The Study of Thailand's High School Policy, Curriculum and Pedagogy for Incorporation of Learning to Live Together (LTLT) Principles

Abstract

It’s been almost twenty years since the concept of Learning To Live Together (LTLT); one of the four pillars of learning and a vitally important element for peaceful and successful living for the 21st century was endorsed by UNESCO for education for the twenty-first century. This research is an attempt to evaluate if LTLT or global citizenship skills have been successfully implemented through; strategic policy making; in tactical arrangements such as in curriculum planning and design, and finally through implementation in pedagogy in high schools in Thailand. Taught correctly these skills have a deep and profound influence on a young mind. The researcher will evaluate education policy and analyses the extent this is evident in the social studies/civics curriculum and how successful or not it is in the pedagogy. Using LTLT competencies: knowledge of others; empathy; acceptance; cultural sensitivity, communication skills, community involvement, teamwork, trust and political participation as a conceptual framework, the researcher will carry out case studies in two schools in Bangkok and ascertain if these competencies are being taught and more importantly how are they been taught. Transformational styles of pedagogy including student centred; problem solving; action/project based group work are examples of necessary teaching skills required for success. The researcher will challenge that even though LTLT or a global citizenship outlook is pledged in policy and curriculum, in practice it is poorly delivered because of a traditional teacher -centred pedagogy. Findings revealed that the core curriculum and social studies curricula do recognize some of the content of LTLT albeit not all of the competencies. The research also revealed a lack of connection between the expectation derived from government policy and the MOE, the social studies curriculum, school and teachers. Teaching practices were also inconsistent with the mandates which advocated a learner-centred focus and for students to take more initiatives in and become independent with their learning. The study exposed a distinctly teacher-centred style of pedagogy was being used whereby the focus was on the teacher controlling rather than on learner autonomy in the social studies classroom.