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1105-National Education Act Part 2 — Transcript

by สถาบันคุรุพัฒนา · 2,802 words · 477 segments · language en · Watch on YouTube

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0:01[Music]
0:07[Applause]
0:21Hello all teachers, how are you? I have
0:24studied many modules. You must be
0:26familiar with that. What is this kind of
0:29learning like? Many of you who are
0:31familiar with this type of study may be
0:33able to go quickly, but some of you will
0:36still need to learn more. For our part
0:39today, there is still the matter of flaw
0:42in the mat of the National Education
0:44Act. It is the National Education Act.
0:48In the previous clip, it was mentioned
0:50that the origin of the National
0:51Education Act came from the
0:53constitution.
0:54We talked about how many National
0:56Education Acts are there. For what
0:58reason was each addition changed, when
1:01did it change? What is the content?
1:04We're talking about the content provided
1:06in national education act and are
1:08therefore currently in use.
1:11Part of it has gone especially the
1:14matter of the category that has the
1:15matter of specifying the organization of
1:17education
1:19and the most important thing is to
1:21provide education lifelong education.
1:24Focusing on students is important and
1:27then there is the matter of providing
1:29continuous education.
1:31This matter will continue from the
1:33previous section and section going up
1:35section five. Section five goes down to
1:38the matter of management concerning
1:41education administration.
1:44Now there will be many parts with part
1:46one being the subject of public
1:48education management.
1:50As for the government sector, some of it
1:52belongs to the private sector dividing
1:55educational administration into three
1:57levels.
1:58If we talk about the national level,
2:00they are ministries. If we say ministry,
2:04if it is basic education level, then it
2:06is under the ministry of vocational
2:08education like the ministry of
2:10education.
2:12If it is high education, it is now a
2:14separate ministry to specifically take
2:16care of the higher education level. But
2:19at the national level, there will be
2:21subordinate agencies.
2:23For example, basic education has the
2:26issue of the office of the basic
2:28education commission.
2:30As for the level of other agencies that
2:32are supported at the national level,
2:34there are many agencies related to
2:36education at the national level.
2:39Supporting agencies and agencies that
2:41are actually important agencies related
2:43to management.
2:45For example, the teachers council of
2:47Thailand will also be a national
2:49organization.
2:51The education council will also be a
2:53national agency.
2:55These agencies will be the agencies that
2:57take care of education throughout the
2:59country.
3:01In addition to agencies at the national
3:03level, there will also be agencies at
3:05the education area level.
3:07The educational service area agency as
3:11we know now has two types of zones,
3:14primary zones and secondary zones which
3:17will have areas spread throughout the
3:18country. At the primary level, some
3:22provinces have more than one district or
3:24secondary schools. Some provinces are
3:26areas of that province or some secondary
3:29school areas have more than one
3:31province. But it is taken care of in a
3:34divided area within the area.
3:36The practice is at the educational
3:38institution level. All of you belong to
3:41educational institutions. The term
3:44educational institution refers to an
3:46organization that provides education at
3:48the local practical level which has many
3:51characteristics.
3:53For example, in your story, it is a
3:55school and at a school would be a type
3:57of education institution if it were to
4:00be at a level. If its education in other
4:03categories, it will also be considered
4:05an educational institution. For example,
4:08it is a unit at the level of nonformal
4:11education is what we call student
4:13education and there will be a leading
4:15center in the district or education for
4:18the disabled or special education will
4:20be available.
4:22Is it an organization or educational
4:24institution?
4:26Even the agencies that go down are
4:28agencies that go down such as
4:30educational center, an educational
4:32center or for example a child education
4:35center or any learning center is
4:37considered an educational institution.
4:40It is an organization that is classified
4:42as a group of educational institutions.
4:45In managing the substance of the law,
4:48emphasis must be placed on how it is
4:50arranged in this way. Because from the
4:53national level down to the educational
4:55area level, educational institution
4:57level is to distribute power to local
5:00areas and educational institutions as
5:02much as possible. Simply put, it is at
5:06the practical level because the target
5:08group of management or the most
5:10important group of service recipients is
5:12students who are in educational
5:14institutions.
5:16Therefore, decentralizing power to
5:18educational institutions is considered
5:20management that meets the main goal of
5:22service recipients or those who receive
5:25an education.
5:27There are relevant sections in the
5:28department that is learners receive good
5:31and quality service. Therefore, the
5:34closest organization is educational
5:36institution. In the next section, we
5:39will talk about the matter of
5:40restriction of education by local
5:42government organizations.
5:45This is considered a good
5:46decentralization of educational power.
5:49Previously what we are familiar with is
5:52that educational institutions were
5:54usually under the state finance unit or
5:57more simply under the ministry of
5:59education.
6:01But there is another agency that can
6:02take care of education which is the
6:04matter of local government
6:06organizations.
6:08In section 11 it is specified and
6:10stipulated that local government
6:12organizations have the right to
6:14education at any or all levels.
6:17The meaning is that since before primary
6:20school or since school age or younger
6:23children and above starting from
6:25yesterday's elementary school all the
6:27way up to the tertiary level
6:30and education can be arranged in other
6:32types as well which means that education
6:34is provided at your own pace. Education
6:38that is both in the system and outside
6:39the system means that all levels can be
6:42arranged that is this is provided.
6:45Provide local ministry organizations
6:47with rights will have the right to
6:49organize education in this section as
6:51well. This is to be done according to
6:54the readiness of each local government
6:56organization.
6:58It is appropriate and according to local
7:00needs. So now even some local sports
7:03schools and organizations can organize
7:06them
7:07which is a school with special
7:09characteristics.
7:10Special schools are organized by some
7:12local fishing organizations.
7:15It is in accordance with local needs and
7:17it is appropriate and well organized.
7:20Another part is the private sector in
7:23the management of private education. It
7:25is specified in section 45 that states
7:28that provide private educational
7:30institutions.
7:32Education can be arranged at all levels
7:34and all types of education. The same
7:37thing see that is open wide open not
7:42limited to only this level.
7:44You'll get every type and every level
7:46that is both in the hospitality system
7:49and in the informal system. Actually the
7:53word all types here also refers to the
7:56nature of the arrangement.
7:58If we go deeper into the type of
8:00educational organization, there are also
8:03subtler parts of the organization.
8:06For example, there is the matter of
8:08transferring and selecting various
8:09things. These details will be discussed
8:12in a moment. The next relevant part of
8:14the provision is section six concerning
8:17educational standards and quality
8:19assurance.
8:20Here the exact section is section 45
8:23which talks about the educational
8:25quality assurance system at all levels.
8:29And we must say that every level has
8:31quality assurance of education that
8:32we're familiar with in every aspect of
8:35the quality of basic education and
8:37higher education. This is the level
8:40right. Actually there are vocational
8:42ranks as well although if we divide it
8:45according to basic and higher vocational
8:47level vocational education can now be
8:50arranged from basic to higher level. Now
8:53with regard to this profession it has a
8:56unique characteristic that has overlaps
8:58in at every level. Therefore regarding
9:02the insurance system there'll also be a
9:04system here in particular. In addition
9:07to that it is even nonformal or
9:10nonformal education he will have his own
9:13quality assurance system. Then there
9:15will be the issue of supervision
9:18taking care of various things in this
9:20section called internal quality
9:21assurance and external quality
9:23assurance. There are agencies that will
9:26take care of it now that it is open that
9:29external quality assurance can use
9:31standards or insurance systems from
9:33various sources that are accepted.
9:36It is not limited to agencies that have
9:38been previously evaluated externally.
9:42Many schools will attempt to enter the
9:44system even though the law may not
9:46require it. But when entering the system
9:49or not entering the system, there will
9:51be an insurance system which I have
9:53encountered in many places. Some schools
9:56are doing very well but are still under
9:58affiliation that is not yet in the
10:00system such as border patrol office
10:03schools.
10:04There are many schools that are
10:06organized and have a quality assurance
10:07system as well. This is also the case.
10:11an interesting educational institution
10:13or a school that has a foundation-like
10:14system. In terms of management
10:17conditions or even learning centers, the
10:20quality assurance system will be
10:22suitable for the context of each
10:23location.
10:25In the next section, this is important
10:28section seven which is related to
10:30teachers and educational personnel.
10:33Let the ministry promote the ministry
10:35system. Now it refers to the ministry
10:38that we created the ministry of
10:40education or any ministry that is
10:42involved in providing education
10:45promoting a system and process for
10:47producing and developing teachers. This
10:50is consistent with the constitution to
10:52have a system and process for producing
10:54and developing teachers, faculty and
10:57educational personnel.
10:59That means that both production produce
11:02agencies or institutions that are
11:04responsible for production.
11:06Let this ministry promote both systems
11:08and processes. Therefore, working
11:11together for agencies or institutions
11:13that provide teachers, faculty and
11:15educational equipment, it is necessary
11:19as specified in this provision.
11:22Once produced when entering the process,
11:24it means entering into a career as a
11:27teacher and as an educational personnel
11:30and must be developed. If so, it has
11:34been developed within the contents
11:35provided for the ministry to promote a
11:37processing system. Both production and
11:40development of the three groups
11:41mentioned above. Simply put, all
11:44educational personnel whether in the
11:46capacity of teachers or lecturers or
11:48children in other capacity are
11:50educational personnel and must be
11:52promoted.
11:54Then there should be a process for
11:55giving, giving and giving so that these
11:58groups of people have quality and have
12:00standards suitable for being a highclass
12:02professional. That is teachers and
12:05educational personnel are considered to
12:07be high-class professionals. They must
12:10receive promotions and care for both
12:12production and development from relevant
12:14ministries and agencies.
12:16As for the next section, it is about
12:19resources and investment. The
12:21educational area has already been
12:22mentioned in the management section that
12:25provides agencies or private
12:26organizations that in the first part of
12:29organizing education thinking in one
12:31category. The general category says that
12:34society must participate in organizing
12:36education.
12:38participating in organizing education.
12:40That is this verse will be the one that
12:44expands on what the parts are
12:46specifically or resources and
12:48investments for education to mobilize
12:50resources.
12:52Investing in financial budgets and
12:54assets from many sources. This point
12:57means that there is a message but what
13:00is not brought up is that it is
13:01supplementary material or that it is
13:03material that expands what is said.
13:06bringing up only important points
13:09because teachers will study specific
13:11important issues namely mobilizing
13:14resources and budgeting finances and
13:16assets. This wealth will focus on the
13:19issue of resources, budget and various
13:21media equipment from many sources for
13:24use in education. This is to give
13:27guidelines that must be done like this
13:29or provisions to be carried out. Next,
13:32in the matter of educational technology,
13:35this is very important and very suitable
13:37for the current context.
13:39In section 63 of the law, it says the
13:43government allocates frequency bands. If
13:46we speak if we speak in a common
13:48language, it probably means signals.
13:51Conducting media and infrastructure
13:53necessary for the transmission of radio
13:55broadcasting, radio, television,
13:58telecommunications and other forms of
14:00communication are beneficial for
14:03education. Simply put, if the
14:06educational technology involved, no
14:08matter what nature it is, it depends.
14:12Let the state allocate it. This is
14:14something specified in the law that is
14:16the National Education Act.
14:19From all the above, we have come to
14:21review and still confirm the same. In
14:24English, they say that it is a review
14:27and a quest. These questions are for you
14:30to review and always be aware that
14:32you're reviewing them and always think
14:35about what you have learned in this clip
14:37or two clips in succession on the
14:39subject of the National Education Act.
14:42If I want to repeat it, it is what was
14:44said from the beginning. Since the
14:46origins of the National Education Act
14:48and talk about the changes, the matter
14:51of various provisions, the second part
14:54that we'll specifically talk about in
14:55this clip starts with management.
14:58It is also said that management here is
15:00divided into three parts, but one is the
15:03government's part. The state's part is
15:06the state's part regardless of which
15:09agency or ministry of the state it will
15:11be allocated to. Part two is the part
15:14where local ministries have the
15:16authority to organize education. And the
15:19third part is the private sector. The
15:22important thing is that whether it is a
15:23state-owned organization, a local
15:25organization or a private entity, it has
15:29the right to provide education at all
15:31levels and types.
15:33This is important information.
15:35In addition, there will be a section
15:37that will be related to educational
15:39management.
15:40Whether it is the part that will be a
15:42support part, the part that will be used
15:44directly, whether it is the matter of
15:46the budget, the matter of personnel or
15:49something else, something that will help
15:51support and make educational management
15:54attainable. Another part is the matter
15:57of production and care namely teachers
16:00and educational personnel that they
16:02receive good production when entering
16:04the profession and received good
16:06development and care. If linked to the
16:09matters of business but is specified in
16:12the constitution, we'll talk about
16:13screening.
16:15This means that when selecting people
16:16entering the system, care must be taken
16:19to be teachers or those involved in any
16:21occupation to be able to work fully
16:24according to their duties, according to
16:26the provisions and according to the
16:27ethics of each group. That is the duty
16:30of the state to help and take care of
16:32it. And if you know what you've already
16:35learned, how would you apply it yourself
16:37in your life? Which one's relevant to
16:40you? What is the most important thing
16:43that is relevant to you and how can you
16:45pull out and then he will teach which
16:49ones are related to your teaching
16:51duties? What will you teach the
16:53students? Another thing is how to teach.
16:57If it is related to the act, where is it
17:00stated that the performance of teachers
17:02duties according to the provisions of
17:03the act? At the end, we have the second
17:07part of the legal matter. In the matter
17:09of law, there is a second task and we
17:12call it a subtest.
17:14It is a subtest that collects scores.
17:17It's not difficult. Just write it down
17:19and let everyone do it themselves.
17:22Whenever you go and get it from
17:24different sources, the teacher,
17:26especially in the class, knows exactly
17:28where it comes from and will let you do
17:30it. As determined by the question here,
17:34you'll probably have to do it yourself.
17:36that the National Education Act is the
17:38current version.
17:41If you try to see which category of
17:42section is most relevant to the duties
17:44and roles of the teachers, why do you
17:46write an explanation?
17:48You may bring no more than one section,
17:51but at least one thing I think is most
17:53relevant to the roles of the teachers.
17:56Which section may not be presented in
17:58PowerPoint? I took it from what you have
18:01studied. Please study and review what
18:03this clip has said and then we should go
18:06back and look at the full version of the
18:08National Education Act that is currently
18:10in use.
18:12Study and try to dissect the main points
18:14of the act especially those that concern
18:16you as deeply as the role and duties of
18:19teachers.
18:20What categories and sections are there?
18:23So why is it not important? This is
18:26considered to be answering is flexible
18:28freestyle. You can answer however you
18:30want. There is no limit to the number of
18:33pages. Write it carefully and write it
18:36straightly.
18:38The reason has a reason. As you said, it
18:41can be seen that if the characteristic
18:42test can be written as follows, then you
18:45will definitely get a score. The score
18:48is considered to be helpful. You'll be
18:50able to go back and review what you've
18:52learned in this clip and then take out
18:54the parts that are required by this
18:56question. I wish you happiness for this
19:00video. That's the end. Goodbye.
19:04[Music]

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