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Thailand: Human Rights Education Thailand: Human Rights Education SAVITRI SUWANSATHIT hailand is undergoing simultaneous reforms in various aspects of its national life—politics, law, economics, the government system, and education. New Tideas are being discussed in line with the need to bring the country’s economy back to health and to implement the provisions of the 1997 Constitution. Education in general and human rights edu- principle in promoting and recognizing indi- cation in particular play a crucial role in the vidual rights and freedom. The abolition of sla- process of societal reform. very during the reign of King Chulalongkorn Human rights education is defined in the (1868-1910) was a recognition of human draft National Plan of Action for Human equality and dignity in Thai society. However, Rights Education as follows: learning human rights through the general education system had not been properly sys- The process of learning, searching, and tematized. Human rights was learned through taking action, in order to develop the knowl- ordinary, daily interactions, without any par- edge, understanding, awareness, values, atti- ticular form and covering all fields. tudes, skills, personalities, behavior, and stan- Thailand became a member of the United dards, or norms, in practicing human rights Nations (UN) soon after the World War II, and which will result in peaceful coexistence, en- voted to adopt the Universal Declaration of abling people to live together with common Human Rights in 1948. Although the decla- understanding and common courtesy, with ration was not legally binding, the government unity, dignity, responsibility, equality, friend- incorporated human rights principles in the ship, and acting towards each other as fellow Constitution and in many important national human beings, with mutual respect for each laws. Many lawyers and students of interna- other’s rights and freedom. These are essen- tional law and international relations learned tial basic factors that will lead to any kind of about them, but the general public did not. development with qualities which are the prin- In the early postwar days, the public knew ciples of civilized social progresses. little of the Constitution and laws as commu- nication technology was backward and the level Background of Human Rights Education in Thailand of literacy low. National Education Commis- sion statistics show that in 1998, people aged In the past, the Thai people learned about 60 and above have on average 3.3 years of edu- human rights through daily life. During the cation. The government, aware that education Sukhothai period (1240-1438), the relation- is a basic requirement for people’s participa- ship between rulers and subjects was a basic tion in the development process, has given high _______________ This paper is based on the presentation by the author at the regional workshop on Development and Implementation of the Regional Response to the UNDHRE with the Participation of the Civil Society jointly organized by Asian Regional Resource Center for Human Rights Education (ARRC) and Asian Forum for Human Rights and Development, Dhulikel, Nepal, 11-13 November 1999. 95 96 • HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS priority to basic and compulsory education, as ASP. More than a hundred schools from the well as supported the development of higher primary level to teacher colleges and higher levels of education. educational institutions all over the country A survey conducted by the Human Rights actively participate in ASP. Students and teach- Education Plan Subcommittee on the occasion ers from these schools are concerned with glo- of the celebration of the 50th anniversary of bal issues and eager to learn about other lan- the Universal Declaration of Human Rights in guages, countries, and cultures. In recent years, 1998 reveals that human rights education in the commission, which is based at the Minis- Thailand is not widely conducted. It is a mere try of Education (MOE), has increasingly in- subject in primary and secondary schools, and volved these schools in many major interna- an optional subject in some universities. In tional events, either initiated at the national government, human rights education is con- level or organized by UNESCO and other in- ducted only in agencies whose functions risk ternational agencies. ASP organized meetings causing human rights violations. Most people that sometimes coincided with UNESCO are not aware of human rights, and they are meetings held in Thailand. ASP students there- not given the opportunity to learn and realize fore learn not only from teachers and text- it or empowered to protect their own dignity books, but also from their experience and from and rights. Violations, therefore, both in gov- interactions with each other and with the in- ernment and the private sector, have been fre- ternational community. quent and are becoming even more violent. The member-schools of ASP and schools for children with special needs work in cooperation Curriculum Reform with UNESCO through MOE. They have brought many new ideas and inspired many Since the end of World War II, international changes and developments in the educational cooperation through UN agencies, as well as system. regional and bilateral cooperation with other Another type of school network, initiated agencies and countries, made it necessary and by His Majesty the King of Thailand, involves relevant for the Thai people to learn more Suk Sasongkrob Schools and Raja Pracha- about the world, the UN system, universal val- nukrob Schools, which were established in re- ues, and other cultures. School curriculums mote areas to give educational services to chil- were reformed many times; textbooks and dren who are “hard to reach” or are in “diffi- materials were changed, improved, or devel- cult circumstances,” such as the hill-tribe chil- oped. The current national curriculum gives dren, children in remotest villages of the poor due emphasis at all levels of education to the and underprivileged, and children with special learning of English as the first foreign language, needs. Mostly free boarding schools, some of as the language for world communication, and them organize self-sufficiency projects such as as a means to learn about other countries, the school agriculture for students’ meals, and in- world, the UN, and universal values. come-generating activities such as handicrafts. One strategy for UNESCO’s Education for The students learn that although they come Peace, International Understanding, Human from different tribes, villages, and back- Rights, Tolerance, and Sustainable Develop- grounds, they have to learn to respect one an- ment is the promotion of an international net- other, live together in harmony, and become work of schools called the Associated Schools citizens of the same nation. Project (ASP). The government, through the National Commission for UNESCO, supports Thailand: Human Rights Education • 97 The Constitution of 1997—A New National Context ing thirst for knowledge and capability of self- learning on a continuous basis. The 1997 Constitution provides for an entirely new national framework for development in The law also provides for the following: Thailand. It contains five articles that specifi- • free, quality education for 12 years; cally state the “rights and freedom of the indi- • student-centered learning and school viduals” and mention the term “human dig- charters, which are part of human rights nity” several times. Article 43 states that all education; Thai people have the right to a 12-year basic • timeframe for educational reform: an edu- education, to be provided by the state equita- cational reform committee to be estab- bly and with quality. It is free of charge and lished within one year, all laws to be re- gives due recognition to the participation of formed within three years; and the local authorities and the private sector. • increased assessment of schools: schools Article 58 provides for the right to public shall conduct internal assessments and information, while Article 81 stresses that the publish their reports so that the public can state shall provide education and training, as access them; schools shall be evaluated well as support the endeavors of the private externally by each district. sector, so that education will emphasize both knowledge and values. Chapter 8 provides for Goals of Human Rights Education the establishment of the National Human Rights Commission, whose functions include Based on Thailand’s experience in education, educating and informing the public on human the goals of human rights education shall be rights. the following: In accordance with the Constitution, the • Create a peaceful society. National Education Act was passed in August • Create harmony. 1999. Chapter 1 (general objectives and prin- • Promote sustainable development. ciples) of the act states: • Promote human dignity and development. Education shall aim at the full development Trust, equality, cooperation, compassion, of the Thai people in all aspects: physical and mutual support, and a continual review of mental health, intellect, knowledge, moral- goals, methods, and target audiences are ity, integrity, and desirable way of life so as to needed to realize these goals. be able to live in harmony with other people. The learning process shall aim at inculcat- Points of Discussion ing sound awareness of politics; democratic system of government under a constitutional To extensively promote human rights educa- monarchy; ability to protect and promote
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