1. EDUCATION IN THAILAND COUNTRY REPORT

2. 2009 ASEAN-Korea Education Leaders Forum November 25– 29, 2009 Kurusapa PSTAT EST SAAT NTTU FTAT Building up Friendship and Cooperation of ASEAN-Korea Teachers

3. This presentation has been developed for the purpose of presenting the information on the subject of “Education In Thailand, Country Report”. PSTAT use information gathered through researching a variety of reliable journals, articles, researches, surveys, prints, and electronic references together with input from a number of recognized experts within the organization. The writer has no intention to discriminate or judge any institute, person or situation referred to within this presentation. It has been developed as an example for the audience to better understand the context in which the presenter is referring to. The Private School Teacher’s Association of Thailand (PSTAT) PREFACE

4. 1. General Knowledge of Thailand

5. Geographical Information Location: Thailand is located in the south eastern region of the continent of Asia. With the area of 514,000 sq.km. on the earth surface it consist of 511,770 sq.km. dry land area of and 2,230 sq.m. wetland area. 1,620 Km. from North to South, and 775 Km. from East to West Comprise with 76 provinces Neighboring Country: North Lao People’s Democratic Republic and Union of Myanmar East Kingdom of Cambodia West Union of Myanmar and Indian Ocean South Malaysia Map from CIA (Central Intelligence Agency) the World Fact Book 2009 https://www.cia.gov/library/publications/the-world-factbook/geos/th.html

6. Capital City: Bangkok (Krung Thep)

7. Major Cities: North – Chiang Mai

8. North East: Nakorn Ratchasrima (Khorat) and Khon Kan Major City: Khon Kan Major City: Korat

9. Central: Ayudhaya and Chonburi Major City: Pattaya, Chonburi Major City: Ayudhaya

10. South: Songkhla, Had Yai, and Phuket Major City: Phuket Major City: Songkhla Had Yai

11. Constitutional Monarchy under Parliamentary Democracy System (since 1932) Head of the State: The hereditary monarch: His Majesty King Bhumibol Adulyadej, Rama IX of Chakree Dynasty (since June 9,1946) Head of the Government: Elected Prime Minister: Abhisit Vejjajiva (since December 17, 2008) Politics, Government and Administrative Structure

12. 65,905,410 million people for the whole country, apx. 7 million people in the Capital City (2008) Age Structure: 0-14 years: 21.2% (male 7,104,776/female 6,781,453) 15-64 years: 70.3% (male 22,763,274/female 23,304,793) 65 years +: 8.5% (male 2,516,721/female 3,022,281) (2008 est.) # Information from CIA (Central Intelligence Agency) the World Fact Book https://www.cia.gov/library/publications/the-world-factbook/geos/th.html Population

13. Buddhism 94.6% Muslim 4.6% Christianity 0.7% Other 0.1% Religion

14. 2. Introduction to six organizations in Thailand Kurusapa PSTAT EST SAAT NTTU FTAT

15. In Thailand, there are many organizations involving with the improvement, developing, and protecting Teachers and its members. However, there are only 6 organization that is a member of Asian Teachers Council, as the follows: 1. The Teacher’s Council of Thailand (Kurusapha) Kurusapa administer all teachers within Formal Education System except teachers and lecturers in the higher level. Kurusapha’s Power and Duties: To determine professional standards and code of ethics To supervise the conduct and performance of Professional Educators to ensure compliance with the professional standards and code of ethics To issue license to applicants to practice the profession To suspend or revoke licenses To support the professional development and promotion in lone with the professional standards and code of ethics To promote, support, commend and uphold the honor of the Professional Educators 2.1 The Teacher’s Council of Thailand (Kurusapha) President: Dr. Direk Pornseema Secretary General: Mr. Ongkorn Amornsirinun

16. Continue To certify degrees, diplomas, or certificates of various institutions in accordance with the professional standards To certify professional knowledge and experience, including expertise in the practice of the profession To promote education and research relating to the practice of the profession To represent professional educators in Thailand To issue regulations of the Teachers Council of Thailand To provide consultation or recommendation to the Council of Ministers regarding policies or problems relating to professional development To provide recommendation or opinions to the Minister regarding the practice of profession or issuance of ministerial regulations, rules and notifications To establish a board to take any action within the scope of authority and duty of the Teachers Council of Thailand To take action in line with the objectives of the Teachers Councils of Thailand. The Teacher’s Council of Thailand (Kurusapha)

17. 2.2 Education Society of Thailand (EST) Education Society of Thailand (EST) Background: EST was founded on August 30, 1955. Philosophy: Education is power for development and peace. Objectives: To give recommendation on policy and educational development program to Thai Government. Enhancing scientific, technological, environmental awareness in educational development. To promote research on education. To promote career on education. To provide educational resources for members and all interests. Enhancing local networking and international linkage and cooperation. Emblem: Torch; Education is light that lead to prosperity. President: Dr. Numyoot Songthanapitak President: Dr. Numyoot Songthanapitak

18. The Private School Teachers’ Association of Thailand (PSTAT) was established on March 30, 1957. It is affiliated with the World Confederation Organization of the Teaching Profession (WCOTP) since 1964; the International Federation of Freedom Teacher Union (IFFTU) now the Educational International (EI) since 1976. It is composed of the President, the Secretary-General and a Committee of Officers PSTAT consists of 1, 763 teacher members, and 50 school members whereas; Ordinary Member includes teachers, administrative officer, board of Director within educational institutes Institutional Member includes all schools and institutes organizations, associations, centers, and associations Honorable Member would be appointed by the Committee. 2.3 The Private School Teachers’ Association of Thailand (PSTAT) President : Dr. Usira Anomasiri Secretary General: Dr. Mantrika Vitoonchard

19. The Private School Teachers’ Association of Thailand (PSTAT) President : Dr. Usira Anomasiri, Since 1999 Secretary General: Dr. Mantrika Vitoonchard 27 committee members. PSTAT Objectives: 1.To develop and promote professionalism in Education and Teaching Profession 2.To assert and protect the rights of private teachers and private schools 3.To honor, sustain, and promote member’s welfare and prosperity 4.To collaborate with the public sector, arrondissement, provincial, and private sector for the benefit of national education. 5.To coordinate and support private education management by cooperating with The Government, National Education Alliances in Thailand, and other Educational Organization/Association Alliances all over the world. 6.To improved quality of Thai education, religion, and culture 7.To promote the conformity and harmony of the member within the association

20. The Private School Teachers’ Association of Thailand (PSTAT) Important and successful activities During the year 1965 – 1975, the National Education Plan created divergence between private school teachers and the school owner. The issues involved salary, welfare, working hours, and other benefits teachers should have. PSTAT collaborate between teachers and schools to negotiate with the government. Since then, teachers in Private Sector have the benefit of the equal status and equal welfare to teachers in the Government Sector. In 1990 PSTAT successfully organized an English Training for Private School Teachers all over Thailand to promote better quality English Language teachers within the Private Sector, in collaboration with CTF (Canadian Teachers Federation). Teacher Council Act 1999 called for all foreign teachers to have a Teacher License. In consequence, PSTAT, who have been authorized by Kurusapha, then organized the Training in Thai Language, Thai Culture, and Profession Codes of Ethics.

21. The Private School Teachers’ Association of Thailand (PSTAT) Important and successful activities (continue) In 2007, PSTAT campaigned against Private School Act 2007 in many issues that partial the rights of Private School, main focus is in the asset transfer to school, and teachers and education personal welfare. PSTAT in collaboration with Education International (EI) to assist teachers since 1976 – present. PSTAT joined Education International Regional Conference to create a strong affiliation within the region until present. PSTAT together with Education International Asia Pacific Region (EIAPR) working in improving the quality of Asian woman Teacher’s life.

22. The National Thai Teachers Union (NTTU) was established in 1999. The NTTU reports a membership of approximately 10,000 teachers and school administrators. At this time, it does not have other sorts of education system personnel in the membership. NTTU members can come from all types of schools – Government, private, and vocational – though the vast majority comes from Government schools at primary level and secondary level. The NTTU has a 30 member Executive Committee. 2.4 N ational Thai Teacher’s Union Association (NTTU) President: Somchay Sartra

23. National Thai Teacher’s Union Association (NTTU) The objectives of National Thai Teacher’s Union Association (NTTU) To support the aim to protect the rights of the teachers to practice their profession according to the Thai Constitution and National Education Act, the suggestion of the UNESCO, ILO, and Education International (EI). To be the representative agent for the negotiation on the welfare and benefits of teachers and any conflicts in the working employment between teachers and the government or local administrative agencies and educational institutions. To disseminate knowledge and new technologies to the members including other activities supporting the development of teachers to be proficient teachers which are beneficial to country. To support the independent administration of education and promote the academic freedom among the teachers. To co-ordinate and collaborate with the Government, government agencies and private organizations both inside and outside country relating to education, teaching profession, culture, peace and humanitarian issues without binding conditions.

24. Important and successful activities Successful negotiation for the depressed school administrators to be promoted “School administrators with complicated work in remote areas”. To be the membership of Education International (EI) in 2000. Women teachers being appointed women teachers’ committee of EI Asian Pacific Region (EIAP). Development of women leadership with EI support from 2003 – recent. Co-ordination with private organizations bringing flags of peace to the three southern provinces and movement to urge the Government to solve the terrorism problem in the three southern provinces of Thailand. National Thai Teacher’s Union Association (NTTU)

25. 2.5 Secondary School Administrator Association of Thailand (SAAT) Secondary School Administrator Association of Thailand (SAAT) is an association of Secondary School Administrator in Thailand. It was established in 1971. Now, the association has 7,903 members; 5,057 ordinary members 716 Non-ordinary members 2,130 school teacher members Important and successful activities During the past three years, SAAT organized several academic conferences, seminars, and exhibitions Promote Secondary Teacher’s Professional Standards

26. Secondary School Administrator Association of Thailand (SAAT) SAAT Objectives To be a center of supporting the academic progress which members and association should have for education and country development. To be a center of advice or suggestion for the members and general government office to do their duty and solve the problem of Secondary School Division. To be a center of learning and experiencing about the member duty and problem of Secondary School Division and General Education. To support a relationship between S.A.A.T and other Teacher Institute or other institute relating with teacher, both inside and outside country, which objectives are alike. To be a center of promoting an information of Association and General Government Office to the member. To support a friendship among members and the member welfare. To support a quality and efficiency in management of members. To maintain the right of members by the law and rule of general government office and member welfare. To share a practicing public benefit and charity.

27. 2.6 Federation of Teachers Association of Thailand (FTAT) Objectives of the Federation The central of cooperation of teacher organization for knowledge, opinion and experience exchange. To encourage set up and operation the teacher organization. To encourage guard the rights for teachers as United Nations Educational, Scientific and Cultural Organization (UNESCO) and International Labor Organization (ILO) recommendation. To disseminate ideology and knowledge to members including to activities that support the teacher operation efficiency. To support education management independent with the nation policy. To cooperation with the government, agency and others organization in Thailand and the national about developing teachers education, culture, peacefulness, the right of the Child and human.

28. 3. General Knowledge of Education in Thailand

29. Thai Education System Education in Thailand is controlled by the Thai government through the Ministry of Education. The Minister of Ministry of Education is Mr. Jurin Laksanawisit under the Government of Prime Minister Apisit Vejacheewa Out of THB1,835,000Million National Budget, the Government allowed THB400,232Million or 22% of the National Budget for education, mainly to provide free basic education for the Thais. Non-formal education is also supported by the state. Independent/private schools contribute significantly to the general education infrastructure. Administration and control of public and private universities are carried out by the Office of Higher Education Commission.

30. Formal Education Non-formal Education Informal Education Thai Education System

31. Formal Education Formal education services are divided into Early Year Education, Basic Education, Vocational and Technical Education and Higher Education. Early Year Education Over 74% of children, aged 3 to 5 receive early childhood education. While the majority of Early Year Education is provided by government primary schools, the Ministry of Education has actively encouraged private schools and local government to take a more significant role at this level. As a result, there has been a marked expansion in the provision of Early Year Education by the private sector. In Bangkok Metropolitan, the private sector provides 59% of total Early Year Education, compared with the national average of 28%.

32. Thai Basic Education consists of 6 years of “Prathom” (Primary education, P1 to P6) and 3 years of “Mattayom Ton” (Lower Secondary Education, M1 – M3) 3 years of “Mattayom Play” (Upper Secondary Education, M4 – M6) This fifteen-year of free basic education guaranteed by the Constitution, and a minimum of nine years' school attendance is mandatory so the literacy rate is quite high (94%). Enrolment in the basic education system begins at the age of 6 (first year of Primary). The current Thai Education system stems from the reforms set by the 1999 National Education Act which implemented new organizational structures, promoted the decentralization of administration and called for innovative learner-centered teaching practices. There are over 37,000 Educational Institutions and nearly 20 million students in the Thailand Basic Education

33. Eight core subjects form the National Curriculum: Thai language Mathematics Science Social studies Religion and culture Health and physical education Arts Careers and technology Foreign languages. Flexibility is built into the curriculum in order to integrate local wisdom and culture, so that it is consistent with set learning standards in each of the core subject groups. Gross enrolment rates for students in basic education were stable from 2003 to 2007 The promotion of thinking skills, self-learning strategies and moral development is at the heart of teaching and learning in the Thai National Curriculum.

34. Vocational and Technical Education Formal vocational and technical education is conducted at three levels: Upper secondary (leading to the Lower Certificate of Vocational Education) Post secondary (leading to a Diploma or Vocational Associate Degree) University level (leading to a Degree). There are currently over 1 million students enrolled in the various vocational study pathways. Eight fields of study are undertaken as majors: trade and industry, agriculture, home economics, fisheries, business and tourism, arts and crafts, textiles and commerce. The move toward lifelong learning and a learning society has been embodied in a credit transfer system to facilitate mobility between institutions; in the recognition of different types of qualifications from various institutions offering vocational training; and the evaluation of prior learning and work experience from within the formal, non-formal and informal sectors. Reforms are currently being implemented to remodel the system towards a Thai Vocational Qualification (TVQ) based upon industrial practices and needs.

35. Higher Education The means for student admission to the higher education sector is the High School Entrance Examination taken at the end of Mathayom 6 (Grade 12). Recent reforms have increased the importance placed on Grade Point Averages (GPA) for final university entry. Higher education is predominantly provided at universities and colleges. The two distinct levels of educational attainment are the diploma level and graduate degrees. In recent years, there has been a significant increase in higher education opportunities with 78 public universities and 89 private higher education institutions. Over 2.2 million students are currently enrolled in the higher education sector and participation rates of university age students has increased significantly over the last few years from an average of 26% to the current average of 40%.

36. The major focus of the Promotion of Non-Formal and Informal Education Act, 2008 is to promote development of human resource so as to be relevant to the future alterations of the population structure as well as economic and social structures. Through this new Act, the quality of Thai people will be developed in terms of their knowledge and skills, moral principle, ethical behavior, core value and public common sense. Besides, the people will have capabilities in leading their pleasurable lives, perceiving the rapid changes around them, being capable of seeking knowledge continuously throughout their lifetime, having potentiality and wisdom which are useful for the country’s development and readiness for international competition. Non-Formal and Informal Education

37. Lifelong Learning Thailand has long given priority to adult and non-formal educational as means of providing lifelong learning opportunities to the out-of- school population. Initially aimed at literacy and primary levels non-formal education services have expanded significantly into secondary and vocational levels. Strategies include: developing a range of life skills through distance learning, establishing workplace and community learning centers and promoting the joint sharing of resources with the formal school sector. In order to support the promotion of a lifelong learning culture in the non-formal education sector, internet connections have been made increasingly accessible in rural areas and system improvements have been implemented to provide recognition of prior learning and facilitate credit transfer. Non-formal Education Basic Non-formal Education The program is developed by Office of Non-formal and Informal Education to provide both fields of general and vocational education for the NFE learners based on its curricula that offer basic knowledge enough for making a living, furthering studies and performing occupations. Number of the target for this program was 1,131,700 people

38. Informal Education System The vision of developing a learning society includes a clear need to promote the idea that learning can also take place outside the formal space of the classroom. Support for informal learning is reinforced by a network of over 800 libraries, at district and provincial levels, together with a network of 15 science museums. Educational television and radio programs providing direct teaching as well as enrichment activities are broadcast nationwide through seven satellite transmitted channels from the Royal Sponsored Project and the Ministry of Education. In addition, every school is connected to the internet, with the aim of serving their local communities, and computer to student ratios are targeted to fall from1:46 to 1:20.

39. 4. Teacher’s Training

40. Teacher’s Training Teacher education has undergone various changes since 1892 where the first teacher training school for elementary school teachers was founded. In the year 1960's a large number of teacher training institutes were established to meet an urgent demand for more teachers. This expansion was precipitated by three major factors; the extension of compulsory education, population growth, and the availability of secondary education to a larger population. The attention that has been paid to expanding teacher education was evident in the dramatic increase in teachers. However, this effort was concentrated on the quantitative rather than on the qualitative. At present there is a concern for improving the quality of the teacher education programs.

41. The Kurudayada Teacher Training Program is one of the innovative projects designed to upgrade the image of the teaching profession and to significantly increase the quality of the teachers. The program emphasizes a strict recruitment process for teacher candidates. Those who indicate a positive attitude towards a teaching career and wish to enroll for the program must have attained high grade-point average from the secondary school level and must actively involve themselves in educational activities designed by the Office of National Primary Education Commission (ONPEC). Now a day, teacher training is offered in universities administered by the Ministry of Education. The university programs are now commonly influenced by child centered learning methods and several universities operate a demonstration primary and secondary school staffed by lecturers and trainee teachers. Teacher’s Training

42. In order to be granted a teacher license, students have to accomplish the following educational qualification required by the Teacher’s Council: 1. 4+1 year System Completed a four-year Bachelor Degree in any field Possess one-year training in Education 2. 5 years System Completed a five-year Bachelor Degree in Education field and had been training in teaching or managing within the school or institutes while studying. There are apx. 440,000 teachers who are working for the Government institutions and apx. 125,000 teachers who have been working for Private Institutes in the year 2007-2008.

43. 5. Contribution to Improve Education

44. Contribution to Improve Education The Teacher’s Council of Thailand (Khurusapha) has performed diverse methods to promote, support, research, and develop education continually: A Development program on teaching professional development network Development programs for educational institution administrators and education administrators Programs on teacher organizations relations Thailand Education Congress on the Occasion of World Teachers’ Day A symposium on classroom action research Programs on commending and upholding the honor of the professional educators Programs on declaration of honor for teachers

45. 6. Suggestions

46. Suggestions Create short and long term exchange programs for teachers among ASEAN countries to inspire ASEAN teachers and education personals in updating and tracking educational trends and apply appropriate teaching technique/approach from other neighboring countries in SEA. Construct a mechanism of research channel for teachers and educator in ASEAN countries in order to provide broader communication passage for teachers, educators, and researchers in SEA. Rotate a formal procedure of hosting teachers’ field trip by the government of each country in SEA.

47. Allow usage of e-learning in any countries in SEA. ASEAN countries invite other SEA teachers’ representatives in joining academic training, conference, seminar, or forum to create awareness of education movements in ASEAN countries; in addition to strengthening the relationship of each union/associations/organizations in SEA. Contribute know-how teaching technique and technology utilization to enable other ASEAN countries to progress their proficiency in terms of education management, administrations, and learning. Suggestions

48. Activity 1 Further from 2009 Asian-Korea Education Leader Forum

49. Activity 1 Leader Forum Asian-Korea Teachers and Students

50. Asian-Korea Teacher and Student Leader Forum Theme: Building up Friendship & Cooperation of Asian and Korea Teacher and Student Leaders

51. Asian-Korea Teacher and Student Leader Forum Schedule:March 2010 Venue:KFTA or ………… Participants:From Asian & Korea:- 25 Teachers 25 College & Univ. student leaders 25 High school student leaders Budget: Cost sharing

52. Asian-Korea Teacher and Student Leader Forum Proposed activities:Country report Discussion Educational culture exchange etc …………………. Major Objectives:Enhancing cooperation and relationship Promote knowledge sharing Cross cultural exchange

53. Thank You

54. SAWADEE KA