泰国的教育背景和现行的教育体制SUMMARY

ADULT EDUCATION PRAXIS IN THAILAND:A TAPESTRY OF INTERDEPENDENCE FOR LIFELONG LEARNING Summary

1.Background

This paper composed by Gabriele Strohschen .In order to deal with the challenges of parisons and analyses of varying education structures and value system are key to cultural and economic development in our,once again,changing world.This realization is not new.What is new is a growing recognition among educator that cross-cultural and economic connections across the world’s nations are inevitable.If the field so chooses,adult education around the world may be messenger and builder for much needed interdependence;an interdependence that acknowledges and values the contributions each people can make in our transforming world.Adult educators can only benefit in their respective environments from learning about other countries’approaches to both education and economic development.

2.Significance

This chapter explores the structure and values underlying Thailand’s adult education practice and views it through the lens of andragogical principles.It offers considerations and possibilities for cross-cultural analysis and understanding,showing connections between teacher-learner interdependence,and Buddhist values,and between integrating appropriate elements of both indigenous wisdom with prevailing global education practices.Moreover,it encourage global knowledge workers to take a critical stance when comparing system by questioning assumptions:our own,the ones of those “other”from self,and those of our education institutions around the world. 3.Means

The author cited Rama IV,King Mongkut,who revered as the “father of modern day education in Thailand.”and the author said he initiated the development of policies and structures for education in Thailand.

4.Contents

In this paper,the author introduced the Thailand’s education institution background and modern education institution.Firstly,the author introduced Adult education praxis in Thailand,Origin,the author noted Thailand modern education institution formation process.Then ,the author introduced Department of non-formal education ,since 1979,non-formal education(NFE),part of the Ministry of Education(MOE),as stipulated and amended by the National Education Act.Thailand’s non-formal education structure is focused on K-12,including literacy,vocational,and post-secondary education.The key responsibilities of the NFE administration are to offer education services at the primary,lower and upper secondary levels,and

vocational/skills training prgrams.Thirdly,the author introduced the Target Group ,the target group for non-formal education education are broad.They include children,women,inmates,those in the labor force,the disabled,agriculturists,the elderly,and the Hill tribe peoples.

Formal education in Thailand introduced the core of what may be termed adult education.Within the formal type fall primary and secondary education.Youth education followes a structure in which primary and lower secondary education are compulsory,a total of nine years.Thailand children enter school at age six,with an option of free basic education starting with two years of pre-primary,leaving at age fourteen.This primary level spans six years and results in a primary school certificate.At age twelve,children enter Lower Secondary level for three years,receiving the Lower Secondary School Certificate upon completion.The non-compulsory but free upper secondary level then offer two tracks,an academic and a vocational one.Higher education is comprised of diploma-awarding programs and baccalaureate degree-level programs but also includes special needs,welfare education programs,vocational education ,and special vocational education.

Non-formal education is complementing the formal system.Non-formal education aims at providing second chances for individuals’education at all levels.And five types of non-formal education.pre-school for children,Education for Literacy for Adults,General Education,vocational education and internet group programs.

Informal education is not yet regulated by government standards.Primaryly, informal learning occurs through the collaboration of communities with its museums and libraries,and through print and broadcast media.Knowledge and skills are passed along by using the local media,family gatherings,and other loosely knit networks of community constituents.With that,informal education echoes the EAEA definition of adult education and philosophically grounds itself in the values of lifelong learning by self directed learners.

NFE programs,Projects,and Activities .Distance education classroom instruction,and informal gatherings with peer teaching tactics are incorporated into instruction that spans the equivalent of fourth through 12th grade level achievement.

The second part of this paper is The intersection of Andragogy and Buddhism. Buddhism is concerned with providing its followers with a way to liberate themselves from suffering through a “systematic approach taught by the Buddha”.The lesson learned was that collaborating across culturally-grounded values “enables educators to integrate and synthesize methods and strategies without losing cultural identity.”

Thailand adult education leaders are looking for the possibilities in the challenges in its provision of a multi-faceted,interdependently coordinated adult education structure.

5.Conclusion

Thailand is poised to provide leadership for the sort of adult education praxis that can prepare its citizens for a global arena of social and economic development.As adult educators jointly explore the frontiers of adult education and seek to meet the needs of today’s and tomorrow’s adult learners,they can ,however,build on