A Proposed management model for an alternative school in Thailand


  • Panayuth Choeybal


School management and organization, Thailand, Management model, Alternative school


Alternative schools provide an opportunity for parents to choose the best pedagogy for their children where the instruction is different from the conventional school. It represents an important way to succeed in educational reform.  This study aimed to propose a management model for alternative schools in Thailand. The research was conducted using a Delphi technique. The sample comprised 22 experts from three groups selected using the snowball technique:  Group 1: administrators and educators who are experts in alternative schools (8 persons). Group 2: educators who are experts in educational administration (7 persons).  Group 3: chief executives of the Ministry of Education (7 persons).  An interview form was used in round 1, while a 5-level rating scale questionnaire was used in rounds 2 and 3. The study found the alternative schools in Thailand used in this study were schools that are run by private organizations. They use the national curriculum, but have the freedom to organize and creatively structure the instructional content, teaching methods and use of text books. They employ a different instructional strategy from the conventional school - they emphasize a child-centered approach. They use innovative pedagogy. Their instruction is based on acknowledging individual differences and developing each child's individual capability with the goal of developing each learner to be a whole person.  To sustain the initial success of alternative schools in Thailand, the administration needs to increase the number and quality of students, and the acceptance of the schools' pedagogical approach as viewed from the outside. The future of alternative schools in Thailand relies on increasing the number of alternative schools, as well as the types of alternative schools to provide chances for special groups of students to receive the same educational opportunities, such as alternative schools built and managed by local communities for disadvantaged persons, where the proper instruction is organized and matched to the context. The government should support and give local communities the chance to open their own alternative schools. The government, while monitoring and assessing the efficiency and effectiveness of alternative schools, should give these schools the freedom to innovate and to spread the pedagogy of alternative schools to the universities to help them prepare teachers.