Fundamental Rights to State Educational Services and the Establishment of a Secondary School in Mae Poen District, Nakhon Sawan Province

Abstract

The objectives of this research article were 1) to study the level of fundamental rights to state educational services and the establishment of a secondary school in Mae Poen District, Nakhon Sawan Province based on Sangahavatthudhamma; 2) to analyze the relationship between Sangahavatthudhamma and fundamental rights to state educational services and the establishment of a secondary school in Mae Poen District; and 3) to propose guidelines for promoting fundamental rights to state educational services and the establishment of a secondary school in Mae Poen District based on Sangahavatthudhamma. It was a mixed-methods research. For quantitative research, the questionnaire was administered to a sample of 392 people, and the data was analyzed using Pearson correlation coefficients. Qualitative research involved in-depth interviews with 20 key informants. The research findings revealed that 1) the overall level of fundamental rights to state educational services and the establishment of a secondary school in Mae Poen District, Nakhon Sawan Province, was at the highest level, with a mean of ( = 4.61, S.D. 0.26); 2) the overall relationship between Sangahavatthudhamma and fundamental rights to state educational services and the establishment of a secondary school in a universal society showed a moderate positive correlation, with a Pearson correlation coefficient of (r = 0.528**); 3) the guidelines for promoting fundamental rights based on Sangahavatthudhamma consisted of four aspects: (1) in terms of equality, the government should expand access opportunities, develop curricula, care for out-of-school children, and promote laws to support equal access; (2) in the aspect of fairness, resources should be allocated according to needs, care should be provided for disadvantaged groups, discrimination should be prevented, and support systems should be developed to suit the differences among learners; (3) in terms of freedom, space should be opened for learners to express their opinions, choose to study according to their interests, access diverse information, and support the role of teachers in educational freedom; (4) in the aspect of best interests, the government should expand access to schools near home, reduce costs, improve quality of life, build local cooperation, and raise learners' potential to international standards.