Promoting Lifelong Learning in Educational Institutions under Songkhla Provincial Office of Learning Encouragement

Abstract

This research aimed to 1) study the promotion of lifelong learning, 2) compare the promotion of lifelong learning, and 3) study the approach to promoting lifelong learning. The sample group used in the research was 184 teachers under the Office of the Provincial Learning Promotion in Songkhla Province. The sample group was determined from the Krejcie and Morgan (1970) sample size determination table and stratified random sampling according to the size of the educational institution. Then, simple random sampling was used by drawing lots. The informants from the interviews were 5 educational institution administrators who had worked as administrators in the district level learning promotion centers under the Office of the Provincial Learning Promotion in Songkhla Province for no less than 5 years or had a professional status of no less than a specialist. The research instrument was a 5-level rating scale questionnaire. The reliability of the questionnaire was 0.966. The statistics used for data analysis were frequency, percentage, mean, standard deviation, t-test (Independent t-test), F-test, and pairwise comparison of means. In case the F-test is statistically significant by the Least Significant Difference (LSD) method.

The research results found that 1) the promotion of lifelong learning was at a high level overall. When considering each aspect, the aspect with the highest average value was the development of learning management personnel, followed by diverse learning management, learning society creation, participation, and information technology use. 2) The promotion of lifelong learning classified by work experience and school size variables, it was found that overall, there was no difference. When considering each aspect, it was found that diverse learning management had a statistically significant difference at the .05 level. 3) the guidelines for the promotion of lifelong learning in educational institutions consisted of 1) Promoting collaboration from all sectors including administrators, teachers, personnel, students, communities and network partners 2) being a center for coordination and development of learning resource support systems 3) using technology in teaching and learning management and distributing learning opportunities 4) developing an environment and culture conducive to learning 5) creating learning approaches and formats that respond to needs, are flexible and easily accessible 6) developing personnel to have skills and knowledge that are up-to-date and meet the needs of learners.