WAYS OF LEADING THE NATIONAL EDUCATION STANDARD TO PRACTICE

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สมบัติ คชสิทธิ์ (Sombat Kotchasit)
บังอร เสรีรัตน์ (Bung-On sereerat)
เรขา อรัญวงศ์ (Rekha Arunwong)
ฐิติพร พิชญกุล (Thitiporn Pichayakul)
พิทักษ์ นิลนพคุณ (Phithack Nilnopkoon)
เฉลิมชัย พันธ์เลิศ (Chalermchai Phanthalert)
ทรงพร พนมวัน ณ อยุธยา (Sonporn Panomwan Na Ayuthaya)
กุณฑลี บริรักษ์สันติกุล (Khuntalee Borirasontikul)
ดารากร ปัญญาทิพย์ (Darakorn Panyatip)
นาฎฤดี จิตรรังสรรค์ (Nadrudee Chitrangsan)

Abstract

The purposes of this study were: 1) to study the present condition of leading the education standard to practice at the policy level, at the follow-up of the promotion level and at the practice level, 2) to study and analyze the foreign contexts relating the ways of leading the national education standard to practice and 3) to synthesize the ways of leading the national education standard to practice. The sample in this study consisted of 284 informants obtained through the use of online data from all educational units, and 49 informants obtained from the interview and focus. The research instrument were issues in the focus group discussion for drafting the ways of leading the national education standard to practice and a questionnaire To collect data for drafting the ways of leading the national education standard to practice (Online). The statistical data were analyzed by percentage and content analysis.


The results of the study were as follows:


  1. As for the ways of leading the national education standard to practice, it was found that all levels and types of basic educational units had determined and announced and inform the use of education standard through managing the education standard in parallel with the national education standard.

  2. The results of the study of the educational system of the way of leading the national education standard to practice of 8 foreign countries namely Singapore, Japan, Finland, Canada, Australia, Germany, Portugal and Mexico revealed as follows: 1) Every country set policy and objectives in developing the quality of learners clearly 2) There was the policy that promoted clearly the ways of leading the national education standard to practice in terms of curriculum, teaching and learning and evaluation 3) There was a strong follow-up system and 4) There was high quality of teacher development system, emphasizing teacher development in terms of the quality of techniques, teaching strategies and also high criteria of recruiting teachers.

  3. The ways of leading the national education standard to practice had into 2 stages as follows: stage 1 the connection and finding suitable and stage 2 reviewing the education standard and managing the work system.

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References

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