แนวทางการบริหารหลักสูตรฐานสมรรถนะของสถานศึกษานำร่องระดับมัธยมศึกษา พื้นที่นวัตกรรมการศึกษาจังหวัดเชียงใหม่

Abstract

This study aims to: 1) examine the management status of the competency-based curriculum at education sandbox pilot schools under the Secondary Educational Service Area Office Chiang Mai; 2) explore the management strategies of the competency-based curriculum at these institutions; 3) examine the management approaches of the competency-based curriculum at the aforementioned institutions. The study follows a three-step approach: Step 1 examining the management status of the competency-based curriculum, using data from 28 school administrators and teachers through purposive sampling, utilizing questionnaire checklist and a 5-point rating scale. Step 2 studying the management approaches from 5 qualified individuals through interviews and content analysis. Step 3 verifying the management strategies using data from a sample group of 201 educational administrators and educational supervisors through stratified random sampling. The data collection tools include feasibility and utility assessment questionnaire checklist, and 5-point rating scale. The statistics used for data analysis were percentage mean and standard deviation. The findings of the study indicate that : 1. The overall management of the competency-based curriculum at the institutions is at a moderate level. When analyzed by specific aspects, it is evident that drafting and evaluating the curriculum, preparing and implementing it, and assessing its quality, are areas that can be further prioritized. 2. There are 25 management strategies identified. These strategies encompass preparation for curriculum development (7 strategies), curriculum drafting and competency quality assurance (5 strategies), utilization of competency-based curriculum (6 strategies), and curriculum assessment (7 strategies). 3. The assessment indicates a high level of feasibility and utility of the management strategies overall.