The Guidelines for Curriculum Administration for Opportunity Expansion Schools in Highland Area under Chiang Rai Primary Educational Service Area Office 2

Abstract

The objectives of this study were 1) to examine current and desired state of curriculum administration of opportunity expansion schools in highland area under Chiang Rai Primary Educational Service Area Office 2, and 2) to develop the guidelines for curriculum administration of opportunity expansion schools in highland area under Chiang Rai Primary Educational Service Area Office 2. The first data source was 28 participants including school administrators and academic affairs teachers while the second data source was 5 participants including school administrators, educational supervisors and school administrators under Chiang Rai Primary Educational Service Area Office 2. The research instruments were questionnaire and interview, while the data was calculated by PNI, mean, standard deviation and content analysis. The data was reported in tabular format and narration. The results showed that: 1. The current and desired state of curriculum administration for opportunity expansion schools in highland area under Chiang Rai Primary Educational Service Area Office 2, for the current state in overall, revealed mean and standard deviation at the high level The desired state indicated curriculum implementation, curriculum supervision, curriculum monitoring, curriculum evaluation, curriculum implementation planning were rated at thehighest level, while basic data analysis was rated at the high level and curriculum design showed the lowest mean. 2. The guidelines of curriculum administration for opportunity expansion schools in highland area under Chiang Rai Primary Educational Service Area Office 2 proposed 5 aspects. 1) Basic Data Analysis: Schools should analyze state and needs of learners and communities, examine Basic Education Core Curriculum B.E.2551, and determine the school’s potential. 2) Curriculum Implementation Planning: Schools should analyze information of the schools, education provision approach, quality education development policy and plan, learner development according to the needs of leaners and communities. 3) Curriculum Development: Schools should design school curriculum and classroom curriculum. 4) Curriculum Implementation: Schools should setup a meeting orienting understanding about school curriculum, design course structure and course description. Launch the instructional program based on units and learning plans, and perform learning evaluation. 5) Supervision, Monitoring, and Evaluation: Schools should determine policy and criteria for monitoring and evaluation the learning, setup internal and external quality assurance, offer supervision, monitoring and evaluation of the curriculum.