Strategies and Consequences of First Decade Education Reforms: The Lesson Learned from School Practices in Chonburi Province, Thailand

By Sompong Panhoon and Suwimon Wongwanich.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The purposes of this study were: i) to study strategies of policy implementation to the first decade education reforms and their consequences in schools in Chonburi Province; and ii) to synthesize lessons learned from school practices. Four hundred and sixty-seven principals and teachers were selected by using both stratified random sampling and purposive sampling techniques. Data were collected from questionnaires and in-depth interviews. Research instruments were high content validity and reliability. All quantitative data were analyzed by descriptive and inferential statistics. Hierarchical stepwise regression was used to investigate effects of 19 factors on the success of the education reforms. The analytical narratives and inductive methods were used to analyze qualitative data.
The findings indicated that most schools set their work for implementing the policies of education reform in various ways. Most of them incorporated various strategies to the policy implementation too. The successful aspects were assessment for learning, curriculum and instruction, and QA. Those were differentiated among levels of partnership involvement and working system setting. Both academic qualifications of the teachers and principals, and the involvement of related educational reform units fostered the success of all aspects with high magnitude. In addition, all factors explained the success of the reform between 28.00% and 33.10%. The best practices schools showed were collaborative and comprehensive working and monitoring; rewarding could contribute to the reform’s success. The barriers to policy implementation were budget deficiencies, incongruous policies and practices, and teachers’ lack of knowledge about their jobs. Further suggestions for the second decade of education reforms should incorporate the lessons learned from the first decade of reforms.

Keywords: Education Reform, Policy Implementation Strategies Consequences of Education Reform

The International Journal of Learning, Volume 18, Issue 9, pp.279-304. Article: Print (Spiral Bound). Article: Electronic (PDF File; 4.468MB).

Dr. Sompong Panhoon

Lecturer, Department of Research and Applied Psychology, Faculty of Education, Burapha University, Chonburi, Thailand

Dr. Sompong Panhoon works as a lecturer at the Faculty of Education, Burapha University in research, scaling, educational measurement, and evaluation. Dr. Panhoon worked in education as a primary and secondary school teacher in various subjects, and as a official in the Bureau of Testing, Ministry of Education before coming to Burapha University. Dr. Panhoon’s areas of interest include educational research, educational measurmment and evaluation, educational assessment, and scaling. Currently, Dr. Panhoon is working on three research projects in education reform and a follow up study of Thai teacher TV.

Prof. Suwimon Wongwanich

Instructor, Department of Educational Research and Psychology, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

Suwimon Wongwanich works as a lecturer in the Faculty of Education, Chulalongkorn University, in educational research, assessment, evaluation, needs assessment, and quality assurance. Wongwanich’s areas of interest include policy research, educational research, reserch and development, and assessment and evaluation.

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