การพัฒนาตัวแบบระบบนิเวศการเรียนรู้ของผู้สูงอายุ องค์การบริหารส่วนตำบลทุ่งปี๊ อำเภอแม่วาง จังหวัดเชียงใหม่

Abstract

The purpose of “Development of the Elderly Learning Ecosystem: A Case Study of Tung Phee Subdistrict Administrative Organization, Mae Wang District, Chiang Mai Province” was to improve the learning ecosystem for elderly in Tung Phee Subdistrict Administrative Organization, which is located in Mae Wang District, Chiang Mai Province. The research was qualitative with the specific area of study, which was Village Number 11 of Tung Pa Kha Nuea, Tung Phee Subdistrict Administrative Organization, Mae Wang District, Chiang Mai Province. The primary informants were officers of the Subdistrict Administrative Organization, government officers in the Subdistrict, community leaders, citizens, social groups, community organizations, and elderly. The study showed that the learning ecosystem of elderly in Village Number 11, Tung Phee Subdistrict could be divided into three main parts. The first one was factors learning utilities or learning environment. The second factor was conditions of the learning ecosystem. The last part was activities supporting the learning process of elderly in Village Number 11 Tung Pa Kha Nuea, Tung Phee Subdistrict. These factors supporting the learning process and the learning atmosphere had many forms of production mechanism including co-commissioning which consisted of co-planning, co-prioritization, co-finance, and co-design. Co-delivery was also included, consisting of co management, and co-performing, leading to 12 activities supporting the learning process of elderly in Village Number 11, Tung Phee Subdistrict. Those activities were Elderly School, House Calls ช and Health Services Based on Necessity for Elderly, Public Health Based Seminar for Elderly Related Personnel, Public Health in Terms of Medical Treatment Services for Elderly, Rehabilitation for Elderly and Disabled People, Career and Expense Reduction Training for Elderly, Career Fund and Relief for Elderly, Emergency Savings for Elderly, Elderly Gatherings, Traditional, Cultural and Religious Activities for Elderly, Home Improvement to Facilitate Elderly’s Lifestyle, and Waste Sorting and Organic Fertilizer Production. These were made under three conditions of learning ecosystem which were supportive learning, atmosphere supporting diverse learning methods for elderly, and driving force of learning process through organization’s visions and missions. Each activity led to learning dimensions including economic, social, and static dimensions, leading to four lifetime goals of learning process, consisting of to acknowledge, to practice, to become and to co-exist distinctively.