Rethinking Per-Student Subsidies: Aligning Education Finance with Quality and Equity Goals in Thailand

Symposium Abstract Thailand’s per-student subsidy model—long intended to ensure equitable access to education—has inadvertently deepened disparities between urban and rural schools. By allocating a flat rate per student regardless of school size, location, or socio-economic context, larger schools benefit from economies of scale and accumulate greater total resources, while small rural schools, especially in remote areas, continue to operate with minimal support. These disparities are especially concerning given that “Small Protected Schools” often serve the most disadvantaged populations. This symposium brings together researchers and policymakers to analyse the structural flaws in Thailand’s school finance formula, discuss research-informed policy responses, and explore international perspectives on funding equity. The session includes empirical evidence on how allocation mechanisms shape school capacity, teacher allocation, and pupil learning. It also features insights from within Thailand’s Ministry of Education, addressing the challenge of aligning financial resources with human capital and measurable outcomes. Dr Chaiyuth Punyasavatsut examines how flat-rate funding fails to account for real operational costs, particularly in small rural schools. His analysis highlights how equity-oriented budgeting, based on factors such as geography, school size, and poverty, can correct systemic inefficiencies. Dr Dilaka Lathapipat introduces the concept of Fundamental School Quality Levels (FSQL) as a minimum threshold of educational quality that all schools should meet. His work highlights how the current allocation system fails to uphold this threshold—particularly in small rural schools—due to persistent gaps in funding and teacher distribution. He calls for reforms grounded in equity to ensure all schools meet basic standards. Dr Pattama Iamlueang, drawing from her role in national planning and budgeting, shares policy reflections on efforts to modernise Thailand’s school finance system. She explores how resource allocation must better align with teacher allocation and outcome-based evaluation to support equity. The EEF would be honoured to invite Professor Fazal Rizvi to serve as the discussant for this symposium. With his extensive global expertise, Professor Rizvi offers a valuable comparative perspective that questions the assumption that standardised funding ensures fairness, and illuminates alternative models rooted in educational justice that better respond to diverse educational contexts. This symposium aims to stimulate critical dialogue across research, policy, and comparative contexts. The session will present concrete pathways for redesigning Thailand’s funding framework in ways that are context-sensitive, equity-oriented, and systemically sustainable. Individual Papers 1. Dr Chaiyuth Punyasavatsut Associate Professor, Faculty of Economics, Thammasat University Paper Title: Designing a Context-Sensitive Funding Formula for Equity: Rethinking Thailand’s School Finance System Abstract: This paper critically assesses Thailand’s flat-rate per-student funding model. Through fiscal modelling and institutional data, Dr Chaiyuth demonstrates how uniform allocations result in resource disparities, particularly for smaller schools in disadvantaged regions. He proposes a needs-based formula accounting for context-specific costs and socio-economic inequality. 2. Dr Dilaka Lathapipat Senior Economist, The World Bank, Thailand Paper Title: Inequality by Design: Addressing Resource Allocation and School Quality in Thailand Abstract: Dr Dilaka introduces the framework of Fundamental School Quality Levels (FSQL) to define the minimum standards that all schools should meet to ensure basic educational quality. He argues that Thailand’s current resource allocation system fails to guarantee these standards, especially in small rural schools. His analysis highlights structural gaps in funding and teacher distribution, and calls for equity-based reforms to ensure every school meets the fundamental threshold of quality. 3. Dr Pattama Iamlueang Director, Division of Education Finance, Fiscal Policy and Resources, Office of the Permanent Secretary, Ministry of Education, Thailand Paper Title: Aligning Resources, Teachers, and Results: Policy Reflections on Equity-Based School Financing Abstract: Dr Pattama reflects on the challenges of reforming Thailand’s education finance system, emphasising the need to align teacher allocation and funding with equity-focused indicators. Classroom quality plays a central role in student success, yet not all observation tools reliably predict outcomes. A session in this symposium, building on the work of Dr. Weerachart Kilenthong, explores implementation challenges and insights from using classroom observation to improve equity and effectiveness. 4. Professor Fazal Rizvi (Discussant) Emeritus Professor of Global Studies in Education, University of Melbourne; WERA Founding Member Topic of Reflection: Funding for Equity: Global Perspectives on Fair Resource Allocation Summary: As part of this symposium, the EEF is pleased to extend an invitation to Professor Fazal Rizvi to contribute his expertise as discussant and offer a comparative and global perspective on the research presented. With his extensive expertise in global education systems, Professor Rizvi’s reflections on the shift from equal to equity-based funding approaches—and their role in addressing structural disparities—would provide valuable insights for advancing justice-oriented financing reforms in Thailand and beyond. Format of Symposium - Opening remarks by chair (Dr Kraiyos Patrawart) - Three paper presentations (Dr Chaiyuth Punyasavatsut, Dr Dilaka Lathapipat, Dr Pattama Iamlueang) - Discussant commentary (Professor Fazal Rizvi) - Open discussion and audience engagement