A Synthesis of Situated Knowledge Projected on the National Educational Plans

Abstract

This research article aimed to synthesize the situated knowledge articulated in Thailand’s National Education Plans. A qualitative research methodology was employed, involving an in-depth analysis and synthesis of the epistemic contents embedded within these national education plans.

The research found that:

The evolution of knowledge can be classified into three major eras. 1) The First Era of Nation-Building for Modernization emphasizes four key epistemic orientations. First, the educational orientation focuses on developing individuals as responsible civic citizens of the nation. Second, human resource development aims to support economic growth and social progress. Third, educational policies emphasize the expansion of educational opportunities for all citizens. Fourth, national development promotes democratic citizenship, vocational competence, and the cultivation of morality, ethics, and cultural values. Overall, this era reflects a capitalist and liberal development paradigm that prioritizes productivity and modernization. 2) The Second Era of Holistic Human Capital and Social Development reflects a broader orientation toward comprehensive human development. Educational policies emphasize the holistic development of learners in intellectual, physical, emotional, and social dimensions. Education is promoted through lifelong learning and the principle of Education for All, alongside the establishment of learning networks among public, private, and civic sectors. Human resource development focuses on cultivating learners with competence, moral integrity, and well-being, while social development aims to foster a compassionate and learning-oriented society grounded in the Philosophy of Sufficiency Economy. 3) The Era of a Balanced Society of Opportunities and Justice emphasizes educational policies aimed at reducing inequality and ensuring equitable access and inclusivity. This period also promotes global citizenship by encouraging multicultural understanding, peace education, and the development of global competencies among learners.