Project Procedures

In order to create understanding to every participants we focus on many ways of communication both formal and informal approaches. We communicate the information by meeting the project team and the project committee to participate for brainstorming and design activities for English learning development. Another formal way is our organization write formal letters to all 157 schools in the educational area for explaining the development details and then the schools apply to attend the project. To be well established with the different stakeholders, we will use face to face dialogue, newsletters, and project update. In addition, our team plan to have a wide range of meeting, formal presentation, informal presentation, Email, and website for public relation. The team plan to share weekly updates in order to stay in track by using face book page. Also, while implementing the project we will use social media to share that event to create more impact in the communities.

Because of the long term project, we apply Stufflebeam Model Evaluation: CIPP Model through the project comprising of the steps as follow;

3.1 Context Evaluation: Context evaluation assesses needs, goals, assets, and problems within a defined environment. We employed feedback from this type of evaluation to set or clarify our goals that are grounded in assessed needs of targeted beneficiaries and later to assess the extent to which a program’s outcomes effectively addressed the intended beneficiaries’ assessed needs.

3.2 Input Evaluation: Input evaluation assesses competing strategies and subsequently the work plans and budgets of the approach selected to meet beneficiaries’ assessed and targeted needs. We will use input evaluation findings to choose, flesh out, and obtain funds for a new program or to review and revise a previously adopted procedural plan.

3.3 Process Evaluation: Process evaluations monitor, document, and assess program activities. We will use process evaluation findings to guide and strengthen program activities and to document a program’s activities and expenditures.

3.4 Product Evaluation: Product evaluations consisting of Impact evaluation, Effectiveness Evaluation, Sustainability Evaluation and Transportability Evaluation.

- Impact Evaluation is the subpart of product evaluation that assesses a program’s reach to the targeted beneficiaries and its impact on the relevant environment. We will use this to assure that the program is reaching the intended beneficiaries, and document the program’s impacts on the relevant community environment.

- Effectiveness Evaluation is also the subpart of product evaluation that documents and assesses the quality, cost-effectiveness, and significance of outcomes.

- Sustainability Evaluation assesses the extent to which a program’s contributions will be or are successfully institutionalized and continued over time. We will use feedback to help determine whether a program should be continued and, if so, to plan and take appropriate steps to assure the long-term, effective operation of a successful program.

- Transportability Evaluation assesses the extent to which a program has been (or could be) successfully adapted and applied elsewhere. We will use the findings to help disseminate a successful program and to provide support for future funding of the program.

This project is the first serious implementation in development of English learning in Loei province. Although we are a small remote area province in Thailand that lack of opportunity to learn English like the capital city, Bangkok, and other big cities, we have a strong need to change disadvantage. We are aware that English learning improvement is a hard work so we try to understand the problems and employ the participatory action research for problems solving. The research focuses on the context based study that will duplicate many cycles in long time period. The activities holding on this project will be observed and reflected by all participants and then will be planned for the next loop development. In addition, we determine the long term goals to become the center of English learning and the center of English teachers’ development of Loei province.

As a result, this project will be guaranteed for success and sustainability. After the events in Malaysia, we have a plan creating by the participants to design English learning activities in 13 schools. One of these is English for tourism because Loei is an attractive province for tourists. We will write a tourism curriculum in English for students to learn in schools and apply English outside the classrooms for fostering the tourism in their community and within the province. Another mission is that developing Jiarawanonutit fourth school to be the center of English learning by using the guide line of international school. Furthermore, we will ask for collaborations from other neighboring countries in ASEAN, Philippines and Singapore, and another continent, the U.S., to develop teachers’ ability in English teaching and recruit English teachers for schools in our area. The recruitment includes internship, fellowship and volunteers. Another way is we will write a curriculum for English teacher development and submit it to the Teacher Profession Development Institute of Thailand for approval to be the center of English teachers’ development in Loei province. The follow up activities certify that the project will be successful and sustainable displaying as a milestone below.