The project supports educational development at four schools in Phichit Province: Bang Mun Nak (Rat Uthit) School, Wat Ban Huai Yao School, Wang Takur Rat Uthit School, and Ban Noi Pruek Uthit School. Phichit Province has a strong foundation of learning resources and collaborative networks across both the public and private sectors. Key priorities include developing a shared vision, connecting and coordinating networks, and mobilizing these resources to support education in ways that maximize benefits while aligning with the community’s socioeconomic context and future development directions. In addition, it is necessary to work at the level of school management and academic administration, including curriculum development and teaching and learning approaches that respond to the needs of learners, parents, and the school context. Together, these efforts can lead to the creation of a genuinely happy and meaningful learning ecosystem for everyone.

A key challenge shared by all four schools is classroom management that responds appropriately to students’ contexts and enables them to develop to their full potential, as well as academic management that genuinely reflects the needs of the community. Information from the four schools’ expressions of interest and goals for participating in the Participating Schools Project indicates that all four share a common direction in improving educational quality: developing learners with the skills necessary to live in the present and future. Achieving this goal, however, requires collaboration among diverse stakeholders, including educational personnel, parent networks, communities, private organizations, businesses, and wider society. It is therefore necessary to develop education that builds understanding and participation across sectors through processes of Empowering and Reconnecting at the classroom level, within teachers’ learning communities, and in relationships between schools and communities. These efforts aim to create innovations and learning ecosystems capable of responding to rapid change.

Project Direction and Goals

The project focuses on driving educational development at three levels: the institutional level, the network level, and the policy level. It emphasizes developing a shared vision and an educational ecosystem in which learners, teachers, administrators, parents, and communities are interconnected and actively participate in the development of education and society.

(1) Institutional Level
Schools will transform their role from places providing basic education into lifelong learning spaces for their communities. Curricula and teaching that are disconnected from learners’ needs will be transformed into curricula connected to real life, integrating life and career skills as part of the school curriculum. Multigrade learning will be promoted to optimize resource management and efficiency. Teacher training that focuses primarily on lectures, information delivery, and centralized regulations will be transformed into approaches based on Inspiring, Empowering, and Re-connecting relationships between teachers and students, teachers and parents, students and parents, and students and their peers, alongside the development of skills needed to design learning that is connected to real life.

(2) Network Level
The project will strengthen connections among schools, communities, and public- and private-sector networks to mobilize funding and learning resources for educational development in the area.

(3) Policy Level
Findings from the project will contribute to policy recommendations for the Ministry of Education and relevant public- and private-sector organizations to support the development of small and medium-sized schools nationwide that share contexts similar to those of the participating schools.

Project Activities

“Kru Korng Karn Yai” — Change Leaders Who Inspire

Developing understanding, generating knowledge, and transforming mindsets to strengthen capacity, enabling participants to understand and analyze challenges, understand the principles of power within new management paradigms, and apply processes to discover the deeper potential and strengths of stakeholders for organizational management.

Module 1: Teachers Are Human — Exploring the Inner Landscape of Teaching

Developing knowledge and transforming mindsets, while building an introductory understanding of competency-based education. The module encourages teachers to recognize that everyone can play a role in creating change, while helping teachers reconnect with their humanity and recognize their own inner value. It also focuses on reflecting on challenges, listening to the difficulties and needs experienced by teachers, and creating greater understanding of the teaching profession.

Module 2: Academic Marketplace — Enriching Learning Tools for Creating Change

Strengthening knowledge and skills for transforming participants’ own teaching practices according to their interests and needs, such as designing games for learning, the Classroom of Love, positive psychology, magic for creating meaningful learning, creative classrooms, coaching skills for teachers, assessment and evaluation, Problem-Based Learning, and more. These are offered as individual courses, allowing participating teachers to choose learning opportunities according to their interests.

Module 3: Teachers as Learning Designers — Creating Meaningful Learning through Community Contexts

Developing skills in learning design and classroom management that are aligned with learners’ real-life contexts.

Camp 1: Short Films for Learning (Community Ways of Life)

Developing students’ life skills, collaboration skills, creativity, and understanding of their communities through video production. Students create stories about positive developments in their communities, including local resources, wisdom, people, opportunities, and new possibilities. Through hands-on practice in video production, using tools, technology, and storytelling techniques, students create short films that reflect their perspectives and help them recognize the value and potential within themselves and their communities.

Camp 2: Theatre for Development (People and Communities)

Strengthening students’ confidence to think and express themselves, encouraging them to ask questions and better understand themselves, explore their communities, and communicate issues, real-life experiences, and challenges through artistic expression. The process creates safe spaces and spaces for listening, allowing students to express their authentic voices, recognize their own value and potential, and feel a sense of belonging within their communities. Through hands-on community theatre practice, students learn from the process of creating performances based on issues within their communities or schools. The performances are then brought back to the community to reflect on these stories and encourage dialogue, leading to creative, collaborative approaches to addressing community challenges.

School Strengthening Program for Learner Development

Creating opportunities for participation in improving educational quality among relevant stakeholders, including administrators, teachers, educational personnel, parents, communities, and community enterprises. Activities are designed based on the interests, strengths, and local context of each area. The project provides consultation and coordinates with experts to support these learner development activities.

Project Media

o Project VTR
o Facebook: Happy and Meaningful Learning Ecosystem Project: Participating Schools in Phichit Province
o “Kru Korng Karn Yai” — Change Leaders Who Inspire
o Module 1: Teachers Are Human — Exploring the Inner Landscape of Teaching

Contact

Tel: 088-215-0593 (Mr. Man)

Email: Manchongan@gmail.com

Facebook Fanpage: Happy and Meaningful Learning Ecosystem Project: Participating Schools in Phichit Province