On-Going Strategies for Small-Sized Educational Sites’ Internal Educational Quality Assurance in the area of Chiangrai Province.

Abstract

The purposes of this dissertation, entitled “On-Going Strategies for Small-Sized Educational Sites’ Internal Educational Quality Assurance in the area of Chiangrai Province” were divided into 4 aspects:               1)  To explore the small-sized educational sites’ contexts, and requirements on their educational quality assurance in Chiangrai Province. 2)  To survey factors affecting the educational sites’ accomplishments on their working performance related to educational quality assurance. 3) To upgrade the proactive strategies for the small-sized educational sites’ educational quality assurance in Chiangrai Province according to their developmental limitation and 4) To assess the proactive strategies for the small-sized educational sites’ educational quality assurance in Chiangrai Province.   For research methodology, 329 small-sized educational sites in Chiangrai Province dealing with their educational quality assurance were divided into 3 phases: the 1^st phase: (their field work); the 2^nd phase (workshop), and the 3^rd phase (examination of quality assurance by educational specialists.)

            The findings of the study revealed that the small-sized educational sites’ contexts in Chiangrai Province reflected from their remote areas with inaccessible information services, the school administrator’s transferring of their school, the inadequate numbers of teachers for classroom management, no educational technological materials for their effective instructional management, the insufficient amount of financial supports, no additional numbers of indigenous learning resource services, no educational quality assessment standards. In addition, the involved participants’ and stake-holders’ benefits, learners’ literacy competency, well-mannered personalities, higher learning achievements, as well as their certified external educational quality assurance were all required in terms of their self-assessment. Also, factors on the educational sites’ accomplishments affecting their best practices of internal educational quality assurance were all resulted from their adequate numbers of staff recruitment with their effective educational administration, the administrators’ and school committees’ participation in their educational quality assurance, and their standard supervision systems of educational quality whereas the small-sized educational sites’ practical strategies for the development of internal educational quality assurance in accordance with their developmental limitation found in Chiangrai Province was divided into 3 aspects: educational quality controlling; educational quality examination, and educational quality assessment with 17 practical strategies enhanced for the implications of best practices adopted for the small-sized educational sites’ educational quality assurance in Chiangrai Province according to their developmental limitation.