Educational Policies and Strategies
of H.E. Phongthep Thepkanjana, Minister of Education
Education is key to a nation’s development and competitiveness. It is the capability of its human capital rather than conventional resources that gives that country a competitive edge. Any attempt to reform our national education system that involves millions of personnel and students has to take into account the past performance of Thai education. Too many hours have been spent in learning, with little results in knowledge acquisition in learners who are stressed out and emerge relatively unqualified on graduation. Under the leadership of the new minister, emphasis is placed on continuity of policy implementation. The ministry’s modus operandi must be adjusted to allow for its novel and supportive role in other policies’ implementation. More active participation from all sectors, in particular school directors is expected. In turn, school directors must attach importance to the policy directives which must be carried out in earnest. In order to effectively move forward the government’s educational priorities, the following policies and strategies are highlighted:
1. Accelerate Quality Development of Education and Learners
1.1 Reform the curriculum at all levels of education
Curriculum content should be reviewed, especially in core subject areas that provide young students with basic knowledge and continuous learning that allow them to keep up with a world of change. Emphasis should be placed on basic mathematics that prepares future scientists and mathematicians. English language and Thai language are priority subjects because young Thais have problems in using English for communication, in reading, in critical thinking, and in summary writing. Desirable values and
ethics as well as knowledge on health and nutrition will be promoted as appropriate to children’s ages and stages of development.
1.2 Develop human resources in response to domestic and international demands
Human resources development shall focus on areas or disciplines where there is shortage of qualified graduates or are in line with development needs of the country. Special attention should be given to a strong base in science and mathematics. Teachers must guide young students towards furthering their studies in fields that are in demand, i.e. medicine, science, engineering and nursing. Improved English language skills will help prepare students for the ASEAN Community, enhance their mobility and open up employment opportunities for Thai people abroad. In this connection, the Prime Minister has urged the Ministry of Education to step up the production of vocational graduates in computer and automotive engineering to respond to the rising demand of the automotive industry.
1.3 Instil ethical, moral and democratic values in students.
Students should be encouraged to follow the path of Dhamma on a continuous basis. From an early age, such values as discipline, division of labour and team work, volunteerism, mutual support, sacrifice for the common good and gender equality should be cultivated in students. Projects that promote religious practices, including the Buddhist schools, morality teaching by monks, school directors for Dhamma practice should be continued and fully supported. Civic and moral education should be reinstated in the curriculum.
1.4 Develop teachers, faculty staff and educational personnel
The quality of teachers, faculty staff and educational personnel should be developed. Emphasis should be given to addressing teacher shortages in specific fields, out-of-field teaching and training new teachers. Indigenous knowledge/local wisdom teachers and qualified personnel from other sectors should be
encouraged to teach. Graduates in required fields, both Thai and foreign who do not have teaching licenses should be able to assist in teaching such subjects as languages, science and mathematics. Teacher development should be geared towards encouraging students to think critically and creatively. Incentives should be explored to boost morale among teachers, faculty staff and educational personnel, especially in terms of salaries, promotion and debt problems.
1.5 Use of ICTs to improve educational quality
Best practices from ICT Model Schools should be identified and applied in other schools.
2. Increase Access to Education
2.1 Provide educational opportunities to the poor, the underprivileged and the disabled
Access to educational opportunities should be expanded to the poor, the underprivileged and the disabled. In accordance with its original objectives, the One District, One Scholarship (ODOS) project should target poor students, providing opportunities for them to study abroad.
2.2 Develop lifelong learning opportunities
Non-formal and informal education should be promoted to expand lifelong learning opportunities. Community learning centres should provide vocational training to both working-age and aging population. Such training should aim to upgrade their skills, enhance their career choices and reinstate the aging population into the workforce. Learning centres should be established abroad to teach Thai language to foreigners and support Thais living overseas. In readiness for the establishment of a single ASEAN Community in 2015, languages used in the neighbouring countries should be promoted as this will enhance communication and mutual understanding. Special support should be given to the Royal Initiated Projects, His Majesty the King’s new theory of agriculture, and activities of SUPPORT of Her Majesty the Queen that promote Thai arts and crafts. Products from the One Tambon One Product (OTOP) project should be further developed to meet international standards and boost exports.