His Excellency Sukavich Rangsitpol, the then SEAMEO Council President, announced during his visit to the SEAMEO Secretariat on 17 July 1996 that many of the primary schools in rural Thailand are considered "backward" compared to other schools that receive adequate community and government funding. A prime example is the Ban Prue Wai Primary School of the Chachoengsao Province. H E Sukavich Rangsitpol proposed that the SEAMEO Secretariat adopt this school in order to improve its present condition. The SEAMEO Secretariat Director promised to study the needs of the school and accepted the SEAMEO Council Presidentís proposal.
The first official visit to the school took place during
the SEAMEO Centre Directors Meeting (CDM) on 24 July 1996. Upon invitation of the SEAMEO
Council President, the SEAMEO Secretariat Director, SEAMEO Centresí Directors, and other
SEAMEO Staff toured the schoolís facilities. At the CDM it was agreed that the Ban Prue
Wai Primary School be adopted under the SEAMEO Community Involvement Project. In August
1996 the SEAMEO Secretariat and SEAMEO TROPMED/Network undertook a needs assessment of the
school that revealed the following:
|?||Ban Prue Wai School is a primary
school located in a rural area of the Phanom Sarakham District, Chachoengsao Province,
Thailand. It is located 70 km east of Chachoengsao town and 30 km east of Phanom Sarakham
|?||Many students were suffering from
malnutrition and therefore did not have the energy to learn. There was a high student drop
out rate. This was primarily a result of seasonal employment where parents had to
frequently move their families to other areas in order to find jobs.
|?||Some students did not have the
required textbooks. Libraries were small, had few resources and those they did have were
outdated. Kindergarten classes lacked sufficient toys, games, mats, blankets, and pillows.
|?||The headmaster and four of the
seven teachers placed at the school had to commute more than 50 km to work every day. With
the extra tasks given by the headmaster, most teachers did not have enough time to
complete their lessons. Without enough time to prepare and execute a lesson plan, the
teachers were unable to effectively teach and accomplish the goals set out in their
|?||The headmaster assigned each
teacher to a classroom, and this teacher was responsible for all subjects except Physical
Education teacher. The headmaster had to manage the school, without a clerk or librarian,
and had to act as a teacher for one of the classrooms.
|?||The parents were in the
low-income bracket of the agricultural industry. The long, hard hours they worked and
their basic level of education could not create the learning environment their children
needed at home.
|2.||Objectives of the Adoption
The short and mid term objectives were
|?||to assist the school in improving
the capabilities of the students, update and increase the capacity of learning facilities
(e.g. books, libraries, and teaching aids),
|?||to develop the skills of teachers
and school management, and
|?||to increase parent involvement in
the education of their children.
objective is to help the school achieve sustainability.
The school problems were solved systematically, through an
integrated approach using direct and indirect help. The teaching-learning process
developed for Ban Prue Wai Primary School followed the educational policies already in
place and was therefore well received. The variables this project sought to effect were
the students, learning facilities, teachers, school management, and parentsí
involvement. This Community Involvement Project sought to realize the following goals:
|?||To increase studentsí readiness
and ability to learn, and their presence at the school
|?||To update and increase the number
of school materials and increase the capacity of the school library and other learning
|?||To develop teachersí skills to
enhance their ability to teach
|?||To increase parentsí
involvement in the learning of their children both at the school and at home
|?||To improve the school buildings
|?||To improve the school management
of Interventions : the SEAMEO Secretariat and the SEAMEO Centres provided the direct help
to the school.
|4.1. The SEAMEO
Secretariat improved the school through the following ways:
|?||Approached related SEAMEO Centres
to give slots for teacher training, i.e. SEAMEO RECSAM opened a place for upgrading
teaching skills in Mathematics and Science, SEAMEO RELC in cooperation with SEAMEO RETRAC
opened places for English instruction, and SEAMEO RIHED shared its collaboration with
Assumption College for provision few slots for the teachers to participate in some English
|?||Convened workshops at the school
to share the gains of the teachers they obtained from the Centres. Some of the workshops
were attended by 25 teachers from neighbouring primary schools. At the same time,
studentsí readiness and motivation to learn was encouraged.
|?||Collaborated with other
institutions, such as the Office of Chachonegsao Provincial Primary Education in Science
training for the teachers and Katsetsart University graduate students in English Camp for
the teachers and students of the school.
|?||Facilitated the school to get
access to the internet and provided training on using computer and internet for
|?||Advised the teachers and the
headmaster of the school to form a Parents Teachers Association (PTA) in order to increase
parentsí involvement in their childrenís learning.
|?||Solicited donations to complete
the construction of Kindergarten building.
|?||Solicited donations for books and
school furniture to improve the school library.
TROPMED/Network advised on:
|?||How to improve student readiness
and ability to learn by improving the student health. Both teachers and parents were
advised on healthy and nutritious food choices, what students need to be productive and
happy in the classroom.
|4.3. In Collaboration
with SEAMEO RECSAM
|?||Three stages training in
Mathematics and two-stage training on Science was held with five days each in Chachoengsao
Province by inviting resource persons from SEAMEO RECSAM. Twenty five teachers from its
surrounding schools were in attendance. The training was customized in accordance with
their actual needs that were collected two months prior the training.
|4.4. In collaboration
with SEAMEO RIHED and Assumption College at Sriracha.
|?||Five teachers of the school were
admitted to participate in a workshop on "The (038) TESOL Network, Linking Teachers
of English along the Eastern Seaboard" held on 1999 at the College campus.
Four Years of Adoption
|Based on the blue print made following August 1996 needs assessment, all the inputs provided to the school were evaluated in FY1999/2000, to assess the success in achieving objectives. Using process and output evaluation, through observation and questionnaire administered to the teachers, the principal, the supervisor and addressed to the physical aspects related to the quality improvement process, the Secretariat summarized the following findings:|
|5.1. Improvement Made in
Teaching Mathematics, Science, English and Computer.
Based on the interview with the teachers, it was disclosed that the project has improved their ability in teaching Mathematics, Science and English very much. Of the three subject matters, the most improvement made was in Mathematics. From observation on their teaching, they found to be very effective teachers using effective teaching aids and teaching methods which could enhance studentsí activity during their teaching-learning at the school in the subject matters.
One of the teachers who was prepared to be a Mathematics teacher in the school was rewarded by the Office of the Chachoengsao Provincial Primary Education as the Outstanding Mathematics teacher for Primary School in the Province. The other teacher who was prepared to be an English teacher in the school was rewarded by the Office of the Chachoengsao Provincial Primary Education as the Second Outstanding English teacher for Primary School in the Province.
It was also disclosed that the teachers also improved very much the
skill in using computer for preparation of their teaching and improving studentsí
activity in learning.
|5.2. Improvement made in
The school principal (he) disclosed that much had
been improved by the project in terms of school management consisting of teacher
management, facilities and time management, and more active involvement of the parents and
surrounding community in upgrading the school. This information was supported through
observation and interview with the teachers.
|5.3 Improvement made in
More students won competitions in school cluster, e.g. won first prize in Quick Mathematics 1998. The drop-out number of the students was slightly decreased across time since the project adoption. More students made use of library service. The number of books of the library were increased both textbooks and other books and so were the teaching materials. A room of 11 x 16 meter square was completed through donations rendered by SEAMEO Secretariat and the school which has been used for teaching area and toilet for kindergarten students. By this, the Library area had been enlarged using the old room of the kindergarten students before they were moved to the newly constructed room.
Achieving this quality and quantity measures and in accordance with the objectives of the adoption, the school was assessed to be able to sustain the quality teaching and learning activities. By this, the Secretariat will terminate adoption of this school and adopt another feasible school in FY2000/2001.
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