Home » History » East Asian History » The Development of a Modern Educational System in Thailand

The Development of a Modern Educational System in Thailand

© John Walsh

Historically, education in Thailand (previously Siam), was managed both at home and by Buddhist monks at local wats (temples). Education at home focused on general knowledge necessary for daily life, including agricultural techniques. Education by monks focused on moral behaviour, Buddhist teachings and, in some cases, environmental management. Additionally, most villages had an animist shaman who would lead villagers in traditional ceremonies and forms of healing. This system continued without state intervention for centuries. It was not until the C19th that external pressures forced changes.

First under King Mongkut (Rama IV) and King Chulalongkorn (Rama V), the security of Siam was threatened by the intensifying power of European colonial powers, notably Britain in Malaya and Burma and France in Indochina - that is, Vietnam, Laos and Cambodia. To resist colonisation, the Thai Kings realised that they needed to stimulate massive and rapid modernisation. Education was identified as a critical part of this process. A small number of schools was established in Bangkok and a curriculum established of four years of compulsory schooling. Members of the royal family were permitted to study under the English governess Mrs Anna Leonowens, in order to gain ability in the English language since inability to communicate with outsiders was hampering trade and diplomatic negotiations. Members of the aristocracy were also provided with opportunities to study modern forms of knowledge. Higher education was also implemented and a school which was intended to create civil servants eventually turned into Chulalongkorn University, the first university in the Kingdom.

The focus on creating civil servants to enter careers in public administration was successful and beneficial at the time but had negative consequences subsequently. The emphasis on civil service as the leading career choice meant that other careers were considered less important and less prestigious. Consequently, elite students were only interested in government service and other vital areas were considered the province of less highly-achieving individuals. Further, large numbers of young people wanted to abandon the careers that their families had pursued, often for generations, which placed pressure on various important industrial sectors, particularly export industries which were so vital.

Throughout the C20th, firstly under the Absolute Monarchy until 1932, then under various lesser forms of militarily-controlled democracy until 1995 and much fuller democracy thereafter, the struggle for free education for all has been conducted. Universal, compulsory primary level education was enacted but many families believed they could not afford to have their children away from income generating activities for a full four or six year term. Further, the fact that most children had to travel to secondary schools away from their home villages added considerable additional burdens in terms of transportation and lunch costs. However, this has gradually been achieved and it is specified in the Constitution that all Thai children will receive free, compulsory education. The composition of the curriculum has also varied across the years: under military leadership, much greater emphasis was placed on vocational education, although taking such lessons also entailed additional expenses (for tools or other materials). Many people believe that the correct balance has not yet been achieved and the system still suffers from too much reliance on learning by rote, poor quality teachers and resources and constant changing in strategy by educational authorities.