The Development of Factors, Indicators, and Criteria for Educational Internal Quality Assurance in the Basic Education in the Multicultural Society of the Southern Border Provinces
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Abstract
The purposes of this study were 1) to develop factors, indicators, and educational internal quality assurance approach for basic education in the multicultural society of the southern border provinces, 2) to examine the validity of those factors, indicators, and educational internal quality assurance, 3) to create and assess the quality of criteria for educational internal quality assurance based on Cultural Consensus Model, and 4) to create and assess the quality of a manual for educational internal quality assurance. The study found the following key results. 1) the factors, indicators, and educational internal quality assurance had 3 main factors with 11 indicators; factor 1 is learning management in the multicultural society consisting of 4 indicators, factor 2 is education administration in the multicultural society consisting of 4 indicators, and factor 3 is acquisition of knowledge in the multicultural society consisting of 3 indicators. 2) The model was empirically stable positively in degree of 0.94–0.97 and significant at level .01 in every element. 3) The quality of appropriateness in criteria for assessment of educational internal quality assurance, according to cultural consensus theory, was appropriate for all items on average at 0.69, meaning “very appropriate”. 4) The qualifications of manual for assessment of educational internal quality assurance were at a high level in all four of the areas propriety, accuracy, utility, and feasibility.
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