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Training of NFE Teachers in Thailand
Wichai Anamnart
SICED, ONIE, Thailand
Regional Seminar on Teacher Policies in Asia-Pacific
18 November 2010
Bangkok, Thailand
Welcome
to
Thailand
Beautiful
Thailand
Background
Sirindhorn Institute
for Continuing Education and Development (SICED)
Missions
1. Providing capacity development for
NFE personnel of ONIE
2. Providing capacity development for
NFE personnel and educators from
foreign countries
3. Providing continuing education for
the public
4. Providing information services and
informal education through
“Chalermrajgumari Public Library”
Training Courses and Study Visit
Programmes Available at SICED
1. CLC Planning and Management:
International Perspectives
2. Need-based Decentralized Planning
(Village/ Community Education Plan)
3. Action Research
4. Supervision, Monitoring and Evaluation
5. Equivalency Programmes (EPs)
6. Nature Farming: A Means for Sustainable
Development
7. Income Generation Programme and OTOP
8. NFE and IFE for Sustainable Rural
Development
www.siced.go.th
3
Pre-Primary
(3 yrs.)
4
5
6 1
Primary
(6 yrs.)
7 2
8 3
9 4
10 5
11 6
12 7
Lower Secondary
(3 yrs.)
13 8
14 9
15 10
Upper Secondary
(3 yrs.)
16 11
17 12
18 13
Undergraduate
(4-6 yrs.)
19 14
20 15
21 16
22 17
Graduate Studies
(2 + yrs.)
23 18
24
Vocational and Technical
Education
Lower Vocational Ed.
(3 yrs.)
Tertiary Vocational Ed.
(4-5 yrs.)
Short
Course
Training
Grade
Approx.
age LEVEL OF EDUCATION
Non-Formal Education Pathway
Ed
uc
ati
on
Sys
tem
of
Th
aila
nd
Structure of MOE
Office of the Minister
Public Organizations
Committee for Monitoring and Evaluation
Office of the Permanent Secretary
Office of the Basic Education Commission
Office of Vocational Education Commission
Office of the Higher Education Commission
Office of the Education Council
Office of the Non-Formal and
Informal Education (ONIE),
Office of the Permanent Secretary,
Ministry of Education
1. Non-Formal Education
1.1 Promotion of Literacy
1.2 Basic Education (Equivalency
Programmes – EPs)
1.3 Continuing Education
1) Education for Vocational
Development
2) Education for Life Skills
Development
3) Education for Social and Community Development
Major Responsibilities
2. Informal Education
2.1 Public Library
2.2 Reading Centre
2.3 Radio Programmes
2.4 TV Programmes
2.5 Mobile Service Unit
2.6 Museum
Coordinating Committee
for Promotion and
Support of Non-Formal and Informal Education
Office of the Non-Formal and Informal Education (ONIE)
Central Administration Offices
Office of the Secretariat and Administration
Planning Division
Finance Division
Personnel Division
Operation Promotion Division
Non-Formal Education Development Division
Centre for Educational Technology
Science Centre for Education
Supervisory Unit
Provincial /
Bangkok ONIE
(76)
District Non-
Formal and
Informal
Education
Centre (927)
Sub-districtNon-Formal
and
Informal
Education
Centre(7,409)
Provincial
/Bangkok
Committees for
Promotion of
Non-Formal
and Informal Education
Educational
Establishment Committees
Educational
Establishments under
Direct Administration of the ONIE
Institute for the Promotion and
Development of Learning Innovation
Distance Education Institute
Non-Formal and Informal
Education Centre for the Special Target Groups
Bangkok/Regional Institute for
Non-Formal and Informal
Education (6)
Vocational Training and
Development Centre(9)
Science Centre for Education
(including Rangsit, Roi Et) (14)
King Mongkut Memorial Park of
Science and Technology at WahKaw, Prachuap Khirikhan
Office of the Permanent Secretary forEducation
Kanchanapisek Non-Formal
Education Centre (Royal Academy)
Sirindhorn Institute for
Continuing Education andDevelopment
NetworkParty
Community
Learning
Centre
(8,577)
Formal Education
What Is Formal Education?
Formal education means educational activities
which have clear aims, method, curricula,
duration, assessment and evaluation conditions to
its completion (National Education Act 1999/ B.E.
2542 : Section 15).
Non–Formal Education
What Is Non-Formal Education?
Non-formal education means educational activities
which have clear target groups of service users and
educational objectives, forms, curricula, methods of
provision and course or training durations which are
flexible and diverse according to the needs and learning
aptitudes of such target groups, and standard
procedures for assessments and evaluations of
educational performance for the benefit of granting
educational credentials or classification of educational
performances (Promotion of Non-Formal and Informal
Education Act 2008/B.E. 2551 : Section 4).
Informal Education
What Is Informal Education?
Informal education means educational activities
in the daily lifestyle of a person through which a
person may choose to continue learning
throughout his/her lifetime pursuant to the
interests, needs, opportunities, preparedness and
learning aptitude of each person (Promotion of
Non-Formal and Informal Education Act 2008/B.E.
2551 : Section 4).
Training of NFE Teachers
in Thailand
Good Practices in Capacity Development
of NFE Teaching Personnel in Thailand
Supported by
APPEAL/ UNESCO
December 2009
1. What kind of educationshould the state provide
to its population?
Quality Education
1. Eradicates poverty
2. Attains good health
3. Sustains natural resources and mother
earth
4. Creates community peace and world peace
Prof. Dr. Kasem Wattanachai
Privy Councilor
Quality Education
1. Supports rights-based approach
2. Is based-on:
- Learning to know
- Learning to do
- Learn to be
- Learning to live together
3. Creates individual competency
4. Upholds and conveys the ideals of a sustainable world (equity & peace)
Quality Education
5. Takes into consideration the social, economic and environmental contexts
6. Is informed by the past, relevant to the
present and prepares for the future
7. Builds knowledge, life skills, perspectives,
attitudes and values
8. Is measurable
UNESCO
2. Who can contribute quality education?
Quality Teachers
“The mediocre teacher tells. The good
teacher explains. The superior teacher
demonstrates. The great teacher
inspires.”
William Arthur Ward
(1921–1994)
Quality Teacher
3. How can we have great teachers?
Through :
1. Quality Teacher Education
2. Quality Professional Development
Findings:
1. General Aspects
2. Good Practices
1. General Aspects
1.1 Roles and Responsibilities of NFE
Teachers
1.1.1 Roles and Responsibilities
Regarding Operation of Learning
Process
1) Do public relations and provide
guidance of the programmes
2) Undertake orientation for NFE
learners every semester
3) Study core curriculum, analyze it and
formulate local curriculum
4) Prepare lesson plans and learning
materials
5) Deliver learning activities
6) Assess learning
7) Report learning of NFE learners every
semester
1.1.2 Roles and Responsibilities RegardingCLC Planning and Management
1) Undertake needs assessment
2) Compile community data, prepare
projects
3) Cooperate with networks and
stakeholders
4) Provide access to media and
materials in CLC
5) Provide activities contributing to
community empowerment
6) Keep all documents in a good filing
system
7) Prepare reports
1.1.3 Roles and Responsibilities Regarding
Promotion of NFE and IFE
1) Do public relations about NFE and
IFE
2) Disseminate and circulate NFE
materials
3) Monitor, evaluate and report
1.2 Monitoring and Evaluation of
NFE Teachers’ Performance
Monitoring: - Director of District NFE and IFE
Centre
Evaluation:
- every 6-month period
- self assessment
- committee at the District NFE and
IFE Centre
- committee at the Provincial ONIE
1.3 Recruitment of NFE Teachers
1.3.1 Principles:
- Provincial ONIE is responsible for
appointment and orientation
- District NFE and IFE Centre is
responsible for recruitment and
selection
- Basic requirements are based-on
“Professional Standards for
Teachers”
- Others as set up by Personnel Division
1.3.2 Process:
- preliminary screening e.g. qualification,
documents, application form etc.
- papers testing
- interviewing
- reference checking
- final decision
1.4 Status of NFE Teachers
1.4.1 Teacher/ Government Official
(life-time employment)
- National Education Act B.E.
2542/1999 Section 55 – law
on salaries, remuneration,
welfare and other benefits
1.4.2 Volunteer teacher/ Government
employee (5-year contract)
- Regulation of the Office of the Prime
minister B.E. 2547 Section 14 and
15
1.4.3 CLC teacher/ facilitator/ Government
employee (5-year contract)
- Regulation of the Office of the Prime
minister B.E. 2547 Section 14 and
15
1.5 Gender Issues
Constitution of the Kingdom of Thailand
B.E. 2550/ 2007 Section 80(1)
- promoting the equality between
women and men
1.6 Linkage with Formal System
Resource sharing;
- building
- resource persons for
supplementary teaching and
training
1.7 Professional Standards for Teachers
(The Secretariate Office of the Teachers’ Council of Thailand)
1.7.1 Standards of professional knowledge
and experiences refer to such
requirements that those who intend to
practice the profession shall have
sufficient knowledge and professional
experience to practice the profession so
as to be eligible to apply for a license to
practice the profession.
1) Language and technology for teachers
2) Curriculum development
3) Learning management
4) Psychology for teachers
5) Educational measurement and
evaluation
6) Classroom management
7) Educational research
8) Educational innovation and information
technology
9) Teachership
1.7.2 Standards of performance refer to
such requirements governing the
performance in the profession to
accomplish the expected results,
along with continual self-development
for expertise in the practice of the
profession, both in terms of specialization
and expertise at the level of quality.
1.7.3 Standards of conduct refer to such
requirements governing the conduct
of the professional practitioners,
having the professional ethics as
guidelines and cautions on conduct
to uphold the reputation, status,
honor and dignity of the profession.
1.8 Policies and Plans for Development
of Teachers
At National Level:
1) Constitution of the Kingdom of
Thailand B.E. 2550/2007, Section 80(3)
2) National Education Act B.E. 2542/1999,
Section 9(4) and Section 52
3) Policy Statement of the Government of
Mr. Abhisit Vejjajiva, Item 3.1 Education Policy (3.1.1) and (3.1.3)
At Ministerial Level:
1) Office of the Education Council (OEC)
- being responsible for proposing
national education policies, plans and
standards
2) Office for National Education Standard
and Quality Assessment (Public
Organization)
- being responsible for development of
criteria and methods of external
evaluation, conducting evaluation of
educational achievements
3) Secretariate Office of the Teachers’
Council of Thailand
- being responsible for setting professional
standards, issuing and withdrawal of
teaching licenses, development of
the profession of teachers
4) Office of the Teacher Civil Service and
Educational Personnel Commission
- being responsible for administering
personnel affairs of teachers (academic
promotion)
5) National Institute for Development of
Teachers, Faculty Staff and Educational
Personnel (NIDTEP)
- being a focal centre in coordinating
the development of teachers and
proposing policies, plans and guidelines
of the development of teachers
At Organizational Level (ONIE):
1) Promotion of Non-Formal and Informal
Education Act 2551/2008, Section 14(3)
2) Policy B.E. 2553/2010
- Policies for Provision of NFE
- Literacy Promotion (2)
- Development of quality of
Learning-Teaching (2)
3) Policy B.E. 2554/2011
- Policies for Provision of NFE
- Literacy Promotion (3)
- Development of quality of
Learning-Teaching (2)
4) Strategic Plans of ONIE (B.E. 2551-2554/
A.D. 2008-2011)
7. Development of the potentiality and
progress of the teaching officials,
educational personnel, civil service
officers, NFE teachers/ facilitators and
network parties
* Personnel development projects:
- Project for promoting the capacities
of NFE teachers/ facilitators
1.9 Capacity Development of NFE
Teachers
1) Orientation
2) In-service training/ Professional
Development
3) Coaching and mentoring
4) Learning from peers
5) Attending workshop and seminar
2. Good Practices
2.1 Clear Policy and plan for NFE teacher
development
2.2 Professional Standards for Teachers
and Teaching License (Secretariate
Office of the Teachers’ Council of
Thailand)
2.3 Educational Standards and Quality
Assurance (Office for National
Education Standards and Quality Assessment (Public Organization)
2.4 Diverse learning activities
- Learning Station/ Knowledge
Station
- Show and Share
- Shopping Ideas
- Peer teaching and teaching
practice
- Study Visit
2.5 e-Training
- Andragogy
- Classroom Action Research
- Measurement and Evaluation
- Life Skills Development
- Teaching Techniques for Vocational
Subjects
- Teaching Techniques for fundamental
Subjects: Math, Thai and English
Language
2.6 Teacher Channel
2.7 Quality Training Model
PDCA Model
P - Plan
1) Organize a workshop for curriculum
development, design of learning activities,
learning materials and learning assessment
based on;
- Analysis of Work Performance
- Policies of ONIE and MOE
- Professional Standards
- Current issues and trends
etc.
Step 1
2) Formulate training schedule
3) Plan for the training and management
aspects
- Selection of participants, resource
persons and training venue
- Preparation of training materials
- Preparation of training team
etc.
Get approval from the experts and the
curriculum team of ONIE or at regional
level
Step 2
Organize a workshop for facilitators/
mentors/ coordinators
Step 3
D - Do/ C - Check
Conduct training and assess learning
- Orientation and pre-test
- Self study * supervised by
- Group meeting the assigned
- Conclusion seminar team
- Post-test
- Certification
Step 4
A - Act
- Review the overall pictures of the training
(strength and weakness)
- Report the training outputs together with the
recommendations for the future training
Step 5
Follow up by the assigned team
- application of knowledge
- change in working behavior
- quality of tasks assigned
Step 6
Step 7
Report the outcomes of the training
Other Interesting Training Models
Determine needs
Deliver programmes
Design programmesDiscern differences(Evaluation)
UNESCO Training Model
ISO 10015 Training Model
Challenges
1. Decentralization of professional
development
2. Real need-based professional
development
3. Institutionalization of “monitoring system”
and “follow-up system”
4. Training database and continuation of
training for teachers
5. Changing mindset of teachers and
principals to “facilitators”
“ The training should emphasize the new
mindset of facilitating and not controlling
the work of teachers. It would be a pity if
teachers were still assessed on performing
routine steps and judged on their students’
ability to recall and memorize instructional
material and if the school principals were
assessed on their ability to control their
teachers rather than support them in their
innovative teaching practices.”
Teacher Development for Quality Learning: Thailand Education Reform Project
March 2002
Queensland University of Technology
