การจัดการของศูนย์เรียนรู้โครงการอันเนื่องมาจากพระราชดำริ ของอำเภอเมืองและอำเภอแม่แตง จังหวัดเชียงใหม่

• Main Author: ดารินทร์ ปัญญาเจริญ
• Other Authors: อาจารย์ ดร.อลงกรณ์ คูตระกูล
• Format: Independent Study
• Language: Thai
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2020
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/69120
• Institution: Chiang Mai University

This study was a qualitative research that aimed to examine the dynamic, management and factors affecting the management of District Royal Initiative Self Learning Center in Maueng and Mae-Taeng District, Chiang Mai Province. Data collection was conducted by using in-depth interview, focus group discussion and documentary research. The samples consisted of 25 people from governmental officials responsible for the Learning Center, the Learning Center committee, and the Learning Center members. The area of this study included the Learning Center in Ban Tha (Rong Kee Kwai), Moo 3, Maueng District, Chiang Mai Province and the Learning Center in Mae-Tang District. Data analysis was done by descriptive analysis and findings were summarized as follows: With regard to the dynamic of District Royal Initiative Self Learning Center in Maueng and Mae-Taeng District, Chiang Mai Province, it revealed that there were the learning station activities consistently carrying out from 2010 to 2014. People from the government and private sectors, including students from all levels incessantly took a study visit at the Learning Centers. However, the activities in both Learning Centers were declined since additional budget was not supported. They were not able to manage the budget in some activities constructively and beneficially. Thus, it resulted to the reduction of activities, cooperation, and motivation of people’s participation in the Center’s activities, for instance. According to the management of District Royal Initiative Self Learning Center in Maueng and Mae-Taeng District, Chiang Mai Province, it showed that the Centers concentrated in conveying Sufficiency Economy Philosophy to implement in the Center’s work by allowing the community to be the main manager and giving an opportunity to all sectors to participate. The Center also focused on promoting the community’s unity and devotion as well as delivering the valuable resources in the community to be used fruitfully, such as the local wisdom. In terms of factors affecting the management of the Learning Centers, it denoted that both Learning Centers had the apparent organizational structure and concentrated in applying Sufficiency Economy Philosophy. People in the community were selected to be the Learning Center committee. The Learning Center emphasized on participatory working and coordinated within the community. People in the community gave priority in employing Sufficiency Economy Philosophy in their lives and took part in the Learning Center’ activities constantly. Besides, the committee and members of the Learning Center undoubtedly assigned their work to the members and assisted one another. They paid attention in joining activities and applying the Sufficiency Economy Philosophy in their lives resulting to the community’s strength, self-reliance and lessening of outside dependency, for example. With respect to approaches in developing the Learning Center, the government organizations should support and subsidize funds, giving knowledge and improving skills and ability in funds management for the community suitably. The private organizations should give an opportunity for the community to meet and should participate in social service activities continually. As for the community/people, the Learning Center committee should constantly coordinate with the local administration organizations and governmental organizations in order to promote and develop the Learning Centers to be in a good progress. Finally, people in the community should realize and pay attention in applying the Sufficiency Economy Philosophy in their occupation and their daily lives, for instance.