The study proposes strategies to reorient higher education institutions toward lifelong learning to serve lifelong adult learners in Thailand. The Ethnographic Delphi Futures Research (EDFR) approach was used for data collection. Additional research instruments used were in-depth interviews, a questionnaire “Measurable Performance Indicators [MPI] for Lifelong Learning,” SWOT Analysis form, focus group discussions, and a strategic assessment form. The results revealed five national and seven institutional strategies with several sub-details for each strategy. Finally, the suggested strategies could help higher education institutions world-wide to strengthen the policies, processes, and change apparatuses.
Social capital and lifelong learning society were interdependent. If social capital is more powerful, lifelong learning society will be sustainable. The purposes were to analyze and synthesize the components of social capital and strengthening social capital, to develop a model of strengthening social capital for being a sustainable lifelong learning society, and to analyze the factors and conditions of a model. This research employed a qualitative approach by documentary study, meta-ethnography research, a field study, focus group discussion and an in-depth interview. The instruments consisted of a data analysis form, an observation form, a focus group discussion guideline and an in-depth interview guideline. The data were analyzed by content analysis. The results showed the components of social capital that comprised human, institution, wisdom knowledge and culture, community funds, and natural resources. The components of strengthening social capital which consisted of five cyclic stages: trusty participation in problem-studying, trusty participation in decision-making, trusty participation in implementation, trusty participation in benefits, and trusty participation in evaluation. The model of strengthening social capital for being a sustainable lifelong learning society showed the relationship between the components and the strengthening social capital.
This article provides the background and concept of Thailand Lifelong Learning [LLL], even attempting a definition. The Thai LLL vision encompasses strategies for developing human qualities such as integrity, self-reliance, adaptability, resilience, and spirituality, to name a few. In some regards LLL seeks to recapture a more fully-developed perspective, on what in earlier times and places [1238 AD in Thailand], was called ‘indigenous education', as it now pursues the benefits of a vibrant Learning Society. Progress of LLL in Thailand at times seems to be very slow and methodological rather than dynamic. It stems from developing a policy of learning processes for establishing solid education systems – Formal, Non-Formal, and Informal. LLL also has developed by means of garnering and integrating ‘Local Wisdom' [a Thai term designating important valued human experience] into what has become known as ‘cultural learning processes'. This Local Wisdom is held by ‘Wisdom Teachers' and encompasses nine areas, as follows: agriculture, handicraft/cottage industry, traditional medicine, conservation of natural resources, funding/community economics, fine arts, languages/literatures, philosophy/religion/tradition, and food/nutrition. Government Organizations and Private Non-Governmental Organizations have strongly supported and have been major forces for advancing cultural learning, LLL, and what may be labeled as a ‘Learning Society'. In addition, collaboration between Chulalongkorn University, Bangkok [Thailand's premier university] and Lindenwood University, St. Charles, Missouri, USA, has helped Thai LLL advance immeasurably and move toward becoming a Learning Society from 2010 to 2015. Added to this, and provided a Model of Cultural Learning, with recommendations for improvement at the National and Community levels. It concludes with assurances toward its creating diversity within the constituencies to be served, strengthening a self-sufficient economy, solidifying moral values, and enhancing Thailand's becoming a vibrant and flourishing Lifelong Learning Society.
While forests in Thailand have been destroyed and impaired the ecosystem, some areas have been preserved, managed, and conserved by community learning (Department of Forestry, 1994; Polsri,2005). This study emphasized analyzing and synthesizing components and processes of community learning for self-management in conserving community forests. Data was collected through literature review and analyzed by content analysis. The components of community learning are comprised of a) community members, b) collaborative learning, c) problem learning, , and d) practice learning. The processes of community are comprised of a) identify problem, b) explore alternative, c) cooperate in taking action, and d) revise and improve the plan. Community learning would be able to effectively conserve its forests.
Abstract. According to UNESCO, the number of 'out-of-school' children and youth in Thailand is the fifth in Asia and second in ASEAN. Currently, the accumulated number is about 1.7 million people. The purposes of this research are to study 'out-of-school' children and youth situations and method of education provided for them from the related organizations and networks. The results of this study reveal that the problems of the 'out-ofschool' children and youth include low quality of life, lack of life skills and social skills, and behavior problems. The causes are poverty, low achievement in school, and behavior issues which cause dismissal from school. What needs to be provided for them from related organizations are a suitable system of education and vocational skills training. The activities provided by related organizations can be categorized as 1) life skills, social skills and self-esteem enhancement activities 2) funding and resources, which help to open up educational opportunities, and 3) the development of local mechanism to develop them in each area.
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