Education decentralization policy in Thailand: macro goals and micro realities

dc.contributor.advisorJuree Vichit-Vadakanth
dc.contributor.authorSukree Nakyamth
dc.descriptionThesis (D.P.A.)--National Institute of Development Administration, 2017
dc.description.abstractIt 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, andth
dc.description.abstractfield 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
dc.format.extent212 leavesth
dc.publisherNational Institute of Development Administrationth
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
dc.subject.otherEducational decentralisationth
dc.titleEducation decentralization policy in Thailand: macro goals and micro realitiesth
dc.typetext--thesis--doctoral thesisth
mods.physicalLocationNational Institute of Development Administration. Library and Information Centerth School of Public Administrationth Institute of Development Administrationth of Public Administrationth
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