Quality Education

Free secondary education

Name
Chananan tananchai No.21
Thanaporn sunjai No.22
Pongpanot tuptung No.23
Naphatsorn rungtiwatid No.24
Rakchanok Jupoa No.29

Class M.4/2

Purpose
To address issues with inadequate and incomplete educational systems in Thailand

Background of study
We choose this topic because in Thailand we have problems with education. And the
government makes a rule that they will help to pay for education from kindergarten to grade 9.
But, the government's functioning is not up to par. Many kids in Thailand that were poor didn't
get to study. As a result, those children grow up without education. No work And the work that
can be done is uncertain. There is no income some days. When these children grow up and have
families Their children were not educated. The government still does not provide assistance to
these people. It has made Thailand more likely to have children who act as charitable individuals.

1.2 Theoretical framework

The primary assumption is that poverty exists. When a person's economic situation is
assessed based on their income level or position, it is said that they are either living below the
poverty line or have a reduced income. the very minimum acceptable level of living conditions in
each society. In 2003, the Thailand Development Research Institute By using the poverty line
(Poverty Line) established as a categorization standard, poverty will be measured. Poor people are
those who have low consumption expenditures, not those whose poverty is determined by the
price or worth of consumer goods and food that are needs for a person to be able to function in
order to exist. then the nation's poverty line followed by Thailand's poverty line is obtained from
the Office of the Council's computation. Development of the National Economy and Society The
poverty line in Thailand, for instance, is 2,763 baht in 2019. This means that if someone's
monthly or daily expenses for consumer goods are less than 2,763 baht, or 92.1 baht, they are
deemed to be poor (Office of the Council National Economic and Social Development, 2019)
However, a technique that has gained popularity and is widely acknowledged when it comes to
determining the extent or degree of poverty is A major poverty index is used in the Froster-Greer-
Thorbecke (FGT) assessment method. is the population proportion known as the "headcount
ratio" or "poverty incidence," which is the ratio of the impoverished.or the proportion of the
population whose consumer spending is below the poverty line (World Bank, 2009), which is
frequently used as a dependent variable in studies about the causes of poverty. Regarding the
factors influencing poverty, the study's findings In the past, I came upon Anan Phawasutthipaisit's
(2017) research on the evolution of poverty in rural Thailand. A regression-based case study of
Townsend Thai Data Regression with several linear variables. Income lessens the possibility that
poor households may become impoverished.

1.3 Bar chart

 Percentage of children and adolescents aged 15 to 24 who
are not enrolled in any kind of job-related education, or
training (NEETs)
13.50% 13.35%
13.23%

13.00% 12.87%
12.74%

12.50%

12.07%
12.00%
11.65%
11.50%

11.00%

10.50%
2014 2015 2016 2017 2018 2019

Source: Data from the 2019 Working Conditions Survey, compiled by the Division of Data
Development and Social Indicators.

1.4 Research objective

The objective:
1. To make Thai people more aware of this problem That it is something that we should be
serious about because children are the future of the nation.
 2. In order for government agencies to solve the problem of inadequate education as
quickly as possible
The purposes of this research:
1. To find the cause of the defect and to find a solution for the education that is not
universal to everyone.
2. To make the government more aware of this problem and fix it as soon as possible
3. to help those affected
 Chapter 1
1.1 Statement of the Problem
This study aims to determine the potential of equality education that is currently a
problem. Its purpose is to answer the following questions.
- Why has this problem persisted over the years?
- How can we find a solution?
- What are the main factors of this problem?
1.2 Statement of Hypothesis
There was no significant difference between equal education and education for the poor.
Because the problems and the factors that cause them are the same problems and factors.
1.3 Significance of the study
Our group's research is needed to inform readers about the problems and contributing
factors to this problem. By making the reader more aware of this issue and not seeing it as
nonsense. And it will give the reader some knowledge of the law. and gain a better understanding
of the matter of equal education
1.4 Definition of Terms
the following terms were defined according to how they are being used in the study:
OBEC = The Office of the Basic Education Commission.
MoE = the Ministry of Education
GEM = Global Education Monitoring
Chapter 2
The quality of education in Thailand continues to face significant issues, according to the
2017–2018 Global Education Monitoring (GEM) Report from UNESCO: Only 85% of people
finish lower secondary education, while 97% finish primary education. 50 percent of students are
not taught in their native tongue. At the end of primary school, 14% of students do not
demonstrate a minimum level of mathematical competency. Adolescent girls make up about 62%
of lower secondary school dropouts. Only 50% of students finish lower secondary school with a
minimum proficiency in reading and only 46% in math’s. Only 60% of schools have access to
adequate drinking water, and only 45% of schools have basic sanitary facilities. Compared to 100
of the richest people, 80 of the poorest people complete lower secondary education. 3.9 million
adults are disabled. Between 2010 and 2015, 29 percent of kids between the ages of 13 and 15
who reported bullying also reported physical assault. Positively, just 55% of nations can claim
that citizens have a justiciable right to education, which allows them to sue if their rights are
violated in court. There is a need for improvement in educational accountability: Thailand has a
test-based accountability system, however, between 2003 and 2015, learning results did not
change. Since 2006, the government has not released a national education monitoring report,
which the GEMR considers essential for maintaining public transparency regarding the nation's
educational progress. The government would also gain from creating reliable rules, monitoring
systems, and compliance programs.to implement additional fines if criteria are not reached. The
maximum number of students per instructor in primary or secondary education is unrestricted.
Additionally, there are no laws governing the health and safety of the general public. The only
institutions subject to laws regarding access to water supplies and gender-specific restrooms are
private schools. Only 45 percent of schools have even the most basic sanitation facilities, perhaps
as a result. In Thailand, teacher ratings are influenced by student evaluations, which might be
biased. The validity of student assessments is predicated on the idea that students comprehend,
witness, and identify outstanding instruction and accurately describe it. A thorough worldwide
analysis of the data since 2000 issued a warning that student ratings may contain bias. The
evaluation tool that was utilized, how it was created, how it was used, and how much detail it
contained all affected bias reliability and validity. To guarantee equal access and utility,
governments must enforce educational technology contracts more vigorously. A private laptop
seller in Thailand failed to deliver 800,000 tablets, refused to pay late fees, filed for bankruptcy,
and broke the agreement. The One Tablet per Child program was introduced in Thailand in 2012.
Shenzhen Corp. submitted the winning proposal, which was comparatively cheap. The Bangkok
Post reported significant problems, with 30% of the initial products being damaged, despite
government claims that less than 1% of them were in poor condition. In the end, Shenzhen was
unable to fulfill its pledge to deliver the 800,000 tablets on schedule. It declared bankruptcy,
refused to pay late fines, and canceled the agreement. A new government abolished the initiative
in 2014 and required schools to hand up iPads. Thailand faces several data challenges: Since
2005, the Ordinary National Educational Test (O-NET) has been given in Thailand in primary
grade 6 (P6), secondary grades 9 (M3), and 12 (M6) by the National Institute of Educational
Testing Service (NIETS). Eight to five individuals were included in the study in 2016. Local
educational authorities utilize the data to compare the performance of specific schools to regional
or national averages. The inspection service also employs them. There are no universal standards
for student achievement, and the primary function of O-NET is to certify educational level
completion. O-NET ratings vary from year to year, hence they cannot be used to determine
utilized to determine whether the curriculum's requirements are met by the system. An evaluation
found that NIETS had capacity issues in test creation and analysis. The ability of national and
local education administrators to interpret findings has also been a source of worry
 Chapter 3
Introduction
We need details on whether high school students receive equal education and state aid.
The curriculum used matches other places and is it in the standard or not? Because at present,
students are affected by the COVID-19 epidemic. Causing an impact on the way of living,
studying, causing some families to have money shortages, causing them to not be able to pay for
students' tuition fees, causing many students to quit and not continue to study.
1.Research Design
2.The Respondents of the study
3.Research instrument
4.Data Gathering Procedure
5.Data Analysis Plan

3.1 Research Design

In this study, we therefore choose to collect data from various reports or projects that he
has already explored to find solutions and find flaws.

3.2 The Respondents of the study

The sample population is high school students in Thailand.

3.3 Data Gathering Procedure

In the questionnaire we will break down the subjects of study as follows.
 1. Age and class
2.Number
3.cause

3.4 Data Gathering Procedure

1. Gather information about equal education from the Internet.
2. Send it to the teacher to check.
3.Compiling and analyzing data
4. Summarize all information.

3.5 Data Analysis Plan

using statistical analysis Verify that the following information is processed by
The researcher used statistical software from a website that had previously surveyed equality
studies:
1. Pie Chart State the number of each position graduated in each grade level.
2. Bar chart showing age, number and reasons for stopping study.

Chapter 4
Presentation, Analysis and Interpretation of Data
From searching for information about equal education. The group has extracted survey
data from various websites and compiled the information and summarized as follows.
 Information of children who are not legally educated 2562
(https://www.disruptignite.com/blog/inequality-in-thailand- HYPERLINK
"https://www.disruptignite.com/blog/inequality-in-thailand-2562"2562)

Information of percentage of attendance for each class of the poor and the rich 2560
(https://www.eef.or.th/25050-2/)
Product Growth
 We can see that from the information that has been summarized. The percentage of school
dropouts or non-continuation of the poor is high. due to financial problems And the budget
allocated by the state is not enough.

Chapter 5
This research aims to solve the problem of education that is not universal to all people. Causing
open the problem of not finishing school or dropping out in the middle We therefore use survey
methods and research data from other research surveys or websites to collect and summarize the
results.

Summary of Research
According to research, only 85% of people finish lower secondary education, while 97%
finish primary education. 50 percent of students are not taught in their native tongue. At the end
of primary school, 14% of students do not demonstrate a minimum level of mathematical
competency. Adolescent girls make up about 62% of lower secondary school dropouts. Only 50%
of students finish lower secondary school with a minimum proficiency in reading and only 46% in
math’s. Only 60% of schools have access to adequate drinking water, and only 45% of schools
have basic sanitary facilities. Compared to 100 of the richest people, 80 of the poorest people
complete lower secondary education. 3.9 million adults are disabled. Between 2010 and 2015, 29
percent of kids between the ages of 13 and 15 who reported bullying also reported physical
assault. Positively, just 55% of nations can claim that citizens have a justiciable right to education,
which allows them to sue if their rights are violated in court. There is a need for improvement in
educational accountability: Thailand has a test-based accountability system, however, between
2003 and 2015, learning results did not change.
If we look at Thailand's "net enrollment rate" at the elementary level, it has been at 87 percent
since 2015 and has risen to 88 percent in 2017, while the middle school level is about 67-68
percent. It has always been since 2008-2017, as well as high school level, was about 55-57
percent over the same period.

However, it is considered that there is not much progress. Compared to the endpoint of the 12th
National Economic and Social Development Plan, which set the net enrollment rate in basic
education to be 90 percent, it reflects that many children are falling out of education. basic This
will affect the quality of human resources. including the country's competitive potential

The problem of inequality is even more apparent when the net enrollment rate of basic education
is classified according to the income level of the population, divided evenly into 10 groups,
ranked in descending order of income from the bottom 10% of income groups. to the top 10%
earning the most which will see that the group that has dropped out of the education system at
each level is a low-income group
Moreover, at the kindergarten level, the gap in access to education for low-income and high-
income earners, despite differences, but still not much The bottom 10% have a net attendance rate
of 86-87%, while the richest 10% have a net attendance rate of 91-92%.

But that gap is higher at higher education levels. At the middle school level, the bottom 10% of
earners have a net attendance rate of about 64-64%, while the bottom 10% of earners have an
attendance rate of 81%. High school level, including vocational certificate, the bottom 10%
earners have a net attendance rate of 42-50%, while the top 10% earners have a net attendance
rate of 72-78%.

And the more difference when reaching the bachelor's degree (including high vocational
certificate), which is the level of education that is important to developing capabilities and better
living status, with only 3-4% of the people The poorest 10% can push themselves to reach a
bachelor's degree or vocational certificate, while the highest-earning 10% have a 58-63% chance.
In addition, when considering the population of the lowest 50% income level of Thai society,
there are only 48-51% of people who have access to bachelor's degree and high vocational
education.

Objectives of the research

1. To find solutions for children not being educated
2. To study the reasons and factors that made the children decide to drop out of school.

Summarize
since 2015 and has moved up to 88 percent in 2017, while the junior high school level has always
been about 67-68 percent since 2008-2017, as well as the high school level is about 100 percent
55-57 over the same period. At the kindergarten level, the gap in access to education for low-
income and high-income people is even different. but still not much The bottom 10% have a net
attendance rate of 86-87%, while the richest 10% have a net attendance rate of 91-92%.At the
middle school level, the bottom-earning 10% had a net attendance rate of about 64-64%, while the
top-earning 10% had an attendance rate of 81%. The bottom 10% earning have a net attendance
rate of 42-50%, while the top 10% earning have a net attendance rate of 72-78%.Only 3-4% of the
poorest 10% can push themselves to reach a bachelor's degree or vocational certificate, while the
top 10% have the opportunity. 58-63%When considering the population in the bottom 50% of
income levels in Thai society, there are only 48-51% of people who have access to bachelor and
vocational education.