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About EIS


EIS Association of Thailand was established from school principals and teachers that used a model of bilingual education in which students learn core subjects (Mathematics, Science and Computer) in English for integrated studies(EIS) from local Non-English speaking teachers in a poverty school.
The EIS Assumption:- (*** See the EIS Mapping Concept (Click)***)
 1. Learners are able to effectively learn the second language from their mother tongue, symbolic language, and their closely related environment, such that Short(S), Simple(S) and Familiar(F) so we call it SSF model.

 2. If the instructor arranges the learners to practice reading and writing with the English language by using science learning skills, (Observing Knowledge (OK) Model learning skill, observation, comparison, classification, transferring and inferring,) it will lead to the increase of the learners’ ability in reading-writing and reading comprehension in English.

 3.If the instructor constructs his lessons in a way that lets the learners connect the notions to the English language through analysis and mathematical problem solving, This MM Model (Mathematical Methodology Model) promotes an easier and faster way to increase the learner's English comprehension.

 4. If the instructors use communicative English enough in classroom interactions, it leads to the learner recognizing and understanding English more quickly." (Surapong, 2005,2009)
 
The EIS research: 

(การพัฒนาระบบโปรแกรมทางเลือกพัฒนาครูไทยโดยใช้ภาษาอังกฤษเป็นสื่อการสอน)

by Surapong Ngamsom

December, 2017

Abstract


The English for Integrated Studies (EIS) program has been accepted as an innovative practice to be utilized for Thai non-English speaking teachers (NESTs) using English as a medium of instruction (EMI) in the Thai basic education curriculum to increase the accessibility of the English program (EP) of the ministry of education to all students. The purpose of this research is to explore the problems and issues of the schools using EMI, to develop an alternative system of using EMI for NESTs and finally to determine the effectiveness of the alternative system. The Phenomenology theory approach of qualitative research was used as strategic research with the purpose of selecting key informants in 266 schools who provide and teach EP and/or EIS in the secondary and vocational education levels throughout Thailand.

The results of the study show that the benefits and advantages from providing EIS program strongly supports solving the permanent problems in providing EP, such as reliance on outsourcing and frequent changes of foreign teachers, high registration and tuition fees which are unaffordable for most families and government policies which cannot support or are not being implemented effectively reducing the opportunities for all students to learn in a quality EP. The innovative EIS approach is an alternative EMI system for NESTs one of the key success factors driving the process of the system is the EIS approach to continuous implementation of the administrators’ policies through the EIS 6 Tips pedagogy. It not only includes the development of the Thai basic education curriculum in the regular program but also helps to promote the Education Ministry’s policies of providing a quality education system. Moreover, EIS encourages competitive competency and reduces the gap in the quality of the public education system according to the national strategy.


Key words:  English as a Medium of Instruction/English for Integrated Studies/ Non-English Speaking Teachers/On the Job Training/Thailand 4.0

An alternative EMI system ( Model Picture )

(2)

โครงการศึกษาวิจัยการพัฒนาสมรรถนะของครูไทยด้วยรูปแบบ EIS & ICT-OJT Digital

Technology เพื่อเตรียมพร้อมคนไทยสู่ประชาคมโลก (

The Development of Thai teachers competency by using EIS & ICT - OJT Digital Technology for preparing Thai people for Globalization) โดย สมาคม EIS แห่งประเทศไทย (EIS Association of Thailand)
June, 2018 ( Model Picture: Click)
Abstract:

The purpose of this study aims to study the competency of school administrators in the management of educational institutes and in supervising, monitoring and evaluating the instructional ability and performance of teachers using the EIS & ICT - OJT Digital Technology Model, to study the competency of master teachers , core teachers and network teachers in teaching , coaching and mentoring using the EIS & ICT - OJT Digital Technology Model , to study the satisfaction of school administrators, master teachers , core teachers , network teachers and students in working ,teaching and learning using the EIS & ICT - OJT Digital Technology Model . The subjects of the study were a random sample of 14 core administrators , 40 network administrators, 14 master teachers, 108 core teachers,  210 network teachers and 377 students chosen from 15 EIS network centers and 45 EIS network schools under the administration of the Office of the Basic Education Commission, Office of Vocational Education Commission, Office of the Higher Education Commission and Department of Local Administration.

The research tools used were the operation manual which consists of 12 units of course training joined with the instructional course manual and administration manual, 10 sets of Rating Scale Questionnaires , focus groups and connoisseurship. The statistics used for data analysis were percentage, mean, standard deviation and valuation criteria.

The results of the study are:  

1. The competency of school administrators to manage educational institutes using the EIS & ICT - OJT Digital Technology model , core administrators were at the highest level but the network administrators were at a high level . Both the core administrators and network administrators were at the highest level to supervise, monitor and evaluate the instructional ability and performance of teachers using the EIS & ICT - OJT Digital Technology model .

2. The competency  of master teachers , core teachers   and network teachers in teaching using EIS & ICT - OJT Digital Technology Model , both the master teachers and core teachers were at the highest level but the network teachers were at high level . Both the master teachers and core teachers were at the highest level to coach and mentor network teachers.

3. The satisfaction of school administrators, master teachers , core teachers,  network teachers and students using EIS & ICT - OJT Digital Technology Model in working ,teaching and learning , core administrators were at the highest level but network administrators were at high level. Master teachers , core teachers and network teachers were all at the highest level of instructional ability and their students were also at the highest level in learning  using EIS & ICT - OJT Digital Technology Model.

            4. The Model of EIS & ICT - OJT Digital Technology was comprised of the INPUT stage, which comprised of many key elements from personal including school administrators, master teachers, core teachers and network teachers, to the 12 unit training course for teachers and the teacher training manual for teaching and learning, academic management, supervising and monitoring and a guide to using the digital EIS classroom, PROCESS stage, which comprised of elements such as the training and development of the EIS & ICT-OJT Digital Technology model, supervising, monitoring, follow-up, and the implemented effects of the improvement are the continuous development and OJT by the school administrators, master teachers, and core teachers both in the real and digital classroom systems, and the OUTPUT stage, in addition to the increased competency of school administrators, master teachers, core teachers and network teachers is the satisfaction of the administrators, teachers and students involved reaches the highest level.


Keywords : Competency/ EIS/OJT/Digital Technology   


More Information of EIS go to:-https://sites.google.com/site/surapongeisth/ Mr Surapong history

and the AEISA Charter (click) or download below


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Surapong Ngamsom,
Feb 19, 2019, 3:19 AM
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Surapong Ngamsom,
Jan 14, 2019, 5:03 AM
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Surapong Ngamsom,
May 9, 2018, 9:58 AM
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