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Sukavich was also criticised for keeping in force a ban on "gender/sex deviant" and "wrong-gendered" (i.e. homosexual and transsexual) students at the Rajabhat teacher training institutes, saying that "homosexuals are no different to drug addicts who need treatment. ... I do not want these people to be role models for children." He retired from the ministerial post in August 1997, being replaced by his intra-party rival Chingchai Mongcoltam, who lifted the anti-gay ban.[11]
Peter A. Jackson (2002). Russell H. K. Heng (ed.). Offending Images: Gender Sexual Minorities, and State Control of the Media in Thailand. Media Fortunes, Changing Times: ASEAN States in Transition. Institute of Southeast Asian Studies. pp. 216–217.
The Contributor who asked Sukavich Rangsitpol to be locked and is the one who created the article with the unreliable information.
I don’t know why ,he thinks the book that used newspapers as sources is more reliable than UNECO recorded about Sukavich Rangsitpol.
We have never had any LGBT ban in anything.Please asked anyone who is Thai if they have heard what is written here. 171.97.195.199 (talk) 11:53, 26 May 2019 (UTC)
The history of the can read at special contributionYosakrai (talk) 14:35, 13 June 2019 (UTC) 12:49, 26 May 2019 (UTC)
This edit request by an editor with a conflict of interest was declined. The reviewer would like to request the editor with a COI attempt to discuss with editors engaged in the subject-area first. |
Wikipedia:Reliable sources/Noticeboard
UNESCO Sources
"Asia-Pacific Regional Consultation on Adult Education, Jomtien, Thailand, 16-18 September 1996: His Excellency Sukavich Rangsitpol Speech page53-56". Unesdoc.unesco.org. Retrieved 6June 2019. ((cite web))
: Check date values in: |accessdate=
(help)
* I strongly believe that, as a citizen of the world, any person has the right to learn
- and should be entitled to have access to education according to their competency and needs.
- It is essential that the government provide educational services that respond to the people’s needs.
- Education, therefore, has to be organized in such a way that people from all walks of life can participate in educational activities at levels and times of their preference.
- With regard to the learning society, as I mentioned earlier, optimistically, people from all walks of life should be able to have equal access to education according to their needs and potentials.
- All sort of boundaries, be their gender, age, socio-economic status, physical or mental disabilities have to be eliminated.
On 26 December 1996, in a report in the Bangkok Post, the Rajabat Institute Council, the collective governing body of all of Thailand's colleges, declared that it would bar homosexuals from enrolling in any of its teacher training schools, the idea of Deputy Education Minister Suraporn Danaitangtrakul.[41] The announcement was strongly criticised by human rights groups and many others, who urged the repeal of the policy. On 25 January 1997, Danaitangtrakul proposed that the Institute set new criteria to bar people with "improper personalities", but not specific groups such as homosexuals.
Please Remove The Setence that base on the following sources
The deputy minister idea has never been approved because it was against minister speech from UNESCO recorded. Wikipedia:Potentially unreliable sources
Peter A. Jackson (2002). Russell H. K. Heng (ed.). Offending Images: Gender Sexual Minorities, and State Control of the Media in Thailand. Media Fortunes, Changing Times: ASEAN States in Transition. Institute of Southeast Asian Studies. pp. 216–217.2405:9800:BC11:BD0D:C18A:CBE2:68F1:EB67 (talk) 06:58, 9 June 2019 (UTC)
Looking at the material, it seems to be well-sourced (relevant book pages here), and got coverage in the Bangkok Post (the leading Thai English-language newspaper) at the time. The link provided above to a UNESCO speech has several problems. First, it's a primary source. Second, we can't say "because he said gender shouldn't be a boundary, he wouldn't support a policy deemed homophobic." That's OR. Finally, looking at the substance of the issue, the statement from the speech isn't actually entirely incompatible, since the speech was talking about gender being a barrier, while the ban was regarding homosexual and transgender students.
So, I don't see any BLP issue with including the material. The question I have is a WP:UNDUE issue. Honestly, I'm not nearly familiar enough with Thai politics over the past thirty years to have a good read on whether this is a significant part of his notability, or just a footnote. BubbaJoe123456 (talk) 23:12, 12 June 2019 (UTC)
This here (comment here from talk page):Yosakrai (talk) 13:54, 13 June 2019 (UTC)
In 1995, ,H.E.Sukavich Rangsitpol,Minister of Education of Thailand, launched the current education reform. The main aim of education reform is to enhance the quality of education from 1995 until educational excellence is achieved by the 2007.
The goal of the education reform is to realize the potential of Thai people to develop themselves for a better quality of life and to develop the nation for a peaceful co-existence in the global community.
The objective of education reform is to create learning individual ,organizations and society. An educated person or the authentic learning outcome should possess the following ability and characteristics which are based on Thai cultural heritage and appropriate level of education:good physical and mental health,critical thinking, intellectual inquisitiveness ,professionalism, sense of responsibility, honesty,self-sacrifice,perseverance,team spirit,adherence to democracy,and love for King,country and religion.[1]Yosakrai (talk) 14:35, 13 June 2019 (UTC)
Archive Document02:35, 15 June 2019 (UTC)Yosakrai (talk) 02:35, 15 June 2019 (UTC)
The Minister of Education launched a series of education reforms in 1995. The aim was to enhance the quality of education from 1995 to achieve educational excellence by 2007. On September 16, 1996, Education Minister Sukavich Rangsitpol gave his views on the issue:
“I strongly believe that, as a citizen of the world, any person has the right to learn and should be entitled to have access to education according to their competency and needs. It is essential that the government provide educational services that respond to the people’s needs. Education, therefore, has to be organized in such a way that people from all walks of life can participate in educational activities at levels and times of their preference.
“All sort of boundaries, be their gender, age, socio-economic status, physical or mental disabilities have to be eliminated. To achieve this, we have to distinctively promote continuing and lifelong education, the form of education which is responsive to individual needs and preferences. With educational facilities and a variety of educational programs available, people can make use of the learning center as a place to acquire technical skills or knowledge adaptive to their work and daily life activities.”
'According to UNESCO, Thailand education reform has led to the following results:'
The educational budget increased from 133 billion baht in 1996 to 163 billion baht in 1997 (22.5 percent increase). Since 1996, first grade students have learned English and computer literacy. The professional advance from teacher leve1 6 to teacher leve1 7 without having to submit academic work for consideration was approved by the Thai government. There has been drawn up education policy to raise the standards of education from pre-primary to tertiary education. Free 12 years education for all children provided by the government. The free 12 year education was in the 1997 Constitution of Thailand and was the first time the nation had given access to education for all citizens. The Education Reform Project involved about 20,000 schools.[1] Yosakrai (talk) 02:34, 15 June 2019 (UTC)
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Teachers' Learning in a Changing World H.E. Mr Sukavich Rangsitpol Minister of Education, Thailand[1] 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. Problems and Needs When "The New Math" was introduced to Thai education in the 1970s, it was presented as a new content. It was intended that the new math would make the subject more understandable, and more fun to learn. A good understanding would encourage further learning rather than create a dislike for the subject matter. It was anticipated that if the whole programme succeeded, students should be more competent in numerical operation and more inclined to study science and engineering. With an adequate manpower in science and engineering, the nation's industrial development would prosper. Teachers were introduced to the programme in a training session. Their role was to carry out the actual teaching of the new subject. They learned about the new subject through traditional practices, starting with theory, rules and example problems. They learned how to find answers to the problem according to some specific paradigm and then used the paradigm to solve similar problems in exercises. Many teachers felt uncertain about the concepts. They were uncommitted and proceeded to present the material as a deliverer without any in-depth understanding. Eventually, nothing was changed except that there was more content to be covered. The modern math is only one example of many unsuccessful reforms in teaching-learning. In most educational reforms, methods of teaching have not been included in the discussion. More often than not, the topic of learning methods is not only ignored, it is explicitly ridiculed by most reformers who are aiming at a more modern knowledge. It is often said too that to reform learning methods is time-wasting. Tea hers also say that teaching for learning how-to-learn-learn will consume a lot of time. It will be difficult to cover all the content specified by the curriculum if learning uses up too much time on hands-on activities. The less-is-more alternative has not been considered as a possible solution at all in educational reforms where only expanding will bring about progress and development is more. Now is an appropriate time for educators to come down to the heart of educational matters or the learning methods to achieve the less-is-more alternative in all educational reforms. Teachers need to be trained on how children leran, not only how to solve mathematical problems. They must know how to make learners well understand the New Math and enable them to solve mathematical problems. Moreover, they 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. 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. Furthermore, a solution to one problem can not be totally applicable to other problems, however similar. It is said that there are no two problems that are exactly alike. 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. Teachers as a Model In order to instil inductive thinking in every child, it is imperative to have teachers practising inductive thinking themselves. It is vital that learners have a good model to begin with. It is unfair and unthinkable that teachers should require learners to do what the teachers themselves cannot, let alone to demonstrate. Teacher should teach what they can do and while teaching, they should not simply give out solutions to the learners. Good teaching that nurtures inductive thinking makes the learners walk through the whole process by themselves. At the end, the learners have to access their own thinking to evaluate whether the solution is a rational one. The best way to train teachers in inductive thinking is to make them learners. In a typical training session, the teachers must go through or walk through the following learning tasks. 1. Collecting data; 2. Classifying data; 3. Establishment relationship; 4. Conceptualizing relationship; 5. Creating alternatives; 6. Accessing alternatives; 7. Testing the selected alternative; 8. Restoring the workable alternative as knowledge. The teachers have to do and redo this process of learning until it becomes automatic to them. It should be pointed out that, in order to achieve these learning tasks, various specific and basic skills have to be in evidence. Good data are the product of good observation and listening skills. Creating alternatives requires creative thinking skills. These basic skills have to be applied to real-life problems in order to make a meaningful learning. It is necessary that teachers be training as learners in order to treat students as learners. Once the teacher is the learner, he can be a good model for students as a learner. This practice will undoubtedly lead to a learning individual which is an important ingredient in a learning society, in the ever changing world. Professional Practices The teaching profession has not been too highly regarded of late. One of the reasons is that professional practices were found wanting in the majority of teachers during the past two decades. There has rarely been any extensive attempt to improve teaching methods. Teaching is viewed as doing the same thing over and over again. The teachers see teaching approaches as private preferences or personality traits, rather than strategies to be compared, analysed and then adapted to suit their own styles. Teachers do not seek improvement for they feel that teacher education has already covered every aspect of teaching. It has not occurred to them that there is always something more to learn and learning keeps them fresh, exciting and energized for the learners. In order to make the teaching profession more respectable, 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. They will increase their teaching knowledge by collecting proven teaching methods for the new group of students and for each individual student. They will exchange knowledge with their colleagues for the benefit of their students and work collaboratively with their peers and the administration. In assessing learning for professional practices where teachers are learners, one should look for the following evidence. 1. more experiential, inductive, hands-on learning; 2. more active learning; 3. more responsibility transferred to students; 4. more emphasis on high-order thinking; 5. more choices for students; 6. more cooperative, collaborative activities; 7. more responsive teaching in heterogeneously grouped classrooms; 8. more reflective sessions; 9. more varied and cooperative roles for teachers, parents and administrators; 10. more qualitative-anecdotal observation in students' assessment; 11. more enacting and modelling of democratic practices; 12. more inter-disciplinary learning; 13. more challenging goals of learning. It is anticipated that a classroom with these main features will bring about learning how to learn and learning individuals. Teachers who are capable of these practices have to act as learners practising learning rather then coming to class with what they have already known. They have to construct their own knowledge in class in order to model learning how-to-learn and then pass the process on to the learners rather than solutions, facts and theories. These main features also indicate that learning is more child-centred, more experiential, more reflective, more authentic, more holistic, more constructive, more cognitive, more democratic, and, definitely, more challenging. With all of these characteristics, education becomes more developmental. If this is 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. Reflective Teachers One of the most important learning outcomes in education is learners' self-esteem. It is most desirable that every learner, at various stages of education, should be able to realize his or her capacity, potentiality and optimum capability in physical, intellectual, social and emotional (moral) developments. An individual who has reached the stage of self-esteem almost always makes a sound and rational decision. He or she always sets a reachable yet challenging goal in his or her endeavour. When the endeavour results in a success, his or her self-concept will increase or widen. Self-confidence will be reinforced and good disciplines will be further developed. On the contrary, if a person always sets an unreachable goal, and ending up in a failure, he or she will be heading toward the stage of despair which is the negative side of personality or spiritual development, and the undesirable outcomes in education. A sense of success is vital to the development of self-concept, self-esteem and personality. It should be pointed out very clearly that the level of success does not always bring about good feelings about learning nor a true self-esteem. A sense of success begins with a sense of belonging. The learner has to realize that he or she is the one who sets the objective, the learning tasks and the stage for success. The learning must belong to the learners and not to the teachers. 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. In fostering a sense of success, teachers have to be responsive to the learners and create several self-assessment activities in learning. A reflective teacher always fosters a sense of success. He or she begins his or her teaching by learning about each and every learner. He or she encourages and negotiates with the learners to set a challenging learning objective, and to select an appropriate learning task, through his or her knowledge about the learners' capability and constraints. The reflective teacher makes the learners decide for themselves and ensures that the decision is sound and reasonable. He or she asks a lot of questions for the learners to carry out self-assessment. And at the very end of learning, he or she asks for the learners' feeling and makes them feel proud of their achievement. In intellectual development, the reflective teacher asks how the learners think rather than for the correct answer of the problems. The learners' formation of thought is more important than the solution itself. The reflective teacher ends his or her teaching by asking how the learners can make it better. The reflective teacher is also a learner. He or she always reflects on his or her behaviour by looking at what happens to the learners. Learning about the learners' responses will help the reflective teacher select more effective behaviour for some particular purposes that suits particular learners. The reflective teacher constructs his or her knowledge through the process of observation for data collection and classification, creating a relationship among data and making a generalization on the obtained relationship with new situations for validation. To make teachers more reflective, a series of self-assessment sessions have to be conducted, beginning with an analysis of the learners, or the students. Teachers have to be trained or retrained on how to make their teaching more effective and successful. At the end, a sense of success in teaching has to be reinforced to make the teachers proud of their achievement. It should be seen that reflective teachers are necessary and essential in an education which is geared towards human development. Education in the form of passing on information, facts and specific knowledge does not need reflective teachers. Reflective teachers are very important in a democratic education because the learners' liberty is always respected. In learning it is defined that the learners have to construct knowledge and the learners are growing individuals. Constructive process is a process of development and learning is a process of reconstruction of nature. 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. Advanced Proposition In presenting this paper, it is anticipated that more views and discussions will be expressed on the following premises: 1. Should we make students' learning and teaching the heart or core of all educational reforms? It is undeniable that management should be reformed. However, the direction of management reform should be toward the above-mentioned features of teaching/learning in order to attain sustainable human resource development. 2. Should we reform our educational system through teachers' learning?Should we use construction of knowledge by the learner as our model for teachers' learning? Is there any other form of teachers' learning that will bring about a learning society in the ever changing world? 3. Should we request SEAMES to coordinate with all Centres/Coordinators to find ways and means to increase teachers' learning in their programmes? Yosakrai (talk) 15:38, 15 June 2019 (UTC) |
In his book that was use as the source he wrote.
It is not clear whether the ban was ever enforced or whether any student was denied enter to Rajabhat institutes. Yosakrai (talk) 14:40, 24 June 2019 (UTC)
If he was clear of any wrong doing,and was replaced as Minister of Education by his political rivals.That means it was political lies.
By the way I accidentally deleted the link from Wikisource and wiki quote,I put it back. Yosakrai (talk) 14:40, 24 June 2019 (UTC)
I think the criticism section added by User:Yosakrai with this edit should be removed. To be perfectly candid, it is so badly phrased and formatted that I have a hard time trying to understand what the user wants to tell us. The only paragraph that is in intelligible English sentences was copy-pasted from LGBT rights in Thailand#Education, which in turn is an almost verbatim copy of this source. Moreover, Yosakrai seems to have added his/her own comments without a reference, e.g. "Professor Dr.Rosalind C. MorrisDuke University criticized only the minister .Even though it was the idea of Deputy Education Minister Suraporn Danaitangtrakul." referencing to the article by Morris which does not say that it was the idea of Deputy Education Minister Suraporn Danaitangtrakul. Also, in the above thread we have discussed whether or not it was WP:DUE to mention the whole LGBT ban at all. Now it really takes an excessive part of the article. --RJFF (talk) 16:35, 25 June 2019 (UTC)
The main contributor did not know the original story Yosakrai had written the reason in the BLP
Yosakrai cites the same UNESCO speech by Sukavich again and again (see talk archives), which is a primary source and has nothing to do with the issues mentioned above, in my view. The other source cited by Yosakrai ([2]) does not mention Sukavich at all, so it neither confirms nor refutes the contentious statement.
RJFF (talk) 18:04, 20 June 2019 (UTC) 2405:9800:BC11:BD0D:F581:888B:9EFF:5201 (talk) 15:43, 26 June 2019 (UTC)
On 26 December 1996, in a report in the Bangkok Post, the Rajabat Institute Council, the collective governing body of all of Thailand's colleges, declared that it would bar homosexuals from enrolling in any of its teacher training schools, the idea of Deputy Education Minister Suraporn Danaitangtrakul. THAILAND: GAYS AND LESBIANS BANNED FROM ENROLLING IN TEACHER TRAINING SCHOOLS The announcement was strongly criticised by human rights groups and many others, who urged the repeal of the policy. On 25 January 1997, Danaitangtrakul proposed that the Institute set new criteria to bar people with improper personalities, but not specific groups such as homosexuals.
It is not clear whether the ban was ever enforced or whether any student was denied enter to Rajabhat institutes.
- Professor Peter Jackson (academic) Australian National University edit by Russell.Hiang.Khng.Heng [3]
The tapestry of language and theory: Reading Rosalind Morris on post-structuralism and Thai modernity
PA Jackson - South East Asia Research, 2004 - journals.sagepub.com
Page 1. South East Asia Research, 12, 3, pp. 337–377. The tapestry of language
and theory Reading Rosalind Morris on post-structuralism and Thai modernity Peter
A. Jackson Abstract: Since the collapse of Marxism as the …
Rosalind C. Morris (1997). Phillip Brian Harper (ed.). Educating Desire: Thailand, Transnationalism, Transgression. Duke University Press. pp. 53–79, at p. 54. ((cite book))
: |work=
ignored (help)Yosakrai (talk) 14:50, 27 June 2019 (UTC)
Please tell me why the article was deleted There were only two votes. One keep and one delete Wikipedia:Miscellany for deletion/Draft:Sukavich Rangsitpol
The other coincidences This article was created a week after the other one was deleted .I believe that article has the information that the subject political rivals want it deleted.
By the way The other main contributor of the new article is the one who put the other article for the deletion.
user:Legacypac who said the old article should be kept has very good reputation than the other who said it should be deleted but his vote did not heard.Yosakrai (talk) 14:50, 27 June 2019 (UTC)
The case should be call Political Scandal not Computer Scandal
https://www.isranews.org/isranews-short-news/61774-law-61774.html
After the Subject ‘s Education Reform Team won against all accusations .
The above Links was talking about what compensation they should get.
I think the way it is written about the Scandal is completely wrong.This is not the case about corruption.It was about politic.สามเสน (talk) 13:41, 1 July 2019 (UTC)
https://mgronline.com/politics/detail/9600000122074
The court cleared the subject name in 2002 .
After the Verdict that the subject Education Reform team won against ministry of education 2017 ( they were accused by the subject political rivals )
The 1995 education reform team sue the ministry of education for 100 millions bath . Should this information included สามเสน (talk) 13:41, 1 July 2019 (UTC)
Both editors want his daughter page deleted back in November
ツDyveldi ☯ prat ✉ post 21:41, 5 November 2018 (UTC)
Paul_012 (talk) 22:35, 30 October 2018 (UTC)
The creator of this article with negative views and false information for example his first political position was senator in 1987
Rangsitpol was Senator in 1987 "Senator" (PDF). Royal Thai Government Gazette. 104 (74): 4. 19 April 1987.,
https://en.m.wikipedia.org/wiki/User:RJFF/Thita_Manitkul
This is where his daughter biography is to day.
Could this be call conspiracy theory?
Should his daughter article be deleted ? She was member of parliament.
Should these two issues that was a political lies be in his biography?
Should there be an explanation why his biography said he ban LGBTS but it had never been approved in Thailand ? Yosakrai (talk) 04:09, 2 July 2019 (UTC)
Comment. I agree with @ yosakrai จังหวัดอุบล1 (talk) 04:53, 5 July 2019 (UTC)
After I share on line if there are Thai people who agree with me that the political lies in our politician biography should be deleted.
They are two provinces that agree with me and wrote down at the same time from different parts of the country.
It was not duplicated.
I am deleting the sentencesYosakrai (talk) 03:30, 6 July 2019 (UTC)
::http://wiki.kpi.ac.th/images/5/5f/Pln378.pdf Alinda47 (talk) 11:26, 6 July 2019 (UTC)
Comment.
The Political Scandal shouldn’t be in the biography of the subject because he didn’t do anything wrong.And the court cleared his name.จังหวัดอุบล1 (talk) 02:52, 7 July 2019 (UTC)
The source for the subject article quote "It is not clear whether the ban was ever enforced or whether any student was denied enter to Rajabhat institutes." There are no source confirm the ban that have been approved in Thailand จังหวัดระยอง1 (talk) 01:58, 12 July 2019 (UTC)
The ban has never been enforced at all
In a recent positive development, the Commission on Justice and Human Rights of the Thai Parliament has discussed the matter and decided that the ban goes against human rights principles.
March 1/ 1997
https://www.outrightinternational.org/content/thailand-gays-and-lesbians-banned-enrolling-teacher-training-schools Yosakrai (talk) 06:23, 19 July 2019 (UTC)
The ban has never been enforced in Thailand at all
In a recent positive development, the Commission on Justice and Human Rights of the Thai Parliament has discussed the matter and decided that the ban goes against human rights principles.
http://www.qrd.org/qrd/education/1997/misc.news-09.09.97 Yosakrai (talk) 06:23, 19 July 2019 (UTC)
There seems to be a lot of interest from ip-adresses in Thailand and the Far East. Their main interest seems to be removing critisim discussed above. In addition there seems to be an interest in adding quotations. I have removed todays addition/removal of text. This means that I also removed [[4]] which is a scientific article. The interesting thing about the article is that it does not mention Rangsitpol and in the list of educational ministers on page 62 it skips the period 1995-1997 whan Rangsitpol was minister. Is it about time to semi-protect the page so that ip-adresses and inexperienced users have to use the talk page to suggest changes and show references they think is of value to the article? regards ツDyveldi ☯ prat ✉ post 08:58, 28 September 2019 (UTC)
unless the scandal was monumental; one of the include editors said that it should be included in the context of other Ministry of Education scandals. There was insufficient discussion to resolve these qualifying statements one way or the other, leaving me with a no-consensus verdict here.
1: Should the article mention his involvement in a scandal over the purchase of overpriced computers, and that he was later cleared by a court?
2a: Should the article mention his position on a ban of homosexual and transgender students from teacher training institutes?
2b: Should the article, in the context of 2a, contain the quote: "homosexuals are no different to drug addicts who need treatment. ... I do not want these people to be role models for children"? RfC relisted by Cunard (talk) at 00:19, 28 July 2019 (UTC). --RJFF (talk) 07:57, 20 June 2019 (UTC)
He was involved in a long-running scandal over the purchase of overpriced computers for schools, but was cleared of any wrongdoing during a subsequent defamation suit.– I do not think this implies in any way that he was guilty of corruption or other wrongdoing. It only mentions that he was involved in the scandal (i.e. accused of wrongdoing, even if it could not be proven). --RJFF (talk) 14:29, 21 June 2019 (UTC)
-It could not be proven because it was political lies and the ministry of education has to paid compensation
https://www.isranews.org/isranews-short-news/61774-law-61774.html — Preceding unsigned comment added by Yosakrai (talk • contribs) 06:34, 19 July 2019 (UTC)
I have been watching this problem for quite some time and it is possibly the time to speak out.
--Taweetham (talk) 09:52, 29 September 2019 (UTC)
Please also consult the first paragraph in Kathoey#Recent_developments. It refers to pages xiii-xiv in a book edited by Jackson [[6]]. This is the foreword written by Rakkit Rattachumpoth and discusses the ban.
- Rattachumpoth writes: "Anti-homosexual discrimination had long been practised in Thailand but was not formalized until the recent Rajabhat Institutes case. This involved a ban against homosexual students enrolling in courses leading to degrees in kindergarden and primary school teaching. This ban had apparently been in force, albeit on a limited basis, since 1993. But the Rajabhat Institutes, the governing body of the 36 teachers colleges nationwide, opened a veritable Pandora's box in January 1997 when it announced that the ban would be formalized and extended to all campuses from the beginning of the 1997 academic year. Widespread public criticism of the ban ensued, especially after the then Education Minister, Sukhavich Rangsitphol, attempted to justify the Rajabhat Institute's ban by equating people with a wrong sexual orientation" to drug addicts and denied that the anti-homosexual ban was a human rights issue. Minister Sukhavich was also quoted saying that "sexually aberrant people" needed rehabilitation and should be kept in a camp for the efficient administration of "treatment." " and goes on "However, the controversy ended later in 1997 without anyone losing face, by a traditional Thai method of dealing with problems that are likely to tarnish the reputation of the parties involved. The ban was simply quietly removed from the Rajabhat Institutes' ordinances when a new Education Minister was appointed after a cabinet reshuffle." (The underscore is mine)
- Jackson 2002 quotes from "Sukhavich Unwavering in Stance Against Gays", The Nation (Internet edition), 24 Jan 1997: "Education Minister Sukhavich Rangsitphol stood his ground yesterday in defending his ban on homosexuals .... saying that the move is directed agains overt gays. 'I prefer calling them kathoey, but there is no offence meant. And those who don't make their preferences public should not have problems with the ban' ... he said."
- It will not look any better if the quotes Rattachumpoth offers are added to the article or if the longer quote from Jackson is added. Rattachumpoth does however show why no retraction ever came. The problem was "reshuffled" quietly with the "Thai method" (probably a quite common method in a lot of places in the world). Somehow trying to "modify" the quotes will just make things longer and they will become a larger part of the article. regards ツDyveldi ☯ prat ✉ post 18:54, 9 October 2019 (UTC)
Hi - to the IP editor who has recently been edit warring to implement changes to the page - I wonder whether there is perhaps a language barrier here, but to say that someone was involved in a scandal does not mean that they were guilty of any wrongdoing, it can just mean that their name was associated with the scandal. I've added a couple of words about 'accused of being involved', even though I don't think they're strictly necessary - what this really needs is someone with access to the relevant sources to expand on it a bit to make it clear who accused whom of what, and exactly what the court said, since I don't understand really how a defamation case brought by the subject could have 'cleared' him of anything - I'm not a lawyer, but I don't think that's what a court like that would do. Without access to the sourcing however, I'm not able to do anything about that.
The other stuff didn't seem relevant to me - this is a biographical article about the person, that stuff seems potentially more relevant to an article about the history of education in Thailand. Please don't keep adding the same stuff back in, discuss changes here. GirthSummit (blether) 14:06, 9 October 2020 (UTC)
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2403:6200:89A7:D762:8D10:E399:F008:FADB (talk) 07:37, 17 November 2023 (UTC)
I will be writing the information I want to add about his contribution to 4.35 million poor children in remote area in his talk page.
In case someone want to return his contribution to our community.
I strongly believe that, as a citizen of the world, any person has the right to learn and should be entitled to have access to education according to their competency and needs.
https://www.discoverwalks.com/blog/world/20-most-famous-bridges-in-the-world/?fbclid=IwAR0mjui-k0Nx75eznel6iTOOyWKae_aivZl2vfG3_UVT7wwf7GYGG4I1Edk_aem_AXVCWQg_nCCzKJkvzSFpF-orOCoW3EuT27FP3Or1ywsxCF3RnS8-mLQuWeUWhUpZSWM 49.228.64.97 (talk) 17:37, 21 November 2023 (UTC)
This help request has been answered. If you need more help, you can , contact the responding user(s) directly on their user talk page, or consider visiting the Teahouse. |
English is not my language.I found reference about Sukavich Rangsitpol who help poor rural people in Thailand reduces poverty by established schools for poor children from agricultural families in remote areas. What was Thaksin Shinawatra policies that help the poor rural people. When someone wrote on these page it was deleted by what ever reason.As well as Author:Sukavich Rangsitpol page in wikisources was deleted because someone only want it deleted with conflict of Interest. And only corrupted politician who had money and evil is Thaksin.
It his talkpage ,many people try to argue that he is in jail.The person who deleted information on Sukavich Rangsitpol talk page argued that he is not in jail.
The Supreme Court sentenced him 8 years.His is prisoner by Thailand’s Supreme Court order.
Lastly,I want to know if I am allowed to post link on talk page or not.In case someone come and see so they can wrote more information about the person who got us out of poverty because of His Education reform. 49.228.64.97 (talk) 18:00, 21 November 2023 (UTC)
This help request has been answered. If you need more help, you can , contact the responding user(s) directly on their user talk page, or consider visiting the Teahouse. |
I want to know why my edit was deleted and this page was lock. 2403:6200:89A7:D762:8D10:E399:F008:FADB (talk) 06:40, 17 November 2023 (UTC)
https://www.academia.edu/43054905/EDUCATION_FOR_LIFE_THAILANDS_MOST_IMPORTANT_CHALLENGE_His_Excellency_SUKAVICH_RANGSITPOL_Deputy_Prime_Minister_and_Minister_of_Education_Royal_Thai_Government_to_the_FOREIGN_CORRESPONDENTS_CLUB_OF_THAILAND 49.228.64.97 (talk) 18:39, 20 November 2023 (UTC) 49.228.64.97 (talk) 18:03, 21 November 2023 (UTC)
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