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1110-Policy and focus of the Ministry of Education Part 2 — Transcript

by สถาบันคุรุพัฒนา · 3,194 words · 527 segments · language en · Watch on YouTube

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0:01[Music]
0:07[Applause]
0:21Hello to all teachers who attended the
0:22training.
0:24We are also in the area of policy and
0:26focus of the Ministry of Education. This
0:29episode is part two of the policies and
0:31highlights of the Ministry of Education.
0:35On the topic of policies and highlights
0:36of the ministry of education, there are
0:39four episodes now part two. We have
0:42already talked in part one about
0:44organizing education for safety and then
0:47about education for organizing education
0:49to raise the quality of education study.
0:53Now we will come to the third topic or
0:55the third focus which is creating equal
0:58opportunities and educational equality
0:59for all ages. The focus here is on all
1:02ages.
1:04Point one or the focus of this area
1:06number one is to develop information
1:08systems for individual students to be
1:11used as a database for tracking and
1:13forwarding to higher educational
1:15institutions.
1:16The issue is hair. This means that the
1:19information is current and complete in
1:22order to provide information that will
1:23be used for tracking and forwarding.
1:26Tracking is tracking where this learner
1:28is studying. What floor are you on? And
1:31if there is a move, this information can
1:33be sent to the educational institution
1:35that will be moved to.
1:37Including if there is changing
1:39educational institutions will either
1:41change to the same level or to a higher
1:43level. For example, if you go to study
1:46in another state or another educational
1:48institution, you will have this
1:50information and can forward it on. or if
1:53there is a database of educational
1:55institutions that accept them, they can
1:57view this information in this system.
2:01And there you have it. That is, it is
2:03complete and current information that
2:05can be used at every level where this
2:07student goes to study or transfer to in
2:10another educational institution.
2:13There is also the matter of solving the
2:14problem of dropping out. Information on
2:17students who are in the service area of
2:19the education institution must be
2:21complete according to the list already
2:23available in the service area.
2:26When knowing that this learner has not
2:28yet entered any place in the service
2:29area or educational institution under
2:31supervision, he or she must follow in
2:35order to prevent students from missing
2:36out or lacking educational institutions
2:40including viewing tracking information
2:42to see if this learner has missed class
2:44or not. That is the matter of issuing a
2:46turban so that help can be given in a
2:49timely manner. Do not leave it empty
2:52until it is interrupted and you unable
2:54to return to study or the spoken
2:57language tells you to come back and not
2:58be able to continue. Traveling for that
3:01type is this information will help. The
3:04next request is to promote and support
3:06early childhood children from the age of
3:083 years and up.
3:10Since the constitutional act, national
3:12education act then strategy in the
3:15national education plan will talk about
3:17preschool children or before entering
3:19some compulsory education level. The
3:22term early childhood, young children,
3:25kindergarten children will be used.
3:28Whichever is used, it has the same
3:30meaning. But here we use the term early
3:32childhood. It means children who are 3
3:34years of age or older entering the
3:36education system. It means having an
3:39educational institution. Educational
3:41system, coordinated education systems do
3:44not have to be a school. It can be a
3:47small child center. Any educational
3:49center that is under the systematic
3:52supervision and it can be a government
3:54or private plan. in order to provide
3:57care and development. If we go back from
4:00the time of the National Education Act
4:02until it was stated that the development
4:04in every aspect including physical,
4:07emotional, social and intellectual
4:09aspects, there were those who said it
4:12was discipline. There is also the matter
4:14of having discipline. Here it is said
4:17that all round development with quality
4:19and potential according to age. This age
4:21is according to age and then continue
4:24systematically and according to
4:26standards that is to have quality that
4:29meets standards.
4:32It does not mean that they're taken into
4:33the care of someone else apart from
4:35their parents.
4:37Parents go to their duties. They go to
4:39work and in the evenings they come back
4:41and take their children home.
4:44This is not like leaving them for you to
4:46care for them alone. This means that it
4:48must be entered and developed according
4:50to the science of kindergarten or
4:52learning of preschool children or early
4:54childhood. The Ministry of Education
4:56will emphasize that this does not act
4:58alone and government agencies or
5:00educational institutions must cooperate
5:02with all relevant agencies. It may
5:04include society as well which also
5:07participates which is mentioned in the
5:09management section. The next point is
5:11about developing information and various
5:13options for students in special and
5:16vulnerable groups. Special target groups
5:19are groups with special characteristics
5:21or groups with special needs. What we
5:23are familiar with is a disabled group.
5:25This special target group may be a group
5:27that is underprivileged.
5:29These special needs groups have agencies
5:32which is already taken care of
5:33specifically. But the focus of the
5:35Ministry of Education right now is to
5:37produce information. In addition, the
5:40information must be diverse. In the
5:43past, it may not have been diverse, but
5:45diversity will be emphasized.
5:49It can also be an option as well.
5:51Another group that will have to take
5:52care of him is called the vulnerable
5:54group,
5:56including groups that include youths
5:58aged 15 to 24 years who are not in the
6:00education system, work and mechanical
6:03training. This vulnerable group has the
6:06potential to be a risk group. There are
6:09people who are tempted to get into the
6:11wrong way in a bad way. For example, in
6:14the group that goes into sexual matters
6:16is a high-risk group, goes into the
6:18matter of drugs or goes into the matter
6:21of intoxication, gambling. These are
6:24considered to be a vulnerable group,
6:26including groups that have issues with
6:28diseases.
6:29Vulnerable groups are both physical and
6:32psychological.
6:34Groups not in the education system are
6:36youth who have left the education system
6:37and are no longer in school. If they
6:40don't work, they don't receive any
6:42training in English such as NUT
6:44induction, enrichment, AU training or
6:48NNE. This group is a group that has been
6:51talked about at an international level.
6:53Namely, this group said that now the
6:55number has increased a lot. So these
6:58groups must be taken care of even though
6:59they are not in the educational system
7:02because they are part of the people or
7:04belong to the youth of the nation. They
7:07must be taken care of.
7:09The next step in creating opportunities
7:11and equality is a development of a
7:13system to support basic education by
7:15families or in English called
7:17homeschool.
7:20Homeschool is when families provide
7:22education for students or their own
7:24children without having to enter the
7:26education system without having to go to
7:28education whether in the system or
7:30outside the system. It is up to them to
7:32study at home. Parents have a plan to
7:35take care of them. They may organize the
7:37teaching themselves or invite lecturers
7:39or other teachers to teach them or it
7:42will be organized into various programs
7:44learning via media online various
7:47methods by planning and implementing
7:49according to the principles.
7:51Another group is learning mainly at
7:53home. Homebased cell learning here it is
7:57there are many varieties.
7:59Homeschool is making the house like a
8:01school but homebased learning is
8:03studying at home or at home as a base.
8:06That is studying at home will be a mix
8:08of both studying in a systematic way
8:10whether studying at home as well. For
8:12example, during the COVID period we will
8:14study at home partially or mainly
8:16including the study of alternatives.
8:19There are many varieties. If we look
8:21online there will be learning channels
8:23that can lead to getting a degree or
8:25going on to get a certificate.
8:27putting those certificates together and
8:29apply for a degree. Or if you don't want
8:31to achieve a degree, you can use it as
8:33evidence of special rights to use in
8:35actions that are now accepted, such as
8:37applying for a job or going to further
8:39study.
8:41There'll be more variety in options, not
8:43having to rely on a traditional system,
8:45which may be inconvenient or unsuitable
8:48for certain groups of people or
8:49families. Next, a continuation of item
8:533.4 is 3.5.
8:55This is the development of the credit
8:57bank or bank credit. The ministry of
9:01higher education has already talked
9:02about this matter but the ministry of
9:05education has come in to talk down to
9:07the level. The basics are let the
9:10education organization provide it and
9:13then have a central agency that will
9:14deal with credit banks or credit banks.
9:17This is the same as storing credits in a
9:19bank and when using them or using them
9:21for transferring used for applying for a
9:24job or leading to other activities
9:26whether it be activities in further
9:28study working or doing other activities
9:31they can be withdrawn from discredit.
9:34Therefore, the agencies that will accept
9:36these banking systems must adjust the
9:39structure. And if they adjust the format
9:41in order to support this part, at the
9:44same time, the Ministry of Education
9:46will have a central agency that will
9:48oversee and drive this matter in order
9:50to be one district as a whole. It will
9:53also be linked to various forms and
9:55types of educational levels to be able
9:58to use it and be able to move forward
10:00with more variety and giving students
10:02more opportunities and options.
10:05The next point in the big section is the
10:07focus of education in the development of
10:09career skills to increase
10:11competitiveness.
10:13When talking about a career in the
10:14Ministry of Education, we think of
10:17vocational education. Therefore, this
10:19point is a matter of vocational
10:21education such as point number one which
10:24is to develop vocational education
10:25causes and short-term professional
10:27causes in the module form just like we
10:29studied in the module form namely the
10:32module system.
10:34Special professional subjects are
10:36integrated into the same professional
10:38set. That means studying in both
10:40knowledge and practice practice
10:42professionally together through
10:44educational institutions.
10:47The organization that provides education
10:49must take care of organizing this
10:51professional set to suit the context.
10:53Link vocational education both in the
10:55informal system and bilaterally.
10:58Bilateral is the study of educational
11:00management together with the
11:02establishment in order to allow the
11:04establishment's people to participate in
11:06organizing education.
11:09If it is best to include it right from
11:11the creation of the curriculum, if the
11:13agency or business establishments of
11:15whatever nature can participate starting
11:18with teaching and jointly prepare the
11:20curriculum, participate in teaching
11:22about assessment to join in giving
11:25grades or organizing activities to
11:27manage learning. It is very good
11:30including the issue of organizing
11:32continuous education as a block cause
11:35that is it might be shortened to a block
11:37cause periodically and then accumulate
11:40learning units or credits to be able to
11:43use what has been learned anywhere in
11:45linked together by collaborating with
11:47business establishments to manage study
11:49permits intensively in order for
11:51students to have jobs.
11:54The next point in the matter of
11:55developing vocational skills is to drive
11:57production and develop manpower
11:59according to national qualifications
12:01framework and raise the level of
12:03manpower competency according to the
12:05qualification framework reference Azan
12:08and international standards that is it
12:11has a national qualifications framework
12:14especially the framework for
12:15qualifications in the field of
12:16vocational skills which is both
12:19international and in ASEAN there will be
12:22qualifications and qualification ation
12:24frameworks.
12:25Another one is to focus on driving
12:27excellence in vocational education.
12:30It is a collaboration between the
12:31private sector and the establishment
12:33sector to produce manpower to meet the
12:36needs of the workers that the
12:37establishments want. After all, the end
12:41goal is to develop the country. The next
12:43step in developing career skills and
12:45increasing competitiveness is developing
12:47career competencies that are consistent
12:49with your aptitudes and interests. by
12:52reskill, upskill and new skill. The
12:56meaning is the students will be our
12:57students or not. After graduating, I
13:01went to work. Things that have been
13:03learned or competencies that have been
13:05cultivated for some time may be outdated
13:08or may not be sufficient for changing
13:10circumstances.
13:12to review what such skills are like.
13:14Coming to review will come to reskill
13:16again or increase skills, make it
13:18higher, or does it have new skills that
13:20are needed to do the job? Various
13:23activities also add to this section in
13:26order for the target group to have a
13:27higher level of education by reskilling,
13:30upskilling and reskilling.
13:33It is also possible to increase the
13:34education of the students and it also
13:37creates career chance for development
13:39especially new skills having new skills
13:43able to have more career opportunities
13:45to change. This point will focus on all
13:47target groups especially when there are
13:50elderly people present. This means that
13:52the elderly have reached the age of
13:54change. For example, you have retirement
13:57age and want to continue working and
13:59want to review your own skills and
14:00increase your skills. If there is
14:03something new, I might come study. Maybe
14:06used for work or acting, hobbies or
14:08self-development. Living your life to
14:11make it more meaningful and valuable to
14:13yourself.
14:14This work will be done in collaboration
14:16with relevant agencies.
14:19The next point is in developing a
14:21national educational testing system in
14:24the field of vocational training, VNET.
14:28This is what the National Testing
14:30Institute has tested. Therefore, when
14:32testing the opening of V-Net hair, it
14:34must be used. First of all, a system
14:37will be developed to ensure that VNET
14:39test is accurate. It can be measured in
14:41a variety of ways and is consistent with
14:44qualification standards. The test
14:46results can be used in a variety of ways
14:49such as using it to go to work. Can also
14:52be used for further education. And in
14:54addition to that, testing must be done
14:57if one receives a performance standard
14:58certificate. For example, winning
15:01standards in using digital and
15:03requesting a certificate of English
15:04proficiency. These two aspects are
15:07emphasized by the Ministry of Education
15:09so that they'll be used for future
15:10benefits. For example, it will be used
15:13for entering work, continuing education
15:15or participating in various activities.
15:18Even the matter of going to various
15:20trainings going through this experience
15:22will have a greater chance of being
15:24selected.
15:25The next point is to develop skills and
15:27increase competitiveness. that is
15:30setting up a center to give advice on
15:32setting up a business using the word
15:34startup center. The meaning is that
15:36since school students since studying at
15:39along with training such as bilateral
15:41partnerships and hands-on learning, if
15:43there was a counseling center that would
15:45give advice on what to do if we actually
15:47started doing it. If there is a center
15:50to provide advice in setting up
15:52especially in business it will make
15:54operation still such business must be
15:58possible with the standard procedures
16:00and the chance of risking failure or not
16:02being able to move forward will be
16:04lower. There is a greater chance of
16:06moving forward and there will be a
16:07higher chance of success. The center
16:10will be under the center for
16:11professional development and
16:12entrepreneurship and will be developed
16:14as an incubator for vocational
16:16education. All of this is to develop
16:18professional entrepreneurs and students.
16:21The important thing about vocational
16:23education is that it gives the general
16:25public an opportunity to take part in
16:27this development as well. linked by the
16:29Ministry of Education to nonformal
16:31education or NF and nonformal education
16:36which is actually already under the
16:37Ministry of Education and also
16:39cooperates with both the government and
16:41private establishments in order to be
16:44consistent with occupations in a new way
16:46of life. A new form is a form that is a
16:49form of carrying out missions or career
16:51skills or businesses in a future form.
16:54For example, we're familiar with today's
16:56online business techniques. Businesses
16:58that have both diverse users do not
17:01necessarily have to have one. Stores or
17:03regular locations can conduct
17:05businesses, which also has a lot of
17:07variety. Next is the issue of increasing
17:10the role of education licensing in
17:12creating and developing entrepreneurs.
17:15Just now this is the establishment of a
17:17government agency
17:19business. This one increases to being an
17:22entrepreneur and then focuses on the
17:24issue of agricultural labor. In
17:26particular, a group of smart farmers
17:28called smart farmers is a group that
17:30applies technology that is develop
17:33agricultural innovations to use to
17:35increase productivity and reduce risks
17:38to the environment as well. And then
17:41there'll be a group of smart young
17:42farmers like smart farmers. It will be a
17:44group that will receive support to
17:47support the application of modern
17:48agricultural technology.
17:50This issue also lies in a matter of
17:52professional skills and increasing one's
17:55competitiveness. It is to develop a
17:57career curriculum for target groups
17:59outside the school system and the
18:01public. That means educational
18:04institutions or educational agencies
18:06that will take care of direct
18:07cultivation of groups who are not in
18:10formal education. That is teachers
18:13outside the school system and the public
18:15have to develop in line with
18:17professional standards into competency
18:18certification.
18:20That is by getting certified it will
18:23lead to expanding your career and
18:26leading to a new chapter or increasing
18:28your own career potential. Receive
18:30professional qualifications according to
18:32your national qualifications framework
18:34as well. Labor skills but work related
18:37to labor skills is certified from what
18:40has been said. This is the policy point
18:43and focus of the ministry of education
18:44in focus three which is to create equal
18:47opportunities and equality in education
18:49for all ages. The fourth area of focus
18:53is education to develop career skills
18:55and increase competitiveness.
18:57It can be seen that in creating equal
18:59opportunities it is not just about those
19:01who are in school who are in educational
19:04institutions or outside the system. It
19:06also includes all groups even those who
19:08are preschool and those who are after. I
19:11studied there that is every age group
19:14even the elderly. It is the same for
19:17developing career skills and increasing
19:18capabilities
19:20increase in matters of both the
19:21curriculum and the development process.
19:24Capacity development
19:27using technology to participate starting
19:29from developing the entire curriculum
19:31and teaching process for the institution
19:34and related agencies are involved in
19:36development and educational management
19:38as well. This way is to increase the
19:40competency of those studying at any
19:42level. Every age group has increased
19:45their abilities to be useful in terms of
19:47work, the matter of further education or
19:50even the matter of leading to used in
19:52various activities.
19:54From what has been said, let's go back
19:56as before. We must review and review
19:59what you have learned. What did you
20:00learn today in points three and four?
20:03Focus points. Can you remember? What are
20:05the highlights and points of emphasis?
20:08What benefits can we use for ourselves
20:10after learning? How to teach? What to
20:13teach are still the same questions. This
20:15video is finished. Goodbye.
20:19[Music]

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