Educational Finance in Thailand - UNESCO Bangkok

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2.17 The latest Children and Youth survey (NSO, 199..) still shows that among children and youth aged 6-24 not attending school, the majority (63.6 per cent) had primary education or less. Among the 15-19 year-olds not in school, as many as 79.1 per cent did not go beyond primary school, and 58.2 per cent of the 20-24 year-olds were in the same educational category. Among the 12-14 year-olds a staggering 86.1 per cent of those out of school left school after completing primary education (Table 6). 2.18 Thus an overwhelming number of children and youth can still be expected to attain only primary education, so that even though transition rates now improve, the impact on the overall educational attainment of the population will be not felt until way into the future. Table 6: Distribution of children and youth aged 6-24 not in school, by educational attainment, age, and residence No Secondary Other Age group Total education Less than primary Primary Lower Upper Upper Vocational Tertiary and unknown 6-11 100.0 88.5 10.8 0.2 - - - - 0.5 (773.5) 12-14 100.0 5.0 8.2 86.1 0.4 - - - 0.3 (696.5) 15-19 100.0 2.0 8.1 79.1 9.0 1.1 0.5 0.1 0.1 (4,075.8) 20-24 100.0 2.2 15.1 58.2 10.9 6.2 3.4 3.5 0.5 (5,636.1) Urban 100.0 6.5 9.0 42.5 19.4 7.6 7.0 7.8 0.2 (1,310.2) Rural 100.0 8.6 12.2 66.3 7.4 3.0 1.2 1.0 0.3 (1,310.2) Whole 100.0 8.3 11.8 63.6 8.8 3.5 1.9 1.8 0.3 Kingdom (11,182.1) Numbers in parentheses are numbers of children and youths, in thousands. Source: NSO, Children and Youth Survey (1993). 2.19 The survival rates by cohort, presented in Table 7, compares the number of students completing a given level with the number that entered that level, holding the group constant, at the end of 1993. These survival rates give more insight into the situation. Even at the primary level, a survival (or completion) rate of around 80 per cent can be considered low. In private schools only 67 per cent of entering students completed primary education in 1993. For the secondary level as a whole only a troubling 33.5 per cent of entering students completed, with private schools showing only 15.7 per cent completion by cohort. Nevertheless, there had been signs of improvement even in a period of just one year during the boom years. With the current crisis causing reportedly high drop-outs, the situation is aggravated considerably. 2.20 Even with the improvement at the upper secondary level, the survival rate has to be interpreted with care. This is because a large number of students each year take the school leaving equivalence examination that at that time allowed them to apply for tertiary education without completing the final grade in school. More detailed information is needed about the causes of attrition. In any case, those who survive to upper secondary are generally not those who need to be prioritized or targeted for public policy intervention. Table 7: Survival rate by cohort of students in general education by type of school 164
and level of education, 1993 and 1994 (%) Total Public Private Level Of Education Completed 1993 1994 1993 1994 1993 1994 Primary 80.4 84.6 82.2 86.2 67.2 72.3 Secondary 33.5 34.7 35.9 37.1 15.7 15.7 Lower Secondary 94.6 94.8 94.6 94.8 94.5 95.2 Upper Secondary 81.7 82.4 82.3 82.7 72.6 77.0 Source: Education Statistics, 1993 and 1994 2.21 Even though this problem has been long recognized, the measures to deal with the problem can only have a gradual effect. Even if secondary enrollment were to be boosted to 100 per cent, the effect on the productivity of the workforce will not be felt for another decade. 2.22 Simulations to the year 2000 of the economic and income distribution consequences of differing continuation rates to secondary school show that, given certain assumptions, increased secondary enrollment will have a perceptible effect on the economy only after a long lag. Even if 100 per cent continuation is achieved in 1996, the proportion of the workforce with primary education or less will still range between 75 to 70 per cent by the year 2000 (Chalongphob, 1991). 2.23 Even during the boom years, more than 60 per cent of the Thai labor force was still in the agricultural sector as opposed to 40 per cent in the Philippines or 55 per cent for the Republic of Korea as early as 1965. Even though educational opportunities have increased, the overall structure of educational attainment of the labor force has not changed significantly. Out of the total labor force, as high as 72 per cent still have primary education or less, compared with 49 and 44 per cent for the Republic of Korea and Taiwan even ten years earlier (Table 8). 2.24 Current trends also indicate that in the year 2000 about 80 per cent of the total population will still not be educated beyond the primary level (NESDB, 1996a). The current crisis exacerbates the situation further. Table 8: Proportion of workforce with primary education or less: selected countries Country Per cent of workforce Thailand (1991, 1995, 1998) 73.9, 72.0, 75.0 Republic of Korea (1980) 49.1 Taiwan (1980) 44.0 Singapore (1980) 62.7 China (1982) 71.3 Malaysia (1980) 58.4 Philippines (1980) 56.5 Sources: For Thailand, NSO (1991, 1995, and 1998) and NESDB (1996a). For other countries, Psacharapoulos and Arriagada (1986), cited in Pernia (1990). 165
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- Volume II/3 - Educational Finance
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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 and 170: Figure 1: Thailand’s Development
Page 171: Table 5: Crude transition rates of
Page 175 and 176: 2.31 Questionable quality of educat
Page 177 and 178: income inequality between agricultu
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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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