Education decentralization policy in Thailand: macro goals and micro realities
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2017
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2560
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eng
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212 leaves
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b203147
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Sukree Nakyam (2017). Education decentralization policy in Thailand: macro goals and micro realities. Retrieved from: https://repository.nida.ac.th/handle/662723737/6042.
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Education decentralization policy in Thailand: macro goals and micro realities
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Abstract
It has been nearly three decades since Thai basic education was affected by
major changes adopted in the name of educational decentralization. A central aspect of
implementing educational decentralization is shifting authority to schools. However, to
date there is no literature that rigorously investigates the extent and degree of changes
to reveal if decision making authority has shifted to schools. Moreover, the effects of
the changes experienced by school settings have not been studied. In addressing these
gaps, this study intends to: 1) To examine the extent of changes in light of the last
educational decentralization implemented from 1999 onwards; 2) To examine if the
outputs conform to educational decentralization; 3) To ascertain whether the agents’
authorities in real settings, particularly the primary schools, have increased, in which
areas, how, and why; and 4) To reflect the primary schools’ experiences drawn upon
the changes adopted in the name of educational decentralization. Through document
analysis, semi-structured interviews, focus group discussions, and field observations,
various themes emerge. Document analysis revealed that the changes adopted
revitalized and retained the traditional centralized administrative structure and the
traditional centralized decision-making authority or authoritative relationship.
Although certain aspects of the administrative structure and authoritative relationship
were relocated, no mechanisms were created to serve the shift of authority from the
higher levels agencies to school settings. Decision-making authority remains with the
higher level agencies. The semi-structured interviews, focus group discussions, and
field observations revealed that powerlessness is a setback for schools in pursuing educational goals. School decisions are highly subject to the higher level agencies. Most school efforts are devoted to implementing the mandates and decisions of the higher level agencies. Schools are, therefore, unable to fully pursue the goal of higher quality education. To shift authority to schools, a mechanism at school level to serve authority dispersion is needed. At the same time, the role of the Office of Primary Education Service Area has to be reconsidered. Additionally, the legal mandates and framework must be clear as to whom authority will be shifted and what areas of authority will be decentralized.
field observations revealed that powerlessness is a setback for schools in pursuing educational goals. School decisions are highly subject to the higher level agencies. Most school efforts are devoted to implementing the mandates and decisions of the higher level agencies. Schools are, therefore, unable to fully pursue the goal of higher quality education. To shift authority to schools, a mechanism at school level to serve authority dispersion is needed. At the same time, the role of the Office of Primary Education Service Area has to be reconsidered. Additionally, the legal mandates and framework must be clear as to whom authority will be shifted and what areas of authority will be decentralized.
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Thesis (D.P.A.)--National Institute of Development Administration, 2017