Education learning centers in Thailand

Introduction

Adult education is a crucial factor for all aspects of development and poverty reduction, as we have found it to be one of the effective tools for eliminating poverty. Many projects have been put in place to help ensure that all Thai children can access good quality education. This principle is consistent with the Dakar Action Plan providing that by 2015 all children will have access to good quality, free and compulsory primary education, and that the literacy rate among adults will improve by fifty percent. In this regard, citizens have all benefited from primary education for twelve years. Non-formal education centers scattered across the country offer long and short courses. We believe that our adult workforce must also keep up to date with essential new technologies, the result of globalization, in order to transform our society into a knowledge society. Therefore, we encourage our citizens to join the circuit of lifelong learning through places of learning such as public libraries, museums, public parks, science and technology parks and parks national (Chantavanich, 2006). In addition, community learning centers were created to serve as focal points for non-formal and informal educational activities of local populations.

Historical evolution of local learning centers

After the first literacy campaign between 1940 and 1947, then that of 1971 to 1982, the functional literacy program was launched to promote adult literacy. The State Secretariat for Non-Formal Education created village reading centers in 1972 with the aim of promoting the habit of reading and improving the reading level of neo-literates by providing two daily newspapers per day to each center ( DNFE, 1995, pp. 47-49). A major survey carried out in 1981 on village reading centers revealed that more than half of them required improvement or had to be closed. Main reason for this: the activities of the centers were poorly coordinated with the fight against illiteracy and programs to promote and develop literacy. Furthermore, we noticed that the majority of Thais in rural areas loved to chat after a hard day of work in the rice fields. They met at their local chief’s house or at the reading center where they discussed political, social, economic and personal issues. They learned to solve their problems by sharing their experiences and their knowledge. Some village reading centers had gradually developed into local learning centers. For example, a Thai adult educator pioneered the idea of ​​community learning centers in 1982 when he launched the Hill Area Education and Community Development Centre, the first example of this initiative, but which was not fully developed. This center served as a learning center, a forum for the community, becoming a training center, a reading center and a development coordination center. It was managed by community leaders to create a sense of ownership, while district and provincial non-formal education centers provided support through volunteer teachers from the health sector. non-formal education (Tichuen, 2004). Later, the State Secretariat for Non-formal Education established a strategy called One District One Community Learning Center (one district, one local learning center) and in 1991 initiated the local pilot project for learning in the village of Barnkog, in the Supanburi province (DNFE, 1995, pp. 50-51).

The local learning center allows learners outside the school circuit to access education through literacy, post-literacy, basic education, continuing education, vocational training, teaching of life skills, etc. It was at this time that the establishment of community learning centers began in Thailand. These centers were designed to form a strong mechanism providing rural communities with a lifelong learning system. Here, non-formal education services have moved away from their bureaucratic focus and towards community-based approaches. The State Secretariat for Non-Formal Education has changed its role: from organizer, it has become coordinator. Local learning centers are set up and organized by and for the community, and the State Secretariat for Non-Formal Education coordinates this establishment by collaborating with different governmental and non-governmental organizations (Masaeng, 2006). .

The community itself serves as a learning base which is complemented by different types of educational means, namely adult education teaching materials, textbooks, guides, audio cassettes, video programs as well as training programs. computer-assisted instruction (CAE). At local learning centers, literacy and post-literacy courses as well as vocational training courses are not only organized to meet the different needs of community learners and their lifestyles, but also to be in harmony with the democratic path and the changing society. In addition, the centers are also places for public and friendly meetings. And because they belong to the community, all members of the latter are encouraged to participate in the organization of educational activities and activities aimed at improving their quality of life. Thus, the essential strategies for establishing community learning centers are to ensure the participation of the community concerned and to give them a sense of ownership. Since May 1998, the Secretary of State for Non-Formal Education has worked with community sector organizations to establish community learning centers in rural communities across the country.

The current situation of local learning centers

In accordance with paragraph 14 of the Law on the Promotion of Non-Formal and Informal Education promulgated in 2551 CE (2008), the mission of the Office of Non-Formal and Informal Education with regard to educational centers community learning involves preparing recommendations for useful uses of computer communications networks, educational radio and television channels, local radio stations, science centers, public libraries, museums, community learning centers and other learning resources in order to promote education and continually improve the quality of people’s lives. Furthermore, in accordance with the administration and management of non-formal and informal education with regard to the educational level to be established, it is reported that this level must allow promoting, supporting, coordinating and providing a non-formal and informal education in collaboration with networks within which a local learning center can be created to carry out educational activities (ONIE, 2008). The Community Learning Center is a place where non-formal education activities take place aimed at improving the quality of life of Thai people. Likewise, the State Secretariat for Community Development, of the Ministry of Social Development and Human Security, and the State Secretariat for Local Administration, of the Ministry of the Interior, created a center of learning in the district administrator’s building, providing it with a room reserved for cultural and artistic activities, a library, a conference room, a room reserved for the Internet, a room reserved for activities relating to nature and the environment (Secretariat of State for Local Administration). In addition, the private, non-governmental sector has also created learning centers of different types.

Lifelong learning was first introduced in the National Education Law (1999) as a guiding principle of education reform. However, progress was limited due to the first part of the reform which was devoted to formal education. Therefore, the plan for the second phase of the reform (2009-2018) will focus on non-formal and informal systems expanding educational opportunities for learners of all ages, the workforce and the disadvantaged. Therefore, the quality of education/learners and lifelong learning will be among the nine reform priorities. Furthermore, according to the latest report from the National Bureau of Statistics, reading rates have generally declined among Thais, from 69.1% in 2005 to 66.3% in 2008. This report is based on findings from a survey carried out among 53,000 families across the country. It found that men read slightly more than women, while city dwellers read more than country dwellers. At 85.8%, Bangkok had the highest reading rate, while the northeast of the country had the lowest reading rate at 58.2%. Therefore, in order to accomplish the second phase of education reform, in an effort to create a lifelong learning society, the Cabinet has placed the promotion of reading on the agenda. national day. The Office of Non-Formal and Informal Education (ONIE) must act as secretary to a special commission created to promote reading. The commission must work closely with representatives of the private sector and local administration bodies. Being able to understand messages, analyze information and, thereby, make good decisions to solve problems, these are the foundations of personal development, the key to building a learning society. The office of Non-formal and Informal Education should follow different learning environments such as community learning centers and public libraries. In addition, the Non-Formal and Non-Formal Education office is conducting the pilot project in which the best community learning centers will be chosen to become the sub-district Non-Formal and Informal Education centers., in areas with more than one local learning center. The non-formal and informal education center of the sub-district has the mission of developing strategies and an education development plan, and of establishing a commission responsible for non-formal and informal education serving to strengthen and to empower the community so as to create a self-reliant and learning society. Facilitators of non-formal educational activities will play an important role in the implementation of lifelong learning activities, in coordination with a learning network, in the mobilization of resources and in working with the sub-committee. district with a view to encouraging learners to become lifelong learners.

The principles of local learning centers

1. Community Learning Centers are owned by the people, run by the people and are there to benefit people. They are established as a local institution open to villagers in rural areas or city dwellers in urban areas, where they are run by local people, providing opportunities to educate themselves with a view to community development and improve the quality of people’s lives.
2. Community learning centers are open to all citizens and adapted to the needs of all members of the community through the active participation of this same community. They can also be used to inform community members and distribute resources, to develop the community, to coordinate government and NGOs, to create networks for the latter, to link traditional village structures and official administrative structures, etc.
3. A facilitator responsible for non-formal education activities or a facilitator (or staff) from the local learning center will be responsible for the management and conduct of lifelong learning activities.
4. All educational activities carried out by the community learning center should be community-oriented, harmoniously integrating lifestyle, work and learning, and resulting in lifelong learning.
5. The target groups of the community learning centers are all members of the local population: children, adults, elderly people, disadvantaged groups, people who have completed primary school, etc.
6. Community learning centers are one dimension of the open education system. Each member of the community can have access to it, benefit from its educational services and use its facilities. This therefore encourages the creation of a range of courses for the community as well as the development of flexible methods of learning and teaching with the participation of people in learning projects that fit well with their lifestyle. Users would thus learn more by doing than in traditional courses. In addition, they would be encouraged to learn how to use educational materials/media on their own. Teaching resources and technologies were provided to enable a broad range of services to be offered and were disseminated throughout the community.
7. Local learning centers should coordinate and connect community learning sources and natural learning sources to develop a local educational network open to the general public (ONEC, 2006).

Conceptual framework for community learning centers

• Community learning centers are the focal points for a variety of lifelong learning activities that community members can engage in.
• Community learning centers are owned by the local people who run them.
• The contents of all types of educational activities offered by community learning centers should correspond to the needs on site.
• All educational activities carried out by a community learning center should be community-oriented, harmoniously integrating lifestyle, work and learning, and resulting in lifelong learning.
• The target groups of community learning centers are all members of a local population: children, adults, women, elderly people, disadvantaged groups, etc. All members of a community can use their local learning center and its services at any time.
• The Community Learning Center is the focal point for all members of a community seeking career and education advice.

Objectives of local learning centers

• Serve as points of convergence to offer educational activities with a view to lifelong learning.
• Promote educational opportunities to all target groups.
• Serve as service centers for the community by organizing activities based on the needs of the local population.
• Decentralize power to local management by educating members of the local population.

Types of Community Learning Centers

In Thailand, there are different types of community learning centers. They quickly spread on various bases and in various places: district administration offices, temples, schools, village halls, houses of wisdom, replacing disused buildings, factories, prisons, etc. The size of these local learning centers depends on the locations where they are located. Some of them are spacious and well organized, others are small and lack amenities. Most are located in the plains, but a certain number of them, called mountain local learning centers, are located in mountainous areas. The learners are predominantly hill tribes and poor.

Mountain local learning centers like that of Mae Fah Luang

The creation of the Mae Fah Luang Community Learning Center open to local hill tribes and also known as an ashram functions not only as a classroom and multimedia library, but also as a place of accommodation for center facilitators. Centers of this type are located in villages where residents can easily access and use their services as public property. The learners are all local people and the community itself serves as the classroom. The Mae Fah Luang Community Learning Center is an education center, learning source, advisory center and center for the development and coordination of learning in relation to educational provision for target groups, both young people than adults. The educational providers are mountain people, volunteer teachers offering non-formal educational activities and who have become the facilitators of the Mae Fah Luang center. Each center must have at least one facilitator responsible for organizing, leading and coordinating educational activities, and promoting them to the community. In addition, the facilitator supports educational service offerings, encourages change and trains local teachers. Each group has a non-formal education supervisor, responsible for coordinating the implementation of activities and monitoring what the facilitators undertake. Each group consists of 4 to 10 villages. Educational resources are made available in different locations within the community, where members can use them as sources of learning or to carry out activities relevant to the situation there. Learning is community-centered, with knowledge integration and a learner-centered method as essential elements. The beneficiaries of these services also learn in conditions of immediate practical application.

Mae Fah Luang Mountain Community Learning Center

Lifelong learning through local learning centers

The Office of Non-Formal and Informal Education plays a crucial role in the delivery of numerous educational programs aimed at various target groups outside the school circuit, namely: the workforce, the disabled, farmers, prison inmates, slum dwellers, Thai Muslims, hill tribes, conscripts, the elderly, local leaders, religious followers, overseas Thais and those who do not have the opportunity to continue their studies once they have completed compulsory education. The general objectives of non-formal education consist on the one hand of improving the quality of life and alleviating poverty of its target groups, and on the other hand of increasing the capacities of the population outside the school circuit and provide opportunities for lifelong learning. Therefore, the Office of Non-formal and Informal Education provides more avenues for education and supports participation and cooperation between partnership networks to organize non-formal education activities throughout the country and that different sources of learning be expanded and developed so that everyone can educate themselves. Local learning centers serve in particular as a point of convergence for lifelong learning activities for members of local populations and are places where educational opportunities are created, places of transfer knowledge, exchange of experiences and receptacles of local wisdom. The centers serve the community as a source of varied activities in line with social changes in the era of globalization and they encourage the development of a learning society, while promoting the path of democracy and the development of autonomy, an essential step for long-term sustainable development. Currently, community learning centers are emerging as alternative educational resources for members of local populations to take part in lifelong learning activities. The resource people of these centers: holders of local wisdom, facilitators of non-formal educational activities, monks, etc. which help solve problems and improve the quality of life of Thai people in a way that fits with their environment and social situation.

Linking community learning centers to national policy and programs

It was observed that close links and collaborative mechanisms between non-governmental organizations (NGOs) and non-profit organizations (NPOs) were essential to expand and optimize the activities of community learning centers in terms of literacy and education. basic education. Initially, the local learning centers were to be used to offer programs and activities related to literacy, basic and continuing education, learning skills needed in everyday life, vocational training, health and hygiene, women’s empowerment and the promotion of peace. Community learning centers contribute to the strong impact of increasing literacy percentages on local populations by helping the country achieve the goals of education for all. These centers should choose programs and activities that can be financed and managed using the resources available to them (UNESCO, 2008, pp.10 -11). However, they could be empowered and mobilized to take on greater challenges, notably to serve in other development programs in the following areas: agriculture, community development, HIV/AIDS, environmental programs organized and managed by different ministries and/or state secretariats responsible for Development. New projects need to be explored to link local learning centers to national development policy and programs.

Setting up local learning centers

All community learning centers benefit enormously from community involvement. Discussions between its members precede the creation of such centers to help assess the needs of the community. In many cases, local materials and labor are used to construct the centers. So that these can be self-sufficient, members of the community are mobilized to create and manage them. The guidelines governing the establishment of a community learning center are as follows:

1. The administration of the center is placed under the responsibility of a management committee composed of teachers, retired professionals, community leaders, religious leaders, the director of the district non-formal education center, a facilitator leading non-formal education activities and other members of the community.
2. At national/provincial levels: define criteria and identify communities.
3. At the community level: raise community awareness.
4. Create a local learning center management committee.
5. Identify the target clientele and their educational needs, and determine income-generating activities.
6. Develop goals for the Community Learning Center program.
7. Design and develop activities for the program.
8. Prioritize specific program activities.
9. Create facilities for the local learning center. Create action groups (volunteers).
10. Mobilize community resources.
11. Create contacts for support.
12. Organize staff/volunteer training.
13. Set up a program and activities.
14. Monitor and correct activities.
15. Evaluate activities.
16. Discover sharing with other communities, p. ex. by creating groups of local learning centers.
17. Develop resource centers at district/provincial levels and national networks.
18. Strengthen national policy, commitment and support.

Provision of non-formal and informal educational services

Types of non-formal education programs

Community learning centers represent one dimension of the open education system. Members of local populations should be able to access and use their educational services and facilities. Therefore, non-formal education facilitators enable the integration of agriculture, community development, health, HIV/AIDS and environmental information into non-formal or informal education activities. . Non-formal education services can be offered to the local population and learners in the non-formal circuit within the framework of various programs which can be presented as follows in local learning centers.

Non-formal basic education

1. 1. Literacy promotion program: for children, young people and adults who cannot follow a formal school program, this will help them become literate. It can be implemented in the learners’ homes or at the local learning center, and can sometimes be linked to the participants’ professional schedules. This program teaches its participants reading and writing as well as basic mathematics. Learners are expected to be able to use the national language to communicate on a daily basis and to seek to acquire knowledge and essential information in life. Literacy classes integrate the teaching of basic knowledge regarding agriculture, community development, health, environment and HIV/AIDS. Therefore, when an epidemic such as H5N1 influenza spreads, learners are able, during and after the program, to read and understand information on prevention measures.
   2. Non-formal basic education program: this program provides basic educational services to adults, workers or members of the local population over 15 years old and to children between 7 and 15 years old who cannot attend school normal and who intend to participate in the educational activities of their local learning centers, and to learners who have completed secondary school at the middle school level and wish to continue their studies at the high school level. The curriculum is designed here in association with different subjects: social sciences, science, health

public health and nutrition, and the facilitator of the community learning center must integrate knowledge relating to different topics into the teaching and learning process. In addition, the facilitator of non-formal educational activities helps provide information on other programs, namely: the basic education equivalence program which is aimed at those over 15 years of age in need of improve their knowledge at the middle and high school levels; the distance education program enabling learners to study on their own via satellite contact or other means of distance education, including printed materials, audio and video cassettes, slides and other audiovisual materials enabling self-taught learning and designed as such; the training recognition/credit system by which the knowledge, skills and experience acquired by the learner during their studies, their professional life or over time are transferred, and which are recognized according to the educational program followed. In this regard, educational services would recognize prior learning in accordance with the regulations established by the ministry.

Continuing education

1. Vocational training programs: Local apprenticeship centers can offer non-formal vocational training programs, which are often more effective, with local artisans and businesses also able to fund apprenticeships. These training courses can be accompanied, on request, by literacy courses, learning numeracy and skills necessary for everyday life. In addition, some centers offer language courses, particularly in refugee camps where the inhabitants and host community speak different languages. Classes like this can help refugees communicate with their host community. Learning or improving your knowledge of an international foreign language gives people more self-esteem, improves their employability and can be useful when returning to formal education. In certain circumstances, learning the language(s) used in the host country can help refugees find work and give them the opportunity, particularly in the case of older students, to attend secondary school in their host country. .
2. Education program for the development of professional skills : This program enables the acquisition of professional and management knowledge, and the application of technical knowledge in the learner’s professional environment. In addition, it also aims to promote group work, personal ethics and morality in professional behavior, which conditions a happy existence within the community. This could be achieved through vocational training and the development of professional skills which could help generate additional income and reduce expenses in the process.
3. Education program for the development of useful skills in everyday life: this program aims to teach people to think, by teaching them, among other skills, to solve problems, to make decisions, to predict and to manage , and to seek and use knowledge and information. Its main objective is to develop the behavior of each individual so that he becomes a useful member of society, and is happy to be one. Additionally, this program also emphasizes personal ethics and morals consistent with the society and culture of the Thai people. These activities aim to develop life skills, allowing people to see their self-worth by instilling knowledge about family, drugs, democracy, natural resources and the environment, physical health and hygiene, moral values ​​and ethics, etc. These activities take different forms, for example camps, competitions, study trips, etc. In addition, facilitators prepare individual learning plans, design learning models and are personally concerned, in collaboration with government and private networks, with providing street children belonging to different ethnic groups with activities that enable them to develop skills necessary for everyday life through non-formal education.
4. Education program for the development of society and community: it aims to create a learning society, strongly empowered through independence based on the theory of self-sufficiency . All members of the community coexist peacefully, their ethics and morals preserving all local cultures, local wisdom, natural resources, the environment and a democratic way of living together. In this regard, all local populations should participate in various activities that reflect the current concerns and needs of their communities. It could be a local business, democratic society, the environment, an epidemic, etc. In the short term , it is necessary to teach or organize activities in a way that responds to public policy and needs in terms of community and societal development, namely by organizing the community learning process, management of knowledge within the community and modern technological knowledge, for example English, computers, learning via community Internet access, activities to promote local capital development policy. In addition, cultural, recreational and sporting activities can be offered which may include music, art and drama: these activities could be learned in groups depending on the educational needs of the learners, for example elderly people or housewives according to their free time or interests, or according to the community.

Provision of informal educational services

Community learning centers provide different types of learning resources and materials to local people through mobile units and circulate books within communities.

Teaching and learning strategies

Community learning centers are one dimension of the open education system. Every member of the community can access and use their educational services and equipment. Facilitators of non-formal educational activities are employed full-time in these centers. Their main obligations are to continually promote and carry out various educational activities. These facilitators play an essential role in the conduct of non-formal and informal activities, the emphasis here being placed on learning management from the perspective of problem situations and needs within the community. In order to facilitate learner development, the learner-centered approach is a generally accepted concept in teaching and learning. Therefore, different learning styles have been chosen, depending on the experience of the learners: the facilitators of non-formal educational activities and the learners work together to design their learning plan and the curriculum they want in the framework of non-formal basic education programs. Learners take more courses to complete their studies if they pass the assessment test. Before completing a course, the learner must carry out by themselves or in a group, under the supervision of a facilitator of non-formal educational activities, a study project on topics related to this course. Learning, also called integrated learning, is based on an education system based on inquiry and problem solving, all based on the situation in the community. In addition, a recognition or equivalence system has been put in place to allow each learner to have their acquired knowledge or experience recognized and validated. In addition, a training credit system was introduced to allow the learner to choose a training course or a place of study, whether placed under the supervision of the government or private educational establishments, and to benefit from educational services without tuition fees (Leowarin, 2001).

Participants in a
vocational training program

Roles of facilitators of non-formal educational activities

Facilitators of non-formal educational activities are employed full-time in local learning centers. Their mission is to:

• promote, support and conduct educational activities;
• provide educational materials/means;
• create a community database to provide services tailored to local needs;
• develop community development plans and proposals;
• report to the district non-formal education center on the results of the project implemented.

Obstacles encountered by facilitators of non-formal educational activities

• Often, they teach primarily using the lecture or lecture method.
• Lack of teaching skills and learning materials.
• Lack of technique to motivate people to participate, as learners do not regularly participate in group meetings due to their professional activities.
• Since they are poorly paid, they look for better paying jobs. (Ooncharoen, 1999)

New media in a local learning center

Best practices

The Maogo Community Learning Center in Tak Province

It is located in Thasongyang District, Tak Province. In 1998, HRH Princess Maha Chakri Sirindhorn visited the Border Police Patrol Training School and recommended the establishment of a community learning center for hill tribes in the mountainous area. A center was created in accordance with his concept. Among the indigenous people, a facilitator of non-formal educational activities was recruited and given the means to communicate with the hill tribes at the start of the project. Most were Karen who did not know how to speak Thai, which they had to learn to be able to communicate. Today, two facilitators carry out non-formal education activities at the center. They must get to know the children, visit them and be closely familiar with their learning environment. They learn to approach them. Once they can communicate in Thai, they provide educational services and conduct non-formal education activities. Therefore, they offer non-formal education programs to adults, including the literacy promotion program. They provide learning materials and are responsible for organizing programs to promote quality of life. Learners are poor, live in remote areas and lack health care services. The facilitators teach them how to prevent epidemics, particularly in the case of the H1N1 flu in 2009. They offer various non-formal education programs, namely short-term professional training such as weaving courses, for example. They are extremely proud that their learners, children and adults, are happy to be able to earn a living. Every year, HRH Princess Maha Chakri Sirindhorn visits the villagers and the Community Learning Center facilitator, and offers support to all staff members of the Community Learning Center. She encourages them to work hard so that they do not get tired despite the lack of equipment.

The Chalermprakiat Community Learning Center in Nongkai Province

This center is located in the province of Nongkai and more precisely in the subdistrict of Watluang which is part of the district of Polpisai. This local learning center offers a wide range of non-formal and informal education activities, namely learning useful life skills, vocational training, for example learning Thai massage, computer introductions, courses on H1N1 flu prevention and an English learning camp open to young people and non-formal learners – a course that is very popular thanks to the teacher who runs it. leads: an American volunteer. The community learning center committee works with the director of the non-formal education center to coordinate its activities across a host of networks: local government organization, district agriculture unit, district health service center. district, local savings bank, district local development office, district police station, school and temple to mobilize resource persons and collect learning materials for the community learning center in various ways. They convince the local population to participate in educational activities and use the community learning center as a venue for meetings and seminars, as a center for advice, training and leisure activities, etc. In addition, they raise funds to finance the purchase of computers and learning materials by proceeding according to the Buddhist faith, that is to say by making offerings to monks. In this way, people obtain merits, so that the local population donates money to the monks which they return on different occasions, for example on Mother’s Day, to the community in order to finance the purchase computers and learning materials for the local learning center.

The Maelao Community Learning Center in Chiengcom District, Payo Province

This center is located in the province of Payao and more precisely in the subdistrict of Maelao which is part of the district of Chiengcom. It offers not only non-formal education programs, but also sports and leisure activities, such as gymnastics and drawing, singing and music lessons for young people, housewives, the elderly, disabled. However, activities are also organized to teach skills necessary for everyday life, namely in the following areas:

education for democracy, preservation of the forest, campaign against HIV/AIDS, etc. Facilitators of non-formal educational activities carried out an action research project to solve the problems of learners by using various approaches to help them in their studies by guiding them and maintaining personal contact with those who cannot attend at educational meetings. For this reason, leaders were chosen for these groups in order to help the facilitators support those of their learners who were drug addicts. Learners provided community learning center services to local people in their free time: for example, they borrowed or returned books for them, informed them, presented an exhibition, cleaned the community learning center, etc. . Most learners choose a project-based learning concept. Each learner chooses a topic for their project and writes a report once it is completed. After learning how to make brooms and baskets, the elderly are able to earn some money to live on. In addition, local networks participate in the learning process by providing resource people.

Computer course

The Bangtuey Community Learning Center in Chacherngsao Province

It is located in Bangtuey district. Mrs Methaporn, facilitator of non-formal education activities, is responsible for thirteen educational areas in the village and gives lessons to ninety learners at three levels. Learners come to the center on Sundays and Thursdays to discuss problems they encounter in their studies. Ms. Methaporn brings equipment to the community learning center committee. Many of its members are former learners of the non-formal education system. At first, no one came to the center. So Mrs. Methaporn began going to the funeral at the monastery to speak to the local population and tell people that they could go to the center to enroll in the education program. People come to the center to learn about the problems of shrimp farming, because theirs sell cheaply. To look into the matter and tackle the problem, Ms. Methaporn invited the district official in charge of agriculture. She runs the public forum where members of the local population can talk about their professional problems. From there, they form groups to learn how to develop organic fertilizers, preserve the environment and carry out integrated agricultural activities, based on the economic theory of self-sufficiency advocated by Her Majesty . They develop an operational plan for the community and integrate it into the district plan. After a year, they can reduce their costs, increase their income and thus live better. The Bangtuey Community Learning Center is not only an education center, but it is also a multi-purpose center where people can come every day to read, discuss, exchange views, share their knowledge and receive help to solve their problems.

Effectiveness Factors in Lifelong Learning Service Delivery

From the proceedings of the monitoring unit, we learn that the factors for the effectiveness of lifelong learning service delivery are:

1. People’s participation is a crucial factor, helping to establish community learning centers sustainably.
2. Meeting the educational needs of different target groups: Most non-formal education programs are offered in a way that meets the educational needs of local populations. Lifelong learning programs should integrate learners’ multiple objectives, i.e. income-generating activities, learning necessary life skills, community development, etc.
3. The potential teaching and learning skills of facilitators: they should be given job security.
4. Financial support from the government: the government should provide sufficient funds to enable the organization of lifelong learning activities.
5. Participation of local leaders and management of the community committee: local leaders such as chiefs, abbots, retired civil servants, teachers, etc. play a vital role in convincing villagers to participate in lifelong learning activities.
6. Sufficient learning materials and resources: District non-formal and informal education centers should provide sufficient additional learning materials and current newspapers.
7. The site of local learning centers: from their locations, the centers can reach target learners to regularly send them learning materials of all types.
8. Possible cooperation of leaders: facilitators of non-formal educational activities must seek out leaders who will possibly collaborate with them in the development and implementation of activities.
9. Continuous development of community activities: facilitators of non-formal educational activities should insist that community members continue to undertake activities for their personal development. Facilitators should not leave the community and be supports and advisors for it, and encourage it to continue its development.
10. Promote network coordination: Facilitators of non-formal educational activities should seek networks to share views and promote investment and participation. They should coordinate their activities with government and NGO networks, local organizations, local wisdom and entrepreneurs, and implement all forms of public relations in order to obtain quality assistance and support.
11. Good governance of the management system: here it is appropriate to promote good management through committees subject to rules of transparency and good governance.
12. Recognize the knowledge and experience of local populations: facilitators of non-formal educational activities must recognize the skills of local wisdom and respect the culture of the community.
13. Motivate by making study trips linked to activities promoting income generation and expense reduction.
14. Monitoring and surveillance: a monitoring and surveillance system should be established to enable educational activities to be completed regularly.

Suggestions

• Improve the situation and quality of leaders of non-formal educational activities by giving them more moral support, increasing their remuneration or offering them social security.
• Develop the teaching and learning skills of facilitators through online education, initial or in-service training programs, self-study, distance learning, etc.
• Use ICT networks to create a basic system for the community to connect to networks when carrying out lifelong learning activities.

Problems and Challenges of Community Learning Centers

Facilitators of non-formal educational activities must belong to the local population. However, their situation being precarious due to the contract that they must renew every year, if they find a good job, they will seize the opportunity. Currently, the country has 8,605 local learning centers and 7,475 facilitators of non-formal educational activities. The 759 community learning centers located in mountainous areas have 1,174 facilitators at their disposal, with each center located in a remote region or mountainous area having two facilitators at their disposal. Each facilitator of non-formal educational activities should have 620 learners under his or her responsibility, these being divided into five program categories: 60 learners in non-formal basic education, 20 in vocational training, 20 in training programs. learning life skills, 60 in social and development programs, 100 in self-sufficiency learning programs and finally 300 in informal education. Although these animators have heavy obligations, those who work in the far south of Thailand, plagued by violence, do not mind working in insecurity. The government should encourage and support them in their efforts by increasing course fee subsidies and the number of computers and equipment, or by mobilizing local resources and funds to implement lifelong learning activities. life in communities.

Participants in the non-formal basic education program

Conclusions

A learning society is always characterized by a perpetual dynamic of learning activities. Promoting such a society or creating the conditions necessary for it can contribute to the mill of lifelong learning. In Thailand, community learning centers developed from village reading centers, becoming, among other things, resource centers to create a learning environment, meet people’s educational needs and improve the quality of their life. Currently, we are in the pilot phase of establishing sub-district non-formal education centers. Their creation will constitute a new challenge regarding the decentralization of powers of local authorities in terms of lifelong learning activities. In this regard, the sub-district development plan has been integrated into the operational plan of the local learning centers. They are under the management of district and sub-district non-formal education centers. Such a body should benefit from the participation of local people and be self-managed, while local authorities should increase its effectiveness by offering their services to improve the quality of education. In addition, the participation of the population, the management of community committees as well as the teaching and learning strategies of facilitators will be essential factors for carrying out lifelong learning activities in the centers. proximity learning.

References

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Encyclopedia of Lifelong Education, Volume 1. The Village Reading Center , Bangkok: Ladproa Publishing. pp. 47-49 (in Thai)

Encyclopedia of Lifelong Education, Volume 1. The Community Learning Center . Bangkok: Ladproa Publishing. pp. 50-51 (in Thai)

Leowarin, Srisawang. (2001). The Development of Supervision Model for Promoting the Quality of Community Learning Centers’ Facilitators. Case study in Nan Province, Thailand. Bangkok: Dept. of Non-Formal Education.

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Ooncharoen Nantana. (1999). Situations and problems of community learning centers under the management of the non-formal education center of Mahasarakham province. Masters Thesis in Educational Technology, Mahasarakham University. (in Thai)

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