A Suggested Proposal to Develop Distance Learning Programs in Border Schools in the Kingdom of Saudi Arabia

The aim of this research is to find a proposed vision for developing distance education programs in border schools in the Kingdom of Saudi Arabia, and to explore the reality of the proposed educational programs for developing distance education programs. In order to achieve the research objectives, the descriptive and analytical approach was used for its suitability for this research, as the questionnaire was used as a research tool. The research sample consisted of (150) female teachers from border schools. The results of the research revealed that the reality of female teachers ’practice on distance learning programs in border schools in the Kingdom of Saudi Arabia is central. And that the use of technology is the most important requirement for developing distance education programs in border schools from the Kingdom of Saudi Arabia. The results also showed the achievement of leadership in diversifying and developing teaching and learning methods through the distance education system based on employing modern information and communication technology, equipping schools with all technological equipment, and supporting students with modern equipment and teachers with modern training to achieve the goals of distance education. In light of the results, the research paper presented a proposal for developing distance education programs in border schools in the Kingdom of Saudi Arabia.

Analyzing Thai Border School Policy Formation in the ASEAN Community Era

During the 1990s, Thailand’s border areas became more open as a result of improved political relations in the region, especially in regards to the promotion of border trade and transnational trade among Indochinese countries under the“From a Battlefield to a Marketplace” policy. In terms of education development,the nature of border schools in general has been gradually evolving over the past 60 years, and Thai border schools have improved considerably over this period.The first initiative undertaken in regards to border schools in Thailand was the official establishment of the “Border Patrol Police (BPP) School” in 1956. Inmore recent years, education development policy in border areas has repeatedlybeen modified, particularly since Thailand’s agreement to further integrate withother Southeast Asian countries as a part of the ASEAN Community 2015. In 2010, Thailand’s commitment to developing its border schools increased whenit began development of the “Buffer School” program as part of a strategic plan to improve educational institutions under the ASEAN “Spirit of ASEAN” policy.This policy aimed to promote education development and cooperation within the ASEAN through a range of initiatives, including ones pertaining to border areas. This paper thus aims to 1) review the substance of the Buffer School program as it pertains to emerging Thai border school policy in the ASEAN Community era, as well as the structure of its enforcement, then, 2) analyze the background and rationale of policymaking that has occurred from agenda-setting and policy formulation up until policy enactment corresponding to ASEAN frameworks derived from the ASEAN charter and Work Plan on Education.

Mobile Teachers at Border Schools – Multilingualism and Interculturalism as New Challenges for Professional Development

This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens at the tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of ‘mobile teachers’ from neighbouring countries, created a unique educational experience that has encouraged teachers to greater professional growth. In addition to another language, mobile teachers have brought with them various new educational approaches. Border mobility has contributed to the simultaneous strengthening and enriching of educational practices in various border kindergartens and schools. For teachers, the implementation of cross-border learning mobility strengthens the awareness of the importance of competence in multilingualism and interculturalism as an important factor for their further professional development. This article will analyse the knowledge and experience of professionals involved in such mobility programs in terms of a new dimension of professionalism, and the need to develop multilingualism and interculturalism competences.