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 b. Equity considerations are important elements in both the design for this review and in the policy and reform initiatives. The new Education Bill sets forth requirements for equity in resource allocation in multiple places: "Individuals shall have the right to receive education and to participate in the educational process and shall enjoy equal opportunities in lifelong learning without any discrimination, depending on his capabilities and interests."(§9 Ch. 2) "Persons with physical, intellectual, emotional, social, communication and learning deficiencies, those who with physical disabilities, and those destitute or disadvantaged or specially gifted; shall have the right to receive basic education similar to that provided for others or in appropriate forms in line with their needs and competencies as stipulated in ministerial rules." (§10 Ch. 2) "For budgetary allocations referred to in clause 1 [of §49], the State shall provide additional funds for those with physical, intellectual, emotional or social deficiencies, physical disabilities, the destitute or disadvantaged, those living in remote areas, the poor or the gifted or State special policy projects." (§49 Ch. 8) The basic policy approach to equity appears to be a combination of an equal basic entitlement to basic education support for all (the basic allocation) plus the additional funds referred to above for special needs or circumstances of various sorts. The Bill does not elaborate, however, on how these additional amounts are to be decided or allocated. The equity-related portion of this review will discuss these issues in the context of the overall finance scheme, but does not make specific recommendations about funding amounts for special needs or circumstances. 1.4.6. The role of the private sector a. A major element of the Government’s educational policy initiative is the mobilization of greater local and private support for education. This is reflected in sections of the new Education Bill: "Resources shall be mobilized from the State, local administrative organizations, educational institutions, and the private sector for utilization in the provision of education." (§48 Ch. 8) "The local administrative organizations shall allocate an appropriate portion of their income to match State grants for education funding." (§52 Ch. 8) "Individuals or legal entities donating properties for educational purposes shall receive tax exemption for the values of such properties. The taxes for real property transfer shall also be exempted as provided by the law." (§55 Ch. 8) 38
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 b. These initiatives are more than attempts to increase educational funding, or reduce the burden on the Central Government, though they can certainly have that effect. Much of the discussion and written rationale for increasing educational financing as private support is aimed at increasing feelings of ownership and greater involvement in education. By this reasoning the education system is currently seen as the Central Government’s problem or responsibility, since it pays most or all of the bills. This is thought to promote lack of concern and commitment on the part of parents and local communities. These initiative are designed to involve parents, local authorities, and parents more directly in the financing of the schools, thus increase their overall involvement and commitment to education, which intern leads to overall quality improvements. The analysis of these issues and initiatives undertaken here will concentrate primarily on the feasibility of achieving significant increases in such local and private financial support for education, not the impacts on attitudes and commitments. 39
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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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