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It is to be noted here that the system of education in Thailand had
gradually been developing with the historical context. First of all, Thailand education system is
presented that Thailand’s education system is divided into four levels, namely
pre-school, primary, secondary and tertiary levels. The provision of
pre-school, primary and secondary education, including vocational and technical
education is under the responsibility of Ministry of Education, while the
provision of tertiary education is under the supervision of both the Ministry
of education and the Ministry of University Affairs.
According to 1999 National
Education art, the state shall provide twelve years of basic education to each
individual on a free of charge basis. Compulsory education will be nine years
which includes six of primary education and three years of lower secondary
education. It is the aid of pre-school education to encourage harmonious
social, physical, emotional and intellectual development in young children
between the ages of three and six to prepare them for their formal schooling.
In
primary school, all students between the ages of seven and fifteen must
complete six years of primary education. What primary education aims to develop
basic skills are reading, writing and arithmetic in young children as well as
to assist them in developing an understanding of the world around them and also
to participate as active members in society .The office of the National Primary
Education Commission, Ministry of Education is the major government agency
responsible for the provision of primary education in Thailand with over 30,870
state primary schools under its jurisdiction.
Another
one is secondary education which has also been divided into two year phases and
is designed to provide students with knowledge and working skills suitable for
their ages, needs, interests and aptitudes.
All of these are the aid of secondary education in Thailand. It is given as a chance for students who have
completed the lower level of secondary education and wish to continue their
studies may do so at the upper secondary level or vocational schools. Having
known, the present curriculum allows the transfer of credits for both
compulsory subjects and elects between the academic and vocational
streams. The secondary curriculum
revised in 1990 is opening up more periods for optional studies in which
foreign languages and vocational subjects are included.
The
current system of education in Thailand is that Ministry of education began
developing new national curricula emphasizing on students or student-centered.
What is similarities and differences the system of education between Thailand
and Myanmar is that in formal education in the early periods, both Thailand and
Myanmar originated in the temple schools. The differences are that in the early
period, only boys were allowed to go and studied in the temple schools in
Thailand while boys and girls were equal right to learn in the temple schools
in Myanmar.
Thai education system and Myanmar education system within the historical
contexts have been briefly highlighted as to how it has gradually been
developing. The system of education in
Myanmar has been presented into four
parts; the education system before independence (1945-1948) , after
independence (1984-1962), under the military ruler (1962-1988) and on the wave
of democratization (1988-2012.
First of all, before independence
(1945-1948), the system of education in Myanmar was that during the world War
11, there were three types of schools in Myanmar. Those are as follows;
1.
Vernacuar
School in which the medium of instruction was Burmese or one of the recognized
indigenous languages;
2.
Anglo-Vernacular
School in which English was taught as a second language and the media of
instruction were English and Burmese or one of the recognized indigenous
languages;
3.
English
School in which the medium of instruction was English, with Burmese as the
second language.
Burma is the country where only those with a good knowledge of English
could enter government service and the professions, vernacular school become
second – rate schools. The teaches in those schools were devoted to their
works, but they ware comparative worse off than their collages in the other two
types schools in respect of training and academic background as we as in
respect of scales of pay and chances of preferment (office of the SUPPDT,
1947-1953) The Anglo-Vernacular and the English schools, on the other hand,
with their high fees and other expenditure, were only affordable to parents
with higher income. Admission of Burmese children to English schools was also
in many ways restricted.
During the pre-war period, of the
6854 schools, 6552 (96%) were vernacular schools (251 High, 863 Middle and
5,438 Primary), 215 (3%) Anglo-Vernacular and English schools (102 High, 106
Middle and 7 Primary) and 87 (1%) Government
Schools (38 High, 7 Middle and 42 Primaries). Pre-war education did not therefore
by any means guarantee equality of opportunity in education for all children.
The system of schools in Myanmar was that it consisted
of:
• Primary school (Standards I to V) for
children aged 6 to 11 year olds;
• Post-primary school (Standards VI to
IX) for children aged 11 to 15 year olds;
• Pre-university school (Standards X to
XII) for children aged 15 to 18 year olds.
Education in the primary and
post-primary grades was free and in the pre-university grade subsidized.
Secondly, the
system of education after independence (1948-1962), it is to be noted here that
On 1 June 1950, a new policy was initiated for implementation. The main
features of the scheme initiated were as follows;
•
Amalgamation of the post-primary and primary schools in places where the former
exist to form complete units teaching from the Infant to the Ninth Standard;
• Revival of Middle Schools teaching
from the Infant to the Seventh Standard;
• Re-classification of primary schools’
teaching from the Infant to the Fourth Standard;
• Insistence on the use of the
Vernacular (Burmese) as the medium of instruction;
• Introduction of English as a
Compulsory second language at the post-primary stage.
Education under Military Rule (1962-1988) has
briefly been mentioned below.
Under the 1962 military coup, all schools were nationalized that there
were no longer Christian schools but Buddhist monastic schools could continue
to function in rural areas. In 1964, the system of education was reorganized
that the structure of the ‘New System of Education’ comprised: (a) Basic
Education; (b) Technical, Agricultural and Vocational Education; and (c) Higher
Education. In the Basic Education,
school structure was changed from age 5-3-3 to age 5-4-2 system that consisted
of:
• Primary School (Standard 0 to Standard
IV) for children aged 5 to 10 year olds;
• Middle School (Standard V to Standard
VIII) for children aged 10 to 14 year olds;
• High School (Standard IX to Standard X) for
children aged 14 to 16 year olds.
Burmese was still remained as the medium of
instruction. There was no consideration for indigenous vernacular languages for
those who mother tongues were not Burmese. There was also no provision for
religious education in the curriculum. English was taught as a second language
from the Fifth Standard. Children had to sit 10 examinations at the end of each
standard based on a ‘pass-fail’ system.
Education on
the Wave of Democratization (1988 to 2000),
The
system of education in Myanmar was still remained as the system of education
before independence, after independence and under the military. The government
announced that 08 percent of people in Myanmar are attendance in education.
However, 50 percent are attendance in education.
To
conclude, the system of education mentioned above between Thailand and Myanmar
are an attempt to present as possible as my idea goes. It is handful of faces
which have been collected through reading.
·
Thein,
Lwin. (2000). Education in Burma.
·
Khun,Maung
.Win.(2000). Burma Lower Council: at a woman’s rights conference.Chiang Mai.
·
Gerald,
W.fry. The evolution of education reform in Thailnad: Department of Education
Policy and Administration Collage of Education and Human Development University
of Minnesota Paper.
·
Dr.orathai.
Saksung . Nidtep. Comparative educational system of Thailand and Philippines
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