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1108-National Education Plan B.C. 2017 - 2036 Part 2 — Transcript

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0:01[Music]
0:07[Applause]
0:21Hello to all participating teachers. We
0:24have learned about law and policy. Now
0:26we are still talking about policy and
0:28then moving on to the matter of the
0:30national education plan. In the previous
0:33clip we talked about three topics
0:35vision, purpose and goals. Today we come
0:39to look at point number four regarding
0:42strategy. In the strategy section
0:45there'll be a total of six strategies.
0:47The various strategies are as follows.
0:50The first strategy is to provide
0:52education for the stability of society
0:54and the nation. Stability is familiar,
0:57right? Stability is a word that
0:59corresponds to national strategy. Yes,
1:02the stability of society and the nation.
1:06We interpret stability here to mean
1:08stability in every part. For example, if
1:11we say that stability in our life is
1:12stable, we will have a stable career.
1:16What does that mean? Stability is there
1:18as well. Therefore, stability here means
1:21confidence in our status and confidence
1:23in our well-being.
1:25We will live in a society and a nation
1:27and have our roles and responsibilities.
1:30In the second part, strategy number two,
1:33it is a production and development of
1:35manpower.
1:36If we talk about education and talk
1:38about manpower, it means providing
1:41students who will become workers. But
1:43actually the real meaning of education
1:45does not mean completing the formal
1:47education and going to work. It refers
1:50to the continuous development of people
1:52throughout their lives according to the
1:54goals and principles of providing
1:55education which have been stated since
1:58the constitution and the education plan.
2:00The National Education Act, the National
2:02Strategy and the National Education Plan
2:05must also be talked about
2:08of human resource development in the
2:10national direct education plan specifies
2:12that it should be in line with the 21st
2:14century. This means that there have been
2:17changes in the production and
2:18development of the direct education of
2:20people. It must be consistent with the
2:22changing conditions. It's easy to think
2:25that we now have a change in terms of
2:27production in the production that we are
2:29familiar with. It is the prominent
2:31industrial factories. Now I rarely use
2:34human labor. Is it possible to use AI
2:37labor in work? Therefore, in order to
2:40develop, produce and develop people, we
2:43have to change which parts of the work
2:45we do. Another thing is that the issue
2:47of manpower is related to the structure
2:49of the population.
2:51That is the population of working age.
2:54Right now, simply put, from youth
2:57upwards, the number is fewer than
2:58before.
3:00As for the current structure, the base
3:02of people will start to go. Right now,
3:05we have a bulge in the middle, namely
3:08people of working age, that is this
3:10working age is still large, but it is
3:13likely that the structure of the elderly
3:15base has increased. As such, the number
3:18of people who would use labor to do the
3:20work would be significantly fewer. When
3:22it suddenly decreases, work must be
3:25developed in education. How can one
3:28person do more work than another person?
3:31And you can only get a high salary as
3:32well. If you work a lot and still get
3:35the same compensation, you will not be
3:37able to. How can we do more work? The
3:41word work more doesn't mean that we use
3:44more force. It means that we use tactics
3:46and strategies to get more work done
3:48efficiently. That is say report good
3:52work, work successfully and get a lot of
3:55work done that is work together with
3:58yourselves.
3:59Therefore, instead of teaching them to
4:02work as a producer as a work skill,
4:04teach them to manage and then to do work
4:07that uses tools to help. Therefore, the
4:10work can definitely be done more than
4:11before and the work can be done
4:13efficiently because the tools are
4:15standardized.
4:16Therefore, production and development of
4:18the Gorian people. This all goes along
4:21with operation research.
4:23These researchers will be able to build
4:25the country's competitiveness.
4:27Therefore, research and creating
4:29innovations for direct international
4:31competition will be a matter of working
4:33on creating economic conditions and
4:35other aspect of competition.
4:37This one in this strategy will be an
4:39interesting and important strategy.
4:42Another strategy that is equally
4:43interesting is the matter of developing
4:45the potential of all ages. As already
4:48mentioned, whether it is the
4:49constitution, the national education act
4:52or the national building act, it
4:54addresses education of all people at all
4:56ages for a lifelong education.
4:59Therefore, in the announcement of the
5:01national order plan must develop people
5:03of all ages according to the context of
5:05each age group. At what age do you have
5:08to learn? How do you learn at each age?
5:12For example, the elderly must learn
5:14about healthare activities, extra work
5:17and other parts of living in a happy
5:18society for the elderly using
5:21technology. But how can you do it
5:23safely? Creating a society of all ages
5:26to be people of learning is called a
5:28learning society. That is all groups and
5:31all ages are all learning all the time.
5:35Next in the matter of creating equal
5:37opportunities, it boils down to
5:39education.
5:41This is a strategy in the matter of
5:42crisis. We are talking about inequality,
5:45right? This would be a strategy to
5:47reduce that inequality. the matter of
5:50educational opportunities, matters of
5:52ability, opportunity and educational
5:55equality.
5:56We still have many groups where we
5:58consider that the educational
5:59opportunities may not be equal but only
6:02because of their status. Economic
6:04matters of living conditions, for
6:06example, the region, geography or group
6:09that he or she belongs to is a group
6:12where the opportunity to receive an
6:13education may not be equal to other
6:15groups. For example, people who have
6:18terrain that is on a plateau or a
6:20mountain. What will the various tribal
6:23groups in this strategy do to ensure
6:25that they receive equal education?
6:28is a group that we consider to be a
6:30relatively equal area of opportunity to
6:32participate in demonstrations not as
6:34good as others. Such as groups that have
6:37various disadvantages such as disabled
6:39groups, poor groups, and groups that
6:41come from immigration or people who
6:43follow their parents from different
6:45places to work in the city or come to
6:47work from abroad. Those who come from
6:50what we call foreign workers sometimes
6:52have children and grandchildren. The
6:55opportunity for him to receive an
6:57education here must be arranged for him
6:59to have equal opportunities including
7:02groups in various remote areas.
7:05The border areas of various border areas
7:07must also be provided for them to
7:09receive equal education.
7:12Next is education to create a quality of
7:14life and be friendly to the environment.
7:17In this topic, it means the environment
7:20has things that are necessary. As has
7:22been said before, the environment that
7:25has been destroyed by the hands of
7:26humankind
7:28within today's environment, there are
7:30many what we see a lot which we've
7:33talked about has continued for a long
7:35time such as smog, right? We're all
7:39familiar with very hot weather, hotter
7:41air in other environments, whether it be
7:44noise, heat, weather, etc.
7:48And then we talk about PM 205 talking
7:51about various smog things. We know it
7:53comes from us. We know it comes from
7:55many sources. So how do you provide
7:58education for them to have a quality of
8:00life that is not in such an environment?
8:03Of course, people who are teachers must
8:05first know what it is. What is PM2.5?
8:09Where does the reason come from? And as
8:11a teacher, it must affect us. If it
8:14hasn't arrived yet, how can we protect
8:16from it? Or has it already arrived? How
8:19do we solve the problem? We must teach
8:22these things to students. But before
8:24teaching the students, teachers must
8:26lead the quality of life first. Of
8:29course, some things cannot be solved by
8:31an individual or a small organization.
8:34Some problems are national problems. But
8:36how can we help push forward in the
8:38areas where we are involved in or where
8:40we stand? In such a simple matter of
8:43PM2.5,
8:45if we talk about students, we have to
8:47ask them how they helped to prevent this
8:50situation from occurring or how did he
8:52help in giving information to other
8:54people to prevent them from taking
8:56action.
8:57This is a challenge for teachers. How do
9:00we cultivate students? Another strategy
9:03is to develop the efficiency of the
9:05education administration.
9:07Of course, what do we want students to
9:09learn? We want teachers to do whatever
9:11they want. Management must be
9:14consistent. This one is related. This is
9:17a matter of strategy.
9:20Next is the matter of guidelines for
9:22driving the plan into practice. If we
9:24talk about the plan here, it is the
9:26national building plan. In this plan, it
9:30is already stated that their driving
9:31directions the same with the first one
9:34being creating knowledge and
9:36understanding for all sectors.
9:38realizing the importance and ready to
9:41participate in pushing the national
9:42education plan into practice.
9:45Of course, having a plan in place and
9:48having important content that requires
9:49all sectors to participate requires them
9:52to have knowledge and understanding
9:53first. What are we talking about? What
9:57are the benefits? If we don't do it,
10:00what will be the negative effects?
10:02Then he saw the importance that he
10:05himself had a part to play in helping
10:07push the direction education plan into
10:09practice.
10:11It is not the responsibility of any one
10:13agency or any one group of people that
10:16is everyone in every sector involved can
10:19work together to do it. The second point
10:22in terms of guidelines is to create a
10:24link between the national education plan
10:27and the 20ear strategy and other plans.
10:30The meaning here is that every plan,
10:33every strategy or including other plans
10:36whether short-term plans, medium-term
10:38plans, whatever
10:40must be connected. If the national
10:43strategy is told to different people,
10:45the national education plan must be done
10:47again and again. Different people will
10:50do it differently. It may not be
10:52successful. But if it is the same thing,
10:55the national strategic plan has the same
10:57goal or is related to some other part of
11:00plan. But from time to time, this has
11:03related parts. Together, it will make
11:06the national creation plan or long-term
11:09plan successful. In this sense, the
11:1220-year national education plan must be
11:14divided into a medium-term plan and a
11:17short-term plan, or there may be an
11:19annual focus for operations. And then
11:22there's the evaluation periodically to
11:25lead to improvements for further
11:26operations.
11:28In the third way, there are various
11:30rules and regulations in the law that
11:33may hinder the implementation or
11:34development of education at various
11:36levels. This area needs to be removed
11:39and reviewed as to whether this area may
11:42need to be adjusted because it will
11:44attract naga and if it continues like
11:46this, it will not be able to move
11:48forward. Therefore, the relevant part
11:51whether it is an agency or a group of
11:53people may need to review this part.
11:56Various laws and regulations that are
11:58not conducive can be adjusted to make
12:00them more conducive. Once the camera
12:03works, it can proceed with the operation
12:05and can move forward efficiently.
12:08Point four, creating channels for civil
12:11society to express their opinions or
12:13participate in organizing education
12:15widely
12:17both the policy level and the area
12:18level. The meaning here is that the
12:21spirit of the constitution the intention
12:24from the plan of the national education
12:26act is to every sector of society is
12:29involved in providing education.
12:32Likewise, if the national education plan
12:34here can be successful, what parts are
12:37involved? The civil society community
12:39involves all organizational units. To
12:42help push this forward, we must
12:44publicize or provide channels for
12:46various communities to express their
12:47opinions. That is giving them the
12:50opportunity to express their opinions,
12:52then collect those opinions. Such
12:55opinions are likely to be opinions that
12:56lead to smooth operations.
12:59In addition to expressing opinions, if
13:01free can participate in organizing
13:03education, they invited to come and be
13:06open to entering at any time. Both
13:08various characteristics both in terms of
13:11policy and how the policy was proposed.
13:14That is if we talk about the policy
13:16level, we mean the national level down
13:18to the middle level, which is the level
13:21unit that sets the policy and then the
13:23local level that is the operational
13:25level.
13:26In the next section, next time it will
13:29be a matter of factors, but really there
13:32must be factors and conditions that lead
13:34the national education plan to success.
13:37English is a key success factor. What
13:40are the important parts that will help
13:42drive the success of the national
13:43education plan in this plan? He gathered
13:47what it contained. The teacher may have
13:49additional opinions about other things
13:51which he already open to. In terms of
13:54strategy, he said that you can suggest
13:57channels. The first is that the plan
13:59must be clear. This means that the map
14:02we are talking about, whoever reads it
14:04understands it correctly.
14:06How complete and according to what
14:08framework?
14:10This plan is definitely linked from many
14:12parts. This document is specified in the
14:14constitution saying that we must come up
14:17with the national education plan and
14:19this plan is still connected to the
14:21matters related to the 20-year national
14:23strategy.
14:25It is also connected to the issue of
14:26goals in other areas. If it is complete
14:29and comprehensive in the areas that need
14:31to be developed here, it'll be
14:33considered successful.
14:35The second one says already mentioned in
14:37the matter of strategies for the
14:39participation in plan development among
14:41all stakeholders. This has meaning at
14:43two levels. In the beginning of
14:46planning, every sector involved that
14:48will be depart must move forward and be
14:50able to push forward. If you are
14:52involved in the development of the plan,
14:54it will make the wound more consistent
14:56with the needs of those who lead the
14:58implementation.
15:00Cover all sectors. Therefore, if there
15:03is an opportunity for various relevant
15:05sectors to participate, including
15:07matters of business, governance,
15:09assessment, and recommendations for
15:11adjusting the plan because of the
15:1220-year plan. There may be a medium-term
15:16adjustment to the plan to suit the
15:18context of the change or it may be more
15:20than periodic adjustments that will make
15:22the plan achieve its goals. The third
15:25part is about the factors or conditions
15:27that make success. that is about
15:30providing information and public
15:32relations and creating awareness among
15:34those involved.
15:36Disseminate public relations and create
15:38good understanding among those involved
15:41including the issue of creating
15:43awareness among those involved about
15:45what your role is and what your duties
15:47will be in various parts.
15:49And there is a part that will push this
15:51work to be accomplished. That is the
15:54work of the nation building plan. every
15:56part of the work. If we have public
15:59relations for all involved parts to
16:00know, then create awareness for them to
16:03take action and then be able to
16:05participate in pushing this plan to be
16:07successful and it will be successful.
16:10Next is the matter of creating knowledge
16:12and understanding of the plan in
16:14bringing the plan to practice on the
16:16part of those involved. Of course, as
16:20soon as we have a plan, we know who has
16:22to implement the plan. Those of us who
16:25are involved in creating knowledge and
16:26understanding must take action so that
16:29those who are involved and have
16:30knowledge understand how you put it into
16:32practice. If you don't understand it, it
16:36probably won't lead to practice. Or if
16:39you understand but don't know how to put
16:41it into practice, you may not be able to
16:44open it successfully.
16:46Knowledge and understanding must also be
16:48created and it must also be specified
16:51how the plan will be put into practice.
16:54Therefore, the people involved are
16:56people who will create knowledge and
16:58understanding for each group and how
17:01including how to bring the plan to
17:03success once the plan is in place.
17:05Knowledge and understanding must be
17:07created periodically from the beginning
17:09before implementation.
17:12At the same time along the way, if there
17:15are things that change in order to make
17:16the work result successful, knowledge
17:19and understanding must be continuously
17:21created. As mentioned in the last
17:24section of the national education plan,
17:26monitoring and evaluation are discussed
17:29in terms of monitoring and evaluation.
17:32It is mentioned that there will be an
17:33evaluation before, during and after the
17:36implementation of the plan. The word
17:39before here was an operation. Now it
17:41should have already been evaluated.
17:44During this time there should be
17:45periodic evaluations and after the plan
17:48is implemented. This is a general
17:50operational evaluation principle that
17:52evaluation will be open first.
17:55Please evaluate during the process and
17:57evaluate after the operation.
18:00The 20-year plan is evaluated before it
18:03happens since the plan will be there. At
18:06the same time, there will be sub plans
18:08that are child plans in the 5-year
18:09period, annual action plans. Therefore,
18:13every plan, whether it is a small, an
18:15annual plan, or a five-year plan, there
18:18must be an evaluation here, an
18:20evaluation before, during, and after.
18:23Evaluation of sub plans in order to
18:25check whether the implementation of the
18:27big plan is carried out correctly and as
18:29planned.
18:31Or if it is already done, it is unlikely
18:33to be successful. Or is there another
18:36method? or if there is something better,
18:39you'll be able to change the big plan,
18:42especially in the strategic part of the
18:44operations that must be achieved in the
18:46plan. Part two, setting up an evaluation
18:49system for every sector at every level
18:52in order to link each level with the
18:54national education plan. The meaning
18:57here is to set up an evaluation system.
19:00This evaluation system is like this
19:02nowadays. That is it is used in the
19:05matter of IT technology is used in
19:08making reports. Getting the evaluation
19:10system exactly like this makes a report
19:13on where the ban has been implemented so
19:15far and then report it into the system.
19:19That system can process information and
19:21forward it to a higher level called the
19:23national education plan level. If every
19:27sector has an evaluation system, then it
19:29can link it to each other at every
19:31level.
19:33It will make the direct assessment work
19:35more concentrated and there will be more
19:37accurate assessments.
19:39Importantly, the information obtained
19:41from the evaluation will lead to use in
19:44adjusting plans or adjusting operations,
19:46adjusting everything to ensure
19:48consistency and then move forward
19:50efficiently. It is called using
19:53information from assessment for work
19:56development.
19:57The next point is about promoting
19:59coordination and cooperation between the
20:02ministry of education and related
20:04agencies in every aspect and at every
20:06level. Here professor thiwat sees that
20:10the national education plan may not be
20:13just the ministry of education.
20:15It may mean every relevant section,
20:18every relevant ministry, every relevant
20:20agency at every level ensuring
20:23coordination and cooperation in cases
20:25where the dimensions of monitoring and
20:27evaluation meet.
20:30It probably means related to this Mickey
20:33asking for cooperation from those
20:35involved at any level is up to you. To
20:38ensure effective and efficient
20:39monitoring and evaluation, we must first
20:42look at the big picture that is the
20:44national education plan is the work of
20:46the nation. Then there is monitoring and
20:49evaluation.
20:51If at any one point or several points
20:53the matter of monitoring and evaluation
20:55is deficient, there will be an impact of
20:58incomplete information. The complete
21:01information that will lead to
21:02development is not complete. Therefore,
21:06coordination to create cooperation
21:07between relevant agencies at all levels
21:10is an important part and ensures
21:12cooperation and action as well. Send
21:16information, send everything that will
21:18allow the process or evaluation system
21:20to move forward.
21:22Another point is that there must be a
21:24central agency or central expert who
21:27will be the assessor. The meaning here
21:30means that if we evaluate ourselves as
21:32being very good past achieved, it
21:35becomes unreliable.
21:37Even though the reality is like that, it
21:40depends. The reader says it's your own
21:43work. You evaluate it yourself. It came
21:46out well already. There should be. There
21:49must be people who are not involved.
21:51Maybe agencies, maybe institutions.
21:55It can be a private sector institution.
21:57It can be an educational institution or
22:00it can be an agency that accepts
22:02evaluations both domestically or
22:04internationally.
22:05The general public accepts and respects
22:08that if this agency comes and evaluates
22:11then it can be trusted and that this
22:13work is true.
22:15There will be agencies or organizations
22:18that come to evaluate the operation of
22:19the national education plan to see if
22:22the goals are achieved as stated. Trust
22:25that torch is the destination there. Can
22:28it or not? This will be a picture of
22:30evaluation.
22:32There is one more thing that needs to be
22:34arranged. It is the matter of having a
22:36public forum for senior stakeholders to
22:38express their opinions.
22:41This means that after evaluation has
22:42been made whether by internal people or
22:45external people or the evaluation
22:48obtained is similar, the evaluation here
22:51may have to be presented to the public
22:52for comments. Actually,
22:55a public forum for stakeholders to
22:57express their opinions can be done at
22:59any stage. They match during the
23:02follow-up period. Monitoring also stores
23:05the data to see if they match.
23:07Therefore, for good work, it is not
23:10necessary to wait for an evaluation
23:12where the work has been completed and
23:14then evaluated.
23:16Periodic evaluation is like periodic
23:19follow-up. The important thing is to
23:21provide information to stakeholders.
23:24It will be useful in leading to
23:26improvement and development. The
23:28important thing is that we must identify
23:30what the interests of the elderly in
23:33each section are in relation to national
23:35education.
23:37Present the results of monitoring and
23:39evaluation of the national education
23:41plan to all involved parties for
23:43acknowledgement.
23:45Of course, this is linked to point five.
23:48When the results are obtained, they must
23:50be presented to the people involved in
23:53the evaluation. Aside from what the
23:55results are, even if the results
23:58satisfactory, there'll be observations
24:00or recommendations that have areas that
24:02need to be improved and developed.
24:05Therefore, all parties involved know
24:07that they can do better and there's
24:09still room for improvement. This one is
24:12still not good enough to meet the
24:13criteria. This one here must be done
24:16better than this. Or this one was done
24:18well and still maintained. If it could
24:21be done better, it would be even better.
24:24This should be acknowledged by the
24:26people involved. Then it will lead to
24:28development and can be improved.
24:31In the last part, we'll review what we
24:34have learned in this clip. The first
24:36thing that you have learned is the
24:37matter of determination, vision, aims,
24:41goals, and then there will be the matter
24:43of strategy. strategy will then have the
24:45matter of things. It is a conditional
24:48factor for success or something that
24:50will make this national creation plan
24:52successful and the monitoring and
24:54evaluation of the various details will
24:56be consistent with each other. That is
24:59every part and every aspect is to have
25:02people involved and those stakeholders
25:04have the opportunity to participate
25:07and there is confirmation from a person
25:09who has no interest in being able to
25:11answer how the foreign plan
25:12implementation work has achieved its
25:14goals. What are some of the issues
25:17related to the teachers? The national
25:19education plan has many issues related
25:21to the teachers because it is directly
25:24related to you.
25:26Then teachers think about how you lead
25:28to the performance of their duties.
25:31Don't forget everything that we have
25:32learned. You must think about our
25:34students or the people we are going to
25:36teach and give advice on how we will
25:39teach them, what we will teach, how we
25:41will teach. Yes, there'll be another
25:44final period, a mini test after class.
25:48After class, this is the part where
25:50teachers will collect points to take
25:51part in the evaluation. We have a score
25:54criteria. You probably already know that
25:56there are scores from this subsection
25:58and there are scores from the test which
26:00we will call the final test module exam
26:04until the end of the module and another
26:06part is about the scores obtained from
26:08this seminar. The three parts will be
26:11combined together. Therefore, it is
26:13considered it is a point where you will
26:15get a score that will easily lead you to
26:17passing the module because you've given
26:20yourself enough time to send it to the
26:22teacher. Don't forget to send this one.
26:25It's important. Let's see what this one
26:27is like.
26:29What steps should educational
26:30institutions and teachers take to
26:32achieve student goals? Focus or focus
26:35only on the learner goals in the
26:36national education plan. What are the
26:39learners goals? Three RC.
26:43So what will the school teachers do? How
26:46can we have activities? How to teach
26:48them? How can all these things be
26:50achieved here?
26:52After completing the section of the
26:54national education plan, it is hoped
26:56that it will be useful to teachers both
26:58in terms of learning and in the part
27:00that will lead to practice. I'm happy
27:03with learning each module, but then look
27:05at each sub video. Goodbye.
27:08[Music]

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