Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

Sukavichinomics: Thailand’s Preschool and Primary Education Reforms (1995–1997) and Progress Toward Education for All Dr. Lieutenant Colonel Thitha Rangsitpol Manitkul-Colonel Prang This paper examines the transformative educational reforms implemented in Thailand during the tenure of His Excellency Mr. SukavichRangsitpol as Deputy Prime Minister and Minister of Education between 1995 and 1997. Emphasizing the rapid expansion of preschool and primary education, the study documents the establishment of over 3,400 public kindergarten schools under the Department of Religious Affairs —then under the Ministry of Education—as a cornerstone of national human capital development. These reforms institutionalized the right to 15 years of free education, expanded access for 4.35 million children, and aligned Thailand’s national policies with the global Education for All (EFA) framework. These reforms laid the legal and institutional foundations for a rights-based, people-centered education system, later enshrined in the 1997 Constitution. Thailand’s case offers critical insights into how early childhood access, decentralization, and strategic leadership can accelerate equitable education outcomes. Abstract- Between 1995 and 1997, Thailand underwent a profound educational transformation under the leadership of Deputy Prime Minister and Minister of Education His Excellency Mr. SukavichRangsitpol. Rooted in a people- centered development paradigm, these reforms emphasized universal access to preschool and primary education, especially among underserved populations. Central to this vision was the expansion of public early childhood centers—from only 74 in 1995 to 3,470 by 1997—and the integration of preschool into a holistic national education strategy. Thailand’s education policy during this period laid the groundwork for the “Education for All” framework, with reforms encompassing school infrastructure, teacher recruitment, curriculum enhancement, and administrative decentralization. These reforms laid the institutional and legal foundations for Thailand’s shift to a rights-based, people-centered education system enshrined in the 1997 Constitution. The success of these initiatives garnered international recognition and offers a compelling model for emerging economies navigating the intersection of equity, decentralization, and educational quality. Keywords: sukavichinomics, education reform, early childhood education, Thailand, education for all, 1997 constitution. I. S tructure a) Introduction his section introduces the central theme of the paper—Thailand’s 1995–1997 education reforms under the leadership of His Excellency Mr. SukavichRangsitpol. It briefly frames the concept of “Sukavichinomics” and its significance in positioning early childhood and primary education as foundational to national development. It outlines the article’s scope, methodology, and contribution to policy discourse on Education for All (EFA). b) Background: Thailand’s Education Landscape Pre- 1995 This section provides a historical overview of Thailand’s education system prior to 1995, emphasizing key limitations such as inadequate early childhood infrastructure, fragmented governance, rural–urban inequality, and low enrollment rates in pre-primary education. It sets the context for the urgency and ambition of the subsequent reforms. c) Policy Vision and Strategic Leadership This section analyzes the guiding philosophy behind the reforms, rooted in people-centered development as introduced in the 8th National Economic and Social Development Plan (1997– 2001). It highlights Dr. Sukavich’s strategic use of data, cross- ministerial collaboration, and legislative instruments to institutionalize education as a public right, setting the foundation for the 1997 Constitution. d) Expansion of Preschool Education Focusing on the rapid scale-up of public early childhood education, this section presents data showing the growth of public kindergartens from 74 in 1995 to 3,470 by 1997. It details mechanisms such as budget reallocation, school construction, and municipal support. It discusses the philosophical distinction Sukavich drew between care and education and the inclusion of marginalized populations (e.g., rural, ethnic, and low-income children). e) Integration of Primary Education with EFA Goals This section examines how Thailand aligned its primary education reforms with UNESCO’s Education for All (EFA) goals. It discusses policies promoting T Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 47 © 2025 Global Journals Author: e-mail: thitamanitkul@gmail.com