A Study of the Approaches to Shared Utilization of Educational Resources among Basic Education Institutions in Thailand

Abstract

This research aimed to: (1) analyze the conditions, problems, principles, success factors, and approaches to the shared utilization of educational resources among basic education institutions in Thailand and selected countries; and (2) develop policy recommendations regarding the shared use of educational resources among the basic education institutions. The study employed a documentary research method based on documents from Thailand, Germany, Malaysia, and Cambodia. These four countries were selected through purposive sampling. The research instruments included a research quality assessment form and a research data recording form. The data were analyzed using content analysis.
 The results indicate that:
1.  In Thailand, the sharing of educational resources predominantly occurs through indirect collaboration between educational agencies and schools. In Germany, such practices are embedded in both domestic and cross-border academic cooperation frameworks. In Malaysia, resource sharing is primarily driven by centralized fiscal allocations from the federal government. In contrast, Cambodia demonstrates limited inter-institutional collaboration, with a predominant focus on resource mobilization through stakeholder engagement and international funding agencies.
2.  The proposed policy recommendations regarding the sharing of educational resources are articulated at two levels. At the macro (policy) level, it is suggested that governments promote institutional collaboration through decentralized, network-based governance models, while revising existing legal and regulatory frameworks to allow greater budgetary flexibility. At the micro (institutional) level, schools should establish formalized networks for resource sharing with clearly delineated roles and scopes, and develop comprehensive information systems to monitor both tangible and intangible educational resource utilization.