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 3. Recommendations 3.1. An approach to education finance reforms a. To achieve the objectives set out in the Constitution, new Education Bill, the SSPL, and education plans, some major changes are needed in the ways schools are financed. Some changes involve the overall amounts to be made available for basic education. These changes and related issues will be discussed in a separate section. This section will focus on describing a new system for distributing financial resources to schools for the delivery of basic education. The discussion is based on the premises that basic education will consist of the first 12 years of schooling, beginning from Grade 1, and that this education will be provided free of tuition and fees in government or private schools. These premises are consistent with the provisions of the Constitution and current drafts of the new Education Bill. The discussion is also based on the premise that basic education will take place in an administrative structure that is considerably more decentralized than at present. Since the finance system is an integral part of any administrative system, any new approaches must be consistent with this movement toward greater decentralization. b. The main objectives for the finance system are to provide resources in a way that promotes equity and promotes access to a high quality, efficient basic education for all students. To achieve these main objectives, the finance system must be appropriate to the wide variety of circumstances of schools and students in basic education. In addition, the system should support the Government of Thailand’s policy calling for greater parent involvement in education as well as encouraging increased support for education from households and other private sources. Attending to this considerable range of objectives calls for a system with the flexibility to deal effectively with widely different schools, students, and local circumstance. The plan described here is designed to meet these requirements, as well as to provide a strategy that is adapted to the problems of implementing significant reforms in government. c. The mechanisms for financing education are an integral part of the overall institutional, policy, and management structures of the educational system. Consequently, it is not feasible to develop meaningful reforms of the financial components of the system that do not affect many other components as well. Therefore the recommendations presented here go beyond simple finance provisions, but extend directly and indirectly into significant changes for the decision making and policy structure of education as a whole. For the financial reforms to be effective, they must be considered and if possible enacted in a coordinated fashion with the other reform initiatives. In preparing these recommendations, considerable dialog has been conducted with those involved in the other reform areas. Therefore some of this coordination has already taken place. The remaining coordination and adjustment of these recommendations with the other reform initiatives should be an integral part of the deliberations to 86
Final Report, Volume II/3 Anthony. Cresswell: Educational Finance UNESCO-PROAP TA 2996-THA Education Management and Finance Study July 1999 follow. That will help ensure an integrated and effective approach to these reforms. d. The knowledge that such coordination and integration will be necessary has guided this work in another way. These recommendations represent an approach to financing education that is intended to be both consistent with the other reform initiatives and adaptable to changes that may occur in the implementation of those other reforms. To achieve this objective requires that the recommendations be stated in a way that balances the need for adequate detail with that for adaptability. This suggests a presentation in sufficient detail to give clear direction for implementation without creating too rigid a model or set of procedures. The recommendations are consistent, hopefully, with that objective. 3.2. Financing basic educational programs a. Consistent with this systemic approach to finance reforms, it is recommended that the Royal Thai Government budget for the support of education should consist of five new program areas, reflecting a major shift in the Government’s approach to the financing of education. The program areas are: a.1. Basic Educational Support a.2. Educational Equalization Support a.3. Educational Quality Assurance a.4. Educational Research and Quality Improvement a.5. Educational Infrastructure Development Each program serves a distinctive purpose and consequently has a different finance mechanism. b. The first role is that of providing a major share of the basic financial support for education. Rather than providing a mix of direct financing and resources in kind (teachers, buildings, etc.), the basic support function should consist of financial support. In this way, the planned decentralized control of the institutions will include responsibility for converting the allocated financial resources into the staff, material, and other goods and services necessary to operate educational programs. The proposed mechanisms for the Basic Education Support (BES) program are described below. c. The second role is that of equalizing opportunity, expressed in the Educational Equalization Program. This program will also allocate financial resources, but in a way to enhance the educational opportunities for disadvantaged students and institutions. This second allocation process is therefore separate from the BES program. d. The third role is ensuring that high quality performance of the educational system at all levels is developed and enhanced. Therefore the Educational Quality Assurance Program will be a mix of central and provincial operations to assess and support both the management and instructional performance of educational 87
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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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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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