This technical assistance (TA) project was undertaken to strengthen the capacity of the Thai Government to pursue sustainable and quality development in teaching and learning. This TA follows the guidelines mapped out in previous ADB Social Sector Loans and technical assistance grants with the Thai government. The TA consists of the following components: 1) School reform policy; 2) Teacher education; 3) Information technology for education; and, 4) Education improvement model (ADB TA Pilot Project). This report focuses on the first component, school reform policy, summarizes the findings of the other components, and provides recommendations for further assistance.

The need for educational reform can be explained in both international and national contexts. Internationally, societies are changing from industrial to information-based societies in which the creation and dissemination of knowledge play critical roles in both individual and social development. Accordingly, an education paradigm for knowledge-based societies is emerging in which high-order thinking skills, communication skills and continuous learning are emphasized. International experiences show, however, that education reform does not simply happen within a classroom, but the whole system, within which education takes places, needs to change. Subsequently, the key elements for successful reform at the state, school and classroom levels are introduced.

Educators, politicians, and bureaucrats, all agree that educational reform is a dire need for Thailand. Thailand's international competitiveness has declined in recent years due, in large part, to weak human resources, especially in science and technology fields. Inefficient management and administration of the education system, inequity of access to quality education, inadequately qualified teachers, and a rigid learning environment are identified as prime causes for the failure to address the private sector's human resource needs.

The current educational reform in Thailand is a landmark movement after nearly 100 years of education under the present system. Thailand's 1997 Constitution paved the way for reform. Subsequently, the National Education Act 1999 (NEA) laid down a solid foundation to initiate the reform. The major components of the NEA include: 1) Ensuring basic education for all; 2) Reform of the education system; 3) Learning reform; 4) Reorganization of administrative system; 5) Introducing a system of educational quality assurance; 6) Enhancing professionalism and the quality of teaching profession; 7) Mobilization of resources and investment for education; and, 8) ICT for educational reform. In order to operationalize the NEA, the Office of Educational Reform (OER) was established in 2000 for a duration of three years.

The progress of educational reform is, in general, at the policy formation stage. The problems in education are defined and generally agreed upon largely through awareness building and education efforts. Significant amounts of research have been conducted and education-related agencies have intensively discussed and debated the proposals for reform. However, the approaches for implementation of reform have not been agreed upon by the stakeholders. A major obstacle to the reform process is the difference in views on structural changes. The OER submitted a proposal on educational reform, including draft bills necessary for implementation. However, the cabinet had not approved any of the bills as of March 2002. It is likely that the policy, structure and approaches will not be agreed upon by August 20, 2002, the impending due date for launching the reformed education system.

At the same time, a number of pilot projects are being or have been implemented to help promote the educational reform process. Pilot projects have concentrated on the areas of: learning reform, ICT for education, and decentralization of administration and management. These projects indicate the need for sustained efforts, stakeholder participation and collaboration, and support mechanisms. The ADB TA Pilot Project focused on learning reform, and confirmed the need for continuous training for teachers, administrators, and facilitators, so they can fully understand the concepts of the reform. Furthermore, a synthesis of these pilot projects, individually and collectively, is needed, so that it can provide useful research-based options for both the policy and classroom levels. NGOs in Thailand can help educational reform by providing input to policy formation and acting as implementation agents particularly in facilitating local community participation.

To successfully implement educational reform in Thailand, a number of key areas must be addressed including the approaches to learning and curriculum reforms, professionalization of teachers, appropriate assessment, use of technology, and considering unique Thai cultural aspects. Educators first need to clearly understand the various pedagogues before choosing the best approach for particular situations. In the learner-centered approach, the teachers can choose elements of the traditional and constructivist approaches that are appropriate for particular learning situations. In addition to training, the professionalization of teachers requires the establishment of systematic support mechanisms including teachers licensing and teacher incentive schemes. Quality assurance of educational institutions is also an important tool for changing the way teaching and learning is conducted by focusing on educational outputs consistent with reform objectives. Technology, including the Internet, computers, satellite, videos, etc., also has great potential to contribute to reform by reaching a greater audience and by providing standardized, quality educational alternatives. Finally, to benefit reform, unique Thai cultural aspects such as patience and good heartedness should be nurtured, while others such as rigid hierarchical walls need to be disassembled through decentralization and a change in mind-set.

The current educational reform in Thailand is innovative, far-sighted and comprehensive, and Thailand's commitment to undertake such an ambitious reform should be genuinely supported. In the near-term, the Thai government and the ADB should proceed by supporting learning reform because: 1) Learning reform is focal to educational reform; 2) All stakeholders agree that learning reform is essential; 3) The ADB TA Pilot Project and other pilot projects have made significant progress that can be built upon; 4) Learning reform can proceed without further legislation; and, 5) Understanding and internalizing learning reform concepts is a long process that needs time and nurturing. It should be stressed, however, that successful nationwide implementation cannot be realized until the broader structural and policy issues are resolved.

Based on the lessons learned from the ADB Pilot Project, other pilot projects, the research on teacher development for quality learning, and on the use of ICT for education, it is therefore recommended that the Thai government and the ADB consider supporting learning reform through capacity building for teachers, administrators and facilitators, developing systematic support mechanisms for teachers, and establishing an ICT educators' network. Components include:

1. ADB TA Pilot Project Expansion: Capacity Building on Learning Reform for Educators

       Component 1: Synthesis of Lessons-Learned from Pilot Projects

       Component 2: Implementation of Expanded ADB TA Pilot Project

       a) Continuous workshops and seminars

       b) On-site facilitation

       c) Establishing learning resource centers for access to information

       d) Community and NGO participation

       e) Developing templates/approaches to provide tools for own-planning

       f) Establishing professional communities

2. Establishing Systematic Support Mechanisms

       Component 1: Define Roles and Responsibilities

       a) Manual of Policy and Procedures

       b) National Teacher Development Framework

       Component 2: Develop Systematic Support Mechanisms

       a) Decentralize management practices

       b) Teacher incentive schemes

       c) Quality assurance of teachers and educational institutions

       d) Teacher licensing

       e) Education Management Information Systems (EMIS)

       f) Research

3. Establishing the Asian Educator's Network (AEN): ICT for Educational Reform