Strategies for the Equality and Equity of Budget Allocation in Basic Education Provision
Chayapim Usaho, Ph.D.; Pruet Siribanpitak, Ph.D.; Somrudee Leelakitsub
This research aims to study the state of equality and equity, to analyze the strengths, weaknesses, opportunities and threats, and to develop strategies for the equality and equity of budget allocation in basic education. This study was conducted using mixed method research with 327 samples being used as a sample size. The instruments employed were a questionnaire and strategic evaluation form of feasibility and appropriateness. The data was analyzed using frequency, percentage, average, standard deviation, PNI modified and content analysis. The research findings show that 1. The overall view of the authentic state and the desirable state of equality and equity of budget allocation for basic education provision from the internal environment is at a fair level and the operational budget has a highest value of PNI (PNI=0.250) 2. From the external environment, the authentic state is also just at a fair level. The personnel budget has atop value of PNI (PNI=0.219). 3. As for the budget allocation within the educational groups of schools, the authentic state is at a fair level. The equal allocation without accounting for the different abilities of students has a top value of PNI (PNI=0.287) 4. The SWOT analysis findings show that the personnel budget has been allocated the greatest amount of budget. If there were a responsibility oriented system applied to the teaching, teachers would focus more on developing the teaching process because their salaries would not depend on the study reports of students. The operational budget showed that even with the different location of schools, they were equally catered for in this budget. It can be illustrated that the capital budget has been affected by the environment coupled with the reputation of schools. The strategies for maintaining the equality and equity of budget allocation in basic education provision can be categorized as follows: 1. the personnel budget take into account the salary of teachers coupled with the education reports of students. 2. The operational budget to be increased with consideration for the preparation index of schools and this will help budget management. 3. The capital budget has to be considered the final actual use by schools. 4. The subsidy budget has to be modified by policies that cover the actual needs of students.
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