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 2.4.1. Financial equity Overall, there do not appear to be gross or systematic inequities in the allocation of educational resources to basic education across provinces or regions. With the exception of the specific instances discussed below, the existing financial policies appear to be adequate in providing roughly equal budget and teacher resources across provinces and regions. Where there are important differences in the allocation of these resources, however, some of the differences serve to aggravate rather than ameliorate the existing economic disparities. That is, there are notable instances where budget and teacher allocations are lower to regions or provinces with lower income or wealth levels. And overall, the finance system does not appear to be effective in equalizing or compensating for these provincial or regional disparities. 2.4.1.1. Within basic education a. The budget allocation process, based at it is on enrollment-linked formulas, should produce roughly equal per student allocations by province. Evidence of inequity in these basic allocations would be indicated by an allocation that deviated substantially from that predicted by enrollment. The primary budget allocation relative to enrollment by province shows (Figure 18 below) that with few exceptions the allocations track with enrollment. In Figure 18 each point on the plot represents one province’s primary education enrollment and budget allocation for 1997 (the latest year for which complete data were available). The line represents a statistical prediction of what the budget allocation should be based on enrollment (linear regression). The fact that almost all of the province points fall near or on the line shows that the basic enrollment driven allocations produce roughly equal per-pupil allocations across provinces. Of course, considerable variation within provinces could exists, but could not be analyzed due to lack of school or district-level budget allocation data. b. There are some provinces that show departure from the pattern of roughly equal per pupil primary allocations. These are shown in Figure 18 by a number next to the plotted point for that province. The names and regional location of those provinces are shown in Table 14 immediately following Figure 18. It is not clear from the available budget or staffing data why these provinces have disparate funding levels. As the table shows, the staffing levels at the primary level do not account for the disparities, nor did an examination of other budget allocations, such as for capital allocation or temporary wages, explain the variations shown. Since these disparities are not large or systematically related to the location or economic level of the provinces, they are not immediate policy issues to be treated further here. 72
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 Figure 18 - Primary budget allocation relative to enrollment by province Predicted and Actual Primary Expenditures by Province 5,000,000,000 Primary Allocation (1997) 4,500,000,000 4,000,000,000 3,500,000,000 3,000,000,000 2,500,000,000 2,000,000,000 1,500,000,000 1,000,000,000 500,000,000 - 30 15 34 7 4 0 50,000 100,000 150,000 200,000 250,000 300,000 12 Number of Primary Students 63 Table 14 - Data for provinces with disparate primary financing 14 Province Code Province Region Primary Stud/Tchr 4 Samut Prakan Central 34.8 7 Narithawat Southern 43.5 12 Nakhonsithammarat Southern 25.2 15 Phuket Southern 30.7 30 Sing Buri Central 17.9 34 Kamphaengphet Northern 21.1 63 Nakhonratchasima Northeastern 23.5 2.4.1.2. Equity and resource allocation by region and wealth of provinces a. Another aspect of equity in resources allocation concerns the degree to which the results compensate for economic or other disadvantages in the society. A roughly equal allocation pattern may be considered one form of equity, but it does not have any equalizing impact relative to economic disparities. To examine the possible equalizing effects of the resource allocation process, the distributions by 14 The English spelling of province names is not consistent among various publications and Government sources consulted in this project. For consistency in this report, the spellings found in the Government publication Thailand in the 90’s are used throughout. 73
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:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30: Final Report, Volume II/3 Anthony.
Page 79: Final Report, Volume II/3 Anthony.
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

Create successful ePaper yourself

Delete template?

Save as template?