Editing Education reform (section)

==Internationally==

=== Education for All ===
{{further|UNESCO}}
The Education for All (EFA) Assessment 2000 was launched in July 1998 with an aim to help countries to identify both problems and prospects for further progress of EFA, and to strengthen their capacity to improve and monitor the provision and outcomes of basic education. Some 179 countries set up National Assessment Groups which collected quantitative data focusing on eighteen core indicators and carried out case-studies to collect qualitative information.<ref>{{cite web | url=http://www.unesco.org/education/information/conferences/europe/1.htm | archive-url=https://web.archive.org/web/20180606051728/http://www.unesco.org/education/information/conferences/europe/1.htm | archive-date=2018-06-06 | title=Education for All Throughout Life }}</ref>

Education 2030 Agenda refers to the global commitment of the Education for All movement to ensure access to basic education for all.  It is an essential part of the [[Sustainable Development Goals|2030 Agenda for Sustainable Development]]. The roadmap to achieve the Agenda is the Education 2030 [[Incheon declaration|Incheon Declaration]] and Framework for Action, which outlines how countries, working with [[UNESCO]] and global partners, can translate commitments into action.<ref name=":0">{{Cite book|url=http://unesdoc.unesco.org/images/0024/002472/247234e.pdf|title=Education Transforms Lives|last=UNESCO|publisher=Paris, UNESCO|year=2017|pages=6, 8–9}}</ref>

The [[United Nations]], over 70 ministers, representatives of member-countries, bilateral and multilateral agencies, regional organizations, academic institutions, teachers, civil society, and the youth supported the Framework for Action of the Education 2030 platform. The Framework was described as the outcome of continuing consultation to provide guidance for countries in implementing this Agenda. At the same time, it mobilizes various stakeholders in the new education objectives, coordination, implementation process, funding, and review of Education 2030.<ref>{{Citation |last1=McKinnon |first1=Tamara H. |editor-last=Rosa |editor-first=William |publisher=Springer Publishing Company |isbn=9780826190116 |last2=Fitzpatrick |first2=Joyce J.|doi=10.1891/9780826190123.0008 |chapter=Nursing Education Imperatives and the United Nations 2030 Agenda |title=A New Era in Global Health |year=2017}}</ref>

===Thailand===

In 1995, the Minister of Education, Sukavich Rangsitpol, launched education reforms for all aimed at realizing the potential of Thai people to develop themselves for a better quality of life and to develop the nation for peaceful coexistence in the global community.<ref>title=The current innovation in curriculum development in Thailand |journal=International Journal of Curriculum Development and Practice |date=1999 |volume=1 |pages=93–101 |url=https://www.jstage.jst.go.jp/article/jcrdaen/1/1/1_KJ00006742072/_pdf </ref>

Since December 1995, activities have been conducted in four main areas:

* '''School reform''': Efforts have been made to standardize the quality of education across all levels and types of schools and educational institutions. Educational coverage has been expanded.

* '''Teacher reform''': Training and recruitment of teachers have been urgently and comprehensively reformed in both public and private schools. Educational administrators and personnel have been continuously developed.

* '''Curriculum reform''': Curriculum and teaching-learning processes have been urgently reformed to raise the educational quality at all types and levels.

* '''Administrative reform''': Through devolution, educational institutions have been empowered to make administrative decisions and to offer appropriate educational services consistent with local lifestyles and conditions. Provincial organizations have been strengthened to facilitate devolution, while private participation from families and communities has been promoted and supported.<ref>{{cite web |url=http://documents.worldbank.org/curated/en/605431468777588612 |title=Thailand - Education achievements, issues, and policies |publisher=World Bank |access-date=5 April 2024}}</ref>

School-based management (SBM) in Thailand was implemented in 1997 as part of a reform aimed at overcoming a profound crisis in the education system.<ref>{{cite journal |last1=Gamage |first1=David T. |last2=Sooksomchitra |first2=Pacharapimon |title=Decentralisation and School-Based Management in Thailand |journal=International Review of Education |year=2004 |volume=50 |issue=3/4 |pages=289–305 |url=https://www.jstor.org/stable/4151600}}</ref>

The 1995 Education Reform resulted in 40,000 schools being required to improve their school environment and encourage local community involvement in school administration and management.<ref>{{cite web |url=https://www.academia.edu/43054905 |title=EDUCATION FOR LIFE: THAILAND's MOST IMPORTANT CHALLENGE |author=His Excellency SUKAVICH RANGSITPOL |publisher=Royal Thai Government |access-date=5 April 2024}}</ref>

These schools later accepted 4.35 million students aged between 3–17 years old from poor families in remote areas. Thereafter, Thailand successfully established Education For All (EFA).<ref>{{cite web |url=http://wiki.kpi.ac.th/images/5/5f/Pln378.pdf |title=Archived copy |access-date=25 October 2023 |archive-date=20 July 2019 |archive-url=https://web.archive.org/web/20190720155749/http://wiki.kpi.ac.th/images/5/5f/Pln378.pdf |url-status=dead}}</ref>

As a result, Thailand received the 1997 ACEID award for excellence in education from UNESCO.<ref>{{cite web |url=https://unesdoc.unesco.org/ark:/48223/pf0000114483 |title=ACEID Award for Excellence in Education |publisher=UNESCO |access-date=5 April 2024}}</ref>

According to UNESCO, Thailand's education reform led to the following results:

* The educational budget increased from 133 billion baht in 1996 to 163 billion baht in 1997 (a 22.5% increase).
* Since 1996, first-grade students have been taught English as a second language and computer literacy.
* Professional advancement from teacher level 6 to teacher level 7 without having to submit academic work for consideration was approved by the Thai government.
* Free 12 years of education for all children provided by the government. The Eighth National Economic and Social Development Plan was also written to support the implementation of the education reform program.<ref>{{cite web |url=https://dl.parliament.go.th/bitstream/handle/20.500.13072/367183/2539_%E0%B8%81%E0%B8%B2%E0%B8%A3%E0%B9%81%E0%B8%9B%E0%B8%A5%E0%B8%87%E0%B9%81%E0%B8%9C%E0%B8%99%E0%B8%9E%E0%B8%B1%E0%B8%92%E0%B8%99%E0%B8%B2%E0%B9%80%E0%B8%A8%E0%B8%A3%E0%B8%A9%E0%B8%90%E0%B8%81%E0%B8%B4%E0%B8%88%E0%B8%89%E0%B8%9A%E0%B8%B1%E0%B8%9A%E0%B8%97%E0%B8%B5%E0%B9%888_%E0%B8%AA%E0%B8%B3%E0%B8%99%E0%B8%B1%E0%B8%81%E0%B8%87%E0%B8%B2%E0%B8%99.pdf?sequence=1 |title=Summary of the Eighth Development Plan (1997–2001) |access-date=5 April 2024}}</ref>

This program was later added to the 1997 Constitution of Thailand, granting access to all citizens.<ref>{{cite book |title=Education Management Profile: Thailand |date=1998 |publisher=UNESCO Principal Regional Office for Asia and the Pacific |location=Bangkok |url=http://unesdoc.unesco.org/images/0011/001135/113535Eo.pdf |access-date=18 September 2018}}</ref>

A World Bank report indicated that after the 1997 Asian financial crisis, income in the northeast, the poorest part of Thailand, rose by 46 percent from 1994 to 2000. Nationwide poverty fell from 21.3% to 11.3%.<ref>{{cite web |url=http://www.nesdb.go.th/Portals/0/eco_datas/account/gpp/GPP%201993-2001.zip |title=Economic Data, 1993–2001 |publisher=NESDB |access-date=5 April 2024}}</ref>

=== Learning crisis ===
The [[learning crisis]] is the reality that while the majority of children around the world attend school, a large proportion of them are not learning. A World Bank study found that "53 percent of children in low- and middle-income countries cannot read and understand a simple story by the end of primary school." While schooling has increased rapidly over the last few decades, learning has not followed suit. Many practitioners and academics call for education system reform in order to address the learning needs of all children.