Community Radio: An Alternative Education Provider

Abstract The Miclt explores aspects of armmrnity radio M ~Jmmiive edtmtjon w, a system of learning

lhsl &ea placrr ou18ide of Ibc iecognid llsnrning envhnntent. Pmticutw fwus is upon Thailand. which has in receni rlmes brm engaged in simultmmus reform of h h the d i n d education. The alkle compares tb mlc of c~mmnnity d o in Thniland's Nmthem region as M almaliw &a lo piwide an dtanativc educatiwl. T h a are tbns ducation ~ystems menlirmed in the anicle: formal admion. --formal d w a h n and i d 4

The srrticle sea Lhe i d m a l educatiw system as an d i m y l i v e &cation whicb can wrvb iw a form of !amq

outside tha classrm~~. By accessing aanmunity radio, members d Ule Cammmily Rdia -on of Rtailand (m m h into a wtwork of h m h g thal may u l h a k l y thcm a dqrec d auronany; they bermac

Cwtre hfichri% they learn thal idmmtion can be acw& via h e l p h q lismhg {cuntmudy radio), talking

wiih nei@mm eod kln. thrmgh aial lad mw, aad &waticm. i e . i n f d r m nm pimidad by mh4mam radio. ThGy arc not requ~red to unlearn the old but simply to adapt it or monstmct €1 lo suit !h n d s of thc day.

I d 4 learning b nol cease m & "day of greduafion" as is the case wilh fonanl eddm. There i s no

cannett signal of mclusion. It is a lifelong leamirig p w s Ihat dmws upan everyday knowldg and mcwlcdga "handed down" from generation to generation. knowledge lbal will help address the netds of the people,

prlIcularly thoso king al grnssroots level.

Keywwd: Cotnmmiry Radio, Educatim Provider

Introduction

W a a d ' s relalively weak human resource base has been pinpointed as one of the major &lying factors that contributed to Ihe economic and financial crisis that hit the

country in 1997. Many critics have maintained that the lack of Thai graduates capable of ~ndependent analytical thought was h pM responsible for the couhy's economic collapse. This crisis not only broubt home a need for a thorough rc-exarninatian of the counuy 's human resource developnent system: i t set the slage for across-the-bard reform of the T4ai education system. Only a clear analysis of immediate and long-term structural problems within ihe educational system and a far-sighted approach to the country's real needs as Thailand entered the new millanium would enable the country to develop as a nation endowed with wealth, stability and dignity, and a fully-fledged member of the global community.

Rewgnising the mgenr need for d u c a t i d reform, the gwernment, acting through the OfXcc of the National Education Commission (ONEC) undw the Prime Minister's formulated policies and plans to bring about the necessary changes within the Thai syaem. Initial research ww aJed out, analysing the successhl experiences of other countries as well

* F* of managmat and informaion sci- adminis~ratbn, N- Univem11y

as axmining ihe educational pavisions Mwled m the mmtitutions of aky wuuia. Thw wae subsqoently conaidered for qp l idon In the Thai system. At present the fraraewotk of W o n m ThaSland is based on dm O c W 1 W7 M U o n and h e Nathmt Ehadbn Act at l9!W (BE 25421.' These mmms provide pincipls d challenging guidelines for th$ p r o v a n and dewlopmat of 'Thai education, ways of quipping d Thai popk as part of a laming s a d l y in a b M p b a s e d wowmy. The, Constitution, on one hand, has m y bcmwd the rigbrs d Thai peopie to pwkipte politidly and their xights to voice public upinim on majw s d d issues. Nari-1 Bdwadoa Ad, on ttm other ha&, has i n t r o s t d new initiatives and pqyjrks principles and ~ ~ i n e s h the cornphcmive reform of h t i o n in Thailand.

Folhwhg the €kskitutim (1W m d the M a t i d Education Act, the Nationorl,

Midon P h (2002-2U16) was promulptad. fmphmkg educgdan which e d m w aqotrSr and qudity and a h at hmashg fhe quality of life of citjl&m. Smne provision8 in tbe Constitution h m i acmsd the rights of Thai m e in all ams of We, ptidarly the right to expms t e opinbm, to have their w i a W, atad to obtain acmu to public hbnatiqn

n W ta &cation r&m, in particular to a new type d education, La- "informal education".

Theessential ~ o f t b e N a t i o n a l EdudionAct and i h e N a t h d EdomimPlanare rmmmarised h h w .

T h e A h i economic d s , whichhad i t gem& hthe hating oftheTb;ri haltton 2Jdy l P 9 7 , h ~ w a y s ~ a m t O W H T d S ~ u i n e ~ m ~ h W 9 n d . A a m C d t u t l w Thailand's most d e m d c ever, was a@ in October 1997 by a gwwnment

Weagmd by the economic &is. horn 1997, which marked the kgh& of b e m w em of ThaiM1s national education, the dmslopment d Thai odu&im started to mwe fd in order (a) to keep ng w&h changes in tke em of globalhtion, d (b) to ewwe the mmctmhg d the Thai economy d society after the economic crisis, The wasful effaa of the Thai p q l c visg-vis the mmmmt of the N a k d Education Act as provided ii

the Constitution is p a v i a h e way for a truly corn-ive reform of ducatiun in ~ d , * f o r m W i s m l i d E ~ t t o m t f t t ~ o f t h e m ~ .

The 1989 National Education kt: A Learnkg S W g for all

The National M d o n Get. cffeaiw from August 1999, was draRed aver a period of nmnh. Tlw principle rsbj&ves af ths Act, a 15-ytrrr National E d h o n P h , are 10

ensm that e d u d n aims a W full development of the people in all as- of physical a d me&d htaWr, inkllect, howledge, m d t y and in tern, and th pursuit of a Wirable &a1 ~ 1 e t n ~ w y w i t b ~ p e o p b . ~ & g t b t h e ~ h ~ o f ~ u c a f i s r a ~ be bawd upon the@clpkofIWmgducdonford, tbepdciptlondatlwgmmtsof s w k y in c $ u d d provision, and continuous &velopnlent of b & s of lolowledge d the learobrg prmass. Wering the 1Sym p%rio8 from 2002 to 2016, the htionrrl Plan w3U serve

a s a ~ f w h ~ ~ p b r r a s ~ t o h k ~ m , v w a t i d h a t i o n , h i g h e h ~ d t i o a , and d i g h , art and dmc. It rdsD pmkb @midim fur f o m u l ~ a p e d o d plans at tbe levels of educational setvim areas and ducatEond institutions.

WNati@Plrm,wOlieh~a~reEPrmplan,~~thwthe&~tnt pfgyisiow .Of tbc Cowtitmion snd h National Educatim Act. 1It is bawl on gowmmm palicy a i r n e d a r t ~ ~ ~ T R r t i & ~ ~ a l a w w ~ m i ~ . I t & k B U T h $ i ~ l t t o ~ e q u a l ~ ~ t o ~ g l ~ a a d ~ d t o d m l o p ~ ~ ~ a ~ t u a l ~ * ~ a a * d ~ f o r b ~ ~ ~ * d b y w r t ; e a l g i m pmkdng the cowmy From mnamic and winl crisis. -fig to the N a t i d Plan, ~ ~ E e a m i n g h ~ ~ ~ a f h ~ ~ d t h a M ~ m 8 ~ . I t ~ b e l i ~ tbst it will eauennrdy bad to a I m o w ~ g ~ ~ miety L w w leama can lramfer their b m h g o m o m s M w m ail typts d duc&m. It will emable wle to c-ue le- tbxwghwt heir bea &K lawing s h l ( P l a t i d I%matiw Cmmbkm m).

This means that a m finishing their formmh nint yean af e&catim, which i?l ~ k a l l W ( m O r o l d e 3 1 , ~ m ~ B g ~ u W i s @ & f ~ o f cducak& e i k t l f d or ihmbfmmalL HowwGr, C d d m-fmd Eymm of ~ o n k ~ ~ d h d l t b s d w a t i m s y s t e m . ~ N a t i o a a l h W ~ a stnpfiatharby-amtwofsduFation,WdBM~loa'Pbt-M W b W i n Z d ~ c a n ~ e ~ W a a d ~ l ~ f o r T h a i ~ b ~ ~ b o a r d , ~ y f ~ t h e l d p a n r ~ w ~ l e c k ~ a t i o n ~ . . . ' b y can l w u by t#mmstlv= via mimi cgfieraal lemhg proctw, including l a d w k i m w lwal media.

Accdiq to the Nit id &bation Acl, u b m h is cla$dflQd into three t y p

cmdshn, 24XB. p. 16).

Fmud a d w w spcifie8 the aims* m€h&, cuTrM;a, durrblw, assslssmGart and s?MulrtiQn c c d f i o d ta ifs an, Forma] oducatitm m v b s am p W by both pbl ic d ~ ~ m t h o s a ~ t b c ~ a 0 ! 8 ~ . T h c y m ~ i n t o t w o ~ ~ s ~ ~ ~ d h I B b e f ~ ~ s d u e a d o n ~ p r e - ~ ~ ~ ~ o f p r i m a r y - 1 , - ~ ~ l r r s @ f h % m f m - = d h t b ~ e t J I o f w odueatipa. Bask ir prwided by the f011owiq indtWonr: carly childhod ~ ~ ~ ~ I i . c ~ ~ , d t U d ~ ~ ; ~ ~ ~ ~ ~ ~ ~ L a d t h 0 s c ~ m d a r ~ ~ ~ o f ~ t o a ~ ~

institutions, d a r t instimks and other mid institutions. Higher ducatian is piwlded in

universities, institutes, colleges or other types of imtitutions (Nhtiood Education Cammlsion, 2003. p.17-181.

N o n - f m l ducation has more flexibility than formal education in m n i r r g the aim& modafities, nmwgmmt p d u m s , duration, assessment and evaluation conditional to its wmpktion. The wnt&~ts d cumiaula for non-formal education can be adjusted to meet the neds of individuaI mugis of learners. b i d e d by b t h public and private badies to those outside @ dm1 system, non-formal Bducmtion services can be divided isto five types:

Mon-fonnaI education for prc-schrnl chilctren

Fundamental education for literacy

General non-formal education

QuaIity of life improvement activities (National Education Commission, 2003. p. 223.

I n f d education enables to learn by themselves according tg hir interests, potentiat, d i n w r s and the opptmit ies available frorn individuals, society, envirom~~& media, or other mmes of howledge consisting of:

Informal Acatian programs provided by libraries, museums and scian&/ teuh01ogy centre&, as wdl as by mass media such as radio, television, newspapm and magazines

Wmal ductdon pm&rams of comrounity leaning networks, i,e. oommunity leaning watres, village reading centres, sub-district M t h olEcw, subdistrict ~~ affim, as well as natural learning sources in each ~ommtnrity

Leamiag from various other sources, including locd wisdwn, kcid media, f d e g

and mtw&g through cooperaiive activities (National Education Canmkion, m3. p. 22).

In addition, i n f d education prwida m opportunity far pwple who either cannot

access ihe f d educational system or who have f ~ W their nine yeam ~ p ~ r y basic education in Most people who live in the d m, who cm he considered to Tive at "gmsfw~ts level", will receive a second choice of education. This means that all Thai people ma contime tk Ianing pmwj thrwgbut tbeir lives using s o m &bk &om indi14&aEs, socity, awtwuncn4 media, or other s w m of $jlowMge. W~th infannal ~ , ~ ~ e ~ a n I a a m h o w t o ~ u i r e a n d ~ ~ k n 0 ~ 1 ~ b y ~ v e a , r r ~ dkd "50Zfr~lim~', ont that will improve their wtxall quality of life.

Iafomml and F m d ~~ Haw d m infmd differ fm fmal educaion? The distinction between the two

t y p d ~ ~ i m is that fbmral education L linkad wllh -1s and mining M t u k h s . F d education i$ -a t l ~ mmlttiag the values of the older m m k a of society, especially from m&m to s m h t s . 'fbis is mminw d l e d the "jug and mug" themy. 'lbe teacher is a jug 111 of knowledge and the stpdeat is an empty mug; the teacher ponrs knowledge inoo the t~amw lrnd the lcmm acqm it. The -her is a6 41-knowing. with little w notbing ~Isam.The~bliltlesayhw~whendlaow~~l~.Samdcntsm~lot trusted to be active m &a education 7. ? b y bave no demoerrttic voice or choice in a d u c a i i d pdiciers or prcmdums. h W , h e teacher is central to ttae proms8 and is a figme of arathokity, me siuch# are t x p c a l simply lo aonfQrrn. - 'W" s t u d w s what tllq need to know. Cowemtion is of M e impmame (Doyle, m1. pp. 8-91. This system is still dominant in Thailand schools today.

hfomal ducath, by mnhw, is a pracess of 1-, apimchg md thinkjng new thou$htq paow get hnnlvad and pmbiqrab in various fmns of c-atim, involving one-way or *way communication, in their evaryday lives. of leaning include lisren- i ~ ~ r e d i o , w a t c h i a g ~ a a d ~ w i b ~ d s . E a m i l y d ~ c o ~ . ~ ~ e a r n i n g process may dso hlude decisian-making a d dtrt lmtic pddpation, Infmmd d a t i m is it lifelong pmas in which w e can 1- From their -day e x p r i w . Using tks t p of education a s t d o g point, tbis article aims Oo determine w b t k tbece are ccrtaia wmhim between educational Msrm and mass media reform, both d which w m impid bytkcCcmtimtion h r e r m g ~ l m ~ s s madia~cfuim in which~ernayparticipate,tseaeis a p o h t i a l t o a c c e ~ ~ i a W s w i e t y s s a l a c a l ~ ~ c a t i ( ~ n r e 8 0 ~ i c e in the context of i a f w m a l ~ ~

Alpresat, the typeofmedia dorm EWA w W y mp&db-i WWty is wmmmityr&o, ~ ~ ~ i d a - a n d f r o m all walks of life-cmusedis formsfmedia t o a i r c ~ t s ~ d ~ e a r y d s y l i v a d c ~ n c e m s a b o n t ~ ~ ~ a n d ~ ~ a d ~ d ~ . M ~ a r , ~ ~ ~ o i s a n ~ p o H P e r P u I

tcdImIw for the d&wy of *ation,with elmmlm gIobrd potrentid reach

(www. col ~ ~ ~ e ~ E F A . h t m ) .

Tb 1997 Comdtntlon: Voice of tk People

The ixw Cadhtion, promulgated m October 1997, cmddmd tk rrrast h d c Coms4itution to date, contains wml p~avisims F W ~ to &cation, mti@on d dRlre . 'Ra . . ~ ~ s ~ a l l p e o p l c w i u h ~ t b e r i & a n d ~ t o r e c t ~ e d ~ o n a a d trairrbrg ~~ 30 and 69) as well a3 tademid M o m (Section 42). It dm klih~ the

Fi@ Of Mdtan, ymh, WmM, th el-, the lmderphilegad and tk b- to ~ c a r e a n d ~ o n (YCCtim53,S5 and MI. ThCistpmvisim p m t c C l t h G ~ B 0 ~ ~ o f I r l l W p e o p l e . ~ ~ g ' t o H x a r d s a k n ~ I o d p ~ ~ ~ ~ educratian Cmni~siw, 2003. p.121, In pp~v i&q edumtbn, m&mm pbUc b e d i t in

national communication ~esourced and the C O ~ ~ and mWon af Id wisdom will

be I&HI into consideration. Tbe role of tbe privm sector in the p i s i o n d education at dl I d s is also e m p W : it asuw the right of 1 0 4 orgauisations to @cipatt in the proviw of M m , which will Facilitate the dewmhtim of edumhmal management. lh pdcipatim of 1d people d communities in educational pmvjsion wlll be a h a n d , which will d e education bath relevmt ta the aceds of he people d mpoasive to dm@tq en-, demands and qqmmnities a! a c o w 1 4 . A w m h g tn &tide 40 of the Constimtien, h d n g in Thai d e t y should be mceIerated at the I d level using o o m m w

radio as a I d national communication mom, whicb Article 40 pmpm as a major plan for media reform in Thailand. Article 40 reads u follows:

lbmmlssi611 frasmcies Eox radio w television hadcasting and radiotelecx,mrn~ion axe national commuriication mmrms for public iTltmmt T b m ~ W l be an independent regulatory body having the duty to

distribute the fqucsncies under pamgraph one and supervisle radio or wlwisiw bsoadcasting mid teler;omnnUnication businesses a~ provided

by law,

Accord@ ta Paragraph 2 of the N d d Mumtion Act, regard is ta be p i d to the ntnnost public beMd at both tht natimal and local levels in education, culturc, st& security and otbtr public hkmts, ineludiqg fair and h e competition. M 1 e 40 calls for dm dimibthn of hdcslsting frasmcia fw the bendt o€ the people from all walks o f l i f c i n ~ p a r l o f t h e c o ~ 1 1 ~ . P ~ ~ e o p l e i n t h e d ~ ~ ~ ~ r u , w b a m ~~ as rr major human r%satuct, would use "rhm brortdcasting frequencies in the form of community radio to arrange and run programs for thdr c ~ m m u d t y service. for heir live- c o m n p b to those mmmcd in the state on, and for heir formal a d i n f W &cation'' (Pll-, 2001. p,4). Om yeeu after the promulgation af the Camstitutim in W b e r 1998, the Minim of thr Office of the Prims ~~1 Khnnying Supatra Masadit, had this concept of ~ m u n i t y radio implemented iu 19 pvInceg of 'Ihdmi. In Bagkok, (ttew statbm cme t d e r thc jurisdida of the Dqmtmm of Public WEttim W). Thns tlte aforesaid 19 pnwhcs, that is, the no- mrhmtem d, and SwRbCrzl regians of W a r d acted as pilot d o n s far apimmtation with commnnity mdio tpilunowad rnl, p. 4).

Pmatly l k e are mom than 4 M I oslmmmiy radio stations broadcasting h Thailand, particularly in the northem region, when g m m t s p o u p from 17 prwinwia have jointly &W a c o d t y radi-o learning centre far tbt people in thh oammnnitiss. 'Ih community radio in the northem -ion acts as a pilot amtm. Radio is tmmmhd by I d p p l e a n d f o r t b c who are supportedhythe pubJicsmoragency, the C d t y Qqmktiuns W a p m n t M m t e (CODI). The aim of COD1 is to s4mqbn mw at the @mwmb h e l by c q w g i n g cammunity oqmhtim and civil swiety. One of tb i4n1~ of W k d c a s m g isto&catcpto@inthecummuaity~ a w a y o f ~ v h g t b e i r ~ of W (cited in w w ~ , ~ ~ a r t h l 7 c i t y / , 21 A@ m).

Community Radio in Thailand's Northem Region

The Community Radio Fdcra th d ' T U h d

Radio in ThaiIand has h e n the L o u d s p h r d s u m h e gmemments for over 70 y m . It was of particular mfrt to govemmnt during the y a n the aountry was under autocratic military rule, S e v d military radio stations were established on the pretext of stability of the counby> Lam, w h n t h ~ army l@ it could get rich fpom radio, it passed on the ndio Bcence to investors. Sa politic* g o m m , the military and investors made money out of this +?rmure'' for yeas. After Section 4Q af the Constitution declared that the ainvaves were to b used to broadcast "national treasures" for public use, ownership of radio and TV by the govtmnent, the Public Ruhtians Depammt, the militmy and investors was cancelled, As the -vat were wen as a national tramme for all, according to the Constitution the public should be able to participate in and be aware of their right to s u m the letter of the Constitution. Tbe public had been uncertain on this issue until laws supporting the Constitution's provisions regarding the airwaves were formalised m 2000.

Paragraph 4, Section 26 of the Constitution, as cited in Community Radio Fedemion of Thailrmnd (200) states:

Frovision of blueprint plans for radio and television business and t~lwqmnem should address the appropriate portions among the gwwnment sector, private &or and public sectdr. lh publjc wxtw should get not l a s than twenty per cent of hqumcy use. A p q m redhms. the National Broadcasting Commission (NBC), an independent institute. should support tbe public sector to use the fqucncy in properly specrfiad poaions, paaidar if the people lack d i n e s s .

Amding to Section 26, the public sector should own 20% of frcsuency, which is oeyond their capltbility for TV. It must be noted that, whereas radio is freely accessible, tbis is not always the caw with TV. It would a- that most w t y communication arts Wlties in Thd& lack a clear vision of community radio concepts. It was only due to the

Community Oqpnisafions Devehpmnt Institute (CODI), which suppond rescad into communiQ d o comqca and the madiners of the psopla in the northem +on that a concept

of community radio merged. hter, the S o c i i Institute Fund (SIF), CODI and regional public teams led by the mrthern region a g e d to sei up community radio "learning practice areas" in order to w h hwry and p t i m in every province. Narionwide, the public sector c o n d severaI seminars for interested groups, looking at community broadcasting principles, techniques, adminiamion and training, as well as specification of practical broadcast areas and c o m d t y p r e p d m in broadcast areas (Community Radio Federation of ~~ XW). after a long wait for the MBC to kmme m u as a aon-govemmm wgahtion, to wihdm the limhq and control the m& h response to the C d W h , tb bmtdcmting luerrs in K a m c h b u r i and S h g h a h i started b m h a s t i q in kcembr ml, Bmwkwhg was mnbted over man networks, as follow$:

1. Cammmity radio network in the xlortbwn region

2. Community radio network in the central region

3. Cgl~n- in Bangkok and p i n w

4. Cmmunity radio federation of norhastemem

5. Cmmmiity mdio network in the eastern region

7. Comrmmity mdh w o r k in he m r n region.

All seven community radio networks aped to unite as the Community Radio Fdmtim of Thailand (CRFT) on 10 Ocrobcr 2002 (see www.if~.ws(alemWew.htmfl. The CRFC so@ official m i t i o n of the communities' right m operate hadcasters independmtiy of the Public ReIarions Department of ThailM. Today, cornmututy r& badcasters ate requid to openate from the premises of the Public Rdatims Departtnent broadcast facilities, within rpecific timea and under i# administration. The CRFT has hqlemcnted training p p m m focused upon equipmnt opetatim and broadcast mmgmm to ensure that m m v n i t y radio hdcmlers meet natjond standards, smhcthing their opponents claim they are uvabk to do (Commmity Radio Federatian of Thailand 2 W . A R e r ~ g ~ i t s ~ t l e ~ m , ~ w w e 7 0 t r t o a d c a s t i a g ~ a t t e m p t i a g t o ~ d 7 5 ~ ~ ~ . I n r h e n o r t h e m ~ e ~ i m r r l o n e , 4 7 ~ w e r e t r y i n g t o b r o a d ~ l t s t wer h e community radio network. There wcre ids ten mas In the tend @on. 39 in thc: &tern mgi~n, 14 in the eastern region, 13 in the western ~g io t l , 14 in h e southera region, a d another eight area in B q k o k a d the boundary province% TIw pmporLion of ~ ~ ~ t y r a d i o l ~ ~ ~ i n t h e n m t h e r n ~ o n w ~ ~ t h a a i n r r t h e r regions W u s e the northem r@on f ~ c d the major t& of mobibng the setting-up of cummrmity d i n (hitom Uppasitti, interrimd rn 27 Iuty 21x141.~

Furthemor$+ the c o ~ t y d o practical learning mas in tbe no&m region aimad to slrengthen pdcipation in radio operation and to opeme ia several areas. As well, the badamhg dmim aud pmtotyp~ station establish& in the northern region were fully subsidiscd in every p m v h . bm, in order to m t e tb wmmmity radio mwa d y l Cabinet gave approval to the cmmhttes to set up temporary s t d a d s la ope- cowunity

radio, lad by tbe mthm @on. 'hey passed the draft to the General Sec&ary's oflice fw appmd, outlining the major aims.

The tempmy muwares and standads employed in the opctation of cwamanity d o included miio learning through authsntic experiemc W - v i s accessibility to Whique8 md eqnipmont. production and services, and hequeades. Tbm were also the twb wed to iwphent community organimtion and mmh in lessons the Q U ~ I ~ G blucp.int p h s of wmmdty radio. M o m m , they q q m e d the media m t i m referrad to in Sbdiaa 40 of tha Canstirnth and the principla of the public right to communication ( C o m m w Radio

h b n t i o n of 20). The tun- IYWSW a d standards fm c~mmw radio kmhg practice mas ate a foUows:

Communi~: gmups of ~~ peoples dmiq s bmmniwf way of life in the

same brwdwchg arms.

Community radio: radio l u r o m g mtmpmamhip for public mi- in speciFII: brQaka5- mas a9 he ~~m cmm Ia lmponse to cummmity needs, including mtworkhg community members through the exchange of knowledge, atlitudeg ad u R d e w , as weU a ptk ip t ion support. Zhis also impiammkd commuaiQ &veIqment.

Community Badia Learning P m ~ t i s e Areas (CRLPAs): the learning area corrcemhg community radio in the bm&& areat, i.e. M i in tha naesaag~ mder co~nlurai ty md I m r r u ~ in t4e masage-meiver m i @ , an wmas of p p k f right tg rmmtmmiw~ through broadcast radio waves following the inlaadma of the Cmstitutjon.

1. Grwp of various p o p l a in th brmdcast wea king aasily and equally apprmchable, d able f i pwi ic ipc at emry skip.

Z The 'bblic treatwe'' king established, m e . and managed by the community.

4. Being a mn-profit bushesss directly and indbt ly , frcc fm control and M m m c b . by pnwcrfnl groups, dl@ pfit-pursuing pup, all levels d political gr#lp a d poliricalpaith.

5. Ilhmceg for public communication being available, with mcrnbers of the e w a m w h v h g rt rdc in s d n g d receiving messages.

6. Hmiq tfae oppmhmity to provide for the less-prhileged and l ~ i n f ~ .

7. Being a for data gather@ on how to implement community radio, which has th=e foilwing technically s p c i k characteristics

- Power not more than 30 kilowatts (FM)

After the NRC and National 'klecommunication Commission (NTC) gained dhms& ttst Q W A , bmdc&.ug aooow to stadads, was d a d witbwt tke ri&t d T b e ~ o f t h c ~ ~ n ~ p a q ~ s i v e f w d ~ w W ~ b t y o r a d ~ ~ ~ ~ ~ b . ~ ~ ~ y ~ ~ u n i t y ~ o ~ o f t h t ( 3 R F T t o ~ y r ~ & h I m J a b i t i & g t h e ~ o f p u b k & s o t h a t h ~ e o r J d ~ h Wqmmtiotl ad mmpment. N e t 4 were &ablished in re- to pwpla'a dd,

initiating tbe~wmnunitytadio pmject within the public m o f t h e Apart from the gvernmemt prototype proj~ts i n d u w d in 19 p i n a s , the ac"~ofks are tsmtially operated by the public =tot: they see nol under i k a m 0 1 of h e gmermat &or as b i l w w o f 1 9 p t o t y p c p m i ~

The September lga 2986 c w p d'etat.

On Septamber 1? a, a blo4dles coup d ' m led by h y Chief Gemd SanM Bowymtglin, the kx&r of TIaaihd's mjlitary, w W pwer from the M i n gavmmm on tfie p u & of m p k n rmd mtim. General a n t h i BmnyaatgU amomad during a teldsiop ~~ that the m i h q hd needed to seize pewee in ordw to mite & nation @a months of @ i t i d trmnoii:

we haw &mi p w e r Tbe mnstihitiq tbe -, the House of R e ~ ~ v e s , dm C k i m and the C d m i m a l Court have dl k e n dissblv~d. Wb &greed t h t tb an taker p r b e minister ha cauged an qmcmW.d rift in d y , widespread coapption, nepdism, md interfemd in i n d s p b t agencies, aipplifia them so they cannot fimctim. If the carrrtakzs pvmment is 4owsd to gomn it will hurt the country. They bmc a l s a ~ y ~ ~ ~ k i n g . T h n s ~ e o l m c i l , ~ m h ~ t o coum1 he situation, to r w s m ~ normalg d to mat eunicy rn smm w possible

m ~ y & ~ n I l e o f t h e ~ f o c o r h c y e a r & h n a m e a f "Ihc Cowxi1 for Dtmwmtic Refom un$e the Consthlim&l M'o&y" {tattsr & "Ihe @Wac11 for National kcwhy"). Tha c m d m m i w d Lbe 1997 Caastimiw of Kin*, w b i E h ~ ~ ~ e ~ c r i g b t m i n f m m d t a k i t r f ~ d i b ~ b ~ a r h Art* 40, w h m ppk rn a c c w their rights via community radio. On &pkmbw 2006, e o m m a r s i r y ~ o i a t t o o N ~ ~ ~ ~ t # m i n a t e $ . T i w t ~ t c ~ e d i t h a d t o ~ ~ ~ O f ~ ~ ~ b a i ~ ~ e o m m u n i t y ~ o i n t h e N ~ m a r e a WEIS the mdm for rr third party, members of prhlch still ~~d formes Prime W t e r

nbia! HOWWM, ~1 atoh 9 xm, c~mmtlnity &O ia the M- m e ~ ~ . ~ w l k g ~ ~ ~ t h t y ~ b s e c u r i t y o f ~ n a t i m ~ w ~ r l ~ e a n s t h e y ~ 8 o t ~ ~ a o & t o ~ m i g s o e s ~ ~ t o p ~ e 8

(cia in httpJ/ w w w . ~ s . w . t h , 28 Febnrary, 2007). This hi c~mmunity m d i o i s ~ a ~ ~ c n w n y d ~ ~ a t ~ l h e s .

h ~ l m 2 0 0 & ~ m a r d a t l a w g ~ ~ k l t F w m D d h c ~ m D r a f t i n g CondtW t;B ddt the new Chmtitatidn of K h g h , WMZI Will be impkamtd fah in the ~ a O D f ~ t h a m e l e c t i o a . T h e ~ M t t t a t W n b w W t u t i m W ~ r h E I 5 9 7 ~

. . aa ~ was the mmt dwnacratic con^^ that 'IWlmd M wmtrrod. t~,Mde40aftBcComsti&nMramaiain~-Hawaver,~k ~ h ~ ~ . & h ~ m c 6 m m u n i t y ~ m d a n o t u w c b a p o n f l ~ c ~ d d t h a

m i m , ~ c a n s r i E l p l a y a n i n f m d t d ~ m ~ ~ m k P o r ~ ~ ~ ~ B y ~ h ~ k o f c o r n m a n i t y r a d i Q b h ~ ~ ~ w b i e b i s w ~ f i n f ~ &&n pmidtr, it may be that the government will -1 hem Iiames in tb mar future.

Today dumtional =form in rllailand is W y a m c m d with change in Thai society in t a m oF human a n m e dedopment, whh the aim of l a u n c w Thai society into

the new era of globalidrm. Thwr is d m the issue of mtegmted approach to reform. h&ingThrri&hind&, indudiq DcPmwos Wm [lW) md Dr Sippmm&a

Ketudat (20011, mplwise the witid need for reform m s many seaom (m w w 11.

According to Fry (2802, p.32), piecemeal reform can be inuffkient and will often result in ad- unanticipated consequences. Ooe single reform, be it in education ar mass media, canna s twedul ly u&er l t a h d into the new ere of -on. Oaly a combiaattioa of tbe two cau reform Thai society as e whale.

M a d w (1831) states that as 'k~owledgt is power in politid sockties it will id- k ~ ~ . W , b t ~ , - ~ " U n U t h t ~ m ~ ~ ~ y . ~ ~ t o l a b o u r h b f i c w " . T h a ~ ~ U r I ~ t o r i o ~ ~ ~ ~ s a p p r e s s

the spofitatatity of both t e a c h and adents, to oamw the field d v i s h of autafimw, crative human &ga. For hat mason, if no other, we n d a strong i n f d sector, able lo offer an alternative experience - to expand, rather than n m (Jeffs 2001, p. 461, Community radiq will continue to be m al tmaive chce far educuing people and providing qua1 oppodt ies for all Tlui people, especially disadvantaged group h the cmmufiiry.

Notes

1. "BW refa to ''Buddhht Eta", &g from the death of Buddha, 543 years before Christ; BE k f w e differs from BC by 543 years.

2. Chiangmai, C h h p i . Kamphmg P h t , Lampang, Lamphun, Mae Hong Son, N a b Sawan, Nm, Phayao, Phetchabun, Phichit, fhitmnulok, Phrae. Sukhothai, 'M. Uthai Thani and U W i t .

3. Mr Paitoon is rhe head of community radio in the northern region.

References

Community Radio Fedemtion of Thaihd. (2000). The No* Conm~udty R M ! ~ Community Radio Federatian. Pbichit.

Doyle, M.E. [Wl) "On being an educator", in L.D. Richardson & M. Wolfe Prfaclple and Practice of ol InfarmaI~oo: Lerrrnfng Through Life, W o n : Routledge, m.8-9,

Fry, G.W. (2002). 'The Ewluthn d Educational Reform in Tbailmd". Conference paper, 2-5 SepmbeT, Bangkok.

Jeffs, T. (2001) "First Icsmm: Histwicd perspectives on informal educatioa", in L.D. Richsrrdson & M. Wdfe (ads) Principle atad Practice d Informal Edacatioa: ~~ Llfe. London: Routledge, p.46.

Wdar S. (2001) ' m e Pmgmw of Educatlo4aI Reform in Thailand3', tecture at

the S b Society, 1 February, Bangkok.

Mac1ure.W. (1 83 1) . Opinions on Various Subjects. New Harmony Press, New Hmony.Natim1 Education Commission (2002). EduCahn In Thahd (2002- ZW3), Amad Rinting, Bangkok.

National Education Commission.(2003). Natioaal Educatiw Plan (2082-29161 Wiwm Graphic, Bangkok.

Off~ce of National Education Standards and Quality Assessment. (2003). E d u d h and SwMy, Nhonal Education Standards and Quality Assasment, Bangkok.

Oifice of the Cwacil of State (1997) 'The Candit~tioa d the Khgdom d Thdmd lW', Administrative Law Journal, Spxial hue, no. 16.

Pilunowad, 0. (2QOb). "Cdmm~ity Badh In Thahmd: A Case of Uumratcbatanee and R a m Pmvhms'', C0adcm-m paper, 12-1 5 December, Bangkok.

Wmce, P. ( 1998). EduaWml R*. Stremgtbn- Mec.Jlanlmu of Wlsdm to Survive h T h m W T h , The Sotsri-Saritwong Fwda ion , Bangkok.

Web Referems

www. a b L o t g , ~ E F ~

W W W . ~ ~ S ~ C O ~ ~ ~ *

www. ifex.org/-iew. htn$

www.rhai.tolnoahl7city