Abstract
This paper presents an ethnographic interpretation of Sukavichinomics, the landmark education reform initiative led by H.E. Mr.. Sukavich Rangsitpol between 1995 and 1997. Rather than analyzing policy as text alone, this study explores how ordinary Thai citizens—especially teachers, students, and rural families—experienced, interpreted, and reshaped the meanings of education, citizenship, and development during a time of political turbulence and economic crisis.
Introduction
Between 1991 and 1997, Thailand faced military coups, mass protests, and a financial crisis(Asian Financial Crisis). Amidst these national crises, H.E. Mr. Sukavich Rangsitpol launched an education revolution that came to be known as Sukavichinomics.
This ethnographic study views education as a lived, cultural, and participatory process, where reforms were co-created by the people.
2. Ethnographic Foundations of Reform
Sukavichinomics was not simply a technocratic policy. It was a lived transformation. Teachers, students, and local communities experienced reform through infrastructure expansion, new pedagogies, and civic curriculum. Education became a daily act of participation.
3. Teachers as Cultural Mediators
Teachers translated national reform into local language. They served as mediators between policy and practice, empowering students with civic duties, moral reasoning, and democratic engagement.
4. Rural Inclusion and Dignity
In provinces like Roi Et and Nakhon Phanom, access to education was transformative. For the first time, millions of rural children received free, quality education—along with meals, uniforms, and learning materials. These material changes shaped emotional and political identities.
5. Reform and the Constitution
The lived success of Sukavichinomics fed into the 1997 People’s Constitution, which guaranteed free and equitable education as a national right. This ethnographic moment reveals how policy can evolve into public memory and constitutional principle.
6. Conclusion: Policy as Lived Culture
Sukavichinomics illustrates that education reform can serve as a vehicle for cultural empowerment and political transformation. It highlights how lived experiences—not just elite intentions—define the legacy of reform.
References
Rangsitpol, S. (1996). Inaugural Address and Keynote Speech. UNESCO, Geneva.
• UNESCO. (1997). ACEID Award for Excellence in Education.
• Ministry of Education (Thailand). (1997). The Results of the 1995 Education Revolution.
Office of the National Economic and Social Development Board. (1996). The 8th National Economic and Social Development Plan.Manitkul, T.R., 2025. The Sukavichinomics Handbook of Contemporary Thailand. Available at SSRN 5273238.
Manitkul, T.R., 2025. Sukavichinomics: Thailand and Globalization. Available at SSRN 5267548.
Manitkul, T.R., 2025. Sukavichinomics’ Educational Reform in Thailand through Evolutionary Change and Political Impermanence.
Manitkul, T.R., 2025. Sukavichinomics: Thailand Vision 2020. Available at SSRN 5271409.
Manitkul, T.R., 2025. Sukavichinomics' Preschool and Primary Education: Thailand's Progress in Achieving Education for All. Available at SSRN 5273225.
Manitkul, T.R., 2025. Sukavichinomics: The 1995 Thai Education Revolution and the 1997 People's Constitution-A Peaceful Turning Point in Thai Political History. Available at SSRN 5256790.
Manitkul, T.R., School Reform: New Education Facilities Established through Sukavichinomics School-Based Management Model (May 25, 2025). Available at SSRN:
https://ssrn.com/abstract=5275457 or
http://dx.doi.org/10.2139/ssrn.5275457
Manitkul,T.R., Teachers' Learning in a Changing World (May 25, 2025). Available at SSRN:
https://ssrn.com/abstract=5277522 or
http://dx.doi.org/10.2139/ssrn.5277522
Manitkul, T.R., Sukavichinomics: Reform Universal Healthcare in Thailand by 1997 Constitution Peacefully (May 25, 2025). Available at SSRN:
https://ssrn.com/abstract=5276579 or
http://dx.doi.org/10.2139/ssrn.5276579
Sukavichinomics: An Ethnographic Study of Educational Reform Amid Thailand’s Political, Social, &Financial Crisis
This paper presents an ethnographic interpretation of Sukavichinomics, the landmark education reform initiative led by H.E. Mr.. Sukavich Rangsitpol between 1995 and 1997. Rather than analyzing policy as text alone, this study explores how ordinary Thai citizens—especially teachers, students, and rural families—experienced, interpreted, and reshaped the meanings of education, citizenship, and development during a time of political turbulence and economic crisis.
Introduction
Between 1991 and 1997, Thailand faced military coups, mass protests, and a financial crisis(Asian Financial Crisis). Amidst these national crises, H.E. Mr. Sukavich Rangsitpol launched an education revolution that came to be known as Sukavichinomics.
This ethnographic study views education as a lived, cultural, and participatory process, where reforms were co-created by the people.
2. Ethnographic Foundations of Reform
Sukavichinomics was not simply a technocratic policy. It was a lived transformation. Teachers, students, and local communities experienced reform through infrastructure expansion, new pedagogies, and civic curriculum. Education became a daily act of participation.
3. Teachers as Cultural Mediators
Teachers translated national reform into local language. They served as mediators between policy and practice, empowering students with civic duties, moral reasoning, and democratic engagement.
4. Rural Inclusion and Dignity
In provinces like Roi Et and Nakhon Phanom, access to education was transformative. For the first time, millions of rural children received free, quality education—along with meals, uniforms, and learning materials. These material changes shaped emotional and political identities.
5. Reform and the Constitution
The lived success of Sukavichinomics fed into the 1997 People’s Constitution, which guaranteed free and equitable education as a national right. This ethnographic moment reveals how policy can evolve into public memory and constitutional principle.
6. Conclusion: Policy as Lived Culture
Sukavichinomics illustrates that education reform can serve as a vehicle for cultural empowerment and political transformation. It highlights how lived experiences—not just elite intentions—define the legacy of reform.
References
Rangsitpol, S. (1996). Inaugural Address and Keynote Speech. UNESCO, Geneva.
• UNESCO. (1997). ACEID Award for Excellence in Education.
• Ministry of Education (Thailand). (1997). The Results of the 1995 Education Revolution.
Office of the National Economic and Social Development Board. (1996). The 8th National Economic and Social Development Plan.Manitkul, T.R., 2025. The Sukavichinomics Handbook of Contemporary Thailand. Available at SSRN 5273238.
Manitkul, T.R., 2025. Sukavichinomics: Thailand and Globalization. Available at SSRN 5267548.
Manitkul, T.R., 2025. Sukavichinomics’ Educational Reform in Thailand through Evolutionary Change and Political Impermanence.
Manitkul, T.R., 2025. Sukavichinomics: Thailand Vision 2020. Available at SSRN 5271409.
Manitkul, T.R., 2025. Sukavichinomics' Preschool and Primary Education: Thailand's Progress in Achieving Education for All. Available at SSRN 5273225.
Manitkul, T.R., 2025. Sukavichinomics: The 1995 Thai Education Revolution and the 1997 People's Constitution-A Peaceful Turning Point in Thai Political History. Available at SSRN 5256790.
Manitkul, T.R., School Reform: New Education Facilities Established through Sukavichinomics School-Based Management Model (May 25, 2025). Available at SSRN: https://ssrn.com/abstract=5275457 or http://dx.doi.org/10.2139/ssrn.5275457
Manitkul,T.R., Teachers' Learning in a Changing World (May 25, 2025). Available at SSRN: https://ssrn.com/abstract=5277522 or http://dx.doi.org/10.2139/ssrn.5277522
Manitkul, T.R., Sukavichinomics: Reform Universal Healthcare in Thailand by 1997 Constitution Peacefully (May 25, 2025). Available at SSRN: https://ssrn.com/abstract=5276579 or http://dx.doi.org/10.2139/ssrn.5276579