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

“This holistic transformation embodied the core principle of Sukavichinomics: that sustainable national development begins with decentralization, empowerment, and the democratization of knowledge.” ▌ References: • 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 • 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. 5256 790). Social Science Research Network. https://doi. org/10.2139/ ssrn.5256790 • 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. google.com/file/d/1Dn5myvL5iUIrUDOLOknTTRq3K YdFZmZx/view Appendix VIII: Sukavichinomics’ Teacher Reform 1. The Central Thesis: Educational Reform Begins with Teachers’ Learning His Excellency Mr. SukavichRangsitpol under- scores a powerful idea: classroom transformation is impossible unless teachers themselves undergo a transformation in how they learn. Reform must start with teacher training—not in content alone, but in learning methodology. “If teachers’ learning emphasizes memorization… it is unlikely that school learning will include high-order thinking.” —— 2. Failures of Past Reforms: The Case of New Math The speech critiques past educational reforms, like “New Math”, for: • Focusing only on content delivery. • Ignoring how teachers learn and internalize new methodologies. • Leading to superficial changes without conceptual understanding among teachers. —— 3. Inductive Thinking and Constructivist Pedagogy The future demands citizens who are critical, adaptable, and inductive thinkers. Teachers must therefore: • Model inductive reasoning by going through the same thinking processes as students. • Be trained to collect, classify, and evaluate data; and conceptualize and test alternatives. • Shift from being knowledge deliverers to learning facilitators. —— 4. Professional Practices and Reflective Teaching A reflective teacher: • Treats each class as new. • Adapts based on learner needs. • Engages in ongoing self-assessment and professional dialogue. • Promotes student ownership of learning—key to developing self-esteem and motivation. “The reflective teacher is also a learner.” —— 5. Indicators of Progressive Classrooms Twelve features of effective, student-centered learning environments are proposed, including: • Hands-on, inductive, and experiential learning. • Emphasis on higher-order thinking and self- assessment. • Cooperative learning and democratic classroom practices. These are hallmarks of 21st-century learning long before they were widely adopted internationally. —— 6. Advanced Propositions for Systemic Reform The speech concludes with three powerful, forward-looking questions: 1. Should teaching and learning be the core of all educational reform? 2. Should we use the constructivist model (learning by doing) for teacher development? 3. Should SEAMES (Southeast Asian Ministers of Education Organization) coordinate regional collaboration on teacher learning? These questions remain valid—and urgent—for any education system aiming for sustainable development. —— Implications for Thai Educational Reform and Beyond This speech by His Excellency Mr.Sukavich Rangsitpol is foundational for understanding the paradigm shift he led in Thailand’s education reform during the mid-1990s. It aligns with the broader vision of the 8th National Economic and Social Development Plan (1997–2001), where education was placed at the heart of human-centered development. Key takeaways • Educational reform is not merely administrative—it is pedagogical. • A “learning society” begins with teachers who are learners. 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 54 © 2025 Global Journals