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 resources are developed and maintained, they will provide a sound base for continued improvement in the overall information environment. c. Maintaining skilled technical and professional personnel in the information technology field is not a simple task for government. The demand for these skills and abilities is quite high in the private sector, resulting in wage rates generally well above government levels. This can lead to a “brain drain” of IT staff from government agencies that makes it difficult to maintain and develop information systems and resources. A compensation and recruitment policy to address this problem is a necessary part of any information systems plan. d. Some areas of the education system are demonstrating a capacity to put these information resources to use in policy and management-related analysis. Simply collecting and processing large volumes of information is of little use in guiding a complex system of education. Sophisticated techniques are required to analyze and present results in ways that speak to critical issues and plans. Evidence of the capacity to perform these tasks is found in publications of the Office of the National Education Commission (ONEC), for example, on Educational Finance and on educational indicators bring together information from many sources to yield analyses for major policy and management issues. In addition, the Ministry of Education has recently developed the information base to participate in an OECD pilot project. This project supports new countries contributing data to the OECD Indicators publications, providing more valuable analyses for tracking and comparing educational systems and developments. These products illustrate the conceptual and management capacity in place to make good use of available information resources. 2.6.2. Problems in the information environment a. Making full use of available information for educational finance requires the capacity to select, integrate, analyze, and interpret effectively. This capacity is not well developed in the information environment for educational finance. In order for policy makers and managers to build this capacity to a desirable level, it will be necessary to overcome some substantial problems in the organizational and technical environment in which finance information is produced and used. This section describes these problems as a background for recommendations for development strategies. b. The principal problem interfering with full and effective use of finance information is what is usually called a “stovepipe” approach to information resources. The term refers to the long pipe often used to vent smoke from a stove, passing up through the ceiling. Each stove has it’s own pipe. Smoke doesn’t mix across pipes, and the only view in a stovepipe is straight up or straight down. This image accurately describes the movement of information, financial and otherwise, in the educational system. The Ministries and Departments within Ministries maintain their own information flows down to the lower levels, and up from them in separate “pipes.” The information in one pipe does not mix with that from any other, and what the information tells the analyst or interpreter applies only to what happens up and down that pipe. In this kind of system, bringing information 84
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 together to deal with integrative or system-wide questions is very difficult. Unless sufficient resources and organizational capacity are invested in overcoming these difficulties, system-wide questions, overall assessments, and questions of effectiveness and efficiency cannot be adequately dealt with. For example, the ONEC produced an excellent integrative report on educational system indicators and performance in 1993. It was so difficult and time consuming to find and integrate the information necessary to complete this report that it has not been updated. c. Another aspect of this dispersed approach is the absence of central coordination of educational statistics. The nominal responsibility for this coordination function lies with the ONEC. But the full authority and resources to perform this task are not available. Instead, there is a wide range of useful but not necessarily compatible or integrated reports. The Ministry of Education produces an annual summary of educational statistics. The ONEC produces numerous ad hoc reports, and the BOB and NESDB produce financial reports and ad hoc analyses. The Ministry of Education maintains a Web site with current data on it as well. But these separate resources add more to the volume than to the analytical utility of available information. d. The lack of coordinated statistics is accompanied by the lack of assessment information. There is no readily available, authoritative, timely, consistent source of performance information about school performance and quality. The lack of this kind of information limits the ability of students and parents to make informed choices of schools and limits the management and policy development functions of school administration. 85
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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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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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