Key Factors to Look into in Reforming Accountability System in Education

The fact that the government is taking action to implement the much-needed and long overdue standards-based reform is welcome news. 

However, it should not rush through anything without first installing necessary support systems to build up student and school capacity as subsequent interventions may become necessary. It is also imperative to design a consistent and fair system of dispensing rewards and sanctions aimed at changing the behaviour of those involved and fostering improved academic results.

The Ministry of Education Ministry should first publish clear standards that students and schools can aim for. It should also develop proper assessment tools for students and schools in line with the agreed standards. For instance, a passing score on a standardised test should meet the minimum proficiency level set for a student in the tested subject. Clear rules should also be set such as the percentage of students passing the standardised test in each school for it to be deemed successful. 

To ensure that the reward and sanction system is fair, account should be taken of the differences in the students’ socio-economic backgrounds as recent research has found that the academic abilities of students are affected by their family backgrounds.

Opponents of standards-based reform may argue that standardised testing tends to lead schools to “teach to the test”. It would be natural for students to spend time on material that is prescribed for the test and for schools to align their curricula with those materials. I do not see any problem as long as the tests are of appropriate quality and rigour. I also think that a desirable outcome of the reform is encouraging students to study harder for the test. It is extremely important that NIETS get their assessments up to the desired standards.

A good standards-based accountability programme should also enhance transparency in the education system. Information on the students’ socio-economic backgrounds and resources of their school, as well as its performance on standardised tests relative to other schools in the same district and relative to the national standard should be made public. 

This will not only put pressure on schools to improve, but will also relay necessary information to parents of existing and prospective students and help them make better choices. Policymakers also require information in order to effectively allocate resources as well as fairly dispense rewards and punishments.

It is important to note that standards-based accountability will also help identify schools that are weak. However, it may not be able to rectify problems that show up. The government should, therefore, put in place an effective support system at the district and national levels that provide technical assistance, additional resources and professional development training to help transform weak schools. If any schools are beyond rectification, the government should have the political will to reconstitute or even to close them down. In such cases, there should be an exit mechanism in place to allow students to transfer to better schools within their district at no additional cost.

Standards-based accountability reform offers the best prospect for improving the sorry state of the Thai education system. We must not allow reform to be derailed through lack of thoughtful planning. The new system is not expected to operate flawlessly from the outset, given the challenges mentioned above, but it is absolutely necessary if we are to make sense of our education system.

 

DILAKA LATHAPIPAT 

Thailand Development Research Institute 

[email protected]