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

google.com/file/d/1Dn5myvL5iUIrUDOLOknTTRq3K YdFZmZx/view • 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. • 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/ pf0000122102_eng • Rangsitpol, S. (1997). Education for life: Thailand’s most important challenge. Royal Thai Government. https://www.academia.edu/43054905 • SukavichRangsitpol. (1997). Inaugural address. SEAMEO Council Conference, Manila. https://web. archive.org/web/20060504185549/http://www.seam eo.org/vl/library/dlwelcome/publications/report/them atic/97sym32/97syman3.htm • UNESCO. (1999). The current innovation in curriculum development in Thailand. International Journal of Curriculum Development and Practice, 1(1), 93–101. https://www.jstage.jst.go.jp/article/jcr daen/1/1/1_KJ00006742072/_pdf • UNESCO. (2000). Education reform and governance in Southeast Asia: A comparative review. Paris: UNESCO. • UNESCO Principal Regional Office for Asia and the Pacific. (1998). Education management profile: Thailand. Bangkok: UNESCO. http://unesdoc.unes co.org/images/ 0011/001135/113535Eo.pdf • United Nations Development Programme (UNDP). (1999). Human development report: Thailand. New York: UNDP. • World Bank. (2004). Thailand: Education achieve- ments, issues, and policies. https://documents. worldbank.org/curated/en/605431468777588612 • World Bank. (2001). Economic data, 1993–2001: Thailand GPP. NESDB. http://www.nesdb.go.th/Por tals/0/eco_datas/account/gpp/GPP%201993-2001. zip • KPI. (2019, July 20). Archived copy of Education for All Report. http://wiki.kpi.ac.th/images/5/5f/Pln378. pdf (archived at https://web.archive.org/web/2019 0720155749/ http://wiki.kpi.ac.th/images/5/5f/Pln37 8.pdf) Appendix III: International Awards Recognizing Thailand’s 1995 Education Reform 1. 1996 – Honorary Doctorate in Education (Philippine Normal University ) During his official visit to the Philippines, H.E. Mr. SukavichRangsitpol was conferred an honorary Doctor of Education degree by the Philippine Normal University. The award recognized his vision for educational reform and his distinguished leadership in educational management. Source: SEAMEO Photo Archive – SukavichRangsitpol 2. 1997 – UNESCO ACEID Award for Excellence in Educational Services UNESCO awarded Thailand the ACEID Award in 1997 for excellence in delivering quality educational services, recognizing the successful implementation of inclusive reforms that expanded access and improved educational equity. Source: UNESCO ACEID Award 1997 3. 1998 – UNESCO Award for Innovation and Technology in Educational Administration In 1998, UNESCO honored Thailand with an award recognizing the successful application of innovation and technology in the administration and delivery of education. This award highlighted Thailand’s efforts to modernize educational governance and integrate ICT tools in school systems. Source: UNESCO 1998 Innovation and Technology Award Appendix IV: Four Pillars of the Thai Educational Reform Launched Since December 1995 As documented by UNESCO (2006) Source: UNESCO World Data on Education: Thailand (6th Edition, 2006) Link: UNESCO World Data on Education – Thailand (2006) Since December 1995, Thailand embarked on a comprehensive and systemic educational reform grounded in four core pillars: 1. School Reform • National educational standards were systematically raised across all levels and types of schools. • Major initiatives expanded access to quality education, especially in remote and underserved areas. • Physical infrastructure and learning environments were improved for over 40,000 schools. 2. Teacher Reform • Comprehensive improvements in teacher recruitment and qualification processes. • Significant expansion of in-service professional development and continuous training programs. • Leadership training for school administrators and educational personnel was prioritized to raise institutional capacity. 3. Curriculum Reform • Curriculum design was revised to support modern, learner-centered education. 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 50 © 2025 Global Journals