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 Figure 22 - Secondary school transition rates by region Secondary School Transition Rates by Region 100.0 95.0 90.0 Transition Rate (%) 85.0 80.0 75.0 70.0 Tr. Rate L. Sec. Tr. Rate U. Sec. 65.0 60.0 central northeast northern southern Total 2.5 Student count allocation mechanisms: implications for equity and efficiency 2.5.1 The Student Count Allocation concept a. Proposals for funding education through per head allocations to any school are usually based on two separate but related arguments. One is an efficiency argument: that providing parents and students with easily exercised choices among schools will introduce or enhance a kind of product market for schooling, with each supplier competing with the others for students as customers. In summary form, this argument holds that the competition for students in this market will lead schools to offer higher quality education and control costs, thus making the system more efficient and effective. The other is an equity argument: that educational opportunity is inequitably distributed in the society, due primarily to large variations in parent’s ability to purchase high quality educational opportunities for their children. Richer parents can afford private schools, or to move or send their children to attend better public schools. Poorer parents cannot afford private schools and are less able to move or send their children to better public schools. Therefore children of poor families must attend whatever school is readily available, irrespective of its quality, thus restricting their educational opportunities. A finance system which supports public and private education equally has the effect of allowing poor parents to “purchase” higher quality private education, thus improving their children’s educational opportunities, and increasing the overall equity in the system. b. While the equity and efficiency goals of such a scheme are certainly desirable, the scheme’s ability to produce such results requires careful analysis. The success of such a scheme depends in part on the validity of a large number of assumptions 78
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 implicit in these arguments. Those assumptions must be examined in detail. The success of a family choice finance scheme also depends on the capacity of the system to implement it in a way that is likely to produce the desired results. This capacity should also be carefully examined and tested to ensure feasibility. An approach to both of these tasks is outlined as part of this review. It begins with a discussion of the assumptions and details of the arguments for educational vouchers. 2.5.1.1. The Equity Argument a. The basic premise of the equity side of the argument is that giving poor parents a free choice of schools to attend will allow them to obtain greater educational opportunities for their children by choosing the best available school, public or private. It is therefore necessary to examine the degree to which a child’s educational opportunity is likely to be affected by allowing a free, or heavily subsidized choice of schools. There is, in fact, a large body of evidence, from research in many countries, that the financial inputs to schooling have very little independent effect on children’s achievement (See, for example, Levin, 1997). This generalization is less accurate in developing countries, however, where the availability of books has been shown to be quite important. It has also been shown fairly consistently that students in private schools do not perform appreciably better than those in public schools, after a number of social and economic factors have been taken into account. These include the parent’s education levels, overall income, occupation, and the social makeup of the school. These tend to be much stronger influences on student performance than those under the control of the school. And it is these other factors that are not likely to be strongly affected by a finance scheme that allows greater choice, particularly parent’s education levels and overall income. b. The best approach to an analysis of the equity argument for this finance scheme is based on the premise that inequities in educational opportunity arise from different, but interacting sources. To be successful, a choice policy must recognize and deal with these sources effectively. Therefore it is necessary for a choice scheme to have some effect on the sources of the variations that underlie inequity in educational opportunity. One source, perhaps the most important, is variation in the family’s ability to pay for education. Another is variation in the family’s ability to provide non-financial resources necessary for their children to profit from schooling. These include their genetic endowment, health and nutrition, parent’s ability to participate and assist learning, their enthusiasm and encouragement for achievement, discipline, willingness to provide a rich learning environment in the home, etc. Other factors involve the characteristics of the educational and external environment which affect educational opportunity, but which are outside the direct control of individual families. One group of these factors includes the social and educational climate of the school, and the technical quality of the school itself. The other reflects the community’s and society’s value for education. For convenience, these four groups of factors will be referred to as family financial factors, family non-financial factors, school factors, and context factors. 79
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:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36: Final Report, Volume II/3 Anthony.
Page 85: 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

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

Delete template?

Save as template?