Educational Finance in Thailand - UNESCO Bangkok

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2.11 In addition while the percentage of students continuing to the next grade has always been fairly high (85-98 per cent) in the primary grades, the percentage of those continuing on to secondary school after completion of the final primary grade drops dramatically to not more than 40-50 per cent, during the last two decades. In 1990 this rate was 39 per cent for government schools and 60 per cent for private schools. 2.12 The situation had steadily improved, with lower secondary enrollment ratio showing a steady increase, and registering close to 70 per cent in 1993 (MOE, 1995). Moreover the latest figures (NEC, 1997) show that efforts to provide both formal and informal programs for youths with primary education have produced some results. A comprehensive review of enrollment in all educational programs reveals that the gross enrollment ratio at the lower secondary level actually exceeds 100 when non-formal education is included (Table 4). 2.13 In addition, the crude transition rates for continuing to the next grade, presented in Table 5, show that significant improvements have been made. Even within a period of one year, transition rates from primary to the first secondary grade increased from 61.6 to 68 per cent between 1992 and 1993, the most dramatic increases occurring in public schools. Transition rates are similar for boys and girls, so that gender breakdown is not shown. Table 4: Gross Enrollment Ratios by Education Level, 1994-1996 1994 1995 1996 Level of education Age group (a) (b) (a) (b) (a) (b) Pre-primary 3-5 64.60 73.70 78.36 Primary 6-11 98.97 94.03 95.81 89.99 95.14 90.01 Secondary 12-17 75.50 48.53 85.37 53.19 89.44 56.88 Lower secondary 12-14 101.9 63.45 112.1 68.57 110.9 71.50 Upper secondary 15-17 49.30 33.77 58.94 38.02 68.31 42.51 Academic 15-17 33.79 18.25 41.67 20.76 49.18 23.40 Vocational 15-17 15.51 15.51 17.27 17.27 19.13 19.10 Tertiary 18-21 24.95 13.24 25.88 14.82 29.29 16.79 Total 3-21 78.73 57.49 85.35 59.33 88.88 61.57 Sources:Population Statistics from NESDB quoted in NEC (1997, Table 2). Student population figures from NEC (1997, Table 1). Student numbers in (b) exclude the following at the relevant level: Non-formal education, monks, students in open universities, and graduate students. 162
Table 5: Crude transition rates of students continuing to next grade in general education, by type of school and level of education. 1992 1993 Level of education Total Public Private Total Public Private Primary Primary 1 - - - - - - Primary 2 88.6 89.5 82.1 85.7 85.8 84.4 Primary 3 97.6 97.7 97.0 91.3 90.6 97.6 Primary 4 98.3 98.3 98.2 91.2 90.4 98.6 Primary 5 99.0 99.1 98.1 92.9 92.9 98.2 Primary 6 97.0 96.8 98.8 90.1 89.2 99.0 Lower Secondary Secondary 1 61.6 62.3 54.9 68.0 69.4 54.2 Secondary 2 97.1 97.2 96.1 97.0 97.0 97.7 Secondary 3 97.3 97.3 98.0 97.4 97.3 98.3 Upper Secondary Secondary 4 44.7 47.6 23.3 46.7 49.6 23.6 Secondary 5 90.4 90.6 87.4 91.2 91.4 88.3 Secondary 6 90.0 90.6 81.9 90.3 90.8 83.1 Source: Education Statistics, 1993. 2.14 The improvement in the transition rate can be attributed to various measures that have been undertaken to reduce the cost of school attendance, particularly in the provincial areas. These include free schooling, school lunches, free uniforms and textbooks, and the addition of secondary grades to several existing rural primary schools with excess classroom and teacher capacity, increasing the geographic accessibility of secondary schools to the rural population. 2.15 Higher incomes in general have also played a role. Continuation rates had always been found to be lower among children from socially and economically disadvantaged backgrounds. In 1988 about 88 per cent of the youths aged 12-14 were still in school in the urban areas, whereas the corresponding figure for rural youths in the same age group was a mere 68 per cent (NSO, 1988). Economic growth has helped to raise the corresponding figures to 92 per cent and 75 per cent respectively in 1991 (NSO, 1993). 2.16 However some of this improvement is more apparent than real, and part of it was due to the changing demographic situation. First, low secondary enrollment is common where there is rapid expansion of primary enrollment, and transition rates tend to increase at lower levels first as schooling becomes more universal. With expansion of primary education stemming off in Thailand due to successful family planning, the pressure on places in secondary schools has been eased. The crude transition ratio merely reflects the ratio of the number of students in the next grade, compared with the students in the preceding grade, and thus may reflect the changing demographics and/or new recruits from those who had previously left school, and not continuation from the preceding grade. 163
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Page 145 and 146: An assessment of information system
Page 147 and 148: general administration, these syste
Page 149 and 150: Recommendation for IS Most involved
Page 151 and 152: 6. The nation wide implementation.
Page 153 and 154: References Office of the permanent
Page 155 and 156: Office of private education commiss
Page 157 and 158: Interviews 10 September 1998, 9:00-
Page 159 and 160: Appendix 2 Projections of Costs of
Page 161 and 162: Projected Cost Increases for Expand
Page 163 and 164: Identification of Schools for Sampl
Page 165 and 166: 8. Please place an X in a box below
Page 167 and 168: enrollment as a whole growing at an
Page 169: Figure 1: Thailand’s Development
Page 173 and 174: and level of education, 1993 and 19
Page 175 and 176: 2.31 Questionable quality of educat
Page 177 and 178: income inequality between agricultu
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Page 181 and 182: Table 11: Public and Private sector
Page 183 and 184: 4.3.8. As would be expected, unempl
Page 185 and 186: 5.7 The dilemma is to balance the s
Page 187 and 188: Table 14: Unemployment and Underemp
Page 189 and 190: there any activities that would be
Page 191 and 192: References Chalongphob Sussangkarn
Page 193 and 194: Appendix 6 BMA Voucher Policy A. Lo
Page 195 and 196: Appendix 7 Finance Allocation Metho
Page 197 and 198: Appendix 8 Program Structure of the
Page 199 and 200: Not all possible flows are show, si
Page 201 and 202: Appendix 11 Results of Regression A
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Educational Finance in Thailand - UNESCO Bangkok

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