LOCAL CURRICULUM MANAGEMENT TO PROMOTE STUDENT LIFE SKILLS BASED ON ARIYASACCA IV OF NETWORK CENTER 12 THAM THONG PHANNARA UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research article aimed to: (1) To study the current state of local curriculum administration to promote learners' life skills in educational institutions under the Educational Network Center 12, Tham Thong Phannara, Nakhon Si Thammarat Primary Educational Service Area Office 2 (2) To develop guidelines for local curriculum administration to promote learners' life skills based on the Four Noble Truths (Ariyasacca IV) in educational institutions under the Educational Network Center 12, Tham Thong Phannara, Nakhon Si Thammarat Primary Educational Service Area Office 2 and (3) To propose and evaluate the guidelines for local curriculum administration to promote learners' life skills based on the Four Noble Truths (Ariyasacca IV) in educational institutions under the Educational Network Center 12, Tham Thong Phannara, Nakhon Si Thammarat Primary Educational Service Area Office 2. The study employed a qualitative research design. Data were collected through in-depth interviews with 15 stakeholders, interviews with five experts, and a focus group discussion with seven experts to evaluate the feasibility, appropriateness, and usefulness of the proposed guidelines. Qualitative data were analyzed using content analysis.

The research results were found as follows: 1) The state of local curriculum administration for promoting students’ life skills in schools under Educational Network Center 12, Tham Thong Phannara, was found to be systematically managed. The administration comprehensively covered curriculum design, document preparation, quality verification, implementation, and evaluation. The curriculum was learner-centered and designed in accordance with the Basic Education Core Curriculum framework, taking into account the local context and students’ needs, with clearly defined objectives and learning outcomes. Essential life skills were integrated through hands-on learning activities. Curriculum documents were developed and reviewed for quality by relevant stakeholders prior to implementation, enabling teachers to organize learning activities appropriately. In addition, the schools continuously evaluated the curriculum in order to improve and align it more closely with learners and community needs. However, local curriculum administration still requires support in terms of budget allocation, teacher professional development, and cooperation from all sectors to ensure sustainable development outcomes. 2) The guidelines for local curriculum administration to promote students’ life skills based on the Four Noble Truths consisted of six steps: (1) studying and analyzing basic information, (2) curriculum design, (3) preparation of plans and supporting curriculum documents, (4) curriculum quality verification and pilot implementation, (5) curriculum implementation, and (6) curriculum evaluation. All steps were carried out systematically and continuously interconnected. The process fully applied the Four Noble Truths, namely: understanding students’ problems and contexts (Dukkha), analyzing the causes and contributing factors of the problems (Samudaya), determining the goals and desirable conditions for life skills development (Nirodha), and establishing concrete operational guidelines through curriculum design, planning, implementation, and evaluation (Magga). 3) The results of the presentation and evaluation of the guidelines for local curriculum administration to promote students’ life skills based on the Four Noble Truths in schools under Educational Network Center 12, Tham Thong Phannara, under the Nakhon Si Thammarat Primary Educational Service Area Office 2, as assessed by experts, indicated that the guidelines were feasible, appropriate, and beneficial.