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Ms. Jetsumon Sumayteepradit, Deputy Provincial Education Officer, The Ministry of Education in Thailand

Profile Spotlight – Ms. Jetsumon Sumayteepradit

The Ministry of Education in Thailand has officially appointed Ms. Jetsumon Sumayteepradit to the position of Deputy Provincial Education Officer in Samutprakan Province, Thailand

With a distinguished background in educational leadership and administration, Ms. Jetsumon has consistently demonstrated her dedication to improving teaching standards, supporting teachers, and ensuring equitable access to quality education. Her appointment reflects the Ministry’s confidence in her ability to guide policy implementation at the provincial level, strengthen collaboration among schools, and foster innovation in learning and teaching.

As Deputy Provincial Education Officer, Ms. Sumayteepradit will play a vital role in overseeing educational development, monitoring school performance, and driving initiatives that align with Thailand’s national education strategy. Her leadership will continue to emphasize inclusivity, community engagement, and preparing students with the skills needed to succeed in a rapidly changing world.

This new appointment marks an important milestone in her career, highlighting her commitment to advancing education and her vision of creating a supportive, forward-thinking learning environment for all students.

As Deputy Provincial Education Officer, Ms. Sumayteepradit will support the Provincial Education Officer in leading the implementation of national education policies across the province. Her responsibilities include:

  • Strategic Oversight: Coordinating with district and local education offices to ensure alignment with the Ministry of Education’s vision and reform strategies.
  • School Supervision: Monitoring educational standards, learning outcomes, and the performance of schools at all levels.
  • Teacher Development: Supporting teacher training, professional development, and mentoring to enhance the quality of classroom instruction.
  • Quality Assurance: Evaluating school curricula, assessments, and educational programs to maintain high standards of teaching and learning.
  • Community Engagement: Strengthening collaboration between schools, parents, and community stakeholders to create inclusive and culturally responsive education.
  • Innovation and Equity: Promoting digital learning, innovative teaching practices, and equal opportunities for all learners, especially those in remote or disadvantaged areas.

Commitment and Vision

Ms. Sumethipradit has long been recognized as a dedicated educational leader with a passion for advancing learning opportunities for every child. In her new role, she is committed to:

This appointment reflects the Ministry of Education’s confidence in her experience, leadership, and vision for the future. With this new responsibility, Ms. Sumayteepradit will continue to play a central role in shaping the educational landscape of her province and contributing to Thailand’s national goals of high-quality, inclusive education.

  • Ensuring fair and equitable access to education across all communities.
  • Building a supportive environment for teachers to thrive as professionals.
  • Encouraging modern, forward-looking approaches to learning that prepare students for the challenges of the future.
  • Deepening local and cultural integration within the education system of the province.

The Ministry of Education in Thailand is a Thai governmental body responsible for the oversight of education in Thailand.

Departments

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āđƒāļ™āļšāļ—āļšāļēāļ— āļĢāļ­āļ‡āļĻāļķāļāļĐāļēāļ˜āļīāļāļēāļĢāļˆāļąāļ‡āļŦāļ§āļąāļ” āļ™āļēāļ‡āļŠāļēāļ§āđ€āļˆāļ•āļŠāļļāļĄāļ™āļ•āđŒ āļˆāļ°āļĄāļĩāļšāļ—āļšāļēāļ—āļŠāļģāļ„āļąāļāđƒāļ™āļāļēāļĢāļāļģāļāļąāļšāļ”āļđāđāļĨāļāļēāļĢāļžāļąāļ’āļ™āļēāļāļēāļĢāļĻāļķāļāļĐāļē āļāļēāļĢāļ•āļīāļ”āļ•āļēāļĄāļ›āļĢāļ°āļŠāļīāļ—āļ˜āļīāļ āļēāļžāļ‚āļ­āļ‡āđ‚āļĢāļ‡āđ€āļĢāļĩāļĒāļ™ āđāļĨāļ°āļāļēāļĢāļ‚āļąāļšāđ€āļ„āļĨāļ·āđˆāļ­āļ™āđ‚āļ„āļĢāļ‡āļāļēāļĢāļ—āļĩāđˆāļŠāļ­āļ”āļ„āļĨāđ‰āļ­āļ‡āļāļąāļšāļĒāļļāļ—āļ˜āļĻāļēāļŠāļ•āļĢāđŒāļāļēāļĢāļĻāļķāļāļĐāļēāļ‚āļ­āļ‡āļŠāļēāļ•āļī āļ āļēāļ§āļ°āļœāļđāđ‰āļ™āļģāļ‚āļ­āļ‡āđ€āļ˜āļ­āļĒāļąāļ‡āļ„āļ‡āļĄāļļāđˆāļ‡āđ€āļ™āđ‰āļ™āļ„āļ§āļēāļĄāļ„āļĢāļ­āļšāļ„āļĨāļļāļĄ āļāļēāļĢāļĄāļĩāļŠāđˆāļ§āļ™āļĢāđˆāļ§āļĄāļ‚āļ­āļ‡āļŠāļļāļĄāļŠāļ™ āđāļĨāļ°āļāļēāļĢāđ€āļ•āļĢāļĩāļĒāļĄāļœāļđāđ‰āđ€āļĢāļĩāļĒāļ™āđƒāļŦāđ‰āļĄāļĩāļ—āļąāļāļĐāļ°āļžāļĢāđ‰āļ­āļĄāļĢāļąāļšāļĄāļ·āļ­āļāļąāļšāđ‚āļĨāļāļ—āļĩāđˆāđ€āļ›āļĨāļĩāđˆāļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒāđˆāļēāļ‡āļĢāļ§āļ”āđ€āļĢāđ‡āļ§

āļāļēāļĢāđāļ•āđˆāļ‡āļ•āļąāđ‰āļ‡āļ„āļĢāļąāđ‰āļ‡āļ™āļĩāđ‰āļ–āļ·āļ­āđ€āļ›āđ‡āļ™āļ­āļĩāļāļŦāļ™āļķāđˆāļ‡āļāđ‰āļēāļ§āļŠāļģāļ„āļąāļāđƒāļ™āđ€āļŠāđ‰āļ™āļ—āļēāļ‡āļ­āļēāļŠāļĩāļžāļ‚āļ­āļ‡āđ€āļ˜āļ­ āļŠāļ°āļ—āđ‰āļ­āļ™āļ–āļķāļ‡āļ„āļ§āļēāļĄāļĄāļļāđˆāļ‡āļĄāļąāđˆāļ™āđƒāļ™āļāļēāļĢāļžāļąāļ’āļ™āļēāļāļēāļĢāļĻāļķāļāļĐāļēāđāļĨāļ°āļ§āļīāļŠāļąāļĒāļ—āļąāļĻāļ™āđŒāđƒāļ™āļāļēāļĢāļŠāļĢāđ‰āļēāļ‡āļŠāļ āļēāļžāđāļ§āļ”āļĨāđ‰āļ­āļĄāļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļĢāļđāđ‰āļ—āļĩāđˆāļāđ‰āļēāļ§āļŦāļ™āđ‰āļēāđāļĨāļ°āļŠāļ™āļąāļšāļŠāļ™āļļāļ™āļœāļđāđ‰āđ€āļĢāļĩāļĒāļ™āļ—āļļāļāļ„āļ™

āļšāļ—āļšāļēāļ—āđāļĨāļ°āļ„āļ§āļēāļĄāļĢāļąāļšāļœāļīāļ”āļŠāļ­āļšāļ‚āļ­āļ‡āļĢāļ­āļ‡āļĻāļķāļāļĐāļēāļ˜āļīāļāļēāļĢāļˆāļąāļ‡āļŦāļ§āļąāļ”

āļāļēāļĢāļāļģāļāļąāļšāđ€āļŠāļīāļ‡āļāļĨāļĒāļļāļ—āļ˜āđŒ: āļ›āļĢāļ°āļŠāļēāļ™āļ‡āļēāļ™āļāļąāļšāļŠāļģāļ™āļąāļāļ‡āļēāļ™āđ€āļ‚āļ•āļžāļ·āđ‰āļ™āļ—āļĩāđˆāļāļēāļĢāļĻāļķāļāļĐāļēāđāļĨāļ°āļŦāļ™āđˆāļ§āļĒāļ‡āļēāļ™āļ—āđ‰āļ­āļ‡āļ–āļīāđˆāļ™āđƒāļŦāđ‰āļŠāļ­āļ”āļ„āļĨāđ‰āļ­āļ‡āļāļąāļšāļ§āļīāļŠāļąāļĒāļ—āļąāļĻāļ™āđŒāđāļĨāļ°āļĒāļļāļ—āļ˜āļĻāļēāļŠāļ•āļĢāđŒāļāļēāļĢāļ›āļāļīāļĢāļđāļ›āļāļēāļĢāļĻāļķāļāļĐāļēāļ‚āļ­āļ‡āļāļĢāļ°āļ—āļĢāļ§āļ‡

āļāļēāļĢāļāļģāļāļąāļšāļ”āļđāđāļĨāđ‚āļĢāļ‡āđ€āļĢāļĩāļĒāļ™: āļ•āļīāļ”āļ•āļēāļĄāļĄāļēāļ•āļĢāļāļēāļ™āļ—āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļē āļœāļĨāļŠāļąāļĄāļĪāļ—āļ˜āļīāđŒāļ—āļēāļ‡āļāļēāļĢāđ€āļĢāļĩāļĒāļ™ āđāļĨāļ°āļāļēāļĢāļ›āļāļīāļšāļąāļ•āļīāļ‡āļēāļ™āļ‚āļ­āļ‡āđ‚āļĢāļ‡āđ€āļĢāļĩāļĒāļ™āļ—āļļāļāļĢāļ°āļ”āļąāļš

āļāļēāļĢāļžāļąāļ’āļ™āļēāļ„āļĢāļđ: āļŠāļ™āļąāļšāļŠāļ™āļļāļ™āļāļēāļĢāļ­āļšāļĢāļĄ āļžāļąāļ’āļ™āļēāļ§āļīāļŠāļēāļŠāļĩāļž āđāļĨāļ°āļāļēāļĢāđ€āļ›āđ‡āļ™āļžāļĩāđˆāđ€āļĨāļĩāđ‰āļĒāļ‡āđāļāđˆāļ„āļĢāļđ āđ€āļžāļ·āđˆāļ­āļĒāļāļĢāļ°āļ”āļąāļšāļ„āļļāļ“āļ āļēāļžāļāļēāļĢāļˆāļąāļ”āļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļāļēāļĢāļŠāļ­āļ™

āļāļēāļĢāļ›āļĢāļ°āļāļąāļ™āļ„āļļāļ“āļ āļēāļž: āļ›āļĢāļ°āđ€āļĄāļīāļ™āļŦāļĨāļąāļāļŠāļđāļ•āļĢ āļāļēāļĢāļ§āļąāļ”āļœāļĨ āđāļĨāļ°āđ‚āļ„āļĢāļ‡āļāļēāļĢāļ—āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļē āđ€āļžāļ·āđˆāļ­āļĢāļąāļāļĐāļēāļĄāļēāļ•āļĢāļāļēāļ™āļŠāļđāļ‡āļŠāļļāļ”āļ‚āļ­āļ‡āļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļĢāļđāđ‰

āļāļēāļĢāļĄāļĩāļŠāđˆāļ§āļ™āļĢāđˆāļ§āļĄāļ‚āļ­āļ‡āļŠāļļāļĄāļŠāļ™: āļŠāđˆāļ‡āđ€āļŠāļĢāļīāļĄāļ„āļ§āļēāļĄāļĢāđˆāļ§āļĄāļĄāļ·āļ­āļĢāļ°āļŦāļ§āđˆāļēāļ‡āđ‚āļĢāļ‡āđ€āļĢāļĩāļĒāļ™ āļœāļđāđ‰āļ›āļāļ„āļĢāļ­āļ‡ āđāļĨāļ°āļœāļđāđ‰āļĄāļĩāļŠāđˆāļ§āļ™āđ€āļāļĩāđˆāļĒāļ§āļ‚āđ‰āļ­āļ‡āđƒāļ™āļŠāļļāļĄāļŠāļ™ āđ€āļžāļ·āđˆāļ­āļŠāļĢāđ‰āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļēāļ—āļĩāđˆāļ„āļĢāļ­āļšāļ„āļĨāļļāļĄāđāļĨāļ°āļŠāļ­āļ”āļ„āļĨāđ‰āļ­āļ‡āļāļąāļšāļ§āļąāļ’āļ™āļ˜āļĢāļĢāļĄāļ—āđ‰āļ­āļ‡āļ–āļīāđˆāļ™

āļ™āļ§āļąāļ•āļāļĢāļĢāļĄāđāļĨāļ°āļ„āļ§āļēāļĄāđ€āļŠāļĄāļ­āļ āļēāļ„: āļœāļĨāļąāļāļ”āļąāļ™āļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļĢāļđāđ‰āļ”āļīāļˆāļīāļ—āļąāļĨ āļāļēāļĢāļŠāļ­āļ™āđ€āļŠāļīāļ‡āļ™āļ§āļąāļ•āļāļĢāļĢāļĄ āđāļĨāļ°āļāļēāļĢāļŠāļĢāđ‰āļēāļ‡āđ‚āļ­āļāļēāļŠāļ—āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļēāļ—āļĩāđˆāđ€āļ—āđˆāļēāđ€āļ—āļĩāļĒāļĄ āđ‚āļ”āļĒāđ€āļ‰āļžāļēāļ°āļŠāļģāļŦāļĢāļąāļšāļœāļđāđ‰āđ€āļĢāļĩāļĒāļ™āđƒāļ™āļžāļ·āđ‰āļ™āļ—āļĩāđˆāļŦāđˆāļēāļ‡āđ„āļāļĨāļŦāļĢāļ·āļ­āļ”āđ‰āļ­āļĒāđ‚āļ­āļāļēāļŠ

āļ„āļ§āļēāļĄāļĄāļļāđˆāļ‡āļĄāļąāđˆāļ™āđāļĨāļ°āļ§āļīāļŠāļąāļĒāļ—āļąāļĻāļ™āđŒ

āļ™āļēāļ‡āļŠāļēāļ§āđ€āļˆāļ•āļŠāļļāļĄāļ™āļ•āđŒ āđ€āļ›āđ‡āļ™āļ—āļĩāđˆāļĒāļ­āļĄāļĢāļąāļšāļ­āļĒāđˆāļēāļ‡āļĒāļēāļ§āļ™āļēāļ™āđƒāļ™āļāļēāļ™āļ°āļœāļđāđ‰āļ™āļģāļ—āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļēāļ—āļĩāđˆāļ­āļļāļ—āļīāļĻāļ•āļ™āđ€āļžāļ·āđˆāļ­āļžāļąāļ’āļ™āļēāļ„āļļāļ“āļ āļēāļžāļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļĢāļđāđ‰āļ‚āļ­āļ‡āđ€āļ”āđ‡āļāļ—āļļāļāļ„āļ™ āđƒāļ™āļšāļ—āļšāļēāļ—āđƒāļŦāļĄāđˆ āđ€āļ˜āļ­āļĄāļļāđˆāļ‡āļĄāļąāđˆāļ™āļ—āļĩāđˆāļˆāļ°:

āļŠāļĢāđ‰āļēāļ‡āļ„āļ§āļēāļĄāđ€āļ—āđˆāļēāđ€āļ—āļĩāļĒāļĄāđƒāļ™āļāļēāļĢāđ€āļ‚āđ‰āļēāļ–āļķāļ‡āļāļēāļĢāļĻāļķāļāļĐāļēāļŠāļģāļŦāļĢāļąāļšāļ—āļļāļāļŠāļļāļĄāļŠāļ™

āļŠāļĢāđ‰āļēāļ‡āļŠāļ āļēāļžāđāļ§āļ”āļĨāđ‰āļ­āļĄāļ—āļĩāđˆāđ€āļ­āļ·āđ‰āļ­āļ•āđˆāļ­āļāļēāļĢāļžāļąāļ’āļ™āļēāļ„āļĢāļđāļ­āļĒāđˆāļēāļ‡āļĄāļ·āļ­āļ­āļēāļŠāļĩāļž

āļŠāđˆāļ‡āđ€āļŠāļĢāļīāļĄāđāļ™āļ§āļ—āļēāļ‡āļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļĢāļđāđ‰āļŠāļĄāļąāļĒāđƒāļŦāļĄāđˆāļ—āļĩāđˆāļĄāļļāđˆāļ‡āļŠāļđāđˆāļ­āļ™āļēāļ„āļ•āđāļĨāļ°āđ€āļ•āļĢāļĩāļĒāļĄāļœāļđāđ‰āđ€āļĢāļĩāļĒāļ™āđƒāļŦāđ‰āļžāļĢāđ‰āļ­āļĄāļŠāļģāļŦāļĢāļąāļšāļ„āļ§āļēāļĄāļ—āđ‰āļēāļ—āļēāļĒ

āđ€āļŠāļĢāļīāļĄāļŠāļĢāđ‰āļēāļ‡āļāļēāļĢāļšāļđāļĢāļ“āļēāļāļēāļĢāļ§āļąāļ’āļ™āļ˜āļĢāļĢāļĄāđāļĨāļ°āļŠāļļāļĄāļŠāļ™āļ—āđ‰āļ­āļ‡āļ–āļīāđˆāļ™āđƒāļ™āļĢāļ°āļšāļšāļāļēāļĢāļĻāļķāļāļĐāļēāļ‚āļ­āļ‡āļˆāļąāļ‡āļŦāļ§āļąāļ”

āļāļēāļĢāđāļ•āđˆāļ‡āļ•āļąāđ‰āļ‡āļ„āļĢāļąāđ‰āļ‡āļ™āļĩāđ‰āļŠāļ°āļ—āđ‰āļ­āļ™āļ–āļķāļ‡āļ„āļ§āļēāļĄāđ€āļŠāļ·āđˆāļ­āļĄāļąāđˆāļ™āļ‚āļ­āļ‡āļāļĢāļ°āļ—āļĢāļ§āļ‡āļĻāļķāļāļĐāļēāļ˜āļīāļāļēāļĢāđƒāļ™āļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒ āļ āļēāļ§āļ°āļœāļđāđ‰āļ™āļģ āđāļĨāļ°āļ§āļīāļŠāļąāļĒāļ—āļąāļĻāļ™āđŒāļ‚āļ­āļ‡āđ€āļ˜āļ­ āļ—āļĩāđˆāļˆāļ°āļĒāļąāļ‡āļ„āļ‡āļĄāļĩāļšāļ—āļšāļēāļ—āļŠāļģāļ„āļąāļāđƒāļ™āļāļēāļĢāļāļģāļŦāļ™āļ”āļ—āļīāļĻāļ—āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļēāļ‚āļ­āļ‡āļˆāļąāļ‡āļŦāļ§āļąāļ” āđāļĨāļ°āļŠāļ™āļąāļšāļŠāļ™āļļāļ™āđ€āļ›āđ‰āļēāļŦāļĄāļēāļĒāļ‚āļ­āļ‡āļ›āļĢāļ°āđ€āļ—āļĻāđ„āļ—āļĒāđƒāļ™āļāļēāļĢāļŠāļĢāđ‰āļēāļ‡āļāļēāļĢāļĻāļķāļāļĐāļēāļ—āļĩāđˆāļĄāļĩāļ„āļļāļ“āļ āļēāļž āļ„āļĢāļ­āļšāļ„āļĨāļļāļĄ āđāļĨāļ°āļĒāļąāđˆāļ‡āļĒāļ·āļ™āļŠāļģāļŦāļĢāļąāļšāļ—āļļāļāļ„āļ™

āđ€āļāļĩāđˆāļĒāļ§āļāļąāļšāļāļĢāļ°āļ—āļĢāļ§āļ‡āļĻāļķāļāļĐāļēāļ˜āļīāļāļēāļĢāđāļŦāđˆāļ‡āļ›āļĢāļ°āđ€āļ—āļĻāđ„āļ—āļĒ

āļāļĢāļ°āļ—āļĢāļ§āļ‡āļĻāļķāļāļĐāļēāļ˜āļīāļāļēāļĢāđ€āļ›āđ‡āļ™āļŦāļ™āđˆāļ§āļĒāļ‡āļēāļ™āļĢāļēāļŠāļāļēāļĢāļ‚āļ­āļ‡āđ„āļ—āļĒāļ—āļĩāđˆāļĄāļĩāļŦāļ™āđ‰āļēāļ—āļĩāđˆāļāļģāļāļąāļšāļ”āļđāđāļĨāļ”āđ‰āļēāļ™āļāļēāļĢāļĻāļķāļāļĐāļē āđ‚āļ”āļĒāļĄāļĩāļ—āļĩāđˆāļ—āļģāļāļēāļĢāļ•āļąāđ‰āļ‡āļ­āļĒāļđāđˆāļ—āļĩāđˆāļžāļĢāļ°āļĢāļēāļŠāļ§āļąāļ‡āļˆāļąāļ™āļ—āļĢāđ€āļāļĐāļĄ āļ•āļąāđ‰āļ‡āđāļ•āđˆāļ›āļĩ āļž.āļĻ. 2480 āđ€āļ›āđ‡āļ™āļ•āđ‰āļ™āļĄāļē

IT&CM Asia 2025 will host a PATA-led youth session titled “Empowering the Next Generation of Tourism Leaders” to bridge academic learning with real-world practice, developing skills in leadership, collaboration, and innovation. The session, a collaboration with leading universities, aims to inspire future tourism professionals. It is designed to prepare young professionals to tackle industry challenges by providing critical skills and a deeper understanding of the evolving tourism landscape.

Key Aspects – Theme: “Empowering the Next Generation of Tourism Leaders”. 

Participants: Future tourism professionals and students. Objective: To connect academic learning with practical application, equipping youth with skills in purposeful leadership, collaboration, and innovation. Event: Part of the larger IT&CM Asia and CTW Asia-Pacific event. Collaboration: Involves partnerships between PATA and universities. 

Why it Matters

Bridging the Gap: The initiative directly addresses the need to connect theoretical knowledge with the practical realities of the tourism industry. 

Skill Development: Future leaders will gain critical skills necessary to navigate a changing global tourism landscape. 

Future-Proofing: It prepares participants to be resilient and innovative in their careers, ensuring the growth and sustainability of the tourism sector.