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Author: search.filters.author.Prongprommarat, JakkapongSubject: search.filters.subject.Thailand

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    Item type:Publication,
    Development and Validation of a Competency Framework for Thai External Quality Assessment Supervisory Units
    (2025-01-01)
    Sukkamart, Aukkapong
    ;
    Ployduangrat, Jaruwan
    ;
    Prongprommarat, Jakkapong
    ;
    Pimdee, Paitoon
    Background/purpose: Effective supervision is critical for credible educational quality assurance, yet a validated framework for External Quality Assessment Supervisory Units (EQASUs) remains absent in Thailand. This study aimed to develop and validate a competency framework of components and quality indicators to address this gap and enhance EQASU effectiveness. Materials/methods: The research was conducted in two sequential stages, in which the first stage used 18 experts to analyze the framework's core components and indicators. Second, the model was empirically validated through a survey of 434 external quality assessors (EQAs) in 2023, selected via proportional stratified random sampling. Data were analyzed using Confirmatory Factor Analysis (CFA) to validate the construct and the Mann–Whitney U test to examine performance differences. Results: The validation process confirmed a framework of four core components: organizational management (OM), personnel performance development (PPD), productivity and results (PAR), and cooperative networks (CN). All components demonstrated strong predictive power on EQASU effectiveness, with PPD emerging as the most crucial (β = 0.94), followed by OM (β = 0.81), CN (β = 0.79), and PAR (β = 0.78). A meta-evaluation of the framework's application confirmed the feasibility of its policy recommendations. Among the evaluation dimensions, utility was highest, followed by feasibility, accuracy, and propriety. Furthermore, high-performing EQASUs showed a significantly closer fit to the validated framework than the general group at the 0.01 level. Conclusion: The verified EQASU framework addresses a critical need in the Thai educational landscape. It contributes to the literature on assessment supervision and offers a practical, evidence-based tool for strengthening external quality assurance in Thailand and similar international contexts.
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    Item type:Publication,
    Education and Development in ASEAN’s Greater Mekong Subregion
    (2024-01-01)
    Sukkamart, Aukkapong
    ;
    Pimdee, Paitoon
    ;
    Ployduangrat, Jaruwan
    ;
    Prongprommarat, Jakkapong
    The objectives of this study were to analyze and synthesize educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members of Cambodia, Lao PDR, Myanmar, Thailand, and Vietnam, as well as the PRC (People’s Republic of China) southern province of Yunnan. Moreover, the study sought to assess the appropriateness of development approaches based on these educational strategies. This mixed-method research used both qualitative and quantitative research methods. The data sources included documents related to educational policies and strategies, as well as administrators involved in educational management in each of the six GMS members surveyed. The research tools consisted of content analysis forms and opinion questionnaires, with an index of item-objective congruence (IOC) ranging from 0.80 to 1.00 and a reliability coefficient of 0.82. Data were analyzed using educational strategy content analysis by calculating the mean and standard deviation to assess the level of appropriateness and feasibility of the development approaches. This study makes a significant contribution to the literature by providing a comprehensive analysis and synthesis of educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members. The study offers valuable insights into the appropriateness and feasibility of these strategies and approaches. The findings not only validate the 22 educational strategies and 86 development approaches as highly appropriate and feasible but also serve as a valuable resource for policymakers, educators, and researchers, facilitating informed decision-making and fostering effective educational development initiatives.