Problems and Development Guidelines for Teachers in Learning Management of Migrant Workers Who Enrolled in District Learning Encouragement Center of Samutprakan

Abstract

The purposes of this research are: (1) to study problems of teachers in learning management for foreign workers enrolled in district learning promotion centers Samut Prakan Province, (2) to compare the problem levels of various components in learning management at the Learning Promotion Center that affect foreign workers enrolled in District Learning Promotion Center Samut Prakan Province, (3) to recommend the learning management for foreign workers enrolled in district learning promotion centers Samut Prakan Province. The study population consists of 104 teachers and 10 registered foreign workers who volunteer to be interviewed. The study instruments are questionnaire and interview. The mean scores, standard deviation, and t-test analyses are used to analyze the data.

The research results show that

1) the most serious problem with learning management for teachers at the centers of enrolled foreign workers is the content, 2) the result of the comparison of problem levels in various components reveals that the aspect of curriculum in Bang Sao Thong district is the highest problem; the content aspect in Phra Samut Chedi district is the highest problem, the teacher and learner aspect in Bang Bo district is the highest problem; the learning activities aspect in Phra Samut Chedi district is the highest problem, and the measurement and evaluation aspect in Phra Pradaeng district is the highest problem. Furthermore, Phra Samut Chedi district also has the highest problem with the learning environment and quality of life development activities. 3) Suggestions from this research are as follows: 1) for curriculum aspect, create a new curriculum for foreign worker learners, taking into account the basic knowledge of the Thai language and age difference, 2) for content aspect, integrate the subject content with life experiences of foreign worker learners, 3) for teacher aspect, employ teachers having the same nationality as the foreign worker learners. or develop teachers to be able to communicate in the language of foreign worker learners, 4) for learner aspect, prepare the reading, the writing and the communicating skills of foreign worker learners who register for the first semester, 5) for learning activities aspect, test learners' knowledge of Thai language and interview their learning needs, 6) for learning media aspect, develop teachers to have knowledge and expertise in the field of media production and development, 7) for measurement and evaluation aspect, develop teachers to have knowledge and expertise in using measurement and evaluation tools, 8) for environment conducive to learning aspect, arrange classrooms with facilities and technology, 9) for activities to improve quality of life aspect, plan to organize activities to develop the quality of life for learners in consistent with their needs.