Abstract
Despite the government’s rhetoric in support of Education for All (EFA) – especially its goals on Early Childhood Care and Development (ECCD) and universal primary education – the EFA framework never became an integral part of planning within the Ministry of Education. Ministers (and therefore priorities and policies) change frequently, and the Ministry’s structure is fragmented with unclear chains of command and piecemeal reforms. Enrolment in ECCD services is high (although inequitably distributed), and the professionalism of their personnel has been enhanced, but the “architecture” of ECCD provision is complex, with multiple pathways and providers, teachers with different qualifications, and diverse methods and curricula. Given Thailand’s development status, the NER of primary education (93%) is problematic as are the disparities among wealth quintiles; the continued disadvantage of remote, ethnic, and migrant communities and children with disabilities; and the system’s poor performance in international assessments. These problems derive from the low capacity of teachers trained more in content than in pedagogy; inequality in teacher deployment; weak implementation of child-centered learning, mother tongue-based education, and multigrade teaching; and the problem that principals see themselves more as civil servants than instructional leaders. Despite the large percentage of the national budget spent on education, many challenges remain: inequitable, inefficient, and ineffective financing, weak school-based management, incomplete decentralization, and the need for a more visionary and quick-acting bureaucracy able to ensure that students gain both the hard skills needed for a competitive, technology-based, globalized future and the “soft,” transversal skills essential for development while at the same time retaining the nation’s sociocultural uniqueness and diversity:
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Notes
- 1.
Soon after the Dakar conference, when a minister of education of Thailand, who was chair of the Southeast Asian Ministers of Education Organization (SEAMEO), was requested to include EFA on the agenda of the annual meeting of ministers, he refused saying that it was not an important enough issue for discussion.
- 2.
This Committee’s mandate expired in 2014, and a decision on establishing a new Committee, at the time of writing, is pending with the Minister of Education.
- 3.
However, the 2014 Ministry of Education report on EFA Goal 1 achievement (Office of the Education Council 2014) indicated that in 2011, 99% of children aged 3–5 attended preprimary institutions. Presumably this is administrative data derived from school questionnaires as opposed to the household data of the Multiple Indicator Cluster Survey of UNICEF.
- 4.
A study by the Quality Learning Foundation, disputed by ONESQA, reported that most Thai teachers spend 84 days out of 200 in school year (42%) on activities outside the classroom, including 43 days on external evaluations of which nine were based on ONESQA requirements (Inthathep 2015b).
- 5.
Like other countries in the region, Thailand’s Ministry of Education, ignoring the debate as to the advantages and disadvantages of international comparative tests such as PISA, has taken action specifically to “teach to the test” – to increase PISA scores with strategies to raise the awareness about PISA among junior secondary level students, establish PISA test banks, create practices to improve critical thinking and math/science skills, develop proficiency tests on reading and writing, provide assistance to schools which scored badly in the 2012 test, and strengthen monitoring and evaluations as a tool to develop students (Inthathep 2014).
- 6.
A recent National Education Accounts study indicated that in 2013, the total spending for education was 6.4% of GDP (or 20% of the national budget) with over 80% devoted to salaries and administrative costs and only 5% to improving the quality of education (The Nation, May 12, 2015b and Punyasavatsut et al. 2015).
- 7.
At the post-primary level, however, more girls are enrolled in lower secondary schools than boys – 74% vs. 68% in urban areas and 79% vs. 66% in rural areas – a trend that has not changed in recent years.
- 8.
Of course, such a focus on morality might be useful given the results of a UNDP study which showed that 63% of students in two major Thai universities believe it is normal to use personal connections to achieve their goals and 68% of them would pay a bribe to get ahead (UNDP 2014).
- 9.
Upholding the nation, religion, and monarchy; having respect for parents, guardians, and teachers; seeking direct and indirect knowledge and education; preserving Thai traditions and culture; and understanding and learning about true democratic ideals with his Majesty as the head of state (Saengpassa 2014)
- 10.
This disparity between supply and demand indicates poor planning between units of the Ministry, an inefficient system of preservice teacher education, and the wasting of money spent on the overproduction of unneeded teachers which might better be used to support quality improvements and/or salary increases for existing teachers. The 2003 merger of the Ministry of University Affairs (which controlled faculties of education and teacher training) and the Ministry of Education was meant to solve these problems through the creation within the Ministry of an Office of the Higher Education Commission.
- 11.
A major controversy erupted in April 2015, when a Buddhist teacher was transferred by the ministry to a predominantly Muslim school in the South and then, contrary to ministry policy, prohibited girls from wearing hijab head covers and insisted they wear the standard MOE uniform. During an interview with a Muslim news center, she refused to change her decision and said that only her superior in the local district education office could order her to change her mind. In essence, she was transferred to the South without knowing the ministry’s policy, was insensitive to the local context, and felt accountable only up to the ministry and not out to the community she was meant to serve (Bangkok Post editorial, April 24, 2015a, b, c, d).
- 12.
The Office of the Teacher Civil Service and Educational Personnel Commission has approved new criteria to obtain a special expertise or specialist teacher title (which leads to higher salaries) which include their students’ performance, a classroom assessment, passing an examination, and having their experience assessed by their affiliated civil service agency (Saengpassa 2015b).
- 13.
The draft charter of early 2015 defines what a good “citizen” has to be – not only to respect the law and pay taxes but also to adhere to righteousness, uphold good values, stay disciplined, cherish unity, be persevere, and be self-reliant (Atiya 2015).
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Shaeffer, S. (2018). Preschool and Primary Education: Thailand’s Progress in Achieving Education for All. 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_5
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