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

universal enrollment, provision of learning materials, free nutritious school meals, and health checkups for children aged 6–11. It also analyzes improved data systems that tracked out-of-school children and enabled targeted interventions. f) Decentralization and Community Empowerment This section describes the administrative restructuring that transferred decision-making authority to local governments and school boards. It explores how these shifts increased parental and community engagement in education. It also discusses the setup of Provincial Education Committees and the use of sub- district centers to monitor and support school performance. g) Teacher, Curriculum, and Administrative Reform This section discusses the efforts to elevate the quality of teaching and learning through teacher training, recruitment of 44,000 new teachers, curriculum innovation (especially life-skills education), and the development of decentralized teacher evaluation systems. It also touches on improved administrative coordination between the Ministry of Education, Ministry of Interior, and Ministry of Public Health. h) International Recognition and Regional Leadership This section highlights Thailand’s recognition as a model country for early childhood and primary education reform by international organizations, including UNESCO and SEAMEO. It references awards such as the 1997 ACEID Award for Excellence in Education and honorary recognitions from international academic institutions. i) Challenges, Limitations, and Lessons Learned Acknowledging areas of resistance, implementation delays, and post-1997 policy discontinuity, this section reflects on limitations such as uneven quality between regions, sustainability of funding, and political turnover. It identifies lessons applicable to other developing nations: aligning education with national goals, investing in early years, and institutionalizing reforms beyond political cycles. j) Conclusion and Legacy This section synthesizes the key findings and reiterates the transformative legacy of the 1995–1997 reforms. It emphasizes the long-term influence of this period on Thailand’s 1997 Constitution, future education laws, and decentralized governance structures. A forward-looking perspective highlights how these reforms remain relevant to global discussions on equity, inclusion, and lifelong learning. R eferences R éférences R eferencias 1. Kingdom of Thailand. (1997). Constitution of the Kingdom of Thailand, B.E. 2540 (1997) [PDF]. https://drive.google.com/file/d/1spxBpmGxeshWZD zOYxg6__1wfSlu31uD/view 2. Manitkul, T. R. (2025). Sukavichinomics: The 1995 Thai education revolution and the 1997 people’s constitution – A peaceful turning point in Thai political history (SSRN Scholarly Paper No. 5256790). Social Science Research Network. https://doi.org/10.2139/ssrn.5256790 3. Ministry of Education. (1997). The results of the 1995 education revolutions in Thailand [PDF]. Government of Thailand. https://drive.google.com/ file/d/1l9bmUDDOvsfkyj2DUSzOwBrGM84Lhxt/view 4. Office of the National Economic and Social Development Board. (1996). The 8th National Economic and Social Development Plan (1996– 2001) [PDF]. Government of Thailand. https://drive. google.com/file/d/1Dn5myvL5iUIrUDOLOknTTRq3K YdFZmZx/view 5. Rangsitpol, S. (1996). New aspirations for education in Thailand: Towards educational excellence by the year 2007. External Relations Division, Office of the Permanent Secretary, Ministry of Education. 6. Rangsitpol, S. (1996). Inaugural address and keynote speech. In Education for all: Innovations and reform in Thailand (pp. 51–53). Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf00001221 02_eng 7. Rangsitpol, S. (1997). Education for life: Thailand’s most important challenge. Royal Thai Government. https://www.academia.edu/43054905 8. Rangsitpol, S. (1997). Inaugural address. SEAMEO Council Conference, Manila. https://web.archive. org/web/20060504185549/http://www.seameo.org/vl /library/dlwelcome/publications/report/thematic/97sy m32/97syman3.htm 9. UNESCO. (2000). Education reform and governance in Southeast Asia: A comparative review. Paris: UNESCO. 10. United Nations Development Programme (UNDP). (1999). Human development report: Thailand. New York: UNDP. A ppendices Appendix I: Educational Attainment of the Thai Labor Force (1995) In 1995, the educational profile of Thailand’s labor force revealed deep structural inequalities. A staggering 79.1% had attained only a primary education or less, while just 6.4% had completed higher education. Notably, fewer workers had finished upper secondary academic (3.3%) or vocational education (3.2%) than those who had earned university degrees—highlighting both the narrow base of advanced education and the weak middle-skills pipeline. This imbalance reflected the country’s urgent need for comprehensive educational reform, particularly at the secondary and post- Sukavichinomics: Thailand’s Preschool and Primary Education Reforms (1995–1997) and Progress Toward Education for All Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 48 © 2025 Global Journals