Experiencing the programme: participants and coordinators give their feedback and share their views (2/7)

About half of the training programme has been completed by participants in Indonesia, Thailand, and Viet Nam. IIEP is taking this opportunity to pose questions to some participants and coordinators.

Second to be published:  Ms. Pikoon Kantawang, participant of the ESP Programme and Educator at the Office of the Education Council (OEC), Ministry of Education of Thailand.


Ms. Pikoon Kantawang, participant of the ESP Programme in Thailand

Ms. Pikoon Kantawang, participant of the ESP Programme in Thailand

You have been taking part in the ESP Programme for the past six mounts. Could you briefly tell us what your expectations were when enrolling in this programme?

P.K: I think that the ESP programme is very important for the educators and staff involved; I hope to benefit from it in many ways. I expect to learn about the education planning procedures, the necessary information to be gathered, the procedures to be followed, as well as the framework of education sectors and networks. Planning practices and research outcomes could be used to guide discussion on education planning, strategies, structure, monitoring processes and evaluation.

An analysis of education situations in our country will lead us to identify problems needing to be addressed which have existed over time. Results from this programme could provide us with a guidance framework of national policies based on Results after participated this program could guide us to provide a guidance framework of national policies composed with the most efficiency of teacher utilization, personnel development and quality control of education system as the important goals.

You are completing the ESP distance programme while continuing to work at your job. Has the programme helped you in your day-to-day work? If so, how?

P.K: Yes, this programme can help my day-to-day work. Because my occupation is directly involved in education planning, practices and concepts could guide my work for a preparation of the national education plan and strategies. It definitely helps me to focus on key requirements for education development and solutions which address continual problems. This programme has provided advice which is necessary for our country’s educational planning. Even though some suggestions are made based on the context of another country, this information is important for applying to project management and simulation, which are necessary steps involved in the preparation of an education plan. Upon completing an analysis of the expected results using the methodology suggested by the programme, we can set our working steps and improve some method to obtain better results. Moreover, we can plan our project and use the recent data for further analysis.

Has this programme allowed you to enlarge your professional network? Has the cooperation with the other programme participants been helpful? If so, how?

P.K: Yes, this programme has improved my professional network. In order to carry out effective planning, officers from several organizations with important roles to drive the national education plan should get involved. Even though the education council has direct responsibilities to develop the education plan and strategies, the units such as school, university, ministry of Education are not currently involved in the planning. They just implement the set education plan which might be weak and then is eventually reflected by an unsatisfactory evaluation result of the education quality. The cooperation with other participants will enable us to share information about the roles, visions, missions, strengths and weaknesses of the particular units we belong to. Co-workers could exchange their views on department structures, management systems and social roles, while the programme is running and afterwards. The cooperation with other participants could lead to a streamlining of our working systems for an efficient development of the plan and system applications.



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