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early childhood: lack of teachers and inadequate materials, equipment, and playgrounds for the large
numbers of students enrolled; lack of understanding about activities on the part of parents; and lack of
understanding of evaluation and follow-up.
3. In Songkhla, education management first model early childhood centers have presented
the following suggestions about the process of education management for relevant government
organizations to consider in developing and promoting first model early childhood centers:
3.1 It is necessary to allocate sufficient funds to first model early childhood centers considering the
needs of the centers. Education institutions should be free to manage their budgets subject to monitoring by
the government. Education management plays a vital role in developing learner’s abilities. To do so
effectively, it is necessary to have appropriate objectives, policies, implementation, structure and
budget. This will promote the capacity of organizations to achieve objectives and produce high-
quality outcomes. These suggestions may be compared to those of Suwannate, M. 2003, whose
research into strategies to organize budgets in primary schools in Saraburi province found that such
strategies involve four steps: analysis of the status of the educational institution; analysis of the
management of students; carrying out a SWOT analysis of the environment; and group decision-
making to create a vision of the school’s future, to learn from experience, and to develop strategies for
success. 3.2 Training of directors and teachers is
necessary in order to improve their understanding of early childhood education management. Such training
should provide directors with a clear understanding of education management and its aims and of children’s
needs. Similarly, Khewying, K. 2000 states that training combined with effort enables trainees to
employ innovative methods, increase the quality of their work, increase their ability to solve problems,
and develop an attitude to their work that suits their organization.
Conclusion
Education management in first model early childhood centers in Songkhla involves four aspects:
academic administration; budget; human resources; and general administration. To coordinate these
aspects, it is recommended that a committee be formed in collaboration with parents and the
community. Parents need to be involved because of their vital role in caring for and supporting their
children. The first model early childhood centers face several problems, including lack of funds to
implement projects, lack of expertise in education management, lack of teaching experience, and
inadequate care of children by teachers resulting in negative experiences at the centers. The outcome of
this research will be available to senior directors to assist them in solving problems and identifying useful
approaches to developing excellent education management in first model early childhood centers. In
particular, the necessity of providing sufficient funds and of providing training to directors and teachers
should be emphasized because of its potential impact on children’s futures.
Suggestions for future research
1. Budgets for first model early childhood centers need to be managed more effectively .
2. Directors and teachers need to emphasize education management in first model early childhood
centers. 3. Directors and teachers require further
training in the management of early childhood education.
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Educational Quality Assurance Development of Colleges under the Jurisdiction of Praboromarajchanok Institute Ministry of Public Health
Benjawan Thanormchayathawat Prince of Songkla University, Pattani Campus,Thailand
Benjawan255hotmail.com
Abstract
The purposes of this research were 1 to analyze the results
of educational quality assurance assessment 2 to study the process of educational
quality assurance of colleges under the jurisdiction of Praboromarajchanok Institute, Ministry of Public
Health by lesson-learned of the best practice and 3 to propose guidelines for the development educational
quality assurance of colleges under the jurisdiction of Praboromarajchanok Institute, Ministry of Public
Health. Regarding quantitative research, this study applied data from the results of the quality assurance
accredited by internal and external quality assessment committee Public Organization. Only three colleges
were employed to investigate in terms of qualitative research by analyzing from lesson learned how to do
best practice. The collecting instruments applied in this research were using observations, in-depth
interviews, focus group discussions, and document analysis.
The research results can be summarized as follows; the assessment results of educational quality
assurance by internal and external quality assessment teams at the second and third round of public
organization assessment. There were 10 of 37 colleges presented in the excellent level
and three colleges indicated their best practice such as
Borommarajonani College of Nursing Ratchaburi, Borommarajonani College of Nursing Suratthani and
Phrapokklao Nursing College Chantaburi. In this case, the educational quality assurance system
composed of three main elements. First of all, input factors consisted of policy, system of quality
assurance, and database of information technology, resources, personnel, budgets and management.
Secondly, process factors consisted of quality control, quality audit, quality assessment and quality
development. Thirdly, productivities consisted of graduate, research and development, academic
service, and Thai culture and value. In terms of the processes of educational quality assurance
demonstrated for the each elements had four steps as the follows; 1 quality assurance planning 2
implementation of the quality assurance plan, 3 control and assessment, and 4 improvement by doing
the action plan. Finally, guidelines for the development educational quality assurance of
colleges under the jurisdiction of Praboromarajchanok Institute, Ministry of Public Health which consist of
1 inputs 2process and 3outputs.
Keyword : Educational Quality Assurance Development, best practice
Background and Significance of the Study
Managing quality education is highly significant. The educational quality and standard are
important goals of educational reformation in the second decade 2009-2018 as to make Thai people
have opportunity for a life-long learning qualitatively Suwimon Wongwanit,2010. The National Education
Act, 1999 and Reviewed Edition 2
nd
Edition, 2002 have specified goals and principles emphasized
quality and standard of education. Being written down on chapter 6, standards and quality assurance, section
47 to 51 government gazette, 1999, 2002, it required a system of educational quality assurance to improve
the quality and standards of education at all levels. Both original affiliation units and schools must have
an internal system of quality assurance, recognizing as inside quality assurance.
Educational quality assurance is an important mechanism and tool for developing quality of
education because it becomes a system to ensure that educational management with quality and a standard
will be in line with the needs of community and society Ketkanok Auewong, 2003. The internal
educational quality assurance is part of processes of educational administration, which require consecutive
operations, leading to quality development and a standard of education Office of the Education Council,
2009. Hence, it is necessary to set up and encourage staff to have knowledge, a system, and a mechanism for
continuous performances, making graduates to have knowledge and required characteristics according to the
curriculum.
Therefore, to develop the quality assurance of colleges under the jurisdiction of Ministry of
Public Health to be comparable to the level of higher education of the country, the study of the
process of educational quality assurance of colleges which have best practice performances must be
done by lesson-learned processes. The results of educational quality assurance development can be
used as guidelines for quality assurance. Thus, the researcher is interested in studying the development
of educational quality assurance of colleges under the jurisdiction of Praboromarajchanok Institute, Ministry
of Public Health, as to strengthen and increase more effectiveness.
Objectives
1.To analyze the results of educational quality
assurance assessment of colleges under the jurisdiction of Praboromarajchanok Institute, Ministry
of Public Health.
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2. To study the process of educational quality assurance of colleges under the jurisdiction of
Praboromarajchanok Institute, Ministry of Public Health by lesson learned of the best practice.
3.To propose guidelines for the development educational quality assurance of colleges under the
jurisdiction of Praboromarajchanok Institute, Ministry of Public Health.
Methodologies
The study is divided into three sessions. 1.To analyze the results
of of both internal and external educational quality assurance assessment of
colleges under the jurisdiction of Praboromarajchanok Institute, Ministry of Public Health
2.To study and analyze the work processes of educational quality assurance of colleges under the
jurisdiction of Ministry of Public Health by lesson- learned of the best practice – following 9 qualitative
components of educational quality assurance, following the process of PDCA, and managing input,
process, and output.
3.To propose guidelines for the development educational quality assurance of colleges under the
jurisdiction of Praboromarajchanok Institute, Ministry of Public Health by a group discussion.
Samples
A sample group is from three colleges, under Ministry of Public Health, which have the best
practice performances.
Research Tools
The researcher investigates the work processes of educational quality assurance on planning
Plan,taking action Do, making assessment Check, and making improvement Act conducted towards
the in-depth interview and a focus group discussion.
Data Analysis
The researcher analyzes the obtained data through investigation and interpretation. While
working on the field, the data is neatly recorded into details and a systematic way, including making an
index along with the conceptual framework to answer problems of the study. The content analysis is
employed to analyze the data obtained from documents, while the data collected from the
observation, an in-depth interview, and a group discussion are conducted through typological
analysis, comparison, and analytical induction.
The synthesis of lesson-learned results of the best practice is about to bring the finding of the study
to be synthesized into a conclusion of knowledge connected with the objectives of the study. Then, all
kinds of conclusions will be formed up into a structure of conclusion which will be able to answer
the questions of the research.
Finding
The quantitative study is used for analyzing the
results of external educational quality assurance on the second and third rounds which are evaluated by
Office for National Education Standards and Quality Assessment Public Organization and the committee
of Praboromarajchanok Institute Ministry of Public Health. The results of both internal and external
educational quality assurance of 37 colleges under Praboromarajchanok Institute, Ministry of Public
Health indicate that the colleges which are at the top-three Borommarajonani College of Nursing
Suratthani with the level at 4.74, followed by Borommarajonani College of Nursing Ratchaburi at
4.63, and Phrapokklao Nursing College, Chanthaburi at 4.60. These three colleges have the best practice
results in educational quality assurance.
The results of qualitative finding in analyzing the best practice of educational quality assurance in
the three colleges conducted through documents and the in-depth interview are found that they have a
process of educational quality assurance matching with the system of quality assurance: input, process,
and outcome. 1 The input consists of a policy and mechanism of quality assurance, database,
information technology, staff, budgets, resources, and management. 2 The production process consists of
quality control, quality monitoring, quality assessment, and quality development. 3 The
production consists of graduate production, researches, academic services, and arts and culture
conservation. The operational process of educational quality assurance in 9 components is followed by the
process of PDCA: planning of quality assurance, doing the plan, checking quality, and acting –
improving quality.
The operational process of educational quality assurance
Component 1 Philosophy, aspiration, objectives, and an
acting plan. The whole three colleges with best practice operations have a policy on educational
quality assurance, having a system and mechanism for working in educational quality assurance and
developing indicators of identity of graduates named “Health services with human heart”. That is a friendly
service with love, kindness, paying attention to a problem and suffering of clients and related people. It
means to serve by problems and true needs of clients by listening to their opinions with service minded
characteristics, using an analysis in a service, and emphasizing the participation of clients. The process
of planning, philosophy, aspiration, objectives, and the action plan of colleges is formed up with a QA
plan and other plans for making a strategy by mixing KPI of a strategic plan with KPI of the QA together.
The colleges have a process of making a strategic plan through the participation of staff of the colleges, a
workshop, having a philosophy revision, visions, missions, and analyzing the correlation of the
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strategic plan with a15-year higher education framework. The Higher Education Development Plan
Vol 10 is a five-year strategic plan with indicators of success of plans, aims, and a plan analysis. The plan
analysis can estimate the numbers of yearly budgets and answer the numbers of indicators of educational
quality assurance. The analysis of the action plan is conducted through a plan hearing by inviting related
people in the province from both government and private sectors. Thus, the colleges can make the plan
into ESAR, making to know whether the performance of the action plan in that yearly budget will reach the
indicators or not. The running of projects will be done through PDCA methods.
Component 2 The graduate production of colleges under
Praboromarajchanok Institute, Ministry of Public Health is in group C 2. The colleges produce
graduates according to the needs of Ministry of Public Health. In each year, Ministry of Public
Health and Praboromarajchanok Institute of Health will decide on the goal of production and let each
college to do such job. The colleges will work on a system and mechanism of development and
curriculum administration by appointing committee to monitor the process of work according to Thai
Qualifications Framework for Higher Education and criteria of federation of professions. The colleges have
a system and mechanism for managing teaching and learning with learner-based teaching, encouraging
self-learning, and learning from the real practice both indoor and outdoor, and have a system and
mechanism for student development in line with characteristics of students. The colleges also have a
system for teacher development and supporting staff. In this respect, a full-time teacher must have
at least three years of teaching experiences because everybody must have the development of teaching
and assessment.
Component 3 Activities for student development of each
college have its own system and mechanism which encourage learning through Thai Qualifications
Framework for Higher Education, and encourage students to bring skills of quality assurance for setting
up activities in each batch of students on five categories specified by Office of the Higher
Education Commission. The five categories of activities are academic activities which encourage
ideal graduates, sport or health activities, charity activities or environment protection, activities for
encouraging ethics and morality, and activities for encouraging arts and culture conservation. The
activities set up by colleges, students, clubs, and student organizations are done through PDCA
processes. Each college will set up activities differently, depending on a policy of student
development and the way of specifying students’ ethical behavior from that institution. To develop
students to have knowledge of educational quality assurance, the colleges have regularly invited guest
speakers to provide knowledge for students, and encouraged students to set up networks of quality
development both inside and outside the institutions and had activities together.
Component 4 A research conduction of every college has a
system and mechanism for research development and works through such system. Each college has its own
way of performances, and has a different supporting system, depending on each organizational culture; as
for example, the development of research potentiality, research reinforcement or awarding teachers who
present work, or specifying KPI for doing research. Each college can manage knowledge of researches for
distribution or publishing on the internal journal with a high impact factor. Doing a research on teaching
and learning development to make teachers come up with a new body of knowledge, some improvement
must still be done due to the limitation of budgets and over workload of teachers.
Component 5 Academic service for society of every college
has excellent level of academic service performances through a system and mechanism on academic service
for the society, a process of academic service for benefits of the society, and cueing the society. At
present, the Excellence Center according to expertise of teachers in each college is set up. The center will
enhance teachers’ knowledge and experiences for curriculum development, integrating in learning and
teaching management, doing researches, and building a network with other units.
Component 6 Arts and culture conservation maintenance is
one mission that all colleges are able to achieve effectively under a system and mechanism of
maintaining arts and culture specified by the colleges, and follow the system qualitatively, integrate with
other missions. Every college is aware and pays attention to maintenance, reservation, conformity, and
distribution, and supporting local wisdom. Each college is still unable to build the standard quality on
arts and culture and make acceptance on the national level. However, all colleges accept that the indicators
of Office for National Education Standards and Quality Assessment about the development
of aesthetic in the dimension of arts and culture make the colleges to improve a landscape with the
participation of all staff, making the colleges aesthetically livable and have a particular taste.
Component 7 The administration and management of
leadership of the council and administrators become a mechanism for setting up a policy and strategy for
college development. The performances of college administrators will be evaluated by the committee of
Praboromarajchanok Institute of Health. To develop an institution to be a learning institution,
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colleges have a system and mechanism for managing knowledge on both Tacit Knowledge and
Explicit Knowledge, performing through such system and mechanism. The information
technology for administration and making a decision is still under the development for database
by all colleges. Praboromarajchanok Institute of Health has developed the database of all colleges
by asking Burapa University to design and set up the system of information technology which every
college can utilize. On risky administration, colleges have a system and a risky analysis, and the
committee of risky administration can handle the problem at an acceptable level.
Component 8 Money and budget is related to indicators and a
system and mechanism of money and budget. Colleges have made strategic plans according the
institutions by setting up guidelines for making income, criteria of allocation, planning to use
money effectively, transparent, accountability, and having a spending plan by setting up as an action
plan. Every part of missions will have a particular responsible unit to do both internal and external
audit, monitor, and follow up the spending with disciplines and regulations of the institutions.
Besides these, a process of following up the use of money and information from a financial report will
be used on planning and making a decision.
Component 9 A system and mechanism of quality assurance
of every college has regularly improved as to develop educational quality assurance of the colleges
on input, process, outcome, and results. Then, the information technology system which can provide
information on the nine components of educational quality assurance for all colleges is being developed
for the usage of making a decision.
Guidelines for the development educational quality assurance of colleges under the jurisdiction of
Praboromarajchanok Istitute, Ministry of Public Health which consist of 1 inputs 2process and
3outputs. The colleges ought to develop database of information technology, resources, personnel,
budgets, management research system, develop new body of knowledge though their research and
encourage publicizing of the research. Discussion
From the results of the study, the researcher
has issues for discussion as the following. 1. The system of educational quality assurance
of colleges has the best practice level. It consists of three elements: an input factor, a production process,
and a product. These are matched with Lewis and Douglad 1994 on a system of educational quality
assurance, Office of the Higher Education Commission 2008, Autoomporn Jamornmarn 1998,
and Wanchai Sirichana 1994. The production process consists of four procedures: quality control,
quality monitoring, quality assessment, and quality development. These findings are accorded with the
study form Chotika Wannaburi 2004, Warin Sinsungsud 2007, Suwimon Anumanrajchamon
1998, Autoomporn Jamornmarn 1998, and Chanai Wannalee 2003, who found out that the production
process had four procedures.
2. The performance of educational quality assurance on the nine components consists of four
steps according to PDCA processes: planning, taking action, evaluation, and improvement. The processes
are accorded with Office of the Higher Education Commission 2007, Umnat Jankum 2012, and
Aummaret Netasit 2010. Also, the information technology for administration and making a
decision should be accompanied, according to Supranee Wongsangjan 2009, who stated that
sources of information that administrators used to make a decision had to come from both internal and
external organizations.
3. Production 3.1. Graduate production is one of the most
important missions of higher educational institutions. Colleges with best practice performances have
continuously developed a system and mechanism for academic management through the committee of
curriculum administration and committee of academic affairs. The development of teaching and learning to
make students have both academic and professional knowledge according to the curriculum is set up by a
system and mechanism for managing the process of teaching and learning focused on student-based
learning. Experienced academics and professional people will participate in teaching such as academic
and professional experts from the community, hospitals or outside units and including building up
foreign relationship with countries in ASEAN to exchange learning between students and teachers.
This performance is linked to Potool Sirarat 2008 who suggested that setting up networks between
teachers and staff of other departments and institutions both on national and international levels to
make academic collaboration should be encouraged. The processes of specifying input, workforce of
teachers and qualifications of full-time teachers are related to quality, curriculum standard, and federation
of professions with the proportion of teachers and students at 1:6. To be a full-time teacher, at least three
years of teaching experiences are required because during these times a teacher must be developed as a
clinical teacher, and develop for teaching techniques and evaluation. The college with best practice
performances in the previous year 2013 was Phrapokklao Nursing College, Chanthaburi Province;
where 100 of students passed the test of professional certificate, becoming another guideline
for academic administration and graduate production mission that are discovered. This kind of
performances is an effectively risky management
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employed by various types of strategies. Students are provided with academic preparation from the1
st
year to 4
th
years in each subject in line with curriculum. And the college has run projects to students such
“Elder teach Younger” and “Friends help Friends”, and invites experts on a specific filed to provide
tutorials.
3.2 For research conduction, every college has a system for research administration which is
followed by a system and mechanism, a handbook for research administration, a clear operational process,
and a following up plan. The colleges also set up research commentators, committee of ethics, and
committee of format revision. Most researches are applied researches, using a body of knowledge in the
community. Most research budgets are internal budgets rather than outside ones. Hence, the
institutions in group C 2 must support budgets of 50,000 bahts per one full-time teacher, and facilitate a
teacher who does a research. Most research topics are about teaching and learning reformation, educational
quality assurance, strengthening community, researching in a clinic, issues cueing society, fulfilling
the needs of the local area and wisdom. Thus, the development of effective researches for publishing on
national and international levels and citation must be immediately operated as to encourage teachers to
allocate times for doing a research and developing a new body of knowledge, according to Jaras
Suwanveila 1991 who suggested that a reducing teaching load of teachers for doing a research was a
key thing that had to be done, but it didn’t mean to reduce the teaching quality. Instead, allocating the
proper manpower resources had to be done.
3.3 Academic service is found that the college with best practice performances has set up a strategy
for academic service, working group for planning and operation according to the strategy of the college,
focusing on basement of knowledge and expertise. The academic service fulfills the needs of the
community and society, and cues the society. The service can be either a charity work or make income
to the college, according to Thai Tipsuwankul 2009 who pointed out that the academic service was a role
of higher education intuitions, which must provide services to the society, providing services with
expertise of each institution.
3.4 Culture and arts conservation that the colleges specify and qualitatively perform along with
a system can be integrated with other missions. Every college is aware and pays attention to maintenance,
reservation, conformity, and distribution, and encourages local wisdom. However, each college is
still unable to build up the standard quality on arts and culture accepted on national level. All colleges accept
that the indicators of Office for National Education Standards and Quality Assessment about the
development of aesthetic in the dimension of arts and culture make the colleges to improve a landscape with
participation of all staff, making the colleges aesthetically livable and have a particular taste. The
encouragement of culture and arts conservation to reach the standard should be done, according to
Piyapong Kaiklueng 2008 who suggested the guidelines for production development on issues of
culture and arts conservation that there should be more various, fulfill the needs of target groups, and
encourage faculties or units to develop and build up the standard on culture and arts.
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Available: http:course
eau.ac.thcoursedownload [22 December 2013].
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
425
Manuscript
Educational Reform in Southern Border Provinces: Second Year of the Extension Project
Asst. Prof. Banchong Pharungsang
Department of Demonstration School , Faculty of Education Prince of Songkla University
Fbanchonbunga.pn.psu.ac.th
Dr. Faisol Haji Awang
Department of History and Art , Faculty of Humaities and Social Sciences Prince of Songkla University
faisol522gmail.com
Asst. Prof. Kaimook Uttayawalee
Department of History and Art , Faculty of Humaities and Social Sciences Prince of Songkla University
Thailand. ukaimookbunga.pn.psu.ac.th
ABSTRACT
This research on educational reform in southern border provinces consisted of 3 sub-projects
including a new type of educational service area office administration, typical model schools in
plural society, and curriculum research and development for plural society, especially
Social Science. The research plan aimed to investigate systematic problems by applying
research process integrating interdisciplinary science and qualitative methodology. The
results of this study would lead to practical resolutions to solve educational reform
problems. The outcomes of research plan on the educational quality development were
illustrated in 3 aspects – the new type of educational service area office administration,
the typical model schools in plural society, and local history curriculum of the southern border
provinces defined in Social Science. According to the results, it found that these above studies
could be applied to solve the educational reform problems to expand educational opportunity and
equity in the plural society. The results of above studies should be integrated to solve the social
and educational reform problems at present and in the future. They were also beneficial at
policy level and coordination between both public and private sectors. The proposal
integration of educational quality development under the educational reform policy should be
combined with the policies of Ministry of Education to enhance educational potential to
ASEAN. The local basis should be improved sustainably as well by emphasizing the reform
of whole educational system, educational administration, school development, curriculum
development, and educational personnel in the southern border provinces.
1. Introduction
