The EDFR approach to developing guidelines for Islamic education provision in public schools in southern provinces of Thailand

Abstract

This study was conducted based on system approach framework to delineate developmental guidelines for Islamic education provision of public schools in southern provinces of Thailand. The study applied part of the Ethnographic Delphi Futures Research (EDFR) approach through which in the first round the synthesis of both qualitative and quantitative data was performed to have a draft of developmental guidelines.
Then in the second and third rounds the guidelines were verified and confirmed by 20 experts. Data analysis was conducted with content analysis, descriptive statistics, and congruence was considered from the differences between mode, median and interquartile range.
The study found that the guidelines involved various sub-factors of the educational provision. They are environment, input, educational management process, and educational output. These sub-factors took place inside and outside the school and affected each other.
Therefore, moving successfully towards the goal of developing Islamic educational provision for public schools effectively and efficiently requires a clear development direction with an efficient system of monitoring and evaluation, appropriate support that meets the actual needs from the public sector, and cooperation from all stakeholders.