โครงการประสานงานการพัฒนางานวิจัยเชิงพื้นที่ด้านการศึกษา

Title

Project to Coordinate the Development of Area-Based Education Research

Keywords

Area,Innovation,education

Abstract

The Project to Coordinate the Development of Area-Based Education has an important goal of coordinating and monitoring projects in all educational innovation areas to achieve their objectives. Including the synthesis of lessons learned and policy proposals to expand the concept and work base of educational innovation areas and learning cities to create a lasting impact on the area and to support the reform of the countrys educational structure and management methods. Throughout 2020-2022, this project to coordinate the development of spatial research in education covers a series of projects and projects supported by the Program Management Unit on Area Based Development (PMU A). A total of 31 projects are divided into

1. Projects funded in 2020, are classified into 4 learning city projects in 5 provinces, 6 educational innovation areas projects in 8 provinces, and proposal development projects. 1 policy recommendation project.
2. Project funded in 2021 classified into 10 educational innovation area projects in 8 provinces and 1 policy recommendation development project.
3. projects funded in 2022 classified into 8 educational innovation area projects in 8 provinces and 1 provincial researcher mentoring project. In the implementation of the coordination project, there are still important findings or conclusions leading to the extension of the work in 2022, namely, in terms of learning innovations, it was found that
   1) There are various definitions of learning innovation that lead to learning outcomes for learners in terms of academic, life skills and professional skills with factors and conditions for innovation development and different approaches to measuring and evaluating learners.
   2) The performance of the Ministry of Educations competency-based curricula has a significant impact on the innovation-driven process in different areas. On the good side, it encourages teachers to change their teaching methods to enable learners to apply their knowledge or skills to problem-solving or useful in real life. And the challenging aspect is that teachers still have difficulty understanding or confidence in adjusting to teaching and learning in this new way.
   3) new teacher competency. It is another important issue, especially the competence in the task design or the problem (Problem) for the learners to create the learning process competence in Observation, Assessment, Evaluation, and Collaboration outcomes to mobilize resources and cooperation between parties participating in the learning management process as well as the competence in management to provide flexibility to support the new learning process. In addition, in terms of system innovation, it was found that

 

1. the implications of systemic innovation can b on several levels. Both at the school level (Micro), the provincial level (Meso), and the national structure level (Macro), each of which has different meanings and impacts on promoting learning innovation. especially systematic innovation at the school level and provincial area, which is a condition that is likely to drive unlocking or unwinding, which is easier for schools, teachers, and students;
2. Systematic innovations in the form of network mechanisms; more importantly either as a network mechanism for cooperation between schools in curricula development or co-teacher development. The mentor mechanism (Coach) at the sub-district and district levels helps each other with the mechanism of funding networks or resources in education management that directly affects the development of schools,
3. Innovation systematic in the provincial driving mechanism tends to be more multilateral. Particularly non-state actors, such as the private sector, foundations, and civil society sectors, who play an important role in driving the work of state mechanisms such as the Provincial Education Commission. Board of Education Innovation Areas, etc. It is also a mechanism to stimulate the setting of common goals between different parties in the area and will be a success factor for the further development of education at the local level.