Full Version-CBSEL3-Monitoring&Evaluation Report(Phase3)-CBSEL2019

Monitoring & Evaluation Report (Phase 3) CBSEL3 Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens Presented by National Institute for Development of Teachers, Faculty Staff and Educational Personnel (NIDTEP), Office of the Permanent Secretary, Ministry of Education, Thailand

A Preface This report is a part of monitoring and evaluation session to perform learning outcome of education leaders attending the training program on “Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens: CBSEL) Batch 3. The training program was held on June 22nd – August 31st, 2019 under a great collaboration between the Ministry of Education, Thailand and Southwest University, PR China which has been allocated the scholarship by the Mayor of Chongqing Municipality of the People Republic of China since 2018 until the present. In this connection, the training program has been supported by both sides of these great collaborative partners, the Thai MoE and SWU, in term of budget and academic collaborations for human resource development focusing on Thai school/education leaders recruited and approved by the Ministry of Education, Thailand. The report has compiled of 3 sessions; first and second phases were conducted by the National Institute for Development of Teachers, Faculty Staff and Educational Personnel (NIDTEP) to prepare the readiness of participants before the third phase held at Southwest University (SWU), China. I highly expect that the report of learning outcome including batch 1-3 at SWU will benefit as a guideline for the further collaborative program and training in the future plan and fulfill as a part of curriculum development and be used as a recommended platform for human resource development to the further. Finally, I, on behalf of NIDTEP, would like to express our great appreciation to the mayor of Chongqing Municipality for these grateful opportunities and scholarships, Ms.Duriya Amatawiwat (Former Deputy Secretary for Education, Thailand) for her consultancy to CBSEL program. <signed> Sammanakan Boonruang, Ph.D. Director NIDTEP

B Executive Summary The Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens or CBSEL batch 3 is a part of great academic collaboration between Office of the Permanent Secretary, Ministry of Education, Thailand and Southwest University (SWU), People Republic of China to conduct a competency development program for Thai education leaders through multi-skills exchange for instance; multi-cultural communication, organizational and regional networking. CBSEL is composed of 3 phases; in-country development program (8-day training program) pointing to leadership development and multi- learning skills, organizational development and 21st century skills. There were 28 participants approximately at the first phase. For the 2nd phase, the training program was conducted abroad at Southwest University, Chongqing, China. Throughout the training program on phase 2, it allowed participants to exchange and learn in various educational development atmospheres such as teaching and learning system, executive, teachers and educational personnel development, student development and so on. In this conductive learning, there were 27 participants who participated at SWU for 30 days. After 30-day conducted session in phase 3, the participants had to design a 1-year plan inherently related to organization, personnel, curriculum, networking development and other related fields. In conclusion, they had to finally perform and present the utilization of development plans and learning outcomes on the monitoring and evaluation stage. The program organizers, NIDTEP, set various methods for presenting the outcomes; online, on-site visit and oral presentation. As monitoring and evaluation conduct, there were 11 online presentations, 14 on-site visits and 2 oral presentations. The report found that satisfaction of monitoring and evaluation process is at 91.78 percent in average: The session is comprised of 3 portions; 1) online monitoring and evaluation session via Zoom Meeting Conference and Google Meet 2) on-site visit and 3) oral presentation. The outstandingly interesting sections are to improve the third language such as Chinese, explore networks and collaboration, continuity of effective program implementation. As in reflection, the participants suggested the program organizers to develop skills for sustainable development and leadership development in program curriculum. Suggestion to NIDTEP, the monitoring and evaluation should be observed continuously while delivering best practices and annually academic forum should be further organized as a center of alumni network and collaboration sharing in the future. Furthermore, it would be better to explore partners to conduct overseas trainings for improving human resource development system.

Contents C Preface A Executive Summary B Contents C Section 1 1 4 Program Curriculum 6 Section 2 8 10 1-Year Action Plan Office of the Non-Formal and Informal Education 12 Office of the Basic Education Commission (Primary) 13 Office of the Basic Education Commission (Secondary) 15 Office of the Private Education Commission 27 Office of the Vocational Education Commission 28 Section 3 29 Program Implementation Process Learning outcomes and knowledge exchange Monitoring and Evaluation Monitoring and Evaluation Annexures Section 4 Assessment Section 5 Program Summary and Feedback Annexes List of accomplisher and points table

1 Section 1: Program Background & Curriculum Training Program on “Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens” (CBSEL) Concept For the time being, globalization movement is rapidly effective to change numerous contexts such as politics, economy, society, environment, technology and so on throughout country, regional and global sectors. The changes have been delivered through innovation, creativity as urging factors to bring about both positive and negative reflection to our society. Therefore, to cope with all changes, Thailand is a country that best applies “Sufficiency Economy Philosophy” as a guideline towards Sustainable Development Goals (SDGs). As assigned in Thai Administration Platform, Economic and Social Development Plan 11th-12th phases have prescribed 3 important value chains; moderation, rationality, social protection with 2 postulates: good knowledge and virtues. In order to manage those infrastructures and logistics, we need to prepare human resource, strengthen knowledge, develop science, technology, innovation and creativity coexisting with economic, cultural and social enhancement. The National Institute for Development of Teachers, Faculty Staff and Educational Personnel, NIDTEP, as the national training center for empowering teachers and educational personnel, mainly conducts the training programs regarding the government policy and national development plan as indicated in these following purposes; 1) to develop work competency, 2) to integrate competency and training expertise and promote country to be an educational leader in the region. The training program on “Capacity Development for Sustainable Education Leaders towards Becoming Regional and Global Citizens or CBSEL has been organized since 2018 (batch 1) until the present (completed batch 3) under the collaboration between NIDTEP and Southwest University (SWU) of China. In this connection, the program has been jointly supported by the mayor of Chongqing Municipality for scholarships respectfully regarding “Silk Road Project 2019” in order to implement programs to enhance a quality of education in the country. As parts of in-country seminar and training, National Institute for Development of Teachers, Faculty Staff and Educational Personnel (NIDTEP), as the leading organization for development of education system and personnel in Thailand, actively tends to promote and develop competencies for teachers, faculty staff and educational personnel. We had to explore the collaboration to improve education quality. Finally, it is found out that CBSEL is the program that greatly uplifts and accommodates Thai school leaders for their career path. Project organizers 1. International Relations Office, Policy and Strategy Unit, National Institute for Development of Teachers, Faculty Staff and Educational Personnel (NIDTEP) 2. International Relations Office, Standard Development and Network Promotion Unit, National Institute for Development of Teachers, Faculty Staff and Educational Personnel (NIDTEP) Objectives 1. To strengthen professional competencies and promote leadership development 2. To explore new knowledge and exchange experiences for educational management in several contexts 3. To upskill leaders in the context of multi-cultural communication 4. To promote academic collaboration between countries (Thailand – China)

2 Program Structure 1. Section 1: (6 hrs.) Trends and Directions of Thai Educational Management in association with Asia-Pacific member countries 2. Section 2: (6 hrs.) Development of Education Quality towards Thailand 4.0 3. Section 3: (6 hrs.) Paradigm and Strategies for Development of Education Leaders 4. Section 4: (30 hrs.) Foreign Languages for Education Leaders 5. Section 5: (12 hrs.) Preparation to participate an oversea training seminar at Southwest University Program Activities Pre-Training Activity The participants are assigned to do self-study, research from medias or other sources such as websites or research articles related to a program curriculum. Mid-Training Activities 1. Knowledge exchange 2. Lecture and practice 3. Analysis, synthesis and project presentation 4. Case-study and best practices 5. Other integrative learning activities related to program curriculum 6. Assessment Post-Training Activities Monitoring and Evaluation/Assessment Resources and Innovations for Program Implementation 1. Learning resources centers 2. Media and Technology (electronic devices, websites, video) 3. Published resources (articles, program assignments, program list, examination, program books, guidelines, etc.) 4. Case-study and best practices Program Length Phase 1 started from August 15 to 22, 2019 (8 days) Phase 2 started from October 8 to November 6, 2019 (30 days) Phase 3 started from December 1, 2019 to August 31, 2020 (270 days) Development Methods 1. Self-study 2. Lecture 3. Discussion 4. Group work 5. Individual practice 6. On-site visit 7. On-site training 8. Group participation and exchange 9. 1-year project plan 10. Presentation and study report

3 Monitoring and Evaluation/ Assessment Assessment indicators 1. English proficiency 2. Individual course summary report 3. Individual practice and group project 4. Attendance 5. 1-year action plan 6. 1-year plan implementation report Assessing methods 1. Observation 2. Grading individual project 3. Checking attendance Assessing instruments 1. Test 2. Course summary form 3. Group assessment form 4. Individual assessment form 5. Attendance checklist Criterions 1. Participants must be at Good level for group participation 2. At least 60% of English and Chinese Proficiency Test 3. At least 80% of Individual Project Scores 4. At least 80% of Attendance Qualifications of program applicants 1. School director from public school or nominated private school director 2. The applicant must be nominated by these following organizations; - Office of the Basic Education Commission - Office of the Vocational Education Commission - Office of the Non-formal and informal Education - Office of the Private Education Commission

4 Section 2: 1-year Project and Implementation Plan Office of the Non-Formal and Informal Education 1. Activities for Development of Participants 1. Encourage and develop skill and ability of sports 2. Provide online learning process by training and enhance learners in using wisely digital technology such as Google Classroom etc. 3. Develop learners with the Student Caring System 4. Organize a Moral and Ethics Camp to raise a conscience nation, religion and monarchy by cultivating learners to have virtues for being volunteer and patriotism 5. Develop knowledge and skills of learners being able to apply to work happily together with others 6. Develop learners to Student Educational Enhancement in foreign language 7. Encourage a practical learning, critical and creative thinking to learners 2. Activities for School Leaders, Teacher and Educational Personnel Development 1. Develop teachers and educational personnel to learn via online and deliver the digital technology to support in instruction for instance; teachers and educational personnel development with Google Classroom 2. Develop teachers and educational personnel in Learning Process Management by Research Base for developing on management and instructional activities 3. Develop teachers and educational personnel to be professional by enhancing them with Development of Ideology of teachers and educational personnel with student center 4. Develop teacher competencies to design various learning and assessment processes 5. Develop teachers and educational personnel for student educational enhancement 3. Activity for Curriculum, Teaching and Learning Development Develop multi-phase curriculums and comply with local cultures 4. Activities for School Management 1. Maintain a security system, school environment and buildings in accordance with risks management system 2. Create and develop a school identity complied with participatory community practice 3. Establish a consulting center for local wisdom and product development branded “NFE” which stands for non-formal and informal education 5. Venues/ Locations 1. Nampad district Non-Fomal and Informal Education Center, Uttaradit province 2. Thanyaburi district Non-Fomal and Informal Education Center, Pathum Thani province 3. Prasat district Non-Fomal and Informal Education Center, Surin province 4. Sawang Daendin district Non-Fomal and Informal Education Center, Sakhon Nakhon province 5. Ranu Nakhon district Non-Fomal and Informal Education Center, Nakhon Phanom province 6. Project managers

5 1. Miss Suntaree Ternkhuntod 2. Mrs. Orasa Suparee 3. Miss Bunthita Wongwutthipat 4. Miss Wilairat Mokmool 5. Miss Sowitchaya Wongsachai

6 Office of the Basic Education Commission (Primary level) 1. Student Development Activities 1. Promote a multi-phase teaching and learning system, enable a competency- based learning leading toward an academic standard for development of teaching and learning, critical thinking, assertiveness, self-confidence, be able to build up self- learning regarding life-long effect and applying knowledge in daily life such as multiple intelligence learning, active learning, project based learning, classroom reflection to change (CRC), 3Rs teaching and learning methods 2 . Manage a participatory culture learning regarding the royal guidance of King Rama 10th to define the desirable characteristic of graduates for instance; service mind project, local culture promoting project through religious rites, parent reciprocation project, national identity project, hand-writing competition, reading and studying Thai history project to promote the national admiration 3. Manage the activities promoting health and food nutrition 4. Maintain the adequacy of learning material and develop classroom regarding competency based learning such as smart classroom, English and Chinese classroom, music classroom, sport and arts classroom etc. 5. Provide monitoring and evaluation system 2. School Leaders, Teachers and Educational Personnel Development Activities 1. Promote an academic proficiency to teachers and educational personnel for boosting up a productivity under the outstanding personal development by implementing modern teaching and classroom research or school-based research 2. Promote and develop teachers and educational personnel to be effective on holistic assessment to realize students caring system, supervision process, monitoring and evaluation system following the quote “happy workers bring the success” 3. Recruit well-experienced teachers and educational personnel for teaching foreign languages and communication and appropriate teaching method 4. Strengthen skills for practical based teaching and life-long learning by applying student based learning such as eduClipper, Cyclic Redundancy Check (CRC), Coaching and Counseling Mini Class etc. 5. Manage teaching and learning process towards the change of advanced thinking for school development and student development through a coaching method 6. Maintain a teaching instrument by using “Before Action Review, During Action Review and After Action Review” 7. Promote teachers and educational personnel to boost up skills and experiences 3. Curriculum, Teaching and Learning Development Activities 1. Apply local cultures to develop local curriculum to encourage a local, traditional and cultural reciprocation 2. Promote school participation for curriculum development conformed with government policy and individual development plan 3. Develop multi-functions process competency and interest based learning 4. Develop curriculums such as Chinese for communication 5. Provide learning center and laboratory adequately 4. School Management Activities 1. Maintain school environment; security system and greening school project by applying community participation to the school development process 2. Reject all unhealthy foods 3. Increase networks partners, and stakeholders from several sectors to be school committees for school management which will be able to coordinate with local administrative office for supporting the infrastructures, integrative coexisting resource

7 usage, the equality for student caring system in rural area, community learning center especially in English and Chinese teaching 4. Promote a collaboration between schools and parents both under and non-affiliated purview of MOE, private sectors and community such as primary and secondary schools in Thailand, regional partner schools in ASEAN Community or schools in China to corporate signing MOUs in Vocational and Higher Education level for collaborative activities for instance student exchange, study visit and so on 5. Develop a classroom general administrative system connecting to school network 6. Organize a local skills exhibition to exchange local wisdom/knowledge 7. Develop a coaching skill and cultivate a conscience of school owner 8. Enduring Understanding 2020 to manage school strategic plan for risk management, crisis management, budget plan, Before Action review, During Action review, After Action review for overall development of school by using database especially budget management 9. Adjust mindset, class schedule, activities, research based values creation 10. Develop a smart classroom, classroom structure, atmosphere and learning center toward being a school lab 11. 21st Century management system (3Rs, 8Cs, 2Ls) towards a future life and skill 5. Venues/Locations 1. Watphromsuwan school, Chachoengsao province 2. Bantadrinthong school, Chaiyaphum province 3. Bannmaelid school, Maehongson province 4. Bannongpakbung school, Saraburi province 5. Baan Kuku school, Phuket province 6. Wat Nong-or Thammatorn school, Rachaburi province 7. Wat Praneet school, Trat province 8. Chum Chon Banseayeak school, Nakhonsi Thamarat province 9. Wat Chaomool school, Bangkok 6. Project managers 1. Mrs. Netnaphit Nophaket 2. Mr. Thanakorn Sriwiphat 3. Mr. Sayan Phosuwan 4. Mrs. Maliwan Boonnaruetee 5. Mr. Charin Chang-in 6. Miss Jittanun Suksawat 7. Miss Siriphan Siriwatthananon 8. Mr. Kantapong Konghom 9. Mr. Peerawut Pimrod

8 Office of the Basic Education Commission (Secondary level) 1. Student Development Activity 1. Develop languages skills (English, Chinese and Japanese) 2. Student exchange (Thailand-China) 3. Integrate academic skills by promoting multi-cultural activities 4. Enlarge skills for living, thinking and technology 5. Focus on practical learning, monitor and evaluate students in each phases, be able to pass the admirable characteristics of graduate, and authentic assessment 6. Obviously develop the personal identity 7. Create and develop student recruitment system who are competent in science and mathematics 8. Create and develop learning platforms to support the differences among students 9. Integrate knowledge with morality and ethics into classroom subjects 10. Determine learning objectives 2. School Leaders, Teachers and Educational Personnel Development Activities 1. Recruit Chinese teachers 2. Develop teachers by teaching experts, cultivate a conscience of teachers who admire and mind students, improve technology and communication skills for teaching and learning, maintain a supervision system by using coaching skill to monitor and evaluate, instruct teacher assessment 3. Provide new teaching and learning innovation towards student development in the 21st century, manage teachers to adjust learning methods, promote classroom research, teacher development and improve working skills for school personnel 4. Develop teachers to be able to design teaching methods and innovation, classroom research approaching the management of teaching and learning innovation and research based development 5. Apply an active learning strategy to a pedagogy, develop a micro-teaching method by using participatory learning method 6. Expand networks for development of teachers regarding learning session in level of school, district or educational area and integrate local wisdom/knowledge to teaching and learning methods 7. Integrate English into 6 core subjects; mathematics, science, sociology religion and cultures, health and hygiene, physical education, home economics and arts 8. Teachers are developed skills for communication in Thai, English, Chinese 3. Curriculum, Teaching and Learning Development Activities 1. Develop curriculums to support students regarding the capacity and preferences, design 23 curriculums for science and technology to serve students’ needs, develop an integrative local curriculum 2. Develop curriculums conformed with student competency, assessment to arrange working section for development of Mini English Program (MEP), curriculum proposal for dual education, curriculum management 3. Integrate sufficiency economy to school curriculums 4. School Management Activities 1. Establish a learning center for cultivating Thai local culture and maintain school environment 2. Maintain school environment; infrastructure, scenario, and provide special classroom to promote learning atmosphere 3. Strengthen a school identity 4. Collaborate with private sectors for skills development by implementing study visit and training, expand networks with public and private vocational colleges, combine schools and community to promote academic affairs in Thailand and international, effectively develop human resource system, increase networks for education quality

9 and school management in Thailand and international, coordinate with industries for school development, inspire teachers and students 5. Internationally develop quality and standard, manage school by using good governance principle, widely open special curriculums based on competency and interest such as music class, Chinese, barista and beauty salon 6. Periodically supervise, monitor and evaluate 7. Develop student caring system and counseling 5. Venues/Locations 1. Thapphopattanawit school, Surin province 2. Chumpholphonphisai school, Nongkhai province 3. Sathukitprachasan Ratchamungalapisek school, Nan province 4. Yothinburana 2 Suwansuttharam school, Bangkok 5. Kanchanapisek Vittayalai Krabi school, Krabi 6. Maerim Wittayakom school, Chiangmai province 7. Dongyen Pittayakarn school, Udonthani province 8. Fadadsoongyang Witthayakarn school, Kalasin province 9. Phudungpanya school, Tak province 10. Phatowittaya school, Chumphon province 6. Project managers 1. Mr. Pitak Taweesang 2. Mr. Phiphat Srisukphan 3. Mr. Wasan Kivadhana 4. Mr. Jankarn Piangprach 5. Mrs. Wandee Ketkaew 6. Mr. Samrej Kraiphan 7. Mr. Thawatchai Somasuan 8. Miss Tosaporn Taksima 9. Mr. Wanchai Pondongnok 10. Mr. Sanan Wongdee

10 Office of the Private Education Commission 1. Student Development Activity Provide a robot classroom 2. School Leaders, Teachers and Educational Personnel Development Activity Provide a study visit for exchange the development of advanced thinking and Chinese 3. Curriculum, Teaching and Learning Development Activities 1. Prepare a training for Micro Class teaching approach 2. Chinese teaching 3. Revise a curriculum to reflect local identity with Problem Based Learning system: PBL 4. School Management Activities 1. Recruit Chinese teachers 2. Study visit at schools managed by Big data 3. Manage schools by using Big data 4. Establish a cultural center at school to exhibit the Thai history 5. School Identity Research project 6. Present researches at Southwest University, China 7. Exchange knowledge and experience among teachers, school committees and parents 8. Exchange and share opinions 5. Venue/Location Santitham Wittaya School, Udonthani province 6. Project manager Mr. Patinya Prapertchob

11 Office of the Vocational Education Commission 1. Student Development Activities 1. Development of pedagogical management to build up skills for the 21st century towards the international competency workforce for vocational students, create new- aged innovation and invention 2. Manage Chinese classroom for the development of communication skills in workplace and multi-cultural environment 3. Development of English competency 4. Incubation center for new entrepreneurs 2. School Leaders, Teachers and Educational Personnel Development Activities 1. Develop teachers to be effective in teaching approach in the 21st century 2. Develop vocational teachers to be able to create digital/online teaching material 3. Arrange an integrative teaching and learning method 4. Vocational teachers training in the industrial field 3. Curriculum, Teaching and Learning Development Activity Active Learning management 4. School Management Activities 1. Develop and elevate education quality in vocational institutes by using action research database 2. Crisis management and student caring system 3. Adequately provide laboratory and Chinese classroom 4. Provide the data center 5. Manage a strategic plan with industries for dual vocational education curriculum 6. Maintain an environment to support vocational training 5. Venues/Locations 1. Chiangrai Industrial and Community Education College, Chiangrai province 2. Pattaya Technical College, Chonburi province

12 Office of the Permanent Secretary for Education 1. Institute Development Activities 1. Work competency development 2. Voluntary work activity named “NIDTEP Story (online)” 2. Venue/Location National Institute for Development of Teachers, Faculty Staff and Educational Personnel, Nakhon Pathom province 3. Project managers 1. Mr. Worapot Rungaroon 2. Mrs. Bhorn-anchalee Pukchanka 3. Mr. Utane Navasutaratn

13 Section 3: Program Implementation, Monitoring and Evaluation Program Implementation Chart Figure 1: Program Implementation Chart

14 Learning outcomes and knowledge exchange After phase 2 training at Southwest University, participants were oriented to proceed the next steps for presenting their learning outcomes and submitting a 1-year action plan as shown in section 2. However, due to the promotion of some participants affecting to the unplanned implementation, the monitoring and evaluation were respectfully implemented regarding their current locations (schools). The project managers/organizers followed up on the action plan implementation and designed 3 methods; online, on-site and oral presentation at NIDTEP, for reflection, monitoring and evaluation processes due to the pandemic of COVID-19 affecting on our plan. However, after the infectious situation released (around August 2020), we were allowed to conduct our on-site visits somewhere. The programs used to conduct monitoring and evaluation are “Zoom conference” and “Google Meet”. Monitoring and Evaluation Indicators Monitoring and Evaluation criterion is set as 4 sub-indicators; student development, governing, curriculums and organizational management and networking. 1. Activity name 2. Objectives 3. Outcomes 4. Key success and Problems 5. Lesson learned from SWU and adaptive knowledge used in project implementation 6. Feedback Monitoring and Evaluation Schedules 1. Monitoring and evaluation (progressed via online): 12 presenters No. School Location Presenter via Zoom Conference Bangkok Peerawut Pimrod 1 Wat Chaomool School Ratchaburi Jittanun Suksawat 2 Wat Nong-or School Chiangrai Orapin Duangkaew 3 Chiangrai Vocational Sakhonnakon Wilairat Mokmool College 4 Sawangdaendin Non-formal Udonthani Patinya Prapuetchop Krabi Wandee Ketkaew and Informal Education Center Chachoengsao Netnapis Noppaket Trad Siripan Siriwattananon 5 Santitham Wittaya School Maliwan Boonnarithi 6 Kanchanapisek Witayalai Saraburi Surin Pitak Taweesang School Surin Orasa Suparee via Google meet Kalasin Thossapond Thaksima 1 Wat Promsuwan School 2 Wat Preneet School 3 Ban Nongpakboong School 4 Thappo Pathanawit School 5 Prasat Non-formal and Informal Education Center 6 Huay Pueng Wittaya School Table 1: Namelist of CBSEL3 online monitoring and evaluation

15 2. Monitoring and evaluation (on-site visit): 14 presenters No. School Location Presenter Date 1 Dongyen Pittayakan School Udonthani Thawatchai Somasuan 29 Jul 2020 2 Chumpon Phonpisai School Nongkhai 29 Jul 2020 3 Renunakhon Non-formal and Pipat Srisukpan 30 Jul 2020 Informal Education Center Nakhon Sowitchaya Wongsachai 4 Ban Tad Rinthong School Panom 5 Ban Si Yaek School Chaiyapum Thanakorn Sriwipat 31 Jul 2020 Nakhon Si Kanthapong Konghom 6 Aug 2020 6 Pattaya Technical College Thammarat 7 Suntisuk Pittayakom School Chonburi Wanich Somchart 7 Aug 2020 8 Nampad Non-formal and Informal Wasan Kiwattana 10 Aug 2020 Nan Suntree Ternkhuntod 11 Aug 2020 Education Center Uttaradit 9 Padung Panya School Sanun Wongdee 13 Aug 2020 10 Mae Rim Wittayakom School Tak Samret Kraipan 14 Aug 2020 11 Pato Wittaya School Chiangmai Wanchai Pondongnok 14 Aug 2020 12 Thunyaburi Non-formal and Chumpon Bunthita Wongwutthipat 19 Aug 2020 Pathumthani Informal Education Center Jenkarn Peangprat 19 Aug 2020 13 Yothin Burana 2 School Bangkok Jittanun Suksawat 19 Aug 2020 14 Wat Nong-or School Ratchaburi Table 2: Namelist of CBSEL3 on-site monitoring and evaluation 3. Oral Presentation at NIDTEP: 2 Presenters No. School Location Presenter 1 Ban Tha Tafang School Mae Hongson Sayun Phosuwwan 2 Ban Ku Ku School Phuket Charin Chang-in Table 3: Namelist of CBSEL3 oral presentation for monitoring and evaluation on 29 Aug 2020

16 Monitoring and Evaluation Annexures (Online) Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens: CBSEL Batch 3 (June 23rd – August 31st ,2020) Figure 2: Online monitoring and evaluation via Zoom Conference Meeting on June 23rd, 2020

17 Figure 3: Online monitoring and evaluation via Google Meet on June 30th, 2020

18 Monitoring and Evaluation Annexures (On-site visit) Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens: CBSEL Batch 3, monitoring and evaluation (August 5th-7th, 2020) Figure 4: On-site visit at Ban Si Yaek School, Nabon district, Nakhon Si Thammarat The on-site visit regarding action plan implementation at Ban Si Yaek School, Nabon district, Nakhon Si Thammarat is one of the outstanding schools for promoting a collaboration between networks to support each other in development of activities. Moreover, they support learning by applying local wisdom and culture to conduct a good practice to students and towards Sustainable Development Goals (SDGs).

19 Figure 5: On-site visit at Pattaya Technical College, Bang Lamung district, Chonburi Pattaya Technical College is located in Pattaya where is the most recognized place for natural attraction and night life in Thailand’s eastern gulf coast. Their remarkable and strong development is based on location, so the outstanding is networking of student development, leadership development using multi-cultural communication to meet a coverage of the 21st century skills.

20 Figure 6: On-site visit at Suntisuk Pittayakom School, Suntisuk district, Nan Sustisuk Pittayakom School is located in the Northern Region of Thailand, the province connected to the border of Thai and Lao, it therefore consists of multi-cultural students. The director presented that he promoted teachers and students to be effective for multi-languages skills such as English and Chinese. Moreover, Suntisuk Pittayakom is locally well-known that students are very strong in academic and networking due to the relations of multi-cultural communication and development affairs.

21 Figure 7: On-site visit at Nampad Non-formal and Informal Education Center, Nampad district, Uttaradit Nampad Non-formal and Informal Education Center is located in Uttaradit province, Northern region of Thailand. The center of non-formal and informal is ongoing to promote and support learners in non-formal education system. Applying local wisdoms and promoting SME project are recognized and beneficial to people in the district. Due to a location near Kao Soi Dao national park, they also have an English Training for local guides to practice villagers and promote local business.

22 Figure 8: On-site visit at Pato Wittaya School, Pato district, Chumpon

23 Figure 9: On-site visit at Mae Rim Wittaya School, Mae Rim district, Chiangmai

24 Figure 10: On-site visit at Padung Panya School, Mueang Tak district, Tak

25 Figure 11: Presentation on Project Implementation (Phase 3) at the National Institute for Development of Teachers, Faculty Staff and Educational Personnel, Samphran district, Nakhon Pathom

26 Figure 12: The presentation of CBSEL3 alumni and panel discussion on “Best Practices of Education Development” During the period of CBSEL batch 4 held in August 2020, the CBSEL3 alumni were gratefully invited as our panel speakers for sharing and guiding how they practiced and applied knowledge that they have learned from the CBSEL training in China. To exchange the latest ideas of project plan implementation, the panel speakers were greatly performing their involvement for promoting organization towards the goals. More importantly, this was a stage that provide questions, answer and other ways of practice from several ideas of CBSEL alumni and currently CBSEL4 participants.

27 Figure 13: Culminating Session Meeting for CBSEL3 summarization to proceed the monitoring and evaluation report on August 25, 2020 at B5401, Chaloemprakiat Build., NIDTEP

28 Section 4: Assessment Indicators 1-year action plan Project Implementation 1. 2.1 Student development/ Curriculum/ Administration and Personnel/ Governing 2. 2.2 Participation of Personnel/ Stakeholders/Networks and linkages/ Community 2.3 Project Presentation 3. 2.4 Implementation Advantages and Feedback from beneficiaries Satisfaction Survey Criterions Report of 1-year action plan (50 points) Individual assessment of project implementation (50 points) 1. 2.1 Contents of implementation report 2. 2.2 Participation of school/organization personnel, networks and linkages 2.3 Project presentation 2.4 Project distribution advantages Culminated Satisfaction Results for Monitoring and Evaluation Process (Phase 3) No. Section Mean S.D. Scores Rate Monitoring and Evaluation Methods 0.47 Excellent 0.00 Excellent 1 Zoom 4.67 0.00 Excellent 0.00 Excellent 2 Google meet 5.00 0.12 Excellent 3 On-site visit 5.00 0.44 Excellent 0.44 Excellent 4 Oral presentation 4.00 0.49 Excellent 0.58 Excellent Average 4.67 0.48 Excellent 0.30 Excellent Monitoring and Evaluation Indicators 1 Student Development 4.76 2 Curriculum 4.76 3 Self-Development and Support to Personnel 4.64 4 Governing and Networks 4.60 Average 4.69 Total Average 4.68 Table 4: Culminated Satisfaction Results of CBSEL monitoring and evaluation in a 1-year plan implementation

29 Section 5: Program Summary and Feedback Monitoring and Evaluation Process is one of key successes to assure that the project implementation is completely done for its work cycle. The training program on “Capacity Building for Sustainable Education Leaders towards Becoming Regional and Global Citizens” or CBSEL Batch 3 has shown its goals to develop education system in Thailand with good practices and guidelines from well-developed country. Moreover, it opened to exchange latest and best ideas, good practices, skills, innovations for the living in 21st century. The program was set to 3 phases; phase 1 as an orientation of training to introduce participants in readiness of education contexts and current situation and changes in the world, phase 2 as a portion of hands-on and virtual practice to conduct and exchange what they have learned from phase 1 in applying to various situations of 1-month training in China, phase 3 as an assessment portion after months in China to implement on situational contexts for their organizations. The school directors are composed of 29 participants (15 males and 14 females) at the first stage of training (phase 1) and later decreased at 27 persons for the second phase in China. There are finally achieving participants for CBSEL batch 3 as in lastly aforementioned number. Due to the infectious disease in 2020, The COVID-19 has been affecting until the present which is considered to spread all around the world. Regarding the continuation of phase 3, the schedule of monitoring and evaluation was postponed because of the situation. However, the program organizers were concerned and designing processes to deal with unexpected obstacles in 3 methods of monitoring and evaluation. As in completely rendered process, the result found that satisfaction of process equals to 95.89 percent for online, 93.80 percent for on-site visit and 80 percent for oral presentation. The amount of entire program’s satisfaction is maximally by 91.78 percent average. By the end of program’s assessment, we were given feedback by CBSEL3 alumni for the further improvements as follows; 1.) revising a program curriculum to meet the changes of current situation and global movement., 2.) adding up seminar, academic forum and other meeting events to provide public networking and collaborating spot for CBSEL alumni sharing or exchanging their ideas and best practices even in Thailand or overseas 3.) appointing an official program committee to supervise this program operation 4.) participation of stakeholders in both private and government sectors to help improve curriculum and other supports. Finally, the program organizers and all alumni would like to express our sincere thanks to the mayor of Chongqing Municipality Office and Southwest University for a continuity of scholarship conducted to assist the improvement of Thai education leaders.

30 Annexures

31 CBSEL3 accomplishers and points table (Phase 3) No. Complete Name Affiliatio Scores n 1 Mr. Samret Kraipan Plan Project Presentation Avg. 2 Act.Sub.Lit.Wanich Somchart OBEC 3 Mr. Thanakorn Sriwipat OVEC 85.00 97.00 97.00 93.00 4 Mrs. Netnapis Noppaket OBEC 88.00 92.67 5 Ms. Jittanun Suksawat OBEC 80.00 95.00 95.00 91.00 6 Mrs. Maliwan Boonnarithi OBEC 80.00 90.00 7 Mr. Wanchai Pondongnok OBEC 85.00 97.00 96.00 90.00 8 Mr. Patinya Prapuetchop OBEC 80.00 90.00 9 Mr. Wasun Kiwattana OPEC 80.00 95.00 95.00 89.67 10 Mr. Sayun Phosuwan OBEC 80.00 89.67 11 Ms. Suntree Ternkhuntod OBEC 80.00 90.00 95.00 89.33 12 Mr. Pipat Srisukpan ONIE 80.00 88.67 13 Ms. Orapin Duangkaew OBEC 80.00 95.00 95.00 88.67 14 Mr. Jenkarn Peangprat OVEC 80.00 86.67 15 Mr. Sanun Wongdee OBEC 90.00 94.00 95.00 86.67 16 Mr. Kanthapong Konghom OBEC 80.00 85.33 17 Mr. Charin Chang-in OBEC 80.00 94.00 95.00 85.33 18 Ms. Sowitchaya Wongsachai OBEC 80.00 85.00 19 Ms. Siripan Siriwattananon ONIE 80.00 93.00 95.00 85.00 20 Ms. Bunthita Wongwutthipat OBEC 80.00 85.00 21 Mr. Pitak Taweesang ONIE 80.00 95.00 91.00 84.00 22 Mrs. Orasa Suparee OBEC 80.00 84.00 23 Mr. Peerawut Pimrod ONIE 80.00 94.00 92.00 83.67 24 Ms. Wilairat Mokmool OBEC 80.00 83.67 25 Mrs. Wandee Ketkaew ONIE 80.00 90.00 90.00 83.33 26 Ms. Thossapond Thaksima OBEC 80.00 83.33 27 Mr. Thawatchai Somasuan OBEC 80.00 90.00 80.00 82.67 OBEC 80.00 82.67 80.00 86.00 90.00 81.67 86.00 90.00 85.00 90.00 85.00 90.00 85.00 90.00 87.00 85.00 87.00 85.00 86.00 85.00 86.00 85.00 85.00 85.00 85.00 85.00 83.00 85.00 83.00 85.00 85.00 80.00 *Commentary OBEC = Office of the Basic Education Commission OVEC= Office of the Vocational Education Commission ONIE= Office of the Non-formal and Informal Education OPEC= Office of the Private Education Commission