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 9.1. Strengths of the current system a. The overall picture of information resources for educational finance is positive one in many important respects. The volume and timeliness of financial information are both generally adequate. Considerable progress has been made in automating this collection process and using electronic reporting procedures and network connections to improve data flows. The development of these basic information resources appears to be accompanied by fairly large numbers of competent staff. As long as these human resources are developed and maintained, they will provide a sound base for continued improvement in the overall information environment. b. Only some areas of the education system are demonstrating a capacity to put these information resources to use in policy and management-related analysis. Evidence of the capacity to perform these tasks is found in publications of the Office of the National Education Commission (ONEC). The Ministry of Education has a functioning Education Management Information Systems Center that houses most education data and generates regular reports. This Center recently developed the information base to participate in an OECD pilot project for contributing data to the OECD Indicators publications, providing more valuable analyses for tracking and comparing educational systems and developments. In addition, the Department of Non-Formal Education has extensive data base and analysis capacity. Furthermore, the Ministry of Education has recently developed the information base to participate in an OECD pilot project for contributing data to the OECD Indicators publications, providing more valuable analyses for tracking and comparing educational systems and developments. These products illustrate the conceptual and management capacity in place to make good use of available information resources. 9.2. Problems in the information environment a. The capacity to select, integrate, analyze, and interpret effectively is not well developed in the information environment for educational finance. For policy makers and managers to build this capacity to a desirable level, it will be necessary to overcome some substantial problems in the organizational and technical environment in which finance information is produced and used. This section describes these problems as a background for recommendations for development strategies. The principal problem interfering with full and effective use of finance information is what is usually called a “stovepipe” approach to information resources. The term refers to the long pipe often used to vent smoke from a stove, passing up through the ceiling. Each stove has its own pipe. Smoke doesn’t mix across pipes, and the only view in a stovepipe is straight up or straight down. This image accurately describes the movement of information, financial and otherwise, in the levels of educational system. The separation and lack of integration of information resources adds more to the volume than to the analytical utility of available information. 10
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 b. The lack of coordinated statistics is accompanied by the lack of assessment information. There is no readily available, authoritative, timely, consistent source of performance information about school performance and quality. The lack of this kind of information limits the ability of students and parents to make informed choices of schools and limits the management and policy development functions of school administration. 10. Recommendations 10.1. An approach to education finance reforms a. To achieve the objectives set out in the Constitution, new Education Bill, the SSPL, and education plans, some major changes are needed in the ways schools are financed. The recommendations are based on the premises that basic education will consist of the first 12 years of schooling, beginning from Grade 1, and that this education will be provided free of tuition and fees in government or private schools. These premises are consistent with the provisions of the Constitution and current drafts of the new Education Bill. The discussion is also based on the premise that basic education will take place in an administrative structure that is considerably more decentralized than at present. Since the finance system is an integral part of any administrative system, any new approaches must be consistent with this movement toward greater decentralization. b. The finance system must also be appropriate to the wide variety of circumstances of schools and students in basic education. In addition, the system should support the Royal Thai Government’s policy calling for greater parent involvement in education as well as encouraging increased support for education from households and other private sources. This requires a system with the flexibility to deal effectively with widely different schools, students, and local circumstance. These recommendations are designed to meet these requirements, as well as to provide a strategy that is adapted to the problems of implementing significant reforms in government. 10.2. Finance system reform elements 10.2.1. Revised program structure a. Consistent with this systemic approach to finance reforms, it is recommended that the Royal Thai Government budget for the support of education should consist of five new program areas, reflecting a major shift in the Government’s approach to the financing of education. The program areas are: a.1. Basic Educational Support - consist of financial (as opposed to in-kind) support. In this way, the planned decentralized control of the institutions will include responsibility for converting the allocated financial resources into the staff, material, and other goods and services necessary to operate educational programs. 11
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mission and operations. The term
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The information requirements for fi
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Table 1: Continued Dept. Flow of Re
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Table 1: Continued Dept. Flow of Re
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Description and assessment of compu
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Table 3: Existing computer systems
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Table 3: Continued Current existing
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Description of flows of financial i
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(teachers, facilities, etc) if data
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Table 4: Continued. Content of curr
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Table 5: Assessment of information
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An assessment of information system
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general administration, these syste
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Recommendation for IS Most involved
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6. The nation wide implementation.
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References Office of the permanent
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Office of private education commiss
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Interviews 10 September 1998, 9:00-
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Appendix 2 Projections of Costs of
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Projected Cost Increases for Expand
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Identification of Schools for Sampl
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8. Please place an X in a box below
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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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