Educational Finance in Thailand - UNESCO Bangkok

More documents

Recommendations

Info

Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 c. The differences between public and private sectors are much more pronounced in higher education. Expenditures per head in the closed (highly selective) universities is more than six times that in the private universities. In contrast with basic education, the level of capital expenditure in the private higher education sector is considerably lower than in the public. Only the Open Universities has lower expenditure levels for either recurrent or capital categories. Given the large enrollment, largely part-time nature of the Open Universities, this expenditure level is not surprising. What these data show clearly is a three-level higher education system. The closed universities operate with three to six times the resources levels of the rest of the sector, making them clearly separate in financial terms. The differences among the remaining institution types are less pronounced, but the remaining public institutions are still well above the private, making them the middle level in terms of resource endowment. The private university system is the low finance level, roughly on a par with private upper secondary expenditure levels. d. Higher education systems in most countries show wide differences in expenditures per head, so these differences in themselves are not necessarily a policy problem. However the relationship between the sources of the finances and the beneficiaries raises a question of equity. The data on the income levels of the families of students in these different institutions indicates that higher education in general serves families with considerably higher income than the population as a whole (see Table 7 above). There is a fairly consistent pattern of higher levels of education serving higher income populations, with students from the highest income segment of the population attending private higher education and upper secondary levels. This suggests that the higher education system is less open to lower income students, in part no doubt because they received lower quality basic education and do not qualify for admission, and in part because they cannot afford to attend. To the extent that this is true, the higher education system is less of a mechanism to promote access to education and educational opportunity, and more a mechanism to reinforce the existing patterns of wealth and status in the society. This latter outcome would be quite inconsistent with overall policy goals and principles of equity. 2.2.3. Local Revenue and Expenditure 2.2.3.1.. Local revenue sources a. One of the stated goals of current reform initiatives and responses to the financial crisis is to stimulate greater support for educational from local resources. It is therefore necessary to examine the degree to which local resources now support educational programs and the local capacity to expand that support. In this context, the term “local resources” can include both public and private sources. The contributions of private sources are reviewed in the following section. Attention is given here to the local government contribution to educational financing. b. Support for public (government) schools currently comes from multiple sources. The largest proportion is from the Government budget. Overall, ONEC 60
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 estimates that 83 per cent of the total budget for schools is from the central Government, with approximately one percent from local sources, approximately 15 percent from private funds, and the remainder from foreign or international donor funds. 13 The proportions for municipal schools (BMA and the other municipalities) are different, since these schools receive substantial funding from municipal sources. For these schools, approximately 24 per cent of educational revenues are from local taxation and an additional one per cent from miscellaneous sources, leaving 75 per cent support from the central Government. Bangkok (BMA) is by far the largest municipality, operating 430 schools under its jurisdiction, with an estimated 1998 education budget of 1.8 billion Baht (BMA Education Department figures). These municipalities also receive subsidies directly from the Central government, with the BMA anticipating approximately 7.7 billion Baht in subsidies for 1998. c. The revenues from local tax sources are generated from several sources. Municipalities may levy an ad valorem property tax on buildings, vehicle license fees, fees for certain economic activities (such as animal slaughtering, sign boards, liquor sales, etc.), and a surcharge (1 per cent) of the VAT tax collected by the central Government. These can be substantial sources of revenue for the municipalities, and do support education. However the municipal schools enroll only about six per cent of the total for Thai schools. So the role of local revenue for the overall education system remains quite small. The revenue-raising mechanisms and capacities of the municipalities do provide, however, a potentially useful model for how other local revenues could be generated for the support or education in some more developed areas. 2.3. Private educational expenditure a. Government expenditure represents only part of the total investment in education. This is recognized in current policy and reform proposals, which advocate measures to increase the proportion of educational expenditure coming from private sources. Therefore this analysis recognizes the importance of this part of the educational finance picture and has examined the available evidence on current private expenditures. The examination includes estimates of overall expenditures from households and other non-Government sources and the implications of these patterns for equity in educational opportunity and potential for revenue increases. b. These estimates are based on examining the flow of private resources from two perspectives: that of the households and families that supply the funds, and that of the schools that receive the funds. The estimates of household outlays are based on two sources of data: a survey of approximately 5000 households conducted by the ONEC in 1997, and the results of the 1996 National Social Survey, employing a sample of approximately 25,000 households. The estimates of school revenues from private sources are based on a sample survey of over 600 schools conducted as part of this project. A description of the school survey is found in the Appendix 3. 13 Presentation by Dr. Nongram Setapanich, Sept. 12, 1998. 61
Page 1 and 2:
- Volume II/3 - Educational Finance
Page 3 and 4:
Table of Contents A. Executive Summ
Page 5 and 6:
Table of Tables Table 1 Adjustments
Page 7 and 8:
Figure 18 Figure 19 Figure 20 Figur
Page 9 and 10:
Final Report, Volume II/3 Anthony.
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18: Final Report, Volume II/3 Anthony.
Page 67: Final Report, Volume II/3 Anthony.
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
mission and operations. The term
Page 125 and 126:
The information requirements for fi
Page 127 and 128:
Table 1: Continued Dept. Flow of Re
Page 129 and 130:
Table 1: Continued Dept. Flow of Re
Page 131 and 132:
Description and assessment of compu
Page 133 and 134:
Table 3: Existing computer systems
Page 135 and 136:
Table 3: Continued Current existing
Page 137 and 138:
Description of flows of financial i
Page 139 and 140:
(teachers, facilities, etc) if data
Page 141 and 142:
Table 4: Continued. Content of curr
Page 143 and 144:
Table 5: Assessment of information
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 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 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
show all

Educational Finance in Thailand - UNESCO Bangkok

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?