การพัฒนารูปแบบการเรียนรู้ตลอดชีวิตของสังคมผู้สูงวัยกลุ่มชาติพันธุ์ ในภาคเหนือตอนบน

Abstract

The objectives of this mixed-method research were to investigate the current contexts, problems and needs in lifelong learning of the ethnic elderly in the Upper Northern region, to construct a lifelong learning model for the ethnic elderly, and to propose a policy direction in establishing a lifelong learning institute for the elderly to Chiang Mai Rajabhat University. The purposive sampling method was applied to select the sample groups, which consisted of 150 ethnic elderly individuals from five ethnic groups, namely, Karen, Hmong, Lahu, Lisu and Lua, with 30 representatives from each ethnic group; 25 specialists working for the ethnic elderly; and seven experts who were administrators of Chiang Mai Rajabhat University. The research instruments were composed of a semi-structured interview, topics for group discussions, a questionnaire, and an assessment for verifying and confirming the model. The quantitative data were statistically analyzed for percentage, mean, and standard deviation. The content analysis was used to analyze the qualitative data and the results were presented descriptively. The research results are summarized as follows. 1. For the current contexts and needs in lifelong learning of the ethnic elderly, it was revealed that the five ethnic groups have still led their simple and sufficient ways of life while maintaining their ethnic practices, customs, traditions, cultures, beliefs, faiths, and pride in their ethnic identities. For the problems of the ethnic elderly, it was revealed that they had had physical sicknesses and did not receive adequate medical checkups and treatments from community hospitals. Regarding their welfare and security of life, they had not had sufficient subsistence allowance as well as land ownership for residence and farming, and were obliged to adapt to social changes of today. With regard to the needs for lifelong learning, it was found that the majority of them wanted to look after their physical and mental wellbeing by themselves and have hygienic nutrition, free annual medical checkups, home visits for village security, and increased welfare and benefits from the state. They also wanted to help themselves and their families to become happy with better quality of life, as well as to conserve their ethnic cultures, traditions, identities, and wisdom for future generations. 2. The constructed lifelong learning model for the ethnic elderly consisted of three components: healthcare, welfare and life security, and co-existence in the ethnic society. Each component contained contents, learning methods, and learning media. The model was assessed and verified by the experts and they agreed on the model’s propriety, feasibility, accuracy and utility, which could be implemented for lifelong learning of the ethnic elderly. 3. For the policy direction to establish a lifelong learning institute for the elderly of the university in response to the five-year university strategies (2021-2025), it was proposed that 1) the university deem the establishment of the institute as “a university agendum” due to its strengths and opportunities in terms of personnel and facilities, acceptable and well-known multidisciplinary programs, local collaboration networks, and clear state support for improving the life quality of the elderly. Nevertheless, the weaknesses and threats included recruitment of specialized and willing personnel and inadequate state budget allocation. 2) The Mae Sa Campus in Mae Rim district should be used as the training center for the development of the elderly’s quality of life. The center could offer short training programs for the elderly to participate and learn according to their needs and interests. The center could also provide academic training services to instructors and students because of its prime location that could well facilitate collaboration with concerned agencies. 3) An academic collaboration network with both state and private agencies should be established in an attempt to collectively drive educational management for the elderly in a holistic manner. 4) A collaborative management guideline should be implemented in a related and integrated cross-science manner within the university, particularly with the King’s Philosophy Center for Local Development and the Bureau of Arts and Culture.