Application of education sandbox policy in Pattani educational service area

Abstract

The objectives of this research were 1) To study the implementation of the education sandbox policy.  2) To study the problems and obstacles in the implementation of the education sandbox policy.  3) To propose guidelines for the development of the policy implementation of education sandbox. This research was a qualitative research study and specific informants were from purposive sampling to reflect the details of the issues to be studied. Key informants consisted of 34 people classified into 3 target groups: 1) 7 high-level policy makers or policy leaders, 2) 12 policy leaders at the lower level, and 3) 15 members of the policy target community. Data obtained from in-depth interviews were examined for accuracy, then linked by reasoning and academic principles and descriptive data were compiled.

The results of this research indicated that 1) The implementation of education sandbox policy in Pattani Province can be divided into 2 levels: implementation of the policy at the provincial level and the implementation of the policy at the school level. The implementation process is to determine the responsible person, establish acceptance of the policy, communicate within the organization, and strengthen and sustain the policy. The results of the implementation of the education sandbox policy can reduce inequality as follows: a) Reducing inequality within the classroom.  b) Reducing the disparity in the use of textbooks. c) The student's examination results have increased scores. d) Reduce student dropout and have more students. 2) There are two problems and obstacles: a) Organizational competency problems consist of management problems, quality assurance problems in education and teachers. b) Power and relationship issues with other related organizations, including administrative structure problems, budget issues, legal and regulatory issues, communication issues, participation issues.  3) Development guidelines are as follows. a) Academic administration consists of creating local curricula and integrated curricula, purchasing learning materials in accordance with the school's educational management guidelines, reducing other workloads, and project workloads from agencies outside the Ministry of Education. b) Personnel management consists of recruiting teachers to meet the needs of the school and the field of teaching, teacher development, allocating support teachers. c) Budget management by giving freedom in budgeting. d) General administration consists of policy, management, learning environment, community participation.