The National Education Scheme of Thailand

Thailand

Under this National Scheme of Education, education is conceived as a continuing life-long process which promotes the quality of life of the citizen, enabling him to live a useful life in society. The emphasis is thus laid upon education primarily as a means to survival, security and happiness for all in the Thai society. The objectives of education are as follows:

1. To promote a sense of respect for one's own and others' rights and duties; to foster self-discipline; to inculcate a law-abiding habit and adherence to religious and ethical principles.

Synopsis of the National Scheme
of Education of B.E. 2545-2559 (2002-2016)
Office of the National Education Commission
Office of the Prime Minister
     379.593      Office of the National Education Commission
     O 32 S    Synopsis of the National Scheme of Education
B.E. 2545-2559 (2002-2016). 2nd. ed. Bangkok : 2003.
                        35 p.
                         ISBN  974-241-465-3
                         1. NATIONAL SCHEME OF EDUCATION - THAILAND
I. Title
ONEC Publications : No. 179/2002
Copyright © 2003  by  Office  of  the  National  Education  Commission
Office   of   the  Prime  Minister
Royal  Thai  Government
All  rights  reserved.
Published by Office  of  the  National  Education  Commission
Sukhothai  Road, Bangkok  10300, Thailand
Tel. (662) 6687123   ext. 2413
Fax : (662) 2432787
Web Site :  www.onec.go.th
Printed by Prig wan Co., Ltd.
208/5  Soi  Sakae  Tanao Road
Bovornnives   Pranakorn  Bangkok  10200
Tel. (662) 2262062-3   Fax. (662) 2262063
INTRODUCTION
Past experiences from our developmental efforts have provided us with
most valuable conclusions, particularly the fact that our quality of life
represents a holistic integration of various factors in all aspects, which deserve
our equal attention. These aspects include the well- being resulting from
economic growth ; equal political rights ; justice derived from the rule of law ;
work opportunities ; good health in a pollution- free environment ; education
conducive to creation  of wisdom and moral values ; peaceful and purified
mind blessed with religious teachings; and a  wealth of art and culture of the
country and so forth .
Quality of life has thus become the overriding principle of
developmental change. It is precisely this quality of life that enables us to
attain balanced and sustainable development. Such attainment is evident in
our success in enabling the “human beings” to reach the full development in
all aspects : physical , moral , spiritual , and intellectual . With these attributes,
they will indeed be able to create a society of quality, a society of learning and
a society imbued with harmony and mutual care and concern.
  Mandated by the constitutional provisions and Section 33 of the
National Education Act of 1999, the Office of the National Education
Commission (ONEC) has taken the necessary measures to prepare the
National Scheme of Education, Culture, Art and Culture, which will be
renamed “the National Scheme of Education ,“ to serve as a strategic plan to
ensure harmonization of the efforts for education reform throughout the country
during the 15-year period of 2002-2016. The Scheme is aimed at the
integration of all aspects of the quality of life. It is also attuned to other visions
2
policies, measures and legislations relating to the development of the Thai
society during this period of reform.
In preparing the National Scheme, priority has been given to as much
participation of all segments of the society as possible. The process began in
January 2000 with the preparation of the draft, which was subjected to
myriads of brainstorming and detailed and extensive review until it received
the approval of the National Education Commission in January 2002. At its
meeting on June 17 of the same year, the Council of Ministers authorized
proclamation of the National Scheme for subsequent implementation.
The next step to be followed is implementation of the National Scheme,
for which priority will be given at all stages to mobilizing the efforts of all
segments of the society. It also calls for necessary mechanisms for efficient
management, monitoring, follow-up, checking and evaluation of the National
Scheme. All these actions will be guided by our common goal and
determination to see the Thai people and the Thai society, together with the
international community, on their path of progress with equal dignity,
shrewdness and highest capability, while maintaining nevertheless the cultural
values of the Thai way of life, which is based on generosity, regardless of the
prevailing situations.
On behalf of the Office of the National Education Commission, allow me
to express my thanks to all concerned, whose collective efforts have led to the
successful completion of the National Scheme. However, the success of the
implementation entirely depends on the active collaboration of all responsible
for its effective translation into action.
(Rung Kaewdang )
  Secretary-General
             National Education Commission
3
Contents
Preface
Prevailing Situations in Thai Society 1
New Orientation 3
Sufficiency Economy Philosophy 5
Formulation Process of the National Scheme 7
Objectives and Policy Guidelines 10
Translation of the National Scheme into Action 30
Page
National Scheme of Education of B.E. 2545-2559 (2002-2016)
Prevailing Situations of the Thai Society
During the past five decades , the Thai society has undergone rapid
changes in all aspects . In terms of sustainability , however, imbalance still
prevails. There are as yet several important problems , some of which are
critical , that need remedying . The root causes of these problems are to be
found within our own society ; many have resulted from being swept by the
tide process of globalization. A review of the major problems is hence called
for in order to attain a common awareness of the situations , which can be thus
summarized :
The economic crisis has led to an increased unemployment together
with its corollary problems i e. poverty, drug abuse, crime, broken homes etc.
The new world order at both regional and international levels
accompanying the globalization process has led to heightened
competitiveness, thus necessitating strengthening of the knowledge base for
the entire country for self–adaptability and shrewdness, so as to avoid being
among the disadvantaged.
The severe degradation of natural resources and the environment has
resulted in an increase in social conflicts.
The quality of education of the Thai people has on average become
lowered, while the educational standards are relatively low in comparison with
those of other countries at the same developmental level.
Education lacks unity in policy, while the educational institutions lack
freedom and flexibility in administration and management. Participation of the
public sector, communities and social institutions is also absent.
4
The society has been swept by consumerism, with priority being given
to self- interest rather than the public interest. Most people are deprived of an
ability to scrutinize and make the best selections in cultural matters. 
The valuable local wisdom, Thai wisdom and Thai art have been
neglected.
The religious institution, once regarded as a significant force providing
sources of education and training for the young, has been less recognized as
a source of spiritual support. Religious ceremonies also provide prominence
to rituals rather than religious teachings .
New Orientation
The development of the Thai society with priority accorded to economic
development with the sole intent on economic growth rate, based on a
weakened and unjust social structure, mainly dependent on other countries,
has proved that the wrong path has been followed. There is thus a need to
formulate a new vision, strategy and policy for developmental efforts. Such
formulation must be guided by the principle of equal importance attached to
all types of capital – economic, social, human and natural, with strong
adherence to the Thai cultural way of life, deeply rooted in religious principles
for maintaining our unique identity amidst the new economic order.
Our society of to-day and to-morrow represents a knowledge-based
society in which learning, knowledge and innovation are essential
developmental factors. There is thus a critical need to promote and create
situations for continuous learning in order to raise the quality, efficiency and
competency of the majority of the people. The overriding principle for the
necessary action is the involvement of all segments of the society to
participate in designing and decision-making concerning public activities
relating to themselves personally and to the local communities. Providing
5
support to all sectors and all levels of the society to develop to their highest
potentialities as well as creating an environment conducive to success will
empower the local communities to become the firm foundation for a steady
and sustainable national development.
The 1997 Constitution of the Kingdom of Thailand provides the
fundamental national policy on education in Section 81, which includes a
requirement for enactment of a national education law ; improvement of
education in harmony with economic and social change ; development of
science and technology ; instilling of right awareness ; and promotion of local
wisdom and national and culture .
The National Education Act of 1999 has therefore been legislated to
serve as the master law as mandated by the constitutional provisions. The Act
serves as the foundation for the national policy regarding education, religion,
art and culture as well as provides the framework for the education reform of
Thailand.
Section 33 of the National Education Act requires preparation of the
National Scheme of Education, Religion, Art and Culture , which will be
renamed  “the National Scheme of Education,” to serve as the framework for
formulating the Basic Education Development Plan, Vocational Education
Development Plan , Higher Education Development Plan and Religion, Art and
Culture Development Plan as stipulated in Section 34. The National Scheme
also provides guidelines for formulating operational plans at the levels of
educational service areas and educational institutions, so as to achieve
harmonious development with respect to education, religion, art and culture
for the whole country.
By virtue of Section 10(2) of the 1992 National Education Council Act
and Section 74 of the National Education Act, the ONEC has therefore taken
6
steps to draft the National Scheme of Education based on the following
philosophy, conceptual framework and intent.
Sufficiency Economy Philosophy
The philosophy has been derived from the royal address by His Majesty
the King, advocating adherence to the middle path based on moderation,
ability for reasonable appraisal and sensitivity to world trends and events. It
provides guidance “for leading our lives for the sustainable and well-being of
the Thai people.”
Human-Centered Development
The purposes of the National Scheme are to enable the Thai people to
be happy, self-reliant, and sensitive to the world trends and events, while
maintaining the Thai identity. They will thus be able to make a wise and
suitable selection of knowledge and technology; endowed with a satisfactory
immunity system and flexibility for change, while maintaining moral values and
integrity.
An Integrated and Holistic Scheme
The National Scheme is the outcome of the holistic integration of
education, religion, art and culture to attain an equilibrium in life, mutual
reliance, encouragement  and support , with continuous lifelong development
and with highest  importance  being   attached  to the family institution.
Attaining the Full Development of the People
Another intent of the National Scheme is to enable the people to
become virtuous, competent and happy. They will attain the full development
in all aspects : physical and spiritual health ; intellect ; morality ; integrity and
desirable way of life so as to be able to live in harmony  with other people . 
7
         Developing the Society to Become a Society of Strength and Equilibrium
Thus the Thai society will become :
1)  A society of quality ,with justice , security and transparency ; with
its people enjoying all their rights and complete freedom ;
2) A society of wisdom and learning in which all people and all
segments are avid for knowledge and always ready to learn ; and
3) A harmonious society of mutual care and concern, dedicated to
revitalizing, transmitting and safeguarding the Thai identity, art and culture.
Formulation Process of the National Scheme
The ONEC  has completed preparation of the National Scheme of
Education through various steps summarized as follows :
1) Brainstorming for the views of representatives of agencies/
organizations concern from the state, private and public sectors at an
academic seminar attended by approximately 350 participants from the
Bangkok and provincial areas ; this seminar on “Mid-Term Evaluation of the
Eight Plan : Strategies for the Ninth Plan“ was held on January 7, 2000 to
formulate the conceptual framework for the National Scheme, based on the
evaluation outcomes of the first two years (1997-1998) of the Eighth National
Education Development Plan, and supplemented by additional views and
recommendations of the participants .
2) Meetings of the Sub-Committee for Formulation of the National
Scheme, comprising scholars and high-level representatives of the agencies /
organizations concerned, held in June –September 2000, to formulate the
conceptual framework, intent and strategy for the implementation .
8
3) Another brainstorming for relevant  views took place at a seminar on
“National Scheme on Education , Religion , Art and Culture : From the National
Education Act to Reform Strategies”, held on November 10 , 2000  and
attended by approximately 300 participants .
4) The National Education Commission, at its 9/ 2543 meeting on
November 17, 2000 for views and recommendations of its members, gave its
initial approval to the (Draft) National Scheme. It also mandated the ONEC to
seek additional views of the people concerned as well as those of the
stakeholders, both in the Bangkok and provincial areas.
5) Another brainstorming for relevant views at the workshops held in
April – June 2001, attended  by approximately 1,200 participants from both the
state and private sectors from the Bangkok and provincial areas.
6) The Sub-Committee for Formulating the National Scheme, at its 1/
2544 meeting on June 7,2001, gave its approval to the (Draft) National
Scheme, to be submitted for consideration of the National Education
Commission.
7) The National Education Commission , at its 2/ 2544 , 3/ 2544 and 1/ 
2545 meetings held on November 5, 2001, December 3, 2001 and January 7,
2002 respectively, deliberated as follows :
7.1) The (draft) National Scheme on Education of B.E. 2545-2559 
(2002-2016) was approved with the following recommendations  : additional
provisions should be included for promotion of activities for the benefit of
children , youth and the public for enhancing capacity in science and
technology ; additional provision should also be included in Chaper 5 :
Translation of the National Scheme into Action , assigning the responsibility
for implementing the National Scheme to the Secretariat of the National
Council for Education , Religion and Culture  .
9
7.2) The ONEC was authorized to submit the (Draft) National
Scheme on Education of B.E. 2545-2559 (2002-2016) for consideration of the
Council of Ministers, while the Secretariat of the National Council of Education,
Religion and Culture would be responsible for implementation of the National
Scheme.
7.3) The proclamation of the National Scheme should be made
through a resolution of the Council of Ministers.
8) The Council of Ministers, at its meeting on June 17, 2002, gave its
approval to the National Scheme on Education, Religion, Art and Culture of
B.E. 2545-2559 (2002-2016) and authorized its subsequent proclamation.
Objectives and Policy Guidelines
The National Scheme is a strategic plan, providing guidance for
harmonious continuity of implementation at the national level of each
plan/project for education reform , and administration and management of
affairs relating to religion , art and culture for the 15- year period between
2002-2016 . The National Scheme represents the major reform plan, bringing
together the relevant provisions of the Constitution and the National Education
Act. It is also based on the government policy aimed at transforming the
society into a society of knowledge, leading to a knowledge-based society,
enabling all Thai people to have equal access to lifelong learning and training,
and endowed with intellect, serving as a capital for income–generating
employment, thus saving the country from the economic and social crisis. The
National Scheme is also in harmony with the vision of the long-term
development of 20 years, enunciated in the Ninth National Economic and
Social Development Plan as well as the Act Stipulating the Plan and Steps for
Decentralizing authority to the Local Administration Organizations of 1999 and
other relevant laws and regulations.
10
The National Scheme on Education stipulates 3 objectives and 11
policy guidelines for implementation as follows ;
All-round and
balanced human
development
1. Developing  all
people to have
access to leaning ;
2.
 Learning reform for
the benefit of
learners;
3.
 Inculcating and
strengthening
morality , integrity,
ethics, and  desirable
values and
characteristics;
4.
 Manpower
development  in
science and
technology  for selfreliance
and
enhanced
competitiveness
capacity;
3 Objectives
 11 Policy Guidelines for
 Implementation
Building a society of
morality, wisdom and
learning
5. Developing a learning
society to create
knowledge, cognition,
behavior and integrity of
the people ;
6. Promotion of research
and development for
increasing knowledge
and learning of the Thai
people and Thai society ;
7. Creation, application and
dissemination of
knowledge and learning;
Development of social
environment
8. Promotion and creation
of social and cultural
capital limitation;
9. Limitation, decrease
and elimination of
structural problems for
social justice;
10. Development of
technologies for
education; and
11. Systematizing of the
resources and
investment for
education, religion, art
and culture.
11
Objective 1  :
All-round and balanced human
development serving as foundation of
Policy guideline for implementation 1 : Enhancing access to learning for all from
birth to the end of life
Targets Implementation Framework
1)

All children aged 0-5 years will receive pre-
school development programme for
readiness in all aspects before entering the
education system;
2)

All children will complete nine-year
compulsory education ;
3)

All Thais will have access to twelve-year
basic education ;
4)

Availability of quality graduates of vocational
education at different levels to meet the
requirements of  the  labour market and 
those for national development ;
5)

Skill development for quality and standard 
through a variety of models and methods ;
6)

Graduates of twelve –year basic education 
will have access to higher education
provided  through diversified modalities ;
and
7)

Availability of educational services provided
through diversified modalities and methods 
overall development
1)

Promotion and support for development and
readiness preparation of those in early
childhood through a variety of modalities,
especially provision of knowledge for parents,
guardians and would-be parents ;
2)

Promotion and support for early childhood
education of quality, covering the entire target
group , so as to provide foundation for
appropriated development  for all ;
3)

Provision of basic education services for all
types of education, namely, formal, non-formal 
and informal, so as to allow access to
diversified educational services for learning
and self-development on a continuous basis in
accordance with their needs and interests;
4)

Promotion and support for provision of
vocational education and professional training
so as to allow manpower development at all
levels of the production sector; it will also allow
individuals to increase their knowledge and 
12
Targets Implementation Framework
to increase educational access and
alternatives for all learners .
upgrade their professional skills on a
continuous basis;
5)

Reform through diversification of higher education
to enhance the country’ s competitiveness and to
respond to the requirements of local
communities ;
6)

Provision of educational services availing of
appropriate modalities for the benefits of those 
with special talents ;
7)

Promotion of provision of specialized education 
to meet special requirements , bearing in mind
the national education policy and standard ;
and
8)

Promotion of provision of education on
Buddhism and other officially recognized
religions as well as dissemination of religious
teachings at all levels and through all types of
education : formal , non-formal and informal.
Policy guideline for implementation 2  :  Learning reform for learners’
development at their own pace and to the best of their potentialities
Targets Implementation Framework
1.

Learners will become competent persons 
capable of self-development to their highest
potentialities ; they will also be endowed with
virtue and happiness;
2.

All teachers will acquire knowledge and ability
to organize  the learning process through the
learner- centred approach;
1.

Learning reform through the learner- centred
approach ;
2.

Reform of teachers , faculty staff and
educational personnel ;
3.

Setting of standard and assurance of quality
of education.
13
Targets Implementation Framework
3.

All teachers will acquire professional licenses ; 
and
4.

All educational institutions will have quality 
assurance.
Policy guideline for implementation 3 : Inculcation and enhancement of morality,
integrity , ethics, values and desirable characteristics of a righteous way of life
Targets Implementation Framework
1)

Integration of various aspects of education , 
religion , art and culture into the learning
content , process and activities so as to
enhance the learners’ morality, integrity,
ethics, values and desirable characteristics ;
2)

Joint efforts by individuals, families,
community organizations , private persons,
private organizations, professional bodies,
religious institutions , enterprises and other
social institutions in conceptualizing and
implementing activities , so as to allow all
Thais to be endowed with morality , integrity,
ethics, values and desirable characteristics
in accordance with the traditional way of life;
and
3)

The majority of the Thai people will adopt 
desirable values and behaviour in
accordance with the traditional way of life.
1)

Reform of curricular structure and content 
at all levels of education, so as to include
knowledge of the realities of life and
nature, religious discipline, integrity,
ethics and desirable values of the
traditional Thai way of life and identity for
the attainment of good characteristics,
both spiritual and behavioral  ;
2)

Encouraging individuals , families, community
organizations , private persons, private
organizations, professional bodies, local
administration organizations, religious
institutions , enterprises and other social
institutions to significantly contribute to the
enhancement of morality , integrity, ethics,
desirable values and  good characteristics of 
the Thai people as well as to serve as learning
sources and centres for learning  ;
3)

Integration of education and religion through the
education process with emphases on both
knowledge and morality. Such integration will
enable learners to be knowledgeable and
appreciate of the essence of the teachings of
their respective religions. The teachings will
serve as moral  discipline as well as guiding
light for sustainable development of the people 
14
Targets Implementation Framework
themselves, their families, communities, 
societies and the nation ; and
4)

Promotion and support for adoption of 
democratic outlook through the process of
education and training .
Policy guideline for implementation 4 :   Manpower development in science
and technology for self-reliance and enhanced competitiveness at the
international level
Targets Implementation Framework
1)

All Thais will have knowledge , critical
thinking ability and thirst for knowledge in
science and technology as well as social
and human sciences ;
2)

Production of teachers , faculty staff and
personnel  in science and technology in
quantity sufficient for the needs ; their
knowledge and competencies will be
enhanced for organizing teaching–learning
activities of quality ;
3)

Graduates of science and technology will
have the quality and proportion comparable
to leading countries at the international level ;
4)

Development of professionals in science
and technology of quality , endowed with
knowledge and competencies in their
respective filelds .
1)

Promotion and support for access to basic
education for all, with emphasis on scientific
learning process ; they will thus be able to
apply their knowledge and understanding
and benefit from the potential of science and
technology in pursuing their careers and
leading their daily life ;
2)

Promotion and support for production of
teachers , faculty staff and personnel in
science and technology on a systematic and
continuous basis ;
3)

Promotion and support for those with special
competencies in science and technology to
receive development to their highest
potentialities since childhood;
4)

Promotion and support for development of
professionals in science and technology so
as to have the quality, knowledge and
competencies in their respective fields ; and
5)

Promotion and support for production of
scientists and technologists capable of
research and development activities. The
15
Targets Implementation Framework
activities will be appropriate and sufficient in
quantity, conducive to learning and creation
Objective  2  :
of knowledge and innovation, based on local
and Thai wisdom.
Transformation of the Thai society
into a society of wisdom and learning
Policy guideline for implementation 5 :  Development of a learning society to
enhance knowledge, thinking , behaviour and moral values of the people
Targets Implementation Framework
1)

All Thais will acquire the skills and master 
the processes of thinking, analysis and
problem-solving. They will have a thirst for
knowledge which will be appropriately
applied. They will also be capable of selfdevelopment
to
their
highest
potentialities
on
a
continuous
basis;
2)

All Thais will be endowed with honesty, 
integrity, discipline , frugality, ability to save
earnings, sense of responsibility for public
interest and good health ; and
3)

All Thais will have access and various
alternatives to learning on a continuous
basis  through different stages in their lives.
Such learning can take place in educational
institutions and lifelong learning sources
through various modalities and diversified
methods. The learning, which will be of 
1)

Provision of education which is of quality ,
diversified, flexible , wide open and easily
accessible to all ;
2)

Promotion of lifelong learning through
development of teachers and personnel
responsible for lifelong education as well
as encouraging all parties concerned to
participate in provision of lifelong
education ;
3)

Development of learning sources to include
diversified learnings for formal, non-formal
and informal education as well as creating
lifelong learning networks from the
community level to the national level ;
4)

Development of information , media and
information and communication
technologies for lifelong learning; and
5)

Organizing the learning process to enable
16
Targets Implementation Framework
quality, will be flexible and adjusted to meet
the needs, interests and aptitudes of the 
learners .
the learners to have knowledge in all
aspects - technical , general professional
and religious–beneficial to both themselves
and others .
Policy guideline for implementation 6 :  Promotion of research and
development for increasing knowledge and learning of the Thai  society
Targets Implementation Framework
1)

Increase in the percentage of financial
support for national R&D activities from the
public sector to not less then 1.5 % of the
annual budget, and to be increased in
accord with the national economic
performance and urgent needs for R&D on
specific subjects through a continuous and
efficient  allocation system ;
2)

Research activities in science and
technology , social sciences, religion and
culture and human sciences, which include
both basic and applied research for
increased benefit in the context of the Thai
society ; and
3)

Availability of research and development
personnel of quality and efficiency with the
proportion comparable to those of leading
countries at the international level .
1)

Establishment of effective policy mechanisms
for research and development activities ;
2)

Research and development activities will be
included in the curriculum. The activities will
accordingly be suitable to the learners’ age ;
3)

Promotion and support for research and
development activities for creation and further
development of knowledge and learning for
the benefit of the Thai people in leading their
daily life , in pursuing their careers and for
improvement of productivity ; and
4)

Promotion and support for development of
research and development personnel of
quality and efficiency.
17
Policy guideline for implementation 7 : Creation, application and dissemination
of knowledge and learning to build society of wisdom and learning
Targets Implementation Framework
1.

Development of innovative knowledge and 
learning suitable to the context of Thai
society ;
2.

The knowledge gained will form the basis for
development of the quality of life of the Thai
people ; and
3.

The knowledge gained will form the basis for
the development of all production sectors for
added values of goods and products,
leading to increased income of the Thai
people.
1)

Encouraging creation of innovative
knowledge , based on both local wisdom
and innovations , which will contribute to
sustainable national development;
2)

Encouraging an exchange and application
of knowledge to be appropriately and timely
used in keeping with various changes ; and
3)

Encouraging utilization of technology for the
search for creation, application and
dissemination of knowledge.
18
Objective  3  :
Development of social environment to form a
basis for human development and to create a
society of morality, wisdom and learning
Policy guideline for implementation 8

: Promotion and creation of social , cultural
and natural resources capitals, based on religion and local/ Thai wisdom
Targets Implementation Framework
1.

All social institutions will be able to contribute  to
the continuous protection , development of the
mind and enhancement of the quality of the fine
and happy  life of the Thai people and Thai
society ;
2.

Revival, initiation and development of desirable
human behavior and environment for
development of the mind and quality of the fine
and happy life of the Thai people and Thai
society .
1.

Strengthening organization of religious affairs 
to attain happiness and fineness of the Thai
society and world peace ;
2.

Development , promotion and creation of
knowledge and learning relating to art , culture
and local/ Thai wisdom , appropriately linked to
universal wisdom ;
3.

Promotion of activities relating to art and
culture ;
4.

Promotion of activities relating to society and  
culture
5.

Promotion of activities relating to physical
education , recreation and sports ; and
6.

Production and development of personnel
with knowledge and competencies in art and 
culture, particularly in the fields in which
there is a shortage, including promotion and
development of artists .
19
Policy guideline for implementation 9 :  Limitation , reduction and elimination of
structural problems conducive to generating and/or sustaining poverty and
deprivation of opportunity and dignity of the Thai people and Thai society
Targets Implementation Framework
1.

The school-age population, particularly the 
underprivileged, which includes the poor,
the disadvantaged living in remote areas,
those at risk, the crippled and the 
disabled, both in the urban and rural
areas, will have access to twelve–year
basic education. Such education of quality
will be provided through diversified
modalities and on a nationwide basis ;
2.

All groups of disadvantaged will have
access to and receive educational
services and professional training justly
provided on  a nationwide basis;
3.

Autonomy in educational administration
and management so as to respond to the
needs of learners and communities. The
education provided will be of quality and
meet the standard required ; and
4.

The people, communities and community
organizations will be strengthened and
hence able to contribute to the collective
conceptualization, decision-making,
monitoring, supervision, checking and
provision of support for public activities
affecting the communities and the local
areas as  a whole.
1.

Promotion and support for the underprivileged
groups to have increased access to twelve-year
basic education of quality ;
2.

Reform of the budgetary system for 
equality conducive to efficient provision
of education , which will be regarded as
an investment for solution of problems
arising from poverty ;
3.

Reform of the administrative and
management structure of education for
diversification conducive to efficient
provision of education, particularly the
decentralization of authority to local
administration organizations and
educational institutions , effective as from
the 2002 budgetary year ; and
4.

Application of educational measures as
investments for strengthening social 
foundation for poverty elimination.
20
Policy guideline for implementation 10 :  Development of technologies for
education and national development
Targets Implementation Framework
1.

Application of technologies to develop 
education of comparable quality and
effectiveness; such education will be equally
provided in all educational service areas
which will be systematically linked to form 
network; and
2.

All people will appreciate the importance
and benefit of the application of
technologies for education; they will be able
to utilize the technologies for continuously
increasing knowledge and learning for the
benefit of their careers and their daily life.
1.

Strengthening of offices at all levels and all
educational institutions to have a system of
networked databases providing mutual
services;
2.

Application of technologies to reduce
inequality and to increase the quality of 
education effectively provided on a
nationwide basis;
3.

Promotion and support for users and
producers of technologies for education to
inculcate among the latter, in particular,
conscience, ethics and responsibility to the
society, resulting in production of
educational media of quality; and
4.

Development of receivers and users of
technologies for education to enhance their
capacity for self-learning; they will thus be
able to select, screen and benefit from
information provided through different
media.
21
Policy guideline for implementation 11 :  Management of resources and
investment for education, religion , art and culture for development
of the Thai people and Thai society
Targets Implementation Framework
(a) All sectors of society, both in the country and
abroad, will participate in mobilizing funds for
the learning of all Thai people ;
(b) Increased opportunity  for  the private sector
to invest in activities relating to education,
religion, art and culture at the level which it
has the potential ; and
(c) Distribution of resources from the joint
investment of all sectors of society for
efficiency, diversity and in accordance with
the needs of the target groups.
1) Sufficient mobilization of resources and
investment for sufficiently organizing activities
relating to education, religion, art and culture;
2) Organization of system and method for 
allocating resources for education, religion, art
and culture conducive to equality and justice;
3) Organization of system for managing and
utilizing resources for education, religion, art
and culture in accordance with the
decentralized structure for increased efficiency
and effectiveness of resource utilization; and
(4)Organization of system for follow-up,
inspection and evaluation of resource
utilization by educational institutions for
transparency and accountability.
22
Translation of the National Scheme into Action
With the view to attaining an integrated and harmonious
implementation of the National Scheme through holistically interlinked
processes under the above–mentioned 11 policy guidelines, operational
strategies have been identified, based on the principle of requiring a structure
for implementing the National Scheme. The agencies and organizations of
both the public and private sectors, local administration organizations,
educational institutions, the public, community organizations independent/
professional organizations are required to actively participate in including the
objectives, policy guidelines, goals and implementation frameworks of this
National Scheme into provisions of their 5-year development plans and
operational plans of agencies at the area level. Plans / projects are therefore
required for action, specifying the desired goals and criteria indicating
success of the implementation in a specific period of time ; and necessary
resources and clear designation of responsible persons . The plans will be
arrived out for attaining success on the basis of adding, supplementing and
expansion in harmony with the state basic policies and those of the
government, depending on the capabilities and responsibilities entrusted to
them.
The agency in charge of the implementation of the National Scheme is
required to set mechanisms for monitoring, follow-up, checking and evaluation
of the outcomes in order to amend, improve and provide appropriate advice
for each plan/ project for achieving the objectives, policy guidelines and
targets of the National Scheme. Such mechanisms include development of
clear criteria for  action with emphasis on achievements for each specific time
period ; support for participation of the agencies / organizations concerned in
the monitoring and checking for periodic revision of the plans as well as
23
evaluation of the plan implementation ; and improving remedying or
formulating  a  new plan, if the measures identified have not lead to an
effective and efficient achievement of the plan objectives .
The following administrative guidelines have therefore been formulated
for translating the National Scheme into action :
1) Preparing and developing mechanisms for implementing the
National Scheme, beginning with formulating measures to promote knowledge
and understanding of the provisions of the National Scheme ; identifying
mechanisms for co-ordinating its various aspects in co-operation with the
agencies and organizations concerned through the participatory process by
the people ; adjusting the system of budgetary allocation with emphases on
achievements in terms of quantity , quality and productivity ; and improving
and amending the laws , rules and regulations , hampering the translation of
the National Scheme into action ;
2) Preparing the frameworks and guidelines for implementing the
National Scheme by mobilizing the efforts of all parties concerned in the
implementation process at all stages ; in so doing , the approach of collective
learning and thinking will be adopted ; creation of conceptual frameworks and
principles harmonizing  the development and operational plans with the
National Scheme . These plans should also contribute to problem solving and
meet the needs of people in each area. Responsible agencies and
organizations will be designated for preparation of the development and
operational plans on specific aspects , depending on the respective functions ;
3) Promoting formulation of the development plans relating to
education , religion , art and culture , including the area operational plans in
accord with the National Scheme, the context and the needs of the community
in each area ; promoting and support for administering and implementing the
24
plans through a holistic and human-centered approach , based on the areas ,
tasks and participation of the people and the organizations concerned ; and
promoting horizontal co-ordination and action among the various agencies ;
4) Developing systems and mechanisms for monitoring , follow-up,
checking and evaluation of the plans , beginning with promoting establishment
of databases at all levels required ; the databases of the agencies and
organizations concerned will be systematically interlinked to form a network
providing mutual services ; developing indicators of success of plan
implementation relating to input , process and output in terms of quantity ,
quality and productivity ; establishing a system for monitoring , follow – up,
checking and evaluation so as to reach the same standard through
networking, the supervision and follow-up results will provide guidance in
improving or adjusting the working methods in order to effectively solve the
problems arising in the plan implementation ;
5) Plan evaluation at the stage of readiness preparation includes
evaluation of the knowledge and understanding of the provisions of the plans ;
readiness of the organizations and mechanisms based on the structure of plan
implementation , co-ordinating systems and mechanisms etc.; evaluation of
the implementation processes includes process of preparing the development
and operational plans, process of plan implementation at all stages and
evaluating the extent to which the output , outcome , and benefit obtained by
the people meet the goals and intent . In this regard, a central organization will
be entrusted with the evaluation tasks, with the participation and data
provided  by  the people.
25

2. To promote an understanding of the role of a citizen in a democratic government with the King as Head of state.

3. To inculcate a sense of responsibility towards the nation, the community, the family and oneself.

4. To promote consciousness of belonging to the Thai nation, as well as to the human race as a whole, to have national pride, concern for national security and an active interest in national defense.

5. To uphold equality, integrity and justice.

6. To develop in the individual a well-integrated personality, good health and hygiene, both mental and physical.

7. To instill habits of hard-working and thrift, to encourage the individual to equip himself with knowledge and vocational skills in order to earn his livelihood including taking part in joint enterprises with a co-operative spirit and through lawful means.

8. To develop an ability to communicate effectively; to develop an interest in the search for truth, creativity and ability to solve problems and resolve conflicts by intelligent rational and peaceful means.

9. To promote knowledge, understanding and appreciation of sciences, the arts, culture, nature, environment and national resources.

10. Taking cognizance that education ranks most high in its order of priority, the State shall endeavor to promote and attend to education. The organization of education is first and foremost the responsibility of the State. All educational management shall be under the control and supervision of the State.

11. The State shall endeavor to make compulsory education universal. Compulsory education provided by the central government and local authorities shall be free of charge.

12. The principle of equal opportunity shall be applied as regards admission to any education institution. As to non-compulsory education, the State shall lay down appropriate measures to guarantee a fair and equal access to education within the framework of relevant legislations and taking into account the ability of each individual. As far as the management of education is concerned, the State shall endeavor to promote uniformity of the standard of educational institutes, regardless of their location.

13. The State shall endeavor to provide such content and process of learning which would enable learners to develop moral, ethical and intellectual growth. Harmony should be achieved between materialistic and spiritual growth in order that individuals can adjust themselves to rapidly changing circumstances. The State shall organize education in such a way that all Thai citizens are able to communicate in Thai in an apt and efficient manner. The State shall endeavor to relate education with out of-school education. It shall also provide appropriate practical education at each level and for each type of education.

14. The State shall endeavor to step up and promote various kinds of out-of-school education in order to make available life-long education to all, especially to those who missed the initial formal schooling.

15. The State shall endeavor to make education accessible to the poor, the physically, mentally and socially handicapped as well as the educationally disadvantaged.

16. The State shall endeavor to accelerate and promote pre-school education. The responsibility will lie mainly on local districts and the private sector. At this level of education, the State will only supply model institutions for the purposes of experiment and research.

17. The State shall endeavor to organize and promote secondary education, in such a way as to guarantee equal opportunity to this level of education as well as to respond to the country's economic and social needs. Furthermore work experience shall be provided at this level of education for future employability.

18. The State shall endeavor to organize higher education in such a way that the institutes of higher education can exercise their administrative and academic freedom thus meeting the need of the country provided that they do not infringe upon the State's regulations, policies and laws.

19. The State is responsible for organizing all levels of teacher training and producing well-qualified and able teachers for various educational institutes in compliance with the objectives laid down in the National Scheme of Education. The State shall make use of special measures to select suitable candidates for teacher-training, with a view to having intelligent, suitable and competent teachers.

20. The State shall promote extensively vocational education in harmony with the economic and social conditions of the country. On the one hand, it is perceived as part and parcel of every educational level; on the other, it is a discipline in its own right, with the emphasis being laid upon agriculture and agriculturally oriented industry.

21. The State shall take measures to enable people in local community to be educated according to their needs and the need of their community on condition that upon graduation they will return to work for their community.

22. The State shall make unity its principle in educational administration and administrative decentralization. The educational administrative system shall be in harmony with public administration, economic and social system of the central and local government. Delegation of administrative authority and educational administration shall be implemented through appropriate processes.

23. The State shall mobilize various resources, governmental, local and private, as well as from individual learners, in its management of education. It shall find ways and means to strengthen resources for education, bearing in mind equal distribution among different communities and educational institutes in order to put them to the best possible use. The State shall provide grants and seek other means to assist the needy so that they will receive necessary education as may be required.

24. The State shall welcome private sectors to share the responsibility of educational management within approved limits.

Nevertheless, it is the State that will see to it that private institutes of every kind and to every level, both formal and out-of-school, function in harmony with the educational policy, work-plan and program of the country. It must be born in mind that private institute must not be too profit-oriented.

25. The State shall encourage experiment and research in education, the results of which will then be used to improve the existing education structure.

26. The State shall lend large support to the production of text-books, lessons and technical documents which do not run counter to Thai culture, regulations and laws.

27. The State shall try every possible way to make the institution of family responsible for bringing-up of children and youths in order that they will become good citizens with character suited to the Thai culture and identity of Thai society.

28. Education, as implied in this Educational Scheme, is a continuing life-long activity, whether it be formal or out-of-school education.

29. There are 4 levels of education: - pre-school education, elementary education, secondary education and higher education. In elementary education, secondary education and higher education, the contents and learning processes are self-sufficient and self-contained. This will enable students at the end of each level to go out and work with full confidence in their ability. At every level, the learner will be trained to think for himself, act for himself, know how to solve problems, enjoy working and take an active interest in the work of the community, he should be a patriotic, law abiding and cultured citizen, with firm allegiance to the institutions of the Nation, Religion and Monarchy, showing discipline; knowing how to exercise his rights and duties, within the limits of the law.

30. Pre-school education aims at teaching the child before  compulsory education, laying a suitable foundation for him to go on to the next stage of his education. Pre-school education may be arranged as formal or out- of-school education. It may take the form of nursery home, a child care centre and in certain cases a class for small children or a kindergarten.

31. Elementary education aims at providing the learner with basic knowledge and skills, teaching him how to read and write and do arithmetic, enabling him to be a good citizen under democratic monarchy. Elementary education will form one single unit, taking 6 years to complete the course.

32. Secondary education follows elementary education and aims at providing the learner with knowledge and working skills suitable to his age, needs, interest and aptitude. Each individual will then be able to comprehend and select work which will be beneficial both to himself and to society.

This educational level is divided in 2 parts i.e. lower secondary education and upper secondary education, each lasting about 3 years. At the lower level, the learner will choose from a wide range of subjects, a group of subjects, both academic and vocational, according to his aptitude and interest, while at the upper level he will pay more attention to a group of subjects that will eventually become his line of employment.

33. Higher education follows upper secondary education, and aims at cultivating and developing the learner's intellect and ideas for academic advancement levels for the development of the country. At the same time, It aims at endowing the learner with high morals, ethics, knowledge and appreciation of art and culture. This will enable him to live a life valuable to others, society and ultimately the nation. Higher education may take the form of a college, a university or a special institute.

34. Each level of education may take a different form with a different nature in accordance with the suitability to and needs of Thai society. These different forms are: teacher-training, vocational education, special vocational training, out-of-school education, welfare education and special education, etc.

35. Teacher-training aims at producing teachers who can arouse the learning desire and overall development in the learner in such a way that the latter will become a person high morals and ethics, as all intelligent people should be. This must correspond to the Thai culture and democratic monarchy, with a firm belief in the institutions of the Nation, Religion and Monarchy. The development embraces his overall personality, his relationship to students and his role in society. Teacher-training is classified as higher education. However, if necessary, a teacher-training institute may design a curriculum a little lower in standard than that of higher education.

36. Vocational education aims at turning out work force for various levels to meet the need of each community and society.

At the elementary education level, vocational education is geared towards creating work-habit in the learner, enabling him to apply the lessons and work done at school to his daily existence.

At the secondary education level, it looks towards providing the learner with necessary experience and skill sufficient for him to effectively pursue a career on the one hand; on the other, it prepares him for future studies in relation to his aptitude and interest. It may be taught in a secondary school as part of secondary education; or it may be a discipline in itself, providing various types of training for skilled and semi-skilled work.

At the higher education level, it is an advanced vocational training for specialized skill and expertise in accordance with the demands and development of the labor requirements. It may be taught in a specialized institute.

By special vocational education it is meant training of certain working skills which need a long period of training or apprenticeship, e.g. dancing and music. It may be taught in a special institute created for the purpose; or it may be an extra vocational subject incorporated in the general curricula scheme.

The period of training differs according to the requirement of each subject. Out-of-school vocational education provides a short course for the learner to the equipped with certain working skills or to have extra training for, or to fill the gap of his current work, enabling him later to perform his task property or with greater efficiency.

37. Out-of-school education is given in addition to formal schooling. It may simply be certain activities. Its purpose is to develop people's ability in problem-solving, or to provide occupational skills or provide specific knowledge or information according to the needs and interest of the citizen.

38. Special education is provided for those who have special traits of character, or who are physically, intellectually or mentally abnormal. It may be given in a special institute or in an ordinary school, as required.

39.  Welfare education or education for the disadvantaged is especially designed by the State to provide equal educational opportunity for children living in conditions which make normal education inaccessible. Education of this type can be offered at special institution or integrated in ordinary school.

40. Compulsory education is that which requires every boy and girl to attend schools up to a certain age as laid down by the law. Each district will determine the minimum and maximum age for a child to receive compulsory education, which will vary according to local circumstances and the readiness of the child. Nevertheless, he is not required to attend the school before reaching 6 years of age and he must do so not later than 8 years of age.

41. Governmental agencies and organizations, whether governmental, local or private, as well as foreign institutes bound by international agreements or obligation, who are responsible for educational administration in Thailand and come under the jurisdiction of the Ministry of Education, shall organize education according to the National Scheme of Education Policy, work-plan, programs, rules and regulations, as determined by the Ministry of Education. The Ministry of Education shall be responsible for inspecting and applying appropriate measures to persuade and enforce those governmental agencies and organizations mentioned above to comply with the present provision. As for higher education, the institutes of higher education shall enjoy academic freedom, provided that they do not go against the policy, work-plan and programs of the State and provided that they operate under the State's supervision and within the framework of relevant legislations.

With regard to special education or education for certain groups of individuals, whatever the case or created by whatever laws, its organization is to be carried out in collaboration with the Ministry of Education or the Bureau of the Universities in order that the implementation of education, at every level, of every kind and of every organization in Thailand, will be in line with the policy, work-plan and programs of the State.

42. It is desirable that suitable parents/guardians and representatives of the general public participate in local educational administration at the level lower than higher education and to make sure that it is in keeping with the national educational policy and local needs.

43. Management of educational personnel shall follow the system governing administration and agents. It shall promote professional advancement among education personnel of the State and of the community. There shall be an educational professional institute whose functions are to promote quality in the teaching professional, to protect their rights and interests and to develop a standard code of conduct for teachers.

44. Private institutes will be encouraged to be flexible in their administration and advancement of the academic discipline within the framework of the relevant legislations.

45. Criteria and measures of improvement of educational standards shall be laid down in educational institutes, governmental, local and private alike, to ensure that their standard will not be lower than that required. In the preparation and development of contents and learning process, together with their evaluation and assessment, the district is to be encouraged to be formally involved, as stipulated by the State, and in accordance with local and national needs, as well as for technical advancement. However, the State reserves the right to assess and evaluate each educational level or type directly when it is called for to maintain the standard by force of circumstances.

46. Educational materials shall be provided for, and educational techniques and technology shall be applied with due regard to different locality. The aim is to promote equality in educational quality on both formal and out-of-school nature.

47. Support and encouragement will be accorded to educational agencies, especially institutes of higher education in carrying out research and writing text-books for academic advancement and development of all kinds.

48. Co-operation will be encouraged between educational institutes, governmental, local and private alike, in promoting the standard of education.

49. Educational institutes will be encouraged to provide services of academic nature within their competence to the society, in addition to the usual education given to their students.

50. The State shall organize such education as to encourage and give rise to the appreciation of the values of art, culture, moral, religion, customs and traditions, together with historic places and objects.

51. The State shall be in charge of physical education at all levels and make provisions for the general public in order to stimulate the appreciation of sports, health, hygiene and recreational activities.

52. The State shall undertake to inculcate the awareness of the importance of conservation of natural resources and environment as well as population education.

53. The State shall encourage youth activities and provide education as to develop the youth's personality; a sense of discipline; respect for law and order; to blind up the right attitude towards Thai culture; to uphold and protect collectively the institutions of the Nation, Religion and Monarchy.

54. The State shall determine measures for mobilizing various resources in order that all parties will collectively have a share in educational responsibility.

55. The State shall increase budget for education at all levels and underline the importance of compulsory education and out-of-school education, thus upholding the principle of equal opportunity in education.

56. The State shall do its best to assist each district in carrying out its educational scheme effectively by providing subsidies. It shall encourage the district to have more financial resources for education.

57. The State shall try every possible way to make the best use of educational resources and aim at cutting down educational wastage.

58. The State shall give support to State enterprises and businessmen in their organization of training for personnel within their competence. Such trainings are to be carried out with the State's co-operation.

59. The State shall prepare and keep in reserve certain amount of land for the construction of educational institutes for the general public and in anticipation of developing residential areas.

60. The State shall permit suitable and competent private individuals who wish to organize education for public good to do so under its supervision.

61. The State shall require recipients of education of all types except that of compulsory education to share expenses in due portion to the economic and social conditions and state of investments in the country. The State shall provide grants, facilities and other means to assist the needy, the physically, mentally or socially abnormal and the educationally disadvantaged to enable them to receive education as is appropriate to their ability and intellectual capability

Add new comment

Image CAPTCHA