Development for Solving Educational Problems in Southern Border Provinces

 27 เม.ย. 2565 15:21 น. | อ่าน 4475
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This illustration was taken before COVID-19 Pandemic.

Education is considered as an important tool to solve problem on insurgency in southern border provinces. However, when considering on this situation and educational management in southern border provinces deeply, it is found that there are many problems including distribution of opportunities, respect to diversity, participation, and reconciliation. These problems are the huge obstacles against educational development in southern border provinces.

Therefore, the solution to solve those problems as mentioned above and lay the foundation of education that is consistent with context of southern border provinces is one of significant factors affecting to success to solve problem on insurgency in southern border provinces.

Problem Solving and Educational Foundation in Southern Border Provinces

During past years, Thai government has solved such problem in order to enable local education to respond to important economic policies, for example, The Model City Development Project: “Sustainable, Wealth, and Stable Growth Triangle ”, etc. Such educational development must be consistent with economic, social, and cultural condition that will lead to peace.

Currently, the Ministry of Education establishes “Southern Border Provinces Administrative and Coordination Center (SBPACC) as the major agency to coordinate on the action plan for integrated operations as well as to lay foundation of education in southern border provinces permanently.

Foundation and development of educational quality in southern border provinces emphasizes on 6 dimensions including: 1) education for security; 2) production and development of workforce to have competitive competency; 3) development of potential of people in all ages and creation of learning society (educational innovation zone); 4) Provision of educational opportunities and equality; 5) education management for enhancing quality of life with eco-friendliness; and 6) development of educational management system with focus on working spirit.

Educational Sandbox “Using Locality as the Basement to Drive Innovations”

The operations on 6 dimensions under integration of SBPACC have been progressed respectively and 1 of 6 dimensions with concreteness and interest is development of “Educational Sandbox” (development of potential of people with all ages and creation of learning society under Educational Sandbox Act B.E. 2562) in order to use locality as the basement for creating spatial innovations and creating educational management system that can respond to all demands in local level.

Currently, the Ministry of Education develops “Educational Sandbox” by pioneering this project in 8 provinces including Chiang Mai, Kanchanaburi, Rayong, Sisaket, Satun, Pattani, Yala, and Narathiwat.

The term, “Educational Innovation”, means “new concept, method, process, instructional media, or management format that is already tested and developed to be reliable that it can enhance learning of students and educational management including application of such things in Educational Sandbox as well.

There are 4 major objectives of Educational Sandbox including: 1) to improve achievement, produce, develop, and expand educational innovations; 2) to reduce inequality on educational quality and opportunities; 3) to decentralize and provide independence to educational agencies and pioneer local academies; and 4) to build and develop cooperative mechanism of all sectors.

Competency to Think, Take Actions, and Perceive Value: Competency-Based Curriculum in Educational Sandbox

Besides development of educational system in southern border provinces under “Educational Sandbox” Project that helps to develop potential of people with all ages and creation of learning society, another important development is implementation of “Competency-Based Curriculum” in Educational Sandbox.

Competency-Based Curriculum will respond to demand on “production and development of workforce to have competitive competency” in order to be respond to the world’s changes in the 21st century as well as development of the future world.

The key of “Competency-Based Curriculum” is “Competency to Think, Take Actions, and Perceive Value” consisted of 6 dimensions of competency including: 1) self-management; 2) Higher Order Thinking Skill; 3) communication; 4) teamwork; 5) strong citizenship; and 6) sustainable coexistence with nature and technology.

The aforementioned things are development of educational development in southern border provinces including concepts and policies responding to National Strategy. Importantly, they are also considered as development of cultural and traditional context of local people in southern border provinces. However, it is still necessary to follow up these outcomes in order to enable local people in southern border provinces to receive quality education and lifetime learning for living with happiness in multicultural society. This is efficiently and effectively consistent with Sufficiency Economy Philosophy and the world’s changes in the 21st century. In addition, it also helps to enhance peace sustainably.

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