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 3.5.2. Development and implementation strategies a. The success of the reforms recommended here will depend in large part on the efforts and abilities of educators and other officials at the provincial, district, and LEA levels. They will be called upon to work in new ways, solve new problems, and apply new skills and techniques. They will need training and support to succeed. This need suggests three strategies for training and human resource issues. For the financial recommendations, the primary actors will be administrators so they are the main focus of attention here. One strategy is to assess the existing skills and abilities of these administrators. Our field visits revealed a number of school principals with high levels of skill and welldeveloped systems for budget management and decision making. A training strategy should build in these strengths, and include identification of those areas and issues in need of greatest investment. A survey of administrators and focus group sessions in various regions could reveal the high priority areas in need of attention. Administrator organizations should be involved in these assessment activities to make best use of their expertise, and to ensure that the effort is not seen as an evaluation of individuals. b. A second strategy would include gradual introduction of the new budget processes and administrative procedures in pilot projects for testing and adjustment. The pilot projects should be located in mix of provinces, some of which with relatively well developed central and local capacities and others with less. This would allow for an exploration of the full range of problems likely to be encountered as implementation is expanded throughout the country. Experience in these pilot projects would provide useful experience in identifying the training and support needs of administrators at each level. 3.5.3. Decentralization and budget control: the need for flexibility and quality control Schools cannot be responsive to reform initiatives from the central Government, or to consumer preferences if they are tightly constrained by rules and budget regulations. Existing line-item control of budgets from the central level of Government seems far too restrictive. The main reasons for this kind of control, quality assurance and avoidance of corruption, can be achieved by other, less intrusive means. The mechanisms are in place already for effective reporting of school budgets and auditing of school expenditures. Review of these information sources by local and higher-level government officials can assure that resources are being properly used. School officials can be more responsible for budget decisions as long as the mechanisms for accountability are in place as well. The central level is concerned as well with total expenditure and controlling obligations for subsidies to the provinces and school levels. However, these controls can be exercised at the aggregate level, and maintain overall national spending policies without intruding in the local level resource allocation mechanisms. Therefore the budget system at the national level should be concerned primarily with the aggregate levels of support for education. The existing mechanisms for reporting and auditing of schools budgets should be improved and made subject to assessment and monitoring by the Central Government. 110
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 References Asian Development Bank. (1998). Report and Recommendation of the President to the Board of Directors on a Proposed Loan and Technical Assistance Grants to the Kingdom of Thailand for the Social Sector Program (THA 31606). Manila: Asian Development Bank. Appleton, S. (1997). User Fees, Expenditure Restructuring, and Voucher Systems in Education (Working Paper No. 134). Helsinki, Finland: United Nations University, World Institute for Development Economics Research. Bray, M. (1996). Counting the Full Cost: Parental and Community Financing of Education in East Asia. Washington, D.C.: The World Bank. Bray, M. (1998). Decentralization of Education: Community Financing (Directions in Development Series ). Washington, D.C.: The World Bank. Chongsatityoo, C. (1996, ). Education Development in Thailand: 1987-1996. Paper presented at the Seminar in Current Trend of Social Development: Tasks and Roles of Social Science, Democratic People's Republic of Korea. Technical Services and Planning Division (1997). Thai Government and Public Administration. Bangkok: Department of Local Administration, Ministry of Interior. Commission on Thailand's Education in the Era of Globalization (1996). Thai Education in the Era of Globalization: Vision of a Learning Society . Bangkok, Thailand: The Commission on Thailand's Education in the Era of Globalization: Towards National Progress and Security in the Next Century. Brooker Group (1998). Final Report: Impact of Thailand's Economic Crisis on the Social Sector (Asian Development Bank T.A. No. 2920). Bangkok: National Economic and Social Development Board. Jessadachatr, P., Jiratatprasot, K., Kohengkul, S., and Tantithamthavorn, C. (1991). Educational Management: Public and Private Sector Roles in the Provision of Education (3-1). Chon Buri, Thailand: TDRI Year-End Conference. Khoman, S. (1993). Education Policy. In P. G. Warr (Ed.), The Thai Economy in Transition . Cambridge, UK: Cambridge University Press. Levin, H. M. (1997, Jan. 4, 1997). Educational Vouchers: Effectiveness, Choice, and Costs. Paper presented at the Annual Meeting of the American Economics Association, New Orleans. Middleton, J., and Tzannatos, Z. (n.d.). Skills for Competitiveness. Paper presented at the Conference on Thailand's Dynamic Economic Recovery and Competitiveness, Bangkok, Thailand. 111
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Table of Contents A. Executive Summ
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Table of Tables Table 1 Adjustments
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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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