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 Figure 20 - Primary expenditure and student: teacher ratios by province wealth quartiles Primary Expenditure Per Pupil and Student: Teacher R atio by Province W ealth Q uartiles 25.00 20.00 15.00 10.00 5.00 0.00 lowest 2 3 highest Total Province W ealth Q uartiles Student/Teacher Ratio Expenditure (1000's) e. Other resource allocation patterns are more wealth neutral by comparison. The allocation of teachers among regions was examined to show relationships to relative wealth. Those comparisons are shown in Figure 21 below. The student teacher ratios for secondary levels are virtually equal across the regions, while there are substantial relative wealth among them. There is a bit more variation in the primary level student/teacher ratios, particularly between the northern and southern regions, with approximately 20:1 and slightly over 25:1 respectively. While significant in terms of financial implications, differences of this magnitude in class sizes are not likely to be important in educational terms. It is clear from Figure 21 that teacher allocation patterns are neither equalizing nor disequalizing relative to regional wealth. f. Equality of educational opportunity can also be reflected in the performance of the students or schools. In the absence of a national standardized achievement testing program, it is not possible to compare achievement among schools or provinces. However, the rate at which students successfully move up the levels of the educational system is a rough but meaningful indicator of the distribution of educational opportunity, not in terms of resources, but in terms of performance. It is therefore of some use to examine a comparison of transition rates across provinces in the similar way as with resource allocation. For these purposes the transition rates for lower and upper secondary were chosen. Such a comparison is likely to reflect variations in educational opportunity, since the transition rates overall from primary to lower secondary are quite high, but there is a substantial drop off from lower to upper secondary. Thus there is less likely to be substantial variation among provinces in primary-lower secondary transition rates. But larger 76
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 variations in the lower-upper secondary transition are possible, and could reveal problems of inequity. Such an indicator can also be useful as way of identifying areas where additional resources can be allocated to compensate for lower educational opportunity or performance. The results of one analysis done to test this approach are shown in Figure 21 below. Figure 21 - Students per teacher and wealth by region Students per Teacher and Wealth by Region Students/teacher 40 35 30 25 20 15 10 5 0 central northeast northern southern Total Stu/Tchr-Prim Stu/Tchr-U. Sec. Stu/Tchr-L. Sec. Gross Prov. Prod/capita 160 140 120 100 80 60 40 20 0 Gross Prov. Product/capita g. The differences observed between primary-lower and lower-upper level transition rates are substantial, suggesting important disparities in educational opportunity. The range of almost 20 per cent between the lowest (Northeastern) and highest (Southern) rates is too large to be attributed to chance. Since the other three regions are roughly equal, the disparity between the high and low cases appears to represent some marked difference between the educational and socioeconomic conditions of these two regions. The difference cannot be attributed to variations in the resources allocated to the educational system, as the foregoing analysis shows. Nor is the basic wealth disparity between these two regions the greatest in the country. It is more likely that some combination of the social and economic conditions with the programs or operations of the schools combine to produce these large disparities. Since there are no apparent financial causes of this particular inequity problem, it is not analyzed further here. Rather it is presented to illustrate that problems of inequity in educational opportunity may not be directly caused by financial allocation policies. But the policies can be shaped to reduce or compensate in part for the negative impact of social and economic conditions on educational opportunity. 77
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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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Page 33 and 34: Final Report, Volume II/3 Anthony.
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Page 123 and 124: mission and operations. The term
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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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