Education, Economy and Identity
Ten years of Educational Reform in Thailand
Modern education in Thailand started at the end of the nineteenth century under the impulse of King Chulalongkorn. Many scholars tracing back the evolution from traditional education to a modern education system emphasized the feeling of necessity that motivated this transformation. Wyatt (1969), Mead (2004) and Watson (1982) underlined the need for a modern administration, to handle the Siamese nation-state “as” the Western states, and in that respect, the key role played by education to stru...
Note de l’éditeur
With contribution from Audrey Baron-Gutty, Chitrlada Burapharat, Kwanchewan Buadaeng, Supat Chupradit, and Prasit Leepreecha.
In collaboration with the CELS (Center for Education and Labour Studies), Chiang Mai University.
Éditeur : Institut de recherche sur l’Asie du Sud-Est contemporaine
Lieu d’édition : Bangkok
Publication sur OpenEdition Books : 3 juillet 2018
ISBN numérique : 978-2-35596-000-0
DOI : 10.4000/books.irasec.723
Collection : Carnets de l’Irasec | 11
Année d’édition : 2009
ISBN (Édition imprimée) : 978-616-90282-0-8
Nombre de pages : 118
Audrey Baron-Gutty et Supat Chupradit
Chapter 1. Reinforcing Thai wisdom with local curriculum at schoolKwanchewan Buadaeng et Prasit Leepreecha
Chapter 2. Modern education systems and impact on ethnic minoritiesChitrlada Burapharat et Supat Chupradit
Chapter 3. Vocational and cooperative education in Thailand: A PresentationAudrey Baron-Gutty et Supat Chupradit
Chapter 4. Fix-it centres: Adaptation and outcomes of the “clusters of the poor”. A case study in Chiang MaiAudrey Baron-Gutty et Supat Chupradit
Chapter 5. Strengthening university-industry links through co-op education: Case studies in ThailandAudrey Baron-Gutty et Supat Chupradit
Conclusion. The Need for a Real Educational ReformModern education in Thailand started at the end of the nineteenth century under the impulse of King Chulalongkorn. Many scholars tracing back the evolution from traditional education to a modern education system emphasized the feeling of necessity that motivated this transformation. Wyatt (1969), Mead (2004) and Watson (1982) underlined the need for a modern administration, to handle the Siamese nation-state “as” the Western states, and in that respect, the key role played by education to structure the new Siam and to appear to the eyes of the world as civilized (Peleggi 2002).
The shaping of a new education took place amidst strong political struggles. Siam needed to stand firm within the regional arena, swept by the winds of Western colonialism. Internally, King Chulalongkorn had to legitimize his power and to unify the kingdom by integrating satellite kingdoms into a wider space, the Siamese nation state. Education was vital for this mission as it would contribute not only to bringing state power into the provinces through state-paid teachers and government officials, but also to transmitting a whole nation-related imagery to the young generations.
Giving rise to Thai-ness among the populations located at the margins of the kingdom was a tremendous ordeal. In the Southern part of the kingdom, population was mainly Muslim, spoke Malay and felt culturally closer to the Malay state (Dulyakasem 1991). In the Northern part, incorporating the Lanna kingdom and hill tribe populations into Siam proved not to be easy. Ideological, social and national values were introduced into education delivered to students, and with the implementation of the Compulsory Education Act of 1921, school attendance tied children and parents to the nation state and made them liable to it.
Supat Chupradit (CELS, Faculty of Education, Chiang Mai University) is a PhD student in Research and Development in Education. His thesis topic deals with dual vocational training in secondary education in Thailand, and its role in skills and knowledge formation and transmission. He has taken part in CELS- conducted research projects, including the one funded by NRCT (National Research Council of Thailand) on education and poverty.
Audrey Baron-Gutty (Université de Lyon, Institut d’Asie Orientale) is a PhD Student in Political Science. Her thesis deals with the impact of globalization on the making and implementation of national educational policies, with a special focus on Thailand and its educational reform launched in 1999. She was sponsored for two years by the IRASEC to carry out her field work and the CELS (Centre for Education and Labour Studies), based at Chiang Mai University, provided her with institutional support.
Le texte seul est utilisable sous licence Licence OpenEdition Books. Les autres éléments (illustrations, fichiers annexes importés) sont « Tous droits réservés », sauf mention contraire.
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