Education in Thailand. An OECD-UNESCO perspective.

Institution	OECD
Titel	Education in Thailand. An OECD-UNESCO perspective.
Quelle	Paris: OECD (2016), 297 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Reviews of national policies for education
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie; Graue Literatur
ISBN	978-92-64-25909-6; 978-92-64-25911-9
DOI	10.1787/9789264259119-en
Schlagwörter	Bildungsprozess; Empirische Forschung; Validität; Bildungsbeteiligung; Informations- und Kommunikationstechnologie; Bildungssystem; Bildungspolitik; Bildungsreform; Schulleitung; Schulverwaltung; Lehrer; Lehrerausbildung; Lehrerfortbildung; Schüler; Leistungsbeurteilung; Schülerleistung; Curriculum; Unterricht; Ländlicher Raum; Effizienz; Infrastruktur; Leistungsmessung; Zugang; Thailand
Abstract	Thailand finds itself at a crossroads. In less than a generation, it has moved from a largely agrarian low-income society to an upper middleincome country and a key contributor to the economic growth of the Southeast Asian region. At the same time, Thailand has enacted major education reforms and invested a significant proportion of its national wealth into educating its youngest citizens. Overall participation rates in the school system are now high, particularly at the pre-primary and primary levels, and a large number of youth continue on to higher and professional education. However, not all sections of society have benefited equally from this expansion. Access and performance are particularly poor among children from disadvantaged backgrounds and those who live in rural areas. Moreover, half of Thai students in school are not acquiring the basic skills required for their own success and the country's continued development. Thailand will need to significantly enhance the effectiveness, equity and efficiency of its education system in order for students to achieve positive outcomes that match the country's investment in education and socioeconomic aspirations. This review addresses four policy areas where reforms can have a transformative impact on learning: curriculum, student assessment, teachers and school leaders, and the use of information- and communication technology (ICT) in education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1