Educational Inequality among Thai Children: A Comparative Study between Rural and Urban Areas

Abstract

This article examines the issue of educational inequality between rural and urban children in Thailand through a critical structural analysis of social and educational policies. The study argues that educational disparities are not the result of individual abilities but stem from social, economic, and policy structures that fail to meet the specific needs of children in rural areas. Differences in educational resources, including teacher quality, learning materials, and learning environments, significantly hinder rural children's opportunities to develop their full potential compared to their urban counterparts. Furthermore, the analyzes the negative impacts of educational inequality on rural children's life prospects, including reduced access to employment opportunities, income disparities, and social insecurity, alongside psychological effects such as diminished self-esteem and motivation. These factors contribute to a persistent cycle of poverty and social inequality in Thailand. The article proposes policy recommendations focusing on structural changes, emphasizing the development of teacher quality and educational resources in rural areas, promoting community and family involvement in education, and leveraging information technology to bridge educational gaps. These proposals aim to ensure equitable educational opportunities for all children in Thailand, enabling them to realize their potential regardless of geographic location or social status.