Small-Sized Schools: Challenges and Opportunities in Educational Management

Abstract

The objectives of this article are 1) to study the current management situation of small-sized schools in Thailand. The study reveals that the Ministry of Education and the Basic Education Commission have policies and guidelines for managing small-sized schools through five approaches: Approach 1 involves the closure or consolidation of schools with nearby quality schools. Approach 2 focuses on multi-grade classroom teaching. Approach 3 emphasizes technology-driven learning management. Approach 4 deals with self-governing small-sized schools. Approach 5 involves collaborative networked school management. These policies, guidelines, operational measures, and educational quality enhancement strategies have been set by the Basic Education Commission to ensure effective local-level management of small-sized schools. The principles of decentralization, local consideration, and decision-making are central, and 2) to propose a guideline for managing small-sized schools appropriately, considering the school context, and applying School-Based Management principles. Using the systemic approach of the PDCA quality cycle in workflow management, comprising four steps: 1) Preparation and awareness-building, 2) Implementation, 3) Monitoring, inspection, and evaluation, and 4) Refinement and development. Effective management and operation of small-sized schools require collaboration from all stakeholders, including communities, parents, school committees, local administrative organizations, school networks, and involved parties. Additionally, educational innovation is crucial for enhancing the quality of small-sized schools. These innovations should be tailored to the specific problems faced by schools and align with their contexts. Such opportunities allow schools to develop themselves and ensure that students have a quality education that aligns with community needs, contributing to sustainable educational development.