Beruflich Dokumente
Kultur Dokumente
Background
The Ministry of Education announced implementation
of the Basic Education Curriculum 2001, which served as
the core curriculum for national education at the basic
level. The curriculum prescribed goals and learning
standards. It also provided a framework and orientation for
enhancing quality of life of learners, who would attain
virtue, wisdom, as well as capacity to maintain Thailands
competitive position in the world community (Ministry of
Education, 2001). At the same time, the curriculum was
duly adjusted for harmonisation with the objectives of the
National Education Act 1999 and amendments made in
2002 (Second National Education Act). These laws have
placed emphasis on decentralisation of educational
authority to local communities and schools, which are to
play significant roles and actively participate in preparing
curriculums suitable to actual situations and serving their
real needs (Office of the Prime Minister, 1999).
Based on relevant studies and monitoring as well as
evaluation of the curriculum in application during the past
st
century led
education, livelihood and lifelong learning. The learnercentred approach is therefore strongly advocated, based on
the conviction that all are capable of learning and selfdevelopment to their highest potentiality.
Principles
Notable principles underlying the Basic Education
Core Curriculum are as follow.
1. The ultimate aim is attainment of national unity;
learning standards and goals are therefore set with a view
to enabling the children and youths to acquire knowledge,
skills, attitude and morality to serve as a foundation for
Thai-ness and universal values.
2. The curriculum facilitates education for all, who
have equal access to education of high quality.
3. The curriculum facilitates decentralisation of
authority by allowing society to participate in educational
provision, which suits prevailing situations and serves
local needs.
Goals
The Basic Education Core Curriculum is aimed at the
full development of learners in all respectsmorality,
wisdom, happiness, and potentiality for further education
and livelihood. The following goals have consequently
been set for achievement upon completing basic education:
1. Morality, ethics, desirable values, self-esteem, selfdiscipline, observance of Buddhist teachings or those of
ones faith, and guiding principles of Sufficiency
Economy;
2. Knowledge and skills for communication, thinking,
problem-solving, technological know-how, and life skills;
10
11
12
13
14
Foreign Languages.
15
16
1.1
Gr1/2
2.2
17
12/3
secondary education
(Upper Secondary
Education Grades 4-6, i.e.,
Grades 10-12)
Learning Areas
18
Thai Language:
knowledge skills
and culture in
language application
for communication;
delight in and
Foreign
appreciation of Thai
Languages:
wisdom; andskills,
pride
knowledge,
attitude
andlanguage
in national
culture in foreign
language
application for
communication,
seeking further
knowledge and
livelihood
Occupations and
Technology:
knowledge, skills
and attitude towards
work; management;
way of life;
Mathematics:
application of
knowledge, skills and
scientific process for
problem-solving, way
of life and further
education;
reasonableness;
favourable attitude
toward mathematics;
development of
systematic and
Bodiesthinking
of
constructive
knowledge,
significant skills
and
characteristics in
the Basic
Education Core
Curriculum
Arts: knowledge
Science: application
of knowledge and
scientific process for
study and search for
knowledge and
systematic problemsolving; logical,
analytical and
constructive thinking;
and scientificmindedness
Social Studies,
Religion and Culture:
peaceful coexistence in
Thai society and the
world community;
good citizenship; faith
in religious teachings;
appreciation of
resources and the
environment;
and
Health
and Physical
patriotism and
pride
Education:
knowledge,
in
skills
and favourable
Thai-ness
attitude
towards
strengthening ones
own health and that of
others; prevention and
proper treatment of
various things
affecting ones health;
and life skills
application of
technology
19
20
Learning
Standards and
Indicators for
Eight Learning
Areas
1
.
T
h
a
i
L
a
n
g
u
a
g
e
2
.
Vision
M
a The Basic
Education
Core
t
Curriculum
is aimed
h
ate enhancing
capacity
of all
m
learners,
who
a
i
country,
so as to
c
attain
a
balanced
s
development in all
respects physical
21
strength,
knowledge
3
and
. morality. They
will fully realize
their
Goals
S commitment
and
c responsibilities
as1.
citizens
and
Morality,
ethics,
i Thai
members
of
the
desirable
e values, selfworld
community.
n self-discipline,
esteem,
Adhering
a
c
observance
of to
Buddhist
democratic
form
e or those of of
teachings
ones
government
under
faith,constitutional
and
guiding
principles
4
of Sufficiency
Economy
monarchy,
they will
.
Philosophy;
be endowed with
2.
basic
knowledgeand
S Knowledge
skillsand
for
communication,
essential
skills
o
thinking,
problem-solving,
and
favourable
c
technological
attitude
towards
know-how,
i
further
education,
a skills;
and life
livelihood
and
l Good physical
3.
and
lifelong
learning.
mental health, hygiene, and
The
S learner-centred
preference
forisphysical
approach
t
exercise;
therefore
strongly
u Patriotism,
4.
advocated,
based on
d
awareness
of
responsibilities
the
conviction
that
i
and all
commitment
as
are
capable
ofThai
e
citizens
learning
and self- of the
s and members
world
community,
development
toand
,
adherence
to a democratic Desirable
their highest
way potentiality.
of
of
R life and form
Characteristics
e
government
under
Love of nation,
l
Learners Key Competencies
constitutional
monarchy;
religion and king
and i
1. Communicationg
and integrity
5. Awareness of Honesty
the
Self-discipline
capacity
i preserve all aspects
need to
Avidity for learning
o culture and Thai
of
Thai
Observance of
2. Thinking wisdom,
capacity
n protection and
principles of
conservation
of
the
Sufficiency Economy
a
3. Problem-solving
environment,
and
publicPhilosophy in ones
n
capacity
mindedness
with
dedication
way of life
d
to
public
service
for
Dedication and
4. Capacity for
commitment to work
peaceful
and
harmonious
applying lifecoexistence.
skillsC
Cherishing
Thai-ness
u
l
5. Capacity for t
technological
u
r
application
Learner
Public-mindedness
e
Development
Activities
5
1. Counselling
.
activities
2. Student
P
h
activities
y
3. Activities for
s
social and
i
Learners
quality
at
basic
education
level
public interest
c
a
l
a
n
e
a
l
22
t
h
E
Strands and Learning duStandards
c
a
The Basic Education
Core Curriculum prescribes a
t
i
o the eight learning areas as
total of 67 standards for
n
follows:
Thai Language
Strand 1: Reading
Standard T1.1:
6
.
A
r
t
s
Application
of reading process to build
7
.
O
c
and problem-solving
in life, and encouraging
c
u
p of reading habit
acquisition
a
t
Strand 2:
Writing
i
o
n
Standard T2.1:
Effective
application of writing process
s
a
for writing
communications, compositions,
n
d
synopses, stories in various forms, data and
T
e
information
reports, and study and research
c
h
reports no
l
o
Strand 3:
Listening,
Viewing and Speaking
g
y
Standard T3.1:
a
n
g
u
a
g
e
s
23
Standard T4.1:
Standard T5.1:
Mathematics
Strand 1:
Standard M1.1:
24
Standard M1.2:
problem-solving
Standard M1.4:
Measurement
Standard M2.1:
Standard M3.1:
Algebra
25
Standard M4.1:
Standard M5.1:
Standard M6.1:
26
Standard Sc1.1:
27
Standard Sc2.1:
28
29
Strand 6:
Standard Sc6.1:
Standard Sc7.1:
30
Standard Sc7.2:
Standard Sc8.1:
31
Standard So1.1:
Standard So2.1:
32
Standard So2.2:
Economics
Standard So3.1:
Strand 4:
History
33
Standard So4.1:
Understanding of development of
Geography
Standard So5.1:
Understanding of physical
34
Understanding of interrelationship
Standard H1.1:
Standard H2.1:
Strand 3:
35
Standard H3.2:
Favour for physical exercise, playing
games and sports with regular practices;
self-discipline; observance of rights, rules
and regulations; having sporting spirit;
having true competitive spirit; and
appreciation of the aesthetics of sports
Strand 4:
Health-Strengthening Capacity and
Disease Prevention
Standard H4.1:
Appreciation and skills in healthstrengthening; maintaining ones health;
disease prevention and strengthening
capacity for health
Strand 5:
Safety in Life
Standard H5.1:
Prevention and avoidance of risk
factors, behaviours detrimental to health,
and accidents; use of medicines; addictive
substances and violence
Arts
Strand 1:
Visual Arts
Standards A1.1: Creating works of visual art through
imagination and creativity; analysis and
criticism on value of works of visual art
through free expression of feelings and
thoughts; appreciation and application in
daily life
Standard A1.2:
Understanding of relationship between
visual arts, history and culture; appreciating
works of visual art that represent cultural
36
Dramatic Arts
Standard A3.1:
37
Standard O1.1:
38
Standard O3.1:
Occupations
Standard O4.1:
39
Standard F 2.1:
40
Standard F3.1:
Strand 4:
41
42
Primary
Education Level
(Primary education
grades 1-6)
This level covers the first stage of compulsory
education. It focuses on acquiring various skills--reading,
writing, calculation, fundamental thinking, communication,
social learning process and fundamentals of human beings
as well as complete and balanced development of
quality of life in various respectsphysical, intellectual,
43
emotional,
social
and
culturalwith
emphasis
on
Lower
Secondary
Education
Level
(Lower
and
interests,
promoting
development
of
Upper
Secondary
Education
Level
(Upper
44
45
Upper
Secondary
Education
Level
(Upper
Learning Areas
/ Activities
Learning
Areas
Thai
Language
Upper
Lower Secondary Secondary
Primary Education Level
Education Level Education
Level
G G G G G G
G
G
G
G 10-12
1 2 3 4 5 6
7
8
9
20
0
20
0
20
0
16
0
16
0
16
0
20
20
20
16
16
16
120
(3
crs)
120
120
(3
crs)
120
120
(3
crs)
120
240
(6 crs)
240
46
Mathematics
Science
80
80
80
80
80
80
12
0
12
0
12
0
12
0
12
0
12
0
40
40
40
40
40
40
80
80
80
80
80
80
80
80
80
80
80
80
80
80
80
80
80
80
Occupations
and
Technology
Foreign
Languages
40
40
40
80
80
80
40
40
40
80
80
80
Total Learning
Time
(Basic Level)
Learner
Development
Activities
Additional
courses/
activities
provided by
schools,
depending on
84
0
84
0
84
0
84
0
84
0
84
0
12
0
12
0
12
0
12
0
12
0
12
0
Social
Studies,
Religion and
Culture
- History
- Religion,
Morality and
Ethics,
Civics,
Culture and
Living in
Society,
Economic,
Geography
Health and
Physical
Education
Arts
(3
crs)
120
(3
crs)
160
(4
crs)
40
(1cr
)
120
(3
crs)
(3
crs)
120
(3
crs)
160
(4
crs)
40
(1cr
)
120
(3
crs)
(3
crs)
120
(3
crs)
160
(4
crs)
40
(1cr
)
120
(3
crs)
80
(2cr
s)
80
(2cr
s)
80
(2cr
s)
120
(3
crs)
880
(22
crs)
120
80
80
(2
(2
crs) crs)
80
80
(2
(2
crs) crs)
80
80
(2
(2
crs) crs)
120 120
(3
(3
crs) crs)
880 880
(22 (22
crs) crs)
120 120
(6 crs)
240
(6 crs)
320
(8 crs)
80
(2 crs)
240
(6 crs)
120
(3 crs)
120
(3 crs)
120
(3 crs)
240
(6 crs)
1,640
(41 crs)
360
Not less
than 1,600
hours
47
their readiness
and priorities
Total Learning
Time
Not less
than
3,600
hours for
a total of 3
years
48
graduation.
For
primary
education
grades
1-3,
secondary
education
level
(Grades
7-9),
49
50
required,
major
capacities
and
desirable
and
self-development;
priority
is
given
to
51
process;
thinking
process;
social
research
process;
self-learning
process;
and
to
study
and
understand
various
learning
by
choosing
teaching
methods
and
52
techniques,
learning
media/resources,
and
evaluation
use
the
data
obtained
for
planning
learning
regard
to
knowledge,
skills,
process
of
differences
and
different
levels
of
brain
53
Provide
an
ambience
and
atmosphere
54
2)
Interact,
work
and
join
in
activities
learning process.
Learning Media
Learning media serve as tools for promoting and
supporting management of the learning process, enabling
learners to efficiently acquire knowledge, skills, processes
and
characteristics
as
prescribed
in
the
curriculum
55
paid
to
their
suitability
to
the
learners
different
information
systems
and
efficient
learning
56
explore
and
conduct
research
for
57
that
interesting.
Learning Assessment
Learning
assessment
must
be
based
on
two
learners
learning
quality,
learners
must
be
58
59
activities,
and
Furthermore,
and
which
evaluation
determining
areas
also
must
what
be
provides
must
be
strengthened.
teachers
with
analytical
thinking
and
writing,
desirable
60
will
provide
data
and
information
for
improving policy, curriculum, projects and teachinglearning methodology. Evaluation outcomes are also useful
for preparation of each educational institutions educational
quality development plan in accord with the educational
quality assurance guidelines, as well as reports on each
educational institutions achievement to its school board,
the office of the educational service area, OBEC, parents
and the community.
3. Local assessment
Evaluation is conducted in order to assess learners
quality at educational service area level, based on the
learning standards prescribed in the Basic Education Core
Curriculum. It is aimed at obtaining basic information
required for developing quality of education provided by
the educational service area as mandated. Evaluation of
the learners achievements can be conducted by availing of
standard examination papers prepared and administrated by
61
institutions
are required
to arrange for
62
schooling,
problems,
and
those
those
with
with
economic
physical
and
and
social
intellectual
will
provide
essential
information
to
the
responsible
for
educational
provision,
63
Judging,
grading
and
reporting
on
learning
outcomes
1.1
64
Learners must be
reading,
analytical
thinking
and
writing,
65
reading,
analytical
thinking
and
writing,
with
remedial
measures,
the
educational
66
of
their
performance
by
using
numerical,
67
68
level
(1)Learners have completed basic courses and
supplementary
courses/activities in accord
assessment
outcomes
regarding
prescribed
by
the
respective
educational
institutions;
(4)Learners
assessment
outcomes
regarding
have
participated
in
learner
69
education
(1) Learners have attained no more than 81
credits for basic and supplementary courses, with a
distribution of 66 credits for basic courses and a number
of credits for supplementary courses as prescribed by the
respective educational institutions;
(2) Learners must have attained not less than
77 credits for the entire curriculum with a distribution of
66 credits for basic courses and not less than 11 credits
for supplementary courses;
(3) Learners assessment outcomes regarding
reading and analytical thinking and writing must meet the
criteria
prescribed
by
the
respective
educational
institutions;
(4) Learners assessment outcomes regarding
desirable characteristics must meet the criteria prescribed
by the respective educational institutions; and
70
(5)Learners
have
participated
in
learner
education
(1)Learners have attained not less than 81
credits, with a distribution of 41 credits for basic courses
and a number of credits for supplementary courses as
prescribed by the respective educational institutions;
(2)Learners must have attained not less than 77
credits for the entire curriculum, with a distribution of 41
credits for basic courses and not less than 36 credits for
supplementary courses;
(3) Learners assessment outcomes regarding
reading and analytical thinking and writing must meet the
criteria
prescribed
institutions;
by
the
respective
educational
71
(4)Learners
assessment
outcomes
regarding
have
participated
in
learner
Education
Curriculum
for
measurement
and
72
showing
evidence
of
education
learners
achievement,
based
on
assessment
the
educational
institutions
as
well
as
learner
73
1.3
Report on graduates shows authorisation of
graduation by recording the names and relevant data of
graduates at primary education level (Grade 6),
compulsory education level (Grade 9), and basic education
level (Grade 12).
2. Documents showing evidence of education
prescribed by educational institutions
Educational institutions are required to prepare
documents in order to keep record of learners
development, learning outcomes and essential data. These
documents include a students personal record, grade
record for each course, cumulative record, learning
outcome certificate and other documents required for
specific purposes.
Transfer of Learning Outcomes
74
75
provide
curriculum
support
and
encourage
efficient
implementation
and
development.
These
leading
institutions
to
preparation
curriculums,
the
of
the
educational
implementation
and
with
requirements;
due
consideration
developing
local
given
to
learning
national
contents;
76
the
quality
of
curriculum
implementation
institutions
play
important
roles
in
increasing
through
quality
research
of
and
curriculum
development,
aspects
of
problems
and
concerns
of
the