Desirable characteristics of alternative educators in Thai social reform

Abstract

This study aims to explore the global megatrends and the chronic problems of Thailand for studying the roles of alternative educators that can be a part in Thai social reform; then identify the desirable characteristics which can perform these roles. The study conducts as both qualitative and quantitative methods with experts in alternative studies and human resource development in all fields. The analyses indicate that the global megatrends which will affect Thailand in the year 2021 are: aging society, urbanization, emerging infectious diseases, food insecurity, competition in technological development, world crude oil prices volatility, snatching natural resources, economic powerhouse of East Asia, global warming, climate change, regulations and good governance on environment. Thailand's chronic problems are social inequality, unsustainable country development and education separated from learners' way of life. The role of alternative educators in Thai social reform are to develop the new education system, fulfill the quality for Thai education and develop the learners who can effectively live and cope with the global megatrends. As a result, the desirable characteristics of alternative educators in Thai social reform are 21st century skills, knowledge in education and human resource development, professional skills, morality, leadership, thinking skills and personal characteristics. The development model for the desirable characteristics of alternative educators should be realistic, holistic and flexible for each philosophy of alternative studies. Teaching them both theoretical knowledge along with authentic experiences; in order to learn and analyze social contexts, social problems, educational problems and use education in solving those kind of problems.