Thailand Education System

Primer

Thailand's education system comprises government, private, and international schools,

divided into three stages: preschool, primary, and secondary. Each stage has separate levels, like

how kindergarten, primary, and secondary schools in Western countries are divided into years.

Without Western colonization, Thailand has a unique school system that focuses on Thai

culture and values. Modernization began in the early 19th century, particularly in higher

education. The 1999 National Education Act introduced reforms, resulting in the current system.

Thailand's curriculum includes eight core subjects: Thai language, mathematics, science, social

studies, religion and culture, health and physical education, arts, careers and technology, and

foreign languages.

Thailand has over 30,000 educational institutions and over 20 million students, with

45,000 pre-primary schools and over 30,000 primary and lower secondary schools. Students are

taught a curriculum based on the "Basic Education Core Curriculum of 2008" and pass two

national examinations to receive the Certificate of Primary Education. Lower and upper

secondary students must achieve 41 credits in core subjects, equivalent to 40 hours of classes per

semester. Assessments are conducted at the end of Grades 9 and 12 using the National Institute

of Educational Testing Service's Ordinary National Education Test (O-NET). Grade 9 students

receive the Certificate of Lower Secondary Education, Matayom 3 or MS 3, while upper

secondary graduates receive the Certificate of Secondary Education (Matayom 6 or MS 6).

Thailand's education system has a history of over seven centuries, with roots in King

Ramkhamhaeng the Great's creation of the Thai writing script in 1283. The country has

undergone four major educational reforms, including those of King Rama V the Great, the
student revolution of 1973, Sukavich's 1995-1996 reforms, and the current reform to prepare

students for the 4.0 digital economy. The Ministry of Education provides basic education, while

the Ministry of Higher Education, Research, and Innovation (MHESI) coordinates higher

education. Thailand has made significant progress in improving physical infrastructures and

massification and strives to achieve new outcomes per the latest national education standards

(2018). However, important issues are related to quality, inequalities, disparities, and inadequate

commitment to research and development. Thailand's future depends on improving the quality of

its educational system and the productivity of its people (Rukspollmuang & Fry, 2022).

International Schools

Thailand has 170 international institutions, including international schools and

preschools, with around 66,700 students enrolled. Over 100 schools are in Bangkok, Phuket,

Krabi, and Chiang Mai. Over half of these schools offer the British, American, and International

Baccalaureate curricula. Other popular curricula include German, Swiss, and French. Some

schools also have boarding facilities. Private schools in Thailand are regulated by the Office of

the Private Education Commission, with over 150 schools nationwide.

Teachers and Teaching in Thailand

Thailand highly values the teaching profession due to its emphasis on education and the

importance of learning in Thai culture. Teachers are respected as representatives of knowledge

and authority, with Rajaphat Universities providing teacher training nationwide.

The Regulating Body

Thailand’s national Ministry of Education (MOE) oversees basic, vocational, and higher

education. Most of Thailand’s public (and private) education institutions also fall under the

MOE’s jurisdiction. The “Office of the Basic Education Commission” (OBEC) oversees
elementary and secondary education (basic education), the “Office of the Vocational Education

Commission” (OVEC) oversees vocational education and training, while higher education is

under the purview of the “Office of the Higher Education Commission” (OHEC).

Pre-school Education

Thailand offers optional pre-school from age three, although it is not compulsory, and all

children should have a free place for two years.

Pre-school is a voluntary program for children aged 3-6, offering Kindergarten 1, 2, and 3

levels. Some institutions only offer the first two levels, with students having to move to another

school to complete Kindergarten 3. The grading system may vary between schools, but this is not

a significant concern for parents as these grades do not affect a child's official scholastic record.

Primary School Education (Prathom Suksa)

From the age of six, attending primary school in Thailand is compulsory. For primary-age

children, learning time can be five hours a day. The Thai government provides this stage of

schooling free of charge. Primary school lasts for six grades, and the curriculum is broad,

covering essential skills like Thai language and math, social studies, physical education, and

languages. Teachers may cover technology and some vocational skills and begin teaching

English from the first year of primary school. Although children can theoretically lose a grade if

they fail the end-of-year exams, this rarely occurs in practice, as students often can retake the

tests or enroll in summer school to catch up.

Primary education begins at 6. It is compulsory among Thail children attending school.

The primary school system consists of 6 years or levels (Prathom 1-6), which means that by the

time a child has completed their primary education in Thailand, they will have reached the age of
12. The system further divides it into lower elementary (Prathom 1-3) and upper elementary

(Prathom 4-6), with government schools offering free primary education. Private schools

naturally charge a fee, typically collected before each term begins. The Thai school year consists

of two terms, the first from early May until late September and the second from mid-October

until the end of February, with a long summer break during March and April. Thai primary

schools observe several public and government holidays and mid- and end-of-year breaks.

School starts at 8 a.m. and finishes around 4 p.m., although each school may set its hours within

reason. Most primary schools employ a standard A-F grading system corresponding to the same

grades used in American and British schools. Some schools, however, use a 4-point grading

system, from 4 to 1, with an F for students who fail. In practice, it is rare for a child to fail a year

in a Thai school and face repercussions. Children who fail a particular year can retake their end-

of-year exams after attending summer school, if necessary.

Secondary School Education (Mathayom Suksa)

Secondary education is six years long, but only the first three lower secondary years are

mandatory. Students take exams at the end of lower secondary education to determine whether

they can proceed to the higher secondary program. Teaching days get progressively longer, with

the lower secondary program running for around six hours daily and the higher secondary

program running for at least six hours daily.

Access to the best secondary schools, even within the public system, is competitive.

Thais use entrance exams, and the more prestigious secondary schools have a higher chance of

university admission later in life.

 After completing the compulsory lower education program, students can choose a

vocational route and attend a specialist school. In addition to core subjects, students can pursue

business studies or engineering qualifications.

Children in Thailand attend schools offering secondary education from 12–18, from

Matthayom 1-6. Only the lower portion of these six years, Matthayom 1-3, is compulsory. For

Matthayom 4-6, both vocational and academic streams are available, the former being an option

for pupils who fail to achieve the required grade for entry into the upper secondary academic

stream. Like Thai primary schools, secondary schools utilize a grading system ranging from A-F

to 4-1, where F signifies a failure in both systems. As in most Western school systems, pupils

who achieve a passing grade at the end of Matthayom 3 and wish to continue their academic

education through Matthayom 4-6 may study elective subjects alongside the core subjects.

Primary and secondary educational facilities study core subjects such as Thai language,

mathematics, technology, physical education, social sciences, art, music, and foreign languages.

Tertiary Education

Colleges and universities regulated by the Ministry of Education offer various academic

and vocational programs in Thailand, allowing students to obtain a BA, BSc, or higher degree in

one of many subjects. In addition to public universities, several private institutions offer degree

courses to fee-paying students, with fees typically considerably higher than those at government

higher education institutions.

Alternative to Thai Education

Private Bangkok International Schools and other schools across the country offer a

recognized Western curriculum, like those in British and North American schools, to parents who

desire this option for their children. The Thai government regulates these schools, but they are
free to offer foreign curricula to their students, and many have an excellent reputation for

delivering a high standard of education. Such schools are a good choice for expatriate parents

who plan to move back to their home countries before their children have finished their

education, as well as for parents who would like their children to have the opportunity to attend a

foreign university after completing their secondary schooling. International schools in Thailand

generally have a reputation for more rigorous grading than their government counterparts,

potentially holding children back a year if they still need to apply themselves. Parents who wish

to send their children to a top Bangkok International School in Thailand should be prepared to

support them in their studies and provide them with all the motivation and encouragement they

need.

School Calendar System

The Thai state system's school year starts in May, with holidays in March and April and a

break in October. The school day runs from 8:30 am to 3:30 pm, with limited teaching time for

younger children. This calendar applies to state schools, while private and international schools

may adopt the Western standard calendar with a long summer break and Christmas vacations.

Challenges in Education

The primary education problem in Thailand is the inequality of educational opportunities

in urban and rural areas, causing difficulties in improving the education system. Students'

English, Science, Maths, Thai language skills, and critical thinking proficiency fall below

international standards and neighboring countries. The teaching system also needs more

seriousness in knowledge transfer, overcrowded classrooms, and poor progress monitoring.

 From its transition from a content-based to a standards-based curriculum in 2001 and

its 2008 revision, Thailand identified four policy issues that hinder the successful

implementation of curriculum reforms:

 The quality of the curriculum document.

 The lack of teachers and school capacity.

 The limited capacity to assess curriculum effectiveness.

 The weak use of existing review processes.’

Curriculum

Thailand's education is based on the Sufficiency-Economy Philosophy, which King

Bhumibol the Great developed. Since 2008, the Basic Education Core Curriculum has been

implemented, providing essential knowledge and skills for learners' lives in a constantly

changing society. The curriculum aims to develop learners in morality, ethics, self-esteem, self-

discipline, communication, thinking, problem-solving, technological know-how, life skills, good

physical and mental health, patriotism, awareness of responsibilities, commitment to a

democratic way of life, and preservation of Thai culture and wisdom. The curriculum also

emphasizes the importance of public service for peaceful co-existence (Cordova, 2019).

Before Upper Secondary registration, students undergo a screening, with their GPA from

Junior High School added to their Ordinary National Education Test (O-NET). Schools classify

students into STEM and HUMSS/Languages strands, with sports and performing arts schools

available in various regions and provinces. Accounting, Business, and Management strands are

offered in community and vocational colleges.

 Glimpse: Filipino students have less learning time and focus on less subjects like

Science, Mathematics, and Technology, while Thai students study History, Arts, and Culture

more.

The Competency-Based Education Reform in Thailand (The Proposed Competency-Based

Curriculum)

The competency-based education reform in Thailand has evolved in response to

government directives and societal conditions but needs more unified ideologies, potentially

causing confusion among stakeholders. Sangwanglao (จตุพล สังวังเลาว์), 2024) suggests that

despite systematically developing the system, there is a lack of clear communication about the

curriculum's driving forces.

Two documents are the basis for the historical development of competency-based

education in Thailand, focusing on two papers. The first document, The National Scheme of

Education B.E. 2560–2579 (2017–2036), addresses the issue of inconsistent competencies

between graduates and job market requirements. The second document, Thailand's National

Strategy B.E. 2561–2580 (A.D. 2018–2037), argues that Thai people lack the skills and

competencies to meet the economic system's needs. The development of competency-based

education is a long-term process, with different versions of curricula in play. Common threads

are evident in all relevant documents.

The data were extracted from https://journals.sagepub.com/doi/10.1177/20965311241240486

The first draft of the ten competencies developed by the OEC (2019) was divided into

four categories: "Literate Thais," "Happy Thais," "Smart Thais," and "Active Thai Citizen." The

second document (2021) revised the framework, shifting the competencies from "Literate Thais"

to "Communication." The first curriculum draft by the Office of Basic Education of Thailand

(Sangbuaphuen, 2020) included five competencies, but some still needed to be defined. The

latest competency-based curriculum development plan may have been based on a draft prepared

by Sangbuaphuen (2020). The three competency frameworks have shown commitment to

educational reform since the OEC announced The National Scheme of Education B.E. 2560–

2579 in 2017.

The Thai competency-based curriculum, released for primary education in 2021-2022,

must be completed due to the pandemic's impact on social, cultural, and economic changes. The

OBEC (2022) document argues that the new curriculum should replace the previous standards-

based curriculum to improve education quality and society. The curriculum outlines two main

types of competencies: "core competency" and "specific competency" to enhance students'

learning. The Thai government should urgently address these changes to improve education and

society. The secondary education curriculum content has yet to be available online.

The OBEC (2022) framework in Thailand incorporates international discourse in

education into its curriculum, including universal competencies like citizenship. The curriculum

includes discipline-specific competencies, varying depending on the field of study. The Thai

primary education draft consists of ten levels throughout the stages of education, divided into

beginner, development, capability, and beyond expectations. However, the effectiveness of this
scale and its ability to combine competencies with specific learning areas still need to be

determined.

The OBEC (2022) competency-based curriculum in Thailand must be more realistic due

to the specific criteria for students to achieve competencies. The current educational landscape,

especially in schools with over 40 students per class, may not facilitate learning in these specific

ways. Teachers may struggle to observe and determine if all students have achieved the

competencies. The curriculum assigns specific competencies to each learning area, such as

mathematical problem-solving and reasoning, without explicitly mentioning content knowledge.

This differs from the standards-based curriculum, which directly influenced the development of

specific competencies in the Thai competency-based curriculum. It remains to be seen whether a

competency-based curriculum can truly supersede a standards-based curriculum.

The competency-based curriculum in Thailand aims to develop students' self-

development skills and meet the evolving needs of a changing world. The curriculum has five

main ideologies: academic rationalism, social and economic efficiency, child-centered, social
reconstructionism, and orthodoxy/ideological transfer. The primary goal is to encourage students

to explore their interests and predict the requirements of Thai society. However, the curriculum's

intention only partially aligns with the competencies the Thai government wants students to be

equipped with. The philosophical foundation of the competencies used across different learning

areas is also examined. The curriculum's specific learning outcomes are essential, but the

organization of the Thai secondary education curriculum still needs to be clarified.

Implementing a competency-based curriculum in Thailand has been postponed due to

concerns about the unnecessary transition to a new curriculum. The new government will focus

on competency-based education continuously, either through ongoing promotion as part of the

standards-based curriculum or through a reform based on Thailand's efforts in the 2010s and

early 2020s. The focus should be on the "social and economic efficiency" ideology to ensure the

appropriate direction for competency-based education.

References

Bangkok International Primary and Secondary Schools. (2021, October 18). The Eductaction
System in Thailand - A Complete Look. Bangkok Prep. Retrieved May 10, 2024, from
https://www.bangkokprep.ac.th/education-system-thailand/
Cordova, J. (2019). Curriculum Comparison of Philippines’ K-12 andThailand’s Basic Education
Core Curriculum of 2008. Philippine Christian University Transnational
Education/BellarmineGlobal Education.
https://www.researchgate.net/publication/337869342_Curriculum_Comparison_of_Phi
lippines%27_K-12_and_Thailand
%27s_Basic_Education_Core_Curriculum_of_2008?
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Education Destination Asia. (2024). School education system in Thailand. Education Destination
Asia. Retrieved May 10, 2024, from https://educationdestinationasia.com/essential-
guide/thailand/thailand-education-system
Education in Thailand. (2016, August 31). Reviews of National Policies for Education.
https://doi.org/10.1787/9789264259119-en
Rukspollmuang, C., & Fry, G. W. (2022, January 1). Overview of Education in Thailand.
Springer International Handbooks of Education. https://doi.org/10.1007/978-981-16-
8136-3_24-1
Sangwanglao (จตุพล สังวังเลาว์), J. (2024, April 9). Competency-Based Education Reform of
Thailand’s Basic Education System: A Policy Review. ECNU Review of Education.
https://doi.org/10.1177/20965311241240486
Wise, Inc. (2017, September 27). The Thai education system: An overview. Wise. Retrieved May
10, 2024, from https://wise.com/us/blog/thai-education-overview