Thailand’s education system is failing to provide genuinely free and equitable schooling, with experts warning that current policies are deepening inequality and limiting opportunities for disadvantaged children. Get today's headlines by email Speaking at a Nation Visionary Club roundtable on Monday 8 June 2026, education specialists and student representatives said poor families continue to face significant education costs despite nearly 20 years of free education policies. They argued that children from low-income households not only pay more than they can afford but also receive a lower quality of education than wealthier students. Dr Kraiyos Patrawart, managing director of the Equitable Education Fund (EEF), said data collected over nearly two decades shows Thailand’s education system is not truly free. He noted that the Covid-19 pandemic increased the number of economically disadvantaged students, with figures falling briefly before rising again in the post-pandemic period. According to Dr Kraiyos, households in the poorest tenth of the population still spend about 10,000 baht annually on their children’s education. Families in the wealthiest tenth spend around seven and a half times more. He described this as a “two-dimensional inequality”, where poorer families face financial burdens while receiving lower-quality education. The disparity is also reflected in learning outcomes. While Thailand regularly produces world-class students who win gold and silver medals in international academic Olympiads, Dr Kraiyos said roughly two-thirds of the population remains below the OECD baseline standard for learning proficiency. Parit Wacharasindhu of the People’s Party said Thailand would fail if quality education could only be accessed through international schools. He argued that public education is currently neither sufficiently high in quality nor genuinely free, despite substantial government spending on the sector. A major concern raised during the discussion was the Ministry of Education’s per-pupil funding model. Under the system, schools receive funding based on student numbers, leaving many rural schools with insufficient budgets to cover basic operating costs. In some cases, primary schools covering six year levels have fewer than six teachers, requiring one teacher to teach multiple year groups at the same time. Student representative Krai Satarak of Chulalongkorn University said the problem is compounded by a national curriculum that often ignores local needs. Drawing on fieldwork in Nan province, he described students leaving school to help on family greenhouse farms despite possessing valuable agricultural knowledge. He argued that the curriculum prioritises abstract subjects over practical skills relevant to local economies. The Nation reported that Dr Kraiyos urged Thai society to reconsider the purpose of education in a future shaped by artificial intelligence, artificial general intelligence, brain-computer interfaces and quantum computing. He called for debate on future curricula, the role of the National Education Act and whether memorisation-based learning should continue to dominate classrooms. The roundtable concluded that structural reforms are needed within the next decade. Participants called for needs-based funding, greater autonomy for schools and reform of the National Education Act, warning that the gap between well-resourced and under-resourced schools will widen further as technology advances. Picture courtesy of The Nation Join the discussion? Already a member? Adapted by ASEAN Now Nation 10 June 2026
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