Main Article Content
International programs should be well-managed and efficiently operated because they develop potentially global citizens with thinking, communication, technical skills, and understanding of social and cultural diversity of others. The objectives of this research were to study international program management from the sampled countries: Australia, New Zealand, Japan, Hong Kong, and Singapore, and to develop and evaluate components of international program management for schools in Thailand. The research procedures commenced with a review of the international program policy management from the five sampled countries, followed by the synthesis of the data, conceptual framework development, and evaluation with soliciting thirteen experts’ opinions. The findings indicate that mission, tuition fees, and curriculum should be set by the original owner of the International Program. Authorization should be carried out with the cooperation of the original owner of the International Program and the Ministry of Education. Evaluation and quality assurance should be regulated by schools that offer the international program and the original owner of the International Program. Schools that offer the International Program should be responsible for teacher employment. Mission, teacher employment, and curriculum should be determined by schools that offer the Bilingual Program. Authorization should be carried out by the Ministry of Education. Tuition fees and quality assurance should be regulated by the Ministry of Education and schools that offer the Bilingual Program, while evaluation should be undertaken by schools that offer the Bilingual Program and the Ministry of Education.
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