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 compared to 36.3 at the lower secondary and 35.9 at the upper secondary level. This represents an over 50 per cent higher staffing ratio for the lower level, which easily accounts for the budget differences. Table 8 - Budget allocation by level and expenditure type, 1998 (million Baht) Level Total Salary Emp Wage Remun. Utilities Capital Subsides Other Pre-prim/Prim 89,113.1 72.5% 0.5% 2.4% 0.5% 3.7% 20.2% 0.1% Secondary 50,311.6 51.5% 0.6% 11.3% 1.0% 22.0% 13.0% 0.6% Academic 34,261.3 59.4% 0.6% 5.8% 0.7% 16.4% 16.7% 0.4% Vocational 14,559.6 34.0% 0.7% 24.35% 1.7% 35.2% 3.1% 1.1% Other 1,490.7 38.7% 0.3% 11.0% 1.0% 21.4% 26.2% 1.4% Higher Educ. 33,986.1 34.9% 0.7% 7.1% 1.8% 36.6% 18.1% 0.8% University 32,159.8 36.7% 0.7% 7.4% 1.9% 38.3% 14.1% 0.9% Non-Degree 227.7 25.5% 2.2% 8.8% 0.2% 50.2% 13.2% 0.0% Other 1,598.5 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% 0.0% No def. By 2,940.9 30.9% 8.5% 35.4% 1.6% 15.9% 1.3% 6.5% Level Not Classified 20,633.6 0.0% 0.0% 0.0% 0.0% 3.5% 6.8% 89.7% Misc. 4,722.3 39.7% 0.6% 17.7% 2.8% 14.7% 19.6% 5.0% TOTAL 201,707.6 52.1% 0.6% 6.0% 0.9% 14.2% 16.4% 9.7% d. By contrast, the proportion of salary expense for higher education appears to be lower than would be expected in comparison to other higher education systems. Some of this situation appears to be a consequence of the mix of faculty by rank and qualification in the higher education level. MUA figures show only 11 per cent of public university staff with Ph.D. degrees and over 50 per cent with BA degree or lower. Similarly, the distribution by rank shows 50 per cent of staff at the rank of lecturer and less than 2 per cent at the rank of professor. e. The proportion of capital expenditure in the higher education level is also above what might be expected. Figures in the 10-20 per cent range would be more typical of higher education systems, except those that were undergoing periods of rapid expansion. This has certainly been true of the system in Thailand. Enrollments in higher education increased from 491,956 in 1991 to over 1.1 million in 1997. Better than doubling enrollment in a seven-year period would require substantial capital investment. This is apparently ongoing. But this still does not account for the high levels completely. For comparison, a similar, though somewhat slower expansion was occurring in Malaysia, with the increase from 1991 to 1996 from approximately 600,000 to 1,000,000 university students. Yet the capital expenditure for Malaysian higher education in 1995 was less than 10 per cent. 2.2.2.3. Public versus private schools a. There are marked differences between the expenditures in public versus private schools as well. These differences show that the available financial resources for the private schools in general are below those for the public schools in the basic education levels. (See Table 9 below and Table 7 above.) The total expenditure 58
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 levels for the public and private basic education levels are roughly comparable, with the largest difference between the primary levels, with the private level being approximately 26 per cent above the private, and the Upper secondary private about six per cent below the public. However, the total expenditure levels do not give a complete picture. The recurrent expenditure levels in the public schools are considerably above the private schools, with the reverse being true in the capital expense category. The capital expense levels are roughly equal to the recurrent expense in the private schools, an unusually high proportion for basic education. This is most likely a consequence of lower salary levels in the private schools, greater expense for development and expansion, and possibly higher levels of expenditure on equipment and other capital goods. b. The expenditure figures for the private schools are difficult to interpret due to the variation in the reputation and overall expenditure levels in this sector. Those familiar with the private schools report large variation in the academic quality, reputation, and resources available. Some elite private schools have very high perpupil expenditure levels, while other private schools have resources well below the mean for public schools. The evidence on pupil/teacher ratios in the public schools suggests that the variations among the public schools can be substantial as well. Therefore the relatively close comparisons between public and private schools shown here may be misleading in terms of equity and quality considerations. A more comprehensive analysis of expenditure per head, based on data from individual schools, would allow more precise identification of the areas where low quality and inequities may be serious problems. Such data were not available for this review. Table 9 - Expenditure per head by level and school type Current Exp. Capital Exp. Total Exp. Public Academic per head per head per head Primary 4,962 1,957 6,919 Secondary: Lower 5,933 3,173 9,106 Upper 8,919 3,643 12,562 Vocational 7,934 7,788 15,722 Diploma Rajamongkol Institute 11,082 8,925 20,007 Teacher College 12,943 14,870 27,813 Baccalauriate Rajamongkol Institute 13,567 9,745 23,312 Teachers College (2 yr) 5,319 8,571 13,890 Teachers College (4 yr) 10,592 7,657 18,249 Closed University 31,443 30,888 62,331 Open University 3,943 2,586 6,529 Private Academic Primary 3,892 4,821 8,713 Lower Secondary 4,613 4,751 9,364 Upper Secondary 5,993 5,817 11,810 Private University 5,648 4,222 9,870 Source: ONEC, School Finance Study, 1992 59
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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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Figure 18 Figure 19 Figure 20 Figur
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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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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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