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 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Development of Lifelong Education Strategies to Establish the Organizational Culture of Fiscal Transparency for Local Authorities) ผู้เขียน: Pornchai Thiraveja, Archanya Ratana-Ubol, Parn Kimpee สื่อสิ่งพิมพ์:pdf AbstractThis research aimed to develop indicators regarding lifelong education on fiscal transparency for local authorities, to analyze the lifelong learning system on fiscal transparency for local authorities, to analyze and identify success factors for lifelong learning on fiscal transparency for local authorities, and to suggest lifelong education strategies by integrating adult learning theory and action learning concepts to establish an organizational culture of fiscal transparency for local authorities. The major findings of this research were: 1) The indicators for local authorities comprised knowledge, capacity, moral and desirable social value, organization vision and administration, available resources, information technology, people participation, knowledge source, learning activities, and evaluation. 2) The lifelong learning system for local authorities composed of the personnel learning system of the officers originated from human resource development and a teamwork system, while citizen learning came from people participatory process. 3) The success factors for local authorities were executives, incentive system, public participation, personnel involvement, appropriate data system, evaluation, resources utilization, and learning styles for officers, as well as people. 4) Lifelong education strategies to establish the organizational culture of fiscal transparency for local authorities contained 7 strategies: supporting learning via teamwork, empowering change management, supporting participation in organizational learning, supporting lifelong education and people participation, creating awareness, developing and disseminating knowledge and information, and integrating relevant resources. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : The Scenario of a Learning City Model Based on the Lifelong Learning Concept to Develop the Active Aging of Thai Elderly) ผู้เขียน: ดร.ระวี จูฑศฤงค์, ผู้ช่วยศาสตราจารย์ , Archanya Ratana-Ubol, Pan Kimpee สื่อสิ่งพิมพ์:pdf AbstractThis article presents the results of qualitative research, applying the future studies concept of future research techniques. The research aimed: 1) to analyze and synthesize the phenomenon of a learning city based on the lifelong learning concept for the development of active aging both in Thailand and foreign countries; 2) to create the scenario of a learning city model based on the lifelong learning concept for the development of Thai active aging within the next decade (2013-2023) and set up the strategies to put the learning city model into practice; and 3) to examine and evaluate the learning city model. The research was conducted using document studies, good case studies, scenario planning, group discussion, and scenario evaluation using an evaluation form. It was found that the learning city model included 5 essential elements: 1) principles of a learning city involving lifelong learning and a community based on development to support the elderly to empower themselves in terms of health promotion, social participation, and security promotion through learning activities and to integrate learning of intergenerational relations; 2) elements of a learning city including learners, learning organizers, body of knowledge, learning activities, learning atmospheres, learning networks, knowledge management, strategies, public policies and development targets, committees, and a national lifelong learning network; 3) learning processes of a learning city consisting of non-formal and informal education; 4) operational processes of a learning city based on community-based development; and 5) the strategies of putting a learning city model into practice which comprise specifying public policies and knowledge management to integrate into a national learning network and allocating resources for learning city development based on the lifelong learning concept for active Thai aging to create personnel, community, and the network at the national level. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : The Scenario of the University of the Third Age Models for Lifelong Learning of the Thai Aging Groups) ผู้เขียน:Archanya Ratana-Ubol, Suwithida Charungkaittikul, ดร.ระวี จูฑศฤงค์, ผู้ช่วยศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThis research is a qualitative research study, using future study technique. The purposes were to (1) analyze and synthesize the principles and concepts of the lifelong learning organization for the aging groups both in Thailand and foreign countries; (2) study various perspectives of the experts in the fields about the feasible scenario of the University of the Third Age models for lifelong learning of the Thai aging groups and strategic forming for the practical implementation; and (3) propose the scenario of the University of the Third Age models for lifelong learning of the Thai aging groups, as well as presenting the implementation strategies of the developed models. The analysis and synthesis’ results about concepts and implementation of the University of the Third Ages showed there were two main principles in organizing lifelong learning for the aging groups: formal University-based Model and flexible Self-Help Model involving the collaboration and participation from learning networks. The scenario of the University of the Third Age models for lifelong learning of the Thai aging groups comprised of four implementation models: short course programs, schools for seniors, informal learning activities, and visual classrooms (or vU3A). The University of the Third Age aims to provide learning activities for enhancing senior citizens in different lives’ dimensions. There were four implementation strategies, 1) to promote the lifelong learning activities for senior citizens in terms of university short course programs; 2) to promote the lifelong learning activities for senior citizens in terms of schools for seniors; 3) to promote the lifelong learning activities for senior citizens in terms of informal learning; and 4) to promote the lifelong learning activities for senior citizens in terms of visual classrooms or online-learning programs. Finally, the scenario of the University of the Third Age models for lifelong learning of the Thai aging groups was appropriate, effective, possible for the implementation; relevant to the contexts, useful and sustainable. |