His Excellency Sukavich Rangsitpol,Minister of Education Thailand (1995-1997)and The Effects/UNESCO Records 1998

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The Education Reform 1995[edit]

During recent years, one of the majar movements in the educational milieu has been the introduction of education reform.

The reform was initiated by the Minister of Education in December 1995, with the intention to revise and amend the existing educational operational approaches in order to eliminate the existing problems and enhance the quality of education.

The main policies of the education reform are:

  • 1) To accelerate the expansion of education for all groups of people, particularly school age children, minorities and disadvantaged people, as wellas improvement of the quality of education.
  • 2) To reform the teaching and learning processes.
  • 3) To refoml the teacher education system.
  • 4) To reform the educational administration and management at all levels.
  • 5) To produce middle- level skilled and higher-

level skilled manpower.

The reform focused on four areas:[edit]

  • the school,
  • the teacher
  • the curriculum and
  • the administration.

The school reform placed emphasis on school mapping, criteria for the ideal size of the school and minimum standard environment, and the devolution of decision- making and school management to the school board .

The teacher reform aimed to build professional awareness, enhance performance effciency, and revise welfare and social security for teachers.

The curriculum reform focused on the improvement of the quality of education conceming the teaching /learning process, and the evaluation system. The teaching of English as a foreign language, previously begun at grade 5 in public schools has been shifted to grade 1 in all schools as a part of the curriculum

The administrative reform placed emphasis on promoting the role of family, community and private sector in educational administration and management through the devolution of decision-making power to the making power to the local level,

,increasing making power to the local level,and government increasing educational expenditures to 6-7% of GDP.


The education reform has led to the following consequences:[edit]

1) The educational budget increased from 133 billion baht in 1996 to 163 billion baht 22.5% in 5% increase, in the 1997 fiscal year.

2) English has become a subject taught in first grade since 1996

3) The cabinet approved the professional advance from Teacher Level 6 to Teacher Level 7 without having to submit academic work for consideration.

4) A policy to raise the standards of education from primary to tertiary education has been drawn up.

5) There has been a clear policy on providing 12 years free education for all children.

There are about 20,000 schools under the Education Reform Project. These schools were required to improve their school environment and encourage the local community to be involved in school administration and management.

School-based management (SBM)[edit]

School-based management (SBM) in Thailand began in 1997 in the course of a reform aimed at overcoming a profound crisis in the education system. The present contribution reports on the introduction and institutionalisation of decentralisation and SBM with community participation in Thailand.

https://link.springer.com/article/10.1007/s11159-004-2624-4

Education for Minorities and the Handicapped[edit]

The tribe people

The tribe people live in remote and scattered areas, providing education for all 800,000 of them in Thailand has become an arduous task.

There were 403 walking teachers under the administration of the Department of Non-formal Education teaching 19222 students from 391 hill tribes.

The Handicapped

There were special schools for handicapped students. Currently there are 7,014 students studying in 41 special schools, , 20 of which are for hearing impaired learners ,2 for the blind and 19 for the handicapped.

In terms of proportion, the education provided for the disabled.Therefore ,His Excellency Sukavich Rangsitpol has promoted idea for the disabled to go to regular schools.Both special students and regular students can learn to understand and love each other at the very young ages.

http://edoffice.kku.ac.th/research/files/108926-6-2-article-autis-inclusive.doc

http://taamkru.com/th/%E0%B8%81%E0%B8%B2%E0%B8%A3%E0%B9%80%E0%B8%A3%E0%B8%B5%E0%B8%A2%E0%B8%99%E0%B8%A3%E0%B9%88%E0%B8%A7%E0%B8%A1%E0%B8%82%E0%B8%AD%E0%B8%87%E0%B9%80%E0%B8%94%E0%B9%87%E0%B8%81%E0%B8%97%E0%B8%B5%E0%B9%88%E0%B8%A1%E0%B8%B5%E0%B8%84%E0%B8%A7%E0%B8%B2%E0%B8%A1%E0%B8%95%E0%B9%89%E0%B8%AD%E0%B8%87%E0%B8%81%E0%B8%B2%E0%B8%A3%E0%B8%9E%E0%B8%B4%E0%B9%80%E0%B8%A8%E0%B8%A9/

http://digi.library.tu.ac.th/thesis/sw/1755/01%E0%B8%8A%E0%B8%B7%E0%B9%88%E0%B8%AD%E0%B9%80%E0%B8%A3%E0%B8%B7%E0%B9%88%E0%B8%AD%E0%B8%87.pdf

Non - Formal Education[edit]

There were more than four million people have participated in some area of non-formal education. In 1998 Five regional, 75 provincial and 861 district NFE Service Centres have been set up to provide NFE services for the people outside the school system. The Department also operates more than 34,000 public libraries.

His Excellency Mr. Sukhavich Rangsitpol has found ninety libraries though out Thailand in recognition of The King Rama Nine Golden Jubilee 9 June 1996.

There are still many things to be done to help increase their educational opportunities, as well as to improve Thai people quality of life.

His Excellency Sukavich Rangsitpol Thailand Minister of Education 1995-1997

This work is in the public domain worldwide because it originated in Thailand, and is exempt from copyright in Thailand according to Section 7, Part 1, Chapter 1 of the Copyright Act, BE 2537 (1994) (Translation), because it is a part or whole of one of the following:

  1. News of the day and facts having the character of mere information which is not a work in literary, scientific or artistic domain
  2. Constitution and legislations
  3. Regulations, by-laws, notifications, orders, explanations and official correspondence of the Ministries, Departments or any other government or local units
  4. Judicial decisions, orders, decisions and official reports
  5. Translation and collection of those in (1) to (4) made by the Ministries, Departments or any other government or local units