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

secondary levels, to ensure inclusive human capital development and long-term economic resilience. “The labor force in 1995 remained predominantly low- skilled, with the majority receiving only basic education. A mere 6.4% had completed university, while middle-skill education—such as vocational training—was critically underrepresented.” —Adapted from UNESCO (1995) Reference: • UNESCO. (1995). Level of Thai Labor Force 1995 Report. Paris: UNESCO. Retrieved from https:// unesdoc.unesco.org/ark :/48223/pf0000104934 Appendix II: Thailand’s Comprehensive Education Reform under Sukavichinomics In 1995, His Excellency Mr. SukavichRangsitpol, as Minister of Education, launched a nationwide education reform initiative designed to empower Thai citizens with the knowledge and skills necessary for improving their quality of life and contributing to peaceful global coexistence (International Journal of Curriculum Development and Practice, 1999). This comprehensive reform laid the groundwork for Thailand’s constitutional right to free education and its commitment to Education For All (EFA). Since December 1995, the reform process has been anchored in four key pillars: • • By 1997, this wave of transformation had tangible outcomes: • More than 40,000 schools were required to improve learning environments and involve local communities in school governance. • These institutions collectively welcomed 4.35 million students aged 3–17 from poor and remote families—marking a major leap toward equitable access to education. • Thailand received the prestigious 1997 ACEID Award for Excellence in Education from UNESCO. • The national education budget increased from 133 billion baht in 1996 to 163 billion baht in 1997, a 22.5% growth. • English language and computer literacy were introduced into first-grade curricula. • A significant career pathway reform enabled advancement from teacher level 6 to level 7 without the previously required academic portfolio. • A government commitment to free 12 years of basic education for all was enacted. • The Eighth National Economic and Social Development Plan (1997–2001) was explicitly aligned with the goals of the education reform. These reforms were enshrined in the 1997 Constitution of the Kingdom of Thailand, guaranteeing the right to education for all Thai citizens. Moreover, the social impact of these efforts extended beyond education. According to the National Economic and Social Development Board (NESDB) and the World Bank, Thailand experienced significant poverty reduction post-reform: • Household income in the northeastern region— the poorest in the country— increased by 46% from 1994 to 2000. • National poverty rates fell from 21.3% in 1994 to 11.3% in 2000. Together, these outcomes reflect the transformative potential of education policy when aligned with strategic leadership and inclusive development goals. References • Gamage, D. T., & Sooksomchitra, P. (2004). Decentralisation and school-based management in Thailand. International Review of Education, 50(3/4), 289–305. https:// www.jstor.org/stable/4151600 • 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 • 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 • 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. 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 49 © 2025 Global Journals School Reform: Efforts focused on standardizing the quality of education across public and private institutions, while expanding access at all levels— particularly in underserved areas. • Teacher Reform: Rapid restructuring of teacher training, recruitment, and professional development took place. Educational administrators received continuous upskilling to meet new quality standards. • Curriculum Reform: Teaching and learning processes were urgently redesigned to raise academic standards and ensure relevance across regions and education types. • Administrative Reform: A robust decentralization program gave schools greater autonomy, enabling locally adapted solutions through school-based management (SBM). Families and communities were encouraged to participate in decision-making processes (World Bank, 2004).