THE MANAGEMENT OF DEVELOPMENT MODEL FOR THE CIVILIZED AGRICULTURE CURRICULUM: CONTINUING, MAINTAINING, EXTENSION RELATED TO THE ROYAL VIEW IN AN ECONOMIC SUFFICIENCY BASED ON “KOK NONG NA” WITH KINDNESS AND HOPE, FOR STUDENT QUALITY DEVELOPMENT IN RAJAPRAJANUGROH 39 SCHOOL, NARATHIWAT UNDER THE SPECIAL EDUCATION BUREAU

Abstract

The objective of this research article was to develop the management of development model for the civilized agriculture curriculum: continuing, maintaining, extension related to the royal view in an economic sufficiency based on “Kok Nong Na” with kindness and hope, for student quality development in Rajaprajanugroh 39 School, Narathiwat under the Special Education Bureau. The research procedure was divided into 4 phases. Phases: 1) to study the present circumstance and guidelines of the civilized agriculture curriculum Management. Phases: 2) to develop the model for the civilized agriculture curriculum, Phases: 3) to study the results of the experiment using the model for the smart civilized agriculture curriculum and phases: 4) to evaluate the satisfaction of users of the management of development model for the civilized agriculture curriculum. The sample group used in the quantitative study was the deputy director, 141 school teachers, and the qualitative research informants were Group 1: 2 school administrators, 2 learning center advisors, 1 representative of local philosophers and another group was assessing the satisfaction of 156 students in Mathayomsuksa 4-6 of Ratchaprachanukroh School 39, Narathiwat Province. The research tools were questionnaires, interviews, satisfaction assessment forms then data were analyzed using basic statistics and content analysis. The results of the research found that: 1) Overall management conditions of the civilized agriculture curriculum were practiced at a high level. 2) The results of the development of the administrative model for the Agricultural Civilization Curriculum consisted of 3 components: Component 1: management of development model for the civilized agriculture curriculum: continuing, maintaining, extension related to the royal view in an economic sufficiency based on “Kok Nong Na” with kindness and hope, namely (1) the continuation side had 10 indicators, (2) treatment side had 7 indicators, (3) expansion side had 7 indicators. Component 2: The administrative process of the civilized agriculture curriculum was (1) planning had 7 indicators, (2) organizing had 6 indicators, (3) leading had 6 indicators, (4) controlling had 7 indicators. Component 3 was the creation of a collaborative network and the results of the trial of the model were that students received awards for learner quality, including (1) Academics, the secondary school level used the civilized agriculture curriculum, type B model, 2) Professional aspect: having skills in taking action until it was effective and applying knowledge to solve problems, skills in transferring knowledge of farmers way of life according to the learning center where the school had organized in order to lead to practice that was abstract practice to community and society, 3) Life subjects: having a good attitude towards the royal initiative, having morality, ethics, be grateful and responsible. 3) The results of the satisfaction assessment of users of the civilized agriculture curriculum management model, including the deputy director, teachers and personnel, and students were at the highest level of satisfaction in both groups.