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

• True reform cannot occur without reflective, empowered, and professional teachers. —— Historical and Contemporary Relevance His Excellency Mr. Sukavich’s ideas anticipated global education movements: • Constructivism and inquiry-based learning. • Teacher as reflective practitioner (Donald Schön, 1983). • Learning to learn as a core 21st-century skill (OECD frameworks). • Child-centered education emphasized in the Thai 1999 National Education Act. Today, in light of post-COVID learning loss, AI disruption, and rapid globalization, the principles laid out in this 1996 speech are more relevant than ever. —— Suggested Use and Next Steps • Use this document as a reference point for designing modern teacher professional development programs. • Advocate for teacher training curricula that integrate inductive reasoning, reflection, and student-centered pedagogy. • Propose a policy brief linking Sukavich’s propositions to current regional or national education strategies. • Engage SEAMEO and other regional bodies in a renewed dialogue on teacher reform in the age of digital and lifelong learning. Reference: • Rangsitpol, S. (1996, January 6). Teachers’ Learning in a Changing World. Paper presented by H.E. Mr. Sukavich Rangsitpol, Minister of Education of Thailand, at the Symposium on Educational Reform in Southeast Asia, Chiang Rai, Thailand. Retrieved from https://web.archive.org/web/20190620103917/ http://www.seameo.org/vl/library/dlwelcome/publicat ions/report/thematic/96symp31/ 96annex2.htm Vision and Objectives Launched in 1995 by H.E.Mr. Sukavich Rangsitpol, Thailand’s then-Minister of Education, this education reform aimed to: Enhance the quality of Thai education from 1995 to 2007. Empower Thai people to improve their quality of life and contribute to national development. Foster a learning society where individuals, institutions, and communities continuously learn and grow. Promote holistic development: physical, intellectual, emotional, ethical, and social. Core Reform Areas The reform focused on four pillars: Key Curriculum Reform Strategies 1. Student-Centered Learning Promote happy learning environments. Shift from rote memorization to critical thinking, hands- on learning, and problem-solving. Use nature, community, and local knowledge as learning resources. Develop basic educational standards with local adaptations. 2. Localized Curriculum Development Communities were encouraged to participate in curriculum design and textbook development. 3. Teacher Education Reform Focused on personality, ethics, and professionalism, beyond just content knowledge. Introduced residential training to build character through group living. Integrated research, inquiry-based learning, and community engagement into teacher training. Encouraged strong teacher-student relation- ships based on trust and care (Kalayanamitr – good friends). 4. Emphasis on Core Subjects Prioritized Thai, Math, and Science in basic education. Introduced English from Grade 1, ahead of regional trends. 5. Reforming Assessment Systems Promoted portfolio assessment and continuous evaluation over high-stakes exams. Encouraged quota-based admissions to reduce exam pressure. 6. Lifelong Learning and Learning Networks Connected formal, non-formal, and informal education into an integrated learning system. Promoted use of libraries, media, and technology in schools. 7. Civic and Democratic Education Integrated democracy education into curriculum and teacher behavior. Key Innovations Introduced Happy learning Thinking-centered learning (beyond the 3Rs) Moral and character development 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 55 © 2025 Global Journals School reform Teacher reform Curriculum reform Administrative reform Appendix IX : Sukavichinomics’ Curriculum Reform