The purposes of this survey research were to: 1) study the state and problems in organizing non-formal education for Urak Lawoi, 2) investigate the non-formal education needs of Urak Lawoi, and 3) propose the guidelines in organizing non-formal education for Urak Lawoi. The research samples were 1) four community learning center teachers and five Uruk Lawoi students, 2) three hundred fifty-five Uruk Lawoi students between the ages of 15 and over, and 3) three directors of Office of the Non-Formal and Informal Education in Phuket, Krabi, and Satun provinces. The research instruments were the questionnaire and the interview form. The data were analyzed by using content analysis, percentage, Means (M), and Standard Deviation (SD). The results were as follow: 1. There were only Urak Lawoi non-formal education students in Phuket and Krabi provinces, except in Satun province. Instructors understand the way of life and the nature of Urak Lawoi students. Although instructors could not whether speaker nor understand Urak Lawoi language, there was not problems in the instruction. Curriculum contents included the basic education curriculum, early secondary and upper secondary education, and vocational training. The main instruction strategy provided for Urak Lawoi students was lecture. Learning media and material were used during the instruction. Assessment and evaluation based on the test scores and activities related to the curriculum requirement. The main problem in organizing non- formal education was the Urak Lawoi students cannot attend the class continuously. 2. Non-formal education needs of Urak Lawoi students include: the need of recognized human dignity instructor, the need in particular curriculum contents: English for communication, English for tour leader, family planning and contraception, global warming effects, financial resources, and land ownership, the need in learner centered activities, the need of local media and materials usage, and the need to know results of learning progress. 3. Guidelines in organizing non-formal education for the Urak Lawoi comprised of 1) instructors should be the community members or the Urak Lawoi who were trained to work with the communities; 2) curriculum contents should serve the needs and the way of lives of Urak Lawoi students; 3) learning activities should be flexible and proper for students’ lives; 4) leaning media and materials should be applied from the community resources; and 5) learning assessment and evaluation should relate to the Urak Lawoi real life situation and emphasize more on the community participation.
