1 Education in Thailand Sunate KAMPEERAPARB GSID, Nagoya University For the OFW Preparatory Seminar June 11, 2008

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3 Key Words King Chulalongkorn (Rama V, ) Abolishment of slaves, modernization of education, construction of railways & roads, postal system, etc. “Lak Thai (Thai Pillar)” (1929) Nation State, Religion (Buddhism) and the King Constitution  Section 66. Every person shall have a duty to uphold the Nation, religions, the King and the democratic regime of government with the King as Head of the State under this Constitution.

4 Key Words (2) Sufficiency Economy (Sethakid Popiang) Green and Happiness Society The Tenth National Economic and Social Development Plan ( ) (The National Economic and Social Development Board) Green and Happiness Society: Thai people uphold moral values lead knowledge, can cope with all changes, and live in warm and loving families within empowered communities and peaceful society. Thailand has sound, stable, and equity economy; good quality environment and sustainable natural resources; upholds good governance system for the administration at all levels under constitutional monarchy, and be able to live with dignity in the world community. “Green and Happiness Index (GHI)” is primarily based on the philosophy of Sufficiency Economy, human-centered development, and the vision of the “Green and Happiness Society.” It consists of six components, namely health, warm and loving family, community empowerment, economic strength and equity, good quality environment and ecological system, and democratic society and good governance. (

5 Philosophy of Sufficiency Economy (Sethakid Popiang) Bestowed by His Majesty the King Based on adherence to the middle path, is advocated to 1) overcome the current economic crisis that was brought about by unexpected change under conditions of rapid globalization, and 2) achieve sustainable development

6 Philosophy of Sufficiency Economy (Sethakid Popiang) (2) “Sufficiency economy” is a philosophy that stresses the middle path as the overriding principle for appropriate conduct and way of life of the entire populace. It applies to conduct and way of life at individual, family, and community levels. At the national level, the philosophy is consistent with a balanced development strategy that would reduce the vulnerability of the nation to shocks and excesses that may arise as a result of globalization. “Sufficiency” means moderation and due consideration in all modes of conduct, and incorporates the need for sufficient protection from internal and external shocks. To achieve this, the prudent application of knowledge is essential. In particular, great care is needed in the application of theories and technical know-how and in planning and implementation. At the same time, it is essential to strengthen the moral fibre of the nation so that everyone, particularly public officials, academics, business people, and financiers adhere first and foremost to the principles of honesty and integrity. A balanced approach combining patience, perseverance, diligence, wisdom, and prudence is indispensable to cope appropriately with critical challenges arising from extensive and rapid socio-economic, environmental, and cultural change occurring as a result of globalization. “The Ninth National Economic and Social Development Plan ( ),” p. 1.

7 Development Plans The National Economic and Social Development Plan (The National Economic and Social Development Board) National Education Plan ( ) Three objectives: 1. All-round and balanced human development 2. Building a society of morality, wisdom and learning 3. Development of social environment

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9 Constitution of the Kingdom of Thailand B.E (1997) Section 43. A person shall enjoy an equal right to receive the fundamental education for the duration of not less than 12 years which shall be provided by the State thoroughly, up to the quality, and without charge. In providing education by the State, regard shall be had to participation of local government organizations and the private sector as provided by law. Section 81. The State shall provide and promote the private sector to provide education to achieve knowledge alongside morality, provide law relating to national education, improve education in harmony with economic and social change, create and strengthen knowledge and instill right awareness with regard to politics and a democratic regime of government with the King as Head of the State, support researches in various sciences, accelerate the development of science and technology for national development, develop the teaching profession, and promote local knowledge and national arts and culture.

10 National Education Act B.E.2542 (1999) Section 15. There shall be three types of education: formal, non- formal, and informal. Section 16. Formal education is divided into two levels: basic education and higher education. Basic education is that provided for 12 years before higher education…. Section 17. Compulsory education shall be for nine years, requiring children aged seven to enrol in basic education institutions until the age of 16…. Section 27. …basic education institutions shall be responsible for prescribing curricular substance relating to needs of the community and the society, local wisdom and attributes of desirable members of the family, community, society, and nation.

11 National Education Act 1999 (2) 12-year basic education curriculum Drastic reform in educational administration structure Office of the National Education Commission  Office of the Education Council Ministry of University Affairs  Office of the Higher Education Commission Decentralization of authority for educational administration  175 educational service areas in 76 provinces (One educational service area=200 schools)

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16 Basic Education Curriculum B.E.2544 (2001) Limitations and weaknesses of previous curriculum 1. The formulation of curriculum by central authorities does not reflect or respond to the needs of education institutions and provincial society; 2. Curriculum and learning development in mathematics, science and technologies fail to build up leaders in these fields. This necessitates the improvement of teaching and learning procedures in order to build up skills, creativity, and the right attitude among Thai people; 3. The application of curriculum fails to foster the foundations of critical thinking, to create learning procedures in life skills and management, and to enable learners to effectively tackle fast changes in the social and economic areas; 4. Foreign languages learning, especially in the English language fails to build up competencies in using languages for communication and seeking knowledge from various and extensive resource centers in the Information Age.

17 Basic Education Curriculum 2001 (2) Principles 1. Education shall aim at unity of the national, emphasizing Thai- ness in parallel with international consciousness; 2. Education shall be for all Thai citizens who shall have equal rights to be educated, whereas social institutions shall be invited to be State partners in education provision. 3. Learners shall be supported in order that they develop continuously and as lifelong learning, taking into consideration that learners are the most important and learners are capable of self-development and self-realization; 4. The curriculum structures, substance, time-frame, and learning management processes shall be flexible; 5. The curriculum shall be applied to all education systems, for all target groups; the learning results and experience shall be equated and transferred.

18 Basic Education Curriculum 2001 (3) Goals 1. Self-esteem, self-discipline, strict observance of religious teaching and practice, morality, right behavior, and desirable virtue; 2. Creative thinking, thirst for knowledge and learning, acquiring reading, writing and research habits; 3. Universal knowledge, keeping pace with changes and advancement in academic world, skills and potential for communication and technology management, adjustment of thinking and working processes to encounter changing situations; 4. Skills and learning processes in mathematics, science, thinking skills, generating intelligence and quality life skills; 5. Physical exercises for good health and personality; 6. Efficiency in producing and consuming, a preference for producing than consuming; 7. Knowledge of Thai history, pride in being a Thai, a good citizen who strictly observe democratic ways of life, under a regime of constitutional monarchy; 8. Consciousness in the preservation of Thai language, art, culture, custom, sports, local wisdom, natural resources, and environmental development; 9. Love and dedication to the country and community, contributions to the society’s prosperity.

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20 Educational Institution Curriculum Each educational institution shall formulate own curriculum which comprises all about learning and other experience planned for learner development. Basic learning substance and each subject, additional subjects for each year or each semester, semesterial learner development activities and criteria of desirable character shall be formulated. These shall be based on the core basic education curriculum standard which is essential in educational institution curriculum management.

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22 Innovative Schools 1. State-Supervised Schools 2. Bilingual Schools 3. Schools for Gifted Students 4. Buddhism-Oriented Schools 5. Model ICT Schools 6. Perfect Schools or ‘Dream Schools’ “One District: One Perfect School”

23 References The National Economic and Social Development Board, Office of the Prime Minister. The National Economic and Social Development Plan. Office of the National Education Commission, Office of the Prime Minister. National Education Act B.E.2542 (1999) and Amendments (Second National Education Act B.E.2542 (2002)). Bangkok: ONEC, Ministry of Education. Basic Education Curriculum B.E.2544 (2001). Bangkok: MOE, Office of the Education Council, Ministry of Education. Education in Thailand 2005/2006. Bangkok : Amarin Printing and Publishing, Office of the Permanent Secretary, Ministry of Education Educational Statistics in Brief. Bangkok: MOE, Watson, Keith. Educational Development in Thailand. Hong Kong: Heinemann Asia, Sangnapaboworn, Waraiporn. Education Reform in Thailand during Nagoya: Graduate School of International Development, Nagoya University, 2005.

24 Useful Links Ministry of Education Office of the Education Council Office of the Basic Education Commission