THE MULTICULTURAL EDUCATION IN THAILAND AFTER THE OPENING OF THE ASEAN ECONOMIC COMMUNITY

Abstract

This research aims to study the process and guidelines for Multicultural Education Management in Thailand after the opening of the ASEAN Economic Community. This study is a qualitative research. Data were collected from a diverse group of 20 purposively selected key informants, including executives and personnel associated with Multicultural Education Management at International Schools in the Bangkok Metropolitan Area and its surrounding regions. The employed research instruments include an interview form and agenda for focus group discussions. Research data were analyzed using content analysis.

The research findings are as follows: (1) the procedure and condition of achievement of Multicultural Education Management include the following aspects: (1.1) the school management aspect that is the executive policy that supports budgets for schools with learning management in Multicultural Education; (1.2) the curriculum aspect that is the curriculum designed should be consistent with Multicultural Education and must be considered based on learners’ backgrounds; (1.3) the learning management aspect that is the activities that encourage learners to engage in “student-centered learning,” integrated learning, and integration; and (1.4) the “teachers” personnel aspect that is the teachers who build up good relationships with students, understand and accept cultural differences, and give all students an equitable chance and (2) the guidelines for Multicultural Education Management in Thailand after the opening of the ASEAN Economic Community are as follows: the development of learning management model by implementing the curriculum that emphasizes in learner’s adjustment to cope with the trending changes in technology; the provision of instructional management and the preparation of instructional management plans that emphasize student-centered learning; the encouragement of students to participate more in learning activities; and the creation of positive thoughts for each student to enable each of them to feel that they are valuable members of the society with the possession of friendliness and the respect of individual difference without discrimination or double standard practices.