Part II.pdf - MTB-MLE Network

The Constitution has greatly increased the right of Thai people to political participation and the
right to voice public opinion on major problems while the National Act has introduced new initiatives
and provides principles and guidelines for the comprehensive reform of education. The new
Constitution promulgated in October 1997 contains several provisions relating to education, religion
and culture. It is stated in Section 81 that the State will “improve education to be in harmony with
economic and social change”, which means that the Government is committed to initiating education
reform whenever it is necessary to keep up with the pace of change.
The Education Act emphasizes maximum public participation in the conservation and restoration
of local wisdom (Section 46). The role of the private sector in the provision of education at all
levels is also emphasized (Section 43). It ensures the right of local organizations to facilitate the
decentralization of educational management.
By including the mother tongue in the education process, participation of local people and
communities in educational provision will be enhanced, which will make education both relevant
to the needs of people and responsive to changing environments, demands and opportunities at
a local level.
As mandated by Section 33 of the 1999 National Education Act, a 15-year National Education Plan
was prepared that focuses on the integration of all aspects of quality of life. It emphasizes
human-centred development and an integrated and holistic approach to education, religion, art and
culture. In this regard, Thai people shall attain full development in term of physical and spiritual
health, intellect, morality and integrity, as well as a desirable way of life that focuses living in
harmony with other people.
Covering the 15-year period from 2002-2016, the National Education Plan will serve as a framework
for formulating development plans pertaining to basic education, vocational education, higher
education, and religious/cultural education. It also provides guidelines for formulating operational
plans at the levels of educational service area and educational institutions.
Thus, there are opportunities for local educational institutes to set up a policy and formulate an
action plan to promote mother tongue education. At present, there are already Chinese schools in
northern villages (Chiang Rai Province) teaching in the mother-tongue language.
4. Past and Future of Education for Hilltribes in Thailand
For some time, ONFEC has provided unique NFE and informal education services for the hilltribes.
In the hill areas, there are several tribes who have their own languages and cultural heritage. Thus,
it is necessary to design education programmes which are most relevant and suitable for each tribe.
Functional literacy packages have been developed for the hilltribes since 1974. During 1978-1979,
ONFEC found from field surveys that even though there were several organizations offering education
services for hilltribes, the service coverage was not satisfactory. A model for hilltribe community
learning centres was explored with financial support from UNSAID at the time. This new education
service model was extended to cover 16 provinces in the north and central regions of Thailand.
In 1996, the Cabinet approved the NFE policy for hilltribes, identified under the name, “Project
on Hilltribe Community Learning Centre” called ‘Mae Fah Luang’ – the name assigned by the
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