The Administration of Holistic Learner Development Activities According to The School's Systematic Theory, Expanding Opportunities Model in The Thong Saen Khan District Uttaradit Province Under the Office of Uttaradit Primary Educational Service Area 1

Abstract

A research on a holistic learner development activity management model based on school system theory concepts to expand opportunities in Thong Saen Khan District Uttaradit Province under the jurisdiction of Uttaradit Primary Educational Service Area Office 1 with the objectives of 1. to study the state and management problems Student development activities of the Opportunity Expansion School in Thong Saen Khan District 2. To study a holistic learner development activity management model based on the system theory concept of expanding school opportunities in Uttaradit Province. Thong Saen Khan District Uttaradit Province In this study, it was a mixed research. The population was school administrators/acting positions. Teachers in charge of student development activities/class teachers in Opportunity Expansion School, a total of 103 students The researcher used in the study in Objective 1 and the sample group used in the study in Objective 2 consisted of 2 school administrators, 1 acting director, teachers in charge of student development activities, 3 people and teachers. Class 3, a total of 9 people, derived from purposive selection. The research tools were questionnaires and interview forms. Data were analyzed using percentage, mean, and standard deviation. and content analysis The results showed that Administrative condition of learner development activities of Opportunity Expansion School in Thong Saen Khan District Uttaradit Province Under the Office of Uttaradit Primary Educational Service Area Office 1, the overall level was at a high level, that is, there were meetings, clarifications, explanations, promotion and support for all personnel in the school to have knowledge and abilities and foresee the importance and create mutual understanding. operates in a systematic way Relies on the cooperation of all personnel in the school. School committees, parents, communities took part in the operation. A holistic learner development activity management model based on system theory concepts has the following activities. The input factor is that the school has planned Encourage teachers to have knowledge and ability in organizing student development activities, including clarifying and understanding to teachers, parents, and students in organizing student development activities according to the Basic Education Core Curriculum 2008, emphasizing integration with curriculum promotion. local career promotion guidance activities Arts and cultural preservation activities and local wisdom continuation activities, including the promotion of networking from external speakers and local experts to participate in student development activities in educational institutions. It also promotes volunteer activities and service by involving students in the community on a regular basis. and allocate the budget for the provision of media and equipment in educational institutions for maximum benefit. Process is the school to prepare the school action plan. Set up a clear policy and implementation of student development activities according to the school action plan. Emphasis on building a network with communities and localities. To organize holistic learner development activities, integrating local curriculum with communities and networks outside the school to participate in organizing activities such as career promotion activities from sub-district good things Arts and cultural preservation activities Volunteer activities such as volunteer scout activities Including networking with organizations and communities to create and change behavior, give advice, solve problems, and create good attitudes for students, such as To be Numberone activities, Moral Camp activities, etc. Output Educational institutions evaluate student development activities in accordance with the evaluation criteria of the Basic Education Core Curriculum 2008, which evaluate student development activities by various methods. Emphasis on appraisal based on actual conditions There is an activity record form. Record form after teaching and send results of activities to the academic department on a regular basis and on a regular basis. And arrange periodic evaluations both before activities.

by giving students the opportunity to showcase their work various abilities such as organizing an exhibition presenting the work of career promotion activities of schools and network groups as well as activities to promote good deeds and various student development activities of external organizations and organized by educational institutions And take the results of participating in various activities to be evaluated and considered further by allowing the evaluation committee to evaluate the results of the guidance activities and holistic learner development activities organized by educational institutions In the aspect of feedback (Feed Back), there is a report on the results of student development activities from all parties involved regularly and continuously. and must be reviewed Improve work processes after exchanging feedback from all departments of relevant schools and communities, and promoting and supporting dissemination and public relations through school committees, alumni, community leaders, social media, and various applications. Voices along school lines and in villages Including the school's press release letter.