Adult Civic Education A Case Study of the Civic Education School in Nakhon Si Thammarat Province

Abstract

This article aims to review the importance and process of organizing civic education for adults in order to identify ways to promote civic education that is suitable for adults who are no longer in the formal education system. Adults play a crucial role in shaping both the environment for children and the functioning of a good political system. This article uses a comparative method to analyze theoretical principles, international experiences, the national education plan of Thailand, and the civic education school of King Prajadhipok's Institute, with a case study of Nakhon Si Thammarat province. The findings show that adult education differs from children's education, as they have distinct views of themselves and possess more life experiences, which can either support or hinder their reintegration into the education system. However, adult education is achievable if there is a shift in perspective, recognizing that re-entering the education system can improve their quality of life. Additionally, the learning process should be aligned with their experiences. Knowledge exchange and practical training should be emphasized instead of traditional classroom instruction.However, adult education that promotes democratic citizenship should have at least six key components: improving knowledge, developing skills, creating values, fostering a sense of responsibility, encouraging political participation, and promoting critical thinking. The results from the study of the Civic Education School of King Prajadhipok's Institute indicate that the content and learning process at this school are open to exchange, with dialogue based on consensus principles.The processes at the Civic Education School are, therefore, consistent with adult education and democratic civic education. However, to promote lifelong learning and continuously enhance democratic citizenship awareness among the adult population, further efforts are needed. This article suggests that there are conditions should be adjusted: 1) increasing the conceptual framework and content of political literacy, 2) creating a learning center to foster a learning community, 3) integrating knowledge, skills, issues, and public participation, 4) addressing problems directly by bringing them into discussions rather than avoiding them, and 5) supporting learning through engagement with issues and needs that learners are interested in.