A SYNTHESIS OF EDUCATIONAL STANDARDS AND GUIDELINES FOR DEVELOPING BEST PRACTICES IN NON-FORMAL SCHOOLS

Abstract

This research aimed to 1) examine the concepts and theories related to best practices in non-formal schools; and 2) synthesize the characteristics and patterns of best practices, classified by school type and quality dimensions according to educational standards. Qualitative research design was employed through three approaches: systematic literature review, content analysis, and systematic synthesis. The sample comprised best-practice reports from 22 non-formal schools, drawn from 12 officially recognized award-winning schools and 10 additional schools selected by purposive sampling to cover all school types. The instruments were a content-analysis form and a literature-synthesis framework, both examined for quality by experts. Data was analyzed through descriptive, comparative, and systematic-synthesis content analysis. The findings revealed that: (1) best practices must be recognized in academic circles, supported by verifiable evidence, and systematically documented, framed within the 2019 Educational Standards for Non-Formal Schools and the assessment criteria issued by the Office of the Private Education Commission (OPEC); and (2) best practices varied by context, with vocational schools showing the highest proportion (31.8%). Classified by educational standards, they fell into two main aspects-educational management (36.4%) and instruction (27.3%)-sharing the common goal of developing quality learners. The synthesis yielded a systematic model of three components: inputs, a PDCA-based process, and the outcome of learner quality, driven by five key success factors. It can serve as a guideline for administrators and teachers to benchmark and further develop their own institutional best practices.