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

• Teaching methodologies emphasized active learning, critical thinking, and practical problem- solving. • National learning standards were developed to benchmark student outcomes across subjects and grade levels. 4. Administrative Reform • A decentralized model of education management was introduced. • Greater decision-making authority was devolved to schools and local education authorities. • Community participation, including families and local stakeholders, was actively encouraged and institutionalized in planning and implementation. Note: These four pillars laid the foundation for Thailand’s “people-centered” education model, which was later enshrined in the 1997 Constitution— specifically: • Article 43: Right to Basic Education • Article 80: State support for Early Childhood Education Thailand’s reform model has since been recognized by international bodies such as UNESCO and SEAMEO for its inclusive, sustainable, and locally adaptive approach. Appendix V: Sukavichinomics’ Administrative Reform Administrative Reform through the Niti Bhokkhon School System (Sukavichinomics’ School-Based Management Model) Introduction Between 1995 and 1997, under the visionary leadership of H.E. Mr. SukavichRangsitpol—then Minister of Education and later Deputy Prime Minister— Thailand initiated a bold transformation in the management of its education system. Central to this reform was the decentralization of educational authority: shifting power from the central government to local communities and schools. ▌ Philosophy of Reform “At the very beginning, the crucial element to be considered for education reform is the management system. The administrative power, in particular, has to be shifted to local authorities, and local participation in the school management is essentially encouraged. We cannot deny that people who know more about the educational needs of local people are those who work and live within that community.” — H.E. Mr. SukavichRangsitpol, Keynote Speech at the Asia-Pacific Regional Consultation on Adult Education (UNESCO, 1996, pp. 53–56) This statement encapsulates the core philosophy of the reform: placing decision-making power in the hands of those closest to the learners. ▌ Key Reform Mechanisms 1. School-Based Management (SBM) In 1997, Thailand formally adopted School- Based Management (SBM) as a structural solution to long-standing inefficiencies in its educational bureaucracy. SBM empowered schools to: • Manage their own budgets and resources • Make staffing decisions independently • Adapt curricula to fit local needs and cultural contexts Reference: • Gamage, D. T., & Sooksomchitra, P. (2004). Decentralisation and School-Based Management in Thailand. International Review of Education, 50(3), 291–308. https://doi.org/10.1007/s11159-004-2624- 4 2. Establishment of Provincial Education Councils To ensure meaningful community engagement, the reform introduced Provincial Education Councils composed of: • Local educators • Community leaders • Government officials These councils acted as conduits between national policy and local implementation, balancing community aspirations with administrative oversight. Reference: • World Bank. (1998). Education in Thailand. http:// documents.worldbank.org/curated/en/6054314687 77588612/text/multi-page.txt ▌ Rationale for Decentralization • Responsiveness: Local stakeholders possess contextual knowledge of students’ real needs. • Accountability: Community involvement enhances transparency and educational responsibility. • Flexibility: Schools gain agility in customizing education based on geography, socio-economic realities, and cultural diversity. ▌ Challenges and Considerations While the reform was visionary, implementation required attention to: • Clear and consistent policy guidelines for local administrators. • Capacity-building and training programs for decentralized leadership. • Equity-based funding mechanisms to avoid regional disparities. ▌ Conclusion The Niti Bhokkhon model of administrative reform—widely known as “Sukavichinomics”—laid the 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 51 © 2025 Global Journals