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to help children continuously should be flexible and clear in operation to make them long-term and
sustainable.
8) In the project development, the researchers also learn that the involved local
government organizations lack knowledge and understanding on a writing proposal for projects,
especially on how to identify indicators. Therefore, prior to the development of the project, King
Prajadhipok's Institute may provide the relevant training for local government organizations to
measure the performance more effectively.
9) Through follow-ups, it is found that some projects encounter issues resulting in
the holding of the projects. One of the most common issues is the lack of knowledge and expertise
especially in implementing the projects related to special needs children. Therefore, King
Prajadhipok's Institute should provide relevant training to such issues for local government
organizations.
10) Researchers have been focusing on the survey, analyzing the data of
inequality, identifying the problems, and finding solutions, so they have less time for project
implementations. The duration of the research is not necessarily consistent with the timeline of the
projects run by the local government agencies, so the researchers are unable to continuously
monitor the progress of the projects or give advice on the evaluation. Therefore, to drive the
projects thoroughly, the research period should be extended or divided into 2 phases: 1)
development and 2) follow-ups for evaluations and collection of lessons.
11) The involved local governments should be encouraged to expand the project
results to other local government organizations, areas, and target groups. The achievement can
occur through collaboration among all local government agencies, not only by King Prajadhipok's
Institute itself.

3.2 Recommendations for Policies
King Prajadhipok's Institute should play a role in driving local government
organizations in the country to resolve inequality in education in their areas through relevant laws
and policies to support the local implementation.

3.3. Suggestions for Further Studies
1) Follow-ups, evaluations, and lessons from all 13 projects must be conducted to
learn about the results, success factors, and limitations of the implementations.
2) Further studies on issues of fund development to reduce inequality in education
for children should be conducted to learn effective mechanisms for sustainability.
3) There should be further studies to drive local government organizations to
develop database systems on inequality at the local level since local government organizations are
in the area and understand the local conditions. Troubleshooting requires up-to-date and relevant
information because of differences of local conditions and a rapid change of situations. The
database systems on inequality at the local level will support the local government organizations
in making decisions for effective management.
4) Research studies should be conducted to shed light on the lessons of local
government organizations that are successful in reducing educational disparities that are not
included in the project to serve as a model for other local government.