The Competency-Based Curriculum Management of Ban Lao Pao School, an Innovative Pilot School in Education Sandbox, Doi Lo Subdistrict, Doi Lo

Abstract

             The objectives of this research were: (1) to study the competency-based curriculum management of Ban Lao Pao School, the innovative pilot school; (2) to implement the competency-based curriculum in the school; and (3) to examine the level of stakeholder satisfaction toward the curriculum management. The study was conducted with two target groups: Group 1 consisted of administrators, external agencies, and experts (n = 81), and Group 2 included teachers, students, parents, and network partners (n = 116). The research was conducted at Ban Lao Pao School, Chiang Mai Province, during the 2023–2024 academic years. The research instruments included a questionnaire and an interview form, which were validated for content accuracy by experts. The questionnaire yielded a reliability coefficient of 0.550. Data were analyzed using descriptive statistics percentage, mean, and standard deviation as well as qualitative content analysis.

             The findings revealed that:

             1)The school’s competency-based curriculum management was conducted systematically, with key processes including school-based curriculum design, contextual analysis, learning unit design, implementation of active learning, competency-based assessment, professional learning communities (PLC), community engagement, institutional support, and ongoing monitoring and evaluation.

             2) The curriculum implementation followed a clear, well-structured plan aligned with the Education Innovation Area Act B.E. 2562 (2019). Ban Lao Pao School was the first school in the Chiang Mai Primary Educational Service Area Office 4 to implement this innovative curriculum.

             3) Stakeholders expressed a high level of satisfaction with the curriculum management (mean = 4.21, SD = 0.47). The highest-rated areas of satisfaction were student learning outcomes and overall curriculum management. Qualitative analysis identified strengths such as teachers’ strong commitment to curriculum development, integration with local context, flexibility in media procurement, and alignment with the school’s internal quality assurance system.