Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
426
2
communities. There was a lack of educational management system that had private sector
participation. Additionally, experiments for extending the results of the educational
development with the educational reform in the new decade B.E. 2552 - 2559 should be
conducted in both quantitative and qualitative terms. The development of applicable models
i.e. prototypes should be appropriate for the implementation in the southern border provinces.
2. Objectives
1. To examine new methods for educational management in the pluralistic society in the
southern border provinces. 2. To examine model schools in the
pluralistic society in the southern border provinces. 3. To examine local prototype curricula in
the southern border provinces.
3. Methods
The present study is a qualitative research study. Multimodal approach without non-
manipulative variables was applied to this study in order to explain phenomena about school
management and teaching in the context of the pluralistic society by reflecting various issues and
implications of the society based on the qualitative identity of the community. The following
instruments were utilized in the study in order to collect data:
documentary research i.e. exploring and reviewing data about academicians’ and experts’
visions, semi-structured in-depth interview, group discussion i.e. discussion among academicians,
school administrators, and stakeholders, and participation of the population and samples in three
educational services areas i.e. Area 1-3 Pattani Province, Area 1-3 Yala Province, and Area 1-3
Narathiwat Province.
Documentary research method was used for analyzing all parts of data by utilizing content
analysis. The mentioned method is a technique for interpreting contents in order to inductively
generalize the contents. For the data from the in-depth interview, the participation and group
discussion with the direct interaction with the researchers were inductively conducted by
collecting empirical data and identifying prominent patterns and themes.
4. Results
Results can be divided into three terms: 1 management system in the educational service
areas, 2 model school, and 3 local curriculum. 1. By exploring new management methods in
the study areas, it was found that there were strategies for accelerating the development in the
special development areas or southern border provinces. Moreover, problems in basic education
development were solved in order to improve the quality of the education with cultural diversity. The
development plans for educational management system aiming for achieving unity were created.
Accordingly, databases and educational information sources were developed. There were
also plans for establishing educational coordination and management centers in order to promote
collaboration between central and local organizations. Policies for preparing educational
plans were implemented in order to support educational cooperation in the provinces at district
and provincial levels. Hence, plans for solving educational problems were implemented by using
educational, security, and quality strategies that aimed at the learning achievement of the students
in those provinces.
Regarding the guidelines for educational development at provincial level; it was found that
the educational development plans in the special development areas emphasized on security,
management, and quality. In terms of security, the focus was on strategies that were consistent with
the development strategies in the special development areas and the management strategies
of the educational service area offices in the southern border provinces. The preparation of
educational plans at provincial level was for promoting the integrated management system
within and across the provinces in order to collaborate with organizations and then maximize
benefits from the management activities under the educational reform policy in the new decade.
For the management development guidelines for the educational service areas, it was
found that the educational management activities should be clear and focus on the efficiency and
effectiveness of the education in schools. Roles in improving the quality of management systems
i.e. educational efficiency of school directors and administrators should be identified. This is
especially for promoting the roles of information workers, following up the evaluation of education,
reforming management systems by motivating personnel including teachers, amending education
laws at district level by education commissions in order to promote actual educational development
networks in communities, and
developing management systems with committees consisting
of people in the educational service that are appropriate for the context of self-administered
community. It is expected that good results will be obtained if these education development ideas are
implemented.
2. By examining model schools in the pluralistic society; it was found that school
development plans were correctly created and implemented by school administrators according to
the information
follow-up, evaluation, and improvement program. The practical limitations
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
427
3
were identified in the development plans. It was also found that administrators conducted more
activities than other personnel. The schedule or structures of common and Islamic studies were
managed as the administrators publicized about intensive Islamic study programs, educated the
users of the programs, promoted and supported personnel development for Islamic studies,
established committees who identified wants and needs for the programs, supported and encouraged
workers, evaluated results, and improved activities. Regarding the intensive Islamic study programs of
the administrators, it was, however, found that conducting research studies for improving the
programs were promoted less than other activities.
Results were systematically followed up and evaluated by the administrators of the public
schools that provided Islamic studies as they explicitly established committees who followed up
and evaluated the results. They did not only create information plans and materials, but they also
systematically followed up and evaluate results by using different information techniques and then
analyzing and reporting the results.
The administrators improved their educational management activities according to
suggestions. In terms of activity, the most frequently conducted activity was establishment of
information committees who followed up and evaluated results. The least frequently conducted
activity was data analysis and report.
In terms of educational preparation, learning materials and evaluation were utilized.
In all terms, practices were appropriately done. Islamic study programs were reviewed, subject
structures were developed, learning units were determined, students were individually considered,
and educational plans were created designed by teachers of Islamic studies. Educational preparation
was considered as an important process that helped teachers efficiently conduct teaching activities. The
teachers developed their students’ skills; allowed them to take actions; and taught them about justice,
ethics, and desirable behaviors of Islamic people. Due to the fact that the programs identified student
competency, teachers had to conduct teaching activities according to the Basic Education Core
Curriculum B.E. 2551. Learning processes were set and contents of subjects and activities that met
the students’ interests and skills were provided by the teachers as they considered individual
differences. Students’ skills and thinking processes for preventing and solving problems in situations
were developed by them. Activities inside and outside classrooms were emphasized in order to let
the students to gain real experiences.
By evaluating the satisfaction of community representatives towards Islamic study
management and teaching of public schools; it was found that community leaders, religious leaders,
and parents were satisfied with the management and teaching. In overall terms, the satisfaction
levels were high. The term that had the highest average was teaching. Furthermore, the community
leaders, religious leaders, and parents were also satisfied with religious activities conducted by
the schools.
3. Regarding the research and development of curriculum in social studies for the pluralistic
society in the southern border provinces, it was found that there were factors for the research and
development of the curriculum for peaceful cohabitation. The factors included the
understanding of the pluralistic society of the provinces; educational visions of students and
teachers; educational systems of schools; understanding of ethnic diversity; cultural
exchange; mutually historical development; as well as the differences of ethnics groups, religions, and
wisdoms.
The curriculum for the pluralistic society focused on developing integrated learning about the
local histories, societies, and cultures of the southern border areas. The curriculum would be
used as the guideline for developing the education for young people in the areas. By considering
requirements of the curriculum development, teaching activities in social studies, especially for
history, should be conducted in these areas. It was found that teachers’ attitudes towards teaching
students about pluralistic society indicated their unfamiliarity with this topic because teaching
focused on national identities rather than the understanding of the pluralistic society. To develop
good and appropriate attitudes, this issue should be considered in order to promote acceptance among
the teachers and their students who were the representatives of the pluralistic society. This was
because teaching social studies at local level only emphasized on social condition, culture,
geography, and history. Moreover, the core curriculum did not have specific contents for local
contexts. Consequently, the mentioned educational management was not consistent with the actual
context of the students. In other words, it did not link to issues that were both closely and partially
related to the students. Additionally, some issues might cause misunderstanding of the students.
Therefore, educating the teacher about the curriculum, training them about other contents, and
improving their attitudes were important for solving educational problems.
In terms of teaching, the development of good and appropriate attitudes towards the
acceptance among teachers and students i.e. the representatives of the pluralistic society should be
emphasized. In terms of learning source, there was the lack of learning sources and materials that
could improve the knowledge of subjects.
Put differently, there was no completed learning
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
428
4
sources existed. Guidelines for developing learning materials should be provided, seriously considered,
and complied with the current policies of the Ministry of Education.
5. Conclusion
