“Lifelong Learning : Education Policy in Thailand” By Dr. Chaiyos Imsuwan , Inspector-General, Ministry of Education, Thailand. At the 2 nd International Conference on Lifelong Learning for All 2014 11 th September, 2014 at 10.44-12.15 hours Chulalongkorn University, Bangkok, Thailand.
“Lifelong Learning : Education Policy in Thailand”By Dr. ChaiyosImsuwan, Inspector-General, Ministry of Education, Thailand
At the 2nd International Conference on Lifelong Learning for All 2014 11th September, 2014 at 10.44-12.15 hoursChulalongkorn University, Bangkok, Thailand
First, lifelong leaning in its global and regional context.
Second, the significance and importance of lifelong learning in Thailand, and the strategies which have been adopted to give it practical effect.
comments about the future of lifelong learning and the way forward post-2015
Concept of lifelong learning in late 1960’s
Lifelong learning encompasses learning at all ages and subsumes formal, non-formal and informal learning.
The Fauré Report Learning to Be(UNESCO, 1972). Lifelong learning needs to be the keystone for education policies.
Learning: the Treasure Within, the Delors Report (UNESCO, 1996). Lifelong learning implies the acquisition of knowledge, skills and values throughout life, a continuous process of learning to know, to do, to live together and to be (the “four pillars” of education).
The 1997 Hamburg Declaration on Adult Learning viewed literacy as a “catalyst for participation in social, cultural, political and economic activities, and for learning throughout life”.
Lifelong learning has long been an important educational policy and part of Thailand’s National Education Act.
In 1999, the Act mandated “lifelong education for all” as the basic guiding principle and the goal of the education system.
The Act stipulated that formal, non-formal and informal education must be intertwined to create an ability to develop the quality of life on a lifelong basis.
In Thailand, skill development for lifelong learning has been emphasized in the 11th National Economic and Social Development Plan (B.E 2555-2559).
The plan emphasizes skills needed for a lifelong learning society focus on knowledge, innovation, and creativity, and are based on the development of five types of mind— the disciplined mind, the synthesized mind, the creative mind, the respectful mind and the ethical mind.
Attention to the development and expansion of quality education to enable universal access, and to promote lifelong learning.
Eleventh National Economic and Social Development Plan (2012-2016) and the Eleventh National Education Development Plan of the Ministry of Education (2012-2016).
Other development agencies have long worked with communities and adult groups to upgrade their skills and competencies
New learning opportunities and life skills for youth and adults.
Development of life skills is an important component of the Basic Education Core Curriculum 2008.
The core curriculum of 2008 specified two categories of life skills education:
1) a general category of basic life skills needed by learners to deal with everyday life and the problems that occur;
2) specific life skills required for contending with unexpected crises and overcoming obstacles that arise.
- Increase the number of children receiving education and care ;
- Ensure all young people complete at least ten years of quality compulsory basic education;
- Increase the level and quality of literacy and numeracy skills and capabilities among young people and adults;
- Ensure that skills, abilities, and knowledge of young people are consistent with manpower needs;
- Strengthen achievement, knowledge, and skills of all learners, along with values and attitudes consistent with being members of a global society;
- Ensure that all learners are taught by qualified, professionally trained, motivated and well supported teachers; and
- Increase the state budget for education.
1. Create a quality learning society
2. Continue to focus on improving education quality through curriculum reform and reform of the teaching/learning process.
3. Improve vocational education and encourage research and development
4. Continue reforming teacher education and training to improve teacher quality and to attract qualified individuals into the profession.
5 Continue utilizing ICT more effectively