Empowering Migrant Education Initiatives in Thailand
Discover the collaborative efforts in Thailand to improve education for migrant children through learning centers, curriculum development, and accreditation recognition. Learn about the initiatives of MEII and their vision for an inclusive education system.
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Presentation Transcript
Migrant Learning Centers Recognized only as learning centers Estimated as many as 150 across Thailand Teaching approximately 30,000 children out of estimated 300,000 migrant children under age of 17 Diverse curriculum standard Mostly using Myanmar curriculum, combined curriculum and added Thai language in some places Community based learning space Commonly, no standard accreditation is provided
Who is MEII? 1. BEAM Education Foundation 2. BMTA 3. CCME 4. CDC 5. FED 6. HWF 7. MAP 8. Minmahaw 9. MoE (Ranong) 10. MTC 11. MWRN 12. OUA Burma Project 13. Partner Asia 14. RCSD-CMU 15. REWC 16. SAW 17. The Curriculum Project 18. World Education 19. We Women foundation 20. Shan Youth Power 21. DLC A grassroots movement that developed in response to the educational needs of Myanmar migrant communities in Thailand
Collective vision a migrant education system which provides accreditation recognized by Myanmar, Thailand, and ASEAN as equal to other national and regional educational standards
How do we get there? Situational analysis and need identification Developing comprehensive strategies Collecting resources Collaborative implementation
Process in 2013 Result Result Phase 2: Phase 1: situation analysis Phase 3: developing CSF Result Need standard accreditation Need curriculum standard Curriculum analysis Draft CSF
Major strands Knowledge and skill necessary for living in ASEAN community Migrant special educational needs Knowledge and skill necessary for reintegrating into Myanmar communities Knowledge and skill necessary for living in Thai communities Compulsory knowledge and skill
Need analysis for implementation 10 9 8 7 6 5 4 3 Frequency 2 1 0
MEII planning for 2014 Technical support and local content development Teacher capacity building - Local advocacy for CSF details - Analyze existing contents - Analyze resources - Collaborative implementation Networking, advocacy and negotiation Standard assurance Teacher guide, text book, assessment standard and methods Pilot programs Integrated model for accreditation
1. Migrant education challenges and needs continue in 2014 1. Legal status of teachers and children Possibility of increasing number of stateless children 2. Official CSF, content negotiation, accreditation model Need technical support and official collaboration of curriculum development departments of both countries 3. Teacher qualification and official recognition on technical achievement 4. ECCD program empowerment 1. Capacity building for ECCD teachers and official recognition 2. Financial investment in ECCD programs, very few ECCD support against wide range of need
Need and challenges (continue) 1. Vocational education access (in line with NQF standards) MoU process needs to be comprehensive, otherwise, it can create the space for discrimination (e.g. agents keeping passports) Need to inform migrants with information on job opportunity and labor market in Myanmar Need the vocational accreditation which should be acceptable to employers in Myanmar and Thailand Need to prepare middle school and high school aged children with occupational or vocational knowledge and life skill
Recommendation found the cross border education committee comprised of Thai and Myanmar Education and Labor delegates and representatives of migrant education sectors
Detail recommendations Comprehensive child protection policy and implementation for stateless children among migrant families Provide the official technical support for CSF development and CSF implementation for migrant schools Hold the bilateral technical negotiation between Thailand and Myanmar for implementing mutually recognized CSF To include the representatives of migrant education sectors Comprehensive, transparent, and effective reintegration system for migrant children returning to schools in Myanmar Preparation include language, culture, counseling Official standard assurance and school referral system To empower ECCD programs 1. Capacity building for ECCD teachers and official recognition (e.g. teacher trainings and teacher certificate) 2. Financial investment in ECCD programs because there is very few ECCD support against significant need
Recommendation for vocational education Provide vocational education access (in line with NQF standards) 1. Provide information on job opportunity and labor market in Myanmar (need collaboration from commercial sector of Myanmar) Provide vocational standard accreditation which should be acceptable to employers in Myanmar and Thailand Provide NQF standard trainings to migrant vocational teachers Prepare middle school and high school aged children with occupational or vocational knowledge and life skill 2. 3. 4.
