There are many shortcomings in the Thai education system; however, for improvements, a good place to start might be with the teachers.
In Thailand, the cultural components to teaching add a layer of difficulty to change. There is hope for improvements in the teaching system as the ideas, tools and people are already in place. Others have typed tomes on the topic, so this summary of suggestions is simple.
The first teachers are parents, followed by family, temples and society. By the time a child starts school, around four years old, they have been exposed to various teaching styles and expectations. Parents need to be actively involved in the learning process. Simple things like reading to their kids, playing, talking and socialising with them are crucial. Electronic devices are not childminders. There are more than good intentions needed. Parents are the first to set a positive example for children to follow.
Temples and other places can be positive learning environments by promoting positive learning behaviour. Some temple schools exist, but more involvement by monks in supporting learning is required. For example, helping parents become aware, disciplined and responsible. In the wider society, having a Thai drama with someone who enjoys reading and learning is another example of the possibilities. TV dramas have been shown in Turkey, South Korea and other countries to change social behaviour. Building a learning society is crucial for development.
It is time for Thais to start copying the positive behaviour of other societies. There are many foreign teachers in Thailand, yet few learning exchanges occur. Acknowledging the issues with the erratic quality of foreign teachers, these individuals have been in adaptable systems. A typical advertisement for English teachers in Thailand asks for teachers from the USA, UK, Australia, Canada and New Zealand. Yet the teaching environments are vastly different. Thai schools can use these foreigners to initiate change from within. What works in the West can be adapted to Thailand -- teacher exchanges, training, certifications, development meetings among all teachers, and the like.
International schools, too, can play a part by assisting in the quality of foreign teachers in Thailand by adapting their continuous professional development requirements. School administrators and teachers have the opportunity to gain experience and grow. The British Council does have outreach programmes that help develop teachers at schools. Pockets of excellence do exist. More sharing and learning are needed so these pockets multiply. However, more is needed and can be done considering the essential tools are already in place.
Teacher training in Thailand is potentially positive. Trainee teachers have the essential tools, and some are inspired to make a positive change. However, at schools, teachers cannot use their arsenal and are restricted. New wine, old bottles. I have spoken with trainee teachers who have great ideas and want to progress the profession but need to be given the support required. Too much, "we have always done things so" and authoritarian, "I have been doing this for 20 years". Greater exchange among teachers can help progressive teachers implement the changes necessary for teaching. School administrators have a role in facilitating these exchanges and supporting teachers' instruction. Teaching does not occur in isolation.
Copying what top international universities do can also help. The piecemeal approach currently used by Thai universities does not aid in advancing academia. Lecturers' training consists of a course on entering the profession. There is no professional development or upgrading later. Primary and secondary teachers have a similar system. It is up to the lecturer's initiative to get further training. In some cases, these training sessions are not recognised as the administrators do not know, understand or are interested in the variety of ways lecturers can improve their course delivery. Another layer of complexity exists for foreign lecturers who attend courses online, in English or from another country.
Simple things like Lunch-n-Learn sessions, where lecturers present their research, teaching, experience and ideas to the broader faculty, must be expected. Sharing among faculty and university members is limited in Thailand. Updated websites with publications and professors' activities are also limited. The social component of faculties is promoted, though, but the learning aspect of the faculty is not.
Another example is at Western universities, there are regular writing and research workshops that lecturers must attend every two or three years. Yet in Thailand, universities rarely have these sessions. Hence, the quality of papers from Thai universities is generally lower than elsewhere. Lecturers teach about learning and copying from successful sources, yet many do not practice what they teach. Many teachers and administrators prefer to tick the box rather than do the work required to show growth.
The private sector offers possibilities for teacher improvement. Teaching, like other professions, needs to have regular recertifications. This way, teachers always seek to improve and pursue programmes for their continuous education units. To keep their teaching certifications, teachers must show that they are learning and using what they are learning. This way maintains the profession's dynamism and exposes the students to better instruction. These ideas are relatively easy to implement, requiring a shift in focus from more social activities to more learning activities.
Teachers must set an example by continuously learning themselves if there is hope for students to evolve and build a learning environment. The Teaching Council of Thailand, Ministry of Education among others echoe the above sentiments. By practising what they teach, teachers themselves can have a positive impact on the learning environment. There are examples locally and internationally that can be copied and implemented with existing tools. Showing a greater will to learn and change is required, and that is what teachers should start with -- setting the example.
Mariano Miguel Carrera, PhD, is a lecturer at the International College at King Mongkut's University of Technology, North Bangkok.