Scholar vol3no2 FULL5

Scholar
ISSN 1906 - 6406
Editor-in Chief:
Suwattana Eamoraphan, Ph.D.
Associate Professor
Graduate School of Education,
Assumption University, Bangkok, Thailand
Editor:
Yan Ye, Ph.D.
Graduate School of Education,
Editorial Board:
Rev. Bro. Dr. Tom Oldenski, Associate Professor, University of Dayton, Ohio, U.S.A.
Dr. Suwimon Wongwanich, Professor, Chulalongkorn University, Bangkok,
Thailand
Dr. Sangob Laksana, Dean, Graduate School of Education, Assumption University,
Bangkok, Thailand
Dr. Ma. Lourdes C. Umlas, Dean, College of Education, St. Paul College Foundation,
Inc., Bulacao Pardo Cebu City, Philippines
Dr. Pornchulee Achava-Amrung, Associate Professor, Naresuan University,
Pisanurok, Thailand
Dr. Archanya RatanaUbol, Associate Professor, Chulalongkorn University, Bangkok.
Thailand
Dr. Supit Karnjanapun, Associate Professor, Graduate School of Education,
Dr. Andrew Goodman, Graduate School of Education, Assumption University,
Bangkok, Thailand
Dr. Richard Lynch, Assistant Professor, Graduate School of Education, Assumption
University, Bangkok, Thailand
Dr. Watana Vinitwatanakhun, Graduate School of Education, Assumption University,
Bangkok, Thailand
Dr. Soison Sakolrak, Assistant Professor, Chulalongkorn University, Bangkok,
Thailand
All contributors to this journal are peer reviewed
“The illiterate of the 21st century will not be those who cannot read and write, but
those who cannot learn, unlearn, and relearn.”
Alvin Toffler

I
Scholar: Au Graduate School of Education Journal Vol. 3, No. 2, 2011
CONTENTS PAGES
THEME 1: Challenges of Curriculum and Instruction
1. A Study of Identities and Academic Space in Thai Society: Case Studies of Thai Students in GED
Preparation Program in Thailand
VORAVOOT SUBHAP 1
2. Value Based Higher Education with Globalization, Generalization and Specialization
ASHISH MATHUR 8
3. The Development of Non-Formal Education Program to Enhance Vocational English skills based on
Place-based Education and Experiential Learning Approaches for Taxi Drivers in Bangkok Metropolis
PIYADA JUNWANNA 12
THEME 2: Teaching for the 21st Century
4. Development of a Web-based Non-formal Education Training Model Based on Self-directed Learning
and Resource-based Learning Approaches to Enhance Information Literacy and Self-directed Learning
of Users' Education Information Resources Center
PIYA SAKCHAROEN 18
5. Development of a Work Performance Enhancement Model for Lifelong Learning for Non-formal and
Informal Education Volunteers
NATALAK SRIMECHAI 23
6. Development of a Non-formal Education Activity Model Using Reflective Thinking and Neo-humanism
to Enhance Life Satisfaction for the Youth in Juvenile Observation and Protection Center
JUTARAT KOTCHARAT 29
7. Development of a Non-formal Education Activity Model Based on Bohm’S Dialogue and Nonviolent
Communication for Enhancing Intra-familial Communication Ability of Drug Rehabilitation Youths'
Parents
CHAMAIPORN DISATHAPORN 35
8. A Study of Learning Outcome of Innovative Approach in Teaching Mathematics in Primary Students
CHANDRALI ROY CHAUDHURY 45
9. Development of Non-formal Education Activities Based on the Four Noble Truths Principle to Enhance
Life Skills for Living Together of Male Inmates in Chiangmai Central Prison
DAMRONG BENJAKHEEREE 51
10. Development of a Model of Non-formal Education Activities Based on Contemplative Education
Approach to Enhance Well-being of the Elderly
KITTIPAT WIYAPORN 57
11. Research Synthesis and Structural Equation Model Validation of Critical Thinking
NITHIPATTARA BALSIRI 64

II
CONTENTS PAGES
12. Development of a Non-formal Learning Model to Enhance Emotional and Moral Quotients of Registered
Nurses
WANTANA BOONPRASERT 77
13. Development of a Non-formal Education Program for Parents to Enhance Communicative Abilities on Sex
Education of Their Adolescent Children
KAEWTAWAN SIRILUKKANANAN 84
14. Employee Branding-an Exploratory Study to Analyze the Set of Preferences of an Employee in
Educational Institutes of Jodhpur
RUPAL MATHUR 89
15. Development of a Knowledge Transmission Process Model for Enhancing Sufficient and Sustainable Self-
reliance for Thai Wisdom Teachers
WANLAPA LEKWATTANANONAND 95
16. The Development of an Education Provision Model to Enhance Professional Competences of Graduates in
the Workforce Shortage Fields of Study
SUTIDA HOWATTANAKUL 103
17. The Ethics of Psychological Counseling: A Comparative Study of Chinese Certified Psychological
Counselors and American Psychological Counselors
KAI ZHIZHONG 110
18. The Relationship between Locus of Control, Parenting Style, Teaching Style, and Self-Esteem on the
Practice of Healthy Lifestyle Behaviors among Chinese High School Students from Three High School in
Xinjiang Province
XIAOHUI GUO 119
19. Hikikomori: A Qualitative Study on Social Withdrawal of Japanese Adolescents
MIHO KATSUMATA 127
20. The Relationship between Employment Pressure, Romantic Relationship Satisfaction and Suicidal
Ideation of Chinese Students Studying in China and Thailand
QIULING PENG 143
THEME 3: Challenges for Educational Leadership
21. A Study of the Relationship between Transformational Leadership Style and Situational Factors for
Successful Operation at Assumption Samutprakan School, Thailand
MALIHEH GORJIAN 151
22. The Program Development of Character Education for ISAT Middle Schools
JEROME BANK 159
23. The Development of a Learning Management Model to Enhance Self-directed Learning of Adult Learners
in Rajabhat University
SUMOLNIT KERDNOONWONG 165

III
CONTENTS PAGES
THEME 4: Future Demands for Educational Administrators
24. A Contingency-based Personality Model of Teacher Placement for International Singaporean Primary
Schools in Thailand
ALLEN A. DUBOLINO 170
25. Development of a Training Model Based on Action Learning and Knowledge Management Approaches to
Enhance Performance Competency for Highway District Officers in the Department of Highways
APANCHANIT SUPHANICH 175
26. Performance Indicator for Public Expenditure Efficiency in Thai Basic Education: Data Envelopment
Analysis Approach for the Future Improvement
AKADET KEDCHAM 180
27. Development of Staff Performance Management Strategies in an Autonomous University: a Case Study of
Chulalongkorn University
PIYAWAT KAEWKANTHARAT 186

1
1
1
Ph.D. Candidate in Development Education, Faculty of Education, Chulalongkorn University, Thailand
A STUDY OF IDENTITIES AND ACADEMIC
SPACE IN THAI SOCIETY: CASE STUDIES
OF THAI STUDENTS IN GED PREPARATION
PROGRAM IN THAILAND
Voravoot Subhap1
Abstract: The objective of this research is to study
the identities and academic space of Thai students in a
GED preparation program in Thailand. The research
comprises the observation, the in-depth interviews of
39 Thai students in the GED preparation program in 1
Tutoring School in Bangkok. The purpose of this
research is to study the overview and the reason of
becoming GED students. The Snowball Sampling
method was used to categorize 9 case studies which
all of them are different in terms of educational
background. In-Depth Interviews were used to sort
out each one of them and the people surrounding them
in order to present the identities and academic space
of GED students in Thai society.
According to this research, first, it is found
that the identities of GED students are incorporating
both inconsistency and flexibility as a result of the
power of discourse and social space. These identities
will be manifested through making negotiations and
creating their own identities by means of proposing
both the distinctive and collective identities at the
same time. According to certain studies, GED
students will give more importance to social values
and internationalization. They prefer both expensive
goods and services.
In addition, they also have the different goals
from those of the students from formal schools in
terms of time, classes, and academic goals through the
collective identities of being “international,” “rich,”
“quick,” but “happy-go-lucky” students. Second, there
is a strong correlation between the academic space of
GED students and their identities. The academic space
of GED students comprises both the physical space
and the technology-based space. The academic space
will have a direct impact on the learning behavior, the
meaning of education, and the identities of GED
students. GED students are not willing to share the
same public space with the conventional students
from formal schools, but they are willing to share this
space with international students and high society
consumers.
Keywords: Identities, Academic Space, GED Preparation
Program, GED Student, and Thai Society
Introduction
The current educational system in Thailand has been
influenced by the ideology of internationalization,
globalization as well as capitalism that elicit Thai
people's need for educational services, as they believe
that education, especially westernized education,
serves as a tool for raising their socioeconomic status
(Thanapornphan, 2001). Another effect of
globalization on Thai educational system is to open
the vision of a new approach to educational
management: selective or compulsory adoption of
different forms of education from superpower
countries, including international programs, online
programs or distance learning. These are intended to
satisfy altering lifestyles, social values in Thai society,
as it is moving toward globalization.
Educational management in Thailand
comprises 3 types: formal education, informal
education, and non-formal education. Interestingly,
the informal and non-formal education originally
designed for people deprived of educational
opportunity, international programs, especially
IGCSE from UK and GED from US has played a part
in Thai society. These programs present flexible
forms of education suitable for the ways of life and
individual demand of Thai people, particularly
internationalized Thai adolescents in the society.
GED, General Educational Development, is a
distance academic program equivalent to a high
school course of study, designed to measure, assess
and certify high school level academic skills. It aims
to enable people who are deprived of education or left
school without high school graduation to continue
their education and to receive high school certification
according to the American educational system,
regardless of their background knowledge, race, or
religion. Test-takers can take the test if they are
minimally 17 years of age. The tests of GED are
designed to measure the skills and knowledge
equivalent to a high school course of study. The five
subjects which comprise the GED test battery are
Mathematics; Language Arts, Reading; Language
Arts, Writing (including essay); Science; and Social
Studies (American Council of Education, 2007:
online).
The GED program is designed for students to
study by themselves, to practice by themselves, and to
consult their instructors on the topics appearing on the
test at their convenience. To take the test, students can
register for GED test online (Prometric, 2007: online).
The GED program places importance on measuring
skills and knowledge for adults that correspond to
their work, including English communicative skills,

2
knowledge concerning economy, society, culture,
American and world history, mathematics, and
science. GED graduates include people deprived of
formal education from different fields, ranging mainly
from artists to professional sportsmen (American
Council of Education, 2007). As for learning styles,
the US GED program is designed principally for self-
study at one’s convenience. According to a study,
unlike US, in Thailand GED instruction is conducted
by institutes that design GED preparation programs to
equip students with necessary skills for the test, in the
form of classroom-based teaching with obvious costs.
This contributes to a phenomenon called 'paradigm
shift' in the educational management; that is, the
transition of ideology of educational management
from the form of alternative education for adults and
self-study in US to the form of classroom-based
instruction in Thailand.
In Thailand GED preparation programs are
an alternative for Thai students who wish to complete
high school education of international programs. It
targets Thai students from international schools or
Thai students who used to study abroad and wish to
obtain high school certification. (Utarntham,
interviewed 22 Jan. 2008). Today there are an
increasing number of students showing interest in
enrolling in this program, as can be seen from the
number of students who have graduated from this
program and have requested the certification of high
school equivalence at the Ministry of Education over
the past two years. From September 2007 to August
2008, among 1352 students requesting the
certification of high school equivalence, there were
184 GED graduates, accounting for 13.5%, whereas
from September 2008 to August 2009, among 1194
students requesting the certification of high school
equivalence, 160 students were GED graduates,
accounting for 13.4%. Given the number of GED
graduates requesting the high school certification,
GED certificate constitutes an international high
school certification that gains major popularity, in
comparison with other certificates certified by the
Ministry of Education (An officer at the Ministry of
Education interviewed 6 May 2010).
There are evident differences in concepts and
forms of GED preparation program management
between Thailand and US. In the US, it is an
alternative form of education designed for people
deprived of education not only to continue their
education without interfering their work, but also to
raise their career potential at their workplaces, thereby,
targeting mainly employees. The cost of the program
is reasonable; that is, for Americans, the test fee and
self-study materials total to 13,200 Baht. In stark
contrast, in Thailand the cost including tuition fee,
materials and test fee totals to 73,200-313,200 Baht.
Thus, the GED program in Thailand tends to serve the
target group of high income-earners who possess a
good command of English.
The research question focuses on the
transition from students who left formal education to
be GED students, in which they are financially ready
and possess good communicative skills enough to
study in the educational system, so they opted to
enroll in the GED preparation program to take the
high school equivalence test. Moreover, the concept
of identities is a point worth studying, inspired by the
study of identities by Schaefer (1995) who claims that
identities are used to explain and define a thing in
order to form a picture and elicit the clearest
understanding by linking one thing to another in the
aspect of both similarity and difference. Similarly, the
meaning of 'Who am I?' is always formed by
similarities and differences between ' I 'and 'others' or
'other things'.
This research, therefore, concentrates on
studying the ways of life, attitude, and behavior of this
group of students in order to investigate whether there
are similarities or differences in self-awareness,
meaning of education, collective identities between
GED students and other groups of students or not,
what are the GED students' strong points, problems
and obstacles, how GED students are accepted as a
result of collective identities and meaning of
education in the academic space.
In another implication according to the
concept of power by Foucault (1980), management of
GED preparation programs in Thailand is comparable
to a new social movement to demonstrate the
identities that will move, balance, give limit to
Thailand's educational management system by using
the social space and the academic space as a
movement and communication base in the society.
Therefore, it is interesting to observe how GED
students give meaning and expression on academic
issues and the academic space, what the importance of
education means to them, how they live their lives and
what they expect from society and education, as well
as how they are accepted by the society.
One concern is whether maintaining the
identities, meaning and academic space correspond to
their ways of life or not, whether the identities and
meaning of education in the academic space of GED
students affects the ways of life in the society or not,
whether the form of educational management
mutually understood to be a socialization process that
transfers social, cultural beliefs, learning of social
roles, skills in living and assuaging needs with an aim
to self-improvement and a good member in the
society is still necessary for this group of students or
not, if necessary what academic space and form of
education will be suited to this group of students.

3
The ideology of developmental education is
centered on using education as a tool for developing
persons that leads to the development of the country.
Thus, every person needs to receive an education with
different learning styles, with continuity through their
lifetime. Education serves as a process to have
individuals know what the world is, how to live in the
world, how to create things, and how to handle social
and cultural changes increasingly influenced by
western culture in Thai society. Therefore, education
based on this concept must invent or search for
approaches to developing academic space in Thai
society that correspond to globalization and current
lifestyles of people, thereby, creating space, especially
a new form of academic space, on the basis of mutual
understanding among GED students.
Objectives:
To study the identities and academic space of Thai
student in GED preparation programs in Thailand.
Conceptual Frameworks
1. The Concept of Identity
The concept of identity is the study of the identity
analysis of Thai students in GED programs in
Thailand pertaining to the concept of Type of Identity
(Woodward, 1997) which divides this identity into 2
categories as follows.
1.1 Individual Identities: This type of identity
is dealing with the expression of individual identities
and the social interaction in terms of individual
figures, clothing, social status, educational
background, and social interaction.
1.2 Collective Identities: This type of identity
is dealing with the collective identities of subjects in
GED programs via both concrete and abstract symbols
to show that all the subjects belong to the same group.
2. The Concept of Social Space
The concept of social space is the study of the space,
places, and media that influence the learning and the
creation of the identities of GED students under the
concept of Lefebvre that comprises the 3 theories as
follows:
2.1 Perceived Space: This type of space is
the physical spaces that GED students encounter in
their daily lives such as schools, home, family, and
public spaces.
2.2 Representation of Space: This type of
space is dealing with the creation of new meanings
such as Siam Square is equated with teenagers.
2.3 Representation Space: This type of space
is the study of the creation and expression of space
used by GED students in Thailand. For example, if
GED students are equated to international students,
they will not tolerate using any materials except those
only written in English.
Research Methodology
The study of identities and academic space in Thai
society is a qualitative research of the identities of
GED students in public spaces that shows social
activities, learning behaviors, ways of life of the GED
students and their various backgrounds utilizing the
life history of GED students, through ethnography
research comprising of observation and in-depth
interviews. This type of research is preferred
according to Spreadley who suggests three important
factors in selecting the area of research: place, actor,
and social activities. Therefore, this research aims at
an institution at Siam Square where the GED
Preparation Program is provided. The time scheme
was from May 1, 2008 to April 1, 2010.
Stage 1: The study of the overview identity and the
academic space of GED students in Thai society
Two methods of observations (participation
observation and non-participation observation) were
used together with a group interview. Initially, the
research began with the researcher being part of the
academic staff. The researcher began to observe the
behaviors and the attitudes of GED students and their
related group of people, such as their teachers, parents
and friends. In addition, 39 students from case studies
were interviewed to give information about their
educational background, family background, learning
behaviors, reasons of becoming GED students, social
space, and other activities in other spaces. Then, the
researcher summarized the synopsis of the students’
identities and their academic space. The time scheme
was from May 1, 2008 to April 30, 2009.
Stage 2: The study of the process of building identity
and the study of factors influencing GED students’
identity and their learning behavior
After the study of the overview identity, the
researcher selected case studies of 39 samplings in
order to research the process of identity and the
students’ life in different spaces. As a result of this,
the 39 samplings were grouped into 4 categories:
1. The students who are now under the Thai
educational system;
2. The students who were in the Thai
educational system;
3. The students who are now international
students;
4. The students who are or were overseas
students.
Then the researcher selected 9 case studies to
do observation and in-depth interviews in the area of
life history in different dimensions such as their

4
identities, families, economic, social status,
educational background, and media practices. All case
studies were selected from the outstanding students
who are representative from the snowball-sampling
group.
The researcher then summarized the
information into analytic induction for identities and
academic space of the GED students in Thai society.
Furthermore, all information was checked for
accuracy and looked for any suggestions from
teachers, GED students themselves and their parents.
The time scheme was from May 1, 2009 to March 1,
2010.
Results
1. The Problem of GED students in Thailand
GED Preparation Program in Thailand was
established in 2001 and is aimed to serve international
students who were not able to finish high school.
Therefore, this program provides an alternative
opportunity for them to earn a high school level
education and pursue their education in a university.
From the research, it is found that there are two
groups of GED students:
1. The students who are or were under the
Thai educational system.
2. The students who are or were international
students and/or overseas students.
Each one of them has his/her own purpose of
taking the GED preparation program. The first group
takes the GED because they have a negative feeling
towards the Thai educational system. They believe
that the system is only aimed for students to memorize
only content and a university entrance examination
are questionable. Besides, some of them had studied
overseas, so they compare the Thai educational
system with others, and feel that the other systems are
more qualified than the Thai system.
The latter looks at the GED program as a
cheaper program. They believe that they pay less in
this system compared with their actual expenses in the
school system. Moreover, this group of students
enjoys social activities, such as nightlife and part-time
work, so the GED preparation program is more
suitable to their lives.
However, the problem exists in the GED
preparation program when the students, especially
Thai students, feel that they cannot afford the tuition
fee for the program and they have problems with their
English efficiency. The latter problem seems to be the
main problem for Thai students since all courses in
GED are in English. All GED subjects reflect the
American lifestyle and culture, so those who lack
discipline both in their studies and in examinations
might not be able to pass the exam easily within the
timeline.
2. The Identities of GED Students in Thai Society
For this study, it is evident that the identity of GED
students comprises the individual and collective
identities. They share individual identity through their
figures, clothing, and skin colors. Meanwhile, the
collective identity is divided into 3 types:
2.1. International: This reflects the identity
of one’s thoughts and behaviors. The “international”
identity occurs when GED students had studied in
international schools or studied overseas, and they
experienced cultural diversities. This group of
students also lives in families that venerate those who
speak English fluently and those who graduate from
overseas schools. GED students seem to be passionate
about international culture and society. This
“international” identity also results in the behavior
and attitude of GED students who want to continue
their higher education in an international program.
Apart from this, they seem to consume mostly
products manufactured in western countries such as
clothes, media, or even websites, which are popular
among westerners.
2.2. Rich: This “rich” identity represents the
identity of social and economic status. The students
with this identity share the same behavior and attitude
on certain product consumption such as education,
travel, entertainment, clothing, life style, and
socialization. This identity reflects in a group of
people with high income. The major influence for this
rich identity is a wealthy family who emphasizes
using expensive goods to represent their social status.
2.3. Quick/Happy-go-Lucky: This identity
results from the flexibility of the program. GED has
no limitation on the timeline and allows all test takers
to schedule their own examination dates. Therefore,
GED students seem to be easy at studying with no
stress. In addition, many GED students do not tend to
take university entrance examinations, so the students
can design their own learning habits. However, this
can lead to a lack of responsibility.
The most outstanding advantage of the GED
preparation program is its flexibility. GED allows the
students to schedule their study and plan their
examination dates by themselves. Many of them
finish the program in a short period because GED
does not give specific time for students. The only
requirement is that all students have to pass 5 subjects
from the program. According to this, many students
use GED as their shortcut to go to the university
within a short period.

5
3. Academic Space for GED students in Thai society
There are two academic spaces for GED students in
Thai society.
3.1. Physical Space: This space refers to a
space where boundary is set concretely. There are
three spaces under this academic space.
3.1.1 Home and Family: This space is very
vital for GED students as most of them spend more
time with their family than with their studies. This is
in contrast to Thai students. Therefore, this home and
family space provides them with the knowledge in
many dimensions especially the attitude, value, and
objective of their life. From this research, it is evident
that GED students spend their time in home and
family space than in other areas in a week.
3.1.2 Tutoring school: Tutoring school aims
to provide preparation for GED students in order to
allow GED students to present their GED identity
freely without an interfering power to intrude their
identity. This is a place where GED students will
learn all needed knowledge for the GED program and
all necessary elements in socializing with other GED
students.
3.1.3 Public space: Public space in this
research consists of Siam Square, the main
department stores such as Siam Paragon, Siam Center,
Siam Discovery, Central World, and Central Chidlom,
and the nightclubs around Thong Lor and Sukhumvit
Road where most visitors are from a high-income
bracket. GED students in this space will learn to share
the same attitude and life style.
3.2. Technology-based Space: This space
refers to a space in websites, and other media such as
television, radio programs, magazines and other
printed media, which can be categorized into two
groups:
3.2.1 Online Social Network: Most GED
students create their own personal space online via
face book and twitter. Another method is an instant
message program (A.K.A Chat Program) that allows
the users to instantly send and receive messages
online.
3.2.2 Media: GED students tend to consume
much on these media and it seems that they prefer
international ones. They believe that watching
international media, which English is the primary
language, makes them look “international”.
4. The Occurrence of Identity of GED students in
Academic Space
The identity of GED students in academic space tends
to be inconsistent and flexible. It is also dynamic. In
other words, this identity is a process of becoming
which depends on discourse and the power of
discourse.
4.1. The identity in home and family space:
GED students live in a home with their family and
will act differently from living in other spaces. This
bond strongly with the “actor” factor. For example,
GED students will present their individual identity
when living with their family. They will be no more
GED students. In fact, they will switch to a collective
identity that is more recognizable in their family.
4.2. The identity in tutoring school: A
tutoring school is a place where GED students show
collective identity to present their “GED look”.
However, each student seems to present his/her own
outstanding individual identity in this space.
4.3. The identity in technology-based space:
This identity is very flexible either in physical space
such as Siam Square and department stores or in
technology-based space such as websites like face
book, hi5, and twitter. Sometimes, GED students
represent their “GED look” and other looks in other
occasions. Their looks depend on how they want
others to perceive them in a certain space.
Discussion
Inconsistency of GED students has the characteristics
that are interchangeable to the authority of the
particular area. The students will single-handedly
adapt or choose their own identities as Foucault
mentioned concerning power, identity, and social
movement. To bring out their personal identities, they
will negotiate with the power of the area. Therefore,
in general, the inconsistency of the identities can
occur as a result of the power and the context of the
particular area (Hall, 1990).
To consider establishing academic
managements and policies for GED students, one
must realize their inconsistency because they have a
collective identity and inconsistency of identity. It is
necessary to have academic managements based on
the inconsistency that are not so dominant and will not
create a sense of the other for them to effectively
express their opinions and identities. This idea has
already been successful in New Zealand for Maori
students in a research,” Social Identity in Young New
Zealand Children” (Bruce, 1998). He sees the
inconsistency of identity that Maori students have can
lucratively alleviate violence of racism. Hence, it is
important to give much weight to identity diversity
and influential factors, which are space and the
occurring factors.
GED students stay in social spaces to learn
and transmit their identities within their group. Apart
from this, they prefer to do activities with their friends
and families who play an important role for the
process of building their identities. Therefore, it is
essential to use the space they are familiar with,
especially cyber space, as the key strategy to develop

6
academic space. The reason is GED students and their
surrounding people have a potential to access
technology, and their family members are also highly
educated which is one of the key factors to enable
learning ability. It is evident that this method works
elsewhere. For example, Child Watch International
Research Network aims to build a network to help
develop children and youth. (Nakornthap, 2006)
In order to help GED students to lead normal
lives, it is important to construct academic spaces that
correspond with their identities and ease tendency for
them to be in jeopardous area. One must stress
“positive thinking skills,” “physical and mental
wellness,” and “productive living” for them, and they
need cooperation from many sectors such as public,
cooperate, society, family, and school to build
academic spaces that are suitable with their lives. This
includes technology-based space and activity-based
space that emphasize two principles; sense of insider
and needs. To be accessible to their identities, ways to
lead lives, and living space, Improvements must be
developed to be in contact with their needs for further
and effective results.
Recommendation for Future Research
1. Recommendation for policy
This research will provide suggestions in terms of
policy as follows:
1) Recommendation for quality space for
GED students: the space should be a place where they
can easily find all kinds of student-related
information. It will emphasize a construction of a
space where students can get together in an
appropriate time, suitable with their hands-on life
style. Furthermore, it also allows the expressions and
technology to cooperate in order to inform
information to them, and the decoration should be in-
trend and respondent to the age of the GED students.
2) An academic policy for perceptive life can
be conducted via a development package for survival
skills in terms of consumption, morality, socialization,
and Thai culture to reinforce immunity and be
perceptive to media and technology.
3) A cooperative policy for academic
institutions and related organizations; these bodies
must provide necessary skills and information of
differences between urban and suburban areas that
they lack.
4) A policy and strategy for academic
improvements for minority group; GED minority
group students have more ability and social
opportunity than regular minority students. They must
be given learning opportunities and chances to attend
to activities that they can express their identities.
2. Recommendations for research
This research will provide suggestions for future
research as follows:
1) There should be studies on stories about
Thai students who attend international and other
programs to learn their identities, give academic
definition, and academic space. These will help better
understand them and academic space in Thai society.
2) There should be researches on the same
area by a variety of research procedures. This will
allow different perspectives other than mentioned
principles in research to create different points of
view in analyzing related points and the students’
lives.
3) There should be studies on tendency and
condition of Thai adolescents who attend international
programs. It also includes influential factors to
conduct development strategies for the Thai academic
system.
4) There should be studies to carefully watch,
prevent, and improve performance of the students
who do not accept the nurturing process from the
schooling system.
References
American Council of Education. (2007). GED:
Introduction [online]. Available from http://
www.acenet.edu/int.html [2007, February 2].
Barthes, R. (1967). The Elements of Semiology. London:
Cape.
Bruce. (1998). Social Identity in Young New Zealand
Children. Journal of Psychology, volume 19
(June 1998), 21-33.
Foucault, M. (1980). Power, Knowledge. New York:
Pantheon.
Foucault, M. (1984). Space, Knowledge and Power. In
Rainnow, P. (ed.), The Foucault Reader. New
York: Pantheon Book.
Hall, S. (1990). Culture, Media, Language: Working
Papers in Cultural Studies. London: Unwin
Hyman.
Lefebvre, H. (1998). The Production of Space. London:
Blackwell.
Nakornthap, A. (2006). The Cultural Policy and
Strategy for Thai Children. Bangkok: The War
Veterans Organization of Thailand Press.
Officer at the Ministry of Education. (2010). Interviewed
6 May 2010.
Prometric. (2007). GED: Information for Test Taker
[0nline]. Available from: http//www.prome
tric.com/ged/info.html [2007, Feb 7].
Schaefer, R. and Lamm, R. (1995). Sociology. New
York: Mc Graw-Hill.
Tamir, Y. (2007). The Role of Personality in Social
Identity: Effects of Field-Dependence and

7
Context on Reaction to Threat to Group
Distinctiveness. London: Blackwell.
Thanapornphan, R. (2001). Education, Capitalism, and
Globalization. Bangkok: Kob Fire.
Utarntham, Napa. Interviewed, 22 Jan. 2008.
Woodward,K.(1997). IdentityandDifference.London:Sage.

8
2
2
Ph.D., Reader, Lachoo Memorial College, Jodhpur, Rajasthan
VALUE BASED HIGHER EDUCATION WITH
GLOBALIZATION, GENERALIZATION AND
SPECIALIZATION
Ashish Mathur1
“Education develops the intellect; and the intellect
distinguishes man from other creatures. It is
education that enables man to harness nature and
utilize his resources for the well-being and
improvement of his life. The key for the betterment
and completeness of modern living is education. But,'
Man cannot live by bread alone '. Man, after all, is
also composed of intellect and soul. Therefore,
education in general, and higher education in
particular, must aim to provide, beyond the physical,
food for the intellect and soul. That education which
ignores man's intrinsic nature, and neglects his
intellect and reasoning power cannot be considered
true education”
Abstract: Quality of higher education is a multi-
dimensional concept. The effectiveness of the
education system depends on its ability to transmit the
knowledge and skill; the authenticity, content,
coverage and depth of information availability of
reading/teaching materials determines the quality
standards. Good quality education is associated with
high ethical standards. Education imparted with moral
values develops the soul of the society. This paper
discusses in details how information technology can
be applied to enhance the quality of higher education
at affordable cost. It also discusses the various ethical
parameters associated with the higher education and
their impact.
Keywords: Quality, Technology, Higher Education,
Knowledge
Introduction
In a major speech entitled “Mend it, Don’t End it”
former President Bill Clinton there in said: Beyond all
else, our country is a set of convictions: We hold these
truths to be self-evident, that all men are created equal,
that that they are endowed by their creative with
certain unalienable rights, that among these are life,
liberty, and the pursuit of happiness”. Our whole
history can be seen first as an effort to present these
rights and then as an effort to make them real in the
lives of all our citizens. The purpose of affirmative
action is to give our nation a way to finally address
the systematic exclusion of individuals of talents on
the basis of their gender or race from opportunities to
develop, perform, achieve and contribute affirmative
action is an effort to develop systematic to open the
doors of educational, employment and business
development opportunities to qualified individuals
who happen to be members of groups that have
experienced long standing and persistent
discrimination. This speech is the reason for imparting
ethical education because it is the basis of society
formation. Nowadays, higher education is being
driven towards commercial competition imposed by
economic forces resulting from the development of
global education markets and the reduction of
governmental funds, forcing colleges and universities
to seek other sources of financing. Higher education
institutions had to be concerned with not only what
the society values in the skills and abilities of their
graduates (Ginsberg, 1991), but also how their
students feel about their educational experience.
These new perspectives call attention to the
management processes within the institutions as an
alternative to the traditional areas of academic
standards, accreditation and performance indicators of
teaching and research.
There are a number of problems in
developing performance indicators in higher
education. One such problem is that performance
indicators tend to become measures of activity rather
than true measures of the quality of student’s
educational service. These performance indicators
may have something to do with the provision of
higher education, but they certainly fail to measure the
quality of education provided in any comprehensive
way (Berg, 2005) the student satisfaction can be
divided into two loosely bound categories: (a)
assessing teaching and learning; (b) assessing total
student experience. Quality in higher Education is
about efficiency, high standards, excellence, value for
money, fitness for purpose and/or customer focused
(Watty, 2006). The E-business is on knowledge
transfer and knowledge sharing. It means connecting
critical business systems and even education systems
directly to critical constituencies-customers, vendors,
and suppliers- via the Internet, extranets, and intranets.
The technology-based environment provides
electronic information to boost performance and
create value by forming new relationships among
businesses, education systems and customers. E-
business is more than a Web site, in that it affects all
aspects of business, from strategy and process to
trading partners and the ultimate consumer. It
combines the resources of traditional knowledge-
based systems with the global reach of the Web.

9
From a knowledge management viewpoint, e-
business enables learning organizations to accomplish
the following goals:
1. Create new products or services and,
consequently, new market knowledge.
2. Build customer loyalty through
knowledge exchange and knowledge sharing.
3. Enrich human capital by more direct and
immediate knowledge transfer.
4. Make use of existing technologies for
research and development and creation of
new knowledge for new and more advanced
products and services.
5. Achieve market leadership and
competitive advantage.
E-business means exchange of information
with anyone, anywhere, anytime. It breaks two
traditional rules of knowledge sharing: Companies do
not share knowledge edge that determines pricing.
One of the drivers that promote e-business is change
in organizations. Today is learning organizations
empower front-line workers to do the kind of work
once performed by junior management. There is also a
trend toward collaborating owners and managers
across departments to develop a chain of relationships
and knowledge sharing that adds value to the
enterprise.
The Ethics Factor in Education
The word ethics is not easy to define. It means
different things to different people. Ethics is related to
fairness, justice, equity, honesty, trustworthiness, and
equality. Stealing, cheating, lying, or backing out on
one’s word are all descriptive of a lack of ethics.
Something is ethical when a person feels it is innately
right, which is a subjective judgment. Incidents of
daily life are related to one’s value system, beliefs,
and culture. Laws are often created to combat
unethical acts that threaten societal image and survival.
They are also used to reinforce existing ethics. Ethics
creates a strong sense of professionalism. Ethical
misbehavior among knowledge developers is no
greater or less than it is among the mass public.
Ethical Decision Cycle
Knowledgeable people with common sense are
expected to be people of ethics. They consider a
number of elements when they make ethical decisions:
1. The nature and essence of the act. Is the
act fair, reasonable, or conscionable?
2. The consequences of the action or inaction
on the parties involved. Who gains by the
act, which loses, and by how much?
3. The far-reaching consequence of the
action or inaction on the organization,
community, and society. Will the act, if
left unchecked, lead to societal ills?
Figure 1 summarizes the situation and must
evaluate alternative approaches that lead to a decision
to commit an act. The outcome is initially reviewed
by the person. If it is believed to be rewarding, fair,
and just, chances are it will be repeated, and vice
versa.
Major Threats to Ethics
Ethics are more openly discussed as a serious concern
today than they were in the past, because the threats
have steadily increased. As shown in figure, the main
threats are as follows:
 Faster computers and PCs
 Sophisticated telecommunication and
Example:
Restricting Immigration
Example:
Donating to charity
Example:
 Robbing a Bank
 Falsely Reporting
Charitable Donation
Example:
Rescuing Hostages from a
Foreign Country
Immoral Moral
Illegal
Legal
Figure 1: Graphical Representation of the Ethical Decisions

10
computer networks
 Massive integrated knowledge bases
 Ease of access to information and
knowledge bases
 The view that captured knowledge is a
competitive weapon
With these threats, ethical dilemmas or
dimensions not imagined 10 years ago are facing today’s
firm, stretching standard ethical considerations to the
limit. In fact, technological advancements have resulted
in the need to reevaluate ethical standards and their
implications for privacy, confidentiality, accuracy and
integrity.
Knowledge hoarding, unauthorized e-mail
access, and sale of competitive knowledge are serious
ethical issues. Also, taking out life insurance policies
on employees to benefit the company when the
employee dies is questionable ethics. In 2002, a senior
vice president at a major credit card company was
dismissed for allegedly using his position and
company affiliation to promote his side business and
pressure company suppliers into buying products from
him- all of which were carried out using e-mail and
fax. Because no one knows more about information
technology and has better access to the company’s
knowledge base than the head of the IT department,
should the head of the IT department be the one to
establish and enforce ethical standards for the
company as a whole?
Objective of the Study
The overall objective of the present study is to
understand the nature of ethical dimensions as defined
by professors in the universities and to obtain insights
into the level of staff involvement with ethical issues.
The present research involved a mixed approach- a
qualitative survey of investigations based on semi-
structured face to face interview and a quantitative
survey. A total of 250 interviews were conducted with
the professors and teachers in universities operating in
the city of Jodhpur. The respondents were selected on
the basis of convenience sampling.
Results and Discussions
Reasons behind the Practice of Ethical Quality Issues
by the University Professors. The Table 1 illustrates
the reasons behind the involvement of Professors of
Universities in Jodhpur. (See at the next page)
Proposed Strategy to Improve the Quality Standards
in the Universities
The education has to be ethical in order to build the
nation and the society. The character and the destiny
of any institution are built based on the foundation of
the values realties to education. The orientation of
exudation systemize to impart creativity, originality,
expertise etc should be the basis of sound strategy to
impart quality education in any system.
Richness in Knowledge and Skill
The quality in higher education relates to absorption
of knowledge and generation of skill among the
students. Knowledge and skill of teachers and experts
have an effect on setting of norms. The expertise
possess by the teachers helps in building the quality of
knowledge level to build in the student personality.
That is to say, that availability of high quality
teaching aid and reading materials is essential for each
participant in the educational process. Availability of
high quality reading materials helps the teachers as
well the students to have a better grasp of the subject
matter, critical attitude, innovative tendencies and
lucid communication skills.
Creativity
Inculcation of problem solving ability, creativity,
innovativeness and such faculties make the third
parameter of quality in education. A good quality of
education would foster creativity and innovation in
the material development of the proper growth of the
students.
Modern Information Technology and Quality in
Higher Education
The modernization of education is essential to remain
connected to the developments happening in the
digital world. The information technology can help in
the enhancement of quality in higher education. A
knowledge network should connect all universities
and colleges for online open resources.
Conclusion
Teaching is the highest form of understanding. Ethics
in higher education entails effectiveness of
transmitting knowledge and skill, the authenticity,
content, coverage and depth of information,
availability of reading/teaching materials, reduced
obstacles to learning, applicability of knowledge in
solving the real life problems, fruitfulness of
knowledge in personal and social domains,
convergence of content and variety of knowledge over
space (countries and regions) and different sections of
the people and realization of cost-effectiveness and
administrative efficiency.
References
Govt. of India (2008) National Knowledge Commission:
Report to the Nation 2007. Available at
http://knowledgecommission.gov.in/reports/rep
ort07.asp.

11
Berg, G. A. (2005). “Total quality management in
higher education” In Howard, C., Boettcher, J.
Ginsberg, M. B. (1991). Understanding educational
reforms in global context: economy, Ideology
and the state, Garland, New York.
Watty, K., Want to Know About Quality in Higher
Education? Ask an Academic. Quality in Higher
Education, Vol. 12, No. 3, November 2006, and
pp. 291-301.
Table 1: Reasons behind the Practice of Quality in the Universities
Reasons Strongly
Agree
Agree Neither Agree
nor Disagree
Disagree Strongly
Disagree
Ethics is the part of my university policy c1 32.1 31.6 16 20.3 0
Quality enables my university to company to
be a good & ethical institution c2
41.2 46.8 8.2 3.8 0
Ethics give transparency for credit ranking c3 21.6 49.8 19.6 0.7 8.3
Ethics enhances university’s image c4 45.2 40.1 14.7 0 0
Ethics increases visibility in the society c5 31.8 45.2 23 0 0
Ethics ensures sustainable development c6 30.3 49.8 11.2 2.1 6.6
Ethics is based on what the students want c7 8.2 20.3 40.1 15.2 16.2
Ethics is based on what society wants c8 25.6 45.4 23.5 2.8 2.7
Ethics management is based on what
professors want c8
18.6 35.1 30.1 7.1 9.1
Ethics is a governmental obligation c9 23.1 47.1 22.1 7.0 .7
Ethics is for the development of society c10 25.3 45.5 25.9 2.5 .8
Figure 2: Reasons behind the Practice of Ethical Issues
X- Axis = Reasons behind the Practice of Quality in the Universities
Y-Axis = Percentage
32.1
41.2
21.6
45.2
31.8
30.3
8.2
25.6
18.6
23.1
0
5
10
15
20
25
30
35
40
45
50
C1 C2 C3 C4 C5 C6 C7 C8 C9 C10

12
3
1
Ph.D. Candidate in Non-Formal Education, Department of Educational Policy, Management and Leadership,
Faculty of Education, Chulalongkorn University, Thailand
THE DEVELOPMENT OF NON-FORMAL
EDUCATION PROGRAM TO ENHANCE
VOCATIONAL ENGLISH SKILLS BASED ON
PLACE-BASED EDUCATION AND
EXPERIENTIAL LEARNING APPROACHES
FOR TAXI DRIVERS IN BANGKOK
METROPOLIS
Piyada Junwanna1
Abstract: English plays a significant role for entire
communicative purposes in global society. Existing
literature identifies clearly that there is highly increase
in number of English language learners for both formal
and non-formal education, which provide various
curricular to enhance English capability categorized by
learning objective. Focus on vocational development
program that enrolled increasingly, vocational English
curriculum is provided for various occupations,
including taxi drivers in Bangkok Metropolis. Effective
program should be developed to satisfy the place itself
and learners ' real needs.
The purpose of this research was to develop
the non-formal education program based on Place-
Based education and Experiential Learning approaches
to enhance vocational English skill for taxi drivers in
Bangkok Metropolis. Academic achievement score is
enhanced by both in class and outdoor activities,
Ecological vitality was generated base on objectives of
Place-Based Education and Sense of Place was
cultivated through learning activities in the educational
program.
Independent sample (t-test) was conducted to
analyze the collected data whether there was a
significant difference and which the difference occurred.
Multiple regressions were used to pinpoint the best
predictors. Forty taxi-drivers in Bangkok Metropolis
were purposively selected to participate in this research
that were screened by 2 specific qualifications Twenty
participants were divided into a control- group and
others for an experimental -group.
Major research findings were as follows (1)
The collected literature of non-formal education
program for taxi drivers in Bangkok Metropolis
developed by government and non-government
sectors; (2) The completed developed of non-formal
education program to enhance vocational English skill
for taxi driver in Bangkok Metropolis; (3) The
comparison of the result of vocational English
achievement score, attitude toward ecological
awareness score and attitude toward place (sense of
place) score between control group and experimental
group; (4) The study of factors and conditions of
implementation of developed non-formal education
program.
Keywords: Non-formal Education Program, Place-
Based Education, Experiential Learning, Vocational
English, Taxi Drivers
Introduction
English plays a significant role in the communication
of a global society today. The existing literature
identifies clearly that there is a high increase in the
number of English language learners in both formal
and non-formal education. There are different
curricular approaches to enhancing English language
capabilities in relation to different learning objectives.
The focus here will be on the challenge of developing
a vocational English program for taxi drivers in the
Bangkok metropolis as well as other occupations. An
effective program should link to the learners needs.
The focus of the English curriculum literature
on non-formal education includes both general
curriculum and vocational curriculum. All
curriculums are available to fulfill the needs of
particular target groups. The popularity of a vocation
English curriculum is evidenced by increased
registrations each semester. Each non-formal
education decision to set up a short course on demand
may be categorized by the occupations of the target
group. Course descriptions, teaching approaches,
learning assessment and other components in a course
depend on the learners’ needs. One of the courses
with the highest registrations is vocational English for
taxi drivers. This provides evidence of the needs for
English language enhancement to improve
communication ability that benefit the learner’s
particular occupation. Taxi Drivers represent an
occupation serving both local and non-local people
that can be enhanced by English communication with
indirect benefit for the Bangkok tourism economy.
There are vocational English courses for taxi
drivers provided in each non-formal education
division in Bangkok. However, the content and
learning approach in curriculum is still not practical.
(Non-formal education division, 2006)
In order to enhance the vocational English
language skills of Bangkok taxi drivers there should a
learning emphasis on tourist attractions, well-known
shopping centers, and on particular tourist activities in
Bangkok. Taxi drivers in the Bangkok Metropolis
should be helped to develop awareness about air
pollution in Bangkok, which has a negative impact on

13
their quality of life. (Pollution Control Department,
2005 )The most critical point for taxi drivers should
be the encouragement to have a sense of ‘Bangkok
awareness’ which leads them to find approach to
develop and sustain their own place. This will benefit
the Bangkok economy as well as the taxi drivers
themselves. Hence, an education program should be
developed which is able to enhance vocational
English skill, ecological vitality awareness and
awareness about place.
Place-based education represents a recent
trend in the broad field of outdoor education. It
recaptures the ancient idea of "listening to the land"
and living and learning in harmony with the earth and
with each other. As society becomes increasingly
urbanized and technologized, educators must continue
to adopt and adapt more of the goals, theory, and
practice of place-based education (Knapp, 1996).
Place-based education seeks to help communities
through employing learners and educators in solving
community problems. Place-based education differs
from conventional text and classroom-based education
in that it understands learners' local community as one
of the primary resources for learning. Hence, place-
based education promotes learning that is rooted in
what is local in desired subjects. (Orr, 1994)
As educators have known, learner as adults
possess their own experience (Knowles, 1980) In
adult learning experience should be considered a
valuable resource for learning (Archanya Rattana U-
bon, 2004). Hence, experiential Learning focuses on
the learning process of each individual learner. The
learning process is a cycle of making meaning from
direct experience that can be generalized into the
learner’s life (Kolb, 2004). Because experience is
factor of adult life, whenever adults set out to teach
more about anything it is important that they should
link this with their previous experience (Brookfield,
1983)
As previously described, it can be concluded
that the components ‘place-based education’ and
‘experiential learning’ that the researcher has applied
in the study are all correlated. Together they can
enhance vocational English capability, ecological
vitality awareness and sense of place awareness. In
this way, learners are able to generalize new
knowledge integrated into their previous experience
through learning activities. Also new experience is
generated and becomes part of the learning
cycle. The researcher is interested in developing a
non-formal education program to enhance vocational
English skill based on place-based education and
experiential learning approach for taxi drivers in
Bangkok Metropolis. Seven learning activities in
program were developed by applying learning
activities comprised of indoor and outdoor learning
mentioned in place-based education approach and
integrated in the experiential learning cycle.
Literature Review
Place-Based Education
Place-based Education is an integrated learning
phenomenon (Sobel, 2004). Education reformers
spoke about the importance of incorporating students’
experience of particular communities and places into
their formal education. This approach to education in
a variety of local contexts develops approaches to
teaching and learning that redirect students to the
value of the local.
Woodhouse & Knapp (2000), Smith (2002),
Gruenewald (2003), Power (2004)and Sobel
(2004) stated that by its very nature, place-based
education is not something that can just be packaged
and then disseminated. It depends on the creative
interaction between learner and the possibilities and
requirements of specific places. Education purposes
will be accomplished when the education provided
directs their attention to local phenomena. Proudman
(1995), Hug (1998), Knapp and Woodhouse (2003)
and Sobel (2004) have all described place-based
education as the process of using the local community
and environment as a starting point to teach.
Emphasizing hands-on and real-world learning
experiences, this approach to education enhances
academic achievement, increases learners’
appreciation for the natural world, and creates a
heightened commitment to serving as active,
contributing citizens. Community vitality and
environmental quality are improved through the active
engagement of local citizens, community
organizations, and environmental resources in the life
of the school.
Place-based education officially links itself to
experiential learning as a process through which a
learner constructs knowledge, skill, and value from
direct experience. Proudman (1995) Woodhouse &
Knapp (2000), Gruenewald (2003), Power (2004) and
Sobel (2004) describes the importance of being aware
that a learning cycle is composed of reflection, critical
analysis, and synthesis. Learners are characterized by
taking initiative, making decisions, being held
accountable for the results, posing questions,
experimenting, solving problems, and constructing
meaning from experience learning activities.
The characteristics of this educational
approach identified by Knapp and Woodhouse (2003)
provide the foundation for interdisciplinary
curriculum development and contain ecological,
multigenerational, and multicultural dimensions.
Students and teachers are encouraged to cross the
boundaries between the school and the community

14
and become involved in a variety of constructive ways.
Learners are expected to become creators of
knowledge as well as consumers of knowledge, and
their questions and concerns play central roles in this
process. They are assessed on the basis of how this
knowledge contributes to the community’ well-being
and sustainability.
Proudman (1995) as well as Knapp and
Woodhouse (2003) describe a course design with the
following objectives: (1) to explore and apply the
theories and practices of experiential education and
place-based education; (2) to increase skills and
attitudes in group dynamics, human relations, and
community building; (3) to investigate local
instructional resources including people and places
through using experiential learning approach; and (4)
to expand knowledge about available community
study instructional resources.
According to Sobel (2004), the most
important senses of place to consider are the personal
meanings and attachments that exist between each
learner and the place or places offered as the context
for the curriculum. The term sense of place has been
defined and used in many different ways by many
different specialists. A ‘sense of place’ is a
characteristic that some geographic places have and
some do not, while for others it is a feeling or
perception held by people. It is a term also often used
in relation to those characteristics that make a place
special or unique, as well as to those that foster a
sense of authentic human attachment and belonging.
Place-based education encourages teachers
and learners to use local people as well as local,
community, and public places as resources, which
turn communities into classrooms. The findings of
many researchers about place-based education make
clear that place-based education fosters a learner's
connection to place and creates vibrant partnerships
between the academy and community. It boosts
student achievement and improves environmental,
social, and economic vitality. In short, place-based
education encourages learners to take care of the
world by understanding where they live and taking
action in their own local communities.
Proudman (1995), Hug (1998), Knapp and
Woodhouse (2003) and Sobel (2004) all describe
principles of successful place-based education. These
include: (1) learning takes place on-site in school yard,
and in the local community and environment; (2)
learning focuses on local themes, systems, and content;
(3) learning is personally relevant to the learner; (4)
learning experiences contribute to the community's
vitality and environmental quality and support to the
community’s role in fostering global environmental
quality; (5) learning is supported by strong and varied
partnerships with local organizations, agencies,
businesses, and government; (6) learning is
interdisciplinary; (7) learning experiences are tailored
to the local audience; (8) learning is grounded in and
supports the development of a love for one's place; (9)
local learning serves as the foundation for
understanding and participating appropriately in
regional and global issues; and (10) place-based
education programs are integral to achieving other
institutional goals.
Experiential Learning
Experiential learning can be found in many
discussions of the theory and practice of adult
education, informal education and lifelong learning.
Experiential learning thus involves a 'direct encounter
with the phenomena being studied rather than merely
thinking about the encounter, or only considering the
possibility of doing something about it’ (Brookfield,
1983).
Experiential learning is most easily compared
with academic learning, the process of acquiring
information through the study of a subject without the
necessity for direct experience. While the dimensions
of experiential learning are analysis, initiative, and
immersion, the dimensions of academic learning are
constructive learning and reproductive learning.
Though both methods aim at instilling new
knowledge in the learner, academic learning does so
through more abstract, classroom-based techniques,
whereas experiential learning actively involves the
learner in a concrete experience. Experiential learning
is a form of education that occurs through a direct
participation in the events of life (Houle, 1980).
Learning is not sponsored by some formal educational
institution but by people themselves. It is learning that
is achieved through reflection upon everyday
experience and is the way that most of us do our
learning.
While there have been various additions to
the literature, such as the above, it is the work of Kolb
(1984) which still provides the central reference point
for discussion. Following on from Kolb's work there
has been a growing literature around experiential
learning and this is indicative of greater attention to
this area by practitioners - particularly in the area of
higher education. David Kolb's interest lay in
exploring the processes associated with making sense
of concrete experiences - and the different styles of
learning that may be involved. In this, he makes
explicit use of the work of Piaget, Dewey and Lewin
(1970).
Kolb (1985) created his famous model out of
four elements: concrete experience, observation and
reflection, the formation of abstract concepts and
testing in new situations. He represented these in the
famous experiential learning circle that involves (1)

15
concrete experience followed by (2) observation and
experience followed by (3) forming abstract concepts
followed by (4) testing in new situations.
From literatures about learning theory of
educators, Dewey (1938) Rogers (1969) Kolb (1984)
Pfeiffer and Jones (1988) Pfeiffer and Jones (1988)
Pfeiffer and Jones (1988) Goh (1983) Tittly
(1994)and Phornphapasorn Pharinchankul (2006)
explained that experiential learning cycle can begin at
any one of the four points and should really be
approached as a continuous spiral. However, it is
suggested that the learning process often begins with a
person carrying out a particular action and then seeing
the effect of the action in this situation. Following this,
the second step is to understand these effects in the
particular instance so that if the same action were
taken in the same circumstances it would be possible
to anticipate what would follow from the action. In
this pattern, the third step would understand the
general principle under which the particular instance
falls. Therefore, generalizing may involve actions
over a range of circumstances to gain experience
beyond the particular instance and suggest the general
principle
Frenwick (2003) suggested its application
through action in a new circumstance within the range
of generalization. In some representations of
experiential learning these steps, (or ones like them),
are sometimes represented as a circular movement. In
reality, if learning has taken place the process could
be seen as a spiral. The action is taking place in a
different set of circumstances and the learner is now
able to anticipate the possible effects of the action: (1)
the learner must be willing to be actively involved in
the experience; (2) the learner must be able to reflect
on the experience; (3) the learner must possess and
use analytical skills to conceptualize the experience;
and (4) the learner must possess decision making and
problem solving skills in order to use the new ideas
gained from the experience.
Experiential learning can be a highly
effective educational method. It engages the learner at
a more personal level by addressing the needs and
wants of the individual. Experiential learning requires
qualities such as self-initiative and self-evaluation.
For experiential learning to be truly effective, it
should employ the whole learning wheel, from goal
setting, to experimenting and observing, to reviewing,
and finally action planning. This complete process
allows one to learn new skills, new attitudes or even
entirely new ways of thinking (Pfeiffer and Jones,
1983)
Building upon earlier work by John Dewey
and Kurt Levin (1970), and further developed by
Rogers (1969), Kolb (1984), Pfeiffer & Jones (1988),
Goh (1983), Tittly (1994) and Phornphapasorn
Pharinchankul (2006). Experiential learning theory
itself presents a cyclical model of learning consisting
of four stages as shown below. One may begin at any
stage, but must follow each other in the sequence:
Figure 1: Experiential Learning Cycle
Source: Kolb (1984), Pfeiffer and Jones (1988), Goh (1983), Tittly (1994) and Phornphapasorn
Pharinchankul (2006)

16
The four-stage learning cycle shows how
experience is translated through reflection into
concepts. It also shows how experience is translated
through reflection into concepts, which in turn are
used as guides for active experimentation and the
choice of new experiences. The first stage ‘concrete
experience’ is where the learner actively experiences
an activity. ‘Reflective and share’ is when the learner
consciously reflects back on that experience. The third
stage ‘conceptualize’ is where the learner attempts to
conceptualize a theory or model of what is observed.
The fourth stage ‘applying’ is where the learner is
trying to plan how to test a model, theory, or plan for
a forthcoming experience.
Program Developing Model
Non- formal education program of this research was
developed from the educational Program of
Brookfield (1995), the adult educator. It can be
applied for many different settings because its
flexibility of program. The importance of Brookfield’s
program is concentration on objectives. Program
Development model divided into 5 steps that are the
following:
(1) Identifying learners need for both
contexts relate Bangkok Tourism attractions and
learning activities which appropriate for learners.
(2) Identifying behavioral objective for
overall educational program. There are three major
objectives of this research considered through Place-
Based Education, which are academic achievement,
ecological vitality awareness and sense of place
awareness. There, learning objectives deviled into
three main parts, which clearly identify objective.
(3) Identifying learning experience to
achieve objective. Researchers apply Place- Based
Education and Experiential Learning approaches to
create learning activities in education program.
Learning activities were divided into 7 units. All
learning activities in column include in-class, outdoor
and self-learning. Overall activities will be completed
in 30 days.
(4) Preparing and coordinating for program
which include preparing learning document and
coordinating to related organizations and.
(5) Comparing learning outcome between
prior and post all test score of learners with testing,
observing and interviewing.
As previously described, it can be concluded
that the components, Place-Based Education and
Experiential Learning, that the researcher applied in
the study is all correlated and supposed to be able to
enhance vocational English capability, ecological
vitality awareness and sense of place awareness. The
components previously mentioned are main objectives
of Place-Based Education related with Experiential
Learning, learners are able to generalize new
knowledge integrated into their previous experience
through learning activities, new experience is
generated and reconsidered as experience in learning
cycle.
If this developed non-formal education
program is effective learners, which are taxis drivers
in Bangkok Metropolis will be enhanced their
vocational English skill, moreover there will be the
enhancement of ecological vitality awareness and
sense of Bangkok awareness that benefit for both
learners themselves and Tourism in Bangkok
Metropolis.
Research Objectives
The research objectives are as follows:
(1) To collect relevant literature about a
non-formal education program for taxi drivers in
Bangkok Metropolis developed by government and
non-government sectors.
(2) To develop non-formal education
programs to enhance vocational English skills for taxi
drivers in the Bangkok Metropolis.
(3) To compare the vocational English
achievement scores, attitudes toward ecological
awareness score, and attitudes toward place scores
(sense of place) which distinguish between the control
group and the experimental group;
(4) To study factors and conditions of
implementation in the development of a non-formal
education program.
The research Methodology is as follows:
Research participants in this research were
taxi drivers in Bangkok Metropolis. Participants were
selected after being screened in relation to two
prerequisite factors: (1) they were able to
communicate in English, and (2) they had at least 2
years’ experience for driving in Bangkok.
The participants were divided into two groups,
twenty participants in the experimental group and the
other twenty in the control group. The control- group
participants enrolled in the vocational curriculum in
the Academic year 2010 in the Non Formal Education
Division, Bangkok Noi District and the experimental
– group participants take course in developed non-
formal education program.
An independent sample (t-test) was
conducted to analyze the collected data to see whether
there was a significant difference and where the
difference occurred. Multiple regressions were used to
pinpoint the best predictor.

17
Research Hypotheses
The research hypotheses are as follows:
(1) The scores of vocational English,
awareness for the experimental -group samples is
higher than the prior experimental score.
(2) The scores of vocational English,
awareness for the experimental -group participants is
higher than the scores for the control-group samples.
Research Expected Outcome
The research h Expected Outcomes are as follows:
(1) The developed non-formal education
program which links vocational English skills,
ecological awareness and a sense of ‘place awareness’
provides significant vocational improvement for taxi
drivers themselves and indirectly beneficial for
tourism in Bangkok Metropolis
(2) The developed non-formal education
program will be a guideline to be further development
of curriculum for related target groups - for example,
airport limousine drivers and hotel drivers.
References
Archanya, Rattana-Ubon (2004). Non-Formal Education
Program. Chulalongkorn University.
Brookfield, S. D. (1986). Understanding and Facilitating
Adult Learning. San Francisco, Jossey-Bass,
1986.
Brookfield, S. D. (1994). The Skillful Teacher .San
Francisco, Jossey-Bass, 1995.
Caffarella, Rosemary S. Planning Programs for Adult
Learner. San Francisco: Jossey Bass Publishers.
Dewey, J. (1933) How We Think, New York.
Esther, Goh (1998). Processing Experiential Learning.
Evans, N. (1994) Experiential Learning for all. New
York: Cassel.
Gruenewald. (2000). Place –Based Education In The
Global Age. Lawrence Erlbaum Associates.
Gruenwald, D. A. (2003). The best of both Worlds:
A critical Pedagogy of place. Educational
Researcher, 2003.
Hug, J. W. (1998). Learning and Teaching for an
ecological sense of place: toward environmental/
science education praxis. Unpublished
Dissertation, Pennsylvania State University,
State College.
Jackson, L. & Caffarelle, R. S. (1994). Implementation
Issue and Futures Research Direction, in
experiential learning: A New Approach. New
York: Cassel.
Knapp, C. E. (2001). Select Place Based Curricular
Program. Threshold in Education.
Knapp, C. E. & Woodhouse, J. L. (2003). Place -
Based Pedagogy: Experiential Learning for
Culturally and Ecologically sustainable
community. Jossey Bass Publishers.
Knowles, M. S. (1980). The Modern Practice of Adult
Education: From Pedagogy to Andragogy.
New York: Cambridge.
Kolb, A. (1984). Experiential Learning. United States
of America: Prentice Hall.

18
45
1
Ph.D. Candidate, Doctoral Program in Non-formal Education, Department of Educational Policy, Management,
and Leadership, Faculty of Education, Chulalongkorn University, Thailand
2
Professor, Department of Educational Policy, Management, and Leadership, Faculty of Education,
Chulalongkorn University, Thailand
DEVELOPMENT OF A WEB-BASED NON-
FORMAL EDUCATION TRAINING MODEL
BASED ON SELF-DIRECTED LEARNING AND
RESOURCE-BASED LEARNING
APPROACHES TO ENHANCE INFORMATION
LITERACY AND SELF-DIRECTED LEARNING
OF USERS' EDUCATION INFORMATION
RESOURCES CENTER
Piya Sakcharoen1
Achanya Ratanaubol2
This research was financially sponsored by
CU. GRADUATE SCHOOL THESIS GRANT
Abstract: This research was aimed to develop a web-
based training model for enhancing information
literacy and self-directed learning of users' education
information resources center (educational library).
This research is based on the theories of self-directed
learning (SDL) and resource-based learning (RBL)
with integration into the new learning approaches for
a training program in educational libraries.
Lifelong education and lifelong learning is a
high priority issue in Thai society. The Thai
Government supports the educational managers both
in government and in the private sector, who have to
cooperate with each other in lifelong education
management. The government also promotes the
importance of lifelong learning with self-directed
learning, which is informal education whereby
individuals can decide what to learn according to their
interest and benefit for their profession. Achievement
of lifelong learning needs the skills of the key to
success for lifelong learning is information literacy
skills and self-directed learning with self-regulation
and supporting from directors of learning.
Information literacy is a required skill for the
current era of a knowledge-based economy. It enables
learners to do research, obtain benefits from the
retrieved information, and became aware of ethics in
information use. Information literacy relates to self-
directed learning as they enhance each other.
Individuals with information literacy can achieve the
goal of self-directed learning better than those without
it. However, the self-directed learning (SDL) alone is
not enough to enable learners to achieve information
literacy. This research suggests that resources-based
learning (RBL) should be applied with self-directed
learning approaches, in order to enable learners to
achieve skills of information literacy and self-directed
learning, which will lead the learners to be successful
in lifelong learning. Resource-based learning is a
method of learning that enable learners to achieve
information literacy. It is popular among library users
since various kinds of resources are needed in the
library to be applied in this method. Librarians and
information specialists will instruct and support the
learning method.
The Education Information Resources Center
(EIRC), or, the library of The Faculty of Education,
Chulalongkorn University, is the special library in
education science. Users of the library are various
professionals, such as students, teachers, lecturers,
researchers, etc. Most of them are adult learners, who
are different from young learners. Adult learners
always concentrate on self-study, which is a required
learning method at university level. They already
know how to study themselves. However, information
literacy is an important factor that helps them to be
successful in self-study. Other libraries teach
information literacy to users through library
orientation or training by searching educational
databases that is a non-formal learning process. This
research focuses on the teaching of information
literacy to the users of the Education Information
Resources Center, based on self-directed learning
(SDL) and resource-based learning (RBL) approaches.
The learning is mostly conducted through the internet,
as most of the users cannot attend the library
orientation. The learning through a website can be
adapted to the time schedule of users, and allow them
to study on their own. Users need only basic skills on
computers for this method.
This research presents the model of learning
activities in non-formal education as a framework of
the training. Most activities were conducted on
websites, along with the learning process of self-
directed and resource-based learning.
Keywords: Web-based Non-formal Education Training
Model, Self-directed Learning, Resource-based Learning
Objectives
1. To study state, problems and learning
needs to enhance information literacy and self-
directed learning for adult learners in The Education
Information Resources Center.

19
2. To develop a web-based non-formal
education training model that enhances information
literacy and self-directed learning based on the
concept of self-directed and resource-based learning
approaches.
3. To study outcomes of developing a web-
based non-formal education training model in
information literacy and self-directed learning and
satisfaction toward the training.
4. To study the relevant factors and problems
in developing and using a web-based non-formal
education training model.
Research Hypothesis
1. The attendants of web-based training will
gain a higher level of information literacy and self-
directed learning than they had before the training.
2. The attendants of web-based training will
gain a higher level of information literacy and self-
directed learning than the control group after the
training.
3. Satisfaction level scored by the attendants
of web-based training is “very good”.
Variables of the Study
Independent variables
- Patterns of training. There were 2 patterns
of training; web-based training and class-
based training.
Dependent variables
- Level of information literacy before and
after the training.
- Level of self-directed learning before and
after the training.
- Level of attendants’ satisfaction after the
web training.
Literature Review
This study is based on self-directed learning and
resource-based learning theories and approaches to
enhance information literacy and self-directed leaning
of users of education information resources centers.
Web-based non-formal education training
(WBT), according to Achanya Ratanaubol (1997), is a
non-formal training process. The researcher applied
that process to web-based training for users of The
Education Information Resources Center to study and
develop their information literacy skills and self-
directed learning.
Self-directed learning (SDL) is the learning
process provided for users of The Educational
Information Resource Center through the Internet
website by cooperation of the learners and teachers.
The learning process used learning contracts (LC) in
form of electronic portfolio. After the learning process
is completed, the learners’ level of self-directed
learning readiness will be higher. This readiness will
be measured by the Self-Directed Learning Readiness
Scale (SDLRS) in form of 5-scale rating behavior
questionnaire, consisted of 58 questions. The
questionnaire respondents will report their level of
agreement to the questions. The questionnaire consists
of negative and positive questions, which cover 8-
sides of Self-Directed Learning Readiness’
Guglielmino (1977).
Resource-based leaning (RBL) is the learning
process to develop information literacy using various
resources for the users of The Education Information
Resources Center. A significant feature of resource-
based learning is that learners are the center of
learning. They are able to select, search and retrieve
information and present the result of their research on
their own. The teachers will only support, activate and
suggest the suitable information sources to them.
Information literacy (IL) is the level of
knowledge and understanding to use information to
meet their needs properly. The level can be measured
by information literacy standard, which is the
questionnaire about information use, behavior and
approachability. The learners shall understand and
accept the ethics of information use, in order to
develop their attitude to lifelong learning. The level of
information literacy can be measured by information
literacy comprehensive test, which is an achievement
test of training content. The main point of information
literacy learning in this research based on 5 standards
of knowledge and skills in information literacy for
higher education. The said standards are as the
following detail (Association of Colleges and
Research Libraries, 2000):
 Standard 1: Ability to diagnose their
learning needs in information literacy.
Object of learning: learners can diagnose
their learning needs of information literacy
efficiently.
 Standard 2: Abilityto search for information.
Object of learning: learners can access the
required information efficiently.
 Standard 3: Ability to access information
Object of learning: learners can assess
information, sources and relate those selected
information to their knowledge.
 Standard 4: Ability to apply information
Object of learning: learners can apply
information to resolve a specific problem
efficiently.
 Standard 5: Ability to cite the
information as the references
Object of learning: learners aware of
economics, law and social issues on using
and accessing information, and use
information legally and ethically.

20
In this study, the researcher used the quasi-
experimental methodology along with quantitative
techniques and content analysis, in the non-
randomized control group pretest - posttest research
design
Subjects: The subjects were adult learners aged 18
and older. They were users of The Education
Information Resources Center, Faculty of Education,
and Chulalongkorn University, who consented to take
part in this training.
Experimental process: There were 4 phases of
research, as summarized below:
Phase 1: To study the current state, problems
and learning needs to enhance information literacy
and self-directed learning in adult learners of The
Education Information Resources Center. The
outcome was the useful information to develop a non-
formal web-based training model in Phase 2. In this
Phase, the researcher followed the process of a non-
formal training model, Stages 1, 2, and 3, as follows:
1. Stage 1: Study the existing problems.
2. Stage 2: Study principles, goals and
policies of the organization.
3. Stage 3: Analyze standards of work or
training participation.
Phase 2: To develop a web-based non-formal
training model, based on self-directed learning and
resource-based learning approaches, through websites
that enhance information literacy and self-directed
learning. The researcher used information from Phase
1 to design and develop the research. In this Phase,
the researcher followed the process of non-formal
education model, Stages 4, 5, 6, 7, 8, and 9, as follows:
1. Stage 4: Design and create an atmosphere
of learning.
2. Stage 5: Plan the training by cooperation of
both trainers and trainees.
3. Stage 6: Analyze individual needs and
individuals with problems.
4. Stage 7: Set the goal of training.
5. Stage 8: Create a curriculum with content
that develops knowledge, skills and
attitude.
6. Stage 9: Design method of training,
information resources, mass of experience,
and education media.
Phase 3: To study outcomes of developing a
web-based non-formal training on information literacy,
self-directed learning, and satisfaction level. In this
Phase, the researcher followed the process of a non-
formal education model, Stage 10, with self-directed
and resource-based learning approaches to enhance
information literacy, Steps 1-6, as follows:
Stage 10: Conduct the training process.
In this Stage, 6 steps of self-directed and
resource-based learning approaches to enhance
information literacy of the learners are employed, as
follows:
Step 1: Design and create an atmosphere of
learning.
Step 2: Set the goal of training according to
learners’ needs, based on their
knowledge and experience.
Step 3: Set the goal of training, methods,
education techniques, and learning sources,
with use of learning contracts (LC) for both
trainers and trainees.
Step 4: Conduct the training process, as planned
by cooperation of trainers and trainees.
Step 5: Investigate if knowledge is received in the
training.
Step 6: Evaluate the outcome, learners’
achievement and learning approaches, byboth
trainers and the trainees according to the
learning contract (LC).
Phase 4: To study the relevant factors and
problems in developing and using a web-based non-
formal education-training model. The information
from Phase 4 was used to improve the approaches of a
web-based non-formal education-training model. In
this Phase, the researcher followed the process of a
non-formal education-training model Stage 11, as
follows:
Stage 11: Evaluate the training, follow up,
and provide the feedback to trainers and
trainees.
Methods of Data Analysis
The data were analyzed by using descriptive statistics
to explain the general information of the sample and
satisfaction level of the experimental group.
The data were analyzed to find out the
difference of level of information literacy and level of
self-directed learning before and after the training
within the experimental group by using dependent t-
test.
The data were analyzed to find out the
difference of level of information literacy and level of
self-directed learning before and after the training
between two groups by using independent t-test.
Research Findings
The results from Phase 1 – 2 are presented as follow:
Phase 1: It was found that in the anticipated
state, users need online resources for self-regulation
learning and accessing data from anywhere, anytime.
Because of the present state they lacked online
informative resources. They aimed to study the
searching techniques by themselves from the library’s

21
documentations and the internet. The trend of users'
learning needs were that they required online
orientation and online training courses to help them
retrieve informative data and avoiding impractical
resources. The most problems of the users were
lacking the knowledge related on the types of
resources suitable for their works.
Phase 2: The researcher developed the
training model from Phase 1 and obtained some concepts
from the library staff who work on library orientation.
Besides, the researcher gained web-based learning
concepts for adapting to this project from e-learning
connoisseurs. In Phase 1, the research synthesizes the
components of the model that consisted of seven
components as follows: objectives, learners, time,
substance of learning, learning activities, learning media,
and assessment.
Phase 3: The web-based training model
enhanced knowledge and attitude of information
literacy, self-directed learning behaviors of the
experimental group which had means scores after the
experiment higher than before the experiment at .05
level of significance.
Phase 4: The supported factors were the
learners, the substance of learning, and the learning
media factor. The problems were the learners, the
learning activities, and Internet connection.
References
Achanya, Ratanaubol (1997). The Process of Non-
formal Education Training Model. Bangkok:
Department of Non-formal Education,
Faculty of Education, Chulalongkorn
University.
Association of College & Research Libraries. (2000).
Information Literacy Competency Standards
for Higher Education [Online]. Available
From: http://www.ala.org/acrl/ilstandard
lo.html.
Centre for Distance Learning and Innovation (CDLI)
(1995). The Effective Model for Planning
Resource-based Learning. The Department
of Education, Newfoundland and Labrador,
Canada. Available From: http://www.stem
net.nf.ca/~acrawfor/lrc2c.html [Feb. 15, 2009].
Guglielmino, Lucy Madsen. (1977). Development of
the Self-Directed Learning Readiness
Scale. Unpublished Ed. D. Dissertation,
University of Georgia.
KnowIes, Malcolm. (1975). Self-directed Learning:
guide for learners and teacher. Chicago:
Forrett Publishing Company.
Newfoundland Department of Education. (1991).
Learning to learn: Policies and guidelines
for the implementation of resource-based
learning in Newfoundland and Labrador
schools. St. John's, NF: Government of
Newfoundland and Labrador.

22
Input
TheProcessofNon-formal
EducationTrainingModel
(AchanyaRatanaubol,1997)
Self-DirectedLearning
Process(Knowles,1975)
Resource-BasedLearning
Process:EFFECTIVE
MODEL(Newfoundland
DepartmentofEducation,
1991;TheCentrefor
DistanceLearningand
Innovation(CDLI),1995)
Process
Thedesignprocessofnon-formal
educationtrainingmodel
1.Studytheexistingproblem.
2.Studyprinciple,goalandpolicy
oftheorganization.
3.Analyzethestandardofworkor
thetrainingparticipations.
4.Designandcreateanatmosphere
oflearning.
5.Setthegoaloftrainingbythe
trainersandtrainees.
6.Analyzeindividualneedsand
individualswithproblems.
7.Setthegoaloftraining
8.Createacurriculumwithcontent
thatdevelopknowledge,skills
andattitudeofthelearners.
9.Designmethodoftraining,
resourcepersonsources,massof
experience,andeducationmedia.
10.Conductthetrainingprocess,as
plannedbefore.
11.Evaluatethetraining,followup,
andprovidethefeedbackto
trainersandtrainees.
Thetrainingprocess,basedon
self-directedlearningand
resource-basedlearning
approaches,toenhance
informationliteracyandself-
directedlearningofthelearners
1.Thetrainerscreatean
atmosphereoflearning.
2.Setthegoaloftraining
accordingtothelearners’
need,basedontheir
knowledgeandexperience.
3.Thetrainersandthetrainees
cooperateinlearning
activities;setthegoalof
training,methods,education
techniques,andlearning
sourcesaccordingtolearning
contracts.
4.Conductthetrainingprocess,
asplannedbeforeby
cooperationoftrainersand
trainees.
5.Investigateifknowledgeis
receivedinthetraining.
6.Evaluatethelearners’
achievementandlearning
approaches,bybothtrainers
andtrainees,accordingtothe
learningcontracts
Output
Thecomponentsofweb-based
non-formaleducationtraining
modeltoenhancethe
informationliteracyandself-
directedlearning
Informationofrelevantfactors
inusingaweb-basednon-
formaleducationtraining
-Strategiesonretrieving
informationandknowledge
ofvarioussourcesof
information.
-Behaviorofself-directed
learningandresponsibilityis
usinginformation.
-Theworkpieceasadeal
fromthelearningcontract
Figure1:ResearchConceptualFrameworkfortheDevelopmentofaWeb-basedNon-formalEducation-trainingModel,BasedonSelf-directed
LeaningandResource-basedLearningApproachestoEnhanceInformationLiteracyandSelf-directedLeaningofUsersofEducationInformation
ResourcesCenters

23
12
1
Ph.D. Candidate, Doctoral Program in Non-Formal Education, Department of Educational Policy,
Management and Leadership, Faculty of Education, Chulalongkorn University
2
Associate Professor, Division of Non-Formal Education Department of Educational Policy, Management and
Leadership, Faculty of Education, Chulalongkorn University
DEVELOPMENT OF A WORK
PERFORMANCE ENHANCEMENT MODEL
FOR LIFELONG LEARNING FOR NON-
FORMAL AND INFORMAL EDUCATION
VOLUNTEERS
Natalak Srimechai1
Archanya Ratana-Ubol2
This research was financially sponsored by
THE 90TH
ANNIVERSARY OF
CHULALONGKORN UNIVERSITY FUND
(Ratchadaphiseksomphot Endowment Fund)
Abstract: The main purpose of this study is to
develop a work performance enhancement model for
lifelong learning for non-formal and informal
education volunteers. It is hoped that the research
aspects and findings will be beneficial, practical, and
effective for those involved in enhancing the lifelong
learning work performance of various non-formal and
informal education volunteers, as well as for those
who are interested in conducting further research
studies on this particular subject.
Keywords: the Work Performance Enhancement
Model, Lifelong Learning, Non-formal and Informal
Education Volunteers
Background
Currently, in this changing world every day brings
changes to the economy and social life by the use of
modern technologies. In return, it requires new skills,
knowledge, attitudes and new ways of thinking and
doing. Those people who want to succeed in the
rapidly changing world are ready to learn for their
lives and throughout their lives. (Ivanova, 2009)
Lifelong learning is learning across the life
span, from cradle to grave (Leong, 2008). It is a
process of learning throughout people’s lives from
early childhood stage to elderly stage. It composes all
kinds and forms of education: formal education, non-
formal education or informal education. During
different periods of one’s life, people are capable of
learning from different types of education (Sumalee
Sungsri, 2009). Moreover, lifelong learning is defined
as all learning activities undertaken throughout life
with the aim of improving knowledge, skill and
competence, within a personal, civic, and social
and/or employment related perspective (The
European Commission, 2007). Accordingly, lifelong
learning is involved with people’s lives throughout
education and activities in their daily lives so lifelong
learning is important for people who live in a society
that is forever changing.
Formal, non-formal, and informal education
are the important components of lifelong learning.
Formal education is provided for school age people
from pre-school level to primary, secondary and
tertiary education, while non-formal and informal
education have been developed and extended
continuously to serve those no longer linked with
schools (Sumalee Sungsri, 2009). Hence, people
receive benefits from participating in non-formal and
informal education. They can seek a wealth of
information and knowledge at any time and wherever
they want, not only in the classroom.
Not only educational establishments attached
to the Office of the Non-Formal and Informal
Education can benefit from non-formal and informal
education, but also a person, family, community,
communal society, local administrative organization,
private body, professional body, religious institution,
business operator and other bodies as mentioned in
section 4 of Promotion of Non-Formal and Informal
Education Act, B.E.2551 (Ministry of Education,
2008). According to Saksri Panakul (2006), most of
the public and private organizations/institutions
cannot respond all people’s need in organizing the
non-formal and informal education activities. Non-
formal and informal education volunteers can help
people solve their problems because they can impart
knowledge and provide useful information to people
in teaching, training, and arranging various activities
although they are not in the classroom.
Non-formal and informal education
volunteers have a particular unique wisdom/
knowledge and competency in different aspects that
they have to pass on to the next generations. In
addition, they develop themselves and acquire a thirst
for knowledge, which is profitable for their duty.
Even though, they are the experts, they still seek
knowledge continuously for increasing their body of
knowledge. Then they pass on this knowledge to the
target groups of non-formal and informal education.
Self-development will provide quality results to
develop. When people have been developed, they will
be able to work efficiently and effectively on their
tasks.

Scholar vol3no2 FULL5

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Scholar vol3no2 FULL5

Similar to Scholar vol3no2 FULL5 (20)

Scholar vol3no2 FULL5