Education in Thailand

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Education in Thailand

Ministry of Education

Ministry of Higher Education, Science, Research and Innovation

Minister of Education Vacant[1]

Minister of Higher Education, Science, Research and

Innovation Anek Laothamatas

National education budget (FY2019)

Budget 487,646.4 million baht

General details

 Thai
Primary languages
 English

System type National

Enrollment

Total 13,157,103 (2010)

Primary 3,651,613 (2010)

Secondary 1,695,223 (2010)

Post secondary 663,150 (2010)

Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to
senior high school. A free basic education of fifteen years is guaranteed by the constitution. [3]
Education in Thailand mandates nine years of "basic education" (six years of elementary school and three years of lower
secondary school). Education at public schools is free until grade 9. The government provides, in addition, three years of
free pre-school and three years of free upper-secondary education. Neither is mandatory. Children are enrolled in
elementary school from the age of six and attend for six years, Prathom 1 to Prathom 6. Elementary school classes is at
least 7 hours per day, with a maximum learning time of 1,000 hours per year. Secondary education starts at age 12. It
consists of three years of lower secondary education, Mattayom 1 to Mattayom 3, and three years of upper secondary
education, Mattayom 4 to Mattayom 6. Compulsory education ends with Mattayom 3 (grade 9), after which pupils can
pursue upper-secondary education in a university-preparatory track, or continue their studies in vocational school
programs.[4]
Homeschooling is legal in Thailand. Thailand's constitution and education law explicitly recognize alternative education
and considers the family to be an educational institution. A homeschool law passed in 2004, Ministerial Regulation No. 3
on the right to basic education by the family, governs homeschooling. Families must submit an application to homeschool
and students are assessed annually.[5]

School system overview[edit]

Elementary school students, Thailand

Ban Mai Khao Elementary School, Mai Khao, Phuket

Basic education in Thailand is free. It is divided into three levels: pre-primary, primary, and secondary. Pre-primary
education was introduced in 2004 and made free in 2009. State schools offer two years of kindergarten (Thai: อนุบาล
; RTGS: anuban) (three- and four-year-olds) and one year of pre-school studies (five-year-olds). Participation in pre-primary
education is "nearly universal". At the age of six, education begins. It lasts for nine years, consisting of
primary, prathom (Thai: ประถม) (grades P1-6), and lower secondary, matthayom (Thai: มัธยม) (grades M1-3), starting at the
age of 12. Upper secondary education, grades 4-6, is also not compulsory. It is divided into general and vocational tracks.
[6]:45–46

Ninety-nine percent of students complete primary education. Only 85 percent complete lower secondary. [7] About 75
percent move on to upper secondary (ages 16–18).[6]:46 For every 100 students in primary schools, 85.6 students will
continue studies in M1, 79.6 students will continue until M3, and only 54.8 will go on to M6 or occupational schools. [8]
There are academic upper secondary schools, vocational upper secondary schools, and comprehensive schools offering
academic and vocational tracks. Students who choose the academic stream usually intend to enter a university.
Vocational schools offer programs that prepare students for employment or further studies.
Admission to an upper secondary school is through an entrance exam. On the completion of each level, students need to
pass the NET (National Educational Test) to graduate. Children are required to attend six years of elementary school and
at least the first three years of high school. Those who graduate from the sixth year of high school are candidates for two
tests: O-NET (Ordinary National Educational Test) and A-NET (Advanced National Educational Test).
Public schools are administered by the government. The private sector includes schools run for profit and fee-paying non-
profit schools which are often run by charitable organisations — especially by Catholic diocesan and religious orders that
operate over 300 large elementary/secondary schools throughout the country. [citation needed] Village and sub-district schools
usually provide pre-school kindergarten and elementary classes, while in the district towns, schools will serve their areas
with comprehensive schools with all the classes from kindergarten to age 15 and separate secondary schools for ages 13
through 18.
Due to budgetary limitations, rural schools are generally less well equipped than the schools in the cities. The standard of
instruction, particularly for the English language, is much lower, and many high school students will commute 60–80
kilometres to schools in the nearest city.
The school year is divided into two semesters. The first begins in the beginning of May and ends in October; the second
begins in November and ends in March.

Stages in the Thai formal education system[9]

Typical age Stage Level/Grade Notes

4 Basic education Early childhood Variable

(Kindergarten) (Typically Anuban 1–3)

5
 6

7 Prathom 1

8 Prathom 2

9 Prathom 3

Elementary

10 Prathom 4

11 Prathom 5

12 Prathom 6

13 Matthayom 1

14 Lower-secondary Matthayom 2

15 Matthayom 3

General Vocational

16 Matthayom 4

Upper-secondary
Vocational Certificate
17 Matthayom 5
(3 years)

18 Matthayom 6

⋮ Higher education Variable

History[edit]

Sculpture of F. Hilaire, a french missionary who pioneered Thai textbook writing

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Formal education has its early origins in the temple schools, when it was available to boys only. From the mid-sixteenth
century Thailand opened up to significant French Catholic influence until the mid-seventeenth century when it was heavily
curtailed, and the country returned to a strengthening of its own cultural ideology. Unlike other parts of South and
Southeast Asia, particularly the Indian subcontinent, Myanmar (Burma), Laos, Vietnam, Cambodia, the Malay
Peninsula, Indonesia and the Philippines which had all benefited from the influence of countries with centuries of
educational tradition, Thailand has never been colonised by a Western power. As a result, structured education on the
lines of that in developed countries was slow to evolve until it gained new impetus with the reemergence of diplomacy in
the late nineteenth century.
Early education[edit]
It is possible that one of the earliest forms of education began when King Ram Khamhaeng the Great invented the Thai
alphabet in 1283 basing it on Mon, Khmer, and southern Indian scripts. Stone inscriptions from 1292 in the new script
depict moral, intellectual and cultural aspects.[10] During the Sukhothai period (1238–1378), education was dispensed by
the Royal Institution of Instruction (Rajabundit) to members of the royal family and the nobility, while commoners were
taught by Buddhist monks.
In the period of the Ayutthaya kingdom from 1350 to 1767 during the reign of King Narai the Great (1656–1688),
the Chindamani, generally accepted as the first textbook of the Thai language, collating the grammar. The prosody of Thai
language and official forms of correspondence was written by a monk, Pra Horatibodi, in order to stem the foreign
educational influence of the French Jesuit schools It remained in use up to King Chulalongkorn's reign (1868–1910). Narai
himself was a poet, and his court became the center where poets congregated to compose verses and poems. Although
through his influence interest in Thai literature was significantly increased, Catholic missions had been present with
education in Ayutthaya as early as 1567 under Portuguese Dominicans and French Jesuits were given permission to
settle in Ayutthaya in 1662. His reign therefore saw major developments in diplomatic missions to and from Western
powers.
On Narai's death, fearing further foreign interference in Thai education and culture, and conversion to Catholicism,
xenophobic sentiments at court increased and diplomatic activities were severely reduced and ties with the West and any
forms of Western education were practically severed. They did not recover their former levels until the reign of King
Mongkut in the mid-nineteenth century.
Development[edit]
Through his reforms of the Buddhist Sangha, King Rama I (1782–1809), accelerated the development of public education
and during the reign of King Rama IV (1851–1865) the printing press arrived in Thailand making books available in the
Thai language for the first time; English had become the lingua franca of the Far East, and the education provided by the
monks was proving inadequate for government officials. Rama IV decreed that measures be taken to modernise
education and insisted that English would be included in the curriculum.
King Rama V (1868–1910) continued to influence the development of education and in 1871 the first relatively modern
concept of a school with purpose constructed building, lay teachers and a time-table was opened in the palace to teach
male members of the royal family and the sons of the nobility. The Command Declaration on Schooling was proclaimed,
English was being taught in the palace for royalty and nobles, and schools were set up outside the palace for the
education of commoners’ children. With the aid of foreign - mainly English - advisers a Department of Education was
established by the king in 1887 by which time 34 schools, with over 80 teachers and almost 2,000 students, were in
operation and as part of the king’s programme to establish ministries, in 1892 the department became the Ministry of
Education. Recognizing that the private sector had come to share the tasks of providing education, the government
introduced controls for private schools.
In 1897 on the initiative of Queen Sribajarindra, girls were admitted into the educational system. In 1898, a two-part
education plan for Bangkok and for the provinces was launched with programmes for pre-school, elementary, secondary,
technical, and higher education. In 1901, the first government school for girls, the Bamrung Wijasatri, was set up in
Bangkok, and in 1913, the first teacher training school for women was set up at the Benchama Rajalai School for girls.
Further developments took place when in 1902 the plan was remodeled by National System of Education in Siam into the
two categories of general education, and professional/ technical education, imposing at the same time age limits for
admission to encourage graduation within predetermined time scales.
The first Thai university, Chulalongkorn, was named after King Chulalongkorn (Rama V). It was established by his son
and successor King Vajiravudh (Rama VI) in 1917 by combining the Royal Pages School and the College of Medicine. [11] In
1921, the Compulsory Elementary Education Act was proclaimed.
Education for Sustainable Development [edit]
Thailand has a particular interpretation of education for sustainable development (ESD) as the ‘philosophy of
sufficiency economy’ has played a leading role in shaping policy, including the National Economic and Social
Development Plan and the National Education Act. ESD is highly integrated into the curriculum of primary and secondary
education in Thailand through the framework of sufficiency economy. The National Curriculum of Thailand, which
integrates the country’s ‘philosophy of sufficiency economy’, is an important case in point. Since 2002, the country’s
education plan has promoted the inclusion of ESD in five distinct ways. First, ESD topics and content are incorporated into
the eight main subject areas of the curriculum, with ESD learning standards defined in a scaffolded manner for each
subject area. Second, student character development is defined by eight characteristics including active learning,
sufficiency lifestyle and public mindedness. Third, the plan aims to provide specific project-based learning activities, such
as natural preservation and environmental clubs and camps. Fourth, ESD-specific learning modules are developed and
incorporated, such as renewable energy or the philosophy of sufficiency economy. Fifth, following structural reforms in
2008, Thailand now has a 30 per cent inclusion rate across the entire curriculum for decentralized, locally based subjects
and teaching. These should address topics pertinent to the local context and often include issues relating to sustainable
lifestyles and the sufficiency economy.[12]
Thailand education reform 1995-1997[edit]
In 1995, the minister of education, Sukavich Rangsitpol, launched a series of education reforms in 1995 with the goal of
achieving educational excellence by 2007.[13]
According to UNESCO, Thailand education reform has led to the following results:

 The educational budget increased from 133 billion baht in 1996 to 163 billion baht in 1997 (22.5% increase)
 Since 1996, first grade students have been taught English as a second or foreign language and computer
literacy.
 Professional advancement from teacher level 6 to teacher level 7 without having to submit academic work for
consideration was approved by the Thai government.
 Free 12 years education for all children provided by the government. This program was added to the 1997
Constitution of Thailand and gave access to all citizens. [14]
 School-based management (SBM) in Thailand began in 1997 in the course of a reform aimed at overcoming
a profound crisis in the education system.[15]
Twelve values[edit]
Further information: Thai cultural mandates
Prayut Chan-o-cha, Thailand's prime minister and junta leader, said in 2017 that school reform was urgently needed.
[16]
 Following the military takeover of May 2014, Prayut, in a televised broadcast in July, ordered schools to display a list of
12 "Thai" values he composed.[17] They are:

1. Loyalty to the Nation, a Religion, and the Monarchy

2. Honesty, sacrifice, endurance, and noble ideology for the greater good
3. Gratitude for parents, guardians, and teachers
4. Diligence in acquiring knowledge, via school studies and other methods
5. Preserving the Thai customs and tradition
6. Morality and good will toward others
7. Correct understanding of democracy with the King as Head of State
8. Discipline, respect for law, and obedience to the older citizens
9. Constant consciousness to practice good deeds all the time, as taught by His Majesty the King
10. Practice of Self-Sufficient Economy in accordance with the teaching of His Majesty the King
11. Physical and mental strength. Refusal to surrender to religious sins.
12. Uphold the interest of the nation over oneself.
Authorities instructed public schools and state agencies to hang a banner listing Gen Prayut's teachings on their
premises. State agencies have also produced a poem, song, and 12-part film based on the teachings. In late-December
2014, the Ministry of Information, Communication, and Telecommunications (MICT) released a set of "stickers" depicting
each of the Twelve Values for users of the chat application LINE.
Military training for kindergartners[edit]
The military government under Prayut Chan-o-cha instituted a "land defender battalion" program to teach uniformed
children aged four and five to do push-ups, crawl under netting, salute, and eat from metal trays on the floor. "Soldiers
showed children military operations and taught them patriotic values to love the nation, religions, and the Thai monarchy
through the...12 Thai Values," according to the Thai-language news outlet Matichon Online. The news site reported that
this is the second time that the Royal Thai Army has run the program, and said that many more schools and kindergartens
will join the program in the future.[18]
2015 IQ survey results[edit]
A 2015 survey by the Ministry of Public Health found the average IQ of Thai students to be 93, down from 94 in 2011, and
below the international standard of 100.[19]
One cause of lower IQs might be nutrition, specifically iodine deficiency. [19]
In July 2015, the Thai Department of Health initiated a program to provide better nutrition and health education at Thai
public schools. Its aims are to increase average IQ from 94 to 100 and boost the average height of children. Currently
boys measure on average 167 cm and girls 157 cm. Over the 10-year life of the program heights are targeted to increase
to 175 cm and 165 cm respectively. Children at schools across the country will receive healthier meals and more
instruction on healthy living and exercise.[20]
In 2015, a World Bank study concluded that "...one-third of 15-year-old Thais are 'functionally illiterate'", including almost
half of those studying in rural schools.[16] The bank suggested that Thailand reform its education system partly through
merging and optimising its more than 20,000 schools nationwide. The alternative is hiring 160,000 more teachers for up-
country schools in order to match Bangkok's teacher-student ratios. [21] The Economist notes that, "Thailand's dismal
performance is not dramatically out of step with countries of similar incomes. But it is strange given its unusually generous
spending on education, which in some years has hoovered up more than a quarter of the budget. Rote learning is
common. There is a shortage of maths and science teachers, but a surfeit of physical-education instructors. Many head
teachers lack the authority to hire or fire their own staff."[16]
Secondary school admissions protest[edit]
In May 2012, parents and students at the prestigious Bodindecha (Sing Singhaseni) School, commonly referred to as
"Bodin", in Bangkok staged a hunger strike to protest what they viewed as admissions irregularities. The issue arose when
200 Bodin students were denied the right to continue their studies at the school at the end of the 2011 school year. The
students suspected that school executives had taken away their seats to give to children of parents willing to pay huge
sums of "tea money" or bribes.[22] Admission to popular schools can cost "tea money" sums up to seven figures. The
greater the competition, the higher the amount of donations the parents believe they have to offer in exchange for their
children's chances to get a good education at a quality school. [23]
Status of teachers[edit]
Thai society holds teachers in high regard as evidenced by naming one day of the year as "Teacher's Day." [24] "Thai
teachers, as well as university lecturers, are not as well paid as their colleagues in Malaysia or Singapore, not to mention
those in the United States or Europe," according to the Bangkok Post.[25] This has led to the finding that each Thai teacher
may be up to three million baht in debt. The government is taking steps to ameliorate the plight of teachers by refinancing
loans owed to "formal" lenders.[25]

Organisation[edit]
Administration[edit]
Thailand has had 21 education ministers in the past 18 years (2000–2018). Each lasts an average of nine months. [7] The
complexity of administration of Thai education gives rise to duplication among the many ministries and agencies providing
education and establishing of standards. In 1980, at the recommendation of the Minister of Education, Dr. Sippanondha
Ketudat, responsibility for basic elementary education was moved from the Ministry of Interior to the Ministry of Education.
Both the Ministry of University Affairs and the Ministry of Education have been actively involved in teacher training. [26]
Budget[edit]
For FY2019 the budget of the Ministry of Education is 487,646 million baht.[27] The Thai national budget allocates
considerable resources to education. In FY2017, educational expenditures represented almost 20 percent of the national
budget, or four percent of GDP.[28][29] This is high in comparison with the educational expenditures of other countries,
especially developing countries, with China at 13 percent, Indonesia 8.1 percent, Malaysia 20 percent, Mexico, 24.3
percent, Philippines 17 percent, the United Kingdom and France, 11 percent. Although education is mainly financed by
the national budget, local funds, particularly in urban areas, are spent on education. In the area governed by the Bangkok
Metropolitan Administration (BMA), up to 28.1 percent of the educational budget has been provided by local financing.
Loans and technical assistance for education are also received from Asian Development Bank, the World Bank, and the
Overseas Economic Cooperation Fund (OECF) (Japan). [citation needed]

Elementary and secondary levels[edit]

At elementary levels, students study eight core subjects each semester: Thai language, mathematics, science, social
science, health and physical education, arts and music, technology, and foreign languages. At age 16 (Matthayom 4),
students are allowed to choose one or two elective courses. The science program (Wit-Kanit) and the mathematics-
English language program (Sil-Kamnuan) are among the most popular. Foreign language programs (Sil-Phasa) in
(Chinese, French, Japanese, Korean, Russian, Spanish, and German) for example, and the social science program
(sometimes called the general program) are also offered. Both elementary and secondary levels have special programs,
the English Program and the Gifted Program. In the English Program students learn every subject in English except for
Thai and social studies. The Gifted Program is mathematics-science focused.

Vocational education[edit]
The Vocational Education Commission manages 416 vocational institutions of higher learning in Thailand. [30]
Technical and vocational education (TVE) begins at the senior high school level where students begin to follow either
general or vocational education tracks. At present, around 60 percent of students follow the general education
programmes. However, the government is endeavouring to achieve an equal balance between general and vocational
education.
Three levels of TVE are offered: the Certificate in Vocational Education (Bor Wor Chor) which is taken during the upper
secondary period; the Technical Diploma (Bor Wor Sor), taken after school-leaving age; and the Higher Diploma on which
admission to university for a bachelor's degree programme may be granted. Vocational education is also provided by
private institutions.
In 2016, Thailand's first technical vocational education and training (TVET) hub started in the northern province of Chiang
Mai.[31] TVET is a model that provides knowledge and skills required for workplaces, using formal, non-formal and informal
learning.
Dual vocational training (DVT)[edit]
Essential to DVT is the active participation of the private sector. In 1995, [32] the Department of Vocational Education
launched an initiative to introduce dual vocational training programmes which involve the students in hand-on training at
selected organisations in the private sector.
DVT is a regular element of the DoVE "certificate" and "diploma" program. The training is for a period of three years with
more than half of the time devoted to practical training on-the-job, spread over two days a week, or for longer periods
depending on the distance, throughout the semesters.
Two levels of DVT are offered: the three-year certificate level for skilled workers where students and trainees are admitted
at the age of 15 after completing Matthayom 3 (Grade 9); and the two-year diploma technician level for students who have
graduated with the Certificate of Vocational Education after 12 years of formal education.
In the scheme, vocational, unlike regular internships, where students may be assigned to work on unpaid irrelevant jobs,
the cooperative education programme enables students of the vocational schools to do field work while benefiting from an
allowance to cover living expenses or free accommodation, and compensation for their contributions made to the
company's income and profits as temporary employees.
Schools collaborate directly with the private sector in drafting action plans and setting goals for students to meet.
Generally, the company will offer permanent employment to the trainees on graduation and successful completion of the
programme. Conversely, companies that recruit trainees from among young people who have completed a minimum of
nine years at school may enroll their employees with a technical or vocational college where they are taught vocational
subjects as the theoretical background to the occupational field in which they are being trained. [33]
Enrollment[edit]
As of 2015 there were 674,113 students enrolled in vocational education courses. [34]
Concerns of multi-national corporations [edit]
Shiro Sadoshima, the Japanese ambassador to Thailand, believes that the Thai government must invest more in
education to produce a labour force that can meet the demands of Japanese industry. He noted that while Thailand has a
policy to improve vocational skills and cultivate skilled labour, the skills exhibited by Thai workers are not up to Japanese
standards. The ambassador's remarks echoed those of major Japanese manufacturers such as Toyota, which has been
investing in Thailand for decades. Shuichi Ikeda, chief representative of the Japan International Cooperation Agency
(JICA), also voiced concerns that even though Thailand has produced a lot of vocational graduates to serve rising
demand for factory workers, those graduates lack required skills. Thailand is expected to produce around 67,000
vocational graduates over the next 10 years but only around 3,100 of them can meet labour standards and get a job, he
said.[35]

Higher education[edit]
See also:  Academic ranks in Thailand
Universities[edit]
See also:  List of universities and colleges in Thailand
There are 170 institutions of higher education in Thailand, both public and private, offering 4,100 curricula. For the 2015
academic year, the universities could accommodate 156,216 new students, but only 105,046 applied to take entrance
exams. Exacerbating the student shortfall, the National Economic and Social Development Board projects that the
number of Thais in the school-age group 0–21 years will fall to 20 percent of the population by 2040, a drop from 62.3
percent in 1980.[36]
Many public universities receive financial support from the government for research purposes. Over half of the provinces
have a government-run Rajabhat University (formerly Rajabhat Institutes) and Rajamangala University of Technology,
which were traditionally teacher-training colleges.
Thai universities do not score highly in the Quacquarelli Symonds (QS) World University rankings and they are losing
ground when compared with other Asian universities. Thailand's top three universities, Chulalongkorn, Mahidol, and
Thammasat, are trending down. When it was first ranked by QS, Chulalongkorn came in at 201. In 2018 it was ranked
271. Several years ago, Mahidol was ranked 255 but now is ranked 380. Thammasat in 2012 was ranked 561 but has
consistently been in the 600s since then.[37]
Some of Thailand's leading universities include:

 Burapha University: First higher education institution outside of Bangkok; in eastern Thailand's industrial
region. Humanities and social sciences, logistics, management, and tourism.
 Chiang Mai University: The first institution of higher education in northern Thailand and the first provincial
university in the country, offering programs in arts and humanities, health sciences, science and technology,
and social sciences.
 Chulalongkorn University: is a comprehensive and research-intensive university, offering programs in arts
and humanities, engineering and technology, life sciences and medicine, natural sciences, social sciences,
and management.
 Kasetsart University: Originally established as an agricultural college before expanded its subject area to
covers a wide range of academic disciplines. It currently offers programs in agriculture, agro-industry,
architecture, business administration, economics, education, engineering, environmental science, fisheries,
forestry, humanities, science, social sciences, veterinary medicine, and veterinary technology.
 Khon Kaen University: First university in northeastern Thailand. Engineering, education, college of local
administration.
 King Mongkut's Institute of Technology Ladkrabang : Best known for programs in electrical engineering,
automotive engineering, computer engineering, and architecture.
 King Mongkut's University of Technology North Bangkok: Jointly founded in 1959 by the Royal Thai
Government and the Federal Republic of Germany specialised in science and technology, architecture, and
engineering.
 King Mongkut's University of Technology Thonburi: Best known for programs in civil engineering, electrical
engineering, and school of energy.
 Mahidol University: Medicine (Siriraj Hospital and Ramathibodi Hospital), pharmacy, veterinary science,
medical technology, health sciences
 Prince of Songkla University: First university in southern Thailand. Natural resources, tourism and hospitality,
management sciences.
 Silpakorn University: Began as a fine arts university and now includes many other faculties as well.
 Srinakharinwirot University: Education, dentistry, social sciences, and humanities.
 Thammasat University: Established as a specialization and open university in Law, Business, Political
Sciences, and Economics before expanded fields to become a national university. Nowadays, offers
programs which covered all of social science and humanities, science and technology, and health sciences. [38]
Programs[edit]
See also:  List of medical schools in Thailand
Most bachelor's degree courses are four year, full-time programs. Exceptions are education and architecture that require
five years, and the doctor of dental surgery, medicine, pharmacy, and veterinary medicine that require six years of
study. Master's degree programs last for either one or two years and the degree is conferred on course credits with either
a thesis or a final exam. On completion of a master's degree, students may apply for an admission exam to a two to five
year doctoral program. The doctorate is conferred upon completion of coursework, research, and the successful
submission of a dissertation. There are at least 1,000 PhD programs offered at 33 Thai universities. The number of PhD
students rose to over 25,000 in 2015, up from just 1,380 in 2008. [39]
Admission[edit]
At present, there are two methods to select students for admission to universities in Thailand. The first method is the
direct admission system operated by each university. The second method is the original admission system managed by
the National Institute of Education Testing Service (NIETS). [40]
On graduating from high school, students need to pass the CUAS (Central University Admission System) which contains
50% of O-NET and A-NET results and the other half of the fourth level GPA (grade point average). Many changes and
experiments in the university admissions system have taken place since 2001, but by late 2007 a nationwide system had
yet to be accepted by the students, the universities, and the government. In 2008, the newly formed coalition led by the
People's Power Party (a party formed by the remnants of deposed Taksin Shinwatra's Thai Rak Tai party) announced
more changes to the national curriculum and university entrance system. At present, state-run universities screen 70% of
their students directly, with the remaining 30% coming from the central admission system. The new system gives 20%
weight to cumulative grade point average, which varies upon a school's standard. Some students have voiced distrust of
the new system and fear it will encounter score counting problems as happened with the A-NET in its first year. The new
aptitude test, to be held for the first time in March 2009 and which will be supervised by NIETS, will replace the Advanced
National Education Test (A-net). Students may sit for the aptitude test a maximum of three times, with their best scores
counted. After the first tests in March 2009, the next two are scheduled for July and October. Direct admissions are
normally held around October.
The new test includes the compulsory General Aptitude Test (GAT), which covers reading, writing, analytical thinking,
problem solving and English communication, and the voluntary Professional Aptitude Test (PAT).
NIETS clearinghouse[edit]
In 2013, NIETS began to use a clearinghouse system. It is designed to avoid the problem of having the same student be
accepted by several universities. After completing the exam and deciding on a university to attend, the student's name will
automatically be removed from other university databases and admissions system. Universities currently in the system
are Chulalongkorn University, Kasetsart University, Thammasat University, King Mongkut's Institute of Technology
Ladkrabang, and 14 other state universities.[citation needed]
The required qualifications and number of students admitted are established by each university. The qualifications needed
for admission vary by university. Some universities require a high GPA and test score. Students with a GPA and test
score lower than required cannot apply for admission to that university. Some faculties may add an aptitude test. It
depends on the faculty and the university. Students are not required to take the every subject area examination. For
example, the faculty of engineering requires mathematics, physics, chemistry, and biology, but the faculty of management
requires English and mathematics. This is a departure from the original admission system which requires a score in every
subject of the O-net test and academic aptitude test (PAT). [citation needed]
Grade point average[edit]
Grade point average is an average of the grades received for courses taken. [41]

 21 Thai
 22 Social studies, religion, and culture
 23 Foreign Language
 24 Mathematics
 25 Science
 26 Physical education
 27 Arts
 28 Career and Technology
National Educational Test[edit]
It is composed of O-NET, N-NET, V-NET, and GAT-PAT.
Ordinary National Education Test (O-NET)[edit]
O-NET is a test of basic education. All students at grade 6,9,12 can take O-NET one time.
Non-Formal National Education Test (N-NET)[edit]
N-NET is to measure the knowledge to students who are studying in non-formal education at secondary education and
high school education.
Vocational National Educational Test (V-NET)[edit]
V-NET is a test to measure the knowledge of vocational students.
General Aptitude Test (GAT)[edit]
General Aptitude Test[42] or GAT is measure of 1. Ability to read, write, and solve problems (50 percent) 2. Ability to
communicate in English (50 percent)
Professional and Academic Aptitude Test (PAT)[edit]
Professional and academic aptitude test or PAT is knowledge that is a fundamental to university study.

 PAT 1 math aptitude

 PAT 2 scientific aptitude
 PAT 3 engineering aptitude
 PAT 4 architectural aptitude
 PAT 5 teachers aptitude
 PAT 6 arts aptitude
 PAT 7 foreign language aptitude
o PAT7.1 French aptitude
o PAT7.2 German aptitude
o PAT7.3 Japanese aptitude
o PAT7.4 Chinese aptitude
o PAT7.5 Arabic aptitude
o PAT7.6 Pali aptitude
o PAT7.7 Korean aptitude

International schools[edit]
See also:  List of international schools in Thailand

Ascot International School, Bangkok Thailand

The ministry of education defines international schools as, "...an educational institution providing an international
curriculum or international curriculum which its subject's detail has been adjusted or a self-organised curriculum, which is
not the Ministry of Education's. A foreign language is used as the medium of teaching and learning and students are
enrolled without restriction or limitation on nationality or religion or government regime, and are not against the morality or
stability of Thailand."[43]
Prior to 1992, only a very small number of international schools existed in Thailand, and they catered entirely to the
children of expatriates, as Thai law prohibited Thai nationals from enrolling. When the first international school,
International School Bangkok, relocated to a new campus outside of the city proper, a group of parents worked with
United Nations staff to lobby the Ministry of Education to change this law and open the first new international school in
decades. This led to the establishment of New International School of Thailand (later changed to NIST International
School), and the repeal of the prohibition against the enrollment of Thais. Due to the high demand for private international
education, this change also sparked the opening of dozens of other international schools, such as Hampton International
Preschool,[44] over the subsequent years.
The curriculum is required to be approved by the Ministry of Education and may be an international one, an international
curriculum with modifications, or a curriculum established by the school itself. Thai language and culture constitutes a
core subject and is mandatory at every level for all Thai students registered as Thai nationals. Non-Thai citizens are not
required to study Thai language or culture. International schools must operate within a framework of requirements and
conditions established by the Ministry of Education, that stipulates the ownership, location and size of the plot, design and
structure of buildings, ratio of students to classroom surface, sanitary installations, administration and educational support
facilities such as libraries and resources centres. Within one year from their commencement, elementary and secondary
schools must apply accreditation from an international organisation recognised and accepted by the Office of the Private
Education Commission and accreditation must be granted within six years. Managers and head teachers must be of Thai
nationality though frequently there will also be a foreign head teacher to oversee the international curriculum and
implement school policy.
Approximately 90 international schools operate in Thailand, of which about two-thirds are in the Bangkok area. [45]

Distance learning by TV[edit]

Established in 1996, DLTV (Distance Learning via TV)[46] broadcasts 15 educational channels[47] from Klai Kangwon
Palace School, Hua Hin. It broadcasts via the Ku-band beam on the Thaicom 5 satellite to 17,000 schools[47] and other
subscribers across the country. In December 2008, Thaicom Public Company, the operator of the Thaicom satellite,
announced it has renewed a 10-year contract[47] with the Distance Learning Education via Satellite Foundation of Thailand
(DLF) to broadcast DLTV channels using one Ku-band transponder on the Thaicom 5 satellite.
On 13 May 2020, The National Broadcasting and Telecommunications Commission's (NBTC) board approved the
sequencing of 17 new digital TV channels for education run by the Education Ministry, channels 37-53, along with Thai
PBS TV station using a frequency band to run an active learning TV programme on channel 4. These were planned to run
on a temporary basis starting on 1 July 2020 and lasting for six months. [48]

Teacher development and performance[edit]

In recent years, the number of fresh graduates from teacher-training schools has ranged from 50,000 to 60,000 annually,
raising concerns about quality and oversupply. The government is trying to reduce the number of graduates from teacher-
education programmes to no more than 25,000 a year and direct those graduates to underserved localities. "We need to
focus on quality, not quantity," a spokesperson said. In September 2015, the Office of the Higher Education Commission
(OHEC) put forward an initiative to provide 58,000 grants to student-teachers over a 15-year period. The bulk of the
grants would go to those who would be sent to work in areas with a shortage of teachers. [49]
In 2010 the Office of the Basic Education Commission (OBEC), for the first time, tested secondary schools teachers on
the subjects they teach. A grade of less than 59 percent was considered to exhibit a low standard of knowledge. OBEC
said up to 88 percent of 3,973 computer science teachers failed the test. The same was true in biology (86 percent of
2,846), math (84 percent of 5,498), physics (71 percent of 3,487), chemistry (64 percent of 3,088) and astronomy and
earth sciences (63 percent of 529). Teachers at the junior high level earned higher marks. OBEC said 58 percent of
14,816 teachers teaching math had marks of more than 80 percent, while 54 percent of 13,385 teachers did well in
sciences. School directors did not fare well: about 95 percent failed tests in information and computer technology and
English.[50]
Elementary and secondary school teachers do not enjoy the same long breaks as the students and are required to work
through the vacations on administrative duties. They are also burdened with administrative tasks: a study by the Quality
Learning Foundation found that Thai teachers spent 84 of the 200-day academic year performing non-teaching tasks such
as undergoing unnecessary training, performing administrative duties, and hosting external evaluations. [51]

English language education[edit]

Kahoot being used in an English lesson in a Thai high school

Thai university applicants scored an average 28.34 percent in English in recent university entrance exams. Thailand
produces a "workforce with some of the world's weakest English-language skills." [52] In a recent IMD World
Competitiveness Yearbook Thailand was ranked 54th out of 56 countries globally for English proficiency. Singapore was
third, Malaysia 28th and Korea 46th.[citation needed]
The government has long realised the importance of the English language as a core subject in schools, and it has been a
compulsory subject at varying levels for several decades. Since 2005 schools are encouraged to establish bilingual
departments where core subjects are taught in English as well as offering intensive English language programmes. [53]

Rural–urban and ethnic divides[edit]

Place of birth is a significant marker for predicting academic success in Thailand. Students in ethnic minority areas,
predominantly rural, score consistently lower in standardized national and international tests. [54][55][56] Students from poor
families living in remote areas face limited access to quality education compared to their urban counterparts. [7] Only 50
percent of Thai students are taught academic subjects in their home language. [57]:191 This is likely due to unequal allocation
of educational resources, weak teacher training, socio-economic factors (poverty), and lower ability in the central Thai
language, the language of instruction and tests.[54][58][59]

Violence[edit]
A third of Thai students aged 13 to 15 suffered bullying at school between 2010 and 2015. Twenty-nine percent were
victims of physical violence.[7] School violence instigated by students at technical or vocational schools is an ongoing
problem.[60][61]

Sex education[edit]
Thai researcher Wichit Wongwarithip asserts that Thailand does not deliver on sex education. It fails with regard to gender
diversity, gender equality, and safe sex. "Society tends to think that 'good morals' are the solutions to all problems and
that Thai culture is the best," said Wichit. Thai sex education rests on the bedrock of the traditional values of
heterosexuality and patriarchy. Instead of encouraging safe sex, Thai sex education tells schoolgirls to abstain until they
are ready to form a family. Some Thai textbooks characterise masturbation as deviant behaviour and recommend
meditation to suppress sexual desire. Jiraphon Arunakon, Director of the Gender Variation Clinic, says that sex education
as taught in Thailand lags behind or ignores scientific research. The International Classification of Diseases (ICD)
removed homosexuality from the "disease" classification in 1990 and Thailand's Ministry of Public Health asserted in 2002
that homosexuality is not a mental disorder. Parit Chiwarak, an education activist from Education for Liberation Network,
says that students read their sex ed textbooks in order to pass exams, but do not take them seriously. "We all know that
Thai textbooks are...sexist....I don't think that students nowadays perceive LGBT people as deviants. Students these days
are not stupid. It's self-destructive to write things that oppose ordinary people's belief [sic] like this....", stated Parit. [62]
Meanwhile, Thai sex education has done little to decrease Thailand's high teenage pregnancy rate. In 2014, about 334
babies were born daily to mothers aged between 15 to 19. [62] Teen births in Thailand have been on the rise. Of every 1,000
live births, 54 are from teen mothers aged 15–19, higher than in the US and 10 times higher than Singapore. The number
of live births by Thai teenage mothers aged 15–18 increased 43 percent between 2000 and 2011. The reasons for this
may be societal norms. "Women are told to protect their virginity but Thai men who have multiple sexual encounters are
seen as cool," said Visa Benjamano, a commissioner at the National Human Rights Council (NHRC). [63]

Uniforms[edit]
Main article:  School uniforms in Thailand

Uniforms are compulsory for all students with very few variations from the standard model throughout the public and
private school systems, including colleges and universities.[citation needed]
University uniforms are standard throughout the country and consist of a white blouse and plain or pleated skirt for
females, and long black trousers, a white long-sleeved shirt with a dark blue or black tie for males. Thammasat
University is the first university in Thailand that broke the uniform stereotype by providing choice for students to wear a
polite uniform as a result of the democracy movement in 1932. Cracks in the university uniform policy began to appear in
2018 as a result of student agitation. The Faculty of Arts at Chulalongkorn University (CU) abolished the compulsory
uniform requirement.[64] CU has long claimed that its student uniform is prestigious as it was bestowed upon CU students
by King Rama V, the university's founder.
Thailand
Administration, Finance, & Educational Research
In terms of educational finance, Thailand actually spends an impressive amount of both its GDP and national
government budget on education. In 1998, the government budget for education was 3.9 percent of GDP and
despite the serious economic crisis of the late 1990s, education in fiscal years 1998 and 1999 was about 25.0
percent of total government expenditures, the highest ever. The budget approved by Parliament for the year
2000 represented 25.7 percent of the national budget.

While the majority of funds for education come from the national budget, over time an increasing amount of
local funds have become available to support education. This has been particularly true of the Bangkok
Metropolitan Authority (BMA), where 28.1 percent of its budget is derived from its own local funds. In the
future it is likely that other wealthier urban areas, such as Haadyai, Pattaya, Phuket, and Chiang Mai, will
provide considerable local funding in support of education.

Thailand also receives considerable international assistance in support of education in the form of loans and
technical assistance. Major multilateral assistance has been received from the Asian Development Bank, the
World Bank, and the OECF. Major bilateral assistance has been provided by Austria, Denmark, and Germany.

Read more: Thailand - Administration, Finance, Educational Research - Ministry, University, Budget, and Percent - StateUniversity.com https://education.stateuniversity.com/pages/1530/Thailand-ADMINISTRATION-FINANCE-EDUCATIONAL-RESEARCH.html#ixzz6oROkwvrB

Thailand takes action to improve education standards

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Thailand has a long tradition of valuing education, with 12 years of free schooling, a high literacy rate and a
government that invests substantially in the sector. Yet the educational system is not functioning as well as it
should, nor are the resources committed achieving the desired results. According to the 2014-15 World
Economic Forum (WEF) Global Competitiveness Report, Thailand ranks poorly in international education
surveys, with some figures indicating further potential decline. Years of reform have been judged to have little
overall impact on a system that is now seen as expensive and inefficient.

The government is making efforts to address the problems, and using the special administrative powers it has,
has managed to make changes that would not before have been possible. A number of initiatives are being
undertaken to improve the system in a measured way, and progress is being made.

History
Education in the country traces its roots to the 13th century and the old capital of Sukhothai. Reform of the
system, and the teaching of English, started under the reign of Rama IV when the country faced increased
contact with Western powers in the 19th century. Education became even more formalised under Rama V. A
school was originally established at the Royal Pages Barrack in 1871, and that school later became Suankularb
in 1872. That same year, the king formed the Army Cadet School, the Cartographic School, the School for
Princes, and the School for Dhamma Studies. The Civil Service Training School was later founded, which
became the Royal Pages School in 1902, and then the Civil Service College of King Chulalongkorn, in 1911.
Thailand’s first university, Chulalongkorn, was founded in 1917, after the Civil Service College of King
Chulalongkorn was upgraded. Thammasat University, which was formed to prepare students for politics and
law, was founded in 1943. Also in 1943, a university was opened specialising in agriculture (Kasetsart) as was
an institution for the fine arts ( Silpakorn). Mahidol was opened in 1964, and specialised in medicine, although
its first origins date back to 1889 with the beginning of medical instruction at the Siriraj Hospital. By the end of
the 1960s, the country had a total of eight universities, three of which were outside Bangkok: Chiang Mai
University, Khon Kaen University and Prince Songkla University.

Currently, the sector is guided by the National Education Act of 1999 and the National Education Plan 2002-16.
The Constitution of 1997 states that Thai people have the right to 12 years of education and the 1999
Education Act was a major transformation that restructured administration, set national standards and made
education student-centred. The Education Act, along with the Decentralisation Act of 1999, also called for
more local administration. This is overseen by the Office for National Education Standards and Quality
Assessment (ONESQA), founded in 2000. ONESQA is an independent body tasked with evaluating each school
in the country every five years.

Education has been compulsory through the age of 15 since 2003, and a basic education core curriculum was
established in 2008. Higher education was reformed in the wake of the 1997 financial crisis, when it was felt
that the system needed to be significantly restructured if the economy was to prosper. Universities up to this
point were bureaucratically run, and as a result suffered from brain drain as high-achieving students became
frustrated with the red tape. The system that had been in place was also designed mainly for the education of
civil servants. The public universities later became autonomous in 2002. This reduced bureaucracy and it also
forced the institutions to undertake activities that could generate funding, especially from private sector.

Improvements Needed
By some measures, the country does well in education. Its “education life expectancy” is 13.57 years, more
than Laos (10.1), the Philippines (12.75), Indonesia (12.9) and Malaysia (13.4), but less than Japan (15.34),
China (13.85) and the US (16.54). According to some surveys, the country has 12 of the top 100 universities
in Asia, with Naresuan University at number seven, Kasetsart University at 10, and Prince of Songkla University
at 17.

Yet by other measures, the sector performs less well. In a study of the math and science skills of 15- year-olds
conducted by the OECD, Thailand was ranked 46th in the world, while Singapore was first and Vietnam was
number 12. In the 2014-15 WEF Global Competitiveness Report, the quality of primary education was ranked
90th out of 144, and Thailand’s universities are ranked 8th out of 10 in ASEAN.

The rankings of Thai universities in international surveys have also been falling, with all of the country’s major
institutions dropping in the QS World University survey. Critics say that the schools need to focus more on
quality rather than quantity, and point out that without top-ranked universities, it will be difficult for Thailand
to be internationally competitive.

The amount of funding is not the problem. The country spends about 4.9% of its GDP on education, slightly
lower than Malaysia (5.9%) and Vietnam (6.3%), but higher than Singapore (2.1%) and Indonesia (3.6%). By
some measures, Thai education is among the most expensive the in the world. As a percentage of the national
budget, education spending takes 20% more than in most other countries. So while Thailand is committing
great resources to education, it is not achieving results commensurate with its investment.

“We have spent about 4% of our GDP on education,” said Somkiat Tangkitvanich, president of the Thailand
Development Research Institute. “But the results are rather disappointing.” A Thammasat University study
found that a central problem is that too much focus is placed on equal support for all students rather than
directing funding to where it is most needed and most effective. The study also concluded that too much was
spent on teacher salaries and not enough on improving educational quality. Yet despite the fact that the
system is well funded, teachers are finding it difficult to get by, given high levels of personal debt and the fees
they have to pay for the education of their own children. School expenses can run parents BT25,000-30,000 ($
$753-903) per year.

Core Values
The current government is taking decisive aim at the sector and making a number of policy changes. In early
2015, three education boards were shut down and senior officials at the Ministry of Education were removed.
The government then moved to change the system itself and introduced the “12 Core Values of Thainess” as a
means of re-focusing the sector. The values, which emphasise tradition, national identity and honesty, have to
be recited each day by students. They have also been made into a popular song and incorporated into the
curriculum.

In early 2016, the government used its special administrative powers to undo decentralisation and return the
educational system to a more top-down style of management. The centralised system had in the past been
blamed for the poor education of Thais, but according to the  Bangkok Post the decentralised system as it
stands did not work as hoped. Rather than reducing bureaucracy, the policies simply increased red tape and
localised it, while innovation is still lacking and rote learning continues to be the norm. The newspaper argues
for more decentralisation, but the government has opted for a return to the traditional, more hierarchical,
structure, arguing this will improve efficiency and make it easier to implement policy.

Future Plans
The government is also working to specifically institute a number of modest, incremental changes over time. It
has devised a plan to cut the hours per week for elementary school students to 22 from the current 30-35.
Secondary school hours will be reduced from 35 to 27. Students will finish classes at 2pm so they will have the
opportunity to participate in extracurricular activities. The reform programme is being trialled at 4000 schools.
Education officials worry that students spend too much time in the classroom, an estimated 86% of the total
school day, and want to see that drop to 70%. At present, Thai students spend five times more time in the
classroom than their counterparts in the US.

The new government is trying a wide range of other programmes, campaigns and initiatives aimed at
transforming education. Prime minister Prayuth Chan-ocha has called for a database to be built that would
allow the country to forecast future employment needs, thus enabling the education system to adjust for
demand. The Ministry of Education’s (MoE) permanent secretary, Kamjorn Tatiyakavee, adds that the system
needs to focus on English-language skills, science, engineering and math, and that these subjects should be
emphasised from the primary level.

The government plans to open 3300 schools in 2016 and 14,000 by 2018, and the World Bank has called for
the merging of smaller schools. According to their research, the country at present has 110,725 schools with
only a single teacher. That number can be reduced to 12,600. Over time, testing methods also will be
changed, moving away from an all multiple-choice format and toward more subjective testing. This particular
change will begin at the lower grades so that students who are currently at higher grade levels will face
minimal disruption and not have to learn to adjust to a substantially different method of evaluation so far into
their education.

Critiques
The Charter Drafting Committee (CDC) had called for a reduction of free education from the current 12 years
to nine. This resulted in widespread criticism, so the CDC opted to allow the 12-year approach to continue.
However, they adjusted how the years would be calculated, beginning the count at pre-school. They are also
pushing to reduce the coursework that prepares students for university.

The evaluation system is seen by some as a major problem. ONESQA has faced criticism from the Office of
Higher Education Commission after it was reported that the evaluation process did not adequately reflect the
quality of schools, and that it was inconvenient and time consuming. The paperwork is such that it interferes
with teaching, and reform of the institution has been suggested. Opposition became particularly strong after it
was announced that the body would undertake another round of assessment and that institutions will be
penalised for not cooperating.

Internationalisation
In 2015 the Bangkok Post says that efforts to universalise education so far have been superficial and that they
are insufficient to undo years of poorly thought out and poorly implemented policy. It believes that a “state of
emergency” exists in the educational system and that new measures need to be taken to drive improvement.
In influential editorials the newspaper has suggested that Thailand should look abroad for help. It recognises
that the country is already working with Cambridge English language schools to reform the country’s English-
language programmes. Thailand is introducing the Common European Framework of Reference for Languages,
which will give students and teachers a more objective and accurate standard by which to measure English
skills. Other commentators have called for the International Baccalaureate to be introduced, as it would make
Thai education better harmonised with international standards and drive systemic change.

Soliciting assistance from abroad is also an idea that is being floated more frequently. A number of
international bodies are already cooperating with the country in education. The OECD says it will be assisting
Thailand in preparing its students to work more creatively and analytically. The process started at the end of
2015 with a research programme at 13 schools involving 1000 students and 50 teachers. The programme
results will be evaluated in mid-2016. International educational experts are calling for a complete overhaul of
the Thai school system. It has been argued that the country needs a new curriculum, a more modern teaching
style and better-trained teachers. It is argued that learner-centric and cooperative learning result in better
educational results.

In another example, Learn Education, a private education company, is conducting a pilot programme in 30
schools across the country which it hopes can improve test scores by nearly a third. In this innovative
programme, a computer system is introduced to aid the students in their studies, and it is available to them at
all hours. The content is broken down into “learning units” so progress is easy to gauge and follow.
Illustrations and infographics are used to help the students better understand the materials.

Private Sector
The private sector is seen as playing a leading role in the development of education. It has been suggested by
the MoE that companies should admit more students as interns and work directly with the Ministry of Science
and Technology to drive innovation and research.

Vocational education is also seen as an important part of the mix. Many good jobs in the country do not
require university degrees and can be done by those with a basic education or with some specialised
instruction. Salaries in the trades can offer a fair standard of living – welders for example earn BT40,000
($1200) per month after three years of experience. The vocational education segment is focusing most on
sectors where most job growth is seen. These include the automotive and food sectors.
Public-private partnerships are also active and concentrating their efforts on professions where the greatest
opportunity exists for vocational training. These include: merchant marines, rail transport, the petrochemical
industry, electricity generation, tourism, food safety technology, and the moulds industry.

Research
Thailand’s universities were late adopters of research and development (R&D), with little serious discussion of
the issue until 1982. Teaching was their sole focus, and there was little funding for research. Research
budgets were also put under strain by cutbacks following the 1997 Asian financial crisis. Critics blame weak
links between industry and universities, noteing that existing links are based more on personal relationships
than on formal commitments.

Yet these trends are changing. For example, the Asian Institute of Technology (AIT) maintains close contact
with players from relevant sectors to update its curriculum and research priorities in line with the changing
technological, development, environmental and management needs of Thailand. AIT students regularly benefit
from partner university exchange programmes for short-term study abroad in countries such as France,
Germany, Japan, India, South Korea and China. To further encourage global links, AIT partners with around
80 international and domestic firms every year at its AIT Career Fair, where businesses, consulting companies
and others come to attract highly skilled Thai and Asian graduates. Focused on advanced training in key
growth sectors such as energy, infrastructure, industry and ICT, the AIT is also part of the government’s R&D
Incentive Programme, which allows private sector investors to claim a 300% tax deduction on funds used to
support R&D at academic institutes. AIT is also in the process of launching “Climate Change Asia at AIT”,
which will be a regional centre to take on climate change adaptation and mitigation issues looming across the
continent.

Much recent progress in R&D has been driven by state policies designed to spur its growth. “The Thai
government has played a strong role in encouraging R&D, especially among technical institutions, through
measures that include purchasing intellectual property from universities generated through research, as well
as tax waivers for industrial research support,” Prasert Pinpathomrat, president of Rajamangala University of
Technology Thanyaburi, told OBG. Universities are also partnering more with the private sector.

In another example, King Mongkut’s University of Science and Technology has set up a “knowledge exchange”
programme designed to link with the community, especially small and medium-sized enterprises. The aim is to
help companies gain from university research and students to gain business knowledge first-hand. A dedicated
building is being established for the project, located in Wong Wian Yai. The university also has a joint venture
with the Hi-Tech Industrial Estate, known as the Ayutthaya Technical Training Centre. With support from the
Japanese state, the centre trains workers for high-skill employment at industrial estates.

Outlook
The government of Thailand is highly focused on reforming education, and has made decisive moves to
achieve this. It is also starting to lay foundations for the long term, pushing initiatives that will help education
move into the future – for example, by working to boost R&D spending from 0.46% of GDP in 2015 to 1% in
2016. This is central to making universities more sustainable, competitive and relevant in a global context.
While the system has its problems, and despite its low rankings, its educational infrastructure is large, well
established and generally well respected. Ultimately, the country may find that education can become a driver
for economic growth.

The economic context of Thailand

Economic Indicators
For the latest updates on the key economic responses from governments to adress the economic impact of the COVID-19
pandemic, please consult the  IMF's policy tracking platform Policy Responses to COVID-19.

Thailand is the second largest economy in Southeast Asia after Indonesia, and with an upper-middle income status, serves as an
economic anchor for its developing neighbour countries. The country's economy appears resilient and, according to IMF, is
expected to advance at a moderate pace in a post-COVID-19 context, despite domestic political uncertainty. Public investment
is projected to remain a key driver, increasing over the next few years, in line with the government’s infrastructure plans to
attract private investment and a continued improvement of the tourism sector. Due to the COVID-19 pandemic, the country
registered negative GDP growth in 2020 for the first time since 1998, going from +2.4% in 2019 to -7.1%. According to the
IMF's October 2020 forecast, growth is expected to return  to 4% in 2021 and 4.4% in 2022, subject to the post-pandemic global
economy recovery. In its most recent January 2021 update of the World Economic Outlook, the IMF has revised its GDP
growth projections for Thailand to 2.7% in 2021 and 4.6% in 2022 (representing a difference from October 2020 WEO
projections of -1.3% and +0.2%, respectively).

Inflation moved to negative territory at -0.4% in 2020 and is estimated to increase to 1.8% in 2021 and 1% in 2022 (IMF, 2021).
General government balance decreased to -3% in 2020 and is expected to be at -2.9% in 2021 and -0.7% in 2022 (IMF, 2021).
Due to the impact of the COVID-19 pandemic public debt increased to 50.4% in 2020, from 41.1% in 2019, and is estimated to
reach 56.4% in 2021 and 56.1% in 2022. The National Strategic Plan (2017-2036) places the emphasis on improving the
business environment, boosting the country's competitiveness and long-term economic performance through the development of
rail, road, airport, and electricity infrastructures.

In 2021, the country’s most immediate challenge is related to the economic, social and public health impacts of the COVID-19
pandemic. The unemployment rate remained very low in 2020 (1%) and is projected to maintain at the same level in the coming
years (IMF, 2021). Thailand's official unemployment rate is among the lowest in the world due to low birth rate, lack of social
insurancy and informal sector employing the bulk of workforce (street vendors, motorbike taxis and self-employed).

Main Indicators 2018 2019 2020 (e) 2021 (e) 2022 (e)

GDP (billions USD) 506.40 543.56e 509.20 536.84 569.38

GDP (Constant 4.2 2.4 -7.1 2.7 4.6

Prices, Annual %
Change)

GDP per 7e 7e 7 7 8
Capita (USD)

General 0.1 -0.7 -3.0 -2.9 -0.7

Government
Balance (in % of
GDP)

General 42.0 41.1 50.4 56.4 56.1

Government
Gross Debt (in %
of GDP)
 Main Indicators 2018 2019 2020 (e) 2021 (e) 2022 (e)

Inflation 1.1 0.7 -0.4 1.8 1.0

Rate (%)

Unemployment 1.1 1.0e 1.0 1.0 1.0

Rate (% of the
Labour Force)

Current 28.46 38.36 21.22 24.73 24.96

Account (billions
USD)

Current 5.6 7.1e 4.2 4.6 4.4

Account (in % of
GDP)

Source: IMF – World Economic Outlook Database, October 2020

Note 1: (e) Estimated Data

Note 2: The GDP growth projections for 2021 and 2022 (Constant Prices, Annual % Change) were updated by the IMF in
January 2021

Main Sectors of Industry

Thailand had a labor force of 39 million people in 2020, out of its 69.8 million population. Its economy is heavily based on
agriculture, which contributed 8% of the GDP and employed 31.2% of the active population in 2020 (World Bank, 2020). The
country is largest producer of natural rubber in the world and one of the leading producers and exporters of rice; it also
possesses sugar, corn, jute, cotton and tobacco among its major crops. Fishing constitutes an important activity as Thailand is a
major exporter of farmed shrimp. However, agriculture's contribution to the GDP is declining, while the exports of goods and
services have increased.

The manufacturing sector accounts for 33.4% of the GDP and is well diversified. It employed 22.5% of the active population in
2020 (World Bank, 2020). The main Thai industries are electronics, steel and automotive. Thailand is an assembly hub for
international car brands. Electrical components and appliances, computers, cement production, furniture and plastic products are
also important sectors. The textile sector employs less than a quarter of the active population and is no longer as dynamic as
tourism, which has become the main source of foreign currency.

The tertiary sector, including financial services, is rising and contributes to 58.6% of the GDP. It employed 46.3% of the active
population in 2020 (World Bank, 2020). Tourism plays an ever more important role in the Thai economy. According to
Ministry of Tourism, in 2019 (up to November), Thailand welcomed 35.8 million foreign visitors, which means an increase of
3.3% compared to the same period of the previous year. The country has become one of the top 10 travel destinations and China
provides the largest number of tourists (28.8% of the total).

The COVID-19 pandemic has had a powerful impact on the global economy in 2020. The International Monetary Fund is
currently forecasting a 4.9% contraction in global economic activity for the year 2020, 1.9 percentage points below the April
2020 World Economic Outlook (WEO) forecast, and a level worse than the global financial crisis (IMF, 2020). The impact of
the pandemic appears to have affected both sides of most sectors and markets in Thailand - demand disruptions having run up
against supply problems - making the short-term outlook uncertain for agriculture, industry and service sectors.

 
 Breakdown of
Economic Activity By Agriculture Industry Services
Sector

Employment By 31.2 22.5 46.3

Sector (in % of Total
Employment)

Value Added (in % of 8.0 33.4 58.6

GDP)

Value Added (Annual % 0.1 0.1 4.3

Change)

Source: World Bank, Latest Available Data. Because of rounding, the sum of the percentages may be smaller/greater than 100%.
 

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Providers.

Indicator of Economic Freedom

Definition

Score:

68,3/100
World Rank:
43
Regional Rank:
10

Economic freedom in the world (interactive map)

Source: 2019 Index of Economic Freedom, Heritage Foundation
 

Business environment ranking

Definition
Score:

6.78
World Rank:
34/82
Source: The Economist - Business Environment Rankings 2014-2018
 

Country Risk
See the country risk analysis provided by Coface.

Sources of General Economic Information

Ministries

Ministry of Finance
Ministry of Agriculture and Cooperatives
Ministry of Commerce

Statistical Office
National Statistical Office

Central Bank
Bank of Thailand (BOT)

Stock Exchange
The Stock Exchange of Thailand (SET)

Economic Portals
Thai Chamber of Commerce