Implementation of English Competency-Based Curriculum in Public Sandbox Schools in Thailand's Deep South
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| Title: | Implementation of English Competency-Based Curriculum in Public Sandbox Schools in Thailand's Deep South |
|---|---|
| Language: | English |
| Authors: | Singhanat Nomnian, Watcharin Fonghoi, Nasree Pitaksuksan |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2025 18(2):212-235. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Competency Based Education, English (Second Language), Curriculum Implementation, Public Schools, Second Language Instruction, Stakeholders, Foreign Countries, Educational Innovation, Elementary Schools, FLES, Educational Policy |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | An English competency-based curriculum (CBC) policy has recently been proposed and implemented by the Ministry of Education (MoE) at public sandbox schools in education innovation areas around Thailand. Little is known about CBC policy implementation in Thailand's Deep South. This study explores voices of the key stakeholders--school administrators, teachers, teacher educator and parents--regarding CBC policy implementation in Narathiwat, one of the three southernmost provinces. Drawing upon a reflexive thematic analysis of the interview transcripts of fifteen stakeholders, the findings reveal four key factors underpinning effective English CBC policy implementation: policy implementation at the school level, influence of sociocultural and linguistic contexts, the support of the MoE, and the inclusive engagement of stakeholders. Though this study was conducted in only one southern province, its implications may help policy makers, educational administrators, and relevant parties recognize issues attending the implementation of English CBC in public sandbox schools in all of Thailand's southernmost provinces--this corresponds to the advocacy of equal opportunities and education equity (SDG 4 Quality Education) for all. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479906 |
| Database: | ERIC |
| Abstract: | An English competency-based curriculum (CBC) policy has recently been proposed and implemented by the Ministry of Education (MoE) at public sandbox schools in education innovation areas around Thailand. Little is known about CBC policy implementation in Thailand's Deep South. This study explores voices of the key stakeholders--school administrators, teachers, teacher educator and parents--regarding CBC policy implementation in Narathiwat, one of the three southernmost provinces. Drawing upon a reflexive thematic analysis of the interview transcripts of fifteen stakeholders, the findings reveal four key factors underpinning effective English CBC policy implementation: policy implementation at the school level, influence of sociocultural and linguistic contexts, the support of the MoE, and the inclusive engagement of stakeholders. Though this study was conducted in only one southern province, its implications may help policy makers, educational administrators, and relevant parties recognize issues attending the implementation of English CBC in public sandbox schools in all of Thailand's southernmost provinces--this corresponds to the advocacy of equal opportunities and education equity (SDG 4 Quality Education) for all. |
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| ISSN: | 2630-0672 2672-9431 |
