“Reform Education,
Reform Your Country”
The 6th Annual ThailandPOD National Conference
Outcome Based Education:
Progressing towards the 21 Century Quality Graduates
28–29 July 2011
Gerald W. Fry
Department of Organizational Leadership, Policy,
and Development
College of Education and Human Development,
University of Minnesota
Yes, you may well doubt, you may well be uncertain... Do
not accept anything because it is the authoritative tradition,
because it is often said, because of rumor or hearsay,
because it is found in the scriptures, because it agrees with
a theory of which one is already convinced, because of the
reputation of an individual, or because a teacher said it is
thus and thus… But experience it for yourself.
The Lord Buddha
The Kalama Sutta
Basic Background on the
Kingdom of Thailand
 Nation, Religion, King
 Pridi’s concept of impermanence
 Key stakeholders and groups in the Thai polity/society
1) King and Royal Family
2) Military
3) Professional bureaucracy “bureaucratic polity” (Siffin, Riggs)
4) Partisan politicians/local politicians
5) Business elites
6) Peoples’ movements, yellow shirts, PAD (People’s Alliance for
Democracy) and red shirts, UDD) (นปช) (United Front for
Democracy against Dictatorship); rapidly growing lower middle class
7) NGOs, NPOs, rice-roots movements
8) Religious figures (e.g., Buddhadāsa Bhikku, Maechee Sansanee)
9) Mass media/social networks
Global Context: The Crisis in
Higher Education
Key Critical Issues:
Escalating costs (Baumol’s Disease)
Escalating privatization (with
slippage in quality control and
accountability (diploma mills)
(Altbach); educational corruption
Esoteric research (Sokal critique)
Global Context: The Crisis in
Higher Education
Key Critical Issues:
Underinvesting in good higher education
and R & D (critical need for “peace dividend”;
“soft power”)
Emphasis on quantity not quality of
institutions (systems that are too large)
Too much spending on bureaucracy,
administration
In U.S. problem of increasing numbers of lowpaid adjunct instructors; new book by N. Riley,
The Faculty Lounges and Other Reasons You
Won’t Get the College Education You Paid for.
The Seven Domains of
Educational Quality
 Quality of teachers
 Quality of educational administrators and
leaders(Rung)
 Quality of students
 Quality of curriculum
 Quality of physical facilities
 Quality of internet access and resources (hardware
and software)
 Quality of effort (Gladwell law)
Asia-Pacific Context:Two
Striking Paradoxes
The Korean Paradox
Korean students perform exceptionally well in
international tests; Korea attracts top
students to the teaching field; impressively
high tertiary enrollment ratio
However, based on KEDI surveys, parents
are not happy with Korean education and
huge system of expensive “shadow
education”
A Second Paradox
The Thai Paradox
In terms of percent of national budget,
Thailand spends heavily on education;
Thailand has had over the years an
impressive number of well trained and
highly educated policymakers.
However, on various key indicators, both
international and national, Thailand
performs poorly; relatively low rankings
of Thai universities
Basic Background on the
Kingdom of Thailand
Never colonized, but issue of major
external influences and internal
colonialism
Considerable ethnic diversity (more than
realized, but lack of cultural democracy)
In recent decades, dramatic economic
diversification and internationalization
Huge informal economy
Need for Alternative
Approaches
Vertical case studies (Vavrus & Barlett)
James Scott’s concept of “seeing like a
state”
 Neglect of the meso (in between national
and local); the importance of the Isaan
and northern regions
Fry and Kempner sub-national
comparative research on northeast
Brazil and northeast Thailand
Two Competing Paradigms
Michael Porter (Harvard Business School)
stresses the importance of international
competitiveness.
Paul Krugman, distinguished economist at
Princeton, emphasizes the critical need to
enhance the productivity of our citizens.
The Japan case (1960-1990)
unprecedented historical increases in
productivity
“Miracle on the Han River” (growth with
equity)
Increase in Japanese
Productivity, 1960-1990
Statistical Background on Thailand
Statistical Indicator
Kingdom of Thailand
Population
67.1m
Population density
126 per km2
Gross Domestic Product
(PPP)US$ b
580.3
Gross Domestic Product (PPP) 8,700
per capita (US$)
Percent urban
33
Percent rural
67
Percent of economy
(industrial)
45.6
Percent of economy
(agricultural)
10.4
Statistical Background (continued)
Percent of economy service
44.0
Level of exports (X) US$ b
191.3 (exports now account for
61% of GDP)
Level of imports (M) US$ b
156.9
Exports/Imports
1.22
X+M/GDP (non-PPP), level of economic
internationalization
1.11
Gini coefficient for income distribution
.54
Rate of unemployment
0.7
Rate of poverty (%)
10.54% (6.7 m)
Ranking on Happiness Index (HPI)
55.4 (32nd in world out of 178 countries)
Number of medals won in SEA Games
Number of medals won in Asian Games
266 (number one)
53 (number one among ASEAN countries)
The Five Faces of Thailand
Traditional Thai Education
Decentralized
Monks were the teachers
Temples were the schools
In homes, many skills such as weaving were
taught
Emphasis was on Buddhism and moral
education
Limited access for females
Elite royal education at the palaces
Profile of King Chulalongkorn:
Educational Reformer
Influential Thai Educators: Past
and Present
King Chulalongkorn the Great
Prince Damrong
H.M. King Bhumipol the Great
H.R.H. Princess Maha Chakri Sirindhorn
Buddhadas Bhikku
P. A. Payutto Bhikku
Maechee Sansanee
M.L. Pin Malakul
Influential Thai Educators: Past
and Present
Dr. Saroj Buasri
Dr. Pridi Banomyong
Dr. Sukich Nimehamminda
M.C. Supradis Diskul (Prince Supat)
M.R. Kukrit Pramoj
Khunying Amporn Meesuk
Dr. Kaw Swasdipanich
Dr. Sippanondha Ketudat
Influential Thai Educators: Past
and Present
Dr. Wichit Sisa-an
Professor Dr. Prawes Wasi
Dr. Kowit Worawipat
Dr. Rung Kaewdang
Dr. Khunying Kasama Warawan na
Ayuthaya
Khun Mechai Wirawaitaya
Dr. Ekawit na Talang
Influential Thai Educators: Past
and Present
Dr. Saisuree Chutikul
Dr. Puey Ungpakorn
Phya Anuman Rajadhon
Dr. Kasem Watanachai
Dr. Somwung Pitayanuwat
Dr. Krase Chanawongse
Profile of Prince Damrong
The life and work of Prince Damrong
Rajanubhab (1862-1943) as a historical
testimony of endogenous Thai
intellectual creativity / Sulak
Sivaraksa; Damrongrachanuphap,
Prince, son of Mongkut King of Siam
1979 Tokyo: United Nations University
Phase I: The Reforms of King
Chulalongkorn
Role of Prince Damrong Rajanubhab
Reform as means to preserve independence
and promote national identity
Development of a centralized modern, secular
educational system
Extension of education to the whole Kingdom
Triadic strategy involving the Ministry of Public
Instruction, Ministry of Interior, and Buddhist
Sangha
Phase I: The Reforms of King
Chulalongkorn--Continued
 Integrating the modern with the traditional
 King Rama V’s international vision
two trips to Europe (visiting England, Russia,
Italy, Germany, Austria, France, the Netherlands)
trips to Asia areas such as Java, Malaya,
Burma, and India (most traveled monarch of his
time)
 Suan Gulab as an immersion school
 Started in 1902 the Royal Pages School, which
was the precursor to Chulalongkorn University
Phase II: Reforms Related to
the Student Revolution of 1973
 Background on the student
revolution
 Key elements of the 1970s reforms




Emphasis on unity
Emphasis on equity and social justice
Emphasis on intellectual freedom and openness
Use of empirical data to inform decisionmaking
Innovation in Thai Higher
Education: The Visionary Dr.
Wichit Srisa-an
Innovation in Thai Higher
Education: The Visionary Dr.
Wichit Srisa-an
Created new genres of Thai universities such as
Sukothai Thammathirat University
(STOU), a “university without walls”
Suranaree University of Science and
Technology, a university outside the
normal bureaucratic system
Walailuck University in the South
 Efficient and fair administration of the
University Entrance Examination System
Dr. Sippanondha Ketudat,
Visionary Thai Educational
Reformer
Dr. Sippanondha Ketudat
THE MIDDLE PATH FOR THE FUTURE OF
THAILAND: TECHNOLOGY IN HARMONY
WITH CULTURE AND ENVIRONMENT by
Sippanondha Ketudat with the methodological
and editorial collaboration of Robert B. Textor
and the consultation of William J. Klausner, M.L.
Bhansoon Ladavalya, and Sidhinat
Prabudhanitisarn. Honolulu: East-West Center,
1990.
A Thai Educational Response
to Internationalization and
Globalization (1990-1995)
 Commission on Thailand’s Education in the Era of Globalization
 Making the Thai economy more competitive through educational
reforms; need for effective collaboration among diverse key
stakeholders
 Need to increase R & D spending
 Internationalization of the Thai economy; beginning of an
international education boom
 Emergence of Thailand as a local “donor nation”
 Anticipated many elements of the 1999 educational reform (e.g.,
decentralization, the call for Local Education Commissions)
New Assumption University
Campus
Character for Crisis
Phase III: The Asian Economic
Crisis: Reform as Challenge
and Opportunity
 Root causes of the crisis; tragedy of the economic
commons; Thailand’s changing economic landscape
 Political reform: mandates of the new 1997
Constitution
9 years of compulsory education and 12
years of free fundamental education
Mandate decentralization
Emphasis on local knowledge and wisdom
Mandate new education law to promote
educational reform
Rationale for the
1999 Reform
Persisting educational problems
Inadequate returns for investments in
education
Thailand’s loss of international
competitiveness
1999 Reform: Implications for
Higher Education
 Granting universities autonomy to enhance their efficiency
 Integrating the Ministry of Education and Ministry of University
Affairs into a single ministry to improve efficiency and better
articulation between P-12 and higher education; enhance
coordination of pre-service and in-service teacher preparation;
enhance coordination between Rajabhat and universities
previously under the MoUA.
 New student-centered learning approaches apply also to higher
education
 Greater utilization of ICT is particularly relevant to the higher
education sector as is internationalization
Thailand’s Scorecard
Statistical Indicator
Thailand’s ranking
Number of
Countries Ranked
% of national budget
spent on education
#2
49
International
competitiveness
#33
49
Innovation
#50
58
Efficiency of
government
#39
49
Economic capability
#15
49
Private sector
efficiency
#44
49
Thailand’s Scorecard (Continued)
Basic infrastructure
#40
49
Educational capability
#44
49
Academic competitiveness
#38
49
Competitiveness in science
and technology
#39
49
Competitiveness in
management
#40
58
Labor competitiveness
#48
58
Percent of women in senior
management positions
#1
39
Thailand’s Scorecard (Continued)
Rank in science (TIMSS,
2007)
#22
48
Rank in mathematics
(TIMSS, 2007)
#29
48
Rank in reading literacy
(PISA, 2009)
438 #48
65
Rank in mathematics literacy
(PISA, 2009)
419 #50
65
Rank in science literacy
(PISA, 2009)
425 #48
65
Rank in English proficiency
42
44
Thailand’s Development
Diamond
Major Educational
Problem Areas
Lack of unity and coordination of diverse
and fragmented education/HRD efforts
How to decentralize, overbureaucratization of system
Persistence of traditional learning modes
Neglect of science and related R & D
development
Persisting issues of inequity and access
Major Educational
Problem Areas (continued)
Overemphasis on bricks and mortar
Inadequate utilization of ICT potential
Inadequate development of international
capabilities
Educational corruption
Educational debt of teachers
Attracting the best talent to teaching (cf.
Korea); impressed with “New-Breed
Teachers Scheme”
Inequality in Thailand
 Gini coefficient has gone from .43 in the early ‘70s to .54
currently, making Thailand one of the world’s most unequal
countries (Warr, 2010); Thailand is now the second most unequal
country in the world (Economist, April 20, 2011). Warr argues
that these data actually underestimate the degree of inequality;
rural incomes have fallen relative to average incomes.
 In terms of income disparities, income gap between the richest
20% and the poorest 20% is 13-fold (Pasuk)
 In terms of wealth disparities, wealth gap between the richest 20%
and the poorest 20% is 69-fold!!
 Coefficient of variation (V) for regional income inequality is an
extremely high 1.37
Disadvantaged Northeast
Lowest access to pre-school (ages 3-5), 46%
 In terms of basic education, access to primary
school, Northeast is 15% behind the highest
region (East)
 Most dropping out of school mid-year are from
the Northeast, second the North
 In terms of national M. 6 test results, greatest
disparities are among schools of the Northeast
 Northeast students received the lowest subsidy
per head; have the lowest national test scores
The New Cosmopolitan Isaan
(Professor Charles Keyes)
Many individuals from Isaan have gone to
become migrant workers overseas; their
remittances have contributed to Isaan
development
Example of the “Swiss village” in Roi-Et
Dramatic change from the isolation of the past
Greater political awareness and consciousness
(Paulo Freire)
An Example: Khun Tatpicha
from a Remote Area of Srisaket
The National Education Act
August 19, 1999
 Response to Article 81 of the 1997 Constitution
 Has nine chapters
Basic elements:
1) Administrative reform and restructuring
2) Education for all and all for education
3) Decentralization and budget reform
4) Promotion of student-centered education and
learning
5) Greater use of ICT
Major Elements of the
1999 Reform
 Provision of 12 years of free education and 9
years of compulsory education
 Promotion of student and learner-centered
pedagogy
 Establishing administrative unity
 Greater autonomy of public universities
 Decentralization of education with the
establishment of 175 Education Service Areas
 Emphasis on the utilization of local
knowledge and wisdom
 Emphasis on a holistic approach to reform
 Support of national, master, and lead teachers as a
network of educational innovators
 Establishment of a system of teacher licensure
 Promotion of site-based teacher learning
 Establishment of the Office for National Educational
Standards and Quality Assessment
 Greater use of ICT to promote student and teacher
learning
 Emphasis on life-long learning
 Focus on diversity of learning approaches and learning
sources (all for education)
Seven Integrated Reforms
R e f o r m
Education
T o w a r d
Reform
Good Governance
Public, Private
NGO
Law and
Enforcement
Reform
Value
Financial
Ethics
Mass Media
& Economic
System Reform
Sufficient
Reform
E c o n o m y
T raded Economy
Technology in Harmony with Culture & Environment
Dr. Sippanondha Ketudat
1/2/01
Pedagogy of the Whole Person:
Software of the Mind
Heart
Right
Brain
Left
Brain
Body
Developing the Whole Brain
Joseph’s Four Segments of the
Brain
Tetrahedron Model of Global
Competence
First Round of Assessment by ONESQA,
2001-2006
Key Findings:
1) In terms of basic education, only 34.6% of schools
were considered good, meeting the basic minimum
standards.
2) In terms of higher education, 47.7% of institutions
met the standard.
3) Related to the important criterion of students being
able to think analytically and systematically, to engage
in discursive thinking, and to be creative, only 11% of
schools were classified as good, meeting the standard.
Second Round of Assessment by ONESQA,
2006-2008
Key Findings:
1) Some improvement from the previous round
2) 22.4% of OBEC schools were not meeting basic
standards. Most of these schools were small and in
remote rural areas.
Demonstration of Students at
Chulalongkorn University
College Students Protesting
Educational Reform
Failures of Thaksin Government Related to the
Implementation of Educational Reform
Saw educational reform as policy of the
previous Chuan government
No continuity in leadership at the Ministry of
Education; frequent changes of ministers
Surveys indicated citizens most concerned
about economic not educational issues
Resistance of teachers to having schools come
under local TAO jurisdiction
Some Positives of the
Thaksin Government
Dr. Thaksin’s vision of Thailand as a
knowledge society (his book on reading and his
deep concern about pre-school education); his
vision related to the future of the Thai economy
Creation of Thailand Knowledge Park (TK
Park)
Application of OTOP concept to education
(especially, One District, One Scholarship
Program)
Support for ONESQA and its efforts to improve
the quality of Thai education
Promotion of Reading Culture
Thailand Knowledge Park
Thai Universities in the World
Rankings
No Thai university in the top 200 (Times
Higher Education Rankings)
Highest Thai university in the Webometrics
rankings, #324 (Prince of Songkla
University)
Much better performance in QA Asian
regional rankings: Mahidol (#30),
Chulalongkorn (#35), Chiang Mai (#81),
and Thammasat (#85)
January 2010 World Bank Report on
Higher Education (in Collaboration
with OHEC)
Imperative to increase educational
quality at all levels.
Need enhanced collaboration
between universities and the private
sector.
Need to recognize extensive
externalities associated with
investing in higher education
January 2010 World Bank Report on
Higher Education (in Collaboration
with OHEC)
Need to strengthen the overall
innovation system
Higher education system must be
more oriented to a “knowledgebased economy relying on a highly
skilled labor and technological
advances to drive growth and
productivity”
Major Empirical Assessment of the
Implementation of the Third Educational
Reform (Study by Hallinger & Lee, 2011)
Study based on data collected from 1,800
principals from throughout the Kingdom during
MOE workshops on organizational change in
2008.
33.2% of teachers have adopted the new
teaching/learning approaches; if including those
who are positive and preparing to introduce
change, the number increases to 52.1%; no
regional differences found
Complex issue of interpreting these numbers;
the Rashomon Effect
My Own Assessment of the 1999
Reform Initiative
Reform represents excellent ideals and
progressive education
Only partial implementation of student-centered
learning and education
Problem of recentralization at the local level
Teacher resistance to having TAOs responsible
for education
Overemphasis on structural changes
Inadequate use of targeted block grants to
address regional disparities
My Own Assessment of the 1999
Reform Initiative
Study showing poor knowledge of teachers of
their subject matter
Inadequate incentives for becoming a teacher
Inadequate incentives for serving in remote
areas
Lack of leadership continuity during Thaksin
period
Education not a high priority of Thaksin’s
government
My Own Assessment of the 1999
Reform Initiative
 Education not a high priority of Thaksin’s government
(hopefully this will change under Khun Yingluck and
Dr. Olarn)
 Lack of cultural democracy
 Lack of emphasis on moral education, character
building; educating the whole person (Dr. Somwung)
 Lack of effective sex education (Thailand ranks second
in the world in percent of teenage pregnancies)
 Inadequate environmental education (cf. Japan, Korea)
Key Educational Problem Areas
Bangkok-centric system
Language issues; lack of appreciation of
linguistic diversity
Lack of transparency regarding problems
and weaknesses of Thai education
Problem of technical-vocational
education; “second-class citizens”
Issue of when to start English
The Vision of Dr. Kowit Vorawipat,
Founder of Thai Non-formal Education and
a Member of the Education Hall of Fame
 Give high priority to teacher development in
universities as a distinct field and emphasize a holistic
approach to teacher education
 Improve incentives and benefits to attract the best
people to go into teaching.
 Most importantly need to emphasize more than just
abstract academics and the testing system needs to be
reformed accordingly; emphasize คิด เป็ น (the ability to
think)
 The future of the country depends on having citizens
with high integrity and morality.
Phase IV: The Government’s
Vision of Educational Reform
(2009- )
 Must address the small school problem and related
quality/equity/efficiency issues
 Need better balance between general and
vocational/technical education
 Need to encourage the reading habit
 Increase the role of LAOs in supporting and providing
education
 Consider policy of 15 years of free education to
facilitate achievement of education for all and provide
better access to pre-school
 Need to achieve high quality life-long learning
Korea: A True Knowledge
Society
The New Phase of Educational Reform
(2009-2018)
 Three major areas of concern with respect to
implementation of the Fourth Phase of Education
Reform (1999-2008):
1) Quality of education, quality of learners and
teachers
2) Efficiency of the management, administrative system
3) Persisting access problems; need to expand
educational opportunities
Education Wiki-Leaks
College graduates have little work experience
and are not adequately prepared for “realworld” work
Need for more high level IT specialists
English skills sub-par compared to neighboring
countries
Educational level of workforce has increased
significantly, but “the supply of graduates with
low quality education from ‘no-name’ schools
has increased greatly.
Education Wiki-Leaks—
Continued
Lack of critical thinking skills
Inadequate numbers of construction, structural,
chemical, and industrial engineers being
produced
Lack skilled managers in the manufacturing
sector
“Thailand’s construction labor force does not
have the creativity for advanced architecture
and interior design.”
The “Thai Paradox”
 Thailand ranks really high in terms of spending on
education
 Impressive influential educators and educational
leaders and an extremely impressive educational
reform plan (NEA, 1999)
 Success of the Thai economy
 The top Thai students and scholars are world-class; top
Thai students earning international honors/awards; the
new Assumption campus (Bang Na) is world-class. In
the recent International Mathematic Competition
(2011) in Bali, Thai students won 99 medals, including
9 golds.
The “Thai Paradox”
Lack of a reading culture despite remarkable
growth and quality of Thai publishing industry
and impressive annual book exhibitions;
UNESCO has designated Bangkok as World
Book Capital (2013)
Overall results, international tests, national
tests, and ONESQA assessments: disappointing
results; education is lagging behind economic
development
Explanation of the Paradox
 Overemphasis on bricks and mortar (material concrete
outcomes)
 A huge civil service; therefore impossible to offer
competitive salaries to teachers/professors
 Spreading resources so thin; so many schools, so many
colleges/universities
 Thailand’s “comfortable setting” and “sanuk”
orientation; sabai, sabai
 Youth culture not emphasizing “boring reading” but
computer games, television, social media,
entertainment...
The Future of Thai Higher
Education
Major Problem Areas:
The system is too large with too many
institutions to optimize quality.
Need to internationalize with AEC
(2015).Thailand’s potential as an international
education hub; over 900 international
programs; need to improve quality of English
teaching, increase study of other non-English
languages, enhance cultural intelligence
(software of the mind)
The Future of Thai Higher
Education--continued
Too much is being spent on non-teaching and
research functions
Need more practical internship opportunities
for students to gain real world experience
Long-term demographic issues with Thailand’s
low fertility
Need to increase research productivity and
spending on creative valuable R and D
(Yongyuth Yuthawong)
Future of Thai Higher
Education (Continued)
Need to enhance opportunities for the
bright but disadvantaged
Difficulty of anticipating future labor
markets; percentage of highly educated
needed?
Need for examination reform to reward
independent thinking and creativity
Inadequate use of ICT potential; enhance
awareness of OER and WikiEducator
Future of Thai Education
(Continued)
Average education of the workforce, 8.7 years;
21.6 million workers (60% have not completed
primary education); therefore tremendous need
for HRD and life-long quality education and
training
Lack of alignment among curriculum,
pedagogy, and high stakes testing system; need
for major testing reform
Inadequate realization of ICT potential
(only 41% of Thai teachers use ICT in their
classes (Amornwich)

The Future of Thai Higher
Education
(continued)
Major Issues in Higher Education
 Emphasis on quantity not quality (now 260
colleges and universities)
 Need to strengthen R & D capability
 Need to replace retiring senior professors, many
with excellent overseas training
 Too many students in social sciences; too few in
the important STEM fields; serious shortage of
professors in engineering/mechanics
 Students’ inadequate knowledge of their Asian
neighbors’ language and cultures (need to
prepare for AEC, ASEAN Economic Community,
2015)
Future of Thai Education
Optimistic elements:
 Thailand’s strong economy recovery and
export performance
 About 33% of budget for schools coming
from non-governmental sources
(Waraiporn, 2011)
 Thailand’s strategic niches
 Inspiring leadership of H.R.H. Princess
Maha Chakri Sirindhorn
Future of Thai Education
(Continued)
 Well-trained professional bureaucracy
 Well-educated cadre of teachers and school
administrators
 Societal recognition of the value of education
 Transcending digital divide; potential of resources such
as WikiEducator and Open Education Resources
(OER); way to confront the “Baumol Disease”
 Presence of impressive local wisdom and knowledge,
being now more utilized
 Commitment to reform, no sign of reform fatigue;
serious start of a new phase of reform (2009-2018).
H.R.H. Princess Maha Chakri
Sirindhorn: A Creative
Educator
Thailand’s Strategic Niches
1) International education hub
2) Convention/exhibition center
3) “Detroit of the East”
4) “Kitchen of the World”
5) Central location in both Asia and
Southeast Asia; transporation/tourist
hub
Thailand’s Strategic Niches-Continued
6) Bangkok as a preeminent
entertainment center and complex;
Bangkok just ranked number one city in
the world, third time it has received this
ranking in recent years
7) Excellence in gems and gem cutting
8) Fashion/design/textiles/electronics
9) Medical tourism; retirement haven
Future Priority
 Highest priority must be given to improving
the quality of education at all levels (example
of Japan, 1960-1990); imperative to enhance
labor productivity and efficiency (Krugman)
 Jomtien 20+ (March 2011 meeting): turning
swords into funds for guaranteeing quality
education for all: realization of a true peace
dividend
Tetrahedron Model of an
Ideal Education
Educational Ideal for the
Future
“devotion to the idea that selfcultivation through the
disciplined pursuit of
knowledge is the path to
human perfection.”
source: Thomas Rohlen, Stanford University
Amazing Thailand
Thank you for your kind
attention!!
Gerald W. Fry
Department of Organizational Leadership,
Policy, and Development
University of Minnesota
gwf@umn.edu