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 the perceptions of these school heads are accurate, the prospects for large or immediate increases in private support directly to schools appear to be slim. In some cases, of course, school heads were very optimistic, predicting as much as a 200 per cent increase from sources. But these answers were very rare and do not indicate widespread expectation of significant increases. Table 13 - School head's estimates of possible increase in private support Number estimating 10% Source of Support or more increase possible* Possible Increase in Support from Individual Parents (%) 77 Possible Increase in Support from Festivals and Events (%) 46 Possible Increase in Local Government Support (%) 35 Possible Increase in Support from Temple or Monastery (%) 27 Possible Increase of PTO Support (%) 25 Possible Increase in Support from Patron or Sponsor (%) 25 Possible Increase in Local Business Support (%) 20 Possible Increase in Alumni Support (%) 18 Possible Increase in School Foundation Support (%) 14 Possible Increase in Support from Other Sources (%) 10 Possible Increase in Support from NGO's (%) 9 Possible Increase in Earnings from Sales/Rents (%) 8 Possible Increase in Support from International Donors 3 * Number out of 625 possible respondents d. The overall record of private support for the schools does, however, reveal some grounds for optimism. Clearly some schools are extremely successful in mobilizing resources from the private sector. In site visits to several schools the project team found school heads had developed very creative and successful strategies for obtaining additional resources. These administrators demonstrate that such tactics can be successful, even if they are not yet widely practiced throughout the school system. And some schools are in such impoverished environments that even the most creative and energetic administrator may be unsuccessful in mobilizing significant funds. Therefore if the Government wishes to pursue a strategy of increasing private sector support, at least two strategies are needed. One would provide training, incentives, and support for school administrators to mobilize new support. The other would be to provide substantial government support to increase the resources available to those schools where private funding cannot be increased. Some approaches to these strategies are discussed in the recommendations section. 2.4. Issues of Equity a. Providing equitable access to quality education is a basic policy goal of the Government (discussed in detail at above:section 2.13). This section assesses evidence of how well the current finance system promotes those goals. The approach combines attention to two basic views of the meaning of equity: fairness based on equal treatment and fairness based on equalization of 70
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 opportunity to compensate for disadvantages. The assessment includes consideration of resource allocations across levels of education and across geographical divisions. It also examines commonly used indicators of access and, where available, of the performance of the educational system. This approach does not depend on some comprehensive or absolute definition of what is an equitable system. Instead, it provides indications and insights into inequities in the financial arrangements for education, and can point directions for policy initiatives and reforms to move toward greater equity. b. One important source of inequity in educational opportunity is the low social or economic status and resources of families. The relationship between family or private resources and school resources was shown in the section on private support above. This preceding part of the analysis shows that substantial variations exist in the provision of private resources to education, and that these variations are closely related to family and province or regional resources. That is, the availability of private financial resources is demonstrably lower in disadvantaged areas or among economically disadvantaged families. This general pattern is relieved in important instances by charity schools or other sources of philanthropy that greatly increase the resources available for some otherwise disadvantaged children. But it appears that these positive examples are too few in number to balance the wide variations in family and community resources. c. Educational finance policies are not effective tools for directly equalizing differences in family, community, or provincial wealth. But these policies can be effective in improving the equity in the components of provision of education over which the Government has direct control: allocations of resources to schools. That is, it is common in educational systems for inequities to arise as a result of resource allocation practices and policies of the Government. Other inequities have their roots in the varying wealth or availability of economic resources in different areas of the country, such as urban vs. rural. And others are a result of the social and economic circumstances of families and households. Educational finance policies and practices are not effective at direct reduction of inequities resulting from these latter two sources. Therefore this analysis concentrates on the resource allocation aspects of equity in educational opportunity. d. The two aspects of resource allocation to be examined: budget allocations and allocation of teachers. Allocations of these two kinds of resources are linked in important ways, but are not the result of the same Government policies or decision processes. Budget allocations control the flows of funds to the parts of the system, but teacher allocations are not a direct part of the budget decision making process. The teaching force available in any school, province, or region is the result of many past budget decisions, and the transfers of teachers among schools according to personnel policies and decisions at various levels (section 2.1.4.6 above). Therefore the examination of equity in terms of financial and teacher allocations are treated separately. 71
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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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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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