Analytical Study of Educational System: Problems and Development Approaches towards Desired Education

Abstract

This article examines the Thai education system with a focus on existing problems and desirable approaches to educational development. The study analyzes the evolution of Thai educational philosophy, which can be classified into four eras: (1) the Sukhothai period to the early Rattanakosin period, (2) the period of educational reform during the reign of King Rama V, (3) the period prior to the change of the political regime, and (4) the period following the regime change. The fourth era reflects modern educational thought influenced by progressivism, existentialism, and analytical philosophy and can be compared to the fifth wave of educational change associated with globalization and 21st-century education.

The findings indicate that since the regime change, the Thai government has continuously implemented National Education Plans, particularly the 2008 Basic Education Core Curriculum, which emphasizes eight desirable characteristics of learners. Nevertheless, the Thai education system continues to face major challenges in three areas: policy, practitioners, and the educational system itself. These challenges are largely attributable to rapid advances in information technology, which have contributed to unequal access to educational resources and opportunities.

This article proposes two key approaches to addressing these challenges: policy-oriented strategies and collaborative efforts among relevant stakeholders. The contribution of this study lies in presenting a conceptual framework for identifying educational problems and formulating desirable development approaches grounded in the fourth era of Thai educational philosophy and aligned with the context of globalization and 21st-century education.