School Autonomy and Accountability in Thailand : A Systems Approach for Assessing Policy Intent and Implementation

There is a consensus on the need for Thailand to reform its education system to be able to compete with other high performing countries in the region. In terms of learning outcomes, the most recent evidence from the Programme for International Stud...

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Bibliographic Details
Main Authors:	Arcia, Gustavo, MacDonald, Kevin, Patrinos, Harry Anthony
Format:	Policy Research Working Paper
Language:	English en_US
Published:	World Bank Group, Washington, DC 2014
Subjects:	ACADEMIC ACHIEVEMENT ACADEMIC SELECTIVITY ASSESSING STUDENT BARRIER BASIC EDUCATION CAREER CIVIL SERVICE CRITICAL THINKING CURRICULA DECENTRALIZATION EDUCATION AUTHORITIES EDUCATION INSTITUTIONS EDUCATION MANAGEMENT EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALITY EDUCATION SECTOR EDUCATION STANDARDS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ADMINISTRATION EDUCATIONAL ASSESSMENT EDUCATIONAL ASSESSMENTS EDUCATIONAL AUTHORITIES EDUCATIONAL DEVELOPMENT EDUCATIONAL POLICY EDUCATIONAL REFORM EDUCATIONAL SERVICE EDUCATIONAL STANDARDS EDUCATIONAL TESTING EDUCATIONAL TESTING SERVICE EXAMS EXPENDITURES FINANCIAL AUDITS FOREIGN LANGUAGES GROSS ENROLLMENT GROSS ENROLLMENT RATE HIGH SCHOOLS HIGHER EDUCATION HIGHER LEARNING HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCES INFORMATION SYSTEMS LABOR FORCE LEARNING LEARNING ASSESSMENTS LEARNING OUTCOMES LEARNING PRACTICES LEVEL OF EDUCATION LIFE EXPECTANCY LITERACY MANUALS MINISTRY OF EDUCATION MUNICIPAL SCHOOL NATIONAL EDUCATION NATIONAL EDUCATION STANDARDS NON-FORMAL EDUCATION NUMBER OF SCHOOLS OPEN ACCESS PAPERS PARENT PARTICIPATION PARENT-TEACHER ASSOCIATION PEDAGOGICAL PRACTICES PERFORMANCE INDICATORS PHYSICAL EDUCATION POST-SECONDARY EDUCATION PRIMARY EDUCATION PRIMARY SCHOOL PRIVATE EDUCATION PRIVATE INSTITUTIONS PROBLEM SOLVING PROBLEM-SOLVING SKILLS PUBLIC SCHOOL PUBLIC SCHOOLS QUALITY ASSESSMENT QUALITY ASSURANCE QUALITY LEARNING QUALITY OF EDUCATION READING REFORM OF EDUCATION REFORM OF EDUCATION SYSTEMS RESOURCES FOR EDUCATION RURAL AREAS SCHOLARS SCHOOL ADMINISTRATION SCHOOL ADMINISTRATORS SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL CONTEXT SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL ENROLMENT SCHOOL FINANCE SCHOOL FLOW SCHOOL GOVERNANCE SCHOOL LEADERS SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL SERVICES SCHOOL SPONSORSHIP SCHOOL STAFF SCHOOL SURVEY SCHOOL SURVEY DATA SCHOOL SYSTEMS SCHOOLING SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS SOCIAL SCIENCE SOCIETY STAFF SALARIES STANDARDIZED TESTS STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT TESTING STUDENT-TEACHER RATIO SUBJECT AREAS TEACHER TEACHER HIRING TEACHER INCENTIVES TEACHER MANAGEMENT TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER SELECTION TEACHER TENURE TEACHER TRAINING TEACHERS TEACHING TEACHING MATERIALS TEACHING STAFF TERTIARY EDUCATION TEST SCORES TRAINING NEEDS TUITION UNIVERSITY DEGREE UNIVERSITY EDUCATION VOCATIONAL EDUCATION WORKERS YOUTH
Online Access:	http://documents.worldbank.org/curated/en/2014/08/20141729/school-autonomy-accountability-thailand-systems-approach-assessing-policy-intent-implementation http://hdl.handle.net/10986/20347

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Summary:	There is a consensus on the need for Thailand to reform its education system to be able to compete with other high performing countries in the region. In terms of learning outcomes, the most recent evidence from the Programme for International Student Assessment shows little improvement over time. This paper uses the World Bank's Systems Approach for Better Education Results (SABER) approach in Thailand to contrast policy intent and policy implementation in school autonomy and accountability. The policy implementation data were obtained from a survey of school principals of the schools that participated in the Programme for International Student Assessment and merged the data sets. First, the study analyzes the gap between policy intent and policy implementation. Then it examines the effect of the gaps on various schooling outcomes while controlling for covariates. The analysis finds significant differences between the Systems Approach for Better Education Results indicators of policy intent and policy implementation in all areas assessed by the indicators. Schools in Thailand exercise more flexibility in their personnel management in practice than what is intended by policy; student assessments need to address issues of content, reliability, and validity and school accountability needs to improve the interpretation of student assessments to make schools more accountable. There is a positive association between the Programme for International Student Assessment scores and school autonomy and accountability.

School Autonomy and Accountability in Thailand : A Systems Approach for Assessing Policy Intent and Implementation

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