Education Developments in Thailand

Thongthew, Sumlee

doi:10.1076/sesi.10.1.118.3515

Cited by 11 publications

(3 citation statements)

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“…Since 1977/1978 compulsory education in Thailand had extended to six years, covering complete primary 1 Although in later periods there have also been other top-down changes in the supply of education in Thailand, such as the reform in 2000 that extends compulsory education to nine years, they are not applicable to the respondents in the two surveys collected in 2010 and 2012 used in this study, which cover the sample of adult population aged 15 years and over. education, and had been strictly implemented throughout the whole country including rural areas (Thongthew, 1999). Primary schools were transferred back from the Ministry of Interior Affairs to the Ministry of Education, and the most major movement within the reform was the establishment of primary schools in every single village for the first time.…”

Section: Primary Education In Thailand: the Supply Sidementioning

confidence: 99%

Green Returns to Education: Does Schooling Contribute to Pro-Environmental Behaviours? Evidence from Thailand

Chankrajang

Muttarak

2017

Ecological Economics

165

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We investigate whether there are green returns to education, where formal education encourages pro-environmental behaviours using nationally representative surveys on environmental issues in Thailand. To establish the causal relationship between education and green behaviours, we exploit the instrumental variables strategy using the supply of state primary schooling i.e. the corresponding number of teachers per 1000 children, which varies over time and across regions as the instrument, while controlling for regional, cohort and income effects. We find that more years of schooling lead to a greater probability of taking knowledge-based environmentallyfriendly actions a great deal, but not cost-saving pro-environmental actions. In addition, the paper finds no significant impact of formal education on concern about global warming nor the willingness to pay for environmental tax.

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Section: Primary Education In Thailand: the Supply Sidementioning

confidence: 99%

Green Returns to Education: Does Schooling Contribute to Pro-Environmental Behaviours? Evidence from Thailand

Chankrajang

Muttarak

2017

Ecological Economics

165

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“…( Bangkok Post, 1992: 1) This statement, however, reflected the aspirations of policymakers for educational leadership and change rather than the reality . Consequently, in 1999 Thailand passed an ambitious National Education Act (NEA) (ONEC, 1999) designed to transform teaching, learning and educational management in Thailand's 35,000 primary and secondary schools (Fry, 2002; Kaewdaeng, 2001; Thongthew, 1999). It is notable that the conception of the reform law was not limited solely to enhancing the economic outcomes of education, but also the society’s social and cultural development (Kaewdaeng, 2001).…”

Section: Introductionmentioning

confidence: 99%

Mapping instructional leadership in Thailand

Hallinger¹,

Lee²

2013

Educational Management Administration & Leadership

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Over the past two decades a growing body of international research suggests that instructional leadership from the principal is essential for the improvement of teaching and learning in schools. However, in many parts of the world, the practice of instructional leadership remains both poorly understood and outside the main job description of the principal. Thus, in many nations, the expectation for principals to act as instructional leaders represents a major change from traditional practice. The current study explores the principal's changing role as an instructional leader in Thailand, where education reforms adopted in 1999 sought to change modal approaches to teaching and learning as well as school management. The study employed surveys of principal instructional leadership conducted prior to and following adoption of Thailand's National Education Act 1999 to assess change in principal practice. The results suggest that despite new system expectations for principal to act as instructional leaders, the predominant orientation of Thai principals remains largely unchanged. The authors recommend that more systematic and substantial steps are needed to train and support principals in making this change in their role.

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“…education, and had been strictly implemented throughout the whole country including rural areas (Thongthew, 1999 longer period for the cohort directly affected by the reform. Such trends also match the increase in the supply of state primary school teachers after the reform period illustrated in Figure 1.…”

Section: Primary Education In Thailand: the Supply Sidementioning

confidence: 99%