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The Evolution and Current Status of STEM Education in Thailand: Policy Directions and Recommendations

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Book cover Education in Thailand

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 42))

Abstract

The concept of STEM education was introduced in Thailand around 2012, and the implementation of STEM education is now required. Our review of the evolution of STEM education in Thailand, the current status of its development, and the need for STEM education results in a set of related recommendations. The key one is that a set of characteristics of STEM education be used in different combinations to formulate multiple valid forms of STEM education. The various types should be tailored to meet regional or local contexts and needs. The effects of using different forms of STEM education will be enhanced if STEM ideas and practices are taught in relation to authentic real-life activities (authentic learning). The use of such activities can be enhanced by developing moderate levels of integration between the academic and vocational education systems. We also propose that developing alternative forms of STEM education be done as modules that can be evaluated, revised, and shared rather than as a single, one size fits all curriculum. In addition, we suggest that authentic assessment systems will need to accompany these innovations. The use of multiple forms of STEM education can effectively enhance STEM education for all and help address critical human resource needs. Those needs include enhancing the STEM literacy of the general population as well as politicians and government officials, increasing the availability of qualified people to work in STEM-related fields, and expanding the pool of people who consider entering STEM fields to contribute to research, development, and innovation.

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Notes

  1. 1.

    Chairman of IPST (as of 2015).

  2. 2.

    Dean of the Faculty of Science (as of 2015).

  3. 3.

    The World Bank Institute explains that a KEI score which is close to 10 implies the excellent development of the four knowledge economy pillars as compared to other countries, while a score close to 0 indicates relatively poor development. Source: World Bank Institute 2008.

  4. 4.

    The SCiUS project is an initiative under the Ministry of Science and Technology (MoST), aimed at preparing students who are talented in science and mathematics to be high-quality researchers in the future. The project develops curricula and then implements them with groups of selected students. Universities, often with their proximity to the schools, assist the project by sharing their human resource (e.g., instructors), infrastructure (libraries, laboratories, etc.), and learning materials to the students. As of 2014, 11 pairs of school-university partnerships countrywide have been selected to take part in this project.

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Authors and Affiliations

  1. Institute for the Promotion of Teaching Science and Technology (IPST), Bangkok, Thailand

    Sumonta Promboon

  2. STEM, Department of Curriculum and Instruction, University of Minnesota, St. Paul, MN, USA

    Fred N. Finley

  3. National Science Technology and Innovation Policy Office (STI), Bangkok, Thailand

    Kittisak Kaweekijmanee

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  1. Sumonta Promboon
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  2. Fred N. Finley
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  3. Kittisak Kaweekijmanee
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  1. University of Minnesota, Minneapolis, MN, USA

    Gerald W. Fry

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Promboon, S., Finley, F.N., Kaweekijmanee, K. (2018). The Evolution and Current Status of STEM Education in Thailand: Policy Directions and Recommendations. In: Fry, G. (eds) Education in Thailand. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 42. Springer, Singapore. https://doi.org/10.1007/978-981-10-7857-6_17

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