Guidelines For Curriculum Management According to the Philosophy of Sufficiency Economy of Schools Under the Office of Uttaradit Elementary Education Service Area 1

Abstract

          Sufficiency Economy Philosophy is an important principle in life. Therefore, the Office of the Basic Education Commission The Ministry of Education therefore formulated a policy to invoke the philosophy of sufficiency economy into learning management. Therefore, the Office of Uttaradit Elementary Education Service Area 1 has put the policy into practice by allowing the schools under the management to manage learning that integrates the principles of education. Philosophy of Sufficiency Economy.
          This research paper was intended to examine 1) the current state and needs for curriculum management according to the philosophy of Sufficient Economy, and
2) guidelines for the curriculum management in schools under the Office of Uttaradit Elementary Education Service Area 1. The study population was comprised of 141 school executives or acting executives, and 141 academic support teachers or master teachers, making a total of 282 participants who were purposively selected.  The research instrument used to collect data was a 5-rating scale questionnaire, The statistical devices employed for the data analysis were frequency, percentage, mean and standard deviation.
          The results were as followed. 1) The current state and needs for curriculum management according to the philosophy of Sufficient Economy were overall at a high level. 2) The guidelines for the curriculum management in all 7 aspects showed that the schools should: formulate policies in accordance with the philosophy of sufficient economy which is based on 2 underlying conditions, 4 dimensions and 3 principles; provide learning activities in response to the problems identified and develop teachers to enhance students’ desirable characteristics according to the sufficient economy philosophy; create lesson plans comprehensively integrated across learning areas; promote active learning; allocate budgets and provide learning environment with learning materials and resources in and outside the schools; encourage the communities for participation in learning and teaching process; develop various assessment tools for evaluating the students’ desirable characteristics; exercise educational supervision and publicize the report on the student development to relevant parties.