The Model of Counseling to Support student to assist the undergraduate students eligible for The Equitable Education Fund (EEF) Bachelor Degree

Abstract

The purposes of this research were to: 1) study the key attributes of ideal 21st century teacher essential in increasing core competency of undergraduate students eligible for The Equitable Education Fund (EEF); 2) study previously employed means to assist the undergraduate students eligible for The Equitable Education Fund (EEF) regarding problems, obstacles, and factors leading to success or failure; 3) extract effective prototypical lesson for assisting the undergraduate students eligible; and 4) to develop a set of knowledge and implementation to assist the undergraduate students eligible for the Equitable Education
Fund (EEF). The research was divided into 4 phases. The first phase was to identify key attributes of ideal 21st century teacher using the analysis of related documents, focus group discussion technique and brainstorming . The second phase was to study methods of giving advice and assistance to the undergraduate students using related documents and focus group discussion technique. The third phase was to extract effective prototypical lesson of giving advice and assistance to the undergraduate students using synthesis of knowledge management and focus group discussion technique. The fourth phase was to develop a set of knowledge and implementation giving advice and assistance to the undergraduate students using synthesis of knowledge and focus group discussion technique with Key Informants, with undergraduate students from Naresuan University, Chiang Mai Rajabhat University, Srinakharinwirot University, Khon Kaen University, and Thaksin University.

The findings revealed key attributes of ideal 21st century teacher, classified by types of core competency, as the followings: 1) passion of teacher professions, including: 1.1) understanding of being teacher 1.2) virtue and ethics; 1.3) instructional management; and 1.4) instructional innovation; 2) literacy, consisting of: 2.1) multi-life skills; 2.2) computer literacy; and 2.3) communicative language skills; and 3) local continuity, including 3. 1) community service; 3. 2) communal bond; 3: 3) socio-cultural adaptation; and 3.4) leading and cooperativeness.It was found that there were 6 means to systematically assist the undergraduate students, including 1) student's support and development, 2) academic supervision, 3) academic and social guidance, 4) communication with parents, 5) student's accommodation, and 6) student's competency development. The results also showed 6 effective prototypical lessons and 6 sets of knowledge and implementation for assisting the undergraduate students.