Educational Finance in Thailand - UNESCO Bangkok

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Appendix 9 Private Sector Resource Mobilizing The issue of mobilizing private sector resources has been an important part of the policy dialog around reform. In reviewing the prospects for increased private sector funding for this project, it became apparent that the subject was a very large and complex one. This review examined the basic questions in as much depth as was possible within the terms of reference and available resources. The resulting findings on private sector resources add, it is hoped, a base of new knowledge and analysis that will contribute to policymaking and reform. However, it became clear in reviewing this topic that a more comprehensive study of this one topic, while beyond the scope of this task, is desirable. There is too little known about the full range of resource flows into the schools, especially from the private sector, This brief discussion of the topic is intended to add to the deliberations and point possible directions for further research. A comprehensive analysis of mobilizing private sector resources for education should be based in part on a model of the relevant flow. That is, there are many possible paths for financial resources to flow from private hands into one part or another of the educational system. The figure below is an attempt to show some of what could be significant flows. The figure identifies five distinct revenue sources, distinguished in terms of their possible interests or motives for incurring the costs of providing funds. These interests could include support for their own children, support for the community generally, for the school they attended, for business or public relations aims, for tax incentives, or simple altruism. Depending on their interests or aims, the revenue providers could direct their funds to at least five distinct targets, as shown below. Sources and Targets of Private Sector Resource Flows The “Private Sector” households with a public students b households with c private students d households with no students business sector not-for-profit sector k e f g i j l m h Targets of New Resources public students private students public schools old private schools new private schools 190
Not all possible flows are show, since some seem to be implausible or low probability. This list is not meant to show the full detail of private entities, but to cover the major types. Households may have students in both public and private schools, for example, and some households are also business entities, etc. But these five components can be thought of as representing different interests in the educational system, and thus different motivations for increasing or decreasing the amount of financial support they extend to the schools. These varying interests would produce, in principle, different flows of resources to the different components of the school system depicted on the right side of the figure. So this figure is used to identify the most likely flows of resources from the private sector to education, given some assumptions about the use of the various component’s interests and the conditions under which mobilization of new resources is attempted. The size of these potential flows, the impacts on the targets, and the range of motivations are subjects that could receive further empirical study as part of the analysis and planning for reforms 191
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- Volume II/3 - Educational Finance
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Table of Contents A. Executive Summ
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Table of Tables Table 1 Adjustments
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Final Report, Volume II/3 Anthony.
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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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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 and 172: Table 5: Crude transition rates of
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
Page 179 and 180: 4.1.4. The percentages calculated f
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: Appendix 8 Program Structure of the
Page 201 and 202: Appendix 11 Results of Regression A
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