The Implementation of “Moderate Class, More Knowledge” Policy by Schools in Khon Kaen Province

Abstract

This Research aimed to explore the understanding and implementation of the “Moderate Class, More Knowledge” policy by primary and lower secondary school administrators and teachers in Khon Kaen Province. The researchers employed a holistic multiple case study research methodology by studying four schools the province: which located in the urban area; the other located outside the urban area. This research is document research and qualitative research. Qualitative research by in-depth interviews with 20 key informants were school-level policy implementations, including the directors, deputy directors, and teachers.
The research results show that: the key informants perceived the policy as one that encourages students to develop further learning outside the normal classroom settings and develop knowledge on their own as teachers organize learning promotion activities inside and outside the classroom. The policy is based on the idea that too much and to burdensome classroom hours do not improve student achievement. To implement the policy, school directors first built teachers’ understanding as policy key policy implementations. At the same time, school administrators serve as the main coordinators to coordinate all departments in the school to modify the general policy guideline to action plans. The problems and obstacles encountered are the lack of monitoring or evaluation on the implementation of the policy from the local school district to the ministry levels.