From Compliance to Social Justice: Repositioning External Quality Assessment for Teacher Empowerment and Equity in Thailand's Border Schools

Abstract

This study rigorously evaluates the ability of External Quality Assessment (EQA) outcomes to promote culturally sensitive and equitable Human Resource Development (HRD) in primary school settings within Thailand. The study used a thorough survey approach, including PNImodified analysis, contextual mapping, and collaborative strategy development, to reveal a systemic deficiency in translating EQA outcomes into effective HRD activities. The findings reveal a substantial "Compliance-to-Empowerment" gap, emphasizing the critical need for the strategic administrative application of EQA data as a management tool rather than solely a compliance report. The contextual analysis indicates that external threats, such as inconsistent regulations and digital inequalities, undermine internal strengths. The primary contribution of the study is the creation of a framework of seven culturally attuned HRD strategies. These initiatives, including teacher and school leader upskilling, contextualized curriculum co-design, and equity-centered planning, aim to empower educators and enhance the resilience of schools in frequently marginalized areas. The assessment verified that the approaches aimed at enhancing human capacity and the strategic application of EQA data achieved the highest ratings for effectiveness and equity impact. This paper presents an empirically validated, socially relevant framework for human capital development in unstable and diverse educational settings, offering practical, policy-focused recommendations to fundamentally reframe EQA, transforming evaluation from a bureaucratic process into a crucial instrument for equity and social change in marginalized learning communities.