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Thailand Voucher Schools

Activity

A Principal Investigator (PI) had started to collect the following documentation on policies and laws:

• National Education Act of 1999

• Private Schools Act 2007

• Section 81 of the 1997 constitution of the Kingdom of Thailand

The Principal Investigator has come down with an unknown illness and was unable to complete the benchmarking exercise. Their notes are included in the handout (they are not particularly structured). Please use these notes to fill out the EPS rubric for Thailand voucher schools and benchmark Thailand against the 4 policy goals.

You have 45 minutes; please work in your team to complete the exercise.

Principal Investigator Notes

Education in Thailand is regulated by the Education Act of 1999, which establishes that all children should compulsorily study for nine years—six years of primary plus three years of lower secondary (Table 1). Private education is governed under the 2007 Private Schools Act. The system is divided into 185 Education Service Areas (ESA) in 76 Provinces. Universal completion of secondary education is one of the main goals. School-life expectancy is 12.3 years of education, which means that, on average, all students should finish secondary school (UNESCO (2011).

Table 1: Thailand school system structure

Age Grade Level of Education

3-5 Pre-School

Pre-Primary

6-11 1-6 Primary

12-14 7-9 Lower Secondary

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The Office of the Private Education Commission (OPEC) is responsible for formulating policies, rules and regulations concerning private education matters. Government funded private schools follow the same primary and secondary curricula as public schools. The curriculum is developed centrally by the Office of Basic Education Commission (OBEC) with some modifications allowed at the local level. Student learning is assessed in all grades using non-standardized testing, with four assessment levels: excellent, good, pass, and fail. Ordinary National Educational Test (O-NET) standardized tests take place each year at Primary 6, (grade 6) secondary 3 (grade 9) and secondary 6 (grade 12). O-NET comprises of 8 major subject areas according to the national education curriculum: (1) Thai Language; (2) Mathematics; (3) Science; (4) Social Science, Religion and Culture; (5) Health and Physical Education; (6) Art; (7) Career and Technology; and (8) English. In 2000, Thailand created the Office for National Education Standards and Quality Assessment (ONESQA), which is in charge of developing methods and criteria for assessing learning outcomes. In addition, Thailand participates in the Trends in International Mathematics and Science Study (TIMSS) and in the Program for International Student Assessment (PISA). Results from O-NET, ONESQA, TIMMS and PISA are used regularly for improving policy. Government does set standards for what students need to learn, by when, and how well.

Schools pay an ongoing certification fee only.

School registration guidelines are available from the Government.

Involvement in inspections: To arrange personnel, institution’s council, parents and those associated with institution to provide additional information relevant to function on ONESQA’s request, or external assessors certified by ONESQA entrusted with EQA task.

15-17 10-12 Upper Secondary Lower vocational & technical education

18-21 13-16 Undergraduate Tertiary vocational

22+ 17+ Graduate studies

Source: Ministry of Education

Schools are allowed to select students based on academic performance or geography.

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As stipulated in Section 81 of the 1997 constitution of the Kingdom of Thailand, a national education law is required; hence the drafting of the 1999 National Education Act, which became effective on August 20, 1999. Chapter 6 of the Act on Education Standards and Quality Assurance mandates establishment of the Office for National Education Standards and Quality Assessment (ONESQA), enjoying the status of a public organization. The announcement for establishment of The Office was subsequently published in the Government Gazette, Vol.117, Section 99A on November 3, 2000. The Office therefore became operational on the following day.

Similar to the operation of other concerns, education provision needs administrative and managerial principles for the entire cyclical functioning. It has been well recognized that evaluation is indeed and essential step for feedback information, which provides us with the basis for assessing the extent of target achievement. It also enables us to identify weaknesses or problems for which remedial measures are needed so as to facilitate subsequent planning and actions required to achieve the goals effectively and efficiently.

It is hence crucial that the importance of evaluation be recognized, particularly quality assessment by an external and neutral body. Such mechanism will provide meaningful assessment. It also gives all agencies responsible for education provision from those at the national level to the smallest - i.e. educational institutions and classrooms, the incentives for self-evaluation so that the quality of education will be continuously enhanced.

Schools are provided information on the allocations to be transferred to them less than 1 month before the start of the academic year

The school has the legal authority over the management of school operating budgets without final review from central authorities

Sanctions include additional monitoring/ warnings and are administered based on the results of school inspections or performance on standardized exams.

Schools must have certain amount of outside space, separate science labs for each subject, own their land and buildings. Awaiting confirmation from government on specific specifications.

ONESQA

2001-2005: First round 39,712 institutions • Developed EQA’s standards and indicators for 3 levels: basic, vocational, and higher education; • Established factual baseline data and information for the improvement of EQA procedure; • Trained assessors, and disseminated knowledge to institutions to get ready for EQA. 2006-2010: Second round 39,712 institutions - 41,500 institutions to carry out IQA to prepare for EQA, - 500 external assessors for higher education, - 600 external assessors for vocational education, and - 5,000 external assessors for basic education. 2011-2015: Third round 61,510 institutions

Central government has legal authority to set minimum standards for teachers.

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The private schools that are funded by the Government receive around 45% of their funding from Government sources. These schools rely on education fees to make up the shortfall in funding (Figure 1). OBEC schools are public schools with government budget over 85% of all funding.

Figure 1: Sources of funding for different types of schools in Thailand*

Source: World Bank (2012)

*BMA (Bangkok Metropolitan area), OBEC1 (Office of Basic Education Commission, secondary schools), LOC (Local Education Administration), VOC.2 (Vocational schools 2), OBEC2 (Office of Basic Education Commission primary school with extended secondary curricula); VOC.1 (vocational schools), PRIV (private schools), and SATIT (Secondary school run by universities)

Parental choice is restricted by compulsory monetary parent contributions which if not paid prohibits the child from attending the school.

All educational institutions shall receive Education Quality Assessment (inspection) at least once every five years and EQA results shall be submitted to relevant agencies and made available to the public. To arrange personnel, institution’s council, parents and those associated with institution to provide additional information relevant to function on ONESQA’s request, or external assessors certified by ONESQA entrusted with EQA task.

Regular information is provided to parents BUT IS NOT on disaggregated (by school, socioeconomic background, gender, other types of disadvantage, etc.)

The school (school principal, school council, parent association etc.) has the legal authority to appoint and dismiss teachers without review by central authorities

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The government allows community, not for profit, faith based, for profit organizations to operate schools. Schools are restricted to teaching the core curriculum and have limited ability to tailor the curriculum to meet the needs of the specific students they teach. Government sets class size restrictions at the primary and secondary levels.

Schools are able to set teacher salaries depending on school operating model and local conditions.

Internal audits monitor efficiency and effectiveness in utilization of educational budget allocations in line with the Principles of Education, National Educational Guidelines and educational quality and standards required; - Institution has to observe the Ministerial regulations on criteria and procedures for auditing, following-up, and evaluation. Term for auditing is specified

Schools are required to develop a school improvement plan and monitor their progress through self-evaluation. Inspectors also follow up to check implementation and improvement.

Policy outlines information interventions to targeted disadvantaged groups.

No incentives are given for new schools to enter the market.

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Policy Goal Indicator Latent=1 Emerging=2 Established=3 Advanced=4 Score

Enco

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1.Teacher standards

Central government has legal authority to set minimum standards for teachers.

Regional or municipal government has legal authority to set minimum standards for teachers with final review from central authorities.

Regional or municipal government has legal authority to set minimum standards for teachers without final review from central authorities.

The school has legal authority to set their own teacher standards without final review from central authorities.

2.Teacher appointment and

deployment

Central government has the legal authority to appoint and deploy teachers.

Regional or municipal government has the legal authority to appoint and deploy teachers. Appointments are subject to final review by central authorities.

Regional or municipal government has legal authority to appoint and deploy teachers without review by central authorities.

The school (school principal, school council, parent association etc.) has the legal authority to appoint teachers without review by central authorities.

3.Teacher salary

Central government has the legal authority to determine teacher salary levels.

Regional or municipal government has the legal authority to determine teacher salary levels with final review by central authorities.

Regional or municipal government has the legal authority to determine teacher salary levels without review by central authorities.

The school has the legal authority to determine teacher salary levels without review by central authorities.

4.Teacher dismissal

Central government has the legal authority to dismiss teachers.

Regional or municipal government has the legal authority to dismiss teachers with final review by central authorities.

Regional or municipal government has the legal authority to dismiss teachers without review by central authorities.

The school has the legal authority to dismiss teachers without review by central authorities.

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5.Curriculum delivery

Central government has the legal authority over how the curriculum is delivered.

Regional or municipal government has the legal authority over how the curriculum is delivered with final review from central authorities.

Regional or municipal government has the legal authority over how the curriculum is delivered without final review from central authorities.

The school has the legal authority over how the curriculum is delivered without final review from central authorities.

6.Classroom resourcing

Central government has the legal authority over how resources are allocated to the classroom (class size)

Regional or municipal government has the legal authority over how resources are allocated to classrooms with final review from central authorities (class size)

Regional or municipal government has the legal authority over how resources are allocated to classrooms without final review from central authorities (class size)

The school has the legal authority over how resources are allocated to classrooms without final review from central authorities (class size)

7.Budget autonomy

Central government has the legal authority over the management of school operating budgets.

Regional or municipal government has the legal authority over the management of school operating budgets with final review from central authorities.

Regional or municipal government has the legal authority over the management of school operating budgets without final review from central authorities.

The school has the legal authority over the management of school operating budgets without final review from central authorities.

Score Encouraging innovation by providers (Average of 7 policy indicators)

Latent: 1.00 – 1.50

Emerging: 1.51 – 2.50

Established: 2.51 – 3.50

Advanced: 3.51 – 4.00

Ho

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1.Student standards

Government does not set standards on what students need to learn and by when.

Government does set standards for what students need to learn, but there is no indication of by when or

Government does set standards for what students need to learn and also indicates either by when or how well they need to be learned

Government does set standards for what students need to learn, by when, and how well

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how well

2.Student assessment

Students do not take standardized tests.

Standardized tests are administered in select grades, but not annually.

Standardized tests are administered in select grades annually.

Standardized tests are administered in select grades annually, and results are disaggregated by school, socioeconomic background, gender and other types of disadvantage.

3.Financial reporting

Government does not require schools to report on the use of public funds as a condition for the continuation of funding.

Government requires schools to report on the use of public funds as a condition for the continuation of funding but ad hocly/ no standard term.

Government requires schools to report on the use of public funds as a condition for the continuation of funding during a standard term.

Government requires schools to report on the use of public funds as a condition for the continuation of funding during a standard term with greater monitoring of schools that have failed to adhere in the past.

4.Inspection

Government does not require schools to undergo an inspection.

Government requires schools to undergo an inspection but ad hocly/ no standard term.

Government requires schools to undergo a standard term inspection.

Government requires schools to undergo an inspection, and frequency of inspection depends on results of previous inspection.

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5.Improvement planning

Not applicable if the government does not require schools to take part in inspections.

Inspection reports include strengths and weaknesses of the school.

Inspection reports include strengths and weaknesses of the school and specific priorities for improvement.

Inspection reports include strengths and weaknesses of the school. Specific priorities for improvement and schools are required to submit a school improvement plan following the inspection.

6.Sanctions and rewards

Sanctions are not administered based on the results of school inspections or performance on standardized exams.

Sanctions include additional monitoring/ warnings and are administered based on the results of school inspections or performance on standardized exams.

Sanctions include additional monitoring and fines are administered based on the results of school inspections or performance on standardized exams. Rewards may also be used.

Sanctions include additional monitoring, fines and as a final measure school closures based on the results of school inspections or performance on standardized exams. Rewards are also used.

Score: Holding schools accountable (Average of 6 policy indicators)

Latent: 1.00 – 1.50

Emerging: 1.51 – 2.50

Established: 2.51 – 3.50

Advanced: 3.51 – 4.00

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Emp

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1.Information

No information is provided to parents on the results of standardized exams or inspection reports

Ad hoc information is provided to parents on standardized exam results or inspection reports

Regular information is provided to parents on standardized exam results or inspection reports

Regular information is provided to parents on disaggregated (by school, socioeconomic background, gender, other types of disadvantage, etc.) standardized exam results and inspection reports from a variety of sources. Policy outlines information interventions to targeted disadvantaged groups

2.Voice

Not applicable if the government does not require schools to take part in inspections.

Neither students nor parents are interviewed as part of an inspection process.

Students or parents are interviewed as part of the inspection process.

Student and parents are interviewed as part of the inspection process.

3.Selection

Schools are allowed to select students based on both academic performance and geography.

Schools are allowed to select students based on academic performance or geography.

Schools are not allowed to select students but schools are not required to use a lottery if oversubscribed.

Schools are not allowed to select students and are required to conduct a lottery if school is over subscribed.

4.Contributions

Parental choice is restricted by compulsory monetary parent contributions which if not paid prohibits the child from attending the school.

Parental choice is restricted by voluntary monetary parent contributions i.e. contributions to a school fund

Parental choice is restricted by voluntary non-monetary parent contributions i.e. in kind labor or goods

Parental choice is not restricted by any type of parental contributions

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Score: Empowering parents, students and communities (Average of 5 policy indicators)

Latent: 1.00 – 1.50

Emerging: 1.51 – 2.50

Established: 2.51 – 3.50

Advanced: 3.51 – 4.00

P

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1.Ownership

The government allows one of the following types to operate a school: Community Not for profit Faith based For profit

The government allows two of the following types to operate a school: Community Not for profit Faith based For profit

The government allows three of the following types to operate a school: Community Not for profit Faith based For profit

The government allows all of the following types to operate a school: Community Not for profit Faith based For profit

2.Certification standards

Certification standards, that are not linked to education outcomes, restrict entry including all of the following: 1.land (undulating, distance from public venues etc.) or 2.facilities (separate science labs, weather vanes etc.) or 3. assets( ownership of land or buildings)

Certification standards, that are not linked to education outcomes, restrict entry including two of the three following criteria: 1.land (undulating, distance from public venues etc.) or 2.facilities (separate science labs, weather vanes etc.) or 3. assets( ownership of land or buildings)

Certification standards, that are not linked to education outcomes, restrict entry including one of the three following criteria: 1.land (undulating, distance from public venues etc.) or 2.facilities (separate science labs, weather vanes etc.) or 3. assets( ownership of land or buildings)

Certification standards, that are not linked to education outcomes, do not restrict entry

3.Market entry information

Registration/certification guidelines are not officially outlined.

Registration/certification guidelines are not made public and only available on request.

Registration/certification guidelines are made public but from a single source.

Registration/certification guidelines are made public and from multiple sources.

4.Regulatory fees Schools are able to operate whilst paying 4

Schools are able to operate whilst paying 2-

Schools are able to operate whilst paying 1

Schools are able to operate without paying

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+ types of fees. 3 types of fees. type of fee. fees

5.Funding

Academic operating budgets are not equivalent to per-student amounts in public schools.

Academic operating budgets are equivalent to per-student amounts in public schools.

All budgets academic and additional budgets (facilities and transport) are equivalent to per student amounts in public schools. Schools do not receive targeted funding to meet specific student needs.

All budgets academic and additional (facilities and transport) are equivalent to per student amounts in public school. School receives targeted funding to meet specific student needs.

6.Incentives

No Incentives Schools are supported by one of the following 1. startup funding similar to public schools 2. access to government landed or unused government facilities or 3.exempt from local taxes(property taxes) similar to public schools

Schools are supported by two of the following 1. startup funding similar to public schools 2.access to government landed or unused government facilities or 3.exempt from local taxes(property taxes) similar to public schools

Schools are supported by three of the following 1.startup funding similar to public schools 2. access to government landed or unused government facilities or 3.exempt from local taxes(property taxes) similar to public schools

7. Planning

Schools are provided information on the allocations to be transferred to them less than 1 month before the start of the academic year.

Schools are provided information on the allocations to be transferred to them between 1 and 3 months before the start of the academic year.

Schools are provided information on the allocations to be transferred to them between 4 and 6 months before the start of the academic year.

Schools are provided information on the allocations to be transferred to them more than 6 months before the start of the academic year.

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Score: Promoting diversity of supply (Average of 7 policy indicators)

Latent: 1.00 – 1.50

Emerging: 1.51 – 2.50

Established: 2.51 – 3.50

Advanced: 3.51 – 4.00