We need to ask the right questions to get the best solutions: A recap for the future
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For over four years, I have written education articles for "Chalk Talk" column. Some issues have been episodically written to provoke the government and policymakers into action, notably for "education system reform".
However, I have found that there is hardly any tangible response to most issues I have raised.
Therefore, I would like to recap what I have tried to highlight during the past four years here so it is easier for policymakers to focus on what really needs to be done.
The most important points for the country’s better education surround Education Systematic Perception, Evidence-Based Research, Teacher Education and Curriculum Design.
To shape a brighter future, I believe we need to start with the right questions. When we focus on the right questions, we will be able to explore solutions to the right questions and change the country’s education for the better.
In my previous column, I recommended the search for innovative strategic leadership for Thai education, someone who will spearhead educational reform and policy. Simply put, I would like to encourage us all to identify first who the real education experts in Thailand are.
Many readers sent me feedback. It confirmed that many members of Thai society are worried about Thai education failures and really want to help improve the situation.
As I said, efficient solutions will emerge if we start with the right questions. So, here are the questions I would like you all to consider:
l Do we really know what we need to achieve first in educational reform before talking about the quality of education at the end?
l Shall we list the problems of Thailand’s education system? After identifying a set of problems, what would be the right procedure and solutions to solve our chronic educational dilemma?
l Have we set up the “Education Reform” plan on the right track with the right policies for us to head towards the right transformation?
l What is whole system reform and its criteria?
l What is the persistent problem we analysed in education reform policy?
l What is the set of problems and how do we find the solutions for it?
l In order to achieve educational goals, do we really have a monitoring system to track our education progress?
l Do you understand clearly about educational technologies or technology in education? What is the procedure to implement the technologies in schools?
l What kind of learning process do we need to apply for using mobile technologies, especially tablets in schools?
l Who can tailor and see the big picture for educational development and strategic plans?
l What should that blueprint look like?
l Do we agree that the basic performance for all students should be literacy and numeracy? If yes, what is the first mission to improve reading and quantitative literacy?
l After success and achieving literacy and numeracy quality, what is the next step? Do you know?
l If we care for the educational ranking, what is the current performance of our students and teachers?
l According to education evaluation, what aspects should we assess our students on and how do we do this for each test? Should we overhaul the evaluation process?
l How can we improve our teacher quality?
l Do we strongly assert that teacher education is very important in reform?
l Who should be responsible for a teacher development program?
l What is the impact and quality of different types of teacher education systems and policies?
l How can we seriously promote and improve teacher education?
l Do we accept that schoolmasters are the most important part of educational change? If yes, how can we promote school leaders to be change agents in education?
l Do schools nationwide understand “a-must-thing and step-to-reform”?
l What is the current status of our students – their qualities, identities, performances, capacities and wishes for the future – before we redesign and implement the new curriculum?
l What should be the right curriculum for all? Or do we need a customised curriculum?
l What kind of research question should be highlighted to help educational development and improvement?
l What is the right learning methodology for all? Or do we need to customise or personalise it for each group of students?
l Do we really understand the following concepts: project-based learning, problem-based learning, brain-based learning, collaborative learning, flipped classroom learning and so on?
l Should we use a one-solution-fits-all approach for our education? Or should we break down problems and fix them one by one?
l What kinds of curricula or subject matters should we design to improve education at schools, vocational schools and higher education institutions?
I am not going to say that the above questions are the right questions to improving Thailand’s educational quality. But I believe my questions will nudge all possible contributors to brainstorm on ideas and put together useful questions. When reasonable questions are raised, we will see clear pictures of where changes and improvements must be made and hopefully where the solutions lie.
When we get a list of the right questions, we will become better at solving the country’s chronic education problems. Indeed, reform will take less time when backed with the right question for the right approach.
No matter who you are, I would like to encourage you to come forward and ask the right questions loudly, so that fresh efforts for education reform kick off in the right direction.
Speak up now, because a perfect time has arrived. Another round of education reform is about to start. Raise your questions today and you can help put reforms on the right track for better education for our posterity.
PRIYAKORN PUSAWIRO, Dr – Ing.
Learning scientist, Computer Engineering Department
King Mongkut’s University of Technology Thonburi
