Abstract

The research aimed to introduce policy proposals for learning promotion at the District Learning Encouragement Centers under the Department of Learning Encouragement. The research consisted of three phases: Phase 1 involved studying the current situation, desired conditions, and necessary needs to draft policy proposals for promoting learning at the District Learning Encouragement Centers. The sample consisted of 1,368 administrators and teachers from the Department of Learning Encouragement, selected through multi-stage random sampling using stratified sampling principles, and studying three cases. The target group included nine school administrators and teachers chosen through purposive selection. Phase 2 focused on drafting policy proposals for promoting learning at the District Learning Encouragement Centers through expert-based seminars. The target group consisted of 11 selected experts. Phase 3 involved reviewing and holding public consultations on the policy proposals for promoting learning at the District Learning Encouragement Centers. The target group consisted of 39 administrators, educational supervisors, and teachers selected through purposive selection.

The research tools included questionnaires, interviews, and evaluation forms. The statistical methods were percentages, means, standard deviations, and content analysis. The research results indicated that the policy proposals for promoting learning at the District Learning Encouragement Centers included five key policy areas: vision promotion, lifelong learning promotion, social and community development, qualification-based learning promotion, and diverse learning promotion. The evaluation of the policy proposals for promoting learning at the District Learning Encouragement Centers overall indicated a high level of appropriateness, feasibility, and overall benefit across all aspects.

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