abel morales cadias

The licensure for foreign teachers is now the talk of the town. The Ministry of Education is in no doubt enforcing its long delayed rules and regulations not only to Thai teachers but to foreign teachers as well. Some foreign teachers find its rationale disturbing and its procedure confusing; while others, as usual, simply have to go with the flow and hoping that this would bring better recruitment services and employment benefits to foreign teachers.

Here are some facts about the licensure for foreign teachers which might help you understand what’s exactly going on in Thailand’s foreign teaching industry:

Q: Who is responsible in formulating the regulations on teacher licensure?

A: The Teachers Council of Thailand which was established in 2003 by the Ministry of Education (MoE). It is comprised of the Board, the Professional Standards Committee, the Welfare Promotion for Teachers and Educational Personnel Committee, and the Members. Specifically, it is the Professional Standards Committee who drafted the regulations on teacher licensure. The office is located at 128/1 Ratchasima Rd., Dusit Bangkok 10300 with tel. numbers: 02-282-48262 and 02-280-6226. You may visit its official website: www.ksp.or.th

Q: When did the Teachers Council of Thailand (Professional Standards Committee) formulate the rules on teacher licensure?

A: 2004. And it is gradually being enforced to the foreign teachers since 2006. It is expected that all foreign teachers who have been working in Thailand regardless of their working years who intend to continue working as teachers should apply for teaching licenses at the Teachers Council of Thailand, and almost the same rules shall be applied to all incoming foreign teachers.

Q: Who should apply for a teacher license?

A: Those who are working in the public, private and International schools. Only those public and private instructors at the higher education level (colleges and universities) and non-formal education teachers in any learning centers (i.e. language centers) are exempted.

Q: What are the requirements in applying for a teacher license?

A: The Regulation of the Teachers Council of Thailand on Professional Practice License (2004) Clause 5 enumerated the qualifications and prohibited characteristics of the applicant. In summary (rephrased):

Qualifications:

a. 21 years or older
b. education degree or with education units ( from 18-24 units)
c. pass the 20- hour Training on Thai Culture and Language, Professional Standards and Code of Ethics
d. application form ( the application form contains other required documents)

Prohibited Characteristics:

a. improper behavior or immorality
b. incompetent or quasi-incompetent
c. been sentenced to imprisonment in any case

Q: What if I don’t have any education degree nor education units?

A: Either take the 4-set professional education exam at the Teachers Council of Thailand or take a 24-unit of education subjects in authorized universities in Thailand or in any Ministry of Education (MoE) recognized universities abroad. The tuition differs depending on the university’s set tuition.

Q: How much is the testing fee for the professional education exam?

A: Each set costs 1,000 Baht. A total of 4,000 Baht for the 4 sets.

Q: Can I retake the exam?

A: Yes. You can apply for a retake until you have passed all 4 sets.

Q: Who are authorized to conduct the 20-hour training on Thai Culture and Language, Professional Standards and Code of Ethics?

A: One of them is the Private School Teachers Association of Thailand (PSTAT). The office is located at:

4/516 Sahakorn Village Soi 21, Serithai Rd. (Soi 57), Klong Kum, Bangkok 10240 Thailand
(+66-2-379-7239; +66-2-379-73-44 (FAX); +6686-7090873; +66-81-650-0047)

Q: When and where is the next training date?

A: The Private School Teachers Association conducts the training four times a month in Bangkok and in other provinces. The training usually takes three consecutive days. Call the office for more information.

Q: How much is the training fee?

A: Depending on the number of trainees, and the venue and food costs for three days, it may range from 3,500 – 6,000.00 Baht.

Q: What can I get after the training?

A: You will receive a CERTIFICATE OF COMPLETION at the end of the training day when you have successfully passed and completed the training requirements.

Q: What are the training requirements?

A: 90% attendance, practical test, one on one interview, group skill/knowledge presentation and participation.

Q: How long am I given to complete the requirements in order to apply for the teacher’s license?

A: If you’re currently working in Thailand, you are given until 2009 to apply for the teaching license. Basically before your Non-B Work VISA expires.

Q: How much is the application fee?

A: 500 Baht.

Q: When can I get my license?

A: Upon application, the Teachers Council of Thailand will provide you with a letter stating that you have already applied for a teachers’ license. The permanent teacher license (license card) will take some time before its issuance. It expires after five years and it can also be renewed.

Q: What is the “temporary teaching license” issued by the Teachers Council of Thailand?

A: The Teachers Council of Thailand issues a two-year permission to teach while completing all the requirements for the teacher licensure. The applicant can get the letter of permission on the same day of application.

Q: What if I can’t complete all the requirements for teacher licensure in one year time?

A: You may appeal your case to the Teachers Council of Thailand and may get another one-year permission to teach. However, the Teachers Council of Thailand is decisive in having all foreign teachers apply for a teacher’s license until 2009.

Abel Morales Cadias

Thanks to Siam Pinoy Forums, the Filipino teachers’ community is continuously updated with the latest information on teacher licensing activities conducted by the Teachers’ Council of Thailand of the Ministry of Education.

The Association of Filipinos in Thailand Isan Chapter headed by its officers and active member organized the training on Thai Culture and Language, Professional Standards and Code of Conduct for foreign teachers at St. Mary College in Nakornratchasima on July 17, 18 and 19 2008.

“We were able to gather 76 Filipino teachers including a few other nationalities to join this important training. This is a big help to us since we don’t need spend a lot just to attend this training in Bangkok,” Mrs. Ma. Linda S. Jenkins, AFT- Isan former president, explained.

The training on Thai culture is the hottest buzz in the foreign teaching industry for all foreign teachers are required to apply for teaching licenses should they wish to work as professional teachers in Thailand.

“AFT- Isan organized this training with the Private School Teachers Association of Thailand (PSTAT) in order to help our fellow Filipino teachers and not to gain profit from them,” Mrs. Monaliza Sangvoranit, AFT-Isan adviser, divulged.

The Association of Filipinos in Thailand – Isan chapter was formally registered at the Philippine Embassy –Bangkok last year though the Filipino community in Nakhonratchasima which started many years ago in Korat. It is headed by its present officers: Mrs. Eva Apa (President); Miss Kristine Gempesala (Vice-president); Miss Jovie Gerarman (Secretary); Mr. Ryan Rey Domopoy (Treasurer); and Miss Jonavy Lozada (PRO).

Miss Heda Tan popularly known as Madam H at the Siam Pinoy Forums recalled that it was Father Filomino Mahusay, one of the coordinators of the training, who called her up to find out more about the said training. Miss Tan also recognized the effort of Mr. Abby in introducing the Siam Pinoy Filipino Online Community in Korat. The Siam Pinoy founders and friends shortly attended the second day of the said training.

Abel Morales Cadias

History proves that in order to establish a strong foundation of a notable cause all should partake in the arduous process of forming one. The Filipino Educators Council is living proof of another significant history in the making.

In the early part of 2007, active online forumers at Siampinoy.com discussed issues related to foreign teaching in Thailand. These posters shared their teaching experiences, debated back and forth many unresolved concerns that affect the Filipino teaching community. Emotions ran high and not a few conflicts ensued in a desire to advance each one’s perspective. Many teachers realized that this cyber information tool was an effective medium of communication
and ideas exchange, and for threshing out issues and articulating concerns; while others were slow to join the bandwagon of these exciting online discussions.

Toward December of the same year, active online forumers of SiamPinoy joined forces to produce a series of Filipino educators conferences all over Thailand. The purpose of organizing these conferences was to gather information on the needs, issues and resolutions of the Filipino educators. On 23 February 2008, the first Filipino Educators’ Conference was held in Anuban Chiangmai School in Chiangmai City; with the theme: “Empowering the Filipino educators in Thailand with renewed commitment, courage and competence”.

With the participation of some officers of the Association of Filipinos in Thailand – Northern Region Chapter (AFT-NRC), members of the FFC, some Siam Pinoy forumers and co-organizers of the conference, the aims of conference was successfully achieved. On March 16, 2008, the second Filipino Educators’ Conference at Ruamrudee International School in Bangkok was held; this was attended by 40 teachers from 16 different International, government and private schools. These educators and professionals in the country joined the cause for the empowerment of the Filipino educators in Thailand through professional development programs.

The Council added more milestone activities: the Filipino educators’ conferences on April 13, 2008 with the ACT at the Philippine Embassy, and on May 10, 2008 with the Federation of Boholanos and Friends in Thailand at St. Theresa Inti College in Bangkok. It is expected that more conferences will soon be organized wherever Filipino teachers in the Kingdom are located.
On March 17, 2008, the Mandate, Structure and Profile of the Filipino Educators Council or FEC were drafted based on the data and input gathered from the participants of the first two conferences. Prior to the second Filipino educators’ conference, eight committed professional educators in Thailand were already brainstorming to design the philosophy and direction of the Council. It was determined that the primary aim of the Council is to provide professional development programs to advance Filipino educators in the state.

On March 19, 2008 a letter to the Philippine Ambassador to Thailand, with the final copy of the Council’s Mandate, Structure and Profile, was submitted for approval.

On May 25, June 1 and June 8, the very first meeting of more than 200 Filipino teachers who attended the training on Thai Culture and Language, Professional Standards and Code of Conduct for Foreign Teachers gave another boost to this group of Filipino educators. It was the first in Thailand which was successfully organized despite of big challenges and intrigues.

Later in June 2008, the group decided to reset the group’s priorities for the legal registration of its name. Now, it’s just a matter of time when this group of Filipino educators will soon rise stronger than before.

Abel Morales Cadias

…the Filipino educators in Thailand heed the call of COMMITMENT

enable us to move forward in truly realizing our goal to establish a federation of Filipino educators in Thailand. Once and for all to dispel the doubts of our intention in building this strong community, we opted to reach out to our co-Filipino teachers at the grassroots levels through a series of conferences and meet ups, and by utilizing a varied system dissemination and gathering of information. On February 23, 2008, the very first Filipino educators’ conference was held in Chiangmai and was attended by a few yet concerned teachers from Chiangrai, Chiangmai and Bangkok. Such desire came from the principle of life that by doing rather than by merely talking about an idea makes the difference. Thus the Second Filipino Educators’ Conference on March 16, 2008 in Bangkok is about to kick off, thanks to the concerted effort of our fellow teachers who are sacrificing their time and resources in coming up with these fruitful activities.

The main reason of conducting these series of conferences is to gather much information that represents the general status of working and living conditions of Filipino educators all over Thailand. We don’t want to assume the conditions faced by the common instead we want to back our claims and resolutions with accuracy and truth. Thus we prepared a comprehensive survey questionnaire that gauges our needs, issues and resolutions. It also aims to identify potential leaders who can truly represent the voice of the mentors. Forming an organization is not an easy task. We believed that it should not be founded with indifference or hatred, and it should not be a hasty decision of a few but it should be founded from a natural process and unconditional commitment of the many. In achieving this, another survey questionnaire is planned to determine the sentiment of our fellow educators on the need for representation. We hope to transmit the impression to all Filipino educators in Thailand that we are doing this for all of us. We don’t have any interest in taking over other existing Filipino organizations in Thailand or in competing with them. We all want the same thing: to promote the welfare of our countrymen. Collaboration is what we need and not collateral damage.

Furthermore, the commitment to be one in time of needed cooperation in uplifting our competence as professional and skilled workers is something that every Filipino educator in Thailand should voluntarily impart to the cause. The commitment to open our mind and heart to the essential changes in helping the development of Thailand’s quality education is one of the priorities that will prepare the next ladder in making ourselves known as dedicated, desirable and delighted workforce. The good side of such commitment is that we can take it with us anywhere in the world.

ONLY WHEN

…the Filipino educators in Thailand exude the needed COURAGE

enable us to fortify our commitment in attaining our professional-related needs. The courage to accept constructive criticisms, share our success and failure stories, stand for what we believed in and allow ourselves for professional growth are probably the most important factors that affect the future status of Filipino educators living and working in Thailand.

Constructive criticisms are needed in the workplace. For instance, we Filipinos are known as hardworking individuals but sometimes we work hard that we forgot to be sensitive with the local dictates of Thai customs. We are appreciated of our efforts in doing more than what we are required to do but we should not brag about our efforts. These may not be true to all but the point is we need to be courageous enough to humble ourselves especially when we hear negative criticisms. Instead of counterattacking these “unwanted” criticisms, it is best that we should reflect on them.

Our inspiring or heartbreaking stories in the workplace are also pieces of information that needed to be shared so that others will become more aware. One of the problems that affect us so much in the workplace is lack of information. For instance, there are many incoming Filipino teachers who wish to work in Thailand who agree to a certain negotiation with their employers believing that such agreement is most probably legal or common. Only to find out that in the end, they are among those who are unfortunate. Recently, a Filipino teacher in Chiangrai told her sad story of receiving less than 15,000 Baht a month with no salary increment yet she is required to teach more than 20 hours a week and she provides for her teaching materials out from her pocket. She also agreed to pay for the processing of her own Non-B Visa and work permit just to get the job out of desperate needs. Such situation could have been avoided if she was equipped with the proper information and negotiation skills in availing for better employment terms. Moreover, to have the courage to say “NO” without necessarily being impolite when offered with a 15K job should something that we all need to learn to address. It is strongly advised that we should learn to sell our qualifications and experiences, and should not be satisfied with “because you are not a native speaker” cliché reasoning of some schools. Now, with the new requirements of undergoing a Thai culture training and professional education exam in the near future, one may wonder how she will afford to pay for the expensive training and examination. The good news is, just like the processing of your Non-B Visa and work permit, it is the school employer who should legally pay for these expensive training and examination. On the other hand, one Filipino teacher who just arrived in Bangkok to work ended up with a desirable contract for he was equipped with proper information; and thus he was ready to expect that “ins and outs” in working here.

The “15k” for qualified and experienced Filipino teachers should not be tolerated when negotiating with our expected salary. We should feature our abilities and skills as teachers, and what we could offer to the school in helping develop quality instruction in order to justify a much better remuneration and other benefits. When confronted with reasons of nationality and low-school budget, then as always, we should learn to approach them with good negotiation skills and with the confidence in pointing out the advantages of hiring us with more justified contract agreement based on our qualifications and experiences, and not by the color skin or accent. If the negotiation seems dim, learn to say “NO” in a positive way, and for sure there are schools in Thailand that offer more reasonable remuneration and benefits that need your qualifications and experiences. This is the only way to break the cycle of unfortunate labor situations.

Equally important, is when we also allow ourselves for professional growth in improving our classroom instruction, improving our English speaking skills and our professional relationship with the local community. We are also bound with the realities of life. We may not be able to change the color of our skin but we can learn how to “speak” the English language like them by gradually lessening the interference of our first language through practical ways like constantly talking to our “native” colleagues and friends. Better yet, attending a phonology class makes possible in achieving a near-native control of the English language. The point is, we Filipino teachers should help ourselves and the others in making our “weaknesses” become strengths. When we have the courage to speak out, accept constructive criticisms and change for work-related reasons only then could we truly enhance the impressions we are getting from the local community. It is heartwarming to know that many of us are doing something about these needs.

ONLY WHEN

…the Filipino educators in Thailand foster the cause with COMPETENCE

enable us to be in a better position to formally take part in helping solve some of the issues affecting foreign teaching in Thailand. We have many ideas and suggestions but first we need the blessings of the concerned government agencies in order that they will embrace our resolutions. We can achieve this by making ourselves professionally competent in our respective workplaces. As long as our schools listen to our ideas, implement these ideas; and when these ideas bear fruitful results, we already are helping the system. Hopefully, in the near future, they will allow us in tackling issues that directly affect our community. We should also continue abiding to our schools’ rules and regulations, and to Thai laws in order that they too continue to respect us. Let’s not forget that we should always be forever grateful in allowing us to work and live in this amazing neighbor of our country. We all hope for the good of all though sometimes we need to strive harder and reach for a higher goal to make our working and living conditions here in Thailand the best.

We are in a situation where we need to ask the government what we can do for the improvement of Thailand’s quality of education since we are already part of the community. Meanwhile, the best way in helping them is by making ourselves always prepared with their challenges and demands. For all we know, sooner or later, our Filipino community of teachers will be served with a better standard working and living conditions here in Thailand.

One can not stand alone. We need to be united in this crusade with full of good intentions. It is for this cause that we implore to all of our dear fellow Filipino educators throughout Thailand to join us in our journey in “empowering ourselves with renewed commitment, courage and competence.”

Abel Morales Cadias

The “no fail” policy has become an unending topic among online ‘forumers’ in the teaching industry. Some foreign teachers fear that this policy is lowering Thailand’s quality of education; others believe that it is killing students’ motivation to aspire for competence, and to strive harder in mastering the skills needed in preparing themselves for the next level of learning. On the other hand, there are those who think that this policy actually brings more psychological benefits to the learners in parallel to their culture. Thai teachers, meanwhile, as always are very loyal and obedient to their superiors. They are expected to follow what they’ve been told no matter how difficult the process could be.

Surprisingly, it appears that the so-called “no fail” policy created confusion and indifference to foreign teaching staff, and brought negative impression to Thailand’s educational system. Is this a result of the Ministry of Education’s poor information dissemination to the foreign teaching staff? Does this policy truly exist? And if it does, is the name of the policy just a terminological glitch? Or Are the controversies behind the policy a product of unprofessional opinions and culture shock?

One of the problems that Thai schools especially public schools need to be more sensitive about is the need to include their foreign teaching staff in any information dissemination and discussions on new MOE policies. Many foreign teachers are just told what to do and never given valid reasons why the need to do them. Naturally, some foreign teachers question its processes; and unfortunately, Thai teachers later find themselves wondering as well. The MOE has probably provided some measures to properly implement any of its policies. If the “no-fail” policy is real, the MOE might have provided its rationale and implementing strategies. Sadly, due to lack of information, the term “no fail” policy served as the rationale itself and teachers regard it as very self-explanatory; thus, they assume all possible implementing strategies aiming at one goal: no elementary or secondary student shall fail. This situation is a result of poor communication protocol. To avoid misunderstanding and misinformation between foreign and local teachers, the MOE needs to extend the courtesy of furnishing English copies of its policies that directly affect the foreign teaching staff.

Many even doubt the existence of this policy. Some Thai teachers believed that this was in fact a policy way back in the late 1990’s; others believed that it was first promulgated during former PM Thaksin’s administration; and still a big number of Thai teachers believed that there was no exact written policy but such is a constant topic in local, regional and nationwide seminars until it had become a tradition among Thai schools to ensure all students pass to the next level. With or without any official document to prove its authenticity, one thing is most certain, Thai schools practice a very lenient educational system. Above all, it is the question of HOW is the policy being implemented that raised some eyebrows and brought defiance to its implementation at the school level.

The “no fail” policy is most probably a product of erroneous terminology. Not realizing its impact to its readers, Thai educators probably conveniently translated a sensible Thai terminology to a dreaded English translation. Many Thai teachers reason out that the idea of this policy is to help the “weak” learners cope with the lessons. If this is so, they are most probably utilizing some sort of a remedial class as a strategy where the teacher needs to sacrifice some time to review, re-teach and re-evaluate “weak” learners until they are ready to proceed to the next lesson. This is most likely the process that every teacher undergoes. “Remedial class” policy may be the appropriate term and not the controversial “no fail” policy.

However, whatever term the policy would be, it is the practice of the school which is more evidently important. In relation to language education, test or evaluation should be properly selected and well described. Some foreign teachers experience situations where they are not required to evaluate and grade their students. Others are later told to fill up a grading system right after the school term is about to end. There are schools that have well-written grading system but they fail to give solutions to the common problems of students affecting their classroom performance resulting to low or failing grades. One clever solution teachers and coordinators do is to simply make grade “adjustments”. Some schools give “failing” students a second chance by simply requiring them to re-take the final test. Others provide “review” tests a week before the “real” examination comes to facilitate high number of passers. All of these are utilized to secure 100% passing rate.

In contrast, there are schools that painstakingly follow the “lesser evil” way of helping the students pass the required school competencies. It goes back to the realities in the classroom instruction. In language education particularly teaching EFL or ESL, it is important that the language teacher clearly understands not to treat EFL or ESL a subject matter or a content subject. Otherwise, the language teacher is concerned on the “academic” achievement of the learner. To exemplify, a learner who cannot do language tasks will most probably get a zero score. And if the language teacher continues to give more weight on grades, there is no doubt a long list of failed students is waiting to be submitted. However, a language teacher who sees the learning process as more important than its end result will do anything to help the “weak” learner cope with the lessons. Thus a remedial class is set in place. Moreover, designing a suitable activity based on the learners’ needs and language proficiency will also help in encouraging and boosting their confidence. Normally, a language learner feels more comfortable if they are not threatened with scores or grades. The focus lies on the accomplishment of language tasks rather than the achievement of a passing grade. Having this attitude on the part of the language teacher makes the “no fail” policy a no threat to language learning. In principle, a language teacher needs to demonstrate to the learners the many practical reasons in learning the target language and not just simply for the purpose of finishing a “subject” or getting a passing score in national tests.

In retrospect, there are foreign teachers who insist that this “no fail” policy has become a deterrent to Thailand’s language education. They claim that it affects learners’ motivation, and so failing “undeserving” students may help them realize the importance of education. Furthermore, it paves way to laziness, unchallenging tasks, and tedious teacher work. Students with low motivation feel safe that they can earn a high school diploma with ease without necessarily striving. Schools taking advantage of this policy would result to the poor attainment of academic standards. Teachers who find easy ways to pass the students corrupt the proper evaluation system. Meanwhile, over-loaded teachers who provide remedial classes sacrifice more time and effort. And “weak” learners may cope with the lessons by attending remedial classes but still it does not guarantee if they’re all meeting the academic standard. Some believe that this “policy” is the culprit of low number of passers in national tests, and the cause of much stress of incoming first year university students since they were not trained to improve their study skills during the early years of their education. There are research studies that reveal how unsatisfactory the English language proficiency of many degree holders in the workplace. In fact, some international companies seek Thai applicants with master’s degrees for clerical positions. These are some of the major issues raised by concerned foreign teachers which until now highlight any debates and discussions.

The negative manifestations, however, may be the consequences of hiring foreign teachers with no background in education; foreign teachers who are still strongly attached to what is norm in their respective countries; foreign teachers who are having difficulty relating the learner’s culture to educational policies; and foreign teachers who strongly oppose what is educationally and philosophically different from their own.

A language teacher who doesn’t have any background in education may find himself confused and unmoved to the rationale of the so-called “no fail” policy. Even with the aid of good discussions and readings, he couldn’t muster his thoughts in allowing himself to adapt to changes but still his only choice is to follow. As a result, he vents his dismay by opposing it. Little did he know, his attitude toward positive language learning in the classroom is also undermined. There are others who are not comfortable to what is different. For instance, in the Philippines, the “no fail” policy is non-existent. A student need to satisfy all grading criteria by earning passing scores with a certain level of difficulty; and so an average student who gets a passing grade is considered lucky, whereas an average Thai student expects higher than a passing grade since the “weak” ones get all the passing demarcation lines. These language teachers find the evaluation system unacceptable but they forget to constantly remind themselves that they are in a different country with a different educational system.

This highlights the importance of one’s culture which not only affects lifestyle but even education. It is assumed that the so-called “no fail” policy has been thoroughly discussed and it fits Thailand’s culture. Foreign teachers buzzed culturally-embedded reasons that the policy is an act of not “losing one’s face”; or “kreng-jai” which values consideration and courtesy. Still, some argue that this is an act of over use of cultural reference to their policies without considering global perspective towards education. However, a language teacher who can not do anything but to follow the norm is given all other opportunities and freedom to set his own standards of classroom instruction to reassure that the learners are learning something fruitful with or without a grading system. This brings us to the reality that a language teacher should focus on using other means of motivating the learners to learn the target language instead of feeling remorse of not having a strict grading system.

In conclusion, the so-called “no fail” policy or “remedial class” policy should not kill the language teachers’ devotion to language education. This is a challenge to one’s being flexible, creative, innovative and global in the field of language teaching. Even the qualities of a language teacher or any teacher for that matter also require tough challenges to test their “authenticity”.

Abel Morales Cadias

I would like to share my views on the questions raised by buddhistpunk, a member of the Siampinoy.com discussion forum, on the NO FAIL policy program of most if not all Thai schools in the primary and secondary levels.

HOW do you ensure that children with learning disabilities, or who are simply slow learners can keep up/cope with the demands of even the most basic skills and get promoted ON TIME so that they are not left behind?

Ideally, children with learning disabilities are taken cared of by SPECIALIZED teachers. Since they are regarded as learners who need MORE attention, the learning competencies that they are hoped to achieve is different from that of a regular school curriculum.

In a heterogeneous class, it is assumed that the classroom teacher is well-prepared and trained to handle this type of learning environment. The curriculum and evaluation processes are flexible that a combination of these two ensures helping the learner cope with the lessons.

With the complex theories and unexplained occurrences to learning and its processes, a slow learner may not be achieving ideal academic standards NOW but may show gradual improvement as he progresses to the next level of his schooling. In Thailand, teachers are given the benefit of the doubt that they are helping slow learners cope with their learning difficulties. In fact, some classroom teachers in the province of Chiangrai are required to re-teach their “weak” pupils until 7 in the evening. This entails sacrifice and much effort from the teachers and the learners.

The “no child left behind” policy does not necessarily mean taking the child to the next level whether or not he is ready and prepared. In general, it means easy access to education...to educate ALL children.

The idea of ‘ON TIME’ is very subjective. It is expected that they will eventually be allowed to finish their studies as soon as they are prepared to face the next level.

HOW do you ensure that they are at par with academic standards when DIFFERENTIATION [oops, there's that word again, please refer to my post on differentiation] is used as a technique/method to help ease the burden of these students. Are we doing them a favor or disfavor by catering to and adjusting OUR TEACHING AND STANDARDS to their level?

This was how you defined “differentiation”:

“Differentiation is wunna 'em newfangled pedagogical techniques to support the no child left behind, and other similar policies.”

“Differentiation means we design chunks of learning and tests around what the child can grasp and how s/he can perform.”

You are probably referring to the use of an ECLECTIC and LEARNING-CENTERED approach to teaching. For learners with “special” needs, they are NOT expected to be at par with what is standard to ALL types of learners. Otherwise, there is no sense of identifying and classifying learners according to their levels IF they are required to achieve THE SAME academic standards.

A classroom teacher is expected to know WHAT to teach; and WHEN is the need to increase learning tasks. The main goal of using different approaches and strategies to different types of learners is to help them cope with the lessons in order to achieve sense of accomplishment. In comparison, even a doctor prescribes different proper medicine dosage to his patients though all were diagnosed with the same illness.

And when che1959 mentioned the word ‘CULTURE’ in relation to designing school policies, he/she probably meant to highlight the importance of culture as a deciding factor to the interest of every country’s thrust toward its education. Thus, USA strongly believed that its “no child left behind” policy is culturally adequate to its citizens. In the case of Thailand, its “no fail” policy which would probably better termed as “remedial classes” is also culturally based.

Even a classroom teacher CANNOT force a student to do something that is beyond his comprehension. And so we make ADJUSTMENTS. It shows one good quality of a teacher: BEING FLEXIBLE. With this strategy, will the student be able to finish the required competencies in due time? Well, it depends on how resourceful and “helpful” the teacher is and how aware the learner is with the teacher’s intention.

What's a teacher to do if the child does deserve to fail or be kept back a year? Remedial classes? Best of luck if the student can afford either.

There really are students who don’t deserve to pass to the next level because of tardiness, laziness, absences and other unacceptable alibis. They are provided with an option though: attend remedial classes.

The remedial classes given during school days are free. Students who cannot afford for special classes should be required to attend remedial classes instead.

And if they fail to do so, I’m sure the Ministry of Education in Thailand has some other plans for them.
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Many foreign teachers in Thailand are ‘fighting’ the system of the schools’ leniency to their ‘clients’ in the sense that they find ways to dispel the negative outcome of this NO FAIL policy system. Some teachers require their students to take remedial classes while others leave the decision and paperwork to their employers on what lesser evil ways they can do to pass these lucky students to the next level.

Abel Morales Cadias