Systematic Knowledge Supporting Spatial Education to Reduce Inequality and Create Equality for a Sustainable Society in Special Area of 3 Southern Border Provinces

Abstract

This research study of systematic knowledge supporting spatial education to reduce inequality and create equality for a sustainable society in Special Area of 3 Southern Border Provinces aims to 1) study basic information of systematic knowledge supporting spatial education 2) construct and verify process 3) trial 4) assess systematic knowledge supporting spatial education to reduce inequality and create equality of a sustainable society in the special area of 3 Southern Border Provinces as follows:

1. 1. The result study of the basic information: collecting from 15 -20 administrators of educational regional office, school administrators, teachers and community from each school to study the school necessary needs by surveying, observing, taking photos, keeping records from narrations and different events from in-depth interview for Good Practice; Project-Based Learning and Active Learning of Sriwarin School, Sri Sakorn District, Narathiwat Province; Handbook of Lesson Study and Open Approach of Thanum School, Parareh District, Pattani Province.


2. The result of collaborative trial model: a sampling of 269

participants, general information of the majority questionnaire respondents were 179 teachers (68.58%) and 82 administrators (31.42 %). In terms of working experiences the majority of 125 participants had at least 5 years of working experiences (47.89 %), 110 participants had 5 to 10 years of working experiences (42.15 %); 26 participants had more than 10 years of working experiences (9.96 %). In terms of Primary and Secondary Educational Service Area Offices (PESAO & SESAO): 60 participants from Yala PESAO (22.29%); 86 participants from Pattani PESAO (32.95 %) and 93 participants from Narathiwat PESAO (35.63%); 7 participants from Yala SESAO (2.68 %);9 participants from Pattani SESAO (3.45%); 6 participants from Narathiwat SESAO (2.30 %).

1. 3. The assessment result of using collaborative network model: develop innovation in supporting budget and resources for education reform knowledge leading to indirect effect through the systematic knowledge components leading to indirect effect through unequal knowledge components leading to indirect effect through administration of special area