Challenges of the Buffer School Policy Implementation in the ASEAN Community Era: The Case of the Thailand-Cambodia Border

Autor/inn/en	Kaewkumkong, Ampa; Sen, Ke
Titel	Challenges of the Buffer School Policy Implementation in the ASEAN Community Era: The Case of the Thailand-Cambodia Border
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 2, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1621798
Schlagwörter	School Policy; Geographic Regions; International Cooperation; Educational Policy; Policy Formation; Change Agents; Government Role; Foreign Countries; Role of Education; Program Descriptions; Rural Areas; Quality of Life; Peace; Well Being; Institutional Characteristics; Comparative Education; Student Attitudes; Teacher Attitudes; Administrator Attitudes; School Administration; Policy Analysis; Barriers; Program Implementation; Thailand; Cambodia + Suchen Sie Ihr Suchwort? Schulpolitik; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Bildungspolitik; Politische Betätigung; Ausland; Bildungsauftrag; Rural area; Ländlicher Raum; Lebensqualität; Frieden; Well-being; Wellness; Wohlbefinden; Vergleichende Erziehungswissenschaft; Schülerverhalten; Lehrerverhalten; Politikfeldanalyse; Kambodscha
Abstract	Buffer Schools, an emerging Thai border school policy, was first launched in 2010 to response to ASEAN initiatives. Buffer Schools aim to establish close cooperation among neighbour countries, thereby creating a sense of historical and cultural connection that can nurture unity and confraternity in the region. This paper examines the effectiveness of implementing pilot school policy focusing on the Thailand-Cambodia border, which has faced several border disputes over the years. This paper analyses the challenges in achieving policy goals. The theoretical foundation is based on contemporary education policy implementation in practice and research. Therefore, the three dimensions of policy, people, and places are examined, together with the concept of border school development. This research employs a descriptive mixed-methods strategy that has gathered data from policy stakeholders by survey questionnaires, interviews and field study. The findings reveal that Buffer Schools face challenges in policy design, with the implementers, and the operating units at both state and local levels. The research also discusses the concept of Buffer Schools as it differs from previous border school policy in Thailand in which the government served as the agent of change in the region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01