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1109-Policy and focus of the Ministry of Education Part 1 — Transcript

by สถาบันคุรุพัฒนา · 3,715 words · 617 segments · language en · Watch on YouTube

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0:21Hello to all teachers. We meet again.
0:24We're still in the chapter of laws and
0:26regulations and politics. Today is a
0:29matter of policy and the focus of the
0:31Ministry of Education is not yet on
0:33policy. We have after listening to the
0:36law and policy part. Let's review what
0:38the law is. The law will be the
0:41constitution of the kingdom of Thailand.
0:43There will be various regulations. The
0:45most important of which is the national
0:47education act or the national education
0:49act. And there is a national education
0:52plan. There is a national strategy. And
0:55today it will come down to the ministry
0:57level that is policy and focus of the
1:00ministry of education.
1:02The policy and focus of the ministry of
1:04education will be made in two ways.
1:06making a long-term plan, a short-term
1:09plan and an annual focus.
1:12What will be mentioned here is the focus
1:13of each year which has been studied
1:15retrospectively.
1:17The nature of the Ministry of
1:18Education's focus will have similar
1:20elements details of which will be
1:22discussed next. There are seven policies
1:25and focuses in the Ministry of
1:26Education. One providing education for
1:30safety. Second is improving the quality
1:32of education. The third one is creating
1:35equal opportunities for educational
1:37equality of all ages. The fourth one is
1:40education to develop career skills and
1:43increase competitiveness.
1:45The fifth is to promote and support the
1:47teaching profession educational
1:49personnel. And the sixth is to develop
1:51the bureaucracy and public
1:52administration in the digital era. And
1:55point number seven is to drive the
1:58education law and national education
2:00plan.
2:02Let's take a closer look at each area of
2:04focus for the Ministry of Education.
2:07The first one is the issue of education
2:09for safety. In this area of safety,
2:12we'll focus on many aspects. So, we will
2:14call it comprehensive. For example, area
2:18one is creating safety in educational
2:20institutions.
2:21Section 1.1 create safety in educational
2:25institutions to build society's
2:26confidence and protect against all forms
2:29of threats in life. In the text in the
2:32slide presented on the screen, you will
2:34see that the color is different. Blue is
2:37the highlight. It is protection against
2:39all forms of threats in life. That is,
2:42it covers all forms. and with the
2:44implementation of measures for safety.
2:47Target groups are target groups of
2:49students or groups of learners, groups
2:51of teachers and groups of personnel.
2:54Personnel that are the same as personnel
2:56in every group, educational personnel as
2:59well and support personnel in every
3:01group. In terms of creating safety in
3:04educational institutions, you will see
3:06that there threats in every form of life
3:08that will be in the past. There will be
3:11news ranging from threats that are seen
3:12in various media such as destroying life
3:15or even threatening the life of
3:17students.
3:19There are various violations of
3:20students, teachers and personnel. There
3:23will be many dangers, the point of life.
3:27This will be the focus of the Ministry
3:28of Education to take care of this part.
3:31In other words, educational institutions
3:33are places that are safe and have the
3:36confidence of society.
3:38Point two, regarding safety,
3:41regarding cultivating attitudes,
3:43behaviors, knowledge regarding the use
3:46of online media and fiber. In this
3:49section, we'll focus on safety from
3:51using online social media and fiber. If
3:54we're talking about the use of media in
3:55educational groups, especially in the
3:57Ministry of Education, the first group
4:00that must be most careful is a group of
4:02learners or students, especially
4:04students who are still young. Thinking
4:06or considering anything is not careful
4:09must watch and be very careful. This
4:12time the next point is about security.
4:15Safety education is all about promoting
4:17desirable characteristics and behaviors
4:20in the environment. that is creating
4:22knowledge and awareness in learning to
4:24conserve and restore natural resources
4:26and the environment including adapting
4:29to climate change. It can be seen that
4:31in this article the emphasis is on the
4:33environment especially the climate.
4:36We have heard the news that this has
4:38been a continuous problem in every
4:40country and in neighboring countries it
4:42is similar.
4:44Is that a matter of bad climate change
4:46or is there a matter of dust, hot
4:48weather and various other things,
4:50especially dust of PM2.5 is a problem
4:54and has been a continuous problem and
4:56will happen every year for a while.
5:00After the end of the rainy season enters
5:02winter, where the weather is not moving
5:04and it is not raining, this causes no
5:07movement and there are things that wash
5:08away in the air. This is something that
5:11must be learned by students, all those
5:13involved and be aware of these things.
5:16What the causes are and how to prevent
5:18and treat them. And the important thing
5:20is that if he is involved, he can help
5:22and participate in not making it happen.
5:25That is helping to conserve, helping to
5:28create something good that is not
5:30harmful and does not cause pollution to
5:32the air or to the environment. In
5:35addition to being able to practice this
5:37correctly, you can also give advice
5:39related to or close persons such as
5:42parents and guardians or neighbors or
5:44even fellow students in the matter of
5:47providing knowledge or giving advice on
5:49how to behave with this. It is a good
5:51thing for the Ministry of Education to
5:53do so.
5:55Making students aware of safety in this
5:58area. Subject development of safety
6:01roles and missions of all agencies under
6:04the ministry of education. The focus is
6:06on integration and cooperation with all
6:08sectors that is the role and mission of
6:11every agency. So there is a review and
6:14development of roles in order to carry
6:16out their duties in the matter of safety
6:18effectively and efficiently with
6:21organizations and agencies from all
6:22sectors taking part. Next in the area of
6:26raising the quality of education.
6:29In this aspect, the Ministry of
6:31Education will focus on promoting and
6:33supporting educational institutions in
6:35organizing learning towards competency.
6:38It is well known that the Ministry of
6:40Education has changed the curriculum by
6:42adjusting it since the basic education
6:44core curriculum in 2008. It was revised
6:48again in 2017 which is to change it to a
6:51standard based uh curriculum to
6:53competency based in order to create
6:55necessary competencies.
6:58It is about the present world and the
6:59future era for students.
7:02Necessary competencies for students or
7:04new students.
7:06It can be a competency or a skill. As we
7:09have already said the 38C will be an
7:12important part in the 21st century. At
7:15the same time, the required competencies
7:17or skills will be various as in the
7:19picture.
7:23The World Economic Forum has mentioned
7:2510 important future skills including
7:28analytical thinking skills, innovation
7:31skills, self-arning skills, complex
7:34problem solving skills, critical
7:36thinking skills, creative thinking
7:38skills and innovation, leadership and
7:42social influence.
7:44Being a leader and being a good social
7:46influencer means not being an
7:48influencer. It means that you can lead
7:50society in a good way. What skills do
7:53you have? As for leadership skills,
7:56whether leading in a small group or
7:58doing a small job, you can lead all the
8:00way to leading an organization.
8:02>> Next, skills in using care and managing
8:05technology. This is important as we've
8:08already mentioned in the safety section
8:09as well. At the same time, there is also
8:13an increase in skills here. Skills in
8:15language and design and programming.
8:18This one is also an important part of
8:20the next skill. Coping skills. Dealing
8:23with pressure. A very important adaptive
8:26skill is about adapting to each
8:28situation and each condition.
8:31Every situation can be adjusted and you
8:33can live in that situation happily. This
8:36is an important goal. But in the end it
8:40was read it was reasoning skills,
8:43decision making skills and brainstorming
8:45skills. The economic forum will group
8:48the color levels. The color below if it
8:51is orange it is about skills in thinking
8:53and solving problems. There will be
8:56skill one, skill four, skill five. As
8:59for self-management skills, this one
9:01will be green. It is skill number nine.
9:04The skill of working with others. This
9:06one blue. Blue is hair, leadership and
9:10social influence. And the remaining
9:12sixth blue will be technology skills.
9:14There are skills that store the eighth
9:16skill and the 10th skill.
9:22There are skills that store the eighth
9:23skill.
9:26There are skills that store the eighth
9:28skill and the 10th skill. This is an
9:31important skill that will be cultivated
9:33by students for use in the future. Next
9:37in terms of improving quality is the
9:39matter of organizing learning mult
9:41multiple intelligencies to students.
9:45Multiple intelligences will have eight
9:46aspects some nine aspects but most of
9:50them will be consistent
9:52by emphasizing learning from actual
9:54practice in the form of active learning
9:56in the form of STEM education in the
9:59form of coaching in the process of
10:01transferring to a higher level.
10:04The meaning is to promote Buddhist
10:05wisdom through actual practice using
10:08various techniques. Techniques such as
10:10active learning or English is active in
10:13learning STEM.
10:15There may be a Spanish stream. S is in
10:18science which is what science is. T
10:20technology. E engineering and M is
10:23mathematics.
10:24Maybe add the letter A to art and in
10:27some places it will be steam.
10:30S T E A M.
10:33This is an integration of many sciences
10:35together and emphasizes on actual
10:37practice.
10:39Coaching is a part that is currently
10:40being talked about in matters of
10:42mathematics, matters of calculation, in
10:45logical thinking in mathematics and the
10:48process that is passed on to a higher
10:49level.
10:51That is a story. When developing
10:54students at various levels, they will
10:56transfer them to a higher level. There
10:58may be things at a higher level that
11:00need to be learned further. And this
11:02basic information when forwarded to
11:04another level will give this basic
11:07information of the learner and pass it
11:09on to the receiving station at the
11:11entire level to a new grade in the same
11:14school or a new grade in a new school.
11:17In this case it will be a matter of
11:19multiple intelligences which has a total
11:22of eight aspects in musical arts. On the
11:25physical side, this is the phys on the
11:28physical side, this is about physical
11:31mechanisms of the body in various
11:33recreational areas. Smart people, this
11:37is about personality, language, world
11:39smart, logic, this is about logical
11:43concepts, nature, selfmart.
11:46This is taking care of various physical
11:48health issues and picture. This is the
11:51matter of taking various photos.
11:54There is still more to upgrading the
11:56quality of education in terms of
11:58developing the learning process and
12:00evaluating and developing the skills and
12:02competencies needed in the future. The
12:05meaning here is about developing the
12:07learning process. In the learning
12:10process, one part is measurement and
12:12evaluation.
12:13It is part of the learning process. What
12:16will the learning process be like? Will
12:18the goal of the learning process be
12:21achieved?
12:22Will the goal or outcome be achieved?
12:26Measuring prosperity will be part that
12:28will help
12:31measuring prosperity will be the part
12:33that will help answer whether or not it
12:35has been achieved. Whatever teaching
12:38techniques such as teaching in the
12:40active learning manner always look at
12:42what the end goal is that we want to
12:44achieve and then what do we do to
12:47measure or where do we look to see
12:49whether reach whether they have reached
12:50the destination or not and then organize
12:53a learning process.
12:56What we are familiar with is organizing
12:58learning in a way that may be proactive
13:00or active learning. This is to develop
13:03the ability to maintain competencies for
13:05the future. The necessary competencies
13:08mentioned above.
13:10In terms of raising the quality of this
13:12education, there is also the matter of
13:15promoting the learning process, student
13:17development activities and developing
13:19soft power competency skills for the
13:21learners.
13:23The point is in the learning process and
13:25the student development activities.
13:29We are familiar with the fact that
13:30student development activities in
13:32educational institutions at the basic
13:34level are activities that cultivate
13:37learners to be complete.
13:39Even the activities that we often see
13:41are Girl Scouts and other service
13:43activities.
13:45But activities to develop students to
13:47secretly have soft competencies may mean
13:50additional activities such as club
13:52activities, gatherings, etc.
13:55in order for students to practice and
13:57develop these skills to create soft
13:59power.
14:01What is soft power? Soft power will have
14:04different parts that are supported by
14:06the government including food, movies,
14:09video, fashion design, the matter of
14:12martial arts and the matter of
14:14tradition.
14:16These are all called if the learner can
14:18do the learning activity development.
14:22These are all called if the learner can
14:24do in the learner.
14:27These are all called so if the learner
14:29can do them in the learner development
14:31activities. It will cultivate him to be
14:33a person who has knowledge and activity.
14:37It will cultivate him to be a person who
14:39has knowledge and ability has this part
14:41in himself and is able to use this
14:44potential to show or lead to action
14:47both now and in the future.
14:51Improving the quality of education also
14:54involves promoting and supporting
14:55learners of all ages to study according
14:58to their interests. Here the emphasis is
15:01on teachers or educational institutions
15:03emphasizing the use of digital platforms
15:06in learning management.
15:08In order to one definitely be more
15:10modern who to make learning better. The
15:13important thing is that many digital
15:15platforms allow learners to have fun, be
15:18able to learn all the time and learn
15:20repeatedly.
15:22Another digital platform example like
15:25the one in the picture used for learning
15:27is divided into two groups.
15:31If you observe the group on the side and
15:33on the private side, we are the
15:35producers and encourage educational
15:37institutions to use them. You will see
15:40things like Microsoft, True, Google, all
15:43these things that we're familiar with
15:46and government agencies also produce
15:47them such as coaching etc. IPSCT
15:52do you see the picture? These are
15:54symbols of the organization and the
15:56product.
15:58There are platforms for use in
16:00organizing learning abroad. And then
16:02there are various applications that are
16:04available in online media. Writing
16:07walking booths Cahoot that can be used
16:10to play activities in many ways.
16:14Writing walking booths at Cahoot that
16:16can be used to play activities in many
16:18different ways and the teachers are
16:20familiar with them. Students are already
16:23familiar with these and inviting online
16:25social media can also be used.
16:28It is a medium for learning such as
16:30YouTube, Facebook, Line and many others.
16:34Now there are many
16:37in raising the quality of education.
16:39There is another important issue.
16:41Promoting lifelong knowledge. Promoting
16:44lifelong knowledge has been talked about
16:46for a long time and has been a point of
16:48emphasis at present. And to restore the
16:51state of learning regression.
16:54Learning has many characteristics.
16:56The important thing is that there are
16:58two types of regression in learning.
17:00Being discouraged and bored in studying
17:02for example.
17:04There will be all three types of tie off
17:07such as the matter of emotions and not
17:09wanting to study and getting bored. And
17:12in terms of your potential or
17:13intelligence, it may happen that if
17:16there is another test, you may have a
17:18lower and lower score.
17:21even things that have already been
17:22tested, things that you already know,
17:25you do not care about, or don't pay
17:27attention to,
17:29this situation will cause problems. If
17:32you're still in if this situation will
17:35cause problems if you are still in
17:37school, the condition is compulsory. You
17:40will have to persevere and study. And if
17:43it is not compulsory education such as
17:46high school or various vocational
17:48certificates or higher learning,
17:51if learning withdrawal occurs, it will
17:54lead to dropping out that is not being
17:56able to complete the course. This is a
17:59problem.
18:01It is considered a problem of
18:03educational waste. And then there is a
18:06problem that is no
18:10it is considered a problem of
18:12educational waste and then it is a
18:14problem that continues to cause a mental
18:16state. Therefore this must be taken care
18:19of. Therefore organizing lifelong
18:22learning will be a part that will help.
18:25Recession of learning debt reduces or
18:28subsid what?
18:32Recession of learning debt reduces or
18:35subsides or disappears.
18:37Next part is about developing a teaching
18:39and learning model. Emphasis on history
18:42subjects, civic
18:45emphasis on history subjects, civic
18:47duties and morality.
18:50The history of moral citizenship here
18:52seems to have disappeared for some time.
18:55Actually, it has not disappeared. It has
18:58just been inserted into other areas in
19:00the social sciences.
19:02But this time the ministry of education
19:04emphasized that it is a history subject.
19:08It may not be specified as a subject. It
19:10may be a part that has a clear focus on
19:12history, civic duties and morality.
19:17This is because these subjects are
19:18subjects that people consider to
19:23this is because these subjects are
19:24subjects that people consider to be
19:26rather contentbased subjects
19:29and probably not fun when studying.
19:31Therefore, emphasis in
19:35therefore emphasis is placed on making
19:38it modern, interesting and appropriate
19:40for school age in the context of the
19:42area.
19:44For example, where are the areas of
19:46historical sites?
19:49I brought it to study in the area or the
19:51other media
19:55or are there other media that give
19:57access or dharma to look back at
19:59history? Look at the duties of civic
20:02duty or various morals which can be used
20:05in teaching or organizing learning.
20:08There is also the matter of promoting
20:10knowledge and skills in finance and
20:12savings.
20:14It is very important that it
20:19it is very important that 21st century
20:21skills include knowledge and skills
20:23regarding finances and savings. Students
20:26should learn and then plan using money
20:29to avoid problems in your future life.
20:32The Ministry of Education's promotion in
20:35this area is to integrate work with
20:37related agencies. As we are going to see
20:40in school, there will be a model bank,
20:42right? There will be cooperatives and
20:45various things including learning
20:47management that invites relevant
20:49agencies. For example, inviting banks,
20:52inviting agencies in the field, finance
20:56and savings in other ways such as
20:58cooperative promotion or matters of
21:00finance and saving characteristics that
21:02are in groups and groups together. There
21:06will be many different characteristics.
21:08They will be invited to join in
21:10organizing teaching or going on a study
21:12tour or learning about work in a real
21:15situation or agency.
21:17This will be a learning management that
21:18can be integrated. The school is
21:21organized in its work.
21:23The ninth aspect of raising the quality
21:26of education is to encourage and support
21:28educational institutions to use educa.
21:31The ninth aspect of raising the quality
21:33of education is to encourage and support
21:35educational institutions to use
21:38educational test results in planning the
21:40developing.
21:44The ninth aspect of raising the quality
21:46of education is to encourage and support
21:49educational institutions to use
21:51educational test results in planning and
21:53development of teaching and learning and
21:55raising the quality of education.
21:58You may have heard that there is talk of
22:00a national education testing whether at
22:03ministry level or testing itself or at
22:05an important level the educational test.
22:09After conducting the examination it has
22:12considered it was not yet worthwhile.
22:15Then there is promotion and support for
22:17it.
22:20Then there is promotion and support for
22:22using it in various developmental.
22:27Then there is promotion and support for
22:29using it in various development planning
22:31matters. Simply put, it means using it
22:34in a variety of ways. Why is it promoted
22:38and supported? It must be learned that
22:40testing at the national education system
22:42level is at the national level. It is a
22:46test that must be that must meet
22:48standards.
22:50It is a test that must be
22:55It is a test that must meet said
22:57standards. It is a standard tool. It is
23:01a tool that can be created with
23:02systematic steps. Basic quality has been
23:06determined.
23:07The person who will come out and create
23:09the measuring equipment here will be a
23:11qualified person with knowledge and
23:13ability. Therefore, it is believed that
23:16the test results will lead to their use
23:18with confidence
23:20and it is basic information that can be
23:22trusted. Therefore, support has been
23:26sent to use it in many ways.
23:29Another point is in raising the quality
23:31of education. It means a matter of
23:33evaluating the quality of educational
23:35institutions that focuses on
23:38competencies for the students in the
23:40past.
23:41In evaluating the quality of education,
23:44emphasis was placed on all three parts.
23:47Thus focusing on the input factors.
23:49Matter of the teaching management
23:50process, administrative process, the
23:54teaching process and part of it will be
23:55about the results for the students. But
23:58in this current trend at this point, the
24:01current ministry of education will focus
24:03on things that happen to students,
24:05results that happen to students. From
24:08all the above, this is about the
24:10policies that highlight the minion.
24:14From all the above, this is about the
24:17policies and highlights of the ministry
24:18of education which has the issue of
24:21education for safety and another part is
24:23raising the quality of education for
24:25safety.
24:27This will focus on all aspects including
24:29safety in educational institutions,
24:31safety in living, safety in using online
24:34media.
24:35The use of technological media to raise
24:38the quality of education is to raise the
24:40level in teaching, learning,
24:42administration, including matters of
24:44assessment and quality assurance.
24:48From the above, we will emphasize the
24:50same. Teachers in each lesson will ask
24:53you to review what you've learned today
24:55or what you have learned now. What has
24:58been learned that is relevant to you
25:00that you must apply? And if you are
25:03going to teach students, what would you
25:05teach and how would you teach it?
25:08If you are going to teach them to think
25:11and then teach them to think
25:12analytically,
25:14what should they be taught? What should
25:16they teach? This will be the information
25:19about this episode which will be a part
25:21linked to the policy and the focus of
25:23the ministry of education.
25:26This is the first episode. In this first
25:28period, I will put aside this part for
25:31now and we will continue the next part.
25:34Bye-bye.
25:36[Music]

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