Thailand - Third Education Project

c'>9 -m ILE COPY DOCUMENT OF INTERNATIONAL BANK FO' RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION Not For Public Use Report No. la-TH APPRAISAL OF A THIRD EDUCATION PROJECT IN THAILAND February 26, 1973 Educzition Projects Division As ia This report was prepared for olfi,nL ust only by the Bank Group. It may not be published. quoted or cited without bank Group authorizaioi. The Bank Group does not accept responsibility for the accuracy or completeness of the report. CURRENCY EQUIVALENTS US$1 0 $20.80 y$1.00 = i360.Ch~8 $ 1 million =US$u8,077 MEASURES 1 mile I. k 1 acre .L0,7 hectares ABBREVIATIONS ERTV = Educational Aadio and Television IPTST - Institute for the Promotion o! the Teaching of Science and Technology MOE = Ministry of Education NCDC = National Curriculum Development Center NES = National Education Scheme NE3DB = National Economic and Social Deveh(rnen, i3o.ard FTT3s = Primary Teacher Training Colleges Third Plan = Third National Economic and Social Development Plan, 1972-76 FISCAL YEAR October 1 - September 30 THAILAND APPRAISAL OF AN EDUCATION PROJECT TABLE OF CONTENTS Page No. SUMMARY AND CONCLUSIONS ............................. i I. INTRODUCTON ................................... 1 II. BACKGROUND ..................................... 1 III. THE EDUCATION AND TRAINING SECTOR .............. 2 General ...................................... 2 Education Policy and Strategy ............... 2 The Education System ......................... 3 Education Finance ............................ 4 IV. MANPOWER REQUIREMENTS .......................... 6 Labor Force and Employment ................... 6 Teacher Requirements ........................ 7 Employment of Secondary ScEol Leavers ....... 8 Scientists ................................... 8 V. THE PROJECT .................................... 8 General ...................................... 8 Primary Teacher Training Colleges ............ 9 Rural General Secondary Schools .............. 10 The National Curriculum Development Center ... 11 The Prince of Songkhla University, Haddyai ... 11 Technical Assistance ......................... 12 Cost of the Project .......................... 13 VI. IMPLEMENTATION AND DISBURSEMENT ................ 17 Administration .............................. 17 Profersional Services ........................ 17 Sites ........................................ 17 Construction ................................. 17 Procurement of Furniture and Equipment ....... 17 Maintenance .................................. 18 Disbursement ................................. 18 VII. ACREEMENTS REACHED AND RECOENDATION .......... 18 This report is based on the findings of an appraisal mission which visited Thailand in March-April, 1972. The mission consisted of Messrs. A. Cespedes (general educator). Man He You (economist), D. Lewis (architect), J. McNown (university educator) and M. Krohn (technical educator, ILO). -2- APPENDICES 1. The Education and Training Sys..em 2. Technical Assistance ANNEXES 1. Comparative Education Tndicators 2. Actual and Projected Enrollment in Public and Private Schools, 1966-81 3. University Enrollment by Institution, 1960-81 4. University Znrollment by Field of Study, 1965-81 5. Education Expenditure, 1967-76 6. Requirements and Supply of Primary and Secondary School Teachers in Government and Private Schools, 1971/72 and 1980/81 7. Summary of Estimated Capital Cost 8. Contingency Allowances 9. Forecast of Disbursement CHARTS 1. Structure of the Education System, 1972 2. Education Pyramid, 1971-72 3. Implementation, Expenditure and Disbursement Schedule MAP THAI LAND BASIC DATA (est.) 1971 Total Population 37.3 million Annual growth rate 3.1% 15 years and under 16.7 million Density per km2 73 Labor force 16.9 million EnrolLment Ratic for Age Groups: 7-13 in primary education 83% 1h-18 in secondary education 13% 19-2h in higher education 2.5% Higher Education Graduates per Year per 100,000 Population 37 Literacy Rate 70% Total Education Expenditure as a % of GDP (1972) L.5% ?ublic Educati - Expenditure as a % of Governnent ;xpenditure (1972) 19.4 Total Education Expenditure per Capita US$ 7.6 THAILAND APPRAISAL OF A THIRD EDUCATION PROJECT SUMARY AND CONCLUSIONS i. This report appraises a third education project in Thailand for which an IDA credit of US$19.5 million is proposed. A first education loan to Thailand, made by the Bank in 1966, provided US$6 million for improving vocational education. The project will be satisfactorily completed in mid- 1973. A second Bank loan, signed in May, 1972, provides US$15.4 million for expanding and relocating part of Kasetsart (Agricultural) University. The proposed third project would concentrate upon qualitativ2 improvements in the education system and alle-iate shortages of qualifie- primary school teacherr and scientists. With almost all the project institutions located in the provinces, the project would also help to reduce the imbalance in present educational opportunity between the regions. ii. The contents of previous Bank projects and cf the proposed new project reflect the main thrust of the government's educational development policy. Consistent with the Third National Economic and Social Development Pla, (1972-1976) which stresses the development of human resources, this policy aims at building a modern and more relevant education system. The strategy to support this policy was initiated during the 1960's and focuses specifically on: (a) a general re-direction of the entire system by making curricula more flexible and practical; (b) a moderate expansion of primary and sezondary education; (c) training more and better qualified primary school teachers; (d) improving the internal efficiency of the education system: and (e) redressing the imbalance in educational opportunity between urban and rural areas. iii. The government I'aces a major obstacle in implenenting this strategy - namely, a fragmented approach to education planning, policy mak- ing and administration. Responsibility for decision-making is scattered among many agencies and their activities are not fully coordinated which makes it difficult to design and implement a comprehensive education policy. Government policy for 1972-76 includes improvement in planning and adminis- trative procedures. iv. The proposed project would assist the government in implementing its education strategy by: (a) improving curricula research and development programs; (b) ivm.roving secondary education; (c) expanding and upgrading primary teacher training; (d) improving science education at a regional university; and (e) providing technical assistance in support of various project components and for feasibility studies in the areas of educational radio and television and textbook production. v. Specifically, the project would finance: (a) buildings, furniture and equipment for: - seven new primary teacher training colleges (including demonstration schools); - extensions to 21 rural secondary schools; - a National Curriculum Development Center; - expansion of the Faculty of Science at Songkhla University: (b) furniture and equipment for 11 existing secondary schools; (c) equipment for 3 primary tepcher training colleges now being built; and (d) the cost of 61-1/2 man-years of specialists' services and 184 man-years of fellowships for training abroad. vi. Project units to be established in the Ministry of Education and at Songkhla University would be responsible !or project implementation and liaison with the Association. The design and supervision of civil works at Songkhla University would be handled by consultant architects. Architectural services for all other project items would be undertaken by Ministry of Education architects. Accommodation sche ules are functional and economical and furniture and equipment estimates are reasonable; detailed lists will be prepared during implementation and reviewed by the Association before pro- curement. vii. The Project would be completed in about five and a half years. Contracts for construction and for the procurement of furniture and equipment would be awarded on the basis of international competitive bidding in accord- ance with IDA guidelines. It is expected that all construction and most furniture contracts would be awarded to local firms and that almost all equipment would be imported. Preferred domestic manufacturers of furniture and equipment would be allowed a margin of preference equal to the existing duties applicable to competing imports or 15% of the c.i.f. price, whichever is the lower. viii. Total project cost is estimated at US$39 million. The proposed credit of US$19.5 million would meet 50% of total project costs. The foreign exchange component of the project is estimated at USS16.3 million. ix. The project is suitable as a basis for an IDA credit of USS19.5 million to the Kingdom of Thailand for a period of 50 years including a grace period of 10 years. I. INTRODUCTION 1.01 A first Bank loan (No. 471-TH) for education, made to Thailand in 1966, provided US$6 million for equipment as part of a project to expand 14 trade and industrial schools, 10 agricultural schools and two industrial and agricultural instructor training institutions. This project will be satisfac- torily completed in mid-1973. A second loan (No. 822-TH), signed in May, 1972, provides US$15.4 million for the expansion and relocation of part of Kasetsart (Agricultural) University. This project will be implemented during 1972-77. 1.02 The possibility of further World Bank Group assistance to educa- tion was discussed with government authorities by various Bank/Unesco mis- sicas during 1970-71. I. March/April 1972, a mission consisting of Messrs. A. Cespedes (general educator), Man He You (economist), D. Lewis (architect), J. McNown (university educator) and M. Krohn (tezhnical educator, ILO), visited Thailand to complete preparation of a third education project and to appraise it. II. BACKGROUND 2.01 At the heart of Southeast Asia, Thailand spreads about two-thirds of the way down the Malay Peninsula and covers 200,000 square miles. Its population, having doubled in the last 20 years, is now 37.3 million and is growing at 3.1% p.a. Urban population (cities of 10,000 inhabitants or more) accounts for 15%-20% of the total and is growing (1965-71) at 3.9% p.a. The metropolitan area of Bangkol-Thonburi is the main economic and administrative center and accounts for 60% of total urban population; in addit'on, nine cities have populations in excess of 45,000. Most of the rural population lives in scattered small towns and villages with poor com- munications which make diffizult the provision of social services such as education and public health. Of the total population, 30% is illiterate: 45% is telow 15 years of age. The spoken language and the medium of in- struction is Thai except for some university courses that are tauhit if English. The dominant religion, playing a significant role in peoples' life, is Buddhism and the culture is a mixture of Thai, Chinese, and Thai- Lan traditions. A trend toward westernization is noticeable, particularly in metropolitan Bangkok. 2.02 The economy grew at the rate of 7.5% p.a. during 1967-72 with an increase in per capita income exceeding 4% a year. Although it appears that the gains of growth have been evenly distributed between urban and rural areas, the average income of rural families is about half that of urban families and per capita income In Bangkok is estimated to be three times that of the rest of the country. Per capita GDP is US$212. Agriculture is the leading sector of the economy and is expected to continue in this role in the 1970's. Agricultural production grew by more than 4.6% p.a. during 1967-72 and accounted for about 28% of GDP in 1972. In 1972, agri- cultural commodities accounted for about 65% of mer,nandise exports of which rice accounted for 19% and maize 10%. The manufacturing sector increased its production by 9.2% p.a. during 1967-72 and generated about 17% of GDP in 1972. - 2 - 2.03 The development strategy, outlined in the Third National Economic and Social Development Plan, 1972-76, (Third Plan), calls for considerable investments in human resource development to help meet the country's r3P growth target of 7% p.a. The ?lan allocations to the social sectors (educa- tion, public health, other social services an6 urban rnd rural development) are higher than in the Second Development Plan (1967-71), increasing frcm 50% to 57% of public development expenditurc. This increase will partic- ularly benefit education, which will receive 33% of total public development expenditure during che Third Plan as compared with 27% during the previous plan. III. THE EDUCATION AND TRAINING SECTOR General 3.01 The education system is in a stage of transition. In 1960, the government announced its new National Education Scheme (NES) which aimed at changing the academically-oriented system into a more modern and practical one. The NES has four objectives to be achieved by 1980, namely: (a) com- pulsot- free education up to the age of fifteen; (b) better programs of vocational secondary educat4on; (c) expanded and improved agricultural edu- caticn at the secondary and higher levels; and (d) improved educationel planning and administration. 3.02 The two education plans (1962-66 and 1967-71) designed to implement the NES have been only partially successful. Enrollment expansion took place mainly in the metropolitan area while educational opportunity in most rural areas is still limited. Little has been achieved in the fields of educational planning and administration. However, technical and agricultural education have improved, partly with the aid of the two Bank education projects. Eduication Policy and Strategy 3.n3 The policy for 1972-76, as outlined in the Third Plan, calls for a more comprehensive approach to educational problems with emphasis given to: (a) modernizing secondary curricula; (b) improving teacher quality; (c) improv- ing internal efficiency; (d) reducing the imbalance in educational opportunity between urban and rural areas; and (e) improving planning and administrative procedures. As a part of the strategy to implement this policy, new faciliLies, mainly in the provinces, are to be provided and new approaches to teacher training, curriculum design and evaluation techniques will be introduced. The government also intends to make more extensive use of radio and television (ERTV) programs in formal and non-formal education, particularly as these teaching aids could add greatly to the effectiveness and relevance of primary education and teacher training. It tnerefore plans to conduct a feasibility study on the use of these media. Funds for the study are included in the present project which may thus lead to a later project to assist ERTV. -3- The Education System 3.04 The education system (Appendix 1 and Charts 1 and 2) comprises a seven-year primary cycle (four-year lower, three-year upper) followed by a three-year lower and a two-year (three in vocational schools) upper secondary cycle. Higher education consists of two-year diploma courseE in colleges and four-year degree and graduate programs in universities. 3.05 Administration is divided among several ministries and coordination requires improvement. The Ministry of Interior is responsible for most primary schools but professiunal supervision is entrusted to the Ministry of Educatio. (MOE). The MOE administers adult education, teacher training, and secondary and post-secondary technical education. The Bureau of Universities (BOU) supervises the universities. Planning is the responsibility of three separate agencies, the National Economic and Social Davelopment Board (NESDB), the BOU and the MOE Educational Planning Division (EPD). As a consequence of this dispersion of planning, the limited amount of educational research carried out in Thailand has had little impact on education policy and decision making. 3.06 Primary education is compulsory between the ages of 7-13; this measure is not enforced in the rjral areas because of the limited sLumber of upper primary schools. Consideration should be given to Increasing the number of schuol days per year from 180 to about 210 (Asian average) and reducing the primary cycle from 7 to 6 years. Enrollment (Annexes I and 2) is now about 83% of the relevant age group. Standards are low, particularly in rural areas, and many children lack textbooks and other materials. Repetition and dropout rates are high and a large number of teachers are poorly qualified. 3.07 Secondary education enrolls about 1J% of the age group. The sup- ply of qualified teachers, particularly for science, mathematics and prac- tical subjects, and of buildings and equipment has not matched the enrollment expansion and the quality of education has suffered. About 60% of entrants graduate. General secondary programs account for 84% of total enrollment and have been traditionally oriented to college preparation. To alleviate this situation, the government, with Canadian assistance, has established two types of comprehensive schools: Type I schools which are rather large and emphasize industrial arts and Type II schools which are smaller and emphasize agriculture. 3.0 Industrial trades schools are more evenly distributed throughout the country than general secondary schools. Enrollment has doubled since 1963 to reach 58,300 in 1971-72. Technician tra.ning is offered in 1i institutes which in 1971-72 enrolled 13,900 students. Students graduating from the institutes have no problem in finding employment but only a propor- tion of vocational school students enter the trades for which they have been trained. Primary and some lower secondary schools in rural areas conduct agricultural activities. Secondary agricultural schools offer a three-year certificate course. There is one agricultural teacher training college and two agricultural schools for young farmers. In 1971-72, enrollment in voca- tional agricultural schools reached 8,100 with an output of 2,400. Higher level a ricultur< ecucation is offered at Kasetsart, Khon Kaen and Chieng Mai unipers.ties. 3.09 Primary teacher training is offered at 25 institutes in two- and four-year courses. Since 1967, enrollment more than doubled to reach 35,400 in 1972 when the output was about 16,OOC teachers. TI addition, teacher certificates can be earned through evening ani correqpondence courses which in 1970 had an output of 9,500. The quAlity cf training is low as the schemes over-emphasize academic courses and rote learning. Quality is also adversely affected by incdequate research on teacher training and the low utilization of rodern educational technologies. 3.10 Secondary school teachers are trained at the Bangkok College of Education and its seven branches in the provinces and at fie universities. All these instituticns offer degree and post-graduate programs which in 1971- 72 enrolled 18,200 and graduated 5,000 teachers. 3.11 Non-formal education and training schemes for skilled and semi- skilled workers are organized by government agencies and the private sector. MOE conducts literacy, continuing education and vocational training courses for adults. Training in a wide variety of skills is provided by 54 Mobile Trade Training Schools. A UNDP/UNESCO assisted National Institute for Skill Promotion in Bangkok gives pre-employment training to out-of-school youth and trains foremen and workers for industry. The National Youth Promotion Committec offers out-o'-school vocational training programs in both urban and rural areas. 3.12 In the 25 post-secondary instituti)ns, enrollment has doubled siice 1967 to reach 85,700 in 1971-72 (Annexes 3 and 4). Until the early 1900's almost all higher education was located in Bangkok bit at present three universities (Chieng Mai, Khon Kaen, and Songkhla) and a number of technical institutes are located in the provinces. Facilities in these institutions require expansion and upgrading to meet regional development necds. Some 5,000 Thai are studying abroa,i. Education Finance 3.13 Financial responsibility for education rests primarily with the central government but local governments may proIde land and labor for construction of rew schools. In public schoolr, primary education is free and a nominal fee of 200 Baht per year is charged for secondary education. Scholarships are available to needy and able students. The Budget Bureau (Prtime Minister's Office) allocates all public educational f'.nds. It con- suls with NESDB, which is responsible for coordina :ing public develo' ent programs, on overall allocations. However, the funds allocated to different levels and types of education are usually the result of direct negotiations between the Budget Bureau and individual departments of MOE, the Local Adninistration Department of the Ministry of Interior, and the universities. This method of allocation has led to unplanned and often unbalanced growth of the edu-ation jystem. - 5 - 3.14 The following table summarizes educational finance for 1967 to 1972 together with a projection for 1976 carried out by the NSSDB and the Bank of Thailand (Annex 5): Annual 1967 1972 Increase '1976 (Projection) (Millions of Baht) 1967-72 (Millions of Baht) Total Government Expenditure 17,650 30,016 11.2% 49,950 Total Education Expenditure (Public and Private) 3,320 5,985 16.0% 11,500 Public Education Expenditure 2,570 5,821 17.8% 9,420 Recurrent 2,060 4,175 15.2% 7,065 Capital 510 1,646 26.4% 2,355 Public Education Expenditure as a % of Total Govern- ment Expenditure 14.5% 19.4% 18.8% 3.15 During 1967-72, public education expenditures increased at an aver- age annual rate of 17.8% as compared with a 11.2% annual incr"ase in total gov- ernment expendttures; consequently, the share of education in public funds increased fr:m the low ratio of 14.5% to 19.4%. The latter is now about aver- age by international standards but may be considered reasonable compared with other Asian countries at a similar stage of development. The share of public edu.-ation expenditures in GDP was 3.7% (4.5% if private education funds are in- cluded) in 1972, almost the median in Asia (Annex 1). 3.16 During this period, recurrent and capital expenditures increased at 15.2% and 26.4% per annum respectively, partly due to the extunsive construc- tion program underway since 1968 to meet the rapid increases in. teacher train- ing and higher education (Annex 2). The major component of recurrent costs is teacher salaries. Not more than 2% of recurrent expenditures are allocated to teaching materials. Vocational and comprehensive schools receive inadequate funds for consumable tea:hing materials, maintenance and repairs, which ad- versely affect the quality of instruction. 3.17 Public education expenditure is expected to increase from 5.8 billion Baht in 1972 to 9.4 billion Baht in 1976, or Ly 13% p.a. (The Third Plan budget does not indicate the breakdown between current and capital ex- penditures.) In this period, secondary education and teacher training are expected to receive emphasis. Since annual increases in total government experditures and GDP are expected at 12% and 7%, respectively, the share of -6- education in government expenditure and GDP will increase to 18.8% and 4.6% in 1976, respectively. 3.18 The Third Plan provides for small increases in teachers' salaries and instructional materials which do not seem adequate. The recurrent cost per student in 1976-77 ts projected to be about the same or even lower than that in 1971-72 which would appear to be inconsistent with the proposed quality improvements tn the system. In view of the planned enrollment increase during the plan period, it is likely that the ratio between recurrent and capital expenditure will remain the same as in the Second Plan period: about 75% for current costs and the remainder for capital expenditures. The development expenditure in education would then be substantial, at about 33 billion Baht for the Third Plan period, representing about 33% of the total government development budget, as compared with 27% in the Second Plan (about 17 billion Baht). 3.19 Private education expenditures account for approximately 25% of tctal education expenditures. Governmert subsidies to private schools have been insignificant, representing only 2% of the government education budget in 1971; this percentage is expected to remain constant during the Third Plan period. The share of the private sector in total education expenditure is expected to decline as the public secondary school system expands. 3.20 Several multilateral, bilateral and private agencies are assisting the government in its education development. UNDP/UNESCO is assisting plan- ning in the MOE and is also helping the Institute for the Promotion of the Teaching of Science and Technology (IPTST), now engaged in designing new curricula for science and mathematics at the secondary level. Canada is helpfng the development of comprehensive education (para. 3.07). Other bila- teral sourc-" (]rA, W. M,-- Zealand, Japan), through the Colombo Plan, are providing technical assistance to various parts of the system. 3.21 1xternal financing of education has been about 5% of total public education expenditures. In 1971, the government received about US$7 million Ii -rantn (experts, fellowships, and equipment) from various private, bi- lateral and multilateral sources. During the Third Plan period, the gov- ornment will seek some US$82 million or 5.2% of the Plan development budget fnr education, in grants and/or loans from foreign sources. This will re- wure closer coordination between the government agencies which benefit :rran external financing (para. 3.13). IV. MANPOWER REQIREMENTS 4.11 Labor Force and Employment. The copulation of working age in- creased by about 3% p.a. in the 1960's to reach 17 million in 1971 of whom 77' were emnployed in agriculture (83% in 1960). In 1971, unemployment was estimated at about 100,000, mainly among unskilled young workers (15-24 years) in the urban centers and particularly in Bangkok. Underemployment is wide- spread in ajriculture and the service sectors. - 7 - 4.02 A new laLor law, passed in March 1q72, aims at improving working conditions and wage rates. Most unskilled workers receive less than US.1 per day while clerical workers with a secondary school certificate earn about USS500 per year. Elementary teacher salaries are moderate but, if all the fringe benefits envisaged (housing, scholarships, education benefits) are provided, these salaries will become competitive with those in the private sector. In 1971, the average annual salary for teahers was: USS680 equiva- lent in elementary, S845 in secondary, and $892 in vocational education. 4.03 The Third Plan foresees some 2.6 million new jobs to be generated by economic growth during 1972-7(., of which 60% in agriculture, 6.2% in industry, and the remainder !n the service sectors. Even if this employment target is achieved, the numler of unemployed would increase by about 80,000 in 1972-76. Considering the present underemployment in agriculture, the projected employment capacity of this sector appears overestimated. To reduce underemployment in rural areas, the government is accelerating its public works program. 4.04 Although precise data are lacking, manpower shortages are apparent for the following professions: scientists, engineers, qualified teachers, paramedical personnel and experienced managers and administrators. The shortago of scientists and engineers is most marked in the South where in- dustrial and mining operations are expanding. Paramedical personnel short- ages are particularly acute in the Northeast and the government is therefore building a medical training complex at Khon Kaen University. It is esti- mated that there will be a need for 30,000 additional managers and adminis- trators during the Third Plan; this shortfall will be met partly by univer- sity grnJuates including those of the Open University, established in 1971. The need for engineers is estimated to increase by about 5,000 and the sup7lv at about 4,700. There is, therefore, a limited need for expansion of facilities but emphnsis is required on quality improvement by providing appropriate accommodation and equipment. The improvement and extension proposed under the project for the Faculty of Science at Songkhla University would also benefit engineering students who take the basic science courses offered by the Faculty of Science during their first two years. 4.05 Teacher Renuirements. In spite of the mult Ilicity of tcacher training progrars (para. 3.09) acute shortages of qualified teachers have developed (Annex 6). During the period 1966-71, the teacher training institutions graduated some 55,000 primary school teachers while the effec- tive demand was about 25% higher. Consequently, the government recruited secondary school leavers and trained them in "crash" programs. 4.06 During 1972-81, about 181,000 new elementary school teachers would be required to provide for replacement and permit a 5% annual increase in primary enrollment (grades 1-7). The output of existing teacher colleges and those under construction is estimated at about 123,000 during the same period. If present facilities are not expanded, a shortage of some 58,000 teachers will develop by the end of the decade. The government plans to meet this shortage by establishing new teacher training institutions in- cluding those in the proposed project. These new colleges are to be set up in the provinces in order to correct regional inequalities in educational opportunity. To improve the quality of training, the government plans to revise the curriculum and rationalize the programs. 4.07 During 1972-81, about 44,000 new secondary teachers would be required to provide for replacement and permit the planned 9% annual increase in enrollment. During this period, the expected output of the secondary school teacher training institutions is estimated at 26,000 and a shortage of some 18,000 teachers would develop by 1981. This shortage is to be met by expanding the College of Education and the university faculties of education and by increasing in-service programs. 4.08 Employment of Secondary School Leavers. At present, about 80% of general secondary school graduates continue into higher education and 20% seek jobs. Most graduates of these schools are not prepared for jobs in the modern economic sector; only 3% of graduates receive pre-vocational education. With the expansion of secondary education, the number of job seekers would increase and secondary education curricula should be revised to include pre-vocational subjects. This is of particular importance for the secondary schools in rural areas where most of the graduates are expected to seek employment locally upon graduatica. The proposed project would assist 32 general secondary schools in rural areas to develop diversified curricula. 4.09 Scientists. The need for scientists during 1972-76, mainly for government, state enterprises and educational institutions, is projected to increase by 8,500 as compared with an increase in supri1 of 3,400 during this period. To meet this need, the government is expanding science facul- ties and is improving engineering education at regional universities, such as Songkhla University. V. THE PROJECT 5.01 Generil. The proposed project would assist the education development policy of Thailand by: (a) improving and extending -lementary teacher training facilities in the provinces; (b) introducing a diversified program in existing rural secondary schools; (c) improving educational research and curriculum design; and (d) extending science programs and formulating a long-range development plan at a regional university. WAhile the main purpose of the project is to assist in improving curricula and modernizing facilities, particularly in the provinces, it would also contri- bute to alleviating shortages of teachers and scientists. 5.02 The project would consist of: -9- Student Student Boarding Housing Places Places Units (a) Ministry of Education Project (i) Site development, construction, furniture and equipment for: - seven new primary teacher training colleges 14,000 8,400 434 - extensions to .1 existing /1 rural secondary schools 35,000/2 177 - Curriculum Development Center 150- (ii) Furniture and equipment for: - 11 existing rural secondary /3 schools 10,70W-- (iii) Equipment for: - 3 primary teacher training colleges 6,000 (b) Songkhla University Project Site development, coLstruction, furniture and equipment for /4 extensions to Science Faculty 2,500"- (c) The cost of 61-1/2 man-years of specialists' services and 184 man-years of fellowships for the project institutions and assistance in planning, curriculum development, and new media. /1 Including 12,440 existing places. /2 In-service training of school inspectors and administrators, in addi- tion to research and production of educational materials. /3 Including 3,440 existing places. /4 Including 600 existing places. 5.03 Primary Teacher Training Colleges. To help to meet the need for qualified primary teachers (paras. 4.05 and 4.06), particularly in the regions, the project would include the construction, furniture and equipment of seven primary teacher training colleges (PTTCs) to be located in Chieng Rai, Kam Phang Phet, Loey, Surin, Phetchaboon, Chantaburi and Surat Thani. Three PTTCs now being built in Lampang, Buriram and Phuket would be provided with the necessary equipment. The ten co-educational colleges would enroll - 10 - a total of 20,000 students and by 1980-61 would graduate about 8,000 teach- ers per annum. Housing shortages and the regional character of the seven new colleges would require provision of boarding facilities for about 60% of the students and 62 staff houses at each college. Each of the seven new colleges would include a 500 student primary school for practice teaching. 5.04 The government intends to make these colleges the forerunners of a broader scheme to improve and rationalize teacher training generally. Each college would have sufficient autonomy to enable it to develop curricula and innovative programs adapted to local conditions. The new curricula would include agriculture, animal husbandry and rural sociology courses and so prepare teachers for an active role in community development in rural areas. One-fourth of class time will be taken by these courses, another fourth by education methods and the remainder by science, mathematics and general education courses. 5.05 By 1980-81 the teacher trainers needed to staff these PTTCs would be about 1,400. To overcome the present shortage, the technical assistance component of the proposed project provides for specialists to assist in organizing accelerated in-service training programs to train and improve teacher trainers. The government has agreed that within nine months of the signing of the Credit Agreement MOE would establish an accelerated training program for teacher trainers at the College of Education and prepare and send to the Association for comment its plan for such a training program. 5.06 Rural General Secondary hools. The project would incltde furniture and equipment for 32 existing secondary schools; for 21 r these it would also comprise the construction of extensions. When completed (1977/78), the schools would have a total enrollment of about 46,000 and an annual output oi about 11,000 at the lower and 2,700 at the upper levels. In accordance with governmeut policy of retucing the imbalance of educational opportunities between urban and rural areas (para. 3.03), all the sIools to be assisted by the project are located in the provinces. Some 130 housing units for staff would be provided under the project due to housing shortages and the regional cnaracter of the project schools. 5.07 An effective pattern of diversified secondary education would be developed in the project schools. In addition to the usual academic subjects, the project schools would offer pre-vocational courses in agricul- tre, home economics, commerce and farm mechanics, starting at grade 10 (imstead of grade 3 as at present), when students would have an adequate background in science, mathematics. languages and social sciences. These schools would not only offer broader secondaL., education suited to rural areas but would also supply students betLer prepared to enter some of the teacher training colleges included in the proposed project. 5.08 About 300 teachers in science and practical subjects would be needed to ensure the success of this project item. They are normally trained at the College of Education but, since at present there is a shortage of this type of teacher (para. 3.07), the proposed project includes the cost of specialists' services co help the government train the teachers - 11 - needed thrGugh special pre-service and in-service courses. The government has agreed that within nine months of the signing of the Credit Agreement the M0E will organize at the university faculties of education and the College of Education pre-service and in-service courses to train and upgrade science and practical subjects teachers for the project schools and will prepare and send to the Association for comment its plnns for such training schemes. 5.09 The National Curr4culum Development Center. The need for curricu- lum revision to improve the quality and relevance of education io appreciated by the authorities and considerable efforts, though somewhat unsystematic and uncoordinated, are beir.e made. The project would provide the facilities for a new National Curricu'um Development Center (NCDC) in Bangkok for educational research and the continuous development and evaluation of curricu- la for primary and secondary education. Although the NCDC would coordinate curriculum development efforts in all fields, it would concentrate on areas somewhat neglected in the past, such as social sciences, practical subjects and languages. The teaching of science and mathematics is already being improved by the IPTST, presently assisted by a UNDP/UNESCO project. This project will phase o" by 1975-76 and the IPTST and NCDC should then be merged into a more comprehensive institution to provide coordination in the work of curriculum development and avoid duplication of effort. 5.10 In addition to curriculum development the NCDC would: (a) design, publish and distribute textbooks and other teaching and learning aids; (b) develop better student evaluation techniques; (c) offer in-service training for school administrators, school inspectors, education planners, teachers and teacher trainers; and (d) study the feasibility of reducing the primary cycle from 7 to 6 years and increasing the number of effective school days per year (para 3.06). The NCDC would have an in-service training capacity of 150. The staff of the NCDC would come from departments and agencies engaged in activities similar to those envisaged for the center. 5.11 The NCDC would operate under the MOE which has already prepared a draft outline for its operation; this outline was reviewed during appraisal and found it reasonable. The government has agreed that: (a) a plan of operations for the NCDC, including proposals for textbook publication and distribution and a study of the possibility of increasing the number of school days and shortening the primary cycle, will be finalized and sent to the Association for comment within one year of the signing of the Credit Agreement; and (b) by December, 1977, the NCDC and the IPTST will be merged into one institution. 5.12 The Prince of Songkhla University, Haddyai. The project would assist in expanding and improving the science programs at the recently established Songkhla University. It would include construction, furniture and equipment of additional academic and communal facilities for the Science Faculty (a faculty library and a faculty administrative offices and premises for the Department of Mathematics including a Computer Center). - 12 - 5.13 The Science Faculty would provide the initial two years of science courses for students in the fields of engineering, basic medical science and agriculture. It would also offer courses for science teachers. Total enrollment is estimated to be about 2,500 by 1977/78. 5.14 The staffing of provincial universities has proved to be difficult. At Songkhla University, the staff is comparatively inexperienced and the pro- posed project includes the provision of: (a) a development coordinator who would assist in the preparation of the long-range university development plan; (b) specialists in science curricula; and (c) fellowships for graduate studies abroad by faculty members. The government has agreed that within 12 months of signing the Credit Agreement it will prepare a suitable plan for the development of the University and send it to the Association for comment. 5.15 Technical Assistance. The project would include the cost of 61-1/2 man-years of specialists' services and 184 man-years of fellowships for overseas training, for the purposes set out in para. 5.16 below. During negotiations the government agreed that a detailed plan for the implementation of this part of the project will be drawn up by the Pro:ect Units of the MOE and Songkhla University and sent to the Association for comment, and that qualified counterparts will be assigned to work with the foreign specialists who will be appointed on terms and conditions agreeable to the Association. 5.16 The technical assistance component of the project is summarized below (numbers in parentheses indicate man-years) and given in greater detail in Appendix 2: A. S2ecialist Services (61-1/2) (a) ProA ct'nit Support (3): to assist the MOE Project Unit in managing project activities and supervising project implementation; (b) Educational Radio and Television, ERTV (5-1/2): to conduct a feasibility study for developing the use of educational raaio and television in the education system (para. 3.03); (c) Primary Teacher Training (20): to assist in establishing the new teacher training program (paras. 5.04 and 5.05); (d) Rural Secondary Education (6: to assist in the introduction of diver&ified programs in the project schools (paras. 5.07 and 5.08); (e) Curriculum Development (10-1/2): to help in: - planning, designing and implementing the new curricula; coordinating educational research; studying the problem of textbook production and distribution; examining the desirability of increasing the number of school days and shortening the primary cycle (paras. 5.09 and 5.10); and - 13 - (f) University Education (16-1/2): to assist Songkhla University in introducing new programs to improve science education and help th University to formulate its long-range develop- ment plan (para. 5.14). B. Fellowships for Graduate Studies Overseas (184): to assist in the training of educators and administrators. Cost of the Project 5.17 The total cost of the project is estimated at US$39.0 million. The breakdown by component items given in Annex 7 is summarized below: - 14 - Baht (millions) US Dollars (millions) Z of Total Local Foreign Total Local Foreign Total Project Cost 1. Ministry of Education Project a) Physical Facilities i) Teacher Trg. Colleges 258.1 129.9 388.0 12.41 6.24 18.65 47.8 ii) Sec. Schools 104.3 74.0 178.3 5.01 3.56 8.57 22.0 iii) Nat. Curricu- lum Dev. Center 9.4 9.3 18.7 0.45 0.45 0.90 2.3 Total MOE Phys. Facilities 371.8 213.2 585.0 17.87 10.25 28.12 72.1 b) Tech. Assistance 9.9 42.1 52.0 0.47 2.03 2.50 6.4 Sub-Total 381.7 255.3 637.0 18.34 12.28 30.62 78.5 2. Songkhla Univ. Project a) Phys. Facilities 20.0 18.9 38.9 0.96 0.91 1.87 4.8 b) Tech. Assistance 3.6 12.1 15.7 0.18 0.58 0.76 1.9 Sub-Total 23.6 31.0 54.6 1.14 1.49 2.63 6.7 3. Contingencies a) Physical 39.2 23.2 62.4 1.89 1.11 3.00 7.7 b) Price Increase 28.5 28.7 57.2 1.37 1.38 2.75 7.1 Sub-Total 67.7 51.9 119.6 3.26 2.49 5.75 14.8 TOTAL 473.0 338.2 811.2 22.74 16.26 39.00 100.0 5.18 The estimated cost by various categories of expenditure is given below: - 15 - % of Total % of Baht (millions) US Dollars(millions)Project Foreign Local Foreign Total Local Foreign Total Cost Exchange 1. Construction a) Buildings i) Academic & Communal 165.5 81.5 247.0 7.95 3.92 11.87 30.4 33 ii) Boarding 68.5 33.8 102.3 3.30 1.62 4.92 12.6 33 iii) Staff Housing 32.4 15.9 48.3 1.55 0.77 2.32 6.0 33 Total Buildings 266.4 131.2 397.6 12.80 6.31 19.11 49.0 33 b) Site Devel- opment 41.4 10.3 51.7 1.99 0.49 2.48 6.4 20 c) Arch. Fees 0.4 0.1 0.5 0.02 0.01 0.03 0.1 10 Sub-Total 308.2 141.6 449.8 14.81 6.81 21.62 55.5 31.5 2. Furniture 40.4 10.1 50.5 1.94 0.49 2.43 6.2 20 3. Equipment 43.3 80.3 123.6 2.08 3.86 5.94 15.2 65 4. Tech. Assistance 13.4 54.3 67.7 0.65 2.61 3.26 8.3 80.2 5. Contingencies a) Physical 39.2 23.2 62.4 1.89 1.11 3.00 7.7 37.2 b) Price Increase 28.5 28.7 57.2 1.37 1.38 2.75 7.1 50.1 Sub-Total 67.7 51.9 119.6 3.26 2.49 5.75 14.8 43.3 TOTAL 473.0 338.2 811.2 22.74 16.26 39.00 100.0 41.7 5.19 Construction cost estimates are derived from functional and economical accommodation schedules and current unit building costs. The latter, which average $57.5 per m2 for academic and boarding facilities at the teacher training colleges, $50.5 per m2 for the secondary school exten- sions, $66 per m2 for the National Curriculum Development Center and $67.5 for the extensions LO Songkhla University, are reasonable. The cost of architectural services is included only in the case of Songkhla University since all other project buildings will be designed by MOE architects. 5.20 Furniture and equipment costs were estimated by Thai authorities and reviewed during appraisal. Detailed lists will be prepared during the design stage of building and reviewed by the Association prior to procure- ment. It is expected that most furniture contracts would be awarded to local manufacturers and that almost all equipment would be imported. Local currency cost estimates for equipment include import duties, local taxes, port, warehousing and handling charges and transportation to sites which together are equivalent to about 50% of the c.i.f. prices. - 16 - 5.21 The foreign exchange component of US$16.3 million, representing 41.7% of the total project cost, has been calculated as follows: equipment, 100% of the c.i.f. price or 65% of the cost at the point of installation; construction, 33%; site development, 20%; furniture, 20%; professional services, 10%; and technical assistance, 80% (specialists, 70% and fellowships, 100%). 5.22 The project cost includes contingency allowances for: (a) price increases estimated at 5% p.a. for imported goods and services and at 3.5% p.a. for domestic goods and services; and (b) unforeseen factors equal to 10% of the estimated costs of site development, construction, furniture and equipment (Annex 8). All contingencies account for 14.8% of total project cost and 17.3% of the project cost before adding contingencies. 5.23 Facilities provided at Songkhla University and at secondary schools would be expansions of existing premises and, like those for the National Curriculum Development Center, are not suitable for student place cost calculz-ions. Estimated costs per student place at the entirely new teacher training colleges, excluding contingency allowances, are as follows: Costs per Student Place or Living Unit in US$ m2 per Student Type of Place or Site Facilities Living Unit Development Buildings Furniture Equipment Total Academic & Communal 7.5 61 440 49 80 630 Students' goarding 10 83 585 72 - 740 Staff liousing 80 540 3,880 - - 4,420 While these unit costs are not readily comparable with those for teacher training; institutions in other Bank-Group financed projects due to differences in the courses, they are reasonable for the accommodation to be provided. For instance, academic and communal costs for the teacher training institutions in Iran (Loan No. 718-IRN) are expected to amount to $851 per student place and $4,486 per boarding place. 5.24 As the project would entail only minimal expansion in enrollments, the recurrent costs ic would generate, are estimated at only about 1.5% of all public recurrent expenditures on education in 1977/78. The government should be able to meet these costs and its share of the capital costs without curtailing expenditures for other on-going education activities and without over-burdening the education budget. - 17 - VI. IMPLEMENTATION AND DISBURSEMENT 6.01 Administration. Separace project units would be established within the MOE and at Songkhla University, each to coordinate implementation of one of the two parts of the project and to provide liaison with the Association. The functions of both units would include: (a) the engagement, briefing, and coordination of the specialists to be employed under the technica. assistance provisions of the project; (b) the briefing of the architects and the coor- dination of their services including the review and approval of all archi- tectural designs; (c) the preparation of master lists of furniture and equipment; (d) the organization of international competitive bidding for civil works, furniture and equipment including the preparation of bidding and contract documents and the subsequent evaluation of bids; (e) the overr.ll supervision of constructioa and procurement; (f) the organization and ad- ministration of fellowship programs; (g) the preparation of withdrawal appli- cations; and (h) coordination with government ministries and other agencies concerned with the project. 6.02 Each unit would be headed by a Project Director and would include a Project Architect. In the cirse of the MOE unit, the Project Architect would be employed on a full time basis, as also would be a Procurement Officer. The Songkhla University unit would be strengthened by an advisor to be provided under technical assistance. Each unit would also include an accountant and adequate supporting staff. 6.03 Professional Services. A local consultant architect retained by the government for the physical development at the Songkhla University campus and responsible for the design of existing buildings as well as the original campus plan would handle the design and supervision of the proposed university extensions. The design of premtoes for other projects would be carried out by the MOE architects. 6.04 Sites. Land is available on the Songkhla University campus and at secondary schools for the extensions which would be carried out under the project. Sufficient land is to be allocated on the "Planetarium site" in Bangkok to accommodate the NatioLal Curriculum Development Center and new premises for the existing Institute for the Promotion of Science and Tech- nology. Suitable sites have been selected for the seven new teacher training colleges and the government has agreed that all sites would be acquired in good tima to avoid delays in construction. 6.05 Construction. Construction contracts would be awarded on the basis of international competitive bidding to pre-qualified contractors in accord- ance with IDA guidelines. It is expected, however, that the contracts would be awarded to local firms as the country has a competitive construction industry capable of carrying out the proposed project. 6.06 Procurement of Furniture and Equipment. Contracts for the supply of furniture and equipment would be awarded on the basis of international competitive bidding in accordance with IDA guidelines. Preferred domestic - 18 - manufacturers would be accorded a preferential margin of 15% of the c.i.f. price of competing imports or the rate of customs duty applicable, whic.ver is the lower. It is expected that all furniture contracts would be award-od to local manufacturers and most equipment contracts to foreign manLfacturets. Thailand does not participate in any regional a,:rangement which gives import duties preference to certain foreign suppliers. 6.07 Maintenance. Budgetary allocations for the maintenance of educa- tion buildings and equipment have been unsystematic and sometimes inadequate. Assurances have been given by the government that effective procedures for regular maintenance of the project schools will be established. 6.08 Disbursement. The proposed credit of US$19.5 million would be equivalent to 50% of the estimated total project cost and finance the estimated foreign exchange comp,nent of the project (US$16.3 million), the local currency portion of the ex-factory cost of furniture and equipment which would be procured locally after international competitive bidding and about 12% oi the local currency portion of the estimated cost of civil works including architectural services. It would be disbursed to meet: (a) 100% of the c.i.f. cost of directly imported instructional equipment and furniture and of the ex-factory cost of locally manufactured furniture and equipment; (b) 65% of the total expenditure on imported but locally pro- cured furniture and equipment; (c) 100% of the foreign exchange costs of technical assistance specialists and fellowships; and (d) 40% cf the total cost of construction and site development and of architectural fees, this percentage representing the average of the estimated foreign exchange components. The percentage of (d) above would be adjusted as necessary to spread disbursement over the estimated project implementation period of about five and a half years (Chart 3). VII. AGREEMENTS REACHED AND RECOMMENDATION 7.01 During negotiations, agreement was reached on the following matters: (a) the establishment of accelerated programs for teacher trainers and for teachers of science ar i practical subjects (paras. 5.05 and 5.08); - 19 - (b) the preparation of a plan of operation for the NCDC, including proposals for the preparation, publication and distribution of textbooks, and a study of the possibility of increasing the number of school days and shortening the primary cycle (para. 5.11); (c) the integration of NCDC and IPTST into one institution (paras. 5.09 and 5.11); and (d) the preparation ot a plan for the long-range development of the Songkhla University (para. 5.14). 1.02 In addition to the customary conditions, a condition of effective- ness of the Credit would be the establishment of the Project Units (pira. 6.02). 7.03 The proposed project constitutes a suitable basis for an IDA credit of US$19.5 million to the Kingdom of Thailand for a period of 50 years including a grace period of 10 years. APPENDIX 1 Page 1 THE EDUCATION AND TRAINING SYSTEM 1. General. During 1960-72, considerable progress was achieved in edu- cation in Thailand. A National Education Scheme (NES), aimed at making educa- tion more relevant to Thai needs, was announced in 1960. This emphasizes inter alia: (a) the importance of vocational education; (b) the need for education planning; and (c) the government's commitment to extend compul- sory free education through the age of fifteen. Efforts to implement these objectives were made during the First (1962-66) and Second (1967-71) Education Development Plans, which resulted in a rapid enrollment growth as the follow- ing table shows: Enrollments (in '000s) Index 1971-72 Grades 1959-60 1971-72 (1959-60 - 100) 1 - 4 3,569 4,677 131 5 - 7 365 980 268 3 - 10 213 495 232 11 - 12 26 65 249 Vocational Educ. grades 8-13 52 6TL- 129 Teacher Training grades 11-12 11 35 321 Higher Educ. (univer- sity, teacher training /2 and technical education) 38 8W-: 222 Totals 4,274 6,405 150 /1 Includes 5,000 full-time equivalent students. /2 Includes enrollment in the Open University (Ramkhamhaeng University) which at present has about 8,000 full-time equivalent students. 2. Although a grent increase was achieved in enrollments, the educa- tional system still has the following shortcomings: (a) insufficient educa- tional planning and a fragmented administration; (b) considerable wastage of resources because of high drop-out and repetition rates (in 1967, 18% and 23.2% in the first primary grade respectively); (c) a high percentage of APPENDIX 1 Page 2 unqualified teachers (in 1971-72, 30% of the primary and 15% of the secondary teaching force were unqualified by government standards); (d) outmoded curricula at the secondary level, placing excessive emphasis on academic courses; and (e) marked imbalance in educational opportunity between urban and rural areas. 3. Since the First and Second Development Plans gave priority to expansion rather than to quality improvement, the government is now imple- menting a Third Five Year Education Plan, 1972-76, which aims at: (a) strengthening aducation planning and administration; (b) improving the internal efficiency of the system, including upgrading the quality of teaching; (c) making curricula more relevant to Thai needs; and (d) decreas- ing regional disparities in educational opportunity. 4. To achieve these objectives, the government intends to: (a) improve teacher training; (b) modernize curricula and evaluation methods; (c) expand the use of diversified programs in rural secondary schools; (d) employ educational radio and television; (e) increase the production and improve the distribution of teaching/learning materials; and (f) expand university facilities at provincial centers. 5. Structure. The education system comprises seven-year primary (4 years lower and 3 years upper) and five or six-year secondary (3 years lower and 2 years upper or 3 years upper level in vocational schools). Higher education includes two-year diploma courses in colleges and four-year degree and graduate programs in universities. Primary and secondary schools use the Thai language as medium of instruction; university courses are taught in Thai and in English. In 1971-1972, enrollments in primary educa- tion represented about 83% of the 7-13 age group and in secondary about 13% of the 14-18 age group. At the secondary level, private sch,ols play a aajor role with 45% of tota- secondary enrollment in 1971-72. 6. Education Administration and Management are divided among several government agencies but characterized by poor coordination of their activi- ties. The Ministry of Interior is responsible for primary education 1/; the MOE supervises the professional aspects of primary education and admi- nisters adult education, teacher training, vocational/technical and general secondary education and the private education sector; and the Bureau of Universities supervises the universities. 7. At the provincial or "changwat" level, administrative responsi- bility for tfe primary schools is located in 71 offices of education of the Ministry of Interior. With respect to the MDE's responsibilities, the country is divided into 12 education regions (5-6 provinces each), headed by regional education officers who report directly to MOE and super- vise teachers, organize examinations and distribute teaching/learning mate- rials. */ The MOE is responsible for about 1,000 primary schools. APPENDIX 1 Page 3 8. Planning. Education planning is uncoordinated and, therefore, has had little impact on education policy and decision making. Responsibilit3 for preparing tbe education part of the Third Plan was divided, in an unco- ordinated fashion, among the National Economic and Social DevelopmAnt Board (NESDB) along with the National Education Council and MOE Educational Planning Division. Implementation of the plan is also divided among various ministries without any coordinating scheme to ensure consistency and avoid overlapping. 9. This fragmentation of responsibiliti.,s for administration, manage- ment and planning leaves MOE in a weak position to implement fully comprehen- sive educational changes. Its effectiveness is further limited by insuffi- cient coordination among its departments which have an unusual degree of autonomy. 10. Primary Education starts at seven years of age and is free. The majority of the school age population receives only a four-year formal education. The proportion of fourth-grade leavers who proceed to the fifth grade is increasing (1955-56: 19.8 percent; 1968-69: 35.5 percent) but the ratio varies widely between urban and rural areas: e.g., about 85% in Bangkok and only 15% in the Northeast region. In 1971, it was estimated that less than 600 out of a total of 4,300 local communities had facilities for grades 5-7. Some 60% of the pupils in rural areas do not possess textbooks and 30% of the teachers may not have a syllabus from which to work. 11. It is estimated that 95% of seven-year old children enroll in the first grade. Repetition rates in grades 1-4, although decreasing, are still high. In 1961, for example, some 32% of the first grade pupils were re- peaters; by 1969, the proportion had dropped to 23%. The drop-out rate in grades 5-7 is estimated at 30% while some 85% of those that complete grade 7 proceed to secondary education. 12. Primary education suffers from shortages of teachers, classrooms and textbooks and other teaching materials; currently, about 15% of the classes are without a teacher. Although progress has been made in teacher training and the proportion of unqualified teachers has decreased from 50% in 1967 to 30% at present, further expansion of teacher training is needed if full primary education (grades 1-7) is to be extended to the entire age group as intended by the government. Greater government effort in textbook distribution is desirable. The economies and the rczultant possibility of expanding full primary education attainable from a reduction in the primary cycle from 7 to 6 years deserve consideration. 13. Although primary education is said to be compulsory, opportunity is very unevenly distributed. Urban schools are more efficient, offering relatively good basic education to a large percentage of the relevant age group, whereas children in rural areas, and particularly in the Northeast, find quality and even the availability of education very limited. To solve these problems, the Third Plan provides for considerable expansion and im- provement of education in the rural areas. APPENDIX 1 Page 4 14. Primary school curricula are mainly designed to prepare students for the next level of education. At the lower level one-fourth of the school time (25 hours per week) is allocated to science and mathematics, another fourth to the Thai language and the rest to social sciences, religion, sports and arts. The upper level curricula are basically a continuation of those in the lower school with English and handicrafts edded. At this level, the school time is 30 hours per week. The curricula were prepared by ad hoc committees working at the MOE and at the Regional Offices of Education. The primary curriculum is based on little education research and does not relate to the socio-economic needs of the regions. The government expects to alle- viate these problems through the establishment of a National Curriculum Development Center (NCDC). 15. General Secon.iry Education is divided into two cycles of three and two years. In 1971-72, there were 495,400 students attending lower and 64,900 upper secondary ,chools. The regional distribution of enroll- ments is more uneven than in primary schools. In 1967, Bangkok had about 36 secondary students per 1,000 inhabitants whereas the Northeast had 5 and the other regions 10. Although most teachers in the city schools are qualified, some 15% of the national total are unqualified. 16. Progression rates from lower to upper secondary general education (including teacher training) have slightly decreased from about 62% in 1965 to 60% in 1969. However, enrollments in vocational schools increased rapidly so that overall progression from lower to all types of upper sec- condary school increased from 73.7% to 76.4% during the same period. Be- tween 1965-66 and 1971-72 an average of 80% of secondary school leavers enrolled in higher education institutions. 17. About 40% of the students who enter secondary schools (grade 8) do not complete the course. These students, as well as those terminating at the end of the lower or upper cycle, are generally inadequately prepared to enter the labor market because of the academic curricula they had fol- lowed. In an attempt to remedy this situation and to provide education better suited to local conditions, secondary schools offering diversified curricula including; agricultural and other practical subjects are being es- tablished; at present, they enroll about 20,000 students. There are two types of comprehensive schools. Type 1 schools offer a general education cirriculum and electives outside the regular curriculum give a comprehensive charazter to these schools. Type II schools, primarily intended for rural areas, offer a complete general education curriculum and include practical arts in one stream and vocational agriculture in a second stream. A new pro;ran for expansion of Type II schools is now being proposed. Additional facilities are to be provided in 32 existing general secondary schools as a first step in enabling all such schools to include agriculture and prac- tical subjects in their curricula. 13. The comprehensive schools do not have enough qualified teachers tor special subjects. They are short of materials for adequate teaching and practical work and their curricula are not sufficiently integrated to be really comprehensive. Perhaps the most serious shortcoming is the parallel APPENDIX 1 Page 5 development of three different types of general secondary education which, although at the same level, lead students to only nominally equivalent final qualifications. The scheme, in fact, widens the discrepancies between rural and urban education in terms of quality of education received and further education opportunities. Hence, parents prefer to send their children to general academic schools in urban areas instead of the Type II comprehensive schools in rural areas. 19. In sum, general secondary education has grown rapidly since 1965, in terms of enrollments, L-achers and expenditure. However, the growth was unevenly distributed between the regions, the highly selective character of curricula and examinations rema-i.ed, and contents and teaching methods con- tinued to be predominantli Loward university admission rather than the labor market. 20. Vocational and Technical Education. Since the beginning of the First Plan (1962-66) the development of vocational and technical education has been given first priority. Vocational courses are offered in lower (grades 8-10) and upper (grades 11-13) secondary level. With the introduc- tion of comprehensive schools, icer cycle vocational schools are being phased out while enrolluent in the upper cycle vocational schools increased by almost 10% p.a., from 28,300 in 1963 to 58,300 in 1971-72, of which 38% were girls. In 1972 the output from the lower level was 1,183 and 13,598 from the upper. 21. The vocational schools are more evenly distributed over the coun- try than the general secondary schools. Curricula and training methods are being revised and adapted to the needs of Thailand's industry and agriculture. This is particularly true of the schools assisted by the first Bank education loan (No. 471-TH). Present shortages of instructors will be alleviated when the vocational and agricultural teacher training colleges, also assisted by that loan, operate at full capacity, provided that the movement of competent teachers to the private sector is not excessive. 22. Technician training (grades 13-15) is oftered at 11 technical institutes with an output of 1,183 technicians in 1971-72; these institutes also offer upper secondary vocational courses. Although the buildings of these institutions are adequate, thcy need additional equipment and to this end the government has approached the Asian Development Bank for financial assistance. 23. Agricultural Education and Training is offered at all levels of the education system. Primary schools in the rural areas conduct agricul- tural pre-vocational activities at the upper level (grades 5-7). Agri- culture is also part of the curriculum of some lower secondary schools (grades 8-10). There are 26 vocational agricultural schools of which 23 offer a three-year certificate course (grades 11-13) while another three provide a two-year diploma program (grades 14-15) to certificate holders. In addition, there is one agricultural teacher training college at diploma level and two agricultural schools offer a three-year course for young farmers. In 1971-72, enrollment in vocational agricultural schools reached 8,100 and the output was 2,400. APPENDIX 1 Page 6 24. Three universities (Kasetsart, Khon Kaen and Chieng Mai) have agri- culture and related faculties, with 3,200 students in 1969-70, producing some 400 graduates annually in agriculture, agricultural engineering, agricultural economics and agricultural education, 100 graduates in forestry, 50 in fish- eries and 30 in veterinary science in 1969. 25. Agricultural education institutions in general, including the universities, are short of adequately trained staff, their curricula are not sufficiently practical and instructors have limited expeiience in modern agricultural techniques. Efforts are being made to alleviate these problems. The first Bank education loan assisted the expansion and upgrading of 10 of the vocational agricultural schools and the Agricultural Teacher Training College at Bang Phra. A second Bank education loan, signed in May 1972, aims at the expansion, modernization and relocation of part of the Kaset-trt Agricultural University (No. 822-TH). It also provides for a compre- hensive study of agricultural and veterinary education and research which will enable the government to plan expansion and improvements in those areas. 26. Non-Formal Education and Training programs are offered by several government and private agencies. The most important are the following: (a) the MOE offers skill training in Mobile Trade Training Schools (MTTSs), short-term vocational courses in polytechnic schools, and in mobile centers of the Divi- sion of Adult Education. The most significant of these is the MTTSs program, initiated in 1960, that offers short- term, vocational courses for rural out-of-school youth. There are now 54 such schools offering part-time courses of fi-e months duration to about 28,000 young people per year; (b) the Department of Labor, with UNDP assistance, established a National Institute for Skill Promotion in Bangkok in 1969 which offers upgrading courses to foremen and workers in industry and short-term pre-employment training to ot-of-school youth; some 2,600 are earolled in these rogr.ams. In additicn, the center is establishing national trade standards; (c) the Ministry of Defense runs 10 centers offering two to eigt-month courses in vocational skills for rural popula- tion living in politically "sensitive" areas; and (d) the National Youth Promotion Committee is planning out-of- school vocational training programs in both urban and rural areas. About 19 othur government and paragovernmental organizations, such as the Prisons Department, State Railways, Post and Telecommunications Department and certain municipalities, operate pre-service and in-service training courses for employees. APPENDIX 1 Page 7 27. The Department of General Education of the MOE administers literacy programs for adults and also some continuing education and vocational train- ing programs. In 1970, the former enrolled 22,000 adults in evening classes and the latter provided secondary level evening courses to 9,000 adults. 28. Teacher Training is offered at the secondary and higher education levels for primary and secondary education respectively; it is the fastest growing sector of the education system. Enrollment of full-time students increased from 24,600 in 1966-67 to about 53,600 in 1971-72 or by 16.8% p.a. In the latter year the output was about 21,000 teachers. 29. Some 25 teachers colleges, the College of Education (with seven branches in various parts of the country) and five university faculties of education, offer teacher training at four levels: (a) lower certificate (grades 11-12) for primary school teachers; (b, diploma or higher certifi- cate (grades 13-14) for primary and lower secondary school teachers; (c) degree (grades 13-16) for teachers in primary, secondary ani higher education institutions; and (d) post-graduate (grades 17-18). In 1970 the combined enrollment in these courses had reached 24,000. In addition, 8,000 students were enrolled in evening and correspondence courses. In the same year all teacher training courses graduated some 9,500 teachers. Altogether, there are 38 different ways to become a teacher in general education and nine ways to become a vocational school instructor. The quality of many courses, in- cluding regular courses, is low and although the shortage of teachers may diminish, low qualification is likely to persist until curricula and train- ing methods have been substantially improved. Furthermore, the best teach- ers find employment in urban areas, leaving village schools with the least qualified teachers. 30. Teachers in technical, agricultural and industrial subjects are trained in special institutions and at universities. A great number of graduates prefer well paid jobs in the private sector to a teaching post and those who become teachers are not always well prepared because of in- adequate practical training. 31. The staff for the PTTCs is trained at the College of Education and at university faculties of education. In 1970, the total PTTCs staff was 2,330 of which 12% with Masters' and 65% with Bachelors' degrees, while some 550 or 23% of the total were unqualified by government standards. Recruitment of qualified staff for the regional PTTCs is a serious problem. Qualified teacher trainers prefer to work in the Bangkok area where extra curricular employment opportunities are available. APPENDIX 1 Page 8 32. The teacher training turricula should be revised and improved. Major shortcomings are: (a) inadeqate links between the little education research now conducted and curriculum development; (b) a considerable du- plication of effort and wastage of resources because many of the 38 teacher training programs were organized as "emergency and temporary" schemes; and (c) inadequate class time and resources for subjects such as socio-economic needs and education evaluation systems. An ad hoc commit-e is now working on a new curriculum following guidelines provided by a Unesco team which visited the country in 1970. It is expected that the committee will recom- mend the elimination of the lower certificate program (grades 11-12) and some restraint on the evening and correspondence courses in teacher training. 33. Higher Education in the early 1960's was offered almost exclusively in Bangkok. In 1965 the government began to decentralize higher education by establishing regional universities in the provinces. At present, there are three such universities: Chieng Mai in the North, Khon Y.aen in the Northeast, and Songkhla in the South. Facilities in these universities, however, are still inadequate fcr needed enrollment expansion and quality improvement of the programs offered. 34. In 1971-72 the eight universities of the country and the National Institute for Development Administration (operating under the Bureau of Universities) had a combined enrollment of 45,000. 1/ Over the past five years total enrollment growth has been satisfactory at 13.6% p.a., including a comparable growth in the important fields of engineering, science, medi- cine and agriculture. Enrollments in other institutes of higher learning, such as the College of Education, military and police academies and the Asian Institute of Technology (a regional institution for S6utheast Asian Countries) are also increasing. In 1970-71, an "Open University" (Ramkham- haeng University) was established in Bangkok with an initial enrollment of 40,000 or about 8,000 full-time equivalent Etudents. Sixteen of the 25 higher education institutions are located in Bangkok but the College of Education has seven branches in other parts of the country. The three regional universities account for less than 15% of the total university enrollment and more than one half of their students come from the Bangkok area. 35. The quality of university education varies widely, mainly because of a serious shortage of qualified staff. This, in turn, is due to inade- quate post-graduate programs. Curricula in such fields as agriculture, business administration, engineering and science are not sufficiently adapted to the needs of Thailand but efforts at improvement are being made; the Bank-assisted project for the Kasetsart University is an example of these efforts. 1/ Excludes Open University. APPENDIX 2 Page 1 TECHNICAL ASSISTANCE 1. The proposed project includes the cost of 61-1/2 man-years of specialists' services and 184 man-years of fellowships for training educators and administrators abroad. Total cost is estimated at US$3.26 million (US$2.15 million for specialists, and US$1.11 million for fellow- ships); the impl2mentation period would be about four years. 2. The distribution of specialists and fellows would be as follows: Man-Years Specialists Fellows (a) Project Unit Support 3 - (b) Educational Radio and .Television (ERTV) 5-1/2 5 (c) Teacher Training Colleges 20 80 (d) Diversified Secondary Education 6 44 (e) National Curriculum Development Center 10-1/2 25 (f) Songkhla University 16-1/2 30 Total 61-1/2 184 The project units in the MOE and Songkhla University would, however, have some flexibility in allocating specialists' services within the ceiling of the total funds allocated for each project item. The fellowship committee (para. 6.02) would also have some flexibility in the award of fellowships. 3. The project unit directors at the MOE and Songkhla University would coordinate the activities of the specialists provided under the project and would also assist the fellowship committee which will administer the fellowships program. 4. The ERYV study group would be attached to the Department of Educa- tion Techniques in the MOE but their work will be coordinated by the Under- Secretary of State for Education. The government will designate two local counterparts to work with each ERTV specialist. 5. The teacher training group would be attached to the Teacher Training Department of the MOE. The chief of the group will coordinate the activities of these specialists, who will function in the MOE and at the teacher training institutions. The group will help the PTTC directors to introduce the new teacher training curriculum and assist the Teacher Training Department in matters concerning teacher training in general and in-service training in particular. 6. The curriculum development planner and his group will be attached to the Department of Education Techniques of the MOE and advise the Director General and the staff of that department in matters related to educational research, curriculum design and evaluation techniques. All the specialists will assist in-service training programs for school inspectors, administrators and teachers. APPENDIX 2 Page 2 7. One hundred eighty-four local educators and school administrators would each receive training overseas at the graduate level in the fields of teacher training, curriculum development, educational research educa- tional planning, school administration, education economics, ERTV and sciences. Upon their return they would work at the MOE or in the project institutions. They would collaborate closely with the foreign specialists in planning and implementing the envisaged changes in the educational system. 8. The schedule for implementation of the technical assistance com- ponent is presented in Chart 3. � Е,гегаг., Рориlлtlлп ' GNP/САРIТА Rв[г (: пf уа.е i(N[ttlona) � (ns 5> I Адиlгц 1 гг � 1 с7 � i i aDt'ANCED � � Сптрвгв[[ve гди<лt4пп длtв вгг vx<tul ln гИе � еvвlив[1лп о[ verloua гдисасtоп вупепв апд A"etriл 69 7А F � ',Olo F 99 [he впвlу[ts о[ rela[lve в[лqгв оЕ гдига[lппвl Саладв )О 21.4 7,7(Ю 47 developeune бetveen vвrloua г ип(ггев. Nov- Gегwвпv, Fed. 0.гр. 69 61.6 F 2,910 Р j 99 rv<г, оп [Ие 6eals ot [hг present да[а, с ва- Iарлп 69 101.Ь F 1 920 F 99 пв[1опа1 гоеiрвгlеоп+ +hould Ье .ppгosrhedrvlth Иегпегlаnдг 69 17.U F ?,L)п } 99 great cautfon. Da<в prearnted {п che follov- Nev 2евlвnд 11 2.В i . :,т�н) F � 99 ' 1ng [вЬ1е M1ave Ьееп гоllеггед lлгдгlу Ьу the Nnrvay 7п ].9 , 2,АЬ0 ' 99 Ьвпk аlввlоnв Егот Roverneent еоиггеа; [he ��гдг^ 69 В.! F L,ПUi F � 99 reeв5ndrr а в[в!Е ге[lвв[ев or да[в Егов Lnlced Rlгцдпv 69 55.Т 2,1Тп 97 L'nes<л. ¢lfогев Игаг Икл wwde [.гапдаг- L'.S.А. )П .'П4.х 4,95П 99 дlхе det4n4[lona впд, v1[hln 11в4гв, го check the а о[ еИг длtя. Neveeehr- . lese, вигИ двtа в atll tпрегlгге (п aeve- EL'RПPL raI тeapects and гме aank la vorking го fm• 1. сггесе 7l 8.9 р 1,09n Р В2 С peove гhеп ргодггве(vгlу пп the о ввlоп 2. 1ге4лnд 69 � 2.9 F l,1bп F 9В - о( 1[в Up<га11опв1 wtk. ln the и лf 1. 5Ра1п 70 33.6 1,О:П 44 D theвe да[а, ehe tollwlпA auallfteae4ons ahould Ие Ьогпе 1п w/nd: AFЧ1G с. A1i.erla 7п 1д.7 згю is е 1) "Educatlon" sв деЕlпгд ln che 5. Сккгоол 7n 5.8 1А0 .. гвЬtе lncludes в11 eduгstton апд стаlпlпR. Ь. С. А. д. ТО 1.6 !40 fогллl апд поп-(пла1, 7. lТлд 7U 7.6 ЬП 7 8. г:,пµо (А1 7(э Г.9 1�ю 5г1 '+ 2) "Ртlпагу" едислгглп геfегв [о гди- 9. 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A,tiNE% 5«лпдвгу rp i1 ut Tota1 Pr(mдrv% ргЭта +. � Sеслпдагу 5есопдлтУ , 5гид<n[в н(к1�ег Еп- Амив1 (Л+григ д г.+ �P�h1[с f'с- Enroll- � sгидгп[а j Епгоllтепг Enrallrn[ рег глllтгп[ 1п I fras И[кhгг 1пп �1кпЛ[гигr• пип[ Риг � R+tfo ln :sвс!+<г Адгtсиl[иге Едис•[1оп [кvnlyd го И.п[а 7rлr�rr � N<[ '\'ocaclona! fult-t!к мд 1 Ргг ltигеч 1F.Л��егt(пп ве[ Sгhoolд EQulvвlen[ EnR[п<ег[пк' 1(Ю,ООО , j . PopuL[1on ' (Ь) (71 rAl г91 (1п7 (1t1 (12) г171 1 � I 9.9 99 .+ 46 Ь�� l2 2й 11 С � 27.5 Е 99 Е 'S Bcr П 12 Е. 11 9 51Э � 9.1 Г 96 28 ЬЬ У � :fl :1 25 � 170 г ri 5 49 ?Ь 9V ' ?п 21 11 ЭОВ ��.0 99 1+ )и ЬЬ .1 19 ?5 27t) 16.5 М 99 ?7 68 lB 18 :87 :1.5 УЧ :Э 7i С :2 Е I6 � 64 С 1+.н 99 П lб 75 iL 1l 1f� 1tlc: 11,Р SA 1tl 5к 5 С 1А 16 1РР В ' iб.г� 47 ?5 Ч4 ... .� 7 S20 9 1 Е 99 Е 7Э Е 59 Е. . !6 Е 11 Е 14 t 1Э6 !1.'r 95 1) 54 УГ :5 l7 I7 Х 1)7 А !!.5 Е 9! 75 .'9 -'-' С Ю !9 71 С ' 1о.п 51 9 . ?о 6 6 ;п.�1 7'ч 48 В i3 _5 4 7 71 К 6L + К 1fl Ю ... ... � 14.] U )) 71 к И1 ... ... �).? Mi1 % 59 I7 1О ?8 - F 1Ч 5 i6 5t S iS 17 .7. l 1 t.7 ( 11 4ii Е 1i� 19 IB Е 1 . '1.7 Q 7. :У А 1В 15 Е 13 F. С :!).й 4. 46 А fl 2Э .. . 11 64 Э4 1(+ 2 29 П 5 А 1 l.; 5++ К )1 1 2 К 6 16 17 С 9 4 Ч 11.4 54 15 1: 1 3 7 А � 1й К 17 - + 1А :7 16 0 +.l й7 К чM1 b К ?7 В :5 7 С R А 19.5 ( 1l 1+) 17 1 t 'S l7 7 С п 7!: Ь )П 2 5 2А '� А в .+�н л х чsА zA зг r А ne гог 1н,4 17 й5 е 29 lt Э � ». 1 V 46 EI' 16 й I 11 21 1П 5 !.5 1++ 45 5 :) Ь t N 14.�� Е ]А « В ?1l .+ l0 ь' R 17.: tlЧ S 50 12 5 17 7 ' F . 5f. 17 I 76 1П l6 <. р )S.I: . +( )1 1i Г ): F. 15 г ,- А 9 11.'. ' 4f 1И Ь 1[ 'И 1Г 6 '.9 1 �н t :1 9 А 19 t1 А 1-.1 �7 , . IЭ :1 f 'Ь 1 1 Ч : 1 '( F 1` !у.7 55 ., сч 11 .� 19 .. �i п�. '.7 1n t7 78 с Э5 С . в�+ Г -г� 1i )7 17 А :У t 42 А 1+.г Р ]t� .i '1 : ( 1Э :Ч ( _О С . �.5 � ]I 1tl IN .Ч D 11 А ZЧ l :1 l' L.L il } 11 а 1h + 1 t _д 1 С _. 1+ Р9 К :Г. 11 К z 15 12 Э1 .:.1� Ии f7 Э5 7? _'2 1А 59 1У.п чд F 5: F 5!� 1 16 F 75 f :7 ! 17Ч AlY 7Ч }, +1 А .'Ч К Ь А1' :0 АУ 1: А5' S: АУ 16.и F ]Ь С 19 У 15 S � -6 1tl У tl . l�+.И Ь: 1l 1З 7 76 f :1 19 1n.1 Ий 25 �l 'Ь 7] е,� I7.! V 9г1 Э4 �: 75 9 ?1 1 G6 t6 7 l0<� К 56 йб � 49 76 'А !17 1 :1.f� 7Ч 15 !' � 34 � J6 1 '_1 4 t20 I 1н.5 i� ВЧ К 71 =9 Х 7 ?5 16 7G 1 2Ч.и ' !14 К 3л ' 11 А � ЭЬ 10 457 ( 36.1 9п 12 '.'_+ I 16 ' ?У 1В 781 Ч 1ч... 1Э д1 К 14 13 К � 1] , :5 15 )7 17.: Ч: ч 4. -; К 1. 73 :Ь :l __'т_� = `- �- � , � Si Э 51 � 5: � :! ь7 Э .4 � , ii у ; _-_ ((е.7-.'Ч.���� !Ь-I19 (:-'-7.7' f1-SЧ1 (1-491 �f17-lB) '�1-)А) 1 (П-+571 I �^1.r ВЧ 1 46 ' 1S 1? :9 lA L6 � __ ��F.1 __-.._" 17 _._-. l5 -_� 7l г i 15 IS � :5.1�� L6 I +1 8 � 5 1П 6 опг тгигs гп,r.ги Сиlитпь 11э апд (?1 ьопе т<мl<. пвиП> [�Р. Pгovlstoмl Р{киг<г tидtпд {пгеlдп atd ' �tглi . гпт+пг �nfv С.>Iитпя fiY"(9) лпд (tt1 lC0.D Иfs5lon• .I t. . �,1 �" 1и+_4+t i.r:v.+. « �+�++�.+. Сл1.�ппь 111+i-(121 апд [l4i 1?fES+Xf 5гвгtьгlс�l Ye.aDм�k 7ид�пк л,.гlкга ,wd•�п1� апа 16Сд w.�[лп, Fглгоаrv д4. 1�7Э T H A I L A - N D ACTUAL AND PROJECTED DMOLLMENT IN PUBLIC AIM FLIVATE SCHOOLS (IN 1000s) (1966 - 1981) Annual Actual. Prolected Percentage Increase Actual Projected 1966-67 1971-72 1976-77 1980-81 1966- 67 1971 - 72 to 1971-72 to 1980-81 Primary (Total) 4,8oo.o 5,657.2 7,259.0 8,565.0 3.3 5 Secondary (Total) P92-7) (662.7) (1,030.7) Ux407.7) .(11.0) (9) Grade 8 - 10 .285-3 495.4 798.0 1,1214.0 12.2 9 Grade 11 - 12 L9.6 64.9 111.0 145.L 5.5 9 Grade 8 - 13 (Vocational) L2.1 67-0 / 76.5 88.2 5.6 5 Teacher Training 15.7 35.4 L5.2 50.1 17.6 4 Higher (Total)!/ (42.4) (85-7) (127-9) (161.6) (14.2) (8) UniversimtY(excl. teacher 28.3 53.6 67.0 89.5 13.6 7 Teacher Training training) 8.9 18.23/ 36.8 41.5 15.3 10 Technical 5.2 13.9 24.1 30.6 22.0 9 Grand Total (All lavels) 5,235.1 6,02.3 8 417.6 10,134.3 4.1 5 Tr ludes enrollment in the Open Univer3ity (Ramkhamhaeng University) which at present has )Out 8,000 full-time equivalent students. 2/ Inc.Ludes about 5,000 full-time equivalent students. Includes lf'ull-time students in university and diploma-level t3acher training. Sourc_e: Ydnistry of Education and Bank staff pro.ectiori$- May, 1972. THAILANI) 196w - 1981 Projections 1netIt~onst n 196 1965 1967 1969 1971 197' 9 1/ Kasetsart Uriversity 1,714 2,521 3,127 3,:>73 6,oo 7,JY 6,0 (95) (Db) (123) (52o) ( 2) (9%) Khon Kaen University - 214 496 1,361 3,2 5,5>o (-) (-) ~ (-i - 10 33 Chulalongkorn University 6,351 7,320 0,601 1,656 12,579 14,5o0 17,0)n (763) (L13) (9j2) (1,965) (1,5-k) (1,803) Chitng Mai University - 92,, 2,LI h,573 6,lht3 7 500 9,500 (-) (21) (15) 1-) (200) (Lo) Tnarnasat UrLiversity 27,477 22,092 11,94" 12,'!14 11,59d 1',,00 17,000 (92?) (1, (1,167) (1 i,9) (1,d>o) (2,000) Mahidol University 2,032 2,,>Y 3,2 4,5q ,ý,97 6,5'a 7,5,0 (1I ,'4) (,W) (5Wh (3)h) ( 51) (700) Silpakorn University 2,5 513 5Y 765 1,)>J4 3,000 5 ,000 (-) (-) ( -(- ( ,)'1) (200) National Inst. for Devl. Adm:ans. - - 512 79 500 600 (1,2L) (553) (414) (500) (600) .i i. 11,0 12,7 Trin3e of Songkhla University - - 50 33 97d 3,000 5,300 (-) (-) (- (100) (32) College of Education - 2,33 4,792 4,469 6,i;i0 11,» 12,500 (-) (111) (254) (393) (500) (8y0) Institute of Technology - 214 1,671 1,832 2,o-y 2,h)u Totals 30,659 3d,3o4 3o,367 h,67o 53,- V t 2, o,JU ju,7ku (1,934) (2,3b1) (3,556) (L,200) (6,»00) (d,J)0) 1/ Oraduate atudents, in krenthesis, included in total enrollment figures. / Reduced to full-time equivalent students. Source: MiKnistry of Educ(ation and National Ed . cation Council. THAILAND UNIVERSITY ENROIZENT BY FIELD OF STUDY P)65 - 1981 Projections Field of Study 1965 1967 1969 1971 1976 1981 Humanities 1,565 2,189" 3,154 4,454 6,ooo 7,000 (45) (93) (98) Education 2,901 6,218 7,132 14,000 20,000 29,400 (246) (555) (630) Fine Arts 210 243 265 2,0V 4,000 5,400 Social Science and Law 23,301 15,699 17,463 21,725 25,000 2b,800 (1,694) (2,063) (2,191) Natural Sciences 1,522 1,695 2,103 3,025 4,50o 6,000 (107) (128) (199) Bgineering 2,314 2,763 4,686 5,672 7,000 8,000 (46) (69) (250) Medical Science 2,758 5,145 6,399 6,940 10,000 12,000 (212) (559) (288) Agriculture 1,859 2,515 3,413 4,120 5,500 6,500 (31) (91) (244) Total 38,364 36,367 44,670 63,000-! 89,000 102,700 Grad. students (1,934) (2,331) (3,558) (h,200) (6,000) (8,000) 1/ Graduate students,in parenthesis, included in total enrollment figures. 2/ Reduced to full-time equivalent students. Source: Ministry of Education and National Education Council. July 7, 1972 THAI LAND EDUiATION EXPENDITURE, 1967 - 19761' (millions of Baht) 1967 1968 1969 1970 1971 1972 1976-' (est.) (projection) Central Government Expenditure 17,653 20,81,8 23,162 24,912 28,348 30,016 L9,950 - Recurrent 12,162 13,830 15,705 16,73h 18,525 20,66h - Canital L,L,67 5,800 6,159 6,L68 7,90h 7,953 - Transfers 1,026 1,218 1,298 1,710 1,919 1,399 Central Public Education Expenditure 2,565 3,38 3,770 3,922 1,892 5,821 9,h20 - Recurrent 2,05h 2,152 2,7311 2,972 3,099 L,175 7,065 - Capital 511 896 1,036 950 1,793 1,6L6 2,355 Private Education Expenditurei/ 755 8h5 975 1,012 1,17h 1,16b 2,080 Total Education Sxpenditure 3,320 4,193 L,745 h,934 6,066 6,985 11,500 Total Education Expenditure: GDP 3.1% 3.6% 3.6% 3.6% 4.1% 4.5% 5.6% Public Education Expenditure: Total Government Expenditure 1b.5% 16.1% 16.3% 15.8% 17.2% 19.h% 18.8% 1/ 1967-1971 actual; 1972 estimate; 1976 projections on a cash basis. Fiscal years ending September 30. / Projected annual increase during 1971-76 = 12% for central government expenditure; 1b% for public education expenditure; and 7% for GDP. 3/ Net of government subsidies, which are already counted in line 2. Source: Bank of Thailand and National Economic and Social Development Board. L February, 1973 T H A I L A N D E U:FMETJS AND SUPPLY OF - PRIMAY AND SECONDARY SCHOOL TEACHIS IN GCVEFNMENT AND PRIVATE SCHOCIS 1(71/7? - 1980/81 Qualified Teachers 1972-1951 1971-1972 1980-1981 Require- s Shortage Actual Target ments Primary Education Enrollment 5,657,267 8,565,000 Pupil/Teacher ratio 35 35 Teachers: Total 161,636 2h,700 Qualified 113,145 (70%) 210,000 (86%) 181,000 123,000/ 58,000 131,ooo31 50,ooo Unqualified 48,491 (30 ) 3L,700 (14%) Secondary Education Enrollment 662,700 1,407,700 Pupil/Teacher ratio 20 25 Teachers: Total 33,135 56,300 Qualified 23,135 (85%) 46,300 (82%) 4,600 26,0004/ 18,600 Unqualified 5,000 (15%) 10,000 (18%) 1/ Total requirements include expansion needs based on enrollment projections shown in-Annx 2 and replacement needs of about 6% p.a. 2 Includes output of 3 FTTCs being built. 3/With the proposed 7 PTTCs. From the College of Education (about 22,500), and from the university faculties of education and other teacher training institutions (about 3,500). Sources Ministry of Education and Bank staff projection based on government estimates. May, 1972 � х � а��O о н � и`i' � сэ м "° о и �. �' Ч ... ... .. .. �... .. ° � с п с °° >� n ° п р. ^ п о й� ю.. • • `Р .. о�от � Ри Л и Ч-. .-о ит�+а�или Ч.�о �т т.. Ри Л �+и.- • n 0• , о• • > ^ ^ г'°."п .- `.п � п Чу`^ z ^ д ,у . . . . . . . . . . . ге . . . . . . . . . . . . . . . . . . . . . о a а°� н т и ° � м ц � � � п ° их..•и=п т � r х�о.vт� т Эт s ь опФ:у а•си^ ит zw.� �лиnтии.• � ом ё о w� . .,га� < С�д .- �_°ч?н 'а° °н w"�т'т � `•r' г. ��п`�"та�с�аяа„А ��ототБа...'.а�"°о�"°�а$кт�.°.� ri'о ...о а г�п°в ь'т�"' н м �" а q о т а � м т м w�s �w о й n ..с о� о т и � .• ^ •- ^•о• г_ о'т г_ л= > �� л о х ь s� з ы т s� г� м� w° ч' ц т о ���� ьг � и о с°с w v� о и ... " н � о г �i ti В � т_а т п _о в � о.. � п n т�о п� � н а 9�� т- м а д т в� т л: т"«,е .� у i w�� л� Н о! � т М Р 6 и .. п`м оо `о � т v. а т и и .- z° л iг ь� т 6 � w' .• � о.• л� а� 8 'м � :�. � л:. � z ^ Г сат с и � � с с я � та м...�'о т пп r roo м м л т о а с а с„ н и т я м- .� С т о ч т r м тм г о � n м оо � ёо и оо .- �i г� и`�Sm о v�ip1 у й а;Лs <ь � " йи : ` �. а F т r т � с��� .`.л .`. по� о оЧ vr"1а � п S.в л +в �л � ,,, ^ п �� _ м п м _ т в т т �. � 8 " ,• ^•`- � т � .°; и т� т .. т~т° чт .. �г " n` S' Е л r _ __ __ _ а о w о л п т а т т т о r^ м С м ь т л и м с У и и.. � о G п оо � о ово .�,. гГ1�w во = 3 о � у о тт •- д Э 6 ~ з -�= Б -о л �г т с> о ос�о°Oо '�Oоо�с м i°с т �э ° °оН °ооо ^ O° `° N "л Р� ы ь ° � -"= . � v � � О О т О О 1�1 �о `с и < с Ч Ч .. �л .О И И � и О Л С Л�- Ч Р Ч Р И И И v Л И у .О РИ W уΡ v у Ч Л�• ~ �� �� с � О И , • �� � 1 1 � 1 � v Ф Р � О � Р О г т � и Р.1 Р О Ч О т и С � 1 Л Ч и От 3[нЕ � О Ч А�: Ф Ч т . � . . . . ;+ v . R и Л�+ и Л С Ч О О V��- И Л т И w� О И И О w w С и Л И О о и Ф � Л J .Т� а п ^ �' Л л и..+ й й т �t � и и И Ч Ч Р Л и Ч И Л Л И Р О Ч � 'с9' � �� Ф� � � � � V V S+ С � � i� � �� i r� � � - и ч �в ч i. й ш N� v Ч Ф w О � � и Р � С н^ С О�+ � Ф у Л О Л ti �- итииООИО СиvO Г Л�О О W 00 000 �'+ Л� О Л и С О И О Р. п С-�� о Ч т О О О О О� О и Ф Р О и Ф и И О И "' О В � Л � Л N Ч Л Л 0 и т С i � ш ' � � � � � . . � . . � � � . � � � � � � � � � � � � � � � � � � � � � � � � т и � � � Р � 6 р оо о r� „• �е а о о о �� - и С_ _гЕ ч л С r V - И И И Р Р Ч� Р.- N Р Р И N Ч Р v Ч Ч ч ч Ф W Л �+ С � и �О Р С 00 и и Ч Р Р�р Л Ч Ф Р Ч Л Л С V У1 � в О �� О О Ф Ч г р ����� ��� О С С О q � ь7 С О О О О О О О О О С О О О � О О С О О I1 1, ��I ', ,, у р С О О С О О О О О О О О О О О О О О О О О и О О О О О �"` 7HA2LAND - Th1rd едии[!оп Рга}еес 3итвтll of eattmaced Слр1СвL co.cs (1п '000 of Ввh[) BUILD2NCS Fц3tN1TURE Б UIPliEКf TG'CAL PNYSlCAL АRСИIТЕСТИИL TECFQПUL всидмсв' sсв[[ АСва�1с, Адт1п. sсиами' Асва.тl�,Ат1п. гАсцlпеs sекvгсет AsslsrAlкт бoarding Houdng Тоса1 b Camunal 6oardtng То[в1 Ь Соаыааl (екс1, prof. вervtce. 1о,ыо.о s,3zo.o зв,по.s 2,о19.1 1,воs.о З,в2а.1 Э,279.в so,s93.1 - - - ео.о z,ьео.о 2ы.о zы .о 116.8 3,4з1.х - - 14,Ы0.0 5,400.0 k0,850.5 2,280.1 1,805.0 4,085.1 Э,3%.6 54,026.Э - - 102,270.0 Э7,800.0 285,957.5 15,960.7 t2,65.0 2Н,595.7 23,776.2 Э78.Р0.1 - - � - - - - - - Э.279.в 3.279.д - - - . - - - - 9,839.4 9,839.4 - - 1о2,27о.о з7,воо.о 2es,9sз.s 1s,9ьо.7 t2,ьзs.о 2в,s9s.7 зЗ,ыs-ь 3ea,oo9.s - - 4 916.1! 1 817.Э l3 747,8 767.3 607.5 1 Э74.В 1 616.1 18 654.Э - - 6,728,8 846.6 - 846.6 10,400.0 1в,б47.2 - - 3Z3.5 40.7 40,7 500.0 tl96.5 - 790.0 Э,580.0 7I8.2 - 778.2 2,400.Э 7,116.i - - - 790.0 6,399.6 � 944.3 - 944.5 3,317.6 11,301.5 - - - 760.0 5,524.8 956.2 - 956.2 7,095.0 10,128.5 - - - 240.0 5,404.3 801.5 - 801.5 2.055.0 в,801.2 - - - 520.0 4,961.9 1,097.0 - 1,097.0 Э,095 А 9,650.1 - - - 740.0 4,770.0 945.0 - 9L5.0 Э,267.5 9.455.5 - - - 62о.о 5,ь77.о 802.5 - eoz.s 1,ьеб.9 в,729.7 - - - 260.0 2,42Э.0 558.8 - 558.8 2,181.9 5,406.0 - - - 5В0.0 5,470.0 940.7 - 940.7 3,421.6 10.3)9.) - . - 520.0 J,985.0 860.6 - ВЬО.В 1,Вй9.1 7,093.4 - - - 640.0 5,160.В 654.6 - 654.6 1,978.1 8,Э09.6 - - - 690.0 6,805.2 9З6.Э - 9Э6.3 2,504,Э 10,926.Э - - - 260.0 ' 2,560.0 404.: - 404.2 1.119.0 4.ЭЗ9.2 - ' • 160.0 2,470.1 З59.Ь - 759.6 1,245.9 4,323.7 - - - 620.0 6,503.1 917.6 - 917.Ь 1,757.6 9,828.6 - - - 1J0.0 2.795.0 Э42.1 - Э42.7 1,062.9 4,040.1 - • - 2Э0,0 ' S58.5 й28.8 - 428.8 1,092.0 5,475.1 - - - ВО.О .- 553.6 )24.1 - 324.1 1,062.9 4,306.0 - - - 640,0 '°5.0 594.5 - 594.5 2,167 4 6,815.4 - - - ЬЬО.О ,1.5 599.8 - 599.В 2.Э44.2 7.070.6 - - - 590.0 ?,7^.5.0 606.2 - ЬО6.2 2,Э44.2 7,1{3.9 - - - ' - 72Э.0 - 12i.0 3.13В.7 3.8Ы .7 • - . - - Э44.2 - Э44.2 В42.4 1,1ВЬ.Ь - - - - - 300.4 - Э00.4 963.0 1,26Э.4 - - - - - 3Э4.5 - 33L.5 1,062.9 1,Э97.4 - - - - - 733.5 - ЭЭ3.5 1,077.4 1,410,9 - � - - - 3]4.5 - Э34.5 1,062.9 1,397.4 - - - - � 306.1 - Э06.1 l,Об2.4 1,369.0 - - - - 391.4 - 391.4 1,092.0 1,48Э.4 - - _ - - ЭЭ1.1 - Э31.1 l,092.0 1,42J.1 - - - - � • ]Э4.5 - ЭЭ4.5 1,062.9 1,397.4 - - _ - I . ЭЬ4.3 - 364.3 1,208.5 1,572.8 - - _ 1_ - 10,500.0 + в1,520.0 18,950.9 - 18,950.9 58,710.0 11В,Э32.9 - - 504.8 1 4 400.0 911.1 511.1 2 822.6 8 571.7 - - 13,374.4 2,048.6 - 2,048.8 20,904.0 Э8,Э34.4 540.В - 64Э.0 98.5 9В.5 ! 005.0 1 84Э.0 26.0 � - ' � ' ' - ' - ' - 32.760.0 ' ' � ' ' - - - ' - 12.012-0 ' - I - ' ' - ' - - 19.219.2 - - ' - - ' ' - • 3.744. 0 ' - ' - - ' ' ' - 67.7Э5.2 - - Э,255.5 4,916.В 2,Э22.1 14,114 J ],817.6 Ь07.5 2,425.1 5.943.J 29,967.5 26.0 Э,256.5 77! 20' 65? Э7.22 IОП. BG.2'�. - • 1R' . _ 17.Ьх 1q} 18.1У, 16_97, 9.4t ' ' 71,665.1 - - 8.898.Э 2Э.409.Э 113.129.1 91.5 6.)79.4 - - }�445.4 - - 427.8 1,127.4 5,438.9 4.4 306.7 �� � ЭЬ.Ь't 22.Т1. 6В.57, 4I.U7, 11.L7. В5.11. - • 469,241.Ч - - 59,34D.1 147,V78.9 7ЭЬ,453.1 6]2.Э 74,114.6 22 559.7 2 852.9 7 071.1 35 406.4 Э0.4 Э Sb3.2 - - Э3.ЬА - - 20.47. 65.6Z Э7.8� 10.27. 80.Ы 7 569.2 - 582.0 4 6ЭЬ.1 13 Э8Э.Ь 3.1 2 871.7 АМ1УС1[ 7 T1rd ЕдииСlоп Pro�ect 1clmated Сарlсдl Соыв 1а '000 оЕ Ввh[) FURN1T11F1E Е С2РМЕМ 7OCAl РНУ51СА1. ARCHITEC101UL TECHNICAL ТОТА1 СС575 Асвдгпlс, Адт1п. S[udenCe' Асддетlс,Аддlп. FACILITIES SERVICES AS57STANCE Ь Coemunsl Вовкдслg 20са1 6 Соттипвl (евс1. prof. Bвht 05$ вггvlсее ('000) ('000) 1,019.1 1,В05.0 Э,824.1 3,21:.В 50,59Э.] - - 50,593.1 2,472.Э 26 L 0 261.0 116.8 3,4Э1.2 - - Э,431.2 165.0 2,2BO.l 1,В05.0 4,0В5.1 Э,З9Ь.Ь 54,02й.Э - � - 54,024.J 2,597.Э {5,960.7 12,635.0 28,595.7 27,776.2 178,170.1 - - 3T8,170.1 1В,18l.2 - - - 3,279.В 7,279.В - - �,279.8 157.7 . - - 9,8]9.4 9,8Э9.4 - - 9,8Э9.4 47Э.1 15,960.7 12,6Э5.0 28,595.7 ЭЗ,Ь15-6 388,U09.5 - - 388,009.5 - 767.7 607.5 1 Э14.8 ! 616.1 18 654.Э lB 654.7 В46.б - 846.6 10,400.0 18,647.2 - - 18.641.2 - 40.7 40.7 500.0 896.5 В96.5 77В.2 - Т78.2 2,400.? 7,116.5 - - 7,l16.5 342.I 9й4.Э - 944.Э Э,Э17./ 11.301.5 - - 11,301.5 5L].� 956.2 - 956.2 3,095.0 10,128.5 - - 10,l28.5 ь.�7.0 801.5 - В01.5 2,055.0 8,803.2 - - 8,801.2 42� 1 1,097.0 - 1,097.0 Э,095А 9,650.1 - - 9,650.I 464.0 945.0 - 945,0 7,263.5 9.455.5 - - 9,455.5 454.6 802.5 - 802.5 1,686.9 8,729.7 - • fl,729.7 419.7 558.8 - 558,8 2,1и1.9 5,406.0 - - 5,406.0 259.9 940.7 - 940,) 3,421.6 �0,779.3 - • 10,379.3 499.0 860.8 - R60.8 1,849.1 7,09Э.4 - • 7,04Э.4 341.0 654.6 - 654.6 1,978.I 8,709.6 - - 8.309.6 399.5 976.Э - 936.3 2,504.3 10,926.3 - - I0,92Ь.Э 525.3 й04.2 - 404.2 1,119.0 L,379.2 - - 4,7Э9.2 208.6 Э59.Ь - I 759.6 1,245.9 4,323.3 - - 4,727.Э 20Т 9 917.6 - 917.6 1,757.6 9.62В.6 - - 9.828 6 472.5 342.7 - Э42 7 1,U62.9 4,040.1 - - 4,040.1 194.2 428.8 - 428.8 1,092.0 5,415.1 - - 5.435.1 26l 3 Э24.1 - Э24.1 1,062.9 4,706.0 - - 4,306.0 207.0 594.5 - 5ч..5 2,167.4 6,815.4 - - Ь,А15.4 ]27.7 599.8 - •' 8 2,Э44.1 7,070.6 - - 7,070.6 Э39.9 606.2 - �. 7 2,344.2 7.11Э.9 - - 7.11..9 742.0 723.0 - �� 0 3.1Э8.7 З.ВЬ L 7 - - Э,иб3.7 1В5.7 Э44.2 - ,.. В42.г l.1"ь6.6 - - 1.3RИ-Ь 57.1 Э00.4 - .. 96Э.0 l,2ьЭ.4 - - 1,26Э.4 ЬО,8 Э74.5 - •f�,.° 1,062.9 1.797 4 - - 1,Э97.4 67.2 733.5 - --" 1,077 4 1,410.9 - - 1,430.9 67.д ]Э4.5 - ..+ 5 1.062.9 1.397.4 . - 1,797.L 67.2 ЗОЬ.] - >': 1,062.9 ],3G9.0 - - 1.769.0 65.В Э91.4 - 1.'�L 1,092.0 1,4ЕЗ.4 - - 1,4В3.4 71.Э 33i.1 - �1 � 1,092.0 1.423.1 - - 1,42Э.1 68.4 Э34.5 - :3. : 1,062.9 1,Э97.4 - - 1,Э97.4 67.2 ЭЬ4.3 - ��4.Э 1,20В.5 1,572.8 - - 1,572.8 75.6 5h,710.0 178.Э32.9 178,332.9 18,950.9 - _ �-9 - - - 911.1 _ V11.1 2 В22.Ь 8 57Э.7 - 8у573.7 2,049.В - °,и4К.8 20,9�4,� 38,Э34.4 540.8 - ЭВ,R75.2 - 9В.5 ЧВ.S 1 005.0 l 84Э.0 26 0 - 1 869.0 - - - - ' - Э2,760.0 52,760.0 1.575.0 - - - - ' ' 12,012.0 12 Д12.0 577 S - . ' - - - ' 19,219.2 19,2[9.2 924 0 - - - - - - Э,744. 0 3,744.0 180.0 - ' - ' - - 67,7Э5.2 67.7Э5.2 - - - 7,255 5 3,256.5 1�817.6 � Ь07.5 2,425.1 5,94Э J 29.967.5 26.0 3,256.5 - Э3.250.0 2fГ., 6SY, з7.2", 10^ 80.1". 4L.4^. 41 47 � _ _ 1).Ь7- 1g,� 18.П 16.9: 9.4Т U.37. 17.T: - - В,898.3 21,449.3 113,I29.1 91.5 6,779.4 119,600.0 - - - 427.8 1,327.4 5,4ЭА.9 4.4 ЭОЬ.7 - 5.75П.0 22.Т� h9.5", a.R'. 11.47. и5.1". 43.3'� 43.Э`, - - 5Ч,14b.3 141,О7о.9 736,45Э.1 632.3 74,11С.6 611,200.0 - 2 А52.Ч 7 0'1.1 35 4�И.4 )л.4 J 567 2 39 000.0 - - io.4- ь5.6': ( 1з зиз.ь� 1а. r 2 88�.77 эзи 17о.7 1ь z�3�:� - 582.и 4 636.1 Ситтгnсу Equlvalenc U55 1.U0 � Bah[ 20.80 THAILAND Contii (in '04 SITE DEVXWPMEHT CONSTRUCTION FURNITURE Local Foreign Total Lo,al Foreign Total Local Foreign Total L( TOTAL PROJR;T COST EXCLUDING CONTINGENCIES 1,987.5 h96.9 2,484.4 12,806.6 6,307.7 19,114.3 1,940.1 h85.0 2,425.1 2,( of Total 80% 2o% 1009 671 33X loot 80% 20% 100% CONTINGENCIES (a) Allovanees for Probable Price Increases (1) 1 (2 years) 79 lox 7.6% 7f 10% 8% 7t 10% 7.6% (ii) Amount lhO.2 49.7 189.9 903.2 630.8 i,53h.0 136.8 48.5 185.3 IL (b) Allowances for Unforeseen Factors (i) I lot lot 101. 10% 101 lot 109 lot lut (ii) Amount 198.7 49.7 248.4 1,260.7 63o.7 1,911.4 194.0 48.5 242.5 2( (c) lotal CorHnR,,encv Allovances (i) f l7f 20% 17.61 17f 20t 18% 17% 20f 17.6% (ii) Amount 338.9 9M h38.3 1 2,183.9 1,261.5 3,445-4 330.8 97.0 427.8 3! (iii) I of Total 77.3'9 22.71 loot 63.4% 36.6% loot 77.3X 22.7f 1001 TOTAL PROJWT C03T INCLUDING COWTINGENCIES 12,326.4 596.3 2,922.7 114,990.5 7,569.2 22,559.7 [,270.9 582.0 2,852.9 % of Total 79:6f 20.4% loot 66.ht 33.6f 100% 1 79.61 20.49 100% January l,73 1BAILAl1D - 'Ih1тd Educa[1on Ртоуес[ Contingency A11o�ances � (!п '000 of U.S. Dollars) ��pg 1�UIRlРКТ ARCKITPICCTU1цI. Sffit4ICF5 �eglf�lete__Sвпгlоев . Рвцохвhl s �Ьгв1 Тоtл1 Loca1 Raмlgn Таtв1 Loca1 Fоп1� Тоц1 Loca1 Fore�tal Loc orsi� Tota1 Loe 485,о 2,425.1 2,о80.3 3,863.4 5,943.7 23.4 2.Ь 26.0 6L5•8 1,5оЬ.7 2,152.5 - 1,104.0 1,104.0 19,4 2о% lоох 35s ь5% lоох 9о3 1о% 1оо% зо% 7о% 1оо% о� 1оо� 1� 1о% 7.6% Т% 10% 9% 7% 10% 6.9% 'I% 10f 9.1� 0% 10% 10% це,5 185.з 14Ь.г зеб.з 5зз.о 1.6 о.2 1.8 45.т 15о.6 196.э - ца.4 цо.L 1,: 1os 1о% 1о% 1о% 1о% 1о% 1о4 1о% - - - � ' - 48.5 242.5 го8.о 386.4 594.4 2.Э о.з 2.6 - - - - - - 1,� 2о% 17.Ьд 17% 2о% 19% 17% 2о3 16.9% 7% 1о% 9.1% о% 1о% 1о% F7.0 427.В 354.7 772.7 1,127.4 з.9 о.5 4.4 45.7 15о.б 196.3 - 11о.4 цо.4 3,; 22.7% 1оо% з1.5% 68.5% 1ool 88.6 ц.L% 1оо% 2з.з% 76.7% 1оо% ох 1оо% 1оо% 582.0 2,652.9 р,435.о 4.696.1 7,о71.1 27.3 з.1 3о.4 691.5 1,65Т.3 2,3L8.8 - 1,211,.4 1,214.4 22,. 2о.4% 1оо% з4.4% 65.6% 1оо% е.8% 1о.2% 1от 29.4% ?о.б% 1оо% о% 1оо% 1оо% �о ег[ АЧНЕХ 8 ARCКITECTИUL SFRQICE3 ее1 1аЕе Servlcee _ R�elleыshl� P.а. �Ау 'otsl Loca1 Forelgn Tota1 Loca Forelgn -�fotal Loe� F1 ом1� Tote1 Loca1 Eoro1 Tote1 �,943.7 2з.4 2.6 26.0 6b5.8 1,506.7 2,152.5 - 1,1о4.0 1,104.0 19,4Вз.i 1з,766.Э 33,250.0 1оо2 9оъ 1о% 1оо% 3о% 7од 1оо% о% 1оо% 1ооА 58,6t 41.L% loof 9Е 7� 1oi 6.9% 7% 1о4 9.1% о% го% 1о% 7% 1oz 8.Э% 5зз.п 1.6 о.2 1.а 45.7 15о.б 196.з - 11о.4 цо.L 1,з74.2 1,з76.5 z,�5o.7 1о% 1о# 1о$ 1и% - - - - - - 9.1% 8.1% 9% 594.4 z.з о.з z.ь - - - - - - г,ввз.- 1,и5.б z,999.з 19% 177 гоt 16.9% 7% 1о% 9.1% oI 1о% 1oi 16.7% 1ы.ц 17.3% ,12?.4 З.Ч o.S 4.4 45.7 г5о.б 19�.з - 11о.4 11о.4 ! з,z5?.э z,492.1 5,15о.о 1ооЕ I gg,5 11.LI 1оо`b 2з.3А 7Ь.7.Ъ 1оо% о% 100% 1о0% 56.7% 4з.з% 1оо% � ',о71.1 � 27.з з.1 зо.4 I ЬЭ1.5 1,657.3 2,34б•ы - 1,214.L 1,2�+•4 22,741.Ь 16,258.4 39,ооо.0 1оо,с ы9.ы� 1п.2% �по°, f! 29.4% 7o.6I loos aI 1оо% lоох у. % THAILAND THIRD EDUCATION PROJXT FORECAST OF DISBURSEMM D I S B -V R S-9 R E N I UNDISBURSED NAL-ml QUAR y CUMULATIVE QUARTER 1000 US$ f % loon US$ % low US$ % 1 - - - - 19, 5DO. 0 100.0 FURST 2 22.2 0.11 22.2 0.11. 19,477.8 99.8 YEAR 3 169.7 0.87 191.9 0.98 19,306.1 99.0 4 790.2 4.o6 982.1 5.04 18,517.9 94.9 5 1,352.6 6.93 2 334.7 U-97 17,165.3 88.0 SE)COND 6 2,124.4 10.90 4.,459.1 22.87 15,040-9 77.1 YFAR 7 2,202.3 11.29 6,661.4 34.16 12,838.6 65.8 8 2,443.6 12.53 9,105.0 46.69 10s395.0 53.3 9 2,422.0 12.h2 11,527.0 59.1-1 7,973.0 40.8 TILIRD 10 2,366.9 12.14 13,893.9 71.25 5, 6c)6 1 28.7 YEAR 11 1,907.6 9.78 15,801.5 81-03 3,698:5 18.9 12 1,051.8 5.40 16,853.3 86-43 2,646.7 13.5 13 766.3 3.93 17,619.6 90-36 1,880.4 9.6 )URTH 14 680.3 3.49 18,299.9 93.85 1,200.1 6.1 -F1 517.6 2.65 18 817.5 96-50 682.5 3.5 16 2.15 19,236.o 98.65 264.o 1.3 17 179.8 0.92 19,415.8 99-57 84.2 0.4 it) 41.2 0.21 19,457.0 99 78 43.0 0.2 YEAR 19 24.9 0.13 19,481.9 99:91 18.1 0.0 20 18.1 0109 19,500.0 100-00 - - TOTAL 19,500.1 100 Prom Date of Effectivensea January 1973 THAILAND STRUCTURE OF THE EDUCATION SYSTEM 1972 PRIMARY EDUCATIO N -----4SECONDARY - - HIGHER EDUCATION-- EDUCATION TEACHER TRAINING I 2 I 2 3 4 ACADEMIC STREAM 1 23 4 5 67 1 23 4 5 I 2 3 4 LOWER PRIMARY UPPER PRIMARY LOWER SEC. UPPER SEC. UNIVERSITIES VOCATIONAL STREAM 1 2 3 4 5 6 I 2 .3TO LOWER SEC. UPPER SECONDARY TECHNICAL MUSIC AND DRAMATIC ARTS OMAJOR EXAMINATIONS OCERTIFICATE 0 DIPLOMA *BACHELOR'S DEGREE YEARS OF SCHOOL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 (17) II I I I I I I I I I AGE 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 (23) IBRD - 5466 (2R) THAILAND EDUC4TIONAL PYRAMID. 1971 - 1972 ENROLLMENT YEARS MALE FEMALE RATIO 18 2 000 1,320 GRADUATE 17 .3,650 1 810 HIGHER 16 18bO ,,22- -2 5% UNDEAGRADUATE 15 8.040 5.330 14 12 110 8,340 13 18,210 12.150 12 42.780 34,520 UPPER 11 54 000 36,000 SECONDARY 10 82.723 55.148 13% LOWER 9 97.535 65.090 8 116000 79.090 7 155 4 108.020 UPPER 6 189 bo4 131.689 5 233.8) 162.112 PRI0AHY 4 49!361 457,261 83, 3 bII.9Ji 527.981 LOWER3 2 1G 564482 i98 1 1 763 8 84 800 000 600.000 100 000 200 000 0 200.000 400,000 600,000 800.000 THA1lAND - TFi1RD EDUCATION PROJECT 1MPLEME�JTATION, EXPENDITURE AND DISBURSEMENT SCHEDl.�1 t9ll 1974 1973 1976 1977 1MVLEMtNTA110N CHARi i,x з}�_в�7,е 9 ioiiu 1',т з 4 6 в 7 s 9�1оп z��i а 4 6 в� е'9 i��и � г з 4 ь е� в 9 1oi и�11 з 4 3 в� � { ЕвtwМпвм W ProMei Uмм������ l-� j I ! � � � � � � 11 ГвиМr fiииryCo,ipи 1 j I: � I 1 I � ' I f �! 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