Characteristics and differences of lifelong learning policy implementation for the elderly in Thailand

• Main Authors: Nopraenue S. Dhirathiti, Pojjana Pichitpatja
• Format: Journal
• Published: 2018
• Subjects: Social Sciences
• Online Access: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85019214528&origin=inward; http://cmuir.cmu.ac.th/jspui/handle/6653943832/59166
• Institution: Chiang Mai University

© 2017, Springer Science+Business Media Dordrecht. The study examined the process of policy implementation of lifelong learning for the elderly in Thailand, covering four main regions within the country. The study empirically compared inputs, processes, outputs, and outcomes of policy implementation in the north, south, northeast, and central regions of Thailand and captured the rigor of policy implementation. Using qualitative research methodology, the study showed that each region had established a networking model among stakeholders differently, with distinct actors as focal points in promoting the policy. North and south were the two regions where the elderly were most active and had contributed substantially in terms of inputs. They had also steered the process of policy implementation through close collaboration with sub-district administrative offices and the establishment of their respective associations for the elderly. The other two regions depended on support from the central government and regional branch of the office of non-formal and informal education. The sharp contrast between the regions led to the conclusion that the direction and pro-activeness in promoting lifelong learning policy for the elderly people in Thailand yielded different policy outputs and outcomes; that policy outputs and outcomes remained at the discretion of key actors within each locality; and that policy output and outcome were also not completely dependent on the top-down direction provided by the national government.