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1104-National Education Act Part 1 — Transcript

by สถาบันคุรุพัฒนา · 3,888 words · 620 segments · language en · Watch on YouTube

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0:01[Music]
0:07[Applause]
0:21Hello all teachers. This clip is still a
0:23matter of law. We're in module one, the
0:26matter of changing the world and social
0:28context and the concept of sufficiency,
0:31economy, philosophy in terms of changes
0:33in the world and social context. As we
0:36know that we talked about in the
0:37introduction of the module, there will
0:39be a section about the changes in the
0:41context of the social world are divided
0:43into four parts. The first part or
0:46subpart of part one is legal policy and
0:50then there's the matter of politics.
0:52legal policy and politics. Right now, we
0:55are still in the matter of law. As for
0:57the law, we have talked about the
0:59constitution which is the country's
1:01largest legal framework. Today, we are
1:04talking about law again, but it is a law
1:06that is a continuation of constitutional
1:08law. It is still the master law. The law
1:12we are going to talk about today is a
1:14very important law in educational law.
1:17It is the National Education Act. The
1:19National Education Act is a law that
1:21comes from the constitution. It is the
1:24constitution of the Kingdom of Thailand
1:25number 16 promulgated on the 11th of
1:28October 1997.
1:31It prescribes laws that relate to
1:34national education. It is very popular
1:36here that in the past there was no
1:38educational laws at all and therefore a
1:42very important source is section 81 of
1:44the 16th D constitution announced on the
1:4711th of October 1997.
1:50This is information that you all should
1:52remember in order to use it in exams or
1:55when teaching or saying anything.
1:58The most important point is that there
2:00are two parts to this story. The first
2:02part is to have laws regarding national
2:04education. Another thing that continues
2:07here is it is stated that this law is to
2:10improve education in accordance with
2:12this important point economic and social
2:15changes. Therefore, it is probably the
2:18origin or the consensus that the story
2:20is a matter of change and ours is a
2:23change in the context of the world and
2:24society.
2:27Economic change is also a part of the
2:28changing world and social context.
2:30Therefore, it is important that there
2:32must be educational laws.
2:35Therefore, there is the origin of the
2:38National Education Act. There are four
2:40National Education Acts until now.
2:43Actually, it's a single version, but
2:45there have been improvements. The first
2:48version is a National Education Act of
2:501999.
2:52This was announced on the 19th of August
2:541999.
2:56But later there was a second version
2:59which is a revision of the first version
3:01which was the 1999 edition. The second
3:04edition revised in 2002 was announced on
3:07the 19th of December 2002.
3:11Issue three has another correction. I'll
3:14let you know how to fix it. The third
3:16time this was revised in 2010 and
3:19announced on the 22nd of July 2010. And
3:23the last time it was announced that
3:25there was another amendment was in 2019
3:28announced on the 1st of May 2019.
3:33The reason from the improvement that
3:34comes from each time is different. The
3:37first time was edited because the name
3:39of the ministry was changed. That was
3:41during the enactment of the national
3:43education act until the announcement was
3:46made. That period was the period in
3:48which the name of the ministry would be
3:50changed. that is go and change the
3:53structure of the ministry. The ministry
3:55was named and was in operation at the
3:58time. The name of the ministry was the
4:00ministry of religion, education and
4:02culture. The ministry of education,
4:05religion and culture that is combining
4:07the matters of studying religion and
4:09culture together.
4:11Therefore, in the contents provided in
4:13various laws, including the National
4:15Education Act, the abbreviation of which
4:18is the National Education Act, there
4:20will also be the name of the ministry in
4:23addition to the name of the ministry.
4:25Religion and culture will also have
4:27content related to education. Both
4:29matters of education, religion and
4:31culture are in the regulations.
4:34Various categories and sections as well.
4:37When the new ministry was announced,
4:39there was no religion and culture. That
4:42is, there is a ministry of culture that
4:44integrates education there. But the
4:46original ministry of education, the
4:48ministry of education that will be
4:50reestablished will become a ministry
4:53with the same name as the ministry of
4:54education as before. Therefore,
4:58the text or words used in the National
5:00Education Act of 1999 must be revised.
5:04editing the text of the ministry's name
5:06and adjust the content of that section.
5:09Religious and cultural regulations were
5:11removed. This is one of the issues that
5:14were fixed. But other substances remains
5:16the same only the name coming in 2010.
5:21This one has a story about educational
5:23areas that is the original since 1999
5:28or two amendments in the second edition
5:30of 2002.
5:32The only thing that education has in the
5:34name of an education area is the word
5:37educational area. It means educational
5:40institutions that are in the educational
5:42area.
5:44It is an educational institution at both
5:46primary and secondary levels. Simply
5:49put, they are in the same area. But now
5:52it's 2010 and there is a level of
5:54separation.
5:56Therefore, there was now an educational
5:58area for primary and secondary
6:00education.
6:02When there is a change here, the only
6:04part in the name of the district that
6:06has been amended, especially in the
6:08wording or words, indicates a school
6:10district. Therefore, the other contents
6:12remain the same or the words themselves.
6:16Another time there was a revision was in
6:18the fourth edition. In 2019 there was a
6:22restructuring here that is the office of
6:25high education commission was originally
6:27under the ministry of education.
6:30When the office of the higher education
6:32commission was separated the higher
6:34education commission was separated.
6:36Therefore there was an adjustment of
6:38content in the part that was the part of
6:40higher education which was removed
6:43because the ministry was separated.
6:45The ministry will proceed with the work
6:47of the ministry of high education. The
6:49ministry of higher education will
6:51proceed with its own related work.
6:54However, the contents of this national
6:56communications act are really pulling
6:58out the educational act. Therefore, the
7:02national education policy will talk
7:03about all levels speaking at the dome
7:06level. But language that is related to
7:08technology under the ministry of
7:10education that also talks about higher
7:12education has been pulled out.
7:16Other matters related to high education
7:18still remain in the National Education
7:19Act. This is the origin of the National
7:22Education Act and the matter of its
7:24improvement.
7:25The following information has been
7:27revised and updated. Therefore, if you
7:30look at the various messages in National
7:32Education Act, there will be a symbol,
7:35but there will be a number with an
7:36asterisk to say when this text was
7:39revised and in what version. Therefore,
7:42if it is the current version at present,
7:44there will be hanging at the end called
7:46the socket states that this has been
7:49revised according to which version, when
7:51and how
7:54you should use the current version in
7:55your next study.
7:57Let's look at the content and details of
7:59each section and then each category each
8:02section will start from. If you enter
8:05one category, you must first tell us
8:07what was posted and presented there.
8:10only important sections. Only the
8:12sections that teachers should know are
8:14related to teachers. It is important
8:16information that teachers should know
8:18and love and be able to put it into
8:20practice. Section one, general
8:23provisions regarding the aims and
8:25principles.
8:26This important section is section 8
8:29regarding organizing education to adhere
8:31to the following principle. What
8:33principle is it based on? Number one is
8:36to provide lifelong education for the
8:38people. The important point here is that
8:40it is lifelong education used only for
8:43students not for the public. Linked to
8:46important points that we go back to
8:48since the constitution stated that we
8:50should emphasize lifelong education.
8:52Lifelong education must be inclusive
8:55including all groups and not just school
8:57age learners. Age within the system that
9:00is is linked to education that has many
9:03different characteristics. Therefore,
9:05this present study has many forms. As we
9:08said, wherever you are, you can study.
9:11You can study whenever you want.
9:13Whatever you want to be able to study,
9:15you must be able to study. Therefore,
9:18people throughout their lives can learn
9:20at all times and there are various
9:23learning channels and this law is
9:25considered to be the modern content and
9:27can be respected and practiced. Part two
9:31which is equally important is the matter
9:33of letting society participate in
9:35education. The word society is a broad
9:37term for society refers to an individual
9:40or a group of people including those
9:42agencies that are in society and the
9:44community to participate in education.
9:47And if you look at the laws that have
9:49been established since before, you will
9:51see that both government agencies and
9:53private sector agencies mean that they
9:56are all society who have the opportunity
9:59to participate in education. The word
10:02educational management is I'm free but
10:05the meaning is that I can come and help
10:07anywhere will be an important force in
10:09the matter of being a lecturer be a
10:12teacher will help in the budget the use
10:14of buildings various things that is
10:17having social agencies or people in
10:19society come in and help maybe from
10:22helping workers to give up their brain
10:24power helping with materials and
10:26equipment helping with budgets etc. and
10:29let society have a part to help take
10:31care of the provision of education as
10:33well. Simply put, it's good to be the
10:36owner or to be the host or that
10:38personnel or people even students
10:41themselves who live in society will have
10:44a part to help and monitor in terms of
10:47educational management here. In addition
10:50to being involved in the organizing
10:52education here, there will also be a
10:54part take care of the part that will be
10:56suggested.
10:58Importantly, there is a section that
11:00will help monitor, supervise and
11:02evaluate. That is an important part
11:05where education is not separated from
11:07society.
11:09Another part is the continuous
11:10development of the content and learning
11:12process. The important issue is now
11:15there will be two parts to develop. What
11:18will be developed? Content. If we talk
11:21about content, it is content. Suppose
11:24that the things learned need to be
11:26learned these days that talk about
11:28competency will also be part of the
11:30content. Simply put, whatever is learned
11:33will evolve in accordance with the
11:34context and change over time.
11:37Another part that must be developed is
11:39the matter of the learning process. You
11:41see developing what you will learn,
11:44developing the process of learning, this
11:46is important. More importantly, it is
11:49not to develop continuously for a while
11:51and then stop, but to do it
11:53continuously. Therefore, doing it
11:55continuously shows that there is
11:57development. This is also connected to
12:00the matter of change. When there is a
12:02change in the context, it changes
12:04quickly or slowly. But when there is a
12:07change, the development of things that
12:09need to be learned or the learning
12:10process must be suitable for the context
12:13of the change that is it must be done
12:16continuously.
12:18Another continuous step is connected to
12:19the matter of lifelong life. In studying
12:22the life market, it is not adapted to
12:25the context appropriate to the group of
12:27people who will study. This will be an
12:29important substance and precept. Section
12:32two is related to the roles and duties,
12:34rights and duties of education. This
12:37involves matters of both the individual
12:39and the organization.
12:41The important section of this section is
12:44section 10 concerning educational
12:46management technology.
12:48The children's act states that everyone
12:50must have equal rights and opportunities
12:52to receive basic education for at least
12:5512 years.
12:56We have words that we are familiar with
12:58and we have to be precise and remember
13:00and can answer that is the word
13:03compulsory education basic education.
13:06These two words are related but not the
13:08same. Compulsory council and knowing
13:11that 9 years is compulsory means that
13:13Thai people Thai people must be
13:15educated. 9 years is compulsory.
13:19You can say that the law is compulsory.
13:22This means that if you do not do it then
13:24it is against the law. That is from the
13:26first grade of primary school until the
13:28third grade of secondary school. But
13:30basic education is education from
13:32primary 1 to secondary six or vocational
13:36certificate 3. This is considered basic
13:39education. Here it must be defined that
13:42equal rights and opportunities mean that
13:44people are equal regardless of what
13:46gender they belong to, what personality
13:48group they belong to, what ethnic group
13:51they are. But if they are tied, they
13:53must have the right to receive
13:54treatment. Basic education 12 years
13:57already. It must be provided equally as
14:00well. The government must provide it
14:02thoroughly and with quality and without
14:04charging any expenses. And what is
14:07important here is the matter of having
14:09equal rights and opportunities in the
14:11matter of basic education for no less
14:13than 12 years. It is the duty of the
14:16state to provide it thoroughly. No
14:18matter what remote area you are in, it
14:20depends on the situation in this
14:22context. Therefore, even people who are
14:25disabled and those with chronic
14:27illnesses such as being bedridden must
14:29have equal opportunities to receive
14:31education. The government must find
14:34opportunities and relevant agencies must
14:36organize
14:37from the symptoms of education provided
14:40according to the context. But it must
14:42not be organized as a business. It must
14:44be of quality as well and it must be
14:47provided free of charge. This is a
14:49provision according to the Royal
14:51Education Act which is consistent with
14:53the constitution. This is the content of
14:56the important provisions. The next part
14:58is category three and it is about the
15:01education system. As I have learned
15:04there are three types of allocation.
15:06There are three types of education in
15:08one system that is the education and the
15:11education system outside the education
15:13system in formal education.
15:16Formal education which many of us all
15:18teachers are in your educational
15:21institutions is considered to be formal
15:23education.
15:25Come to study in an education
15:26institution.
15:28Nonformal education means that there is
15:30an agency that takes care of this. That
15:33is it may be because there are no
15:35opportunities or unsuccessful
15:37opportunities in formal education or
15:40even if successful I'll come to study
15:42here again no matter what there is
15:45education that we are familiar with that
15:47is nonformal education this language is
15:50a language that students speak and can
15:52clearly understand when listening to it
15:54they're not learning it in school but
15:56are still learning it meaning it is
15:59still basic education but they do not
16:01study in the form of coming to study
16:03every day. There are methods of
16:05organizing the education that facilitate
16:08students to learn both by themselves and
16:10then meeting in groups or not. There is
16:13a process to support and transfer
16:15various things. This one has enough
16:18details that are conducive to students
16:20which now is doing well and is about to
16:22be adjusted.
16:24As a matter of learning, various
16:26learning centers will be more extensive.
16:30Another very important section that is
16:32consistent with the section just passed
16:34is the matter of informal education. If
16:37we say that we study at our own pace, we
16:39can study at any time. Anyone can study.
16:43We can study anywhere. We can study
16:45through different media all of them.
16:48Whatever you are studying, it will be
16:49part of education but in a form. It may
16:53be semiformal or not or it may be
16:56educational. It may be based on the
16:59nature of us watching clips, various
17:00clips in various media that are either
17:03public or organized by an organization
17:05to give a specific group or can arrange
17:08general services. Therefore, it is
17:10considered to be the study of goodwill
17:13which the government must take care of
17:15and see which are parts.
17:17It must be correct that the people
17:20should learn. This is the role of the
17:22state as a whole. At the same time,
17:25educational agencies or related agencies
17:28at the same time, educational agencies
17:30or related agencies must also take care
17:33that this is beneficial and must be
17:35disseminated to the public. Therefore,
17:37learning, seeing, and having access to
17:40various learning resources is considered
17:42informal education. Of course, you can
17:45study at any time and you can study for
17:47the rest of your life. If you want to
17:50continue studying with a lot of variety,
17:52it will be a matter of the system.
17:55In section 16, we said that there will
17:57be two levels of formal education. What
18:00we have already mentioned is that the
18:02basic education level is from grade 1 to
18:04grade six or vocational certificate 3
18:07and high education.
18:09Therefore, it is enough to continue with
18:11basic education.
18:13If you know that there will be A levels,
18:15it actually has degree levels. It has
18:18pre-deree levels, tertiary degrees such
18:21as what we are familiar with, vocational
18:23certificates, distributed higher
18:25vocational levels or have other
18:27certificates which are higher level of
18:29education than basic education. This is
18:32all considered to be higher level
18:34education. Of course, this is also an
18:36educational level. But regarding the
18:39education system, one can study now. It
18:42can be both at high educational levels.
18:45There will be both formal and nonformal
18:47studies. In this matter, there are many
18:50avenues to study. Therefore, you are
18:52able to choose or people can choose to
18:54study according to their needs and suit
18:56their own context. Next is the matter of
18:59further education system as well. But
19:02this is section 17 talking about
19:04compulsory education. I already
19:06mentioned 9 years. There will be 9 years
19:09of compulsory education which is
19:12specified from the age of entering the
19:13seventh year that is meaning six years
19:16of age entering the seventh year until
19:19entering the 16th year. Year 16 will be
19:2215 years complete. This part must be
19:25studied in compulsory education or if it
19:28happens that the student passes the
19:30prerequisite exam before reaching the
19:32age of 16, it is considered completed.
19:36But if you haven't finished here, you're
19:38still under the law. You'll have to come
19:40and study in some other form. So it can
19:43be both the system and outside system.
19:46>> Nowadays, when it comes to informal
19:48education, there is another system that
19:50may not be mentioned in the law. But
19:52there is another form of education
19:54called home education or homeschool.
19:57At home or homeschool, there are many
19:59parents with whom you can take care of
20:01your children.
20:03You don't have to take it into your own
20:04education both in the formal and
20:06nonformal education system at home. This
20:09will be a form of education that allows
20:11for flexibility and diversity.
20:14Therefore, if counted according to age,
20:17that is the law stipulates that entering
20:19the seventh year until entering the 16th
20:22year must be subject to the law that is
20:25education. But if there is a case where
20:27it is necessary to not be able to study,
20:30there will be a way to help in applying
20:33without having to approach compulsory
20:35communication. For example, having a
20:38disability and therefore being unable to
20:40study, but other parts can be taken care
20:43of and must be enforced in this study.
20:46It may be inconvenient for one or
20:49perhaps one is not ready to do it. It
20:51may be that there will be concessions.
20:53But whatever when there are people who
20:56are 16 years old but still want to study
20:58in basic education or education that
21:01still needs to be studied one can still
21:03come into the educational process.
21:06Nonformal education is also used in this
21:08part which is conducive to education.
21:12Another part is section four regarding
21:14educational management guidelines. This
21:17is the content of the law. The key word
21:20is to take the learner as the main
21:21focus. And it is written that education
21:24must be based on the principle that
21:26every learner can learn and develop
21:28himself. That means that if the learner
21:30is the focus, how many potential
21:33learners can learn. The meaning must be
21:36organized like this. That is everyone
21:38can learn and develop themselves and
21:40consider students as the most important.
21:43Therefore, managers of the educational
21:46management process of agencies that will
21:48be involved in organizing education from
21:50government agencies at the ministry
21:52level down must encourage learners to be
21:56able to develop themselves naturally to
21:58their fullest potential. This is a rule
22:01specified in the law. Next is a matter
22:04of organizing education as before, but
22:06it is a matter of faculty that will
22:09participate in the education management.
22:12That is there is a basic education
22:14commission. What are your duties? There
22:18is a specified core curriculum for basic
22:20education
22:22that teaches simply put is the body of
22:25agencies that is the basic educational
22:27level structure. It is considered to be
22:29the highest agency of basic education
22:31that is under the ministry. Simply put,
22:34basic education will have agencies,
22:38but this agency will be administered in
22:40the form of the committee called the
22:41basic education commission. I will take
22:44care of the curriculum regarding
22:46educational management at the basic
22:48education level. There'll be one
22:50important witness which is that there is
22:53a core curriculum or we'll link it to
22:56another level of the curriculum that is
22:58level and level at the education
23:00institutional level which will have
23:02further provisions.
23:04Section 27 says that there is already a
23:07core curriculum for basic education.
23:10As for the educational institution, it
23:12will have duties according to the
23:14principles of the education institutions
23:16curriculum. Therefore, the curriculum of
23:18the educational institution uses the
23:20core curriculum as the main basis and
23:23must be adjusted to suit the problems,
23:26community conditions, social conditions,
23:28and local wisdom. Able to add desirable
23:32characteristics in the desired
23:33characteristics specified in the core
23:35system. The specified age
23:37characteristics are those that
23:39educational institutions can add to suit
23:42the context of the educational
23:43institution. Local context the social
23:47context of which localities require
23:49special characteristics or additional
23:50animals that set up for students to
23:53happen. It is carried out so that
23:55student become good members of their
23:57families, society and the nation with
23:59all the above. It is a matter of the
24:02provisions of the national education act
24:04starting with the matter of why there is
24:06national education act and starting in
24:081999
24:09and it has been changed three times and
24:12their important provisions starting from
24:14the general section on how education
24:16must be arranged emphasizing the
24:18provision of lifelong education for
24:20everybody's level education involves the
24:23participation of communities and local
24:25agencies and this education must be
24:28continuously developed therefore There
24:30will be the issue of educational
24:32management related to individuals and
24:35related to organizations related to
24:37characteristics such as preschool
24:39education, basic education and tertiary
24:42education.
24:44And then we end up with the organization
24:46that is the structure that takes care of
24:47basic education which is the basic
24:50volunteer committee. As for this clip,
24:53we'll end this part right here. We'll
24:55continue in the next part. That is the
24:57relevant mode for this video. Goodbye.
25:02[Music]

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