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administration to the citizens of Germany by connecting and mediating between political

parties and general people. This is similar to the United States of America where “Civic
Education Center” has been established while Norway has an interesting tool in its

education curriculum, that is, it is required that every school must have the “Student

Council”, which has been prescribed in its national education curriculum. In Finland, it is
interesting that a representative of each family shall have a duty of joining with an

educational institute to design the curriculum; meanwhile, various organizations and

associations may take part in drafting the curriculum, contents, and training for teaching
approaches for teachers who teach the civic subject.

In Thailand, the Constitution of the Kingdom of Thailand B.E. 2017 hardly

provides the term “citizen”. This term only appears in Section 71, paragraph two in Chapter
regarding Directive Principles of State Policies, which imposes that the State should promote

and develop human resources to be good citizens with higher quality and abilities.

Nevertheless, if considering Section 258 a. Politics (1) and (2) of Chapter XVI of the
Constitution regarding National Reform, it defines certain principles which shall be the

starting point for driving the citizenship concept to become the policy and legal measures in

the future.
(3) From this research, it was found that every country has focused on the

management of civic education, either in the formal or non-formal education. Thailand has

made an attempt on defining “civic duties” in the national curriculum until the “Education
Development Strategy for Citizenship B.E. 2553 – 2561 (A.D. 2010 – 2018) has been prepared

in which six qualifications of Thai citizens were described. This matter has also been

prescribed in the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). However, such
strategy and curriculum fail to build citizenship for the entire system, that is, the core

principles have been defined, but they have not been applied in practice or they may be

applied in some educational institutes/organizations or in some subjects or activities in the
curriculum only. It is apparent that the implementation of the government policy by

“imposing” schools/educational institutes to put the civic-duty subject in the curriculum

seems the “pressing” under the government policy, but, in fact, citizenship must be derived
from the mutual and systematic shaping by the whole society both in class and outside

class. Therefore, although the civic-duty subject is put in the curriculum, the students obtain

the contents only while the process or methods of providing this subject or other subjects