Relationship between Adversity Quotient and Self-empowerment of Students in Schools under the Jurisdiction of the Office of the Basic Education Commission

2012 ◽  
Vol 18 (5) ◽  
pp. 349-360
Author(s):  
Jureeporn Kanjanakaroon
Keyword(s):  
Basic Education ◽  
Education Commission

scholarly journals Linear Structural Analysis of Media Management Administration, Innovation and Early Childhood Creative Technology Under the Office of the Basic Education Commission in Thailand

2018 ◽  
Vol 9 (6) ◽  
pp. 165-172
Author(s):  
Luckana Pengruck ◽  
Kanchana Boonphak ◽  
Boonchan Sisan
Keyword(s):  
Early Childhood ◽  
Structural Analysis ◽  
Empirical Data ◽  
Basic Education ◽  
Media Management ◽  
Creative Development ◽  
Structural Relationships ◽  
Future Success ◽  
Education Commission ◽  
The Relationship

Abstract The promotion of technological prowess in children at an early age is integral to their creative development and future success. This research studied the relationship between media management administration, innovation, and early childhood creative technology in schools under the Office of the Basic Education Commission in Thailand to validate and confirm the linear relationship between flexibility, motivation, imagination, use of new approaches to problem solving, and vision. Questionnaires from respondents showed that the consistency was between 0.60-1.00, with a reliability of 0.890. Data were analyzed using mean standard deviation, and linear structural analysis and compliance with empirical data was checked based on the harmony index which was then compared to applicable criteria. The major findings show that the composition is in line with the empirical data and demonstrated linear structural relationships between the components of media management administration, innovation and early childhood creative technology.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Can the Economic Community of West African States Community Court of Justice Enforce the African Charter Replicas of the Non-Justiciable Chapter II Human Rights Provisions of the Nigerian Constitution against Nigeria?

2012 ◽  
Vol 1 (2) ◽  
pp. 312-337 ◽  
Author(s):  
Amos O. Enabulele ◽  
Anthony Osaro Ewere
Keyword(s):  
Human Rights ◽  
Federal Republic ◽  
Basic Education ◽  
West African ◽  
Economic Community ◽  
Economic Rights ◽  
Community Court ◽  
Court Of Justice ◽  
Education Commission ◽  
African Charter

This article highlights a major source of tension between the Supplementary Protocol of the Economic Community of West Africa States Community Court of Justice (ECOWAS CCJ) and the Constitution of the Federal Republic of Nigeria, 1999 (CFRN), in relation to the enforcement of economic, social and cultural (ESC) rights against Nigeria, as manifested in a recent decision of the ECOWAS CCJ in Registered Trustees of the Socio-Economic Rights and Accountability Project (SERAP) v Federal Republic of Nigeria and Universal Basic Education Commission. The focus of this article on the tension is both from the perspective of Nigerian law and of the ECOWAS CCJ. It argues that while the CFRN cannot deprive the ECOWAS CCJ of the jurisdiction expressly given to it by its Protocols, the CFRN does have implications for the enforcement of any decision of the ECOWAS CCJ that offends its provisions within the CFRN sphere of superiority.

scholarly journals Elements of the teacher development system in learning management according to the concept of Education 4.0

2021 ◽  
Vol 1 (1) ◽  
pp. 22-27
Author(s):  
Jedsada Janpleng ◽  
Karn Ruangmontri
Keyword(s):  
Secondary Schools ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Basic Education ◽  
System Component ◽  
Development System ◽  
Education Commission ◽  
Learning Management

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

An investigation into the status of Thailand’s music education systems and organisation

2020 ◽  
pp. 1-14
Author(s):  
Vitchatalum Laovanich ◽  
Yootthana Chuppunnarat ◽  
Monsikarn Laovanich ◽  
Skowrung Saibunmi
Keyword(s):  
Music Education ◽  
Mixed Methods Research ◽  
Basic Education ◽  
Educational Background ◽  
Musical Instruments ◽  
School Directors ◽  
Education Management ◽  
Sequential Mixed Methods ◽  
Education Commission ◽  
The Status

Abstract The purpose of this exploratory sequential mixed methods research is to (1) analyse research on the problems in music education management in Thailand in the past 5–10 years and (2) explore the current resources of music education in Thai institutions under the Office of The Basic Education Commission (OBEC). The study found that (1) the problems regarding music education in Thailand were lack of experts, lack of music curriculum, lack of musical instruments and proper classrooms, administration systems, lack of budget, lack of music-related activities and disagreement in the perceptions of school directors and teachers; and (2) under the OBEC, there were 30,112 schools in total with 6,781,130 students in the 2018 academic year. As for music teachers, the majority, 68.9%, possess an educational background in music or music education. Overall, most of the schools of all sizes tend to lack Thai, Western and Thai folk musical instruments.

scholarly journals Administrator Role Indicators for Encourage Efficiency on Learning Management in School: Confirmatory Factor Analysis

2019 ◽  
Vol 10 (4) ◽  
pp. 124-130
Author(s):  
Chanchai Wongsirasawat ◽  
Phadungchai Pupat ◽  
Sawat Phetchabun
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Basic Education ◽  
Rating Scale ◽  
P Value ◽  
Chi Square ◽  
Education Commission ◽  
Confirmatory Factor ◽  
Learning Management ◽  
Administrator Role

Abstract The present research was aimed to validate the construct validity of the administrator role indicators for encourage efficiency on learning management in school under the Office of the Basic Education Commission. A stratified random sampling method was used to select a sample of 150 school administrators under the Office of the Basic Education Commission. The research instrument used was a 5 rating scale questionnaire with content validity from 0.60-1.00. The data analyses were first order a confirmatory factor analysis. The results of the study indicated that the administrator role indicators for encourage efficiency on learning management in school under the Office of the Basic Education Commission comprised 15 indicators, is valid and fit to empirical data i.e. Chi-square = 87.675, degree of freedom (df) = 76, p-value = 0.170, GFI = 0.931, AGFI = 0.892, and RMSEA = 0.019.

scholarly journals The Development Model for School Administrators the office of the Basic Education Commission in Thailand 4.0

2021 ◽  
Vol 58 (1) ◽  
pp. 3832-3838
Author(s):  
Dr. Phumphakhawat Phumphongkhochasorn
Keyword(s):  
Basic Education ◽  
School Administrators ◽  
Management Development ◽  
Development Model ◽  
Educational Institutions ◽  
Education Commission ◽  
Self Development ◽  
Research Findings ◽  
Delphi Techniques ◽  
Main Components

This research aimed to 1) to study the elements of the development model for school administrators of the Office of the Basic Education Commission in Thailand 4.0 2) to develop the model of the school administrators of the Office of the Basic Education Commission in Thailand. Land 4.0 and 3) assess the appropriateness of the development of the model for the administrators of the Office of the Basic Education Commission in Thailand 4.0 using a combined approach. There are 4 steps of research: 1) study documents and related research. With the administration of educational institutions of the Office of the Basic Education Commission in Thailand 4.02) Develop a model for administrators of school administrators of the Office of the Basic Education Commission in Thailand 4.0 with Delphi techniques from management experts to excellence 19 persons 3) analyzed the elements of the development pattern of the administrators of the Office of the Basic Education Commission in Thailand 4.0 by analyzing the elements; The statistics used for data analysis were percentage, range, quartile, mean, standard deviation and elemental analysis. Research findings 1.The study of the administrators of the Office of the Basic Education Commission in Thailand 4.0 found that it consisted of 5 important components: Characteristics of self-development of modern leadership, modern management development skills, roles, duties, morality, ethics and competencies of school administrators of the Office of the Basic Education Commission in Thailand 4.0 2.Development of the model for school administrators of the Office of the Basic Education Commission in Thailand 4.0 found that there are 5 main components: leadership, vision, morality, ethics, knowledge, competence and information and technology. 3. The level of suitability of the development of the model for the school administrators of the Office of the Basic Education Commission in Thailand 4.0 overall and the aspects are very good.

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