EDUCATIONAL DEVELOPMENT GUIDELINES OF LOCAL ADMINISTRATIVE ORGANIZATIONS IN THE 21st CENTURY: A CASE STUDY OF EASTERN ECONOMIC CORRIDOR (CHACHOENGSAO, CHON BURI AND RAYONG)

Abstract

Objectives of this article were to study context and problem, analyze education system and propose a guideline for educational development, conducted by the qualitative method, collected data from document, in-depth interviewing 20 key-informants, and 7 participants in focus group discussion. The data were verified by using content and inductive analysis, arranged into a categorization, and tested by triangulation method.

The results showed that 1. Thai education was derived from a central planning, as a result, local administration did not have an opportunity to fully administer education suitable for local context and experience, no promotion towards community strength in term of public education management. The academic policy highlighted a search of educational excellence at a price of learners’ quality by an undistinguished assessment and educational quality indicators. The emphasis was placed only on exam score. Since the curriculum was articulated from the central, local wisdom and students’ capability were slowly diminished. The educational goal focused mainly on producing personnel to feed labor market in response to economic requirements. Therefore, it lacked diversity upon the learners, deprived learning pleasure. 2. Thai education system was gearing towards Thailand 4.0 in which there were creativity development in teaching and learning process in order to develop innovation 3. The proposal of educational development guidelines was based on 4 configurations or 4Ls where there were Learning to know, learning to do, learning to live together, and Learning to be.