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 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
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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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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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