Education for Rural Transformation in Thailand: Perspectives on Policies and Practices
Keywords:Education for Rural Transformation, Rural Condition, Education, Sustainable Development
AbstractTo engage meaningfully on the subject of â€œEducation for Rural Transformation,â€it is essential first to understand the concept of the â€œRural Conditionâ€ as well as ofâ€œEducationâ€ -- which is influenced by social, economic, political, technological andcultural factors. There are two additional complexities in that the â€œRural Conditionâ€itself is not something stable and absolute but is indeed in perpetual flux acrossTime and Place; and that the rural condition is inconceivable without at the sametime understanding the â€œUrban Condition.â€Concomitantly, â€œEducationâ€ itself will have to undergo transformation to serveas the lever of rural and urban transformations. Rural and urban transformationstoday have come to acquire one globally-focused mission, dealing with threeobjectives: mitigation of global warming, pursuing sustainable development andcommitting to poverty alleviation, in both rural and urban habitations.For â€œPlanned Actionâ€ informed by the general conceptual frameworkconstructed here, the general must be contextualized in each particular settingof time, space and locality â€“ responding to a specific â€œPolitical Economyâ€; topolicy processes such as formulation, planning, mobilization, implementation andevaluation; and configurations of agents and adopters of planned actions. Finally,the â€œLogic of Actionâ€ must come from the dialectics between the structural and theinstructional.
How to Cite
Bhola, H. S. (2014). Education for Rural Transformation in Thailand: Perspectives on Policies and Practices. Journal of Education and Research, 4(2), 54-71. https://doi.org/10.9771/118