A Study on the Development of a Lifelong Learning Management Curriculum Using a Credit Bank System at the Bunditpatanasilpa Institute of Fine Arts.

Abstract

This study aimed to investigate guidelines for developing a lifelong learning curriculum using a credit bank system at the Bunditpatanasilpa Institute of Fine Arts. A mixed methods research design was employed. The quantitative phase involved 40 participants, consisting of secondary school students, vocational students, and members of the general public selected through simple random sampling. The research instrument was a questionnaire on the contextual conditions and needs for developing a lifelong learning curriculum using a credit bank system. The qualitative phase involved 25 key informants, consisting of teachers, lecturers, and administrators selected through purposive sampling. The research instruments included a semi-structured interview form on guidelines for developing a lifelong learning curriculum using a credit bank system and a document analysis record form. The instruments demonstrated content validity with an Item-Objective Congruence (IOC) index ranging from 0.80 to 1.00, and the questionnaire yielded a reliability coefficient of 0.92. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis.

The findings revealed that:

1. The contextual conditions and needs regarding the development of a lifelong learning curriculum using a credit bank system at the Bunditpatanasilpa Institute of Fine Arts could be classified into two groups. 1. Secondary school students, vocational students, and members of the general public expressed the highest level of need for the development of a lifelong learning management curriculum using a credit bank system. They emphasized the importance of learning flexibility, credit accumulation and transferability, and access to educational opportunities for learners of all ages.

2. Teachers, lecturers, and administrators shared similar views that curriculum development should promote lifelong learning through the implementation of micro-credentials, the establishment of a standardized Recognition of Prior Learning (RPL) system, and the development of an information database linked to the national credit bank system.
2. The synthesis of documents and case studies from Thai universities led to four key approaches for curriculum development: (1) Pre-degree education, (2) Non-degree education and micro-credentials, (3) Recognition of Prior Learning (RPL), and (4) Audit/Credit programs designed for learners of all age groups. These approaches were found to be consistent with the context, mission, and institutional identity of the Bunditpatanasilpa Institute of Fine Arts and can serve as an appropriate framework for developing a lifelong learning curriculum using a credit bank system.