1.

2 Teacher Management policies

Teacher quality is an important factor in school quality. Education quality needs to be

improved, particularly the quality of teachers. Good institutions and incentive structures are
key policy levers for sustaining high quality teaching. These levers include encouraging
competition and accountability (for example, through central exit exams) and expanding
choice for students and their parents (for example, by increasing the quality of private
schools). A quality tracking system and performance-based teachers salaries are important
ingredients.

In recognition of the need for improvement, the government of Thailand has

established quality improvement as the focus of the second phase of the education reform
programs, which was approved in August 2009. Box 2.6.1 gives examples of measures to
enhance teacher quality. Various funds and mechanisms will also be introduced to support the
teaching profession. At the same time, higher skills and vocational training will be
highlighted. As for the poor and the underprivileged, the 15-year free education programs
will be reinforced with provision of greater and fairer educational opportunities and quality.

Box 2.6.1. The Thai Governments plan to enhance teacher quality

On 8 December 2009, Thailands cabinet approved, a five-year (2010-15) New Breed of Teachers
Project
* Pongwat (2012). The main leaders of the project are the Ministry of Educations Basic
and Vocational Education Commissions. In five years time, the project aims to produce 30 000
teachers, especially in scarce and most-needed subject areas. The project comprises two
components. First, the regular five-year teacher training programs at state universities faculties
of education are to enroll qualified high school graduates or third-year students of the Lower
Vocational Certificate Programs. Second, the 4+1 programs takes in graduates from
undergraduate schools with degrees in areas deemed scarce and greatly needed, notably science
and mathematics, who are interested in becoming school teachers. Student teachers in the
program must maintain rigorous academic standards. Successful graduates of the programs are
not required to take competitive examinations for teaching positions, as is normally the case for
other candidates, and they generally have little difficulty in finding jobs. If this and other related
programs are successful, basic and vocational schools should soon benefit from the infusion of
the first group of the New Breed of Teachers. This new breed is expected to make a real
difference, qualitatively speaking, in the nations classrooms, schools, colleges and in the entire
educational system. More importantly, prospective new-breed teachers will have to pay
serious attention to knowledge based education, which is the key to improving the overall
quality of education in Thailand and also crucial for further self-directed and lifelong learning
Thai Efforts to Improve Quality of Teachers

With the current education reform, Thailand has made significant efforts with regard
to teacher development by establishing a teacher licensing system, extending the duration of
pre-service teacher training programs, recognizing outstanding teachers with awards,
providing a series of in-service training programs and improving teacher compensation. All
aim at upgrading the teaching profession. In addition, scholarships have been provided to
attract high quality students to the field of teacher education.

Establishing a Teacher Licensing System

The NEA mandates that all in-service teachers and school directors hold a
professional teaching license. A teacher licensing system is considered a key quality
assurance aspect for education. Subsequently, the Teachers and Educational Personnel
Council Act of 2003 passed and mandated the establishment of a teacher licensing system.
The former Teachers Council of Thailand was reorganized into two agencies, the Teachers
Council of Thailand (TCT) and the Office for Welfare and Security Promotion of Teachers
and Educational Personnel. The TCT is responsible for setting professional standards, issuing
and revoking professional licenses and monitoring adherence to professional standards and
ethics. A fund was established to help raise professional standards through grants and rewards
for innovation and excellence in teaching and research. The licensing system requires a
bachelors degree in education as a minimum requirement and the license must be renewed
every five years.

The teacher licensing system is supported by the Thai public. A hearing with 2,500
people from more than 30 provinces organized by the OEC and a Suan Dusit opinion poll of
2,000 people showed that more than 90 percent of respondents agreed that licensing would
raise education quality (ONEC, 2001b). Those interviewed for this study also support the
teacher licensing system. However, the development of a fair and reliable evaluation and
licensing system is an urgent issue needing attention.

In 2005, the Teachers Council of Thailand published the Education Professional

Standards, consisting of standards for professional knowledge and experience, performance
and conduct. The standards are a prerequisite to applying for the license. Standards for
performance are to maintain and improve the knowledge, capabilities and expertise of
teachers so that the license can be renewed every five years. Standards for conduct are related
to professional ethics. If teachers violate them, the consequences are dismissal, warning,
probation, suspension of the license for a period as deemed appropriate but not to exceed five
years or revocation of the license (Teachers Council of Thailand, 2005). Yet how the
standards are applied, and who is going to evaluate the teachers, are still unclear.
Furthermore, how TCT will coordinate with other agencies such as OBEC, ONESQA and
TEPC in evaluating teachers has to be resolved. Each agency has its own standards, which
are similar but not identical, and are not coordinated with each other. Similar standards in
different formats cause cumbersome paperwork for teachers.
 As a transitional measure, all in-service teachers were provided with a teachers
license. In the initial stage the plan was to give teachers who had a less-than bachelors
degree a temporary license as they were expected to pursue a bachelors degree during a
grace period. However, the plan was adjusted and all teachers were given licenses with
evidence of having attended some training programs. Teacher licenses are renewable every
five years and the first renewal process started in 2008. The renewal form is under review,
but the current process includes self-reporting paper work. The Teachers Council of Thailand
examines and approves the curriculum of each pre-service and in-service training programs.
Teachers report how many training programs they have attended. Attending approved
training programs is a major factor for renewal. Yet, in-service teacher training programs in
Thailand have been criticized for their inefficiency (see the following section on in-service
training programs). It remains to be seen whether attending them ensures that standards of
performance are being met and whether the process genuinely gauges teachers, or remains as
nominal paper-work.

Extending Pre-Service Teacher Training Programs

A major change in teacher development under the current education reform is the
extension of pre-service teacher training programs. To be a teacher in Thailand, an individual
needs to complete a five-year bachelors degree in education, with four years coursework and
a final year for a teaching practicum at an approved school. Alternatively, bachelors degree
graduates in fields other than education have to complete a one-year graduate certificate
program in education.

The goal of the five-year curriculum is to improve practical teaching abilities by

requiring a one-year teaching practicum. Also, by increasing the credits in pedagogy and
subject matter, the specialization of teachers is enhanced. Yet the duration of the program is
still being debated. The focus of the discussion is whether another year of education makes a
substantial difference to teachers professionalism. Some argue that there are alternative ways
to improve professionalism, such as in-service training, instead of lengthening the duration of
the pre-service curriculum.

Developing In-Service Teachers

With regard to in-service teachers, an award system was introduced to recognize

outstanding teachers. ONEC and OEC selected 26 teachers for the National Teacher Awards
from 1998 to 2006, for their innovation in improving teaching quality. The award consists of
a salary supplement, a grant to pursue an innovative project and funds to integrate the
innovations within the school. Furthermore, the Master Teachers Award recognized 586
teachers for their role as key agents of learning reform. Other agencies such as OBEC and
TCT also reward outstanding teachers.

Further reforms are needed in several areas

Education reform should not focus mainly on increasing the education budget, but
more on improving education management, especially in establishing a sound and
comprehensive accountability system. Rewards to teachers and management should be linked
directly to students performance, which should be measured as objectively as possible and
without compromise of standards.