2021 年 12 巻 p. 19-36
This paper aims to formulate a challenging comparative study of three countries at different stages of economic growth―Thailand, Kenya, and Uganda―with regards to: (1) the current state of education universalisation and inequality, (2) the direction of each of their national visions and education policies, and (3) each of their efforts to reduce inequalities. The results of this study indicate the following: (1) While the universalisation of primary education has been commonly achieved, there are major gaps in the degree of universalisation in secondary and tertiary education progression, and regional education inequality prevails in the three countries. (2) All three countries aim to develop into high- or middle-income countries, as a measure of economic growth. In the case of Thailand, education is divided between extending education for children from middle- and higher-income groups and education for children experiencing hardships. Meanwhile, in Kenya and Uganda, it was found that bottom-up measures, such as improving access to education, equity, and literacy, were being undertaken, along with a simultaneous emphasis on science, technology, innovation, and human resource development in the technical and vocational education and training (TVET) field, reflecting the priority industries of each country. (3) While it was evident that each country developed tailored programs for key areas to correct educational inequalities, organising entities were established in all of them in the following chronological order: Uganda, Kenya, and Thailand. These can be thought to reflect differences in the perception of such inequalities. While Thailand accepts disparities as given, Kenya aims to ensure access and equity in education, whereas Uganda guarantees access to education and literacy, specifically focusing on equity.
