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 Thailand’s
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 six years (Bureau
of Academic Affairs and Educational Standards, 2003 a, 2003b, 2005a; 2005b;
Office of the Education Council, 2004; Bureau of Inspection and Evaluation,
2005; Suvimol Wongvanich and Nonglak Wiratchai, 2004; Nutravong, 2002;
Kittisunthorn 2003), strengths of the Basic Education Curriculum 2001 were
identified. For example, it facilitated decentralisation of educational
authority, enabling local communities and schools to participate and play important
roles in preparing curriculums which met their real needs. Clear concepts and
principles for promoting learners’ holistic development were quite apparent.
Nonetheless, the outcomes of these studies revealed several problems arising
from lack of clarity. Shortcomings were found in provisions of the curriculum
itself, its application and emerging unsatisfactory outcomes, resulting in
confusion and uncertainty of practitioners at school level in preparing their
own curriculums. Most schools were ambitious in prescribing the learning
contents, leading to overcrowded curriculums. Excessively high expectations
were also set. Measurement and evaluation did not correlate with the standards
set, with negative effects on preparation of certifying documents and transfer
of learning outcomes. Moreover, problems regarding learners’ ability to acquire
essential knowledge, skills, capacities and desirable characteristics were
quite disconcerting.
In addition, the Tenth National Economic and Social
Development Plan (2007-2011) emphasises the need to shift the focus of human
development. It has become imperative for the Thai people to be endowed with
desirable moral values, intelligence and sagacity. They should be able to enjoy
full development in all respects—physical, intellectual, emotional and
spiritual. They would thus be able to adjust themselves to unavoidable change,
leading to a transformation to a firmly-founded knowledge-based society. The
direction of such human capacity development would focus on providing children
and youths with a firm foundation for attaining morality and public-mindedness,
together with capacities, skills and basic knowledge essential to their future
lives, leading to sustainability in national development (Office of the
National Economic and Social Development Board, 2006). Such priorities are
consistent with the policy of the Ministry of Education in guiding Thai
children and youths towards the 21st century. Emphases have been
placed on morality, preference for Thai-ness, skills in analytical and creative
thinking, technological know-how, capacity for teamwork and ability to live in
peace and harmony in the world community (Ministry of Education, 2008).
Studies, monitoring and evaluation of application of the
Basic Education Curriculum 2001, together with guiding principles of the Tenth
National Economic and Social Development Plan for human capacity development,
as well as priorities advocated by the Ministry of Education for youth
development for the 21st century led to revision of this curriculum.
Consequently, the Basic Education Core Curriculum 2008 was formulated for
greater clarity and appropriateness. Improvement was made for presentation of
objectives and process of implementing the curriculum at educational service
area and school levels. Succinct vision, objectives, learners’ significant
capacities and desirable characteristics, and learning standards and indicators
have been presented, providing guidance for preparation of curriculum for teaching-learning
activities at each educational level. Furthermore, the new curriculum has
prescribed a structure of minimum time to be allotted to each subject area for
each grade level. Schools are given opportunities to increase learning time
allotment, depending on their readiness and priorities. Improvement has been
made to the process of measuring and evaluating learners’ performance as well
as criteria for graduation at each educational level. Adjustment has also been
made for streamlining certification which correlates with learning standards,
thus facilitating application of certifying documents.
The Basic Education Core Curriculum 2008 thus formulated
will provide local communities and schools with a framework and orientation for
preparing school curriculums. Teaching-learning activities organised for all
Thai children and youths at basic education level are aimed at enhancing
learners’ quality regarding essential knowledge and skills required for their
lives in an ever-changing society. They will thus be empowered to seek further
knowledge for continuous lifelong self-development.
The learning standards and indicators prescribed in this
document will enable agencies concerned at all levels to clearly visualise expected
learning outcomes throughout the entire course of study. It will provide relevant
local agencies and schools with confidence in their collaborative efforts to
prepare school curriculums of higher quality and harmony. Learning measurement
and evaluation will have greater clarity, thus eliminating the problem of
inter-school transfer of learning outcomes. Therefore, curriculum development
at all levels—from national to school levels—must exhibit the quality as
prescribed in the learning standards and indicators. The core curriculum will
provide a framework and direction for provision of education of all types,
covering all target groups of learners receiving basic education.
Success in implementing the core curriculum to achieve the
established goals will depend on the concerted efforts of the parties concerned
at all levels—national, community, family and individual. They need to work on
a systematic and continuous basis on planning, functioning, promotion and
support, inspection, and amendment as well as improvement, so that development
of our youths will attain the learning standards and quality required.
Vision
The Basic Education Core Curriculum is aimed at enhancing
capacity of all learners, who constitute the major force of the country, so as
to attain balanced development in all respects—physical strength, knowledge and
morality. They will fully realise their commitment and responsibilities as Thai
citizens as well as members of the world community. Adhering to a democratic
form of government under constitutional monarchy, they will be endowed with
basic knowledge and essential skills and favourable attitude towards further
education, livelihood and lifelong learning. The learner-centred approach is
therefore strongly advocated, based on the conviction that all are capable of
learning and self-development 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.
4.
Structure of the curriculum enjoys flexibility
regarding learning contents, time allotment and learning management.
5.
The learner-centred approach is strongly advocated.
6.
The curriculum is intended for education of all types—formal,
non-formal and informal, covering all target groups and facilitating transfer
of learning outcomes and experiences.
Goals
The Basic Education Core Curriculum is aimed at the full
development of learners in all respects——morality, 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,
self-discipline, observance of Buddhist teachings or those of one’s faith, and
guiding principles of Sufficiency Economy;
2. Knowledge and skills for communication, thinking,
problem-solving, technological know-how, and life skills;
3. Good physical and mental health, hygiene, and
preference for physical exercise;
4. Patriotism, awareness of responsibilities and
commitment as Thai citizens and members of the world community, and adherence
to a democratic way of life and form of government under constitutional
monarchy; and
5. Awareness of the need to preserve all aspects of Thai
culture and Thai wisdom, protection and conservation of the environment, and
public-mindedness with dedication to public service for peaceful and harmonious
co-existence.
Learners’
Key Competencies
The Basic Education Core Curriculum is aimed at
inculcating among learners the following five key competencies:
1.
Communication Capacity
Capacity to receive
and transmit information; linguistic ability and skills in expressing one’s
thoughts, knowledge and understanding, feelings and opinions for exchanging
information and experience, which will be beneficial to oneself and society;
negotiation for solving or reducing problems and conflicts; ability to
distinguish and choose whether to receive or avoid information through proper
reasoning and sound judgement; and ability to choose efficient methods of
communication, bearing in mind possible negative effects on oneself and
society.
2.
Thinking Capacity
Capacity for
analytical, synthetic, constructive, critical and systematic thinking, leading
to creation of bodies of knowledge or information for judicious decision-making
regarding oneself and society.
3.
Problem–Solving Capacity
Capacity to properly
eliminate problems and obstacles, based on sound reasoning, moral principles
and accurate information; appreciation of relationships and changes in various
social situations; ability to seek and
apply knowledge to prevent and solve problems; and ability for judicious
decision-making, bearing in mind possible negative effects on oneself, society
and the environment.
4.
Capacity for Applying Life Skills
Capacity for
applying various processes in daily life; self-learning; continuous learning;
working; and social harmony through strengthening of happy interpersonal
relationships; elimination of problems and conflicts through proper means;
ability for self-adjustment to keep
pace with social and environmental changes; and capacity for avoiding undesirable
behaviour with adverse effects on oneself and others.
5.
Capacity for Technological Application
Ability to choose
and apply different technologies; skills in application of technological
processes for development of oneself and society in regard to learning, communication,
working, and problem-solving through constructive, proper, appropriate and
ethical means.
Desirable
Characteristics
The Basic Education
Core Curriculum focuses on learners’ development for attainment of the
following desirable characteristics, enabling learners to enjoy a life of
harmony among others as Thai citizens and global citizens:
1.
Love of nation, religion and king
2.
Honesty and integrity
3.
Self-discipline
4.
Avidity for learning
5.
Observance of principles of Sufficiency Economy
Philosophy in one’s way of life
6.
Dedication and commitment to work
7.
Cherishing Thai-ness
8.
Public-mindedness
Learning
Standards
Observance of the principles of development of the brain
and multiple intelligence is required to achieve learners’ balanced
development. The Basic Education Core Curriculum has therefore prescribed the
following eight learning areas:
1.
Thai Language
2.
Mathematics
3.
Science
4.
Social Studies, Religion and Culture
5.
Health and Physical Education
6.
Arts
7.
Occupations and Technology
8.
Foreign Languages.
For each learning
area, the standards serve as the goals to be achieved in developing learners’
quality. These standards prescribe what the learners should know and should be
able to perform. They also indicate moral and ethical values as well as
desirable characteristics upon completing education at basic level. Besides,
the learning standards serve as essential mechanisms in advancing the whole
education system, as they inform us of the contents and teaching and evaluation
methods. They also serve as instruments for quality assurance and are adopted
for both internal quality assurance and external evaluation, practised at both
educational service area and national levels. Monitoring for internal quality
assurance is essential, as it indicates the extent of success in achieving the
quality as prescribed in the pertinent standards.
Indicators
Indicators specify
what learners should know and be able to practise as well as their
characteristics for each level. Indicators reflect the standard of learning.
Being specific and concrete, they can be utilised for prescribing contents,
determining learning units and organising teaching-learning activities. They
serve as essential criteria for evaluation in order to verify the learners’
quality.
1. Grade Level
Indicators specify the goals to be achieved in developing learners for each
level of compulsory education (Primary Education Grade 1-Secondary Education
Grade 3, i.e., Grades 1-9).
2. Key Stage
Indicators specify the goals to be achieved for upper secondary education
(Secondary Education Grades 4-6, i.e., Grades 10-12).
For common
understanding and correct interpretation, the curriculum prescribes various
codes for learning standards and indicators, examples of which are shown below.
Sc 1.1 Gr 1/2
|
|
Sc
|
Subject
area of Science
|
1.1
|
First
subject area, Standard 1
|
Gr1/2
|
Indicator
2 for Grade 1
|
F 2.2 Gr 10-12/3
|
|
F
|
Subject
area of Foreign Languages
|
2.2
|
Second
subject area, Standard 2
|
Gr 10-12/3
|
Indicator
3 for upper secondary education
(Upper
Secondary Education Grades 4-6, i.e., Grades 10-12)
|
Learning Areas
Learning areas comprise bodies of knowledge, skills or
learning processes and desirable characteristics, attainment of which is
required of all basic education learners. The contents are divided into eight learning
areas:
|
The Basic Education Core Curriculum
prescribes a total of 67 standards for the eight learning areas as follows:
Thai Language
Strand
1: Reading
Standard T1.1: Application
of reading process to build knowledge and thoughts for decision-making and
problem-solving in life, and encouraging acquisition of reading habit
Strand 2: Writing
Standard
T2.1: Effective application of
writing process for writing communications, compositions, synopses, stories in
various forms, data and information reports, and study and research reports
Strand
3: Listening, Viewing and Speaking
Standard
T3.1: Competency in selective and
critical listening and viewing, and critical and creative expression of
knowledge, thoughts and feelings on various occasions
Strand
4: Principles of Thai Language
Usage
Standard
T4.1: Understanding of nature
and principles of Thai language, linguistic change and power, linguistic wisdom
and preservation of Thai language as national treasure
Strand
5: Literature and Literary Works
Standard
T5.1: Understanding and
expressing opinions; criticism of Thai literature and literary works through appreciative
approach; and application in real life
Mathematics
Strand
1: Numbers and Operations
Standard
M1.1: Understanding of diverse methods
of presenting numbers and their application in real life
Standard
M1.2: Understanding of results
of operations of numbers, relationship of operations, and application of operations
for problem-solving
Standard
M1.3: Use of estimation in calculation
and problem-solving
Standard
M1.4: Understanding of numerical
system and application of numerical properties
Strand 2: Measurement
Standard
M2.1: Understanding of the
basics of measurement; ability to measure and estimate the size of objects to
be measured
Standard
M2.2: Solving measurement problems
Strand 3: Geometry
Standard
M3.1: Ability to explain and analyse
two-dimensional and three- dimensional geometric figures
Standard
M3.2: Capacity for visualisation,
spatial reasoning and application of geometric models for problem-solving
Strand 4: Algebra
Standard
M4.1: Understanding and ability
to analyse patterns, relations and functions
Standard
M4.2: Ability to apply
algebraic expressions, equations, inequality, graphs and other mathematical
models to represent various situations as well as interpretation and
application for problem-solving
Strand
5: Data Analysis and Probability
Standard
M5.1: Understanding and ability
to apply statistical methodology for data analysis
Standard M5.2: Application
of statistical methodology and knowledge of probability for valid estimation
Standard
M5.3: Application of knowledge of
statistics and probability for decision-making and problem-solving
Strand
6: Mathematical Skills and
Processes
Standard
M6.1: Capacity for
problem-solving, reasoning; communication and presentation of mathematical
concept; linking various bodies of mathematical knowledge and linking
mathematics with other disciplines; and attaining ability for creative thinking
Science
Strand
1: Living Things and Life Processes
Standard
Sc1.1: Understanding of the
basic units of living things; relationship between structures and functions of various
systems of living things which are interlinked; having investigative process
for seeking knowledge; ability to communicate acquired knowledge, which could
be applied to one’s life and care for living things
Standard
Sc1.2: Understanding
of process and importance of genetic transmission;
evolution of living things; biodiversity; application of biotechnology
affecting humans and the environment; having investigative process for seeking
knowledge and scientific reasoning; communicating acquired knowledge that could be applied for useful
purposes
Strand
2: Life and the Environment
Standard
Sc2.1: Understanding of local
environment; relationship between the environment and living things;
relationship between living things in the eco-system; having investigative
process for seeking knowledge and scientific reasoning; and communicating
acquired knowledge that could be applied for useful purposes
Standard Sc2.2: Appreciating
the importance of natural resources; utilisation of natural resources at local,
national and global levels; and application of knowledge for management of
natural resources and local environment on a sustainable basis
Strand 3:
Substances and Properties of Substances
Standard Sc3.1: Understanding
of properties of substances; relationship between properties of substances and
structures and binding forces between particles; having investigative process
for seeking knowledge and scientific reasoning; and communicating acquired
knowledge that could be applied for useful purposes
Standard Sc3.2: Understanding
of principles and nature of change in the state of substances; solution formation;
chemical reaction; having investigative process for seeking knowledge and
scientific reasoning; and communicating acquired knowledge that could be
applied for useful purposes
Strand 4:
Forces and Motion
Standard Sc4.1: Understanding
of the nature of electromagnetic, gravitational and nuclear forces; having investigative
process for seeking knowledge; and communicating acquired knowledge that could
be applied for useful and ethical purposes
Standard Sc4.2 Understanding
of characteristics and various types of motion of natural objects; having investigative
process for seeking knowledge and scientific reasoning; and communicating
acquired knowledge that could be applied for useful purposes
Strand 5: Energy
Standard Sc5.1: Understanding
of relationship between energy and living; energy transformation; interrelationship
between substances and energy; effects of energy utilisation on life and the environment;
having investigative process for seeking knowledge; and communicating acquired
knowledge that could be applied for useful purposes
Strand
6: Change Processes of the Earth
Standard
Sc6.1: Understanding of various
processes on the Earth’s surface and interior; relationship between various processes
causing changes in climate, topography and form of the Earth; having investigative
process for seeking knowledge and scientific reasoning; and communicating
acquired knowledge that could be applied for useful purposes
Strand
7: Astronomy and Space
Standard
Sc7.1: Understanding of
evolution of the solar system, galaxies and the universe; interrelationships
within the solar system and their effects on living things on the Earth; having
investigative process for seeking knowledge and scientific reasoning; and
communicating acquired knowledge that could be applied for useful purposes
Standard
Sc7.2: Understanding of
importance of space technology utilised for space exploration and natural
resources for agriculture and communication; having investigative process for
seeking knowledge and scientific reasoning; and communicating acquired
knowledge that could be ethically applied to life and the environment
Strand
8: Nature of Science and Technology
Standard
Sc8.1: Application of scientific
process and scientific reasoning in investigation for seeking knowledge and
problem-solving; knowing that most natural phenomena assume definite patterns which
are explainable and verifiable within limitations of data and instruments
available during particular periods of time;
and understanding that science, technology, society and the environment are
interrelated
Social Studies,
Religion and Culture
Strand
1: Religion, Morality and Ethics
Standard
So1.1: Knowledge and
understanding of the history, importance, the Masters, moral principles of
Buddhism or those of one’s faith and other
religions; having the right faith; adherence and observance of moral principles for
peaceful coexistence
Standard
So1.2: Understanding, awareness
and personal conduct of devout believers; and observance and furtherance of
Buddhism or one’s faith
Strand
2: Civics, Culture and Living in
Society
Standard
So2.1: Understanding and personal
conduct in accord with duties and responsibilities of good citizens; observance
and preservation of Thai tradition and culture; and enjoying peaceful
coexistence in Thai society and the world community
Standard
So2.2: Understanding of political
and administrative systems of the present society; adherence to, faith in, and upholding
of the democratic form of government under constitutional monarchy
Strand 3: Economics
Standard
So3.1: Understanding and
capability of managing resources for production and consumption; efficient and
cost-effective utilisation of limited resources; and understanding principles
of Sufficiency Economy for leading a balanced life
Standard
So3.2: Understanding of various
economic systems and institutions; economic relations; and necessity for economic
cooperation in the world community
Strand 4: History
Standard
So4.1: Understanding of the
meaning and significance of historical times and periods; ability to use historical
methodology for systematic analysis of various events
Standard
So4.2: Understanding of development
of mankind from the past to the present; realising the importance of
relationships and continuous changes of events, and ability to analyse their
effects
Standard
So4.3: Knowledge of historical
development of Thailand as a nation; culture; Thai wisdom; cherishing, pride in
and preservation of Thai-ness
Strand 5: Geography
Standard
So5.1: Understanding of physical
characteristics of the Earth and inter-relationship of various things in the
natural system which affect one another; utilisation of maps and geographical
instruments for searching, analysing, drawing conclusions from, and efficiently
utilising geo-data and information
Standard
So5.2: Understanding of interrelationship
between man and physical environment leading to cultural creativity; awareness
and participation in conservation of resources and the environment for
sustainable development
Health and Physical Education
Strand
1: Human Growth and Development
Standard
H1.1: Understanding of nature of
human growth and development
Strand
2: Life and Family
Standard
H2.1: Understanding and
self-appreciation; family; sex education; and having life skills
Strand 3:
Movement, Physical Exercise, Games, Thai and International Sports
Standard H3.1: Understanding
and skills in movement; physical activities; playing games and sports
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 health-strengthening; maintaining one’s 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 heritage, local wisdom as well as Thai and
universal wisdom
Strand 2: Music
Standard A2.1: Understanding
and capacity for creative self-expression through music; analysis and criticism
on value of music; free conveyance of feelings and thoughts on music;
appreciation and application in daily life
Standard
A2.2: Understanding of relationship
between music, history and culture; appreciating musical works that represent
cultural heritage, local wisdom, and Thai and universal wisdom
Strand
3: Dramatic Arts
Standard
A3.1: Understanding and
creative self-expression through dramatic arts; analysis and criticism on value
of dramatic arts; free expression of feelings and thoughts; appreciation and
application in daily life
Standard
A3.2: Understanding of relationship
between dramatic arts, history and culture; appreciating the value of dramatic
arts that represent cultural heritage, local wisdom, and Thai and universal
wisdom
Occupations and
Technology
Strand
1: Living and Family
Standard
O1.1: Understanding of the concept
of work; possessing creativity and skills in various respects--work processes,
management, problem-solving, teamwork and investigation for seeking knowledge;
morality, diligence, and awareness of the need to economise on the use of
energy, resources and the environment for one’s living and for family
Strand
2: Design and Technology
Standard
O2.1 Understanding of technology
and technological processes; designing and creating objects, utensils or
methodologies through creative technological processes; selective utilisation of
technologies beneficial to one’s life, society and the environment; participation
in sustainable technological management
Strand
3: Information and Communication
Technology (ICT)
Standard
O3.1: Understanding, appreciation
and efficient, effective and ethical use of information technology in searching
for data, communication, problem-solving, working and livelihood
Strand 4: Occupations
Standard
O4.1: Understanding and acquiring
necessary skills and experiences; proper perception of future career;
technological application for occupational development; possessing morality and
favourable attitude towards occupations
Foreign Languages
Strand
1: Language for Communication
Standard
F1.1: Understanding and capacity
for interpreting what has been heard and read from various types of media, and
ability to express opinions with proper reasoning
Standard
F1.2: Possessing language
communication skills for effective exchange of data and information; efficient
expression of feelings and opinions
Standard
F1.3: Ability to present data
and information, concepts and views on various matters by speaking and writing
Strand
2: Language and Culture
Standard
F 2.1: Appreciating
relationship between language and culture of native speakers and capacity for
use of language appropriate to occasions and places
Standard
F2.2: Appreciating similarities
and differences between language and culture of native speakers and Thai
speakers, and capacity for correct and appropriate use of language
Strand
3: Language and Relationship with
Other Learning Areas
Standard
F3.1: Using foreign languages to
link knowledge with other learning areas and as foundation for further
development, to seek knowledge and widen one’s world view
Strand 4:
Language and Relationship with Community and the World
Standard F4.1: Ability
to use foreign languages in various situations in school, community and society
Standard F4.2: Using
foreign languages as basic tools for further education, livelihood and exchange
of learning with the world community
Learner
Development Activities
Learner development activities are
aimed at allowing learners to develop themselves to their highest potentiality,
thus becoming well-rounded and fully developed in all respects—physical,
intellectual, emotional and social; inculcating of morality, ethics and
self-discipline; creating and strengthening spirit of philanthropy for social
benefits; ability for self-management and enjoying happy life among others.
Learner development activities are
divided into three types as follows.
1. Counselling Activities
These activities are aimed at encouraging and developing learners to
know themselves, know how to protect the environment, be able to make decisions,
solve problems, set goals and make plans in regard to their education and
future careers and adapt themselves appropriately. Furthermore, these
activities will enable teachers to know and understand their students and
therefore assist and advise parents regarding their participation in learner
development.
2. Student Activities
These activities are aimed at instilling self-discipline, ability to
lead and follow, teamwork, responsibility, problem-solving ability, appropriate
decision-making, rationality, helpfulness and generosity, care, concern and
unity. The activities are organised in accord with capacities, aptitudes and interests
of learners, who practise the activities at all stages, i.e., study, analysis,
planning, plan implementation, evaluation and improvement. Emphasis is given to
teamwork as appropriate and consistent with learners’ maturity and school and
local contexts. Student activities include:
2.1 Boy Scout organisation, Girl Guides,
Junior Red Cross, social service and territorial defence; and
2.2 Activities of various clubs and
societies.
3 Activities for Social and Public Interest
These
activities are aimed at encouraging learners to devote themselves and provide
voluntary services for the benefit of society, their communities and local areas
in accord with their interests, thus manifesting commitment, virtue, sacrifice
for social causes and public-mindedness. They include voluntary services in
various fields and those for public interest and concerns.
Educational
Levels
The
Basic Education Core Curriculum covers three educational levels as follows.
1. 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 respects—physical,
intellectual, emotional, social and cultural—with emphasis on integrated
learning management.
2. Lower Secondary
Education Level (Lower secondary education grades 1-3, also know as grades
7-9)
This level covers the last stage of
compulsory education. It focuses on allowing learners to explore their
aptitudes and interests, promoting development of individual personality,
skills for critical and creative thinking, problem-solving, life skills and skills
required to apply technologies as learning tools, social responsibility, proper
balance in regard to knowledge, virtue and pride in Thai-ness, which together
provide a foundation for future livelihood or further education.
3. Upper Secondary
Education Level (Upper secondary education grades 4-6, also known as grades
10-12)
This level focuses on increasing specific
knowledge and skills in line with capacities, aptitudes and interests of
individual learners in regard to academic and technological application, skills
for high-level thinking process, ability to apply knowledge for further
education and livelihood, and self-development and national progress in accordance
with students’ respective roles, as well as ability to lead and offer community
services in various respects.
Learning Time
Allotment
The Basic Education Core Curriculum prescribes a
framework for minimal learning time structure for the eight learning areas and
learner development activities. Educational institutions can increase the allotment
of time, depending on their readiness and priorities, through adjustment to
suit their contexts and learners’ situations as follows:
1. Primary
Education Level (Primary education grades 1-6)
Learning time is allotted on annual basis;
not exceeding five hours each day.
2. Lower Secondary Education Level (Secondary
education grades 1-3 or grades 7-9)
Learning time is allotted on semester
basis; not exceeding six hours each day; the weight of a course is counted in credits;
the criterion is that 40 hours per semester is equivalent to one credit (cr).
3. Upper Secondary Education
Level (Upper secondary education grades 4-6 or grades 10-12)
Learning
time is allotted on semester basis; not less than six hours each day; the weight
of a course is counted in credits; the criterion is that 40 hours per semester
is equivalent to one credit (cr).
Learning Time Structure
The Basic Education Core Curriculum prescribes the
framework for learning time as follows.
Learning Areas / Activities
|
Learning Time (in
hours)
|
|||||||||
Primary Education
Level
|
Lower Secondary Education
Level
|
Upper Secondary Education
Level
|
||||||||
G 1
|
G 2
|
G 3
|
G 4
|
G 5
|
G 6
|
G 7
|
G 8
|
G 9
|
G 10-12
|
|
— Learning Areas
|
||||||||||
Thai Language
|
200
|
200
|
200
|
160
|
160
|
160
|
120
(3 crs)
|
120
(3 crs)
|
120
(3 crs)
|
240
(6 crs)
|
Mathematics
|
200
|
200
|
200
|
160
|
160
|
160
|
120
(3 crs)
|
120
(3 crs)
|
120
(3 crs)
|
240
(6 crs)
|
Science
|
80
|
80
|
80
|
80
|
80
|
80
|
120
(3 crs)
|
120
(3 crs)
|
120
(3 crs)
|
240
(6 crs)
|
Social Studies,
Religion and Culture
- History
- Religion,
Morality and Ethics, Civics, Culture and
Living in Society, Economic, Geography
|
120
40
80
|
120
40
80
|
120
40
80
|
120
40
80
|
120
40
80
|
120
40
80
|
160
(4 crs)
40
(1cr)
120
(3 crs)
|
160
(4 crs)
40
(1cr)
120
(3 crs)
|
160
(4 crs)
40
(1cr)
120
(3 crs)
|
320
(8 crs)
80
(2 crs)
240
(6 crs)
|
Health and
Physical Education
|
80
|
80
|
80
|
80
|
80
|
80
|
80
(2crs)
|
80
(2 crs)
|
80
(2 crs)
|
120
(3 crs)
|
Arts
|
80
|
80
|
80
|
80
|
80
|
80
|
80
(2crs)
|
80
(2 crs)
|
80
(2 crs)
|
120
(3 crs)
|
Occupations
and Technology
|
40
|
40
|
40
|
80
|
80
|
80
|
80
(2crs)
|
80
(2 crs)
|
80
(2 crs)
|
120
(3 crs)
|
Foreign
Languages
|
40
|
40
|
40
|
80
|
80
|
80
|
120
(3 crs)
|
120
(3 crs)
|
120
(3 crs)
|
240
(6 crs)
|
Total Learning
Time
(Basic Level)
|
840
|
840
|
840
|
840
|
840
|
840
|
880
(22 crs)
|
880
(22 crs)
|
880
(22 crs)
|
1,640
(41 crs)
|
— Learner
Development Activities
|
120
|
120
|
120
|
120
|
120
|
120
|
120
|
120
|
120
|
360
|
—Additional
courses/ activities provided by schools, depending on their readiness and
priorities
|
Not more than 40 hours for each
year
|
Not more than 200 hours for each year
|
Not less than 1,600 hours
|
|||||||
Total Learning
Time
|
Not more than 1,000 hours
for each year
|
Not more than 1,200 hours for each
year
|
Not less than
3,600 hours for a total of 3 years
|
|||||||
Prescribing structure for basic and additional
learning time
Educational institutions are authorised
to proceed as follows.
Primary education level: basic learning
time for each learning area can be adjusted as appropriate. Total learning time
structure shall be as prescribed in basic learning time structure, while
learners must attain the quality prescribed in learning standards and
indicators.
Secondary
education level: the basic learning time structure shall be as prescribed
and shall meet all criteria and requirements for graduation.
Regarding
additional learning time for both primary and secondary education levels,
additional courses or learner development activities can be organised, with due
consideration being given to the educational institutions’ readiness and
priorities as well as criteria and requirements for graduation. For primary education
grades 1-3, additional learning time can be included in the learning areas of
Thai language and mathematics.
Regarding
the allocation of 120 hours each year for learner development activities for
primary education grade 1 to -secondary education grade 3 (Grades 1-9) and 360
hours each year for secondary education grades 4-6 (Grades 10-12), such
allotment is meant for counselling activities, student activities and activities
for social and public interest. In regard to the last category of activities,
educational institutions shall allot the time required as follows:
Primary
education level (Grades 1-6), totalling 6 years: 60 hours
Lower secondary education
level (Grades 7-9), totalling 3 years: 45 hours
Upper secondary education
level (Grades 10-12), totalling 3 years: 60 hours.
Educational
Provision for Special Target Groups
Regarding
educational provision for special target groups, e.g., specialised education,
education for the gifted and talented, alternative education, education for the
disadvantaged and informal education, the Basic Education Core curriculum can
be adjusted to suit the situations and contexts of each target group, on
condition that the quality attained shall be as prescribed in the standards.
Such adjustment shall meet the criteria and follow the methods specified by the
Ministry of Education.
Learning Management
Learning
management is an important process for curriculum implementation. The Basic
Education Core Curriculum prescribes learning standards and learners’ major capacities
and desirable characteristics, which are the main goals of children and youth
development.
In
the efforts to develop learners, enabling them attain various characteristics
prescribed in the curriculum goals, attempts will be made by teachers to select
appropriate learning processes. Learning is provided by assisting learners to master
all the eight learning areas, as well as by inculcating and strengthening
desirable characteristics, and developing various skills essential for
acquiring major capacities as envisaged in the goals.
1. Principles of
learning management
The principles of learning
management enabling the learners to attain knowledge and competencies for the
standards required, major capacities and desirable characteristics as prescribed
in the Basic Core Curriculum are: learners are most important; all are capable
of learning and self-development; priority is given to learners’ benefits; the process
of learning management must enable learners to develop themselves naturally to
their highest potentiality; consideration must be given to differences among
individuals and their brain development; and emphasis must be given to both
knowledge and morality.
2. Learning process
For learning management
through the learner-centred approach, learners will depend on a variety of
learning processes that serve as tools for enabling them to achieve the
curriculum goals. Among the essential learning processes for learners are:
integrated learning process; knowledge-creating process; thinking process; social
process; heuristic learning process;
learning process from actual experience; process of actual practice; management
process; research process; self-learning process; and process of developing
characteristics.
Learners should be trained and
receive further development for acquiring competence in these processes, which
will facilitate their learning, enabling them to achieve the curriculum goals.
Teachers are therefore required to study and understand various learning
processes in order to be able to make judicious choices.
3. Designing
learning management
Teachers are required to study
the curriculum of the educational institution concerned in order to understand
the learning standards, indicators, learners’ major capacities, desirable
characteristics and learning contents suitable to the learners. The teachers
then proceed to design learning management by choosing teaching methods and
techniques, learning media/resources, and evaluation measures, so as to allow
the learners to develop to their highest potentiality and thereby attain the established
goals.
4. Roles of teachers and
learners
In regard to learning
management enabling learners to attain the quality as prescribed in the
curriculum goals, teachers and learners should play the following roles.
4.1 Roles of teachers
Teachers should:
1) Study and analyse individual
learners, and then use the data obtained for planning learning management in
order to stimulate and challenge the learners’ capacities;
2) Set the targets to be
achieved by the learners in regard to knowledge, skills, process of conceptualisation,
principles, relationships as well as desirable characteristics;
3) Design and organise learning
responsive to individual differences and different levels of brain development,
so as to enable the learners to attain the goals of learning;
4) Provide an ambience and
atmosphere conducive to learning, and provide necessary care and assistance
enabling the learners to learn;
5) Prepare and utilise media that
are suitable to the activities organised, and avail of local wisdom and
appropriate technologies for teaching-learning activities;
6) Assess the learners’ progress
through a variety of methods suitable to the intrinsic nature of the subjects
and the learners’ developmental level; and
7) Analyse assessment results
for remedial and developmental measures for the learners’ benefit, as well as
improve their own teaching-learning methods and activities.
4.2 Roles of learners
Learners should:
1) Set the goals of
learning, make plans and take responsibility for their own learning;
2) Seek knowledge, make
serious efforts to access learning resources, analyse and synthesise bodies of
knowledge, raise questions and search for answers or problem solutions through
various methods;
3) Take action, draw
conclusions regarding what has been learnt, and apply the knowledge gained to
various situations;
4) Interact, work and
join in activities organised by their peers and their teachers; and
5) Continuously assess
and improve their own 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 standards. There are
several kinds of learning media, i.e., natural media, print media, technological
media and various local learning networks. With a view to making judicious
choices of learning media, attention should be paid to their suitability to the
learners’ different developmental levels and paces of learning.
For
provision of leaning media, learners and teachers can produce and develop media
themselves or make judicious choices from among the various media of quality
around them, as well as improve the chosen media as appropriate. These media
can be utilised in the learning process, enabling learners to learn through
appropriate communication. Educational institutions should provide sufficient learning
media to ensure proper learning by learners. Schools, educational service
areas, relevant agencies and actors responsible for provision of basic
education are therefore advised to:
1.
Provide learning sources, learning media centres, learning
information systems and efficient learning networks both in schools and
communities for the purposes of study, research and exchange of learning
experiences among educational institutions, local areas, communities and the
world community;
2.
Provide and procure learning media for study and
research by learners to whom additional knowledge is given, and utilise duly
adjusted locally available materials as learning media;
3.
Choose and utilise learning media of high quality,
which are suitable, diversified and consistent with the learning methods, the intrinsic
nature of the learning contents and individual differences among learners;
4.
Evaluate quality of the learning media selected for
use on a systematic basis;
5.
Study, explore and conduct research for development of
learning media that are appropriate to the learners’ learning process; and
6.
Periodically and continuously supervise, monitor and
assess the quality and efficiency of the learning media and their application.
In
producing, selecting and evaluating the quality of learning media utilised in
educational institutions, regard should be given to their major principles, e.g.,
harmony with the curriculum, learning objectives, design of learning
activities; provision of experiences to learners; accuracy and timeliness of contents
that are not detrimental to national security or morality; proper use of
language; and presentation models that are easily understood and interesting.
Learning Assessment
Learning
assessment must be based on two fundamental principles, i.e., evaluation for
the purpose of developing the learners’ capacity and for appraising their
achievements. With a view to succeeding in developing the learners’ learning
quality, learners must be strengthened and assessed by availing of the relevant
indicators, so as to achieve the learning standards prescribed. Such evaluation
also reflects the learners’ major capacities and their desirable
characteristics, which are the main goals of measuring and evaluating the
learning outcomes at all levels, i.e., classroom level, educational institution
level, educational service area level, and national level. Learning assessment
is a process of enhancing the learners’ quality by using assessment results as
data and information to show learners’ developmental progress and
accomplishment. The data will also be useful for strengthening the learners,
thus enabling them to learn to their highest potentiality.
As already
mentioned, learning assessment can be divided into four levels, i.e., classroom
level, educational institution level, educational service area level and
national level, details of which are as follow.
1.
Classroom assessment
Measurement and evaluation are
part of the learning process. Teachers regularly and continuously measure and
evaluate students’ performance in teaching-learning activities by using diverse
assessment techniques, e.g., asking questions, observing, examining homework,
assessing projects, tasks/assignments and portfolios, and using written tests,
etc. Teachers will conduct evaluations themselves or provide learners with
opportunities for self-evaluation, peer-to-peer evaluation, and evaluation by
parents. Learners who do not succeed in meeting the standards prescribed in the
indicators will need remedial measures for teaching and learning.
Classroom assessment s aimed
at verifying whether and to what extent learners have achieved development and
progress in learning through the provided teaching-learning activities, and
determining what must be improved and which areas must be strengthened. Furthermore, evaluation also provides
teachers with necessary data for improving their own performance, which must be
in accord with the established learning standards and indicators.
2.
School assessment
This
evaluation is conducted by the educational institution in order to appraise the
learners’ achievements on an annual/semester basis, based on assessment of
reading, analytical thinking and writing, desirable characteristics, and
learner development activities. The aim is also to obtain relevant information about
whether education provided by the educational institution has enabled learners
to reach their goals of learning, and what are the learners’ strengths. The
learning outcomes can also be compared with national assessment criteria. School
assessment will provide data and information for improving policy, curriculum,
projects and teaching-learning methodology. Evaluation outcomes are also useful
for preparation of each educational institution’s educational quality
development plan in accord with the educational quality assurance guidelines, as
well as reports on each educational institution’s 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 the educational
service area or in cooperation with the parent agency. Besides, assessment
results are also obtained from verification and review of the data obtained
from evaluation at educational institution level in the educational service
area.
4.
National test
Evaluation is conducted in
order to assess learners’ quality at national level, based on the learning
standards prescribed in the Basic Education Core Curriculum. Educational
institutions are required to arrange for assessment of all students in Grades
3, 6, 9 and 12. The evaluation results will provide relevant data for comparing
educational quality at different levels, which will be useful for planning in order
to raise the quality of education provided. The data obtained will also support
decision-making at national policy level.
The data from evaluation at the
various levels mentioned above will be useful to educational institutions for
checking, reviewing and developing learners’ quality. It is incumbent upon the
educational institutions to establish a system for providing necessary care and
assistance, remedial measures, and encouragement and support in order to allow
learners to develop themselves to their highest potentiality. Such development will
be based on individual differences, depending on their particular problems and
needs. The various groups include average achievers, the gifted and talented,
under-achievers, those with disciplinary and behavioural problems, those who refuse
schooling, those with economic and social problems, and those with physical and
intellectual disabilities, etc. The data obtained from the evaluation therefore
will provide essential information to the educational institutions for
providing timely assistance to learners, who are thus allowed to enjoy full
development and learning achievement.
Being responsible for
educational provision, educational institutions are required to prepare
relevant rules and regulations for measurement and evaluation of the learning
outcomes, harmonious and in accord with the criteria and guidelines prescribed
in the Basic Education Core Curriculum, thus providing a common and standard
practice for all concerned.
Criteria for Learning
Assessment
1.
Judging, grading and reporting on learning outcomes
1.1 Judging learning
outcomes
In judging the learning
outcomes of various subject areas, reading, analytical thinking and writing,
desirable characteristics and learner development activities, the teachers must
base their judgement on development of individual learners. Teachers are
required to regularly and continuously collect the learners’ data in all respects
for each semester, as well as provide remedial measures, enabling learners to
develop to their highest potentiality.
Primary education
level
(1)
Learners must have an attendance record of not less
than 80% of the total learning time
requirement;
(2)
Learners must be assessed on all indicators and must pass
the criteria prescribed by the educational institutions;
(3) Learners must be judged on the learning outcomes of each
course; and
(4)
Learners must be evaluated and must pass all the
criteria prescribed by the educational institutions regarding reading,
analytical thinking and writing, desirable characteristics and learner
development activities.
Secondary education
level
(1)
Teachers will judge the learning outcomes of all
courses. Learners must have an attendance record of not less than 80% of the
total learning time required for the respective courses for each semester;
(2)
Learners must be assessed on all indicators and must pass
all the criteria prescribed by the educational institutions;
(3)
Learners must be judged on the learning outcomes of
each course; and
(4)
Learners must be evaluated and must pass all the
criteria prescribed by the educational institutions regarding reading,
analytical thinking and writing, desirable characteristics and learner
development activities.
Regarding consideration of
transition to next grade for both primary and secondary education levels, if
learners have minor deficiencies which, in the view of the educational
institutions, can be corrected and further developed with remedial measures,
the educational institutions have the discretion to allow them to move to a
higher grade. If, however, the learners have failed in many courses, and are
likely to face problems in proceeding to a higher grade, the educational
institutions can establish a committee to consider the possibility of repeating
the year, with particular attention paid to the learners’ maturity, knowledge
and capacity.
1.2 Grading learning
outcomes
Primary education
level
In judging for the purpose of
grading learning outcomes of each course, educational institutions can grade
the level of learners’ learning outcomes or the quality level of their
performance by using numerical, alphabetical, and percentage systems or a system
that uses key words to indicate the standard attained.
For assessment of reading,
analytical thinking and writing, and desirable characteristics, the grading
levels are: Excellent, Good
Pass and Fail.
For assessment of learner
development activities, consideration must be given to the amount of time
devoted, and the participation and achievement of learners in accord with the
criteria prescribed by the educational institutions. The outcomes of the
participation are graded as: Pass and Fail.
Secondary
education level
In judging for the purpose of
grading learning outcomes of each course, eight numbers are applied to indicate
the level of the learning outcomes.
For
assessment of reading, analytical thinking and writing, and desirable
characteristics, the grading levels are: Excellent, Good, Pass and Fail.
For
assessment of learner development activities, consideration shall be given to
the amount of time devoted, and the participation and achievement of learners
in accord with the criteria prescribed by the educational institutions. The outcomes
of the participation are graded as: Pass and Fail.
1.3 Reporting on learning outcomes
Reporting on learning outcomes
is a means of communicating to parents
and learners the latter’s progress of achievement. Educational institutions are
required to summarise the assessment outcomes and prepare written reports for
submission for the parents’ information on a periodical basis or at least once
every semester.
Reporting on learning outcomes
can indicate quality level of learners’ performance, which reflects the
standard of achievement for the various learning areas.
2.
Criteria of graduation
The Basic Education Core
Curriculum prescribes general criteria for graduation at three educational levels, i.e.,
primary, lower secondary, and upper secondary education levels.
2.1 Graduation criteria
for primary education level
(1)
Learners have completed basic courses and
supplementary
courses/activities in accord with the learning time structure as
prescribed in the Basic Education Core Curriculum;
(2)
Learners’ assessment outcomes for each basic course
must meet the criteria prescribed by the respective educational institutions;
(3)
Learners’ assessment outcomes regarding reading,
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
(5)
Learners have participated in learner development
activities and the assessment outcomes of their participation meet the criteria
set by the respective educational institutions.
2.2 Graduation criteria
for lower secondary 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
(5)
Learners have participated in learner development
activities and the assessment outcomes of their participation meet the criteria
prescribed by the respective educational institutions.
2.3 Graduation criteria
for upper secondary 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 by the respective educational institutions;
(4)
Learners’ assessment outcomes regarding desirable
characteristics must meet the criteria prescribed by the respective educational institutions; and
(5)
Learners have participated in learner development
activities and the assessment outcomes of their participation must meet the
criteria prescribed by the respective educational institutions.
Regarding graduation criteria
for education of special target groups, e.g., specialised education, education
for the gifted and talented, alternative education, education for the disadvantaged,
informal education, etc., school boards, educational service areas and those
concerned will conduct measurement and evaluation of learning outcomes in
accord with the criteria and guidelines prescribed in the Basic Education
Curriculum for measurement and evaluation of special target groups.
Documents Showing
Evidence of Education
Documents
showing evidence of education are highly important, as they record the learning
outcomes, data and information on various aspects of learners’ development.
These documents are divided into two categories as follow.
1.
Documents showing evidence of education prescribed by
the Ministry of Education
1.1 Record of learning
outcomes shows and certifies learners’ achievement, based on assessment outcomes
of the various courses, reading, analytical thinking and writing and desirable
characteristics required by the educational institutions as well as learner
development activities. Educational institutions are required to record
relevant data and issue such documents to individual learners upon their
graduation at primary education level (Grade 6), compulsory education level
(Grade 9), and basic education level (Grade 12) or any other cases of
school-leaving.
1.2 Certificate shows the
learners’ qualifications, certifying their achievements and rights. Educational
institutions are responsible for issuing certificates to graduates of
compulsory education and basic education as prescribed in the Basic Education
Core Curriculum.
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 student’s personal record, grade record for each course, cumulative
record, learning outcome certificate and other documents required for specific
purposes.
Transfer of Learning Outcomes
Educational institutions can transfer learners’ learning outcomes in
various cases, e.g., moving to another educational institution, change of type
of education, course transfer, drop-out and request for continuing in-country
education received abroad. Besides, knowledge, skills and experiences attained
form other learning sources can also be transferred e.g. enterprise, religious
institution, occupational training institution, home school etc.
Transfer of learning outcomes should be made before the beginning of the
first semester or during the first semester at educational institutions that admit
the transferred learners. The latter are required to study at the educational
institutions for at least one semester. These educational institutions should
decide on the courses/number of credits to be transferred as appropriate.
For the purpose of transfer, the following should be taken into
consideration:
1. Certificates and other documents providing information on the
learners’ knowledge and capacity;
2. Learners’
knowledge and capacity tested through various methods for assessment of both
knowledge and capacity for practical work; and
3. Competence and
performance in real situations.
Transfer of
learning outcomes must follow the Ministry of Education’s proclamations or
guidelines. The transfer of learning
outcomes at basic education level must follow the guidelines on transfer of
learning outcomes at basic education level.
Curriculum
Implementation and Management
In an education system that promotes decentralisation of
authority to local areas and local educational institutions so as to
participate in curriculum development, the relevant agencies at different educational
levels, i.e., national, local and educational institution levels, play
important roles, and have duties and responsibilities to develop, provide
support and encourage efficient curriculum implementation and development.
These measures will ensure the highest efficiency in preparation of the
education institutions’ curriculums as well as educational provision by these
educational institutions, resulting in enhancing learners’ quality so as to attain
the learning standards prescribed at the national level.
At the local level, offices of the educational service
areas and other parent agencies play important roles in improving quality of
educational provision. They provide the linkage between the Basic Education
Core Curriculum prescribed at the national level and the local situations and
needs, leading to preparation of the educational institutions’ curriculums, the
implementation and development of which will be strengthened to ensure success.
Their main tasks are: setting the goals and points of emphasis for developing
learners’ quality at the local level, with due consideration given to national
requirements; developing local learning contents; evaluating quality of
education provided at the local level; increasing the quality of curriculum
implementation through research and development, personnel development, support
provision, promotion, evaluation monitoring, and analysis and reports on
learners’ quality.
Educational institutions play important roles in
developing their own curriculums, planning for curriculum implementation,
increasing quality of curriculum implementation through research and
development, improving and further developing the curriculum, and preparing
regulations for measurement and evaluation. In preparing their own curriculums,
educational institutions must attach prime importance to attuning to the Basic
Education Core Curriculum and other details provided by educational service
areas or other parent agencies at the local level. Respective educational
institutions can also add various aspects of problems and concerns of the
community and the society, local wisdom, and learners’ needs, with
participation and contribution of all sectors in the preparation of their
curriculums.
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