CIVIC EDUCATION FORM IN THE DEMOCRATIC GOVERNMENT

Abstract

The study were to investigate the forms and methods of democratic citizenship in best practice from Thailand and other countries, to analyze factors that make process of citizenship effectiveness in best practice communities, and to consider problems and obstacles to citizenship in best practice communities. The study was conducted using documentary research from 5 best practice countries in Western countries and Asian countries that have top fifty Democracy Ranking : (1) the Kingdom of Norway, (2) the Kingdom of Sweden (3) Federal Republic of Germany, (4) Japan, and (5) the Republic of Korea. The qualitative research on four best practice communities : (1) Naiwiang community, Mueang district, Nan province, (2) Ban Soengsang community, Soengsang district, Nakon Ratchasima province, (3) Chaktaduang community, Klang district, Rayong province, and (4) Thapthiang community, Mueang district, Trang province. The focus group methods used to collect data from ten students, five community leaders in each community, and in-depth interview on five administrators and teachers, five executives and staffs of local administration in each community. Forms and methods of civic education both at home and abroad are similar in terms of three issues : (1) Form of teaching that contained content in the course of teaching, (2) From of special activities, such as student council, and activities in community, etc., and (3) From of people participation approaches community administration. The factor that contributed to the civic education process effectiveness in young group is (1) Civic education contained content in the course of school teaching, and (2) Student council have important role in creating citizenship for students. In people group, important factor is people and both public and private organizations have more participation in problem solving and community development. Difficulties in providing civic education in youth group is : (1) Education system with parental giving more importance to the academic aspects than activities, and (4) There were still very few media to provide knowledge on citizenship for children and they were hard to understand. In people group, important difficulties is lack of agencies to educate people and help drive activities, and (2) Lack of time for people in the area; joint activities.