Sukavich Rangsitpol Quotes

The focus of education cannot be merely on general and vocational education.It is equally important that the education system provides its clientele with learning skills, so they have the ability to “learn how to learn”, the ability to make rational judgments, and they are able to express their democratic rights and freedom.

It will be fair and just to require all teachers to be reflective, only if educational practices specify the empowering of human resources or emphasize that learning is a reconstruction of nature. Otherwise, retraining of teachers to be more reflective will not be cost-effective

I strongly believe that, as a citizen of the world, any person has the right to learn

In fostering a sense of success, teachers have to be responsive to the learners and create several self-assessment activities in learning.

Teachers should be able to help learners to efficiently communicate to other numerical ideas and to make connection with real-life problems in the areas chosen for their eventual career. Training only on subject matter is definitely not going to bring about this expertise. There must be more emphasis on coaching and facilitating techniques. In their normal practices, teachers must see very clearly where each individual learner stands on the learning continuum of that particular development, what problems and difficulties he or she is going to face and what lies ahead on that learning continuum to be walked by the learner. Teachers should be trained to be a master of how to help each and every learn to walk through the learning task. Going through the learning task is a necessary and essential aspect of teacher training but it is not sufficient to make them good and effective teachers.

The old saying, "Teachers will teach the way they have been taught" is very much in evidence in the Thai educational system. Hence, introducing change to educational practices has to start with teachers' learning. When the learning process of teachers and teacher training has been changed, it is assured that the new learning process will be replicated in classrooms. If teacher education is loaded with lecturing, it is very difficult to introduce other kinds of teaching to school learning. If teachers' learning emphasizes memorization or rote learning, it is unlikely that school learning will include high-order thinking. Therefore, every educational reform has to begin with teachers' learning, otherwise classroom learning will not be changed and new learning outcomes will not be achieved.

A solution to one problem can not be totally applicable to other problems. It is said that there are no two problems that are exactly alike.

In a world that changes at an exponential rate, members of such world community have to be very proficient in finding reasonable solutions to the problems that they face by themselves.

The kind of education we are looking for, it is necessary that teachers have to walk through this learning process and then practise them later on in their teaching. Professionalism can be achieved by teachers if they practise learning in their teaching.

There are many variables intertwined in every problem and components of all the variable involved have to be carefully studied. Forming solutions by studying and synthesizing the relationship among key variables seems to be very much in need. The ability to identify a meaning from observable and obtained data is the core of human characteristics in such changing society. Hence, inductive thinking has to be instilled in every learner for a productive citizenship in the changing world of tomorrow.

In a paper presented at the Second UNESCO-ACEID International Conference in 1996 entitled New aspirations for education in Thailand. Towards educational excellence by the year 2007,His Excellency Mr. Sukavich Rangsitpol Minister of Education,Thailand (1995 -1997)laid out his plans for education in Thailand..<ref>{{cite journal |last1=Cogan |first1=John |title= Citizenship for the 21 st Century/Sukavich Rangsitpol at Re-Engineering on Education

In fact, there is a need for the reform of the entire educational system to keep up with the challenges of globalization and “information technology” so as to prepare our younger generation for adapting to the upcoming challenges.

Teachers have to be learners. They have to treat each new group of students as a different group, fresh and unknown. Teachers often perceive new students as being the same as those in the previous group and apply the same practice to them. If teachers are learners, they will study the new group of students in order to identify their strengths and weaknesses, then teach them accordingly.

The "scaffolding" practice that forces every learner to go along a very definite path of learning will create negative feelings about learning. At the end, the learners will be submissive to the teachers. Good disciplinary practices cannot then be achieved.

At the very beginning, the crucial element to be considered for education reform is the management system. The administrative power, in particular, has to be shifted to local authorities, and local participation in the school management is essentially encouraged.