ECNU Review of Education study uncovers challenges in Thailand's competency-based education reform implementation

A comprehensive policy review published in ECNU Review of Education examines Thailand's ongoing competency-based education reform during the 21st century, revealing that while the system has been developed systematically, it suffers from a lack of unified ideologies and unclear communication regarding the curriculum's driving forces. Researcher Jatupol Sangwanglao analyzed publicly available policy documents to trace the historical development and ideological foundations of Thai competency-based education, highlighting significant challenges for stakeholders involved in the reform process.

Thailand's competency-based education reform emerged in response to advocacy from international organizations, including the World Bank, OECD, and UNESCO, beginning with key policy documents in 2017. The reform was initially motivated by concerns about inconsistencies between graduate competencies and job market requirements, which were seen as potentially hindering societal progress in Thailand.

The research traced the evolution of competency frameworks through multiple iterations from 2019 to 2022, revealing significant changes in approach over time. The initial framework developed by the Office of the Education Council of Thailand in 2019 outlined 10 competencies divided into four categories: "Literate Thais," "Happy Thais," "Smart Thais," and "Active Thai Citizen." However, subsequent versions showed substantial modifications, with the 2020 curriculum draft by Sangbuaphuen reducing these to just five competencies, demonstrating the fluid and sometimes inconsistent nature of the reform process.

"The development of competency-based education reform in Thailand has changed over time in response to government direction and societal conditions. However, unified ideologies for developing competency-based education are lacking, potentially leading to confusion among the various stakeholders involved," notes researcher Jatupol Sangwanglao. The article was made available online on April 09, 2024, in ECNU Review of Education.

The study's analysis of the 2022 draft curriculum from the Office of the Basic Education Commission revealed both strengths and significant implementation challenges. While the framework incorporates both "core competencies" and "specific competencies" designed to enhance student learning, the researcher identified several problematic aspects. The achievement criteria for students appear unrealistic given current classroom conditions, particularly in schools with more than 40 students per class, making it difficult for teachers to observe and assess whether all students have achieved the specified competencies.

Using Morris and Adamson's curriculum ideology framework, the study found that Thailand's competency-based education primarily reflects three ideological orientations: "social and economic efficiency," "child-centered," and "orthodoxy/ideological transfer." The analysis suggests that while the reform aims to develop students who can meet evolving societal needs, the mixing of different ideologies without a clear consensus creates potential confusion about the curriculum's ultimate direction.

The reform faced a significant setback in May 2022 when Thailand's vice prime minister paused the development of the curriculum. The deputy secretary of the Office of Basic Education argued that transitioning to a new competency-based curriculum was unnecessary because the current standards-based curriculum already addresses required student competencies. This development highlights ongoing uncertainty about the reform's future direction.

Looking ahead, the study identifies two potential pathways for Thailand's competency-based education: integration with the existing standards-based curriculum or the development of a completely new competency-based system. The researcher emphasizes that curriculum developers should prioritize the "social and economic efficiency" ideology to ensure the new framework is appropriately aligned with Thailand's economic development goals.

The findings have important implications for other education systems considering similar reforms, particularly in demonstrating the critical need for a clear ideological consensus and effective stakeholder communication throughout the reform process.

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Reference                                    

DOI: https://doi.org/10.1177/20965311241240486