No place for timidity in education reform
text size

No place for timidity in education reform

A high school student takes a brief rest during a university admission examination. Thiti Wannamontha
A high school student takes a brief rest during a university admission examination. Thiti Wannamontha

Those awaiting sweeping educational reforms from the military government were disappointed with last week's announcement of a new curriculum focused on enhancing students' understanding of history and their loyalty to the three pillars of Thai society.

Many had been hoping for more far-reaching reforms addressing Thai students' unawareness of 20th century events including the Holocaust, an ignorance which has led to embarrassing incidents including Nazi-themed parades.

However, with the curriculum due for release in 2017, it is unclear whether it aims to broaden students' understanding of world history or simply focuses on developing dynastic history and nationalist pride.

The weaknesses in Thailand's education system are well documented, with O-Nets, Pisa, Timms and World Bank reports all highlighting Thailand's lack of progress and the urgency with which reforms are needed. These reports have also emphasised the gross educational inequalities which disadvantage students from lower socioeconomic backgrounds, rural areas and ethnic minorities.

Some authorities appear aware of the system's inadequacies, with education improvement having been made a national priority in 2012, aiming to raise standards by 2015.

The Thai National Commission for Unesco at the Ministry of Education recently touted the country's achievements in a report. It paints an optimistic picture of administrative, teaching and learning progress but neglects to provide evidence of actual achievements.

Admittedly, education reform is a monumental task. Research indicates it can take six years to achieve successful change in a secondary school and eight years within a school district. Nevertheless, the past decade has seen a number of developed and developing countries dramatically improve their education systems.

However, before initiating reform, a country must develop a precise definition of success. As the 21st century progresses, nations are adapting their definitions. East Asian nations, including Taiwan and Japan, are recognising the importance of developing creativity and individualism to drive entrepreneurism and innovation. Since 2001 Japan has begun "westernising" its definition, embracing individualism, divergent thinking and independence.

Meanwhile, Thailand is stuck in the middle-income trap, and the current focus on race-based nationalism in social studies and history suggests that educational success is recognised by loyalty and respect, not survival in the global knowledge economy.

If Thailand can learn from Japan's experience and prioritise innovative and critical-thinking skills, school environments will need to radically adapt. The present curriculum rewards conformity and discourages individualism. This is barren ground for creativity and instead encourages submissive behaviour and a "culture of silence" — an inability to critically assess society and its problems, obstructing the main point of education: the improvement of society.

Thai authorities would benefit from examining educationally successful countries. Finland has been the subject of much attention following the country's arrival in the Pisa Top 10. The Finnish system has made impressive progress, but while education policies can be shared, the context and cultural dimensions that enable success are more difficult to emulate.

The Finnish education system has fundamental differences to the Thai system that would require a seismic shift in policies, attitudes and resources to realise. These include small schools and class sizes; long-term commitment to teacher quality; long-term capacity-building strategies; equal opportunities for all irrespective of location, gender, socio-economic background or cultural background; teacher autonomy; and the abolition of national assessments.

Another important factor in Finland's success is the country's decentralisation and an increase in school autonomy - a common feature of countries that have successfully reformed. Thailand's education suffers from a centralised top-down leadership and a fragmented education ministry consisting of quasi-independent, extremely territorial commissions. All previous reforms have failed to negotiate this bureaucracy.

Moreover, European and American students are reaching higher standards while spending up to 400 hours less time than Thai students in school. And while European and American educators engage in debates over the advantages of specialisation or breadth, Thai students remain overloaded by a system that attempts both. The dismal results highlight the chronic systemic faults, only made worse by the "no-fail policy", with high school graduates averaging less than 50% in the English, mathematics, science and social studies multiple-choice O-Net exams, themselves almost meaningless.

The disastrous O-Net exams are an annual reminder of the importance of overhauling the country's evaluation system. Assessing 12 years of schooling with a multiple-choice test is nonsensical. Instead, essay exams must be utilised in order to encourage students to give opinions, use reasoning and be creative. The development of high-quality standardised assessments as used by Cambridge International and the International Baccalaureate (IB) on its own could dramatically improve Thailand's education system.

A growing number of countries have adopted the IB to improve education standards. In Thailand the IB is popular among the country's most prestigious international schools and has proved to be a viable option for state schools in other countries.

The education systems in Ecuador, Mexico and Turkey had been under-performing for years due to traditional schooling, rote learning and teacher-centered instruction. The IB was adopted with the aim of improving the national systems by providing a vision of a meaningful, modern, inquiry-based education. Consequently, between 2012 and 2014, Ecuador rose 30 places in the World Economic Forum's Global Competitive Reports, and it now aims to have 500 IB schools across the country by 2018. If Thai authorities were to introduce the IB at leading government schools in each province, they would serve as viable teaching and learning models.

Thailand has failed to reform the ideology inherent in its education system for too long, and the country is losing ground to Asean neighbours and facing a major economic downturn. Focusing on increasing hypernationalism in history and social studies neglects structural weaknesses.

Having appointed himself head of an "education superboard", Prime Minister Prayut Chan-o-cha has a unique opportunity to tear through bureaucracy and initiate radical reforms on the same scale envisioned by the creators of Thailand's school system. Thailand risks losing potential inwards investors because of the historically drawn-out improvement in education.

Daniel Maxwell is a writer, educator and education analyst. Peerasit Kamnuansilpa, PhD, is founder and former dean of the College of Local Administration, Khon Kaen University.

Do you like the content of this article?