Educational Finance in Thailand - UNESCO Bangkok

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Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 b. This degree of centralized transaction processing would also improve the financial information resources generally. The accounting and disbursement systems would be based on standardized accounting definitions and practices. The storage of this detailed accounting information in relatively few locations would also make auditing much more efficient. In addition, these provincial accounting databases would provide the raw data for regular and accurate expenditure statistics for overall management and policy reviews at the provincial and national levels. 3.5. Information Systems and Resources 3.5.1 Horizontal Centralization and Information Policy a. Many of the information problems arise from a way of organizing and storing data that reflect two administrative problems. The first is the lack of ability to coordinate and control a horizontally decentralized structure. That is, the controls of the elements of the educational system are highly centralized with respect to the levels of the system (school, district, province, etc.). But they are decentralized across functions and programs. This decentralization at the top of the system is reflected in the number of separate agencies that operate and control schools of the same basic type, as shown in Table 16 below. Table 16 - Agencies and jurisdiction for operation of schools Type of School MOE or Program Level ONPEC DGE DVE RIC RIT DPE DFA OPEC MUA MOI BMA Private General Pre-Primary X X X X X X X Primary X X X X X X X X Lower Sec, X X X X X X X X Upper Sec. X X X X X X X Special Educ. Primary X X X X X X Secondary X X ? Vocational Certificate X X X X X X Dipl. Voc. Ed. X X X X X X Dipl. Tech X X X X X X Ed. Teacher Educ. X X X X X X General Higher Certificate X X Diploma X X X X X X BA and above X X X X X X NOTE: Programs under Ministries of Public Health, Defense, and Transportation omitted due to small numbers of students BMA DFA DGE DPE DVE MOE MOI MUA ONPEC OPEC RIC RIT Bangkok Municipal Administration Department of Fine Arts Department of General Education Department of Physical Education Department of Vocational Education Ministry of Education Ministry of Interior Ministry of University Affairs Office of the National Primary Education Commission Office of the Private Education Commission Rajabhat Institute Council Rajamangala Institutes of Technology 108
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 b. The result of this structure, for example, is that as many as eight different agencies may operate lower secondary programs, only four of which are under the Ministry of Education. The information on budgets, staff, and enrollments is organized around the specific administrative processes and control needs of the separate agencies. It is therefore not routinely or directly possible to assemble data about lower secondary education overall. The same is true of other levels and types of programs as well. As a result, there is a misalignment between the policy level of decision and analysis, which is concerned with broad program areas, and the administrative level, which is concerned with control, accounting, and assessment only within it’s area of operation. There is also misalignment between the information flows and the policy goals of the system. Information flows and structures reflect maintenance and support of institutional structures and processes; therefore describing how things work within the institutional structure is comparatively easy and accurate. However to examine the impacts of the education system or of policy decisions vis a vis goals or the client environment, it is much more problematic. The goal of information system reform should be to get the information structures and flows better designed to serve larger policy goals and management issues. c. The second administrative problem is lack of policy or administrative mechanisms to control and coordinate information resources. In short, there is no information resource management structure for the whole of education. There are substantial information resources in the educational system. And many individual agencies have done an excellent job of developing their own internal management and analytical capability. The details of much of this development are discussed in considerable detail in the Information Systems report in Appendix 1. However, much of this development has taken place under the initiative of the separate agencies, without an overall strategy or integrating authority. Thus the quality of the resources within individual agencies does not contribute to solving the overall problem of disintegrated information resources. It would appear that the ONEC is in the position and has the potential resources to take on such a role. But the policy structure and operational authority for the ONEC (or any other agency) to engage in coordination and management of information resources do not exist. d. There has been some progress in that direction, as reflected in the OECD pilot project, which brings together data from many sources to fit the OECD indicators framework. This is an excellent basis for further development and information coordination initiatives. To continue this work, the Government should undertake two major related initiatives. One is to formulate an educational information policy, which provides the basis for common approaches to definitions, standards, and management of information resources. The policy should include specification of authority in one agency for the coordination and planning functions. The same agency should have primary responsibility for educational statistics structures, standards, reporting, and analysis. The second initiative is for the Government to develop and institutionalize its capacity to generate educational indicators routinely; develop Executive Information Systems for managers and policy makers, and develop the capacity for data mining, and more extensive electronic networking for the collection and dissemination of educational data. 109
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enrollment as a whole growing at an
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Figure 1: Thailand’s Development
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Table 5: Crude transition rates of
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and level of education, 1993 and 19
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2.31 Questionable quality of educat
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income inequality between agricultu
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4.1.4. The percentages calculated f
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Table 11: Public and Private sector
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4.3.8. As would be expected, unempl
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5.7 The dilemma is to balance the s
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Table 14: Unemployment and Underemp
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there any activities that would be
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References Chalongphob Sussangkarn
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Appendix 6 BMA Voucher Policy A. Lo
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Appendix 7 Finance Allocation Metho
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Appendix 8 Program Structure of the
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Not all possible flows are show, si
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Appendix 11 Results of Regression A
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Educational Finance in Thailand - UNESCO Bangkok

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