THE STUDY OF COMPETENCY-BASED INSTRUCTION FOR BASIC EDUCATIONAL SCHOOL

Abstract

The objectives of this research were: 1) study the approaches and outcomes of competency-based learning design and management for developing learner competencies in educational institutions, and 2) to formulate policy recommendations on promoting and supporting teachers' ability to design and manage competency-based learning for developing learners' competencies. Eight primary schools from four areas - Pathum Thani, Songkhla Province, Sa Kaeo Province, and Bangkok - participated in this research. The tools used included a survey of schools' working capital, a form for collecting competency-based learning management data, questionnaires and interviews about the implementation of competency-based learning management and its results, and focus group discussions. The research was conducted in three phases: 1) preparation phase, 2) operational phase of educational institutions with researchers' support, and 3) data collection, analysis, and conclusion phase. Data analysis used descriptive statistics such as percentages, along with qualitative data analysis from in-depth interviews and focus group discussions using content analysis.
The research findings revealed that, firstly, educational institutions used 8 competency-based learning management approaches, with 5 being traditional approaches. The 3 new approaches are developing learner competencies through multiple intelligence theory, developing competencies for learners with special needs, and developing learner competencies based on learner needs or interests. The most developed core competency was team collaboration. The outcomes were learners developed all 6 core competencies, specific competencies emerged across all learning areas.
Secondly, policy recommendations to help promote and support teachers' ability to design and manage competency-based learning for developing learners' competencies are as follows: The Ministry of Education should; 1) Clearly define educational management policies, 2) Prepare experts to share experiences and facilitators to assist schools, create learning spaces, produce documents and media for dissemination, and organize learning exchange activities, 3) Establish guidelines for promoting competency-based learning management, 4) Support essential resources, 5) Monitor, evaluate work performance, and provide various forms of assistance to educational institutions, and 6) Conduct research and study various knowledge. Higher Education Institutions participating to support system and mechanism development should: 1) Conduct research and study various knowledge, 2) Develop training curricula for personnel development, and 3) Organize lesson-learned forums and produce documents and materials. Educational institutions should: 1) Create work motivation, 2) Survey the experiential capital of personnel in learning management and plan to build upon it for competency-based learning management, 3) Set goals for learner development, 4) Establish support mechanisms for implementation,5) Be open to cooperation from network partners, 6) Create work leaders, 7) Establish a system for learning exchange, and 8) Systematically and continuously monitor results. Those in supportive roles, mentors, and coaches should: 1) Provide channels for continuous collaborative learning, and 2) Provide opportunities for teachers to share their work experiences, disseminate, and expand results to others.