Learning Process Reform of the Pilot Schools :The Selected Models
Executive Summary
The Office of the National Education Commission (ONEC), with the support of the Asian Development Bank (ADB), has initiated the National Project on Learning Reform Schools for Developing Quality of learners in 1990-1991. The main objective of the project is to develop the quality of learners through a research-based and whole-school approach.
This document reports on achievements of the National Pilot Study, highlighting only the learning process reform in the pilot schools through selection, analysis and synthesis of the authentic models implemented by the schools.
The main objectives are to study, collect and analyse relevant data and to present various models for organizing the learning process through a learner-centred approach. Outstanding activities organized by the pilot school teachers, ONEC's master teachers, spearhead teachers and school administrators are identified and presented. Another main aim is to study the roles of local researchers, who have availed of the amicable supervision process, thus contributing to moving forward the learning reform and leading to attainment of the learner quality desired.
The sources of data for the analysis and conclusion of this study are :
1. Self-development reports of the personnel of the 250 pilot schools; progress reports on learning process development and quality assurance (Phase I and Phase II);
2. Reports on whole-school personnel development on learning process reform submitted by the 44 teams of local researchers;
3. Poster presentation on outcomes of group meetings to discuss collaborative efforts between the local researchers and the schools;
4. Notes on school visits;
5. Exhibition on Teachers' Award organized by the schools under the authority of the Office of the National Primary Education Commission (ONPEC);
6. Field notes on 10- week teaching by 10 master teachers honoured by ONEC;
7. Replies of the pilot schools to the 3-page questionnaire on personnel development, outstanding activities and achievements regarding learner quality;
8. Outcomes of sub-group meetings and focus groups during the 4 region-based workshops;
9. Quantitative data from the measurement and evaluation questionnaire; and
10. Meetings for exchange of views between the domestic and international consultants.
The research instruments include :
1. Indicators of the teaching practice adopted by the teachers and those of the students' learning process;
2. Conceptual framework and poster design;
3. Guideline for preparation of master teachers' field notes;
4. Open-ended questions on personnel development, learning activities and learner quality;
5. Structured questions for focus groups held during the 4 region-based workshops; and
6. Criteria for analysis of the summary reports submitted by the 250 pilot schools.
Significant Findings
Personnel Development More varied methods have been adopted for whole-school personnel development, other than sending school representatives for occasional academic training sessions and workshops. The personnel development process has begun with the joint efforts of the administrators, local researchers and supervisers with the view to arousing an awareness of the importance of learning reform for developing quality of learners; building faith in the teaching profession; co-operative planning; and exchanges of bodies of knowledge, skills and teaching-learning innovations. The staff members concerned have been introduced and mutually recognized as amicable partners. Other outcomes of the Study include knowledge of research methodology; identification of the goals of development on a continuous basis; adoption of an amicable supervision approach; learning clinics; establishment of academic centres; and building of extensive learning networks.
Direct support in terms of funding, instructional media and methodology provided to the schools has ensured the success of personnel development. In this regard, due recognition should be given to the important roles of the communities in providing support, monitoring and honouring the teaching profession on a continuous basis.
Development of Learning Content and Activities The models of learning content and activities selected for presentation in this report have evolved as follows :
1. The schools have acquired knowledge from relevant agencies for development of activities suitable to their situation and readiness;
2. The schools have initiated creation of their own learning content and activities;
3. The schools are in the communities and environment which facilitate the necessary planning for building interesting learning units; and
4. The schools have been able to transform the crises faced into welcomed opportunities.
In this connection, administrators with a strong leadership, local researchers ad master teachers have all assisted in crystalizing the activities carried out into models with succinct principles and with the aim of enhancing the learner quality which can be measured and assessed.
Findings from the data analysis reveal that large schools in the urban area have regularly received academic support from their respective authorities, hence the activities organized follow more or less similar patterns. Medium and small schools in remote areas, however, tend to initiate creation of the learning content and process in harmony with the life of the local communities. The activities undertaken are so different and so varied that they cannot be fused into a single model. Such trend indicates that, in reforming the learning process through the school-based approach, the schools should be allowed complete freedom, unfettered by theoretical preoccupation and rigid bureaucratic procedural steps.
This report presents 5 authentic learning process reform models adopted by the schools, namely :
1. Administration and management model for learning;
2. School curriculum model; integrated learning units and integrated units : projects;
3. Activities for enhancing moral values and discipline;
4. Activities for enhancing wisdom; and
5. Amicable supervision process.
Learner Quality The implementation period for the National Pilot Study being relatively short, it cannot be surmised all the qualities attained by the learners as analysed have resulted from the learning reform of this Study, but could very well be accumulated consequences of previous efforts of supervision and improvement of the teaching-learning process provided by the respective authorities. The data analysis through observation, note preparation and quantitative measurement and evaluation reveals the following achievements among the students :
- Interest in and avidity for learning as well as contentment in participatory learning : illustrated through 12 behaviours;
- Development of working process and capacity for planning and teamwork : illustrated through 9 behaviours;
- Development of capacity in accord with the students' aptitudes and interests to their highest potentiality : illustrated through 12 behaviours; and
- Development of moral and cultural values as well as respect for others : illustrated through 10 behaviours.
Policy Recommendations
1. Thailand has many organizations responsible for human and social development policy. Each category of these bodies, namely : educational, political and community organizations as well as NGO's etc. should harmonize their activities to attain unity and align their different perspectives for provision of education aimed at developing the quality of all Thai people.
2. It is imperative that faculty staff of teacher training institutions expand the frontier of their theoretical knowledge to embrace actual learning process in school and community. There must be collaborative efforts in conceptualizing and functioning as well as exchange of knowledge and experience. The school teachers will be welcome to the institutions while students will be in touch with community for all parties to learn together.
3. The teacher development centres of all Rajabhat Institutes and academic affairs units of the Faculty of Education of all universities must be strengthened for the development of personnel required in learning reform.
4. Preparation should be made for familiarizing administrators and teachers with application of the 2001 Basic Education Curriculum. Clear implementation guidelines must also be provided.
5. The system and working process of national teachers, master teachers, spearhead teachers and master administrators must be adjusted for efficient network building.
6. Amicable supervision process should be developed and adopted at all levels of work to bring about faith, acceptance and collaboration in learning reform.
7. Procedure for searching for model schools should be formulated so as to maximize the number, level, size, economic status and type of schools. Care must be given to the method of honouring to avoid comparison and competition.
8. Educational institutions should be linked with communities, learning sources, enterprises, community institutions, environment, scholars, those with local wisdom etc. for their effective contribution to the learning process. Rigid rules and regulations must duly be amended.
9. Elements of authority must be decreased from inspection and evaluation by units with jurisdiction over educational institutions, whose self-evaluation system must be strengthened. Quality of the students will make the educational institutions accountable to community and society.
10. Introduce a low-cost, effective and efficient system and process for application of educational technology and personnel development.
11. Decrease influencing through pedagogical theory. Certainly there is no ready formula for human development. Administrators and teachers must be convinced and encouraged to develop their own teaching models. Teachers must be allowed to think and act and provided with opportunity for presenting their achievements.
The people, on their part, will lend co-operation, check and supervise the quality of their own children.
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