A decade of education reform in Thailand: Broken promise or impossible dream?

Phillip Hallinger, Moo Sung Lee

Research output: Contribution to journalArticle

42 Citations (Scopus)

Abstract

This study addresses the perceived gap between the vision of education reform in Thailand embodied in its Education Reform Law of 1999 and the results of implementation a decade later. Drawing upon opportunistic data obtained from a sample of 162 Thai school principals, we analyze trends in reform implementation across schools in all regions and levels of Thailand’s K-12 education system. The results suggest that a decade following the formal initiation of education reform, changes in teaching and learning, ICT implementation and school management systems have yet to engage the nation’s teachers to a substantial degree. The lack of results is linked to a reform strategy that has emphasized top-down implementation and a cultural predisposition to treat change as an event rather than as a long-term process.
Original languageEnglish
Pages (from-to)139-158
Number of pages20
JournalCambridge Journal of Education
Volume41
Issue number2
DOIs
Publication statusPublished - 2011
Externally publishedYes

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Thailand
reform
education
reform strategy
law reform
school
education system
principal
event
lack
trend
Teaching
teacher
management
learning

Cite this

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A decade of education reform in Thailand: Broken promise or impossible dream? / Hallinger, Phillip; Lee, Moo Sung.

In: Cambridge Journal of Education, Vol. 41, No. 2, 2011, p. 139-158.

Research output: Contribution to journalArticle

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AB - This study addresses the perceived gap between the vision of education reform in Thailand embodied in its Education Reform Law of 1999 and the results of implementation a decade later. Drawing upon opportunistic data obtained from a sample of 162 Thai school principals, we analyze trends in reform implementation across schools in all regions and levels of Thailand’s K-12 education system. The results suggest that a decade following the formal initiation of education reform, changes in teaching and learning, ICT implementation and school management systems have yet to engage the nation’s teachers to a substantial degree. The lack of results is linked to a reform strategy that has emphasized top-down implementation and a cultural predisposition to treat change as an event rather than as a long-term process.

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