การกระจายการศึกษาผ่านนโยบายการสร้างความเท่าเทียมทางการศึกษาและการลดความเหลื่อมล้ำทางการศึกษา: กรณีศึกษาชุมชน ตำบลป่าป้อง อำเภอดอยสะเก็ด จังหวัดเชียงใหม่

Abstract

Independent Study: Education Distribution Through the Policy for Creating Equality in Education: A Case Study in Papong Sub-district, Doi Saket District, Chiang Mai Province. It is a case study whereby the government of Thailand was using the “Educational Equity Policy” as the tool that the government has used to create inequality in the distribution of educational resources between schools that are urban based and Particularly, it aims at the quality of education adopted by children in the rural schools. In this qualitative study, the context involved the Papong Sub-district, Doi Saket District, Chiang Mai Province. The study aims at giving an analysis of how the Education Equity Policy can be made effective in eradicating inequality with practical suggestions. This work utilizes a qualitative method of data collection through interviews. The Sample includes individuals who have completed fundamental education from Ban Pa Pong School, or Ban Pa Mai Daeng School, or nearby areas, as well as personnel from two schools in the Pa Pong Sub-district: As for the two case study schools, Ban Pa Mai Daeng School – a medium-sized and Ban Pa Pong School – a small public school. The study results from the interviews found that the main factors contributing to educational inequality 1) Economic capital and social capital factors, and 2) Economic conditions, Environmental conditions, and Social conditions while being in the education system. These findings are based on interviews with a sample group of 20 people. The categories of economic capital and social capital can be categorized as: 1) Families with a good middle-class: These families live comfortably with few economic problems and have a good ability to support their children's education. 2) Families with a lower middle-class status: These families live adequately but face economic problems and have less ability to support their children's education compared to families in the first category. 3) Families living with poverty problems: These families are relatively poor, often working as daily wage laborers, and have a low ability to support their children's education. Among the sample population, families of type 2 are the most common, followed by type 3 and then type 1. Economic readiness is a crucial factor that causes children to drop out of the education system.