The Evaluation of Life and Career Skills Development Project According to the Royal Charter Educational of Ban Pongpuey School, Bueng Kan Primary Education Area Office

Abstract

From the context of Ban Pongpuey School as an educational opportunity expansion school, it must create and provide opportunities for all learners to acquire knowledge and skills in life subjects, to live in society through practical experience, to plan, and to make appropriate career choices. with yourself. Therefore, the researcher has conducted an assessment of the project for developing life and occupational skills according to the Ban Pongpuey School's guidelines for education to use the research results as a guideline for the development of education management, (1) To assess the life and occupation skills development project according to the Royal Charter of Education of Ban Pongpuey School, context appropriateness. (2) To assess the project to develop life skills and occupations according to the Royal Charter of Education of Ban Pongpuey School, the readiness of inputs. (3) To assess the project to develop life skills and careers according to the educational path of the Ban Pongpuey School, and the suitability of the process. (4) To assess the project to develop life skills and occupations according to the Royal Charter of Education of Ban Pongpuey School, the productivity and expansion of the project. All of which apply to the CIPPiest Model. The target audience used in the assessment is Ban Pongpuey School stakeholders: Group 1 in the academic year 2020 consisted of 1,142 teachers, students, parents of students, and basic education committees. The second group in the 2021 academic year consists of 1,024 teachers, students, parents, and basic education committees, including 2,166 two-year academic years. Acquired by Purposive Sampling. The research process is divided into 3 phases: Phase 1: Pre-project evaluation by applying the contextual and input CIPPiest Model assessment model. Phase 2 Assessment during project implementation by applying the CIPPiest Model process evaluation model. Phase 3: Post-assessment is carried out by applying the CIPPiest Model evaluation model for productivity and scalability. There are ten assessment tools including The assessment form a 5-level estimation scale of 4 editions. Four semi-structured interview forms, and a student behavior observation form. And one student behavior test form. For all instruments, content validity was between 0.60-1.00 and confidence was between 0.85-0.97. Qualitative data analysis by content analysis and quantitative data analysis using frequency distribution statistics, percentage mean, and standard deviation. The results showed that (1) Contextual assessment found that the overall average for the academic year 2020 was at a high level, and the academic year 2021 had the highest mean. (2) The process evaluation found that the overall average for the 2020 academic year was at a high level, the academic year 2021 had the highest average. (3) The productivity and extension assessment found that the overall average for the 2020 academic year was at a high level, the academic year 2021 had the highest average.