THE POLICIES AND MANAGEMENT OF HIGHER EDUCATION FOR THE ELDERLY IN THAILAND

Abstract

The primary objective of this research article is to study the policies and management conditions of higher education for the elderly in Thailand. The scope of the study focuses on the policies and educational management at the higher education level for elderly learners in Thailand, examining five key components: instructors, learners, administrators, curricula, and support services. The total number of higher education institutions surveyed was 154, comprising 23 autonomous public universities, 12 government universities, 38 Rajabhat universities, 9 Rajamangala universities of technology, and 72 private universities. The research involved interviews with 39 university administrators and questionnaires completed by 390 policy-level university administrators. The findings reveal that, overall, policy and planning were rated at a high level ( = 3.95), representing the most emphasized factor among higher education institutions. Institutions have policies supporting education for learners of all ages. This is followed by learner qualifications, also rated at a high level ( = 3.84); elderly learners are able to participate in blended learning programs. The curriculum component was also rated at a high level ( = 3.75), showing a diverse range of teaching approaches with a learner-centered focus, particularly for elderly groups. Administrators were rated at a high level ( = 3.67); they promote inclusive learning through online platforms without restrictions on age or educational background. Instructors were rated at a high level ( = 3.62); they possess the necessary knowledge and attitude to continuously develop their potential in teaching learners of all ages, including the elderly. Finally, support services were also rated at a high level ( = 3.57), with specific scholarships and financial aid allocated for elderly learners.