increase efficiency in providing educational services which will lead to educational quality improvement. (the Sub-District Administrative Organization’s role for education promotion is under the “Tambon (Sub-District) Council and Tambon Administrative Authority Act BE 2537 (1994)”) Currently, people participation and community committee management as well as the teaching and learning strategies of facilitators are the important factors that contribute to the success of conducting Lifelong Learning activities in the community learning centres.

Overall, the strong point of non-formal education facilitators in CLC is being a local person, but they always do hard work, if they find a good job, they move to the new position. At present, there are 8,605 community learning centres, and 7,475 non-formal education facilitators, 759 highland community learning centres in the mountainous areas and 1,174 non-formal education facilitators because there will be 2 facilitators per one remote or mountainous area. In current situation, one NFE facilitator takes responsibility for lots of learners, in both of non-formal and informal educational activities. Therefore the non-formal education facilitators bear a hard burden from their duties, particularly the non-formal education facilitators who work in the southern, the most risky area of Thailand, they are willing to work under unsecured circumstances. The government should encourage and support them for their contribution by increasing the subsidy for tuition fees, computers and facilities, or mobilizing local resources and funding for undertaking Lifelong Learning activities in the communities.

### 4. Management structure

The units responsible for management are:

(1) The local administrative organization continuously promotes, supports, and monitors the implementation and development of the community learning centre.

(2) All NFE centres at district and provincial levels also constantly promote, support, supervise and monitor the implementation and development of the community learning.

In this regards, all CLCs benefit enormously from community involvement. Discussions with the community members lead to the establishment of a CLC from assessing the community's needs. In many cases, local materials and labour are used to build CLCs. In order for a CLC to be self-sustaining, community members could be mobilized to establish and manage their centre themselves. In overall picture, the guidelines of community learning centres (CLCs) implementation are as follows:

(a) The administration of the centre is the responsibility of a management committee, which consists of school teachers, retired professionals, community and religious leaders, the director of the district non-formal education centre, the non-formal education facilitator, and other community members(National / provincial level: establishing criteria / identifying communities, Community level: creating community awareness); (b) Establishing CLC Management Committee (very important); (c) Identifying target groups /clients and their learning needs and determining income-generation activities; (d) Developing the CLC's programme objectives; (e) Designing and developing programme activities; (f) Prioritizing specific programme activities; (g) Establishing CLC physical facilities / Establishing action groups (volunteers); Mobilizing community resources;