DEVELOPMENT OF COMPETENCIES FOR OUT-OF-SCHOOL TEACHERS IN THAILAND

Abstract

Objectives of this research article aimed to analyze the development of competencies for out-of-school teachers in Thailand, conducted by the qualitative research by analyzing 38 Thai and international papers and research papers to check and confirm and returned the data. The key informants obtained by purposefully selection such as experts from Equitable Education Fund (EEF), university lecturers, academic representatives from government sector, private sector, and civil society from network partnership who worked with out-of-school teachers and children, and out-of-school teacher representatives. The instruments used were a documentary analysis form related to out-of-school teacher competencies, exchange and suggestions issues in a participatory forum to analyze, check, confirm and returned information that had been reviewed by experts from Equitable Education Fund (EEF) and experts with expertise in non-formal education.

The study was found that 36 core competencies of out-of-school teachers in Thailand were divided into 7 competencies in knowledge such as child developmental psychology, law, policy, religion and related customs, principles of non-formal education, alternative education. 23 competencies in skill such as learning trajectory design and learning management competence, coaching, coping endurance, pressure, adaptation, and 6 competencies in attitude such as the belief in the development of human potential, self-development, lifelong learner, volunteering, and public mind.