Thai Educational System Fails the Test

Bangkok, 19 September 2011 - “A Thai (quality) education is for some, but not for all.” This issue was raised at a United Nation’s seminar on “Quality Education: For some, or For All?” held in Bangkok recently.

The decline in student achievement levels in Thai schools was also highlighted at the event. According to data from the Programme for International Student Assessment (PISA) in 2009, the learning level of 15-year-old Thai children was ranked at 50th for reading; 50th for mathematics; and 49th for science, among 65 participating countries.

Professor Tongthong Chandransu, Secretary-General of the Education Council, Thailand, said: “The Thai education system reflects itself in a dual image; where it moves towards the universalization of 15 years of basic education for all, but falls short on its quality improvement.”

Country and regional reports have praised Thailand’s policy of 15 years free education and for maintaining educational access and participation of all students, especially those who are at risk. It is reported that nearly 14 million students, both from the general and vocational education sectors, have directly benefited from this massive investment in education. In turn, this policy was ranked as one of the most popular public agendas for two years in a row. However, some critics have argued about declining educational achievement levels, identified by international and national evaluation programmes.

“What is more concerning is the fact that as much as 43 per cent in reading and science, to 53 per cent in mathematics of Thai children who participated in PISA 2009 were at the lowest performance category of ‘Level One or Below’ in the overall scale of Level One to Level Six,” said Tomoo Hozumi, acting UN Resident Coordinator of Thailand.

“At the ‘Level One or Below’ of the PISA test, children are learning very little. What PISA measures is not a mere accumulation of information and knowledge by students as some of the ‘traditional’ academic tests would do, but how children apply themselves to solve issues that they are likely to face in a real world,” he said.

According to the PISA 2009 report, “students proficient at ‘Level One’ have such limited scientific knowledge that it can only be applied to a few, familiar situations.

“Students performing below Level One usually do not succeed at the most basic levels of science that PISA measures. Such students will face serious difficulties in using sciences to benefit from further education and learning opportunities and to participate in life situations related to science and technology.”

Chainarong Intarameesap, Committee Member of Education Reform in the Second Decade said at the seminar: “When measuring the achievement results of Thailand’s famous schools, the scores are somewhat at the same level of international standards. But when looking at the country’s overall performance, it is flat.

“Thai education is obviously for some, not for all.”

He further said education in Thailand cannot meet expectation levels. “Education today has not been able to catch up with change and we need to admit it and change education to match with the 21st Century.”

Matthayom Five student Sasikarn Jittawana said: “Quality [education] comes from teaching and learning in classrooms.

“Teachers do not pay attention enough in the classroom. Some teachers treat students like a whiteboard. A friend of mine fell asleep in the back of the class and the teacher let him remain asleep.
“In many cases Thai students don’t understand what is taught in the classroom and are afraid they will fail the university entrance exam, so they go for tutoring schools,” said Ms. Sasikarn from Chakkamkanatorn School in Lampoon province.

Mr. Peerapong Sudsangauan, a new graduate from Singhaburi Agricultural Vocational College, Singhaburi province who attended the event said: “Thai children study but they don’t have goals and directions. They receive 15 years of free education but do not know what they study for. They study according to trends and family pressure for master and doctoral degrees. They complete a bachelor degree just to become an administrator. It’s how this country manages its human resource personnel.”

The UN’s Mr. Hozumi said the classroom is both the entry point as well as the finishing line for the improvement of quality education.

“We need to first look at inside the ‘black box’ of the classroom and to carefully observe and analyze what is going on in terms of student-teacher interaction and real teaching and learning, and then come up with measures to facilitate positive changes in them.”

The seminar was a joint partnership between the Office of the Education Council and the United Nations Country Team. It was jointly organised by UNESCO ahead of proposed government strategies to enhance teaching levels and ensure a quality education for all children in Thailand.

http://www.unesco.org/bangkok

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