The Office for National Education Standards and Quality Assessment (ONESQA) recently revealed positive results from its 2024 fiscal year external quality assessment, with over 94% of institutions expressing satisfaction with the overall evaluation. More than 95% of early childhood development centres and over 99% of basic education institutions are ready to implement the assessment outcomes. Furthermore, ONESQA continues to push forward with its mission to create modern institutions equipped with the latest technology, highlighting Satuek School in Buriram as a leading example of a school that has effectively applied assessment recommendations to achieve outstanding results, especially in robotics education, fostering creativity and engineering skills among its students.
Dr Worawit Phasawasuwas, Deputy Director of the Office for National Education Standards and Quality Assessment (ONESQA), spoke about the recent external quality assessment for the 2024 fiscal year. He shared that over 5,000 institutions participated in the assessment, including 2,055 early childhood centres and 3,020 basic education institutions. ONESQA followed up on how institutions applied the results, finding that over 95% of early childhood centres and more than 99% of basic education institutions had implemented the assessment feedback.
Most institutions noted that ONESQA’s external quality assessments provided a clearer understanding of their strengths and areas for improvement. Many schools felt motivated to enhance their standards, using the feedback to establish operational guidelines in multiple areas, including management, oversight, planning, and project execution. This approach has driven tangible improvements in teaching quality, fostering development for both students and educators. Over 94% of the institutions assessed expressed satisfaction with the overall assessment process—a marked improvement from around 80% satisfaction in the previous round.
Dr Worawit also highlighted institutions that have effectively applied recommendations from ONESQA’s external quality assessment, with Satuek School in Buriram serving as an exemplary case. Through a comprehensive developmental effort, the school implemented the ‘SATUEK Model,’ a holistic educational framework that covers institutional improvement, academic enrichment, staff development, and student growth. This model provides a forward-looking approach to learning, equipping students with outstanding academic achievement and a full spectrum of skills, including analytical thinking, creativity, and technological proficiency.
A particular strength of Satuek School lies in robotics, where students have excelled, earning recognition and awards at both national and international levels. The school’s success in this area showcases a best practice model that other schools can adapt and follow, proving that tailored development strategies can yield remarkable outcomes in modern education.
Speaking on the upcoming direction for ONESQA’s 2025 external quality assessments, aligning with Education Minister Pol Gen Permpoon Chidchob’s policy of ‘Reducing Burdens, Learning Well, and Being Happy,’ Dr Worawit clarified that the approach emphasises three core areas: 1) Quality Improvement – ensuring external quality assurance promotes continuous development and raises educational standards; 2) Reducing Administrative Burden – lightening the workload for teachers and educational staff; and 3) Integrating Information Technology – using IT throughout the assessment process to streamline from start to finish.
The assessments will take a more in-depth, context-sensitive approach tailored to the specific circumstances of each institution, enabling schools to apply feedback in a precise, meaningful way. The focus will be on student-centred development, with strengthened criteria for creating safe, supportive learning environments that foster mental well-being and quality of life for students. This refined framework aims to make assessments more relevant, actionable, and beneficial to each school’s unique environment and needs.
“In the current round of assessments, ONESQA is prioritising a student-centred approach, with evaluation criteria that align with technological advancements,” said Dr Worawit. “Our aim is to equip students for the digital age, fostering skills that meet the demands of the modern world. This approach is designed to capture and maximise each student’s interest and potential.”
“The technology focus emphasises recommendations based on assessment results, such as guidance for in-school and classroom activities, observing students’ aptitudes to tailor strategies that enhance their abilities, and providing insights into future pathways and opportunities. Results indicate that many schools have excelled in fostering academic innovation, creative initiatives, and the potential of their students.”
Mr Thatchavej Santiboon, Director of Satuek School, shared that recent rounds of external quality assessments have provided the school with a clearer understanding of its strengths and areas for improvement. Acting on the recommendations, the school has refined its development plan, initiated a variety of projects, and integrated targeted activities across different subjects to foster desirable qualities in students and create a comprehensive learning system. This has led to marked improvements.
In the 2022 academic year, students at all levels achieved an average GPA of 3.14, and the O-NET scores for Mathayom 3 and Mathayom 6 students saw a significant rise. In terms of institutional management, the school was awarded the prestigious IQA Award, reflecting its strong capabilities in administration and student guidance.
Teachers have also revamped their lesson plans, with a stronger focus on analytical thinking and in-class research skills, moving towards a student-centred approach. The curriculum was updated to reduce student workloads in line with the ‘Less Time in Class, More Time to Learn’ concept. Additionally, the school has established a Professional Learning Community (PLC) among teachers and introduced a systematic process for monitoring and assessing student progress to continually refine and enhance teaching effectiveness.
Building on its success, Satuek School has earned recognition as a model institution in various aspects, particularly for its adoption of the SATUEK Model — a framework for learning and internal supervision based on the PDCA (Plan-Do-Check-Act) principle. This model serves as a foundation for enhancing educational quality and promoting active learning.
The SATUEK acronym captures the model’s core components:
- S for Strategic Management,
- A for Academic with Moral,
- T for Teamwork,
- U for Unity and Understanding,
- E for Evaluation, and
- K for Knowledge Management.
This team-oriented, participatory management approach involves teachers, students, parents, and the wider community. It aims to achieve the ‘5G’ outcomes:
- Good Student – aligned with the Ministry of Education’s ‘learn well, be happy’ goal,
- Good Teacher – developing professional educators,
- Good Management – governance-driven administration,
- Good School – a quality, safe institution meeting international standards,
- Good Community – fostering community trust and engagement.
The SATUEK Model has been documented as a best practice, allowing Satuek School to share its insights and successful strategies with other schools, contributing to wider educational advancement.
Satuek School has also been honoured with an excellence award in the ‘Model Institution for Educational Excellence and Soft Power’ initiative, setting a new standard in integrating science and technology to enhance creative thinking and sequential problem-solving. Through hands-on learning focused on robotics, Satuek has embedded these skills into its science and maths curriculum, guided by the SATUEK DECP Model:
- D for Design – fostering imagination and self-led design,
- E for Engineering – focusing on engineering processes,
- C for Creation – nurturing creativity, and
- P for Programming – teaching programming for robotics control.
This innovative robotics education programme begins with Mathayom 1 students and includes a dedicated ‘Robotics Club’ where interested students systematically develop programming and engineering skills. This setup allows students to bring their ideas to life, creating functional projects and competing in both national and international competitions — where they’ve garnered numerous awards.
The accolades and certificates students earn are valuable assets for their portfolios, giving them a competitive edge when applying for university programmes in technology, engineering, and related fields.
The school has also established Memoranda of Understanding (MoU) with leading engineering universities, including King Mongkut’s University of Technology Thonburi, King Mongkut’s Institute of Technology Ladkrabang, and King Mongkut’s University of Technology North Bangkok. Together, they have developed a specialised curriculum for science, mathematics, and computer studies, tailored to prepare students for direct entry into engineering fields. This collaboration has been met with strong support from both parents and students, providing an excellent foundation for those aiming to pursue engineering studies.
Comments
