Regional Educational Disparities in Thailand
Regional Educational Disparities in Thailand
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泰国的地区教育差异
DOI：
10.1007/978-981-10-7857-6_14
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Rosarin Apahung
中科院分区：
文献类型：
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作者：
Gerald W. Fry;Huidong Bi;Rosarin Apahung
多个理论/概念框架指导本章的分析，即中心地理论（Christaller），资本形式（Bordieu），规模经济（Simon）和财政中性（Glenn）。本章的分析是基于一个广泛的省级分类数据集，超过50个经验教育，社会和经济指标，为泰国的每个省。有了这些广泛的数据，就有可能为泰国77个省中的每一个省制定一个心理测量学上健全的教育质量指数。然后，教育质量的相关因素进行了检查和排序。其中最具解释力的因素是该省的地区，该省的大学数量，小学校的百分比（负因素）和省人均总收入。经济和教育差距较大，教育质量最高的10个省与质量最低的10个省按等级排列。毫不奇怪，教育质量最高的省份是曼谷大都会区和普吉岛。质量最差的是在偏远的北部（夜丰颂府）、东北部（农布林府）和南部（也拉和那拉提瓦）。本章所依据的研究是基于混合方法。2015年11月，在伊桑最偏远的地区（Bueng Kan）进行了定性实地研究，以听取当地对地区差异的看法。我们的合著者之一（Rosarin）是来自伊桑这个偏远地区的教育家，他分享了宝贵的和多样化的观点，帮助解释我们的定量数据，并制定替代性的公共政策，以减少本章的地区差距。
Multiple theoretical/conceptual frameworks guide the analyses of this chapter, namely, central place theory (Christaller), forms of capital (Bordieu), economies of scale (Simon), and fiscal neutrality (Glenn). The analyses of this chapter are based on an extensive disaggregated provincial level data set with over 50 empirical educational, social, and economic indicators for each province of Thailand. With these extensive data, it is possible to develop a psychometrically sound index of the quality of education for each of Thailand’s 77 provinces. Then the correlates of educational quality are examined and ranked in order. Among factors having the most explanatory power are region of the province, number of universities in the province, percent of small schools (negative factor), and gross provincial per capita. Relatively high levels of economic and educational disparities are found. The ten provinces with the highest quality of education are identified as are the ten provinces with the lowest quality in rank order. Not surprisingly the provinces with the highest quality of education are in the Bangkok Metropolitan Area and Phuket. Those with the least quality were found in the remote North (Mae Hong Son), Northeast (Nong Bua Lam Phu), and South (Yala and Narathiwat). The research underlying this chapter was based on mixed methods. Qualitative field research was done in November 2015 in the most remote part of Isan (Bueng Kan) to hear local perspectives on regional disparities. One of us coauthors (Rosarin) is an educator from this remote area of Isan and shares valuable and diverse perspectives in helping to interpret our quantitative data and to develop alternative public policies for reducing regional disparities, which conclude the chapter.