Advertisement

International Review of Education

, Volume 60, Issue 4, pp 499–522 | Cite as

Strategies for developing a sustainable learning society: An analysis of lifelong learning in Thailand

  • Suwithida Charungkaittikul
  • John A. Henschke
Article
First Online:

Abstract

Today’s world may be characterised as the dawn of the new millennium of the learning society, where knowledge is considered as a country’s most valued asset and primary source of power. In the increasingly intense competition among international communities, Thailand has been respected for advancing the concept of transforming communities, cities and regions into learning societies engaged in a sustainable development strategy which promotes the continual learning of individuals – the smallest unit of society. The learning society approach aims to balance economic, social, natural and environmental aspects and resources of society; and is transforming the Thai people into knowledge citizens and knowledge workers. The underlying legislation carries stipulations concerning lifelong learning, educational enhancement and global competitiveness aimed towards developing appropriate manpower to move the society towards sustainable happiness as compared and contrasted with maintaining the “status quo”. This article portrays the current situation of lifelong learning and education in Thailand; analyses and synthesises five best-practice learning society case studies and proposes guidelines for developing a sustainable learning society.

Keywords

Learning society Learning society model Lifelong learning Sustainable lifelong learning development Thailand 

Résumé

Stratégies de développement d’une société de l’apprentissage durable : une analyse de l’apprentissage tout au long de la vie en Thaïlande – Le monde d’aujourd’hui pourrait être décrit comme l’aube du nouveau millénaire de la société de l’apprentissage, au sein de laquelle le savoir est considéré comme l’une des ressources majeures d’un pays et une source essentielle de pouvoir. Dans un contexte d’intensification de la compétition internationale, la Thaïlande a gagné ses lettres de noblesse en promouvant le concept de transformation des communautés, des villes et des régions en sociétés de l’apprentissage. Ces sociétés œuvrent en faveur d’une stratégie de développement durable encourageant l’apprentissage permanent de l’individu, la plus petite unité sociale. L’approche de la société de l’apprentissage vise à équilibrer les ressources et les aspects économiques, sociaux, naturels et environnementaux de la société; elle fait des Thaïlandais des citoyens avertis et des professionnels de la connaissance. La législation existante comporte des clauses relatives à l’apprentissage tout au long de la vie, au renforcement de l’éducation et à la compétitivité internationale visant à constituer une main-d’œuvre qualifiée, dans l’optique de favoriser l’accès de la société à un bonheur durable. Cette approche est donc opposée au maintien du statu quo. Cet article décrit la situation actuelle de l’apprentissage et de l’éducation tout au long de la vie en Thaïlande; il analyse et réalise la synthèse de cinq études de cas de pratiques exemplaires, et formule des recommandations en vue de la mise en place d’une société de l’apprentissage durable.

This is a preview of subscription content, log in to check access.

References

  1. Carrillo, F. J. (2004). Capital cities: A taxonomy of capital accounts for knowledge cities. Journal of Knowledge Management, 8(5), 28–46.CrossRefGoogle Scholar
  2. Carrillo, F. J. (Ed.). (2006). Knowledge cities: Approaches, experiences and perspectives. Oxford: Butterworth-Heinemann/Elsevier.Google Scholar
  3. Casey, C. (2006). A knowledge economy and a learning society: A comparative analysis of New Zealand and Australian experiences. Compare, 36(3), 343–357.Google Scholar
  4. Charungkaittikul, S. (2011a). The scenario of a learning society model toward promoting a positive paradigm shift for communities. Unpublished doctoral dissertation, Chulalongkorn University, Bangkok.Google Scholar
  5. Charungkaittikul, S. (2011b). The scenario of a learning society model toward promoting a positive paradigm shift for communities. International Journal of Adult Vocational Education and Technology [IJAVET], 2(3), 30–34.CrossRefGoogle Scholar
  6. Charungkaittikul, S., & Henschke, J. (2011). The scenario of a learning society model toward promoting a positive paradigm shift for communities in Thailand. In S. Dudka (Ed.), Proceedings of the 2011 Midwest Research-to-Practice Conference in Adult, Continuing, Extension, and Community Education (pp. 91–97). St. Charles, MO: Lindenwood University.Google Scholar
  7. Charungkaittikul, S., Sujiva, & S. Pathumchareonwattana, W. (2013). Evaluation of the operational implementation of non-formal and informal education based on the Non-formal and Information Education Promotion Act B.E. 2551 (2008). Bangkok: Rangsri Publishing House.Google Scholar
  8. Choi, S.D. (2003). Changing skills formation and lifelong learning in South Korea. PhD thesis, University of London, London.Google Scholar
  9. Cisco (2010). The learning society. San Jose, CA: Cisco. Accessed 28 July 2014 from http://www.cisco.com/web/about/citizenship/socio-economic/docs/LearningSociety_WhitePaper.pdf.
  10. Delors, J., et al. (1996). Learning: The treasure within. The report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO.Google Scholar
  11. Dulayakasem, U. (2005). Past/future of non-formal education management. Bangkok: Monitoring and Evaluation Group. The Office of Non-formal Education Administration.Google Scholar
  12. Ergazakis, K., Karnezis, K., Metaxiotis, K., & Psarras, J. (2004). Towards knowledge cities conceptual analysis and success stories. Journal of Knowledge Management, 8(5), 5–15.CrossRefGoogle Scholar
  13. Ergazakis, K., Metaxiotis, K., Psarras, J., & Askounis, D. (2006). An emerging pattern of successful knowledge cities’ main features. In F. J. Carrillo (Ed.), Knowledge cities: Approaches, experiences and perspectives (pp. 3–16). Oxford: Butterworth-Heinemann/Elsevier.CrossRefGoogle Scholar
  14. Faris, R. (1998). Learning communities: Cities, towns and villages preparing for a 21st century knowledge-based economy. A Report submitted to the Resort Municipality of Whistler and the Centre for Curriculum, Transfer and Technology, Victoria. Accessed 28 July 2014 from http://members.shaw.ca/rfaris/docs/learningcities.pdf.
  15. Faris, R. (2006). Learning cities: Lessons learned. In support of the Vancouver Learning City Initiative. Accessed 28 July 2014 from http://members.shaw.ca/rfaris/docs/VLC%20Lessons%20Learned.pdf.
  16. Faris, J., & Peterson, W. (2000). Learning-based community development: Lessons learned for British Columbia. Victoria: Ministry of Community Development, Cooperatives and Volunteers.Google Scholar
  17. Gelpi, E. (1985). Lifelong education and international relations. London: CroomHelm.Google Scholar
  18. Henschke, J. (2014). An international perspective on reorienting traditional higher education institutions toward lifelong learning. Paper presented at the fourth international conference on adult education, “Adult education in universities: Local and regional perspectives”, 27–30 April in Iasi, Romania.Google Scholar
  19. IAEC (International Association of Education Cities). (2012). Member cities of the IAEC. Accessed 28 July 2014 from http://www.edcities.org/en/list-of-member-cities/.
  20. Keating, D. P., & Hertzman, C. (1999). Developmental health and the wealth of nations: Social, biological and educational dynamics. New York: The Guildford Press.Google Scholar
  21. Kwon, I. T., & Schied, F. M. (2009). Building communities into lifelong learning cities: The case of the Republic of Korea. Accessed 28 July 2014 from www.adulterc.org/Proceedings/2009/proceedings/kwon_schied.pdf.
  22. Lantz, A., & Brage, C. (2006). A learning society/learning organization. Accessed March 12, 2014, from F:\LearningsocietyArticle.htm.Google Scholar
  23. Laszlo, K. C., & Laszlo, A. (2007). Fostering a sustainable learning society through knowledge-based development. Systems Research and Behavioral Science, 24(5), 493–503.CrossRefGoogle Scholar
  24. Longworth, N. (2006). Learning cities, learning regions, learning communities. Lifelong learning and government. London: Routledge.Google Scholar
  25. Longworth, N., & Osborne, M. (2010). Perspectives on learning cities and regions. Leicester: National Institute of Adult Continuing Education (NIACE).Google Scholar
  26. McCullough, M. Carolane, R., & Hetherington, B. (2003). The Victorian Learning Communities Network: “The experience so far”. In Communities of learning: Communities of practice. Proceedings of the 43rd annual national conference adult learning Australia, Sydney 27–30 November (pp. 297–311).Google Scholar
  27. Morris, L., & Cranford, S. (2007). Toward a knowledge society in the context of a knowledge economy: Where will we go and how we get there? A global perspective. In Proceedings of the 2007 Commission on International Adult Education (CIAE) (pp. 137–149). Norfolk, VA: The American Association for Adult and Continuing Education (AAACE).Google Scholar
  28. NESDB (National Economic and Social Development Board). (2011). Eleventh national economic and social development plan B. E. 2555–2559 (2013–2017). Bangkok: NESDB. Accessed 28 July 2014 from http://eng.nesdb.go.th/Portals/0/news/plan/eng/THE%20ELEVENTH%20NATIONAL%20ECONOMIC%20AND%20SOCIAL%20DEVELOPMENT%20PLAN%282012-2016%29.pdf.
  29. OEC (Office of the Education Council). (2004). Learning city. Bangkok: Educational Standards and Learning Development Bureau.Google Scholar
  30. OEC (Office of the Education Council). (2008). Research study on evaluation process of education for learning society promotion. Bangkok: Ministry of Education.Google Scholar
  31. ONIE (Office of Non-formal and Informal Education). (2008). Non-formal and informal education promotion act B.E. 2551. Bangkok: ONIE.Google Scholar
  32. ONIE (Office of Non-formal and Informal Education). (2009). The Development models of learning resources management of the best lifelong learning communities in 10 pilot provinces. Bangkok: ONIE.Google Scholar
  33. ONIE (Office of Non-formal and Informal Education). (2011a). Performance report of non-formal and information education. Bangkok: ONIE, Office of Permanent Secretary, Ministry of Education.Google Scholar
  34. ONIE (Office of Non-formal and Informal Education). (2011b). Policies and focus on performance of NIE offices for the fiscal year 2012. Bangkok: ONIEGoogle Scholar
  35. ONIE (Office of Non-formal and Informal Education) (2014). Non-formal education. Bangkok: ONIE. Accessed 28 July 2014 from http://203.147.62.103/en/2013-07-01-07-03-29/policies-strategic-plans/non-formal-education.
  36. Osborne, M., Kearns, P., & Yang, J. (2013). Learning cities: Developing inclusive, prosperous and sustainable urban communities. International Review of Education, 59(4), 409–423.CrossRefGoogle Scholar
  37. Pichayasathit, S. (2001). A learning society for the promotion of lifelong learning. In UNESCO (Ed.), Lifelong learning in Asia and the Pacific (pp. 124–125). Bangkok: UNESCO Bangkok.Google Scholar
  38. Pongpaiboon, P. (2007). Learning society. Accessed 30 March 2014 from http://learners.in.th/blog/yardnapa2/15632.
  39. RTG (Royal Thai Government). (1999). National education act B.E. 2542. Bangkok: RTG.Google Scholar
  40. RTG (Royal Thai Government). (2002). National education act. Amendment (issue 2) B.E. 2545. Bangkok: RTG.Google Scholar
  41. RTG (Royal Thai Government). (2007). Constitution of the Royal Kingdom of Thailand B E. 2551. Bangkok: RTG.Google Scholar
  42. Senesh, L. (1991). Building a learning society. Accessed 28 July 2014 from http://files.eric.ed.gov/fulltext/ED355171.pdf.
  43. Sibmeunpiam, N. (2003). Development of a learning city model: A case study of sub-district administrative organizations in Chonburi Province. Educational Journal of Thailand, 1(1), 43–58.Google Scholar
  44. Siltragool, W. (2007). Thailand. Non-formal education. Country profile prepared for the Education for All Global Monitoring Report 2008. Education for All by 2015: Will we make it? 2008/ED/EFA/MRT/PI/68. Accessed 28 July 2014 from http://unesdoc.unesco.org/images/0015/001555/155581e.pdf.
  45. Su, Y. H. (2007). The learning society as itself: Lifelong learning, individualization of learning, and beyond education. Studies in Continuing Education, 29(2), 195–206.CrossRefGoogle Scholar
  46. Sungsri, S. (2005). The development of learning communities/cities for Thai society. Bangkok: Learning policy development group in local wisdom and traveling. Bangkok: Standards and Learning Bureau.Google Scholar
  47. UNESCO (United Nations Educational, Scientific and Cultural Organization) (2005). Towards knowledge societies. UNESCO World Report. UNESCO Publishing. Accessed 28 July 2014 from http://unesdoc.unesco.org/images/0014/001418/141843e.pdf.
  48. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2011). UNESCO National Education Support Strategy (UNESS): Thailand. Bangkok: UNESCO.Google Scholar
  49. Varavarn, K. (2013). Lifelong learning in the 21st century: Reflections from the Thai experiences. Paper presented at the first international conference on lifelong learning for all 18 July (LLL2013), Chulalongkorn University, Bangkok.Google Scholar
  50. World Bank (1998). Knowledge for development. World Development Report 1998–1999. New York: Oxford University Press.Google Scholar
  51. Yarnit, M. (1998). Learning towns and cities-survey. London: IdeA publications.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2014

Authors and Affiliations

  1. 1.Chulalongkorn UniversityBangkokThailand
  2. 2.Lindenwood UniversitySt. CharlesUSA

Personalised recommendations

Cite article

Buy options