The Failure Of Thai Education Reform

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02-03

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À ¬ÿ ¥ π‘Ë ß ‰ ¡à ‡ ª ≈’Ë ¬ π · ª ≈ ß À “ ° ∂◊ Õ ‡ Õ “ «— π ∑’Ë 19  ‘ ß À“§¡ æ.». 2542 ‡ ªì π «— π · Àà ß § « “ ¡  ” ‡ √Á ® · ≈ – ¿ “ § ¿Ÿ ¡‘ „ ® ¢Õß∫√√¥“π— ° ªØ‘ √Ÿ ª °“√»÷ ° …“∑’Ë   “¡“√∂º≈— ° ¥— π „Àâ ‡ °‘ ¥ °ÆÀ¡“¬°“√»÷ ° …“·Àà ß ™“µ‘ ´÷Ë ß ‡ ™◊Ë Õ °— π «à “ ® – °à Õ „ Àâ ‡ °‘ ¥ ° “ √ ª Ø‘ √Ÿ ª ° “ √ »÷ ° … “ „ π  — ß § ¡ ‰ ∑ ¬ · ¡â § « “ ¡  ” ‡ √Á ® · ≈ – ¿ “ § ¿Ÿ ¡‘ „ ® π’È µ‘ ¥ µ “ ¡ ¡ “ ¥â « ¬ «‘ « “ ∑ – Õ— π ‡ ºÁ ¥ √â Õ π µà Õ ‡ π◊Ë Õ ß °— π π “ π 3-4 ªï ‡ °’Ë ¬ « °— ∫ ·π«∑“ß°“√π”°ÆÀ¡“¬‰ª Ÿà ° “√ªØ‘ ∫— µ‘ ‰ ¡à «à “ ® – ‡ ªì π ‡ √◊Ë Õ ß ° “ √ ®— ¥ ª √— ∫ ‚ § √ ß   √â “ ß ·≈–°“√°√–®“¬Õ”π“®®— ¥ °“√»÷ ° …“ ° “ √ ®— ¥ ° “ √ ‡ √’ ¬ π √Ÿâ ∑’Ë ∂◊ Õ ºŸâ ‡ √’ ¬ π ‡ ªì π »Ÿ π ¬å ° ≈ “ ß · ≈ – ° “ √ æ— ≤ π “«‘ ™ “™’ æ § √Ÿ œ≈œ °Á µ “ ¡ · µà § « √ ¬ Õ ¡ √— ∫ «à “ ‡ ªì π ¬ÿ §   ¡— ¬ ∑’Ë  — ß § ¡ ‰ ∑ ¬ µ◊Ë π µ— « ‡ ΩÑ “ ¡ Õ ß ∑‘ » ∑ “ ß ° “ √ æ— ≤ π “ ° “ √ »÷ ° … “ ¢ Õ ß ™ “ µ‘ ¥â « ¬ À «— ß «à “ ® – ‡ ªì π ° “ √ ª Ø‘ √Ÿ ª § √—È ß  ” §— ≠ ∑’Ë ® – ¬ ° § π ∑—È ß ™ “ µ‘ „ Àâ  Ÿ ß ¢÷È π æ √â Õ ¡ °— π -----> ¡“∫—¥π’È ‡æ’¬ß 7 ªïºà“π‰ª «—π∑’Ë 19  ‘ßÀ“§¡ æ.». 2549 ‡ªìπ«—π∑’Ë°√–∑√«ß»÷°…“∏‘°“√ª√–°“» §«“¡ ”‡√Á®¢Õß‚§√ß°“√ ç1 Õ”‡¿Õ 1 ‚√߇√’¬π„πΩíπé ∑’˧—¥ √√‚√߇√’¬π‡¢â“√à«¡‚§√ß°“√‡æ’¬ß 660 ·Àà߇∑à“π—Èπ ®“° ∂“π»÷°…“∑—Ë«ª√–‡∑»°«à“ 40,000 ·Ààß ·≈–∑’Ë ”§—≠§◊Õ ∂—¥‰ªÕ’° 4 «—π ».¥√. ¡À«—ß æ‘∏‘¬“πÿ«—≤πå ºŸâÕ”π«¬°“√ ”π—°ß“π√—∫√Õß¡“µ√∞“π·≈–ª√–‡¡‘π§ÿ≥¿“æ°“√»÷°…“ ( ¡».) ‰¥â‡ªî¥‡º¬º≈°“√ª√–‡¡‘π§ÿ≥¿“æ¿“¬πÕ° ∂“π»÷°…“ √–¥—∫°“√»÷°…“¢—Èπæ◊Èπ∞“π√Õ∫·√° æ.». 2544-2548 ®”π«π 30,010 ·Ààß  √ÿªº≈°“√ —߇§√“–Àå°“√ª√–‡¡‘π§ÿ≥¿“æ¿“¬πÕ° ∂“π»÷°…“ „π√–¥—∫¥—ß°≈à“« æ∫«à“¡’ ∂“π»÷°…“ª√–¡“≥ 2 „π 3 ¢Õß ∂“π»÷°…“∑’ˉ¥â√—∫°“√ª√–‡¡‘π√Õ∫·√° ª√–¡“≥°«à“ 20,000 ·Ààß ∑’Ë¡’·π«‚π⡉¡à‰¥â¡“µ√∞“π¢—ÈπµË” ‡√’¬°‰¥â«à“‡¢â“¢—Èπ‚§¡à“ À√◊Õ‡ªìπ‚√߇√’¬π ICU ∂÷ß°«à“ 15,000 ·Ààß ªØ‘°‘√‘¬“®“°ºŸâ∫√‘À“√√–¥—∫ Ÿß¢Õß°√–∑√«ß»÷°…“∏‘°“√§◊Õ ∑√“∫·≈â« °√–∑√«ß»÷°…“∏‘°“√¡’¬ÿ∑∏»“ µ√å·≈–·ºπß“π ·≈⫇撬߷µà¬—߉¡à‰¥â𔉪ªØ‘∫—µ‘‡∑à“π—È𠧫“¡º—π·ª√®“°∑’ˇ§¬§“¥À«—ß«à“ ®–¡’°“√¬°§π∑—Èß™“µ‘„À⠟ߢ÷Èπæ√âÕ¡°—π‰ª‡À≈◊Շ撬߂√߇√’¬π „πΩíπ‡æ’¬ß‰¡à°’Ë·Ààß ·≈–∑Õ¥∑‘Èß‚√߇√’¬π à«π„À≠à„ÀâÕ¬Ÿà„π¢—Èπ‚§¡à“π—Èπ ¡’∑’Ë¡“∑’ˉª·≈–«‘«“∑–Õ¬à“߉√  ◊ËÕæ≈—ߢÕπ”ºŸâÕà“π¬âÕπ‡«≈“‰ª∑∫∑«πæ√âÕ¡Ê °—ππ’È

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æ ≈— ß ¢ Õ ß ° “ √ ª Ø‘ √Ÿ ª ° “ √ »÷ ° … “ ∑’Ë ‡ § ¬ ‡ ¢â ¡ · ¢Á ß °Á ‡ √‘Ë ¡ Õà Õ π ≈â “ µ “ ¡ ≈ ” ¥— ∫ ® π ° √ – ∑—Ë ß ªí ® ®ÿ ∫— π · ∑ ∫ ® – Õ ¬Ÿà „ π ¿ “ « – À ¬ÿ ¥ π‘Ë ß ™ – ß— ° ß— π ‰ ª µ “ ¡   ¿ “ æ ° “ √ ≥å ∑ “ ß ° “ √ ‡ ¡◊ Õ ß

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04-05

‡ª≈’Ë ¬ π·µà À— « ¢∫«π -----> π—∫®“°ª√–°“»„™â æ.√.∫.°“√»÷°…“·Ààß™“µ‘ æ.». 2542 ¡’°“√‡ª≈’ˬπ·ª≈ß√—∞¡πµ√’·≈–√—∞¡πµ√’ ™à«¬«à“°“√°√–∑√«ß»÷°…“∏‘°“√∂÷ß 12 §√—Èß 18 §π °“√‡ª≈’ˬπºŸâπ”¥â“ππ‚¬∫“¬‡™àππ’È ∑”„Àâß“π°“√»÷°…“ ¢Õß™“µ‘µâÕß –¥ÿ¥≈ß°≈“ߧ—πÀ≈“¬µàÕÀ≈“¬§√—Èß ‡æ√“–∂÷ß ·¡â®–‡ªìπ√—∞¡πµ√’„π§≥–√—∞∫“≈‡¥’¬«°—π°Áµ“¡ ‡¡◊ËÕ √—∞¡πµ√’§π„À¡à‡¢â“¡“π—Ëß∑”ß“π°ÁµâÕß„™â‡«≈“„π°“√‡√’¬π√Ÿâ π‚¬∫“¬·≈–·π«ªØ‘∫—µ‘∑’˺à“π¡“ πÕ°®“°π’È·µà≈–§π ¬àÕ¡¡’ ‰µ≈å°“√∑”ß“π·≈–欓¬“¡ √â“ß √√§åπ‚¬∫“¬ ‡©æ“–¢Õßµπ‡Õߢ÷Èπ¡“¥â«¬ ‡™àπ ∫“ß∑à“π欓¬“¡ √â“ß °“√¡’ à«π√à«¡¥â«¬°“√µ—Èߧ”∂“¡«à“ªØ‘√Ÿª°“√»÷°…“ ‰ª∑”‰¡ ªØ‘√Ÿª·≈⫧π‰∑¬®–‰¥âÕ–‰√ ‡¥Á°®–‰¥âÕ–‰√ ºŸ„â À≠à®–‰¥âÕ–‰√ ∫â“π‡¡◊Õß®–‰¥âÕ–‰√ ºŸ§â π®–Õ¬Ÿà¥’°‘π¥’¢÷Èπ À√◊Õ‰¡à ‡»√…∞°‘®¢Õß™“µ‘®–¥’¢÷ÈπÀ√◊Õ‰¡à ∫“ß∑à“π 欓¬“¡√‘‡√‘Ë¡ß“π¥â«¬°“√µ—Èß™◊ËÕ°√–∑√«ß„À¡à‡ªìπ °√–∑√«ß°“√»÷°…“ »“ π“ ·≈–«—≤π∏√√¡ ‡ªìπµâπ °“√‡ª≈’ˬπ·ª≈ßµ—«ºŸâ°”Àπ¥π‚¬∫“¬π’È ®÷ß àߺ≈∂÷ß °“√‡ª≈’ˬπ·ª≈ßπ‚¬∫“¬·≈–«‘∏’ªØ‘∫—µ‘À≈“¬ª√–°“√ ¬‘ßË ‡ª≈’¬Ë π·ª≈ߺŸπâ ”¡“°§√—ßÈ °Á¬ß‘Ë ‡°‘¥°“√‡ª≈’¬Ë π·ª≈ßπ‚¬∫“¬ ∫àÕ¬§√—Èßµ“¡‰ª¥â«¬ ‚¥¬‡©æ“–Õ¬à“߬‘Ëß„π™à«ßµâπ ¢Õß°“√ªØ‘√Ÿª°“√»÷°…“ ∑’Ë®”‡ªìπµâÕß¡’°“√ª√—∫‡ª≈’Ë¬π ‚§√ß √â“ß°“√∫√‘À“√ß“π ∑”„ÀâµâÕß°√–∑∫°—∫µ”·Àπàß Õ”π“®Àπâ“∑’Ë¢Õß∫ÿ§≈“°√¿“¬„π°√–∑√«ß»÷°…“∏‘°“√ ·≈–Àπ૬ߓπ∑’ˇ°’ˬ«¢âÕß°—∫°“√ªØ‘√Ÿª°“√»÷°…“‚¥¬µ√ß ®÷ß àߺ≈„À⇰‘¥§«“¡¢—¥·¬âß ∑—Èߥâ“ππ‚¬∫“¬ ·π«∑“ß °“√¥”‡π‘πß“πÕ¬à“ßÀ≈’°‡≈’ˬ߉¡à‰¥â ·≈–ª√“°Ø‡ªìπ¢à“« ∑“ß ◊ËÕ¡«≈™πÕ¬Ÿà‡ªìπ√–¬–Ê §«“¡¢—¥·¬âßÀ≈—°Ê ∑’Ë ¡§«√∫—π∑÷°‰«â„π∑’Ëπ’È §◊Õ §«“¡¢—¥·¬â߇°’ˬ«°—∫Õ”π“®Àπâ“∑’Ë ·≈–®”π«π‡¢µæ◊Èπ∑’Ë °“√»÷°…“ °“√°√–®“¬Õ”π“®®—¥°“√∫√‘À“√°“√»÷°…“‰ª „ÀâÕߧå°√ª°§√Õß à«π∑âÕß∂‘Ëπ °“√ÕÕ°„∫ª√–°Õ∫«‘™“™’æ §√Ÿ ·π«∑“ß°“√æ—≤π“«‘™“™’æ§√Ÿ À≈—° Ÿµ√°“√»÷°…“ ·π«∑“ß°“√®—¥°“√‡√’¬π°“√ Õ𠇪ìπµâπ ´÷Ëß ◊ËÕæ≈—ß®– ª√–¡«≈ª√–‡¥Á𠔧—≠Ê ‡À≈à“π’È „Àâ殑 “√≥“„π≈”¥—∫∂—¥‰ª ªí≠À“·≈–Õÿª √√§‡À≈à“π’È ∑”„Àâ„π∑’Ë ÿ¥√—∞∫“≈ µâÕßÀ“∑“ßÕÕ°¥â«¬°“√·°â‰¢ æ.√.∫.°“√»÷°…“·Ààß™“µ‘ ‡¡◊ËÕªï æ.». 2545 ‡æ◊ËÕ¢¬“¬√–¬–‡«≈“∫—ߧ—∫„™â°ÆÀ¡“¬

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 ”§—≠∑’ˇ°‘¥¢÷Èπµ—Èß·µàµâπ®π°√–∑—Ëßªí®®ÿ∫—π °Á§◊Õ  ∂“π»÷°…“  à«π„À≠ଗ߉¡à¡’§«“¡æ√âÕ¡„π°“√®—¥∑” “√–·≈– ◊ËÕ °“√»÷°…“¥â«¬µπ‡Õß ¬—ߢ“¥°“√‡ √‘¡ √â“ߧ«“¡æ√âÕ¡ ∑’Ë®–„Àâ§√Ÿ·≈–ºŸâ∫√‘À“√ “¡“√∂∫√‘À“√À≈—° Ÿµ√„Àâ∫√√≈ÿ «—µ∂ÿª√– ß§å∑’˵—È߉«â ∑—Èßπ’Ȫí≠À“¬—߇°‘¥®“°°“√∑’˺Ÿâ°”Àπ¥ π‚¬∫“¬∫“߬ÿ§ ¡—¬·¡â¡’§«“¡ª√“√∂π“¥’®–™à«¬‡À≈◊Õ ‚√߇√’¬π ‚¥¬°“√∑”º—ß¡‚π∑—»πå·≈–°”Àπ¥µ—«Õ¬à“ß “√– °“√‡√’¬π√Ÿâ„π√“¬≈–‡Õ’¬¥ ·µà°≈—∫∑”„ÀâΩÉ“¬ªØ‘∫—µ‘ ‡°‘¥§«“¡ —∫ π„π∫∑∫“∑Àπâ“∑’Ë¢Õßµπ‡Õß°—∫ à«π°≈“ß ‡¡◊ËÕª√–°Õ∫°—∫°“√∑’Ë∫“ߧ√—È߇ ’¬ß‡√’¬°√âÕß®“°ΩÉ“¬°”Àπ¥ π‚¬∫“¬«à“§«√®–¡’°“√√◊ÈÕÀ≈—° Ÿµ√„À¡à °Á¬‘Ëß∑”„Àâ°“√∫—ߧ—∫ „™âÀ≈—° Ÿµ√·≈–¡“µ√∞“π°“√‡√’¬π√Ÿâ„À¡à‡ªìπ‰ª¥â«¬ §«“¡¬“°≈”∫“° ‡æ√“–∑—ÈߺŸâ∑’ˇ°’ˬ«¢âÕß°—∫°“√º≈‘µµ”√“‡√’¬π·≈– ◊ËÕ °“√»÷°…“ ‰¡à«à“®–‡ªìπ ∂“π»÷°…“ °√–∑√«ß»÷°…“∏‘°“√ ·≈–∫√‘…—∑‡Õ°™π∑’Ë¡’ª√– ∫°“√≥å®—¥∑”·∫∫‡√’¬π·≈–  ◊ÕË °“√»÷°…“ µà“߉¡à¡π—Ë „®„π∑‘»∑“ß·≈–π‚¬∫“¬‡√◊ÕË ßÀ≈—° Ÿµ√ °“√≈ß∑ÿπ∑’Ë®–«‘®—¬·≈–æ—≤π“À≈—° Ÿµ√ ·∫∫‡√’¬π ·≈– ◊ËÕ °“√»÷°…“®÷߇°‘¥¢÷ÈππâÕ¬ ¥—ß®–‡ÀÁπ«à“·¡â®–¡’π‚¬∫“¬ ‡ªî¥‡ √’‡√◊ËÕß°“√®—¥°“√‡√’¬π√Ÿâ °“√º≈‘µ·∫∫‡√’¬π·≈– ◊ËÕ °“√»÷°…“µ“¡À≈—° Ÿµ√°“√»÷°…“©∫—∫„À¡àÕÕ°¡“À≈“¬ªï ·≈â«°Áµ“¡ ·µà·∑∫®–‰¡àª√“°Ø«à“¡’°“√√‘‡√‘Ë¡ √â“ß √√§å À√◊Õ¡’π«—µ°√√¡°“√‡√’¬π°“√ Õπ„À¡àÊ ÕÕ°¡“ „π à«π¢Õß·∫∫‡√’¬ππ—Èπ πÕ°‡Àπ◊Õ®“°¢âÕ¡Ÿ≈„À¡àÊ ·≈â« ‡π◊ÈÕÀ“·≈–‚§√ß √â“ß·∫∫‡√’¬π·∑∫®–‰¡àµà“ß®“° ·∫∫‡√’¬π„π¬ÿ§ ¡—¬°àÕπ¡“°π—° ·∫∫‡√’¬π‚¥¬∑—Ë«‰ª¬—ß¡’ §ÿ≥¿“æ‰¡à‰¥â¡“µ√∞“π ¢“¥§«“¡À≈“°À≈“¬ µ≈Õ¥®π ‡°‘¥§«“¡≈à“™â“„π°√–∫«π°“√º≈‘µ ¥—ߪ√“°Ø«à“®π°√–∑—Ëß ªí®®ÿ∫—π∫“ß«‘™“∫“ß™—Èπªï¬—ߢ“¥·∫∫‡√’¬π∑’ËÀ≈“°À≈“¬ „Àâ‚√߇√’¬π·≈–ºŸâª°§√Õ߉¥â‡≈◊Õ°„™â ∑—Èßπ’È §«√°≈à“«‰«â¥â«¬«à“ ·¡â°ÆÀ¡“¬°“√»÷°…“®–‡ÀÁ𠧫“¡ ”§—≠¢Õß°“√æ—≤π“°“√»÷°…“·≈– ◊ËÕ‡∑§‚π‚≈¬’ °“√»÷°…“ ¥—ߪ√“°Ø„π¡“µ√“ 60 (7) ‡√◊ËÕß°“√®—¥µ—Èß°Õß∑ÿπ ‡æ◊ËÕæ—≤π“°“√»÷°…“¢Õß√—∞·≈–‡Õ°™π ·≈–°Õß∑ÿπæ—≤π“ ‡∑§‚π‚≈¬’‡æ◊ËÕ°“√»÷°…“µ“¡¡“µ√“ 68 ·µàµ√“∫∂÷ßªí®®ÿ∫—π °Á¬—߉¡à¡’°“√®—¥µ—Èß·≈–∫√‘À“√°Õß∑ÿπ¥—ß°≈à“«·µàª√–°“√„¥ ¥—ßπ—Èπ ‡¡◊ËÕ∑—Èß¿“§‡Õ°™π·≈–¿“§√—∞¢“¥§«“¡™—¥‡®π„π π‚¬∫“¬ ¢“¥·√ß®Ÿß„® ¢“¥°“√°√–µÿπâ ·≈–Õÿ¥Àπÿπ∑√—欓°√ „Àâæ—≤π“°“√»÷°…“·≈–°“√æ—≤π“ ◊ËÕ·≈â« ¬àÕ¡ àߺ≈„Àâ °“√æ—≤π“ ◊ËÕ·≈–‡∑§‚π‚≈¬’°“√»÷°…“≈à“™â“·≈–™–ß—°ß—π ‰¡à·µ°µà“߉ª®“°Àâ«ß ¡—¬°àÕπ∑’Ë®–¡’°“√ªØ‘√Ÿª°“√»÷°…“

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ƒÂª√–«— µ‘ » “ µ√å ® –´È” √Õ¬ -----> °≈à“«°—π«à“ „π™à«ßªï æ.». 2544-2548 ‡ªìπ™à«ß π“∑’∑ÕߢÕß°“√ªØ‘√Ÿª°“√»÷°…“ ∑’ˇß◊ËÕπ‰¢ªí®®—¬µà“ßÊ ‡À¡“– ¡≈ßµ—«¡“°∑’Ë ÿ¥ ∑—Èß„π¥â“ππ‚¬∫“¬∑’Ë¡’°ÆÀ¡“¬ °“√»÷°…“·Ààß™“µ‘‡ªìπ°√Õ∫°”Àπ¥·π«∑“ß™—¥‡®π ¡’√—∞∫“≈∑’Ë¡’»—°¬¿“æ Ÿß∑’Ë ÿ¥‡∑à“∑’˪√–‡∑»‰∑¬‡§¬¡’√—∞∫“≈ æ≈‡√◊Õπ¡“ ‡π◊ËÕß®“°°ÿ¡§–·ππ‡ ’¬ß¢â“ß¡“°„π ¿“ºŸâ·∑π √“…Æ√‰«â‰¥âÕ¬à“߇¥Á¥¢“¥ ¡’æ≈—ß π—∫ πÿπ®“°ª√–™“§¡ °“√»÷°…“∑’Ë¡ÿàß¡—Ëπº≈—°¥—π°“√ªØ‘√Ÿª°“√»÷°…“¡“À≈“¬ªï·≈â« ‡ªìπ™à«ß‡«≈“∑’˪√–‡∑»‰∑¬πà“®–ªØ‘√Ÿª°“√»÷°…“‰¥â ”‡√Á® ∑«à“‡¡◊ËÕæ‘®“√≥“®“°¢âÕ‡∑Á®®√‘ß·≈â« ·¡â®–¡’°ÆÀ¡“¬ ªØ‘√Ÿª°“√»÷°…“‡ªìπ‡ ¡◊Õπ·¡à∫∑ ´÷ËßµâÕß¡’°ÆÀ¡“¬≈Ÿ° ÕÕ°µ“¡¡“‡æ◊ËÕ∫—ߧ—∫„™â„π·µà≈–¥â“π π—∫µ—Èß·µà æ.√.∫. °“√»÷°…“¡’º≈∫—ߧ—∫„™â„πªï æ.». 2542 ®π∂÷ß«—π∑’Ë 21 ¡’π“§¡ æ.». 2549 ¡’°“√ª√–°“»„™â°ÆÀ¡“¬‡æ◊ËÕ π—∫ πÿπ æ.√.∫.°“√»÷°…“·Ààß™“µ‘ æ.». 2542 ‰ª·≈â« 65 ©∫—∫ Õ¬Ÿà„π√–À«à“ß°“√¥”‡π‘π°“√„π√–¥—∫µà“ßÊ Õ’°∂÷ß 43 ©∫—∫ §«“¡≈à“™â“„π¥â“π°ÆÀ¡“¬π’È °≈à“«°—π«à“‡ªìπ‡æ√“– ª√–™“§¡°“√»÷°…“¢Õ߉∑¬‚™§√⓬ ∑’Ë·¡â®–¡’√—∞∫“≈ ‡ ’¬ß¢â“ß¡“°‡¥Á¥¢“¥π—∫·µàªï æ.». 2544 ‡ªìπµâπ¡“ ·µà°≈—∫ ª√“»®“°§«“¡¡ÿàß¡—Ëπ∑’Ë®–ªØ‘√Ÿª°“√»÷°…“ ¡’°“√∂à«ß‡«≈“ ÕÕ°°ÆÀ¡“¬¥â“π°“√»÷°…“¥â«¬‡Àµÿµà“ßÊ ¡“°¡“¬ „π∑’Ë ÿ¥ √—∞∫“≈‡ ’¬ß¢â“ß¡“°°≈—∫µâÕߪ√– ∫™–µ“°√√¡ ‰¡à “¡“√∂ ¢—∫‡§≈◊ËÕπ°“√∫√‘À“√ª√–‡∑»‰¥â¡“°‡°◊Õ∫¢«∫ªï·≈â« ¿“«–°“√ªØ‘√Ÿª°“√»÷°…“¢Õ߉∑¬„π¬ÿ§ªí®®ÿ∫—π®÷ß À¬ÿ¥π‘Ëß ¢“¥«‘«“∑–∑’Ë°√–µÿâπ„Àâª√–™“§¡°“√»÷°…“µ◊Ëπµ—«  π„®‡ΩÑ“µ‘¥µ“¡æ—≤π“°“√¥â“π°“√»÷°…“ «“∑°√√¡  ”§—≠Ê ∑’ËΩÉ“¬µà“ßÊ π”‡ πÕ§«“¡§‘¥§«“¡‡™◊ËÕ¢Õßµπ‡Õß µà“ßÊ ‡≈◊ÕπÀ“¬‰ªµ“¡°√–· °“√ª–∑–‡æ◊ËÕ‡ª≈’ˬπ·ª≈ß ∑“ß°“√‡¡◊Õß∑’Ë∑«’§«“¡√ÿπ·√߬‘Ëߢ÷Èπ „πªï æ.». 2539 ‡ªìπªï∑’Ë¡’°“√º≈—°¥—π«“√–·Ààß™“µ‘ ‡æ◊ËÕ°“√ªØ‘√Ÿª°“√‡¡◊Õß „πªï æ.». 2540 ¡’√—∞∏√√¡πŸ≠ ©∫—∫ª√–™“™π ‡æ◊ÕË ªØ‘√ªŸ °“√‡¡◊Õß ªï æ.». 2542 ¡’°ÆÀ¡“¬ ªØ‘√Ÿª°“√»÷°…“ „πªï æ.». 2549 π’È °≈—∫¡’°“√查∂÷ß«“√–·Ààß™“µ‘ ªØ‘√Ÿª°“√‡¡◊ÕßÕ’°§”√∫Àπ÷Ëß ·≈–¡’·π«‚πâ¡«à“®–¡’°“√·°â‰¢ ‡ª≈’ˬπ·ª≈ß√—∞∏√√¡πŸ≠§√—Èß„À≠à„πªï æ.». 2550 ƒÂªï æ.». 2552 ª√–™“§¡°“√»÷°…“®–À«π°≈—∫¡“ º≈—°¥—π°“√ªØ‘√Ÿª°“√»÷°…“§√—Èß„À¡à À“°‡ªìπ®√‘ß ‰¡àπà“‡™◊ËÕ«à“‡æ’¬ßÀπ÷Ëß√Õ∫∑»«√√… ª√–«—µ‘»“ µ√å®–´È”√Õ¬Õ’°§√—Èß >>>

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Education Reform:

STANDING STILL WITHOUT ANY CHANGE If August 19, 1999 was taken as the day of success and pride of education reformers who could materialize the National Education Law, believed to create education reform in the Thai society. Even though this success and pride are followed by heated debate continuously for 3-4 years about the direction in putting the law into practice, whether it be the restructuring and educational management decentralization, learner-centered learning management, and teacher profession development, it should be accepted that it is the period when the Thai society is alert, watching the direction of national education development with the hope that this major reform will simultaneously elevate the whole nation.

-----> Seven (7) years has gone. August 19, 2006 was the day the Ministry of Education announced the achievement of the “One District, One Lab School Project” in which only 600 schools were selected to join from a total of over 40,000 ones nationwide. More importantly, 4 days after that, Prof. Dr. Somwung Pitiyanuwat, Director of the Office for National Education Standards and Quality Assessment, revealed the result of the first phase (2001-2005) of external quality assessment of educational institutions, in which 30,010 institutions were evaluated. The synthesis of the result found that 2/3 of over 20,000 educational institutions evaluated, or over 15,000 institutions tended to be below low standards or in the coma, or ICU schools. The reaction from high level-management of the Ministry of Education was that the Ministry of Education already has strategy and plan but they haven’t been implemented. The expectation to simultaneously elevate the whole nation has been shifted to only a few lab schools while most schools have been left in the coma. Power The Thought would take you back to review the background and discussions. Change only the Leader

-----> Since the National Education Act B.E. 2542 came into force in 1999, there were 12 changes of 18 ministers and deputy ministers of the Ministry of Education. The change of policy leaders has stumbled many times because they may be in the same government but the new ministers needed time to study past policy and practices. In addition, each minister had his own working style and tried to create his specific policy. For example, some tried to create participation by posing such questions as why education reform, what Thais will get, what children will get, what adults will get, what the country will get, people’s life will be better or not, what about national economy. Others tried to initiate by renaming the Ministry as the Ministry of Education, Religion and Culture.

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° “ √ ª Ø‘ √Ÿ ª ° “ √ »÷ ° … “ ® ” ‡ ªì π µâ Õ ß ª Ø‘ √Ÿ ª √ – ∫ ∫ ° “ √ º ≈‘ µ · ≈ – æ— ≤ π “ § √Ÿ ° √ – µÿâ π „ Àâ § π ¥’ · ≈ – § π ‡ °à ß ¡ “ ‡ ªì π § √Ÿ · ≈ – æ— ≤ π “ »— ° ¬ ¿ “ æ § √Ÿ ª √ – ® ” ° “ √

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The change of policy makers affected many policy changes and practices. The more often the leader is change, the more often the change in policy. At the early stage of education reform, in particular, it is necessary to adjust management structure, which impacted positions and authority of personnel in the Ministry of Education and those agencies directly related to education reform. This unavoidably led to conflicts in policy and implementation directions, which periodically appeared in the media. Major conflicts worth recording here is the ones regarding authorities and number of educational service areas, decentralization of educational management to local administration organizations, teacher profession license issuance, teacher profession development direction, educational curriculum, instruction direction. Power The Thought would compile these major issues for further consideration. These problems and obstacles finally made the government find a solution by amending the National Education Act in 2002 to extend the enforcement period of the law and restructure the Ministry of Education as pressured by some civil servants. Since then, the strong power of education reform has been weakened to a standstill according to the political circumstances. Decentralization, not yet to the Local

-----> A principal objective of this education reform regarding management is

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to shorten line of command to the level of central and operation organizations i.e. “educational service area”, local administration organizations and educational institutions. Educational service area must have the Commission and the Office for Basic Education, with the authority to supervise basic educational institutions as well as appointing and moving civil servants under the supervision. Nevertheless, in practice, operators are the same group, most of whom still have the same old attitude and working style. Problems that emerged during the transition period was the moving of people from different departments to work together and fewer number of management level, the interference of politicians regarding the appointment of management level, leading to conflicts and complication in coordination. At present, the Ministry of Education has restructured from 14 departments and separation between the Ministry of University Affairs and the Office of National Education Commission, into 5 major organizations i.e. Office of the Education Council, Office of the Basic Education Commission, Office of the Higher Education Commission, Office of the Vocational Education Commission, and Office of the Permanent Secretary of the Ministry of Education with Office of the Non-Formal Education Commission and Office of the Private Education Commission under its supervision. The command from the department to provincial education officer has been adjusted to specify support policy and evaluate management result of 175 educational service areas nationwide, supervised by each educational service area committee. Some issues have been decentralized to educational service area offices in terms of academic, budget and general management, except human resource management as Teacher and Educational Personnel Regulation Act B.E. 2547 and ministerial regulations were issued. Criteria and decentralized methods to educational service areas as well as orders are still underway. In restructuring educational management, one issue that was heavily argued lately was the transfer of educational institutions under the jurisdiction of the Ministry of Education (MoE) to local administration organizations (LAO). Three parties are involved in this conflict i.e. MoE, teachers and LAO.

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The major reason for opposition is that teachers and educational institution administrators are not confident that 7,000 LAOs i.e. Bangkok Metropolitan Administration, Municipality, Province Administration Organizations and Tambon Administration Organizations are ready and capable to manage quality education. They are also afraid that this would affect their benefits. In addition, the implementation of the Ministry of Education was behind the schedule required by law. LAOs think that MoE does not wish to transfer schools to them and is afraid to lose the authority. They reacted by filing suit at the Central Administrative Court and no conclusion has been reached. Teachers opposed to “the transfer” also set up many organizations and staged their movements in Bangkok through various means. Over 20,000 demonstrators requested the government to delete the word transfer from the Act, resulting in its delay. Then, the government allowed the amendment of the law by adding the word “voluntarily”; however, in mid 2005, this resolution was annulled and the transfer would be considered case by case. This resulted in continuous movement of teachers. Finally, a draft of the announcement of the Ministry of Education regarding methods and conditions of voluntary transfer was enacted on January 18, 2006. The content of this announcement was that the transfer of basic educational institutions to local administrations must be voluntary. Educational service area office is tasked to find 3 committee members to evaluate the willingness of educational institution administrators, teachers and educational personnel. The transfer will take effect according to the evaluation result. Confusing “Child-centered” -----> The key to education reform is to reform learning. There have been adjustments of administration structure, educational management decentralization and resource allocation, suitable personnel allocation, professional human resource management, etc. with the hope that all these can develop teachers to manage education with quality. In addition, learners should be encouraged to learn and achieve the highest potential. The National Education Law, therefore, prioritized on Chapter 4 – National Education Guidelines. The essence of learning reform is to modify learning culture by focusing on benefits of learners, taking into account personal differences. Learners will be instilled to seek for knowledge themselves with lifelong learning habit. The new instruction will not focus too much on heavy content. Textbooks

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are diversified, depending on potential and interest of learners. Teachers would let children research information before classes, with alternate exercises in group or in person. They must make plans and report to their friends. The most controversial issue in this education reform is the learner-centered principle or “child-centered”. The case that made the greatest stir was the boldness of a girl on the children day in 2002, criticizing “child-centered” instruction as “buffalo-centered”. This is because most teachers do not really understand the method. In addition, there are not enough learning centers out of classroom for self learning. In the conference to evaluate education reform last year, learners reflected that Thai school children were in a dreary learning stage – study a lot but know very little and unhappy. They have suffered because the lessons have no incentive, no meaning. They have been burdened due to redundant homework assigned by teachers, averaging 16 pieces per week, which exceeds students’ energy. Good students will survive but with weak physical and mental health. Some students may use copying methods or employ others to do their works while others just drop out. Nevertheless, despite criticism in mass media, from the survey asking teachers in many schools so far, it is found that learner-centered instruction method still has a lot of problems. Similar misunderstanding is that teachers will principally let students study by themselves, assign a lot of homework. Students have to work harder while parents are burdened with more expense in buying study equipment and study tours. This is another problem needs a review if education reform must be pushed further because administrators, teachers and students all have misunderstanding about learning reform.

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Stumbling Teacher Act, Teachers Losing Enthusiasm -----> Another component to the success of learner-centered reform is the readiness of teachers and school administration. Teachers in the reform period are expected to be capable. They must learn and develop all the time. They must understand and can manage learning according to the direction of education reform. They must love being teachers and dedicate themselves to the teaching. Therefore, education reform must also reform teacher production and development system. Teachers must be stimulated to be good and proficient through further study or training sessions. Remuneration and benefit package should be allocated to create willpower. The National Education Act came into force in 1999 while the first law on teacher development and progress was issued 3 years later i.e. Teacher Council and Educational Personnel Act B.E. 2546 effective since June 2002. Then, 2 1/2 years later, Teacher and Educational Personnel Regulation Act B.E. 2547 and Salary, Academic Qualification Allowance and Position Allowance Act were issued on December 24, 2004, resulting in the delay in the establishment of teacher supervision organizations, whether it be Teachers’ Council of Thailand, Office of Teachers and Educational Personnel, and Office of the Welfare Promotion Commission for Teachers and Educational Personnel. The delay of laws and various constraints have also held up production and development system of teacher and educational personnel, leading to further procrastination in profession permit license issuance. Teacher and educational personnel development fund and teacher profession progress evaluation system have also been halted and unclear. As the Teacher and Educational Personnel Regulation Act, expected to come out in 2003, came to a halt, teachers have not been evaluated into academic qualification bar and not received academic qualification money. It has been almost 2 years that teachers have no tangible progress. Their willpower has been affected. They have been requested to be enthusiastic and work harder but their remuneration is not better. It is not surprising that in early 2004, 28,443 civil servants of the Ministry of Education joined the “Mutual Separation Project” or early retirement plan though the Ministry had only 18,371 persons in quota. Among those who resigned were model and outstanding teachers. The direction in developing, promoting and creating willpower of teachers at present is not tangible and the production of new-generation teachers is no better. Laws and timing have forced the public sector to implement teacher production project in 5 years by offering scholarship and employment assurance after graduation to attract good students to be teachers. The project was initiated in 2004 but the government stopped the funding, claiming that the GPAs of participating students were mostly below standard of 2.75. In addition, in August 2005, Mr. Chaturon Chaisang ordered the review of 5-year teacher production project and 5-year production curriculum whether they were necessary to study for 5 years. If it’s not, Teacher Council and Educational Personnel Act must be amended as it was originally stipulated that teachers must complete 5-year curriculum. Unsteady Curriculum, Lack of Textbook and Media Development

-----> Another key to education reform is the development of curriculum and educational media. As the education reform had been pushed, the Department of Curriculum and Instruction Development then accelerated the formulation of new educational curriculum to keep pace with the major educational development. The new curriculum was announced in 2002, dividing into 4 levels: 1st level (primary level 1-3), 2nd level (primary level 4-6, 3rd level (secondary level 1-3) and 4th level (secondary level 4-6). The curriculum gradually came into force level by level until all were completed in 2004.

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15 According to the new curriculum, the central agency must specify and control national learning standards. Each educational institution is to formulate learning content according to stipulated standards. Major problem and obstacles are that most educational institutions are not ready to formulate educational content and media by themselves. They lack readiness enhancement for teachers and administrators to manage the curriculum to achieve projected objectives. The problem is also from the confusion of operation level regarding their roles and those of the central agency. Sometimes, policy makers have requested the dismantling of new curriculum, the enforcement of new curriculum and learning standard is even harder. As those related with textbook and educational media production, whether it be educational institutions, the Ministry of Education and private companies experienced in producing textbooks and educational media, are uncertain with directions and policy regarding curriculum, the investment in research and development of curriculum, textbooks and educational media is very low. Despite liberalized policy on learning management and production of textbooks and educational media issued many years ago, no innovation, creativity and innovation of instruction has been found. As for textbooks, in addition to new information, content and structure of textbooks are not different from those of the past. General textbooks are still below standard, lack diversify, with delayed production processes. At present, some subjects still lack diversified textbooks for the selection of schools and parents. It should be mentioned here that even though the educational law puts prime concern on the development of education and educational technology and media as appeared in Section 60 (7) on Establishment of the State and Private Education Development Fund and Section 68 on the establishment of the Technology for Education Development Fund, so far, no establishment and management of such funds have been in existence. Therefore, as both private and public sectors are not clear about policy, lack motivation, incentive and resource support for education and media development, things are delayed and get stuck like the pre-education reform period.

History Repeating Itself?

-----> It is said that 2001-2005 is the golden moment of education reform with the most agreeable conditions and factors. There were policies clearly framed by the National Education Law, the highest potential government ever as it can control the highest votes in the Parliament supported by educational civil society with definite resolution to push education reform for years. It was the perfect moment for successful education reform. Nevertheless, based on the fact, the education reform law needs other organic laws for its effectiveness. Since the effectiveness of the National Education Act in 1999 to March 21, 2006, 65 organic laws have been issued and 43 more have been underway. The delay of law is due to the fact that the majority government had no determination to reform the education. The issuance of many educational laws has been procrastinated. Finally, the government must face with the ability to manage the country for almost a year. Thailand’s education reform is now at the standstill. It lacks debate to stimulate educational civil society to be alert and follow up with developments. Major debates proposed by various parties have faded with more violent confrontation for political changes. 1996: The national agenda for political reform was pushed. 1997: The popular Constitution for political reform. 1999: Education Reform Law. 2006: Another session of political reform has been mentioned as the national agenda and a major amendment to the Constitution is expected in 2007. Or will the educational civic will return to push education reform in 2009? If it is so, it is unbelievable that one historic decade will repeat itself. >>>