard deviation.The results showed that the conceptual framework of international school managementaccording to the development of students’ global leadership is comprised of 3 areas: international school academic management, including the school’s philosophy and guiding statements, curriculum development and implementation, and professional development; development of student’s global leadership through environmental conditions, and students’ action and; students’ global leadership competencies, including competency in forming cross-cultural relationships, interpersonal skills, global traits and values, global thinking and orientation, global business expertise, global organisational expertise, global vision, and being technologically savvy. Regarding the current state of international school management according to the concept of developing students’ global leadership it was found that there was good management (high level) in terms of school philosophy and guiding statements, and curriculum development and implementation, but moderate management in terms of professional development. In contrast, the desirable states of international school management according to the concept of developing students’ global leadership, were shown to be a high level of management in terms of school philosophy and guiding statements, and professional development, and the highest level in terms of curriculum development and implementation