Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2017 Constitution of Thailand neither mentions the terms information and communication technology (ICT) and educational technology (EdTech) nor defines them.
Thailand's 1999 National Education Act (NEA) and the 2008 Promotion of Non-Formal and Informal Education Act (B.E. 2551) mention the term educational technology (EdTech) but do not provide any specific definition of the term. The above-mentioned education acts neither mention information and communication technology (ICT) nor define it.
Several government policies, plans and strategies, such as the 2002-2006 Information and Communication Technology (ICT) Master Plan, the 2009-2013 Second Thailand Information and Communication Technology (ICT) Master Plan, Thailand's National Broadband Policy, the 20-year 2018-2037 National Strategy Framework, use the term information and communication technology (ICT). Still, they do not provide any specific definition of the term.
In the glossary section of the 2001-2010 Information Technology Policy Framework: Thailand Vision Towards a Knowledge-Based Economy, the framework provides a definition of Information Technology referring to knowledge in any product or procedure that applies technology in computer software or hardware, communications, compilation and timely information applications in order to enhance effectiveness in production, services, administration and operations, as well as learning, increasing economic and trade advantages, quality of life and the quality of people in society. Similarly, the 2023-2027 National Economic and Social Development Plan B.E. 2566-2570 mentions the importance of term “education technology” and “online learning platform” as the critical tool for teachers and learners without providing any specific definition.
Royal Institute Dictionary defines ‘technology’ as science in art of applying science practically and in industry.
However, the term of technology for education has not yet been found in any legislative documents but the Vocational Education Act B.E 2551 defines ‘vocational education’ as learning process to produce and develop human resources at skill level, technical level, and technology level. The Education Provision for Persons with Disabilities Act B.E. 2551 defines the term ‘technology facility’ as a tool, equipment, hardware, software, or service which is specifically for persons with disabilities, or which is adapted, or adjusted to suit special needs of an individual person with disability so as to add, preserve, maintain, develop ability or capability in accessing information, news, communications, including any other activities in daily life for independent living.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Section 69 of the 2017 Constitution of Thailand highlights that the State should provide and promote research and development of various branches of science, technology and arts disciplines to create knowledge, development and innovation to strengthen society and enhance the competence of people.
Thailand's 1999 National Education Act (NEA) aims to enable the Thai people to be happy, self-reliant, and sensitive to world trends and events while maintaining the Thai identity so that they will be able to make a wise and suitable selection of knowledge and technology. In the Part IX Technology for Education, Section 63-69, it indicates that the State has to allocate, promote, support technology for education.
Section 6 of the 2008 Promotion of Non-Formal and Informal Education Act (B.E. 2551) highlights that developing educational resources to create diversity in both local wisdom and educational technology components is essential for promoting and supporting non-formal and informal education. Moreover, Section 10 of the 2008 Promotion of Non-Formal and Informal Education Act (B.E. 2551) emphasises the role of government agencies, relevant state agencies and network parties in promoting and supporting educational channels and technology necessary for non-formal and informal education. And Section 11 reiterates the benefit of providing and developing non-formal and informal education, government agencies and relevant State agencies shall cooperate with network parties in providing a basic foundation for learning, e.g. learning resources, community learning centres, a variety of channels and technologies which extends learners’ access to learning opportunities.
Policies, plans and strategies: The 1996-2000 Thailand National IT Policy (IT 2000) was proposed by the National Information Technology Committee (NITC) and approved by the Cabinet in February 1996. The 2001-2010 Thailand Information and Communication Technology (ICT) Policy Framework (IT2010) (approved by the Cabinet in March 2002) led to further development of Thailand's ICT. The IT2010 Policy Framework aims to build capacity in using technology as a tool for national development in order to leverage Thailand's status as a potential leader country.
Based on the IT2010 policy framework, the 2002-2006 ICT Master Plan consisted of three principles: building up human capital; promoting innovation; and investing in information infrastructure and promoting the information industry. The ICT usage was categorized into five flagships: e-Government, e-Commerce, e-Industry, e-Education and e-Society. Capitalised on the IT 2010 Policy Framework and the 2002-2006 ICT Master Plan, the vision of the Second ICT Master Plan for 2009-2013 is "driving toward smart Thailand through ICT". The Second ICT Master Plan for 2009-2013 also aims to manage ICT at the national level in accordance with the principles of good governance. Another plan which emphasizes the use of technology in education is the 2023-2027 Higher Education Plan for Manpower Planning and Development. It takes into account recent changes in Thailand and Global context, particularly the rise of digital age and technology advancement. The major goal is to promote the development of ‘Digital Higher Education’ where learners can access information and academic contents from the database and online learning sources.
Intending to ensure continuity at the policy level, the Ministry of Information and Communication Technology (MICT) initiated the 2011-2020 Information and Communication Technology Policy Framework (ICT 2020). The aim was to establish ICT infrastructure and foster universal internet access for all Thai citizens by 2020, which included providing security standards. The 2020 Smart Thailand vision states that "ICT is a key driving force in leading Thai people towards knowledge and wisdom and leading society towards equality and sustainable economy". The main goals are based on seven strategies centering around ICT development, some of which are closely related to education opportunities.
In addition to this comprehensive policy framework, Thailand's National Broadband Policy captures the government's commitment to universal and secure ICT and broadband infrastructure.
Following Thailand's ICT 2011-2020 policy framework, some of important goals of the 2016-2020 Ministry of Labor (MOL) and Office of Permanent Secretary (OPS) ICT Master Plan were to create ICT knowledge for delivering quality services to citizens and to enhance human resource capability in ICT literacy.
To integrate ICT in education by developing a series of four-year strategy documents and amendments to the basic education curriculum, the Ministry of ICT produced the first of these strategy documents, the 2007-2011 Master Plan for ICT in Education, and proposed to teach students to use ICT so they can compete in a global society; integrate ICT into the classroom to unlock its pedagogical potential; further develop ICT infrastructure in the education sector; take advantage of ICT to more effectively manage the school system.
The 2023-2027 National Economic and Social Development Plan B.E. 2566-2570's main goals are as the following: 1) transformation towards an innovation-based economy 2) development of human capital for the modern world economy 3) creation equitable society 4) transformation towards the sustainable production and consumption and 5) strengthening the country’s capability to cope with changes and risks.
Along with ICT development, the Royal Thai Government (RTG) also gives importance to science, research and innovation development. Section 66 of Thailand's 1999 National Education Act (NEA) emphasises the need to promote research and development by the State and its role in producing and refining technologies for education. Thailand's 4.0 policy refers to the development that promotes the application of science, technology, R&D, and innovation in every development aspect with an environment-friendly approach following the Sustainable Development Goals.
Science, technology, research and innovation development is the heart of the economic and human capital development strategy of the 2023-2027 National Economic and Social Development Plan B.E. 2566 -2570, which is adhered to the 20-year 2018-2037 National Strategy framework, the country's Sustainable Development Goals (SDGs), the Thailand 4.0 policy, as well as other reform agendas. With the help of the 2017-2021 United Nations Partnership Framework, the Royal Thai Government (RTG) and other national stakeholders, in collaboration with the United Nations Country Team (UNCT), aim to restructure the country into an innovation-driven society through the vision of the 2017-2021 National Economic and Social Development Plan (NESDP) and the Thailand 4.0 policy.
In accordance with the 2017-2036 National Education Plan, Thailand's objective is to expand educational prospects for individuals of all age groups through the use of digital technology in the field of education.
The 2023-2027 National Economic and Social Development Plan (NESDP) recognizes the importance of ICT in education and includes several strategies to improve the digital infrastructure and promote the development of digital skills among students and teachers and lifelong learning.
Digital competency frameworks: ICT competency standards are included as part of the basic competency standards for both teachers and students in Thailand. In response to the enactment of Thailand's 1999 National Education Act (NEA), in 2001 the Ministry of Education (MoE) established the National Curriculum Standards for all key learning areas to drive reform of school education and technology education included not only ICT but also Design and Technology (D&T) courses.
In 2008, the Ministry of Education's (MoE) Office of the Basic Education Commission (OBEC), in collaboration with UNICEF and Right to Play Thailand, developed the Life Skills Framework in Education and the 2017 Life Skills: the 21st Century Teacher Manual.
In addition to the Life Skills Framework and the Teacher Manual, the 2018-2037 Thai National Strategy and the National Education Standards (developed in 2018) serve as frameworks for the national education plan. These are centred around the five core competencies of communication capacity, thinking capacity, problem-solving capacity, capacity for applying life skills, and capacity for technological application. Strategy 2 of the Smart Thailand 2020 Policy Framework aims to increase ICT human resources and ICT competent workforce toward certain literacy levels following international standards.
Moreover, the Ministry of Education (MoE) is committed to enhancing teaching quality through the Southeast Asia Teachers Competency Framework, which is developed by the Teachers' Council of Thailand (TCT), in partnership with the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat and the SEAMEO Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH).
Thailand has adopted two multiple enterprise frameworks - International Computer Driver's License (ICDL) and Microsoft Digital Literacy Standard Curriculum Version 8. Thailand has also officially recognised International Computer Driver's License (ICDL) as an education standard.
There are two laws regarding technology and education which are currently being drafted and revised: Technology for Education Act and the Royal Decree on Digital Technology Platform for Education Institutes (Public Organizations).
Changes occurred as a result of COVID-19: There are no changes that have occurred in current education laws, policies, plans and strategies as a result of COVID-19.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2012-2016 National Economic and Social Development Plan (B.E. 2555-2559) highlights the need to expand investment in infrastructure for electricity production. But the plan does not ensure access to electricity in disadvantaged areas (rural or remote).
Computers and devices: Section 63 of Thailand's 1999 National Education Act (NEA) establishes that the State shall distribute frequencies, signal transmission devices, and other infrastructure necessary for radio broadcasting, television, telecommunication radio, and other media of communication for use in the provision of formal, non-formal, and informal education and enhancement of religious, artistic, and cultural affairs as necessary.
In 2008, Thailand implemented a small-scale one laptop per child (OLPC) programme to increase ICT use in classrooms, comprising approximately 500 XO laptops designed to be low-cost and durable machines for school use. Between 2011 and 2014, the Thai government proposed seven priority programmes focused on ICT use in education, of which the flagship was the One Tablet Per Child (OTPC) policy. These programmes were intended to provide students at all levels with tablet computers for educational purposes; set up a student-centered national e-learning system to encourage lifelong learning; develop an information network for education; increase the coverage of educational TV channels; turn pilot classrooms into electronic classrooms.
The 2023-2027 National Economic and Social Development Plan (NESDP) recognizes that technology can play a critical role in supporting learning outside of the classroom, and seeks to develop the necessary technological and digital infrastructure in schools to support blended learning and learning at home in emergency situations.
Internet connectivity: Providing high speed internet in all schools is one of essential aims of education policies of the Ministry of Education (MoE). The Ministry of Education (MoE) has a policy on network development for education and research (NEdNet) by providing network connectivity to every office, school, and education institute under the Ministry. With the help of NEdNet policy, universities are provided with a fibre internet speed of 1-2 Gbps, and schools with a fibre internet speed of 10-100 Mbps.
The National Broadband Policy aimed to develop the broadband network to provide access to at least 80 per cent of the population by 2015 and at least 95 per cent by 2020, ensuring the standard quality of service and reasonable service fees. Moreover, the policy aimed to provide access to quality broadband service by 2015 to sub-district-level schools and schools around the country by 2020.
The 2023-2027 National Economic and Social Development Plan B.E. 2566-2570 recognizes high-speed internet and digital infrastructure as the success factor for inclusive access to quality education and lifelong learning. Moreover, the plan highlighted the need to create e-government services through high-speed communication networks for education (along with public health and agriculture).
In December 2017, the Ministry of Digital Economy and Society (MDES) and Telephone of Thailand Public Company Limited (TOT) successfully implemented a fiber optic cable network in 24,700 rural villages, complete with free public Wi-Fi hotspots offering 30/10 Mbps speeds.
The 2019 Village Broadband Internet (also known as Net Pracharat) initiative aims to enhance the national broadband network through digital infrastructure. The Ministry of Digital Economy and Society (MDES), through the 2019 Village Broadband Internet initiative, has established a national broadband network that enables all Thais in every village to access and make use of broadband Internet services. The 2019 Village Broadband Internet initiative has connected over 1200 schools that did not have access to broadband internet. As of July 2019, over 6.6 million users had been connected to the Net Pracharat Wi-Fi, and a program to increase internet literacy has trained more than 1,000 educators from the Office of Non-Formal and Informal Education (ONIE). The Ministry of Digital Economy and Society (MDES) intends to introduce the Open Access Network model, which will enable licensed telecommunications service providers to access Net Pracharat infrastructure at no cost, allowing them to offer affordable internet services to the local population. Furthermore, fiber optic cables are being installed nationally in areas lacking access to networks, particularly those with schools and hospitals.
The 2019-2023 Telecommunications Master Plan aligns with the 2018-2037 Thai National Strategy that aims to enhance competitiveness through modern technological infrastructure development, knowledge enrichment, and equal broadband network accessibility. The 2019-2023 Telecommunications Master Plan includes a strategy to ensure universal access to basic telecommunications and social services. This involves addressing the spatial dimension of service provision by offering basic telecom services in areas where service providers are unavailable or inadequate to meet demand. Additionally, the 2019-2023 Telecommunications Master Plan aims to provide high-speed internet access to every village in the country and public internet services to target groups and government agencies. The 2019-2023 Telecommunications Master Plan also addresses the social dimension of service provision by developing assistive devices that facilitate the use of public telecom services for elderly individuals, patients, disabled individuals, and other disadvantaged members of society. This involves the development of telecom systems specifically designed for people with disabilities, as well as the provision of basic telecom services for public benefits.
Furthermore, the 2019-2023 Telecommunications Master Plan seeks to promote digital tech skill development by encouraging target groups to utilize telecom services efficiently. In addition to the 2019-2023 Telecommunications Master Plan, Strategy 4 of the 2020-2025 Broadcasting Master Plan seeks to ensure that all members of society, including the disabled and underprivileged, have equal access to information by providing closed captions, audio descriptions, and a prototype of a sign language interpreter for full-screen television service. To further promote equal access, the 2020-2025 Broadcasting Master Plan calls for the establishment of a Media Community Center for information access in remote areas.
The main aim of Strategy 1 of the 2020 Smart Thailand is to boost accessibility, making ICTs a basic commodity for the entire country through ongoing improvements in infrastructure and increased mobile broadband penetration. Thailand is also constructing technology centres to provide access to ICTs in rural areas with a focus on digital literacy. The 2020 Smart Thailand has resulted in the establishment of some 400,000 public Wi-Fi access points.
2.2.2. Technology and learning environments
Promoting online learning to encourage advanced alternative education and life-long learning for all Thais of all age groups consistent with the individual's desires is one of the development guidelines of the 2012-2016 National Economic and Social Development Plan B.E. 2555-2559 and the 2023-2027 National Economic and Social Development Plan B.E. 2566-2570. Furthermore, Strategy 5 of the 2023-2027 National Economic and Social Development Plan B.E. 2566-2570 seeks to promote blended learning at home in emergency situations to prevent learning loss.
Ones of the leading solutions during the COVID-19 crisis to provide quality learning are the distance learning approach via satellite or DLTV (Distance Learning Television) and more than 3,000 video clips covering science, mathematics and technology subjects for grade 1- grade 12 students via YouTube.
The 2008 Education Provision for Persons with Disabilities Act B.E. 2551, Section 5, states that the persons with disabilities shall have educational rights without cost at birth or upon discovery of the disability until the end of life, as well as to receive technology, facilities, media, services, and other education assistances. Section 9 indicates that the State shall allocate subsidiary for the promotion of the development research on relevant bodies of knowledge and technology, and development of teachers, educational personnel to have knowledge, understanding, skill, and ability to provide education for persons with disabilities.
The Act for the Promotion of Non-Formal and Informal Education B.E. 2551, Section 10, indicates that for the purpose of the promotion and support of non-formal and informal education, relevant State agencies, and networks may undertake to promote and support media and technology for education which is essential for non-formal and informal education and financial support for non-formal education provision.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
Section 66 of Thailand's 1999 National Education Act (NEA) establishes that learners shall have the right to develop their capabilities for utilization of educational technologies as soon as feasible so that they shall have sufficient knowledge and skills in using these technologies for acquiring knowledge themselves on a continual lifelong basis. Section 23 of Thailand's 1999 National Education Act (NEA) highlights that education through formal, non-formal, and informal approaches should give emphasis to knowledge and skills in mathematics (along with language).
The 2008 Basic Education Core Curriculum added as one of five key competencies the following competency to be taught across all subjects in the basic education system and included ICT as a topic of study in all grades: "Capacity for Technological Application: the ability to choose and apply different technologies; skills in using technological processes for developing oneself and society regarding learning, communication, working, and problem-solving through constructive, proper, appropriate and ethical means". Mathematics, Science, Occupations and Technology including Computing Science and Design and Technology are also prescribed in the 2008 Basic Education Core Curriculum.
The Vocational Education Act B.E 2551 Section 6 indicates that vocational education management and training shall be relevant to the National Economic and Social Development Plan in order to produce and develop human resources (manpower) at skill level, technical level, and technology level. This shall elevate vocational education to meet demand of the labour market by applying international theory and Thai wisdom knowledge in developing learners leading to skills and competencies for future careers.
According to Section 8, Paragraph 3 of the 2008 Education Provision for Persons with Disabilities Act B.E. 2551, the establishments of educations of any affiliation shall provide proper environment, support the teaching, as well as technology services, facilities, media, services, and other educational assistance which persons with disabilities can access, and utilise.
The 2012-2016 National Economic and Social Development Plan (B.E. 2555-2559) highlighted the need to develop skills in language and educational technology to provide greater access to those learning sources that contain appropriate content and enable development through self-learning.
The 2017-2036 National Education Plan endeavours to cultivate in all learners the essential competencies necessary for learning in the contemporary era. These proficiencies encompass critical thinking and problem-solving aptitudes, computer literacy and information and communication technology skills, career and lifelong learning competencies, as well as values of kindness, discipline, morality, and ethics.
The 20-year 2018-2037 National Strategy framework highlights the importance of competency-based training system through various mechanisms such as open online learning system development, digital skill learning system development, experience-based credit transfer system, and educational credit-banking system.
The 2020-2025 Broadcasting Master Plan aims to support media literacy by providing media literacy study in higher education and promoting and supporting licensees' network.
The 2023-2027 National Economic and Social Development Plan B.E. 2566-2570 highlights the need to develop digital skills to use technology for learning, lifelong learning, work and daily life.
In addition, according to Section 35 of the Education Sandbox Act B.E. 2562, pilot institutions may use the budget which is subsidized for implementation, selection, provision, or using textbooks, and learning resources or database in ICT system for the institutions independently. They shall mutually purchase textbooks, learning resources, or ICT database to be shared and used together in the Education Sandbox.
2.3.2. Teachers
Section 23 of Thailand's 1999 National Education Act (NEA) emphasises the need to enable instructors to create ambiance, environment, instructional media and facilities for all learners to learn.
According to the 2008 Basic Education Core Curriculum, teachers are required to prepare and utilise media that are suitable for the activities organised and avail themselves of local wisdom and appropriate technologies for teaching-learning activities. Moreover, teachers should study and analyse individual learners and then use the data obtained for planning learning management to stimulate and challenge the learners' capacities.
Thailand's 2012-2016 National Economic and Social Development Plan supports a modern approach to investing, creating and enhancing information and communications technologies (ICT) education amongst teachers and students. There is consensus with this approach from the Ministry of Education (MoE), including in the Ministry's vision for 'Enabling Future Education with ICT' and associated strategies emphasising continual education and the development of teachers in ICT competencies.
The 2023-2027 National Economic and Social Development Plan B.E. 2566-2570 aims at ensuring quality of teachers who are equipped with the academic, teaching, and technological skills, and modernising roles of teachers by adjusting from the existing role as a “teacher” to a “coach” or a “learning facilitator”.
2.4. Cybersecurity and safety
2.4.1. Data privacy
Enacted in 2019 and came into effect in June 2022, Thailand's Personal Data Protection Act B.E. 2562 (PDPA) is a rigorous data privacy & protection regulation implemented by the Kingdom of Thailand to safeguard its citizens' data privacy. However, Thailand's 2022 Personal Data Protection Act B.E. 2562 (PDPA) does not give a specific reference to data privacy from the use of technology in education.
2.4.2. Online abuse and cyberbullying
The 2007 Computer-Related Crime Act and the Thai Penal Code (as amended by the Amendment to the Criminal Law No. 24 of 2015) cover cyberbullying and apply to both adults and juveniles. Nevertheless, the country recognizes the Child Protection Law. Despite the absence of a specific law, Thailand has a "Doing Good, Stop Bullying" program (launched by Thoresen Thai Agencies Public Company Limited (TTA) in cooperation with the Raks Thai Foundation) dedicated to primary schools raising bullying awareness by adopting the YouthMax curriculum that offers workshops for teachers and students. The program yielded ideal results and now plans on touching the cyberbullying aspect in the future. The country also has a chat line service known as "Stop Bullying Chat Line" that features programs of consultation by psychologists and essential information about the issue.
In 2022, Dtac also supported government policies led by the Electronic Transactions Development Agency (ETDA), a leading telecoms company committed to being a safe and reliable internet service provider and to providing inclusive digital transformation for Thai people equally and securely. It launched "Dtac Safe", a new cybersecurity service on the dtac app (whose subscribers are also students) for to combat cyberthreats. Previously, in collaboration with mThai.com, dtac initiated the first "Thai Digital Citizen Hub" in Thailand for young generations to learn about and share ideas and experiences on cyber safety and internet behaviour and to help them clarify legal and regulatory questions surrounding social media use, privacy and internet sharing. Dtac also supports government policies led by the Electronic Transaction Development Agency (ETDA) by creating public awareness of the critical importance of cybersecurity in a growing and sustainable digital economy.
The national policy framework entitled "2017-2020 Strategy in Protecting and Safeguarding Children in Online Media Use B.E.2560–2563" aimed to create a system and mechanism to promote children's and youth's digital literacy, as well as safe and creative use of online media based on laws and effective knowledge management.
The 2017–2021 National Strategy on Promotion and Protection of Children and Youth in Using Online Media recognises the dangers children and youth face using online media.
The 2023-2027 National Economic and Social Development Plan B.E. 2566-2570 recognizes the importance of student’s safety and well-being and identifies development guidelines including 1) creating a safe school environment both physically and virtually 2) raising awareness of cyberbullying among teachers, educational personnel, and students and 3) protecting victims of cyberbullying of all forms.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
According to Section 14 of the 2008 Promotion of Non-Formal and Informal Education Act (B.E. 2551), the office of the Non-Formal and Informal Education within the Office of the Permanent Secretary, the Ministry of Education is responsible for preparing recommendations relating to the utilization of information technology networks, television and radio broadcasting stations for education, community radios, science centres for education, public libraries, museums, community learning centres and other educational resources to promote continuing learning and the development of quality of life of the people.
Approved by the National Legislative Assembly (NLA) of the Thai government in 2016, the Ministry of Digital Economy and Society (MDES), a new Digital Ministry, replaced the Ministry of Information and Communication Technology (MICT). Two agencies, the National Digital Economy and Society Committee (chaired by the Prime Minister) and the Digital Economy Promotion Agency (DEPA), were also set up under the Ministry of Digital Economy and Society (MDES).
The Ministry of the Digital Economy and Society (MDES) (and agencies such as the National Statistics Office (NSO), the Software Industry Promotion Agency (SIPA), the Electronic Transactions Development Agency (ETDA), the Thai Meteorological Department and Thailand Post, previously belonged to the Ministry of Information and Communication Technology (MICT)), the National Telecommunication Commission (NTC) and the National Electronics and Computer Technology Center (NECTEC) are responsible for directing, handling and promoting ICT development.
Moreover, the Office of the National Digital Economy and Society Commission under the MDES and NECTEC under the Ministry of Higher Education, Science, Research and Innovation (MHESI) are responsible for Internet policy with the Electronic Transactions Development Agency (ETDA) as its executive arm, while the National Broadcasting and Telecommunications Commission (NBTC) is responsible for broadcasting policy and regulation.
The Institute for the Promotion of Teaching Science and Technology (IPST) is an agency under the Ministry of Education (MoE) responsible for the development and improvement of science, mathematics and technology teaching and learning at all levels focusing on basic education; promoting, coordinating, and conducting personnel development by training teachers and students in teaching, learning, and researching science, mathematics, and technology; improving and producing lessons, exercises, academic documents and all kinds of materials and types of equipment for teaching and learning science, mathematics and technology; promoting benchmarking and quality assurance system development for formal science, mathematics and technology education; developing and nurturing talents in science and technology among teachers and students alike. In addition, to promote education through technology and innovation, IPST has developed national digital learning resources in science, mathematics and technology for teachers, students, school administrators, parents and the public to access, share and learn anytime, anywhere.
Based on the 2019 Digital Economy and Social Council of Thailand Act (B.E. 2562), Thailand established the Digital Council of Thailand. The Digital Council of Thailand acts as a collaborative initiative among Thailand's government and private industries to structure and accelerate the country's overall digital transformation agenda. The Digital Council of Thailand aims to raise the digital competitiveness of Thailand's businesses and industry to international levels and to improve the quality of the community's digital skills. To achieve these goals, the Digital Council of Thailand aims to establish the digital competitiveness of industries/businesses and citizens; build collaborations between government and private sectors; develop people's digital skills; develop the digital economy; to become the innovation centre of the region, and; to build a digital society.
3.2. Roles of schools
Thailand's laws and policies don't mention the main responsibilities of schools with respect to the use of specific devices such as mobile phones or tablets. However, various schools in Thailand have their own version of "Cell Phone and Personal Device Policy".
The profile has been reviewed by the Thai National Commission for UNESCO and Dipendra KC.
