Education for Rural Transformation in Thailand: Perspectives on Policies and Practices


  • Harbans Singh Bhola Indiana University, Indiana



Education for Rural Transformation, Rural Condition, Education, Sustainable Development


To engage meaningfully on the subject of “Education for Rural Transformation,â€it is essential first to understand the concept of the “Rural Condition†as well as of“Education†-- which is influenced by social, economic, political, technological andcultural factors. There are two additional complexities in that the “Rural 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 “Urban Condition.â€Concomitantly, “Education†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 “Planned Action†informed by the general conceptual frameworkconstructed here, the general must be contextualized in each particular settingof time, space and locality – responding to a specific “Political Economyâ€; topolicy processes such as formulation, planning, mobilization, implementation andevaluation; and configurations of agents and adopters of planned actions. Finally,the “Logic of Action†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.