The Challenge of Increasing Scientific and Technological Manpower in Thailand

Usanee Charoenpipatpol
Thailand

Thailand's data of scientific and technological capability, as measured by the amount and quality of manpower, resources devoted to research and development and technology transfer are unfavorable. The lacking of scientific and technological graduates was highlighted as one factor responsible for the country's economic downfall in 1997. Accordingly, these critical issues need to be addressed urgently. The challenge is not only to increase knowledge and intensity in science and technology, but also to develop methods to set science and technology directions and investment priorities to maximize the impact of their activities, especially in the matter of manpower. The purpose of this study is to examine the responses of Thai educators and other stakeholders in each organization to the challenge of increasing scientific and technological manpower for the future of Thailand's scientific and technological capabilities.

Dramaturgy analysis procedure serves as the framework of the study. This framework provides a tool to help comprehend, describe, communicate and transform the character and process of the remedy of the S&T manpower shortage of the country. Burke's five elements; scene, act, agent, agency, and purpose; are useful in this process. In this study, three national level organizations were selected to examine. The first was Institution for Promotion of Teaching Science and Technology (IPST), which was responsible for curriculum design at all school levels, and second was the Ministry of University Affairs (MUA), which was in charge of higher education's policies and the last one was the National Science and Technology Development Agency (NSTDA) that provided and conducted R&D projects, human resources development, management and technical services.

The evidence was found to support the description of weakness in Thai scientific and technological capability. There was no networking among the government, educators and industry sectors. The policy alone was not enough to network diverse groups and individuals. Considering the three national organizations' task of the remedy for S&T manpower development, it could be illustrated that the IPST's purpose could only serve to create the foundation of the future S&T manpower. Although the IPST tried to strengthen its own structure by supporting talented students to join its circle, these policies have less impact on the outcomes. The MUA's purpose could serve both S&T human resource development and some R&D activities between academic and industry. In the latter task, it was seen just in the beginning step. The NSTDA's activities served the all purposes for fulfilling the national S&T capabilities. The close relationship among each stakeholder in academic area and industry field seemed to strongly support their policies. The purposes of their policies were relevant by their multifunction responsibilities.

In addition, through the dramaturgy analysis, although a variety of strategies were launched to the process of development, the problems were remained.

First of all, the long-established educational system was very bureaucratic. As a result, the policymakers from the government focused mainly on the teaching rather than R&D, particularly in the field of science and technology. Therefore, the solution should be conduced from the top-bottom performance, along with the bottom-top activities.

Secondly, the current science students are in dilemma since it will be difficult for them to find jobs after their graduation, thus, science curricula should be designed sufficiently so as to provide students with the appropriate foundation for their chosen professional courses. Moreover, the quality of education should be improved urgently due to the rapid changing and more specialized requirement of the production sector.

Thirdly, the universities should set up the proper environment to support faculty's both teaching and conducting research. Part of solutions was to reduce teacher's overload and their researches should be more practical rather than only academic purpose. Furthermore, the higher education institutions should have more contacts with industry and the service sectors. Fourthly, the investment in S&T capability, especially in the process of production of S&T graduates needed plenty of resources and time consuming. The results could not see in the limited period. The long- term policies need to be support continuously. The government must play a prime role in initiating and fostering various measures to re-engineer and re-orient the production of the scientific and technological manpower to meet the growing and changing demands of the production sector.

All in all, The development process needs opportunity, infrastructure, and support. The organization which response for the monitoring the development of S&T capability must be composed of qualified leaders pertaining to high competency and intelligible vision. Bureaucracy system seems to be not relevant for the process. The current problem should be solved from the roots by making awareness among the government officers, educators and students as well as industries and others.