The Thailand Contract Project and the Teacher Production in Thailand Under U.S. Assistance (1954–1959)

Abstract

Background and Objectives: The Thailand Contract Project, implemented during the Cold War from 1954 to 1959, was a collaborative initiative between the Thai government and Indiana University, supported by the United States government. The primary objective of this project was to enhance Thailand’s teacher preparation system and improve the quality of education. Education was employed as a pivotal tool to promote democratic ideologies and counter communist influences. The collaboration involved curriculum reform, the establishment of demonstration schools, personnel exchanges, and the development of educational infrastructure. This study aims to analyze the role of U.S. assistance and its impact on the Thai education system during this critical period.

Methods: This research employs a historical methodology, focusing on the analysis of primary sources such as letters, reports, and memoranda authored by key individuals, such as Willis P. Porter, the Chief of the Thailand Contract Project. These documents were retrieved through the online archive of Indiana University. Additional sources include the official records of the Ministry of Education and the educational institutions of that period. The analysis emphasizes the study of the project’s context, objectives, implementation strategies, and outcomes, with the aim of understanding its impact on the development of education in Thailand during that era. 

Results: The Thailand Contract Project played a significant role in establishing the foundation of Thailand’s education system, including the establishment of the Faculty of Education at Chulalongkorn University, the creation of teacher training colleges, and the introduction of teaching methods that balanced theory and practice. The project also strengthened the capacity of educators through international knowledge exchanges and training programs. However, urban-rural disparities and cultural differences between Thai and American educational philosophies were the important challenges that the project had to encounter. 

Application of this study: The findings from this study can be used in the development of future education policies and international educational collaborations, particularly, with the consideration of adapting international concepts and strategies to align with the local context. Moreover, this project serves as an example of how education can act as a critical mechanism for fostering political cooperation and improving quality of life in the context of international relations.

Conclusions: The Thailand Contract Project is the case study showing education’s dual role as a tool for societal development and a strategic instrument in the Cold War era. While the project achieved success in laying the groundwork for Thailand’s education system, challenges such as reducing disparities and integrating foreign concepts into the local framework remained key issues. The outcomes of this project continue to influence Thailand’s education system today, serving as a foundational model for future development.