The struggle for education among Somali refugees in Bangkok

Title: The struggle for educationamong Somali refugees in Bangkok

Author: Miss Kochaporn Tohsa

Year: 2024

Keywords: Somali refugee, Urban refugee, Refugee Education, Thailand

Theme: Education

Advisor(s): Bhanubhatra Jittiang

The full thesis available here.

Abstract: The study investigates the multifaceted barriers – legal, institution, social and cultural – hindering Somali refugee children in accessing education in Bangkok, Thailand. Rooted in prolonged political instability and economic constraints in Somalia, which has forced thousands of families to flee their homes throughout Southeast Asia, the study situates the struggles of Somali refugee children within the context of Bangkok’s urban refugee setting. Thailand is home to a large number of undocumented migrants, including a small but growing number of Somali refugee families, despite not being a signatory state to the 1951 Refugee Convention and its 1967 Protocol. These refugee families live in precarious conditions due to lack of legal protection, which further limits these children’s educational opportunities, often limiting their capacity to enroll in and participate in school regularly. Even though the informal schooling programs exist, many refugee children live in constant fear of being arrested by the authorities, further isolating them from potential support networks. The findings of this study contribute to a deeper understanding of refugee schooling in non-signatory states and urban refugee situations. In order to foster sustainable integration, this thesis emphasizes the daily struggles faced by Somali refugee children and the critical need for inclusive and context-sensitive policy solutions that go beyond humanitarian assistance. The study advocates for stronger collaboration among government agencies, NGOs, educational institutions, local community, and refugee community itself to develop alternative education pathways and protection mechanisms. At its core, the study pushes for a reimagining of refugee inclusion in Thailand that recognizes the dignity of all displaced families and children, regardless of legal status. It emphasizes that access to education is a fundamental human right, and every kid should have the opportunity to learn, grow, and create a better future

Competition versus cooperation: international programmes in Thailand's higher education

Title: Competition versus cooperation: international programmes in Thailand's higher education

Author: Mr.Gwyn Peredur Evans

Year: 2023

Keywords: internationalisation of higher education, competition, collaboration, Thailand

Theme: Education

Advisor(s): Vong-on Phuaphansawat

The full thesis available here.

Abstract: The purpose of this thesis has been to produce meaningful understandings of how the internationalisation of higher education (IHE) takes place within public higher education institutions in Thailand, within the context of economic and social drivers. It explores the peripheral voices of actors involved in the field, adopting a social constructivist approach to identify and understand the imperatives and processes of IHE in Thailand, how they are perceived by actors at the institutions, and how their understanding, interpretations and motivations are influenced by the country’s historical and cultural context, as well as their own social environments. By examining the relationship between competition and cooperation in the internationalisation of public higher education in Thailand, it explores the extent to which, and how, actors within the public Thai higher education institution are challenging the neoliberal hegemonic discourse on IHE, and providing a counter-narrative to the Western-dominated discourse.The study provides a longitudinal analysis of the historical evolution of higher education and international programmes in Thailand before focussing on one public university as a unit of analysis and probing into three of its international programmes, using thematic analysis to draw on interview accounts of 15 respondents who work in the field of IHE.The thesis argues that the situated voices of the Global South need to be heard in order to enhance the global discourse on the internationalisation of higher education and to make it reflective of the plurality of ownerships of such knowledge creation. The study concludes that the binary question of competition and cooperation is too simplistic. The non-economic, socially-oriented beliefs, values and perspectives, and the driving of progressive and meaningful change in society are framed, or trapped, within the dominant neoliberal economic framing of the world in which the institution exists, and represents. The study reveals the actors’ critical counter-narrative to the hegemonic neoliberal discourse which normatively dictates the definitions of how this process works. The thesis makes the claim that internationalisation, within the Thai public higher education context, operates reactively and separately within an internal structure and culture which further alienate the process. It calls for a more integrated, spatially aware, self-reflexive and critical approach to IHE. The study’s findings point to the necessity of a more humane and socially driven process which sees internationalisation as a means to improve education quality and research, and to achieve a more ethical and equitable drive towards progress and growth

The impact of English on experiencing othering: a case study of Chulalongkorn university students

Title: The impact of English on experiencing othering: a case study of Chulalongkorn university students

Author: Mr.Alejandro Soria Higuera

Year: 2023

Keywords: Otherness, Shared Identity, International Programs, Social contexts, outside the classroom, Impact of English

Theme: Education

Advisor(s): Pimsiri Aroonsri

The full thesis available here.

Abstract: International programs in Thailand possess distinctive characteristics as nearly all students are Thai nationals who have met the standard English proficiency requirements. Instruction is entirely in English, and these programs are situated within universities where the majority of students are enrolled in Thai-language programs. Additionally, Thai faculty and staff contribute to the necessity of using the Thai language for social interactions outside the classroom. This complexity surrounding international program students in Thailand has led to the purpose of this research, which is to study the impact of English communication inside and outside the classroom on the path to acquiring competence previous to enrollment in university programs on students' experiences of otherness and social fragmentation as a potential consequence. The researcher investigated this issue by examining students' perceptions of elements that contribute to Thai identity, their self-identification as Thai, and their experiences of feeling like outsiders due to their primary language choice for social interactions. The study found that English communication abilities in non-academic contexts during high school contribute to experiences of otherness both among students within the same program and between students of different programs. These experiences of 'otherness' are associated with feelings of being marginalized due to English or Thai language skills not meeting the expectations of others or being insufficient for social integration and appear to diminish as students advance through their college education. More research is needed to address additional factors that may influence the use of English outside the classroom and the development of feelings of otherness resulting from differences in the primary language used among peer groups

The effects of terrorism on girls’ access to education: a case study of swat valley (of Khyber Pakhtunkhwa), Pakistan

Title: The effects of terrorism on girls’ access to education: a case study of swat valley (of Khyber Pakhtunkhwa), Pakistan

Author: Miss Shahaba Jamal Khan

Year: 2019

Keywords: Girls’ Education, Extremism, Talibanization, Terrorism, Mingora, Swat Valley

Theme: Education

Advisor(s): Thanapan Laiprakobsup

The full thesis available here.

Abstract: Using Women Rights and the Feminist theory on Education, the thesis is aimed to evaluate the effects of terrorism on females of Mingora, Swat, the Khyber Pakhtunkhwah Province in Pakistan. The objective is to analyze the damages caused by extremists to girls’ education in terms of barring them from attending schools and institutions, assassinating and injuring teachers and students, inflicting and causing damages to infrastructure by bombing and destroying schools and college buildings. Secondary data was used as well as video link and phone call interviews as well as the researchers’ observations and documents are also used as the means of data collection. The thesis finds that female students of Swat were vulnerable to severe human rights abuses. These students struggled to recover from the miseries inflicted upon them i.e. ban on girls’ education, oppression of human rights especially women’s right, displacement, social and psychological pressures. As for the social and cultural dimensions, females in general and girls’ students in particular got much more affected than their male counterparts in Mingora, the Swat region. Their economic, cultural and social liberties were forcefully seized. The slow process of rehabilitation has put a lot of negative mental and psychological effects on the sufferers. Recommendations are suggested for policy implications. To reinvigorate and restructure the provincial educational system, the government of Khyber Pakhtunkhwa (KP) province also needs to bring into action its Act XII-2017 that ensures building a mechanism for the provision of free and compulsory education to the age group of 5 to 16. In addition, to enforce the National Action Plan which was agreed upon by the National Security Council (NSC) for the purpose of eradicating extremists’ ideology from the society by confiscating the hate material, arresting and punishing the propagators of religious hatred, social and gender discriminators

Access to overseas higher education for Karen students from the KNU-controlled areas: barriers and coping strategies

Title: Access to overseas higher education for Karen students from the KNU-controlled areas: barriers and coping strategies

Author: Mr.Saw Than Min Htun

Year: 2019

Keywords: Overseas higher education, human rights based approach, ethnic education system

Theme: Education

Advisor(s): Naruemon Thabchumpon

The full thesis available here.

Abstract: The provision of education in KNU controlled areas is political as it is indispensable to development and national identity building. In fact, issues of legitimacy are key to understanding education services in these areas. Through the Karen Education and Culture Department, the KNU has mainly been providing education services in its controlled areas with its own curriculum and administration for the past seventy years since the beginning of civil war in Myanmar. However, the students cannot access to universities in Myanmar due to the lack of recognition of their learning attainments by the Myanmar government and only a handful of students could pay their ways to universities abroad. As the KNU is the authority in the areas, the study argues that it has the central roles and responsibilities to fulfill rights to education because the Myanmar government does not have access and control over these areas. This study aims to identify major barriers of the students in accessing overseas higher education by using human rights based approach to higher education, specifically pertaining to availability and accessibility of education and explore how the students coped with the barriers so as to have access to overseas higher education. In this study, thematic analysis is utilized through case study approach under qualitative research methodology. The research finds that there are three emerging barriers pertaining to the practical challenges and two major barriers related to the structural challenges directly influenced by the central government. In order to cope with the barriers, the students used social network, human capital and mobility to Thailand so as to pave their way to overseas higher education. In fact, the students can only access bridging programs if they manage to come to Thai-Myanmar border as Thailand served as a widow of opportunities for them. This suggests that migrant and refugee students from Thai-Burma border have more and better access to overseas higher education than the students in KNU-controlled areas

Internal migrant children and their access to education : a case study of Hlaing Thar Yar township, Yangon, Myanmar

Title: Internal migrant children and their access to education : a case study of Hlaing Thar Yar township, Yangon, Myanmar

Author: Miss Thazin Lin Thet Maw

Year: 2018

Keywords: Right to Education; access to primary education; internal migrants’ children; education policy

Theme: Education

Advisor(s): Carl Middleton

The full thesis available here.

Abstract: This research explores the accessibility of primary education for children of migrant families within Myanmar, focusing on children who accompanied their families when they have to move to a new location. In doing so, this research analyzes the issues faced by rural-to-urban migrant children in the process of primary school enrollment. The study also reviews Myanmar’s National Education Strategic Plan (2016-2021) to understand the provisions and practices implemented by the government to address the challenges of migrant children’s access to primary education. The research was conducted in Hlaing Thar Yar Township in Yangon, Myanmar, which is an area characterized by settlements of migrant groups. Using qualitative methodology, a total of twelve in-depth interviews were conducted with migrant families in the study area, selected on the basis of being recent migrants with primary school aged children. In addition, another ten key informant interviews were conducted with government officials from the Department of Basic Education, local administrators, teachers, and representatives of INGO/NGOs. The main research findings are that while there is a state policy of free and compulsory education in Myanmar, the number of available schools does not fill the demand. For registered students, the government subsidizes school fees, textbooks, and a school uniform. However, many migrants do not possess the necessary documents to practice their legal rights, including school enrollment, in their new settlement. Some schools accept a recommendation from the local administration, but this is often not possible because parents do not possess their own identity papers. Also, for migrant children to continue their education in a new location, a school transfer certificate must be submitted, which is a major challenge. In addition, the enforcement of documentation requirements are interpreted and practiced in various ways, which has created confusion regarding the standard acceptable documents. This paper concludes that the implementation of free and compulsory education at the primary level in Myanmar is failing to meet the needs of the migrant community. Other than economic barriers there are multiple administrative challenges that make it nearly impossible for children of migrant communities to access primary education.

Public-private partnership (PPP) in vocational education in Palestine : The national policy process and a case study of its implications for Tulkarm Secondary Vocational School

Title: Public-private partnership (PPP) in vocational education in Palestine : The national policy process and a case study of its implications for Tulkarm Secondary Vocational School

Author: Malaka Maamoun Samara

Year: 2016

Keywords: PUBLIC-PRIVATE PARTNERSHIP / VOCATIONAL SECONDARY SCHOOL / POLICY

Theme: Education

Advisor(s): Carl Middleton

The full thesis available here.

Abstract: Public-Private Partnership (PPP) is a new educational concept in the Technical Vocational Education and Training (TVET) system in Palestine. The research examines how the national policy process on PPP in vocational education have been designed as a policy and implemented in practice, and also takes a case study of Tulkarm Vocational Secondary School. The main concepts are PPP and the policy cycle. The research was conducted in Palestine from May to July 2016 using qualitative methodology. The in-depth and expert interviews were conducted with 32 key informants from the public sector (n=15); private sector representatives (n=5); Non-profit Organizations (n=2); experts (n=3); individual private sectors (n=3); a large private company (n=1); school graduates’ success stories (n-2); and the international implementing agency/donor (n=1). The three focus groups were composed of 11 teachers, 20 students from the school, and 15 students who are graduates of the school. The research highlighted that a key challenge to implementing the PPP on the National TVET Strategy is the exclusion of local actors. The strategy was dominated by the public sectors and the donors without a significant role for the private sector representatives and the local actors. Transforming informal cooperation into formal PPP is more efficient to link students with the market and increases the commitment of the students and the private sector during the students’ training period; builds trust between the private sector and the school as enhanced skills and knowledge increases the demand for graduates; and defines actors’ responsibilities and roles to minimize risk and thereby enhance cooperation, such as in occupational safety, encountered in informal cooperation. As a result, the PPP increases employability and economic development in the local market. The research argues for the inclusion of teachers, local TVET staff and local businesses in the national policy process for effective implementation and sustainable PPP projects, and the inclusion of the Ministry of Finance and the Ministry of National Economy for financial sustainability

Study on the Current Status and Challenges Encountered in Preparing Thai Accounting Students for ASEAN in the Vocational Education Stream /

Title: Study on the Current Status and Challenges Encountered in Preparing Thai Accounting Students for ASEAN in the Vocational Education Stream /

Author: Patamasiri Hoonthong

Year: 2015

Keywords: ASEAN PREPARATION VOCATIONAL EDUCATION MRA ON ACCOUNTANCY, SERVICES CHALLENGES

Theme: Education

Advisor(s): Apipa Prachyapruit

The full thesis available here.

Abstract: The member countries of the Association of Southeast Asian Nations (ASEAN) signed a Mutual Recognition Arrangement (MRA) Framework on Accountancy Services in 2009 for the region to enjoy labor mobility of accounting professions. Thailand as one of the members has been tremendously affected, especially in the education sector that is responsible for the labor preparation. Yet, most studies conducted to date put little emphasis on statuses and challenges of the sector in preparing the future ASEAN workforce so as to respond to the provided opportunity. Specifically, vocational education, which its claimed advantage is to connect labor to the labor market, was altogether neglected. The study was conducted using multiple in-depth interviews with main stakeholders in the vocational education stream in 3 layers so as to triangulate and attain comprehensive information: (i) Office of Vocational Education Commission (OVEC) as a national level ; (ii) ‘Best Practice’ vocational colleges in Bangkok and the Northeast as an institutional level and (iii) Market perception as an industrial sector. The data were collected by a documentary study, in-depth interviews and focus group discussions with 24 respondents in total. The result revealed that (i) at the national level, the preparation in the vocational education stream could not adequately prepare vocational accounting students to enter ASEAN confidently. Even though English preparation and employment security were OVEC’s strategic preparations, they took for granted the benefit of MRA ; (ii) at the institutional level, the challenges were not location-based but system-based ; and (iii) at the market level, despite the career positions that did not require BA graduates’ skills and knowledge, the market preferred vocational graduates in secondary to the general education ones. Based on the study, OVEC is suggested to improve these 5 areas of implementation as follows: (i) Policy should focus on incentive building to call in younger generations of instructors to the stream and close interaction with the industrial sector, especially at the ASEAN level ; (ii) Curriculum should be reviewed and updated on a regular basis and should be ASEAN-centric rather than Thai-centric ; (iii) Instructor development should be short-term and long-term on a regular basis ; (iv) Student development should be career-specific in order to make MRA in Accountancy Services more meaningful to the Thai context and (v) Vocational Qualification Framework should be developed by close collaboration with the Federation of Accounting Professions (FAP) and Thailand Professional Qualification Institute (TPQI).

The study of Thailand's high school policy, curriculum, and pedagogy for the incorporation of Learning to Live Together (LTLT) principles Imprint

Title: The study of Thailand's high school policy, curriculum, and pedagogy for the incorporation of Learning to Live Together (LTLT) principles Imprint

Author: Maura Cusack

Year: 2014

Keywords: HIGH SCHOOL EDUCATION / LEARNING TO LIVE TOGETHER / CHILD, CENTER PEDAGOGY

Theme: Education

Advisor(s): Carl Middleton, advisor, Jerrold W. Huguet, co-advisor

The full thesis available here.

Abstract: It’s been almost twenty years since the concept of Learning To Live Together (LTLT) ; one of the four pillars of learning and a vitally important element for peaceful and successful living for the 21st century was endorsed by UNESCO for education for the twenty-first century. This research is an attempt to evaluate if LTLT or global citizenship skills have been successfully implemented through ; strategic policy making ; in tactical arrangements such as in curriculum planning and design, and finally through implementation in pedagogy in high schools in Thailand. Taught correctly these skills have a deep and profound influence on a young mind. The researcher will evaluate education policy and analyses the extent this is evident in the social studies/civics curriculum and how successful or not it is in the pedagogy. Using LTLT competencies: knowledge of others ; empathy ; acceptance ; cultural sensitivity, communication skills, community involvement, teamwork, trust and political participation as a conceptual framework, the researcher will carry out case studies in two schools in Bangkok and ascertain if these competencies are being taught and more importantly how are they been taught. Transformational styles of pedagogy including student centred ; problem solving ; action/project based group work are examples of necessary teaching skills required for success. The researcher will challenge that even though LTLT or a global citizenship outlook is pledged in policy and curriculum, in practice it is poorly delivered because of a traditional teacher -centred pedagogy. Findings revealed that the core curriculum and social studies curricula do recognize some of the content of LTLT albeit not all of the competencies. The research also revealed a lack of connection between the expectation derived from government policy and the MOE, the social studies curriculum, school and teachers. Teaching practices were also inconsistent with the mandates which advocated a learner-centred focus and for students to take more initiatives in and become independent with their learning. The study exposed a distinctly teacher-centred style of pedagogy was being used whereby the focus was on the teacher controlling rather than on learner autonomy in the social studies classroom.

EDUCATION OPPORTUNITIES FOR BURMESE MIGRANT STUDENTS IN TAKUA PA DISTRICT

Title: EDUCATION OPPORTUNITIES FOR BURMESE MIGRANT STUDENTS IN TAKUA PA DISTRICT

Author: Charlotte Elizabeth Fraser

Year: 2014

Keywords: EDUCATION / INTEGRATION / THAILAND / MYANMAR / ACCREDITATION / CHILDREN

Theme: Education

Advisor(s): Naruemon Thabchumpon, advisor, Jerrold W. Huguet, co-advisor

The full thesis available here.

Abstract: The issue of migrant education is a contested topic in the South East Asian region. The majority of migrant students in Thailand attend non-formal migrant schools which lack a standardised curriculum and cannot offer recognised accreditation, limiting students’ options for post-primary education. Integration into the formal system is essential for providing migrant students with higher education opportunities and opportunities for skilled work in the future. Without such opportunities, the struggle to escape poverty in the migrant community will continue. This research takes three different primary education models available for Burmese students in Takua Pa district, southern Thailand: 1. Thai school, 2. Burmese-run migrant learning centre, 3. Foreign-run community development centre. The research intends to examine the extent to which each model prepares its students for integration into the Thai formal system for completion of compulsory education. The research conducted was predominantly qualitative, involving semi-structured interviews with Grade 6 Burmese students and school teachers and staff. Observations of school and classroom managements were also made. A modified version of the widely-used 4As Framework which is altered to fit the Burmese migrant context is used to examine the fulfilment of the right to education in each model. The research found that some of the barriers to the formal system named by previous studies, such affordability and discrimination, did not exist in Takua Pa. Rather, the most significant barrier was the attitudes of migrant parents. Many parents with a short-term view of their lives in Thailand prioritise paid work over their children’s education. This means the decisions they make regarding their children’s future can deprive them of opportunities for higher education and skilled work. Opportunities for integration are promised with the new MEII curriculum. The MEII hope to standardise the curricula used in migrant schools and create a system of accreditation recognised by both Thailand and Myanmar. This research found that recognition would facilitate integration between the formal and non-formal systems in each country. However, the more immediate problem of poverty among migrant families means children are pulled out of school to work before completion of primary education. The success of the MEII depends on children being able to continue to the end of compulsory education. The research concludes the need for more collaboration between the Ministries of Education in the region to achieve the vision of the MEII. Migrant parents need to be better informed about the options for their children’s education and the importance of their children completing compulsory education to give them the best opportunities for the future

Education for disaster risk reduction : The case of the 'Climate Change Academy' in Albay Province, Philippines

Title: Education for disaster risk reduction : The case of the 'Climate Change Academy' in Albay Province, Philippines

Author: Claudine Claridad Tanvir

Year: 2014

Keywords: DISASTER RISK REDUCTION / EDUCATION / ALBAY / PHILIPPINES /, BEHAVIOUR CHANGE / POLICY CHANGE

Theme: Education

Advisor(s): Carl Middleton

The full thesis available here.

Abstract: The increasing frequency of disaster risks due to natural hazards such as typhoons that hit the Philippines over the past years has become a major concern of disaster risk reduction (DRR) managers especially in the Province of Albay which is considered as the typhoon highway of the country. Local and national legislations have begun to address this issue by means of capacitating the local government units (LGUs) to reduce disaster risks and building the resilience of communities in Albay. The purpose of this thesis is to examine the contribution of the "Climate Change Adaptation and Disaster Risk Reduction and Management Training Institute", commonly known as the "Climate Change Academy", to the overall DRR processes for community resilience building in the province. This thesis used the socio-ecological model of change and organisational behaviour concepts to evaluate the factors that contribute to behavioural changes of the staff of LGUs who underwent the training as well as changes in their workplace policies and practice. These changes were explained further by looking at how the concept of education for disaster risk reduction (EDRR) was carried out in the Academy's training programme in order to help achieve the desired results. EDRR and innovation concepts were also used to analyse the development of the training module of the Academy. Data were collected mainly through a tracer study of 11 former participants of the training and 12 in-depth interviews with different individuals who are directly or indirectly related to the Academy. Key findings of the thesis indicate that the training module development was based on Albay's vast experience in disaster through its lead agency in disaster risk reduction and management. It was argued that the positive changes in behaviour were observed after undergoing training in the Academy and that these changes have been helpful both in their personal undertakings as part of the community and in their functioning as local public servants in the province. In the workplace front, however, significant changes were observed only at the village level where local officials are the first responders to disasters. The impact of the Academy's training program in terms of its contribution in achieving its set objectives and in advancing its innovative programmes on DRR depends on the resources, both financial and technical capacities that are required to ensure the effectiveness of the Academy. This thesis, therefore, concludes that the Academy as a training institute has contributed to the overall DRR processes for community resilience building in the Province of Albay and to the overall agenda setting for EDRR both at the national and global levels

English language as development : a case study of Luang Prabang, Lao PDR

Title: English language as development : a case study of Luang Prabang, Lao PDR

Author: Elizabeth May

Year: 2013

Keywords: GLOBALIZATION/ LANGUAGE DIFFUSION/ ENGLISH/ EDUCATION/ DEVELOPMENT/ LANGUAGE ACQUISITION

Theme: Education

Advisor(s): Pitch Pongsawat

The full thesis available here.

Abstract: This thesis identifies the role of globalization through a transformationalist perspective on a highly commodified tourist destination Luang Prabang, Lao PDR. This paper also addresses whether or not the spread of the English language was due to language policy from the government, implemented through public education in foreign language classes, or through non-formal means of interaction with volunteers, tourists, travelers, private projects and NGO's dedicated to helping the local populace acquire language skills to improve their lives as well as their livelihoods. Globalization has local development impacts leading to transformative changes in a community. There are advantages and disadvantages for the locals who will be impacted by this transformative change, especially with regards to language. Language acquisition will be analyzed to determine how the locals gained competency in the "global language." The findings show that formal and non-formal teaching methods were implemented in Luang Prabang, with the conclusion that non-formal methods via interactions with foreigners and volunteers impact the locals residing in Luang Prabang in an inclusive and positive manner and provides a rich environment for language and cultural exchange. This bottom up method of non-formal educational exchange empowers the locals who do not have access to private tutoring classes or consistent and quality foreign language classes in public schools. It has been demonstrated through the research conducted that English improves lives and livelihoods, which forms part of the social and economic pillars of development, therefore language should be incorporated as a component of discourse within development.

Clinical legal education in Thai law schools and access to justice

Title: Clinical legal education in Thai law schools and access to justice

Author: Lauren Donnison

Year: 2013

Keywords: CLINICAL LEGAL EDUCATION/ ACCESS TO JUSTICE/ THAILAND

Theme: Education

Advisor(s): Pondson Liengboonlertchai

The full thesis available here.

Abstract: Legal pro bono activities are vital in any society to ensure that the rule of law is upheld and equal access to justice is achieved, however in Thailand, like in many countries, there are a lack of professionals who actually participate in such work. Clinical legal education programs aim to provide students with a more holistic education that enhances their lawyering skills and incorporates a pro bono and social justice ethos into legal education through interactive, student centered teaching methods. It is hoped that after graduation law students will continue to do pro bono work throughout their careers. CLE also has a secondary aim of increasing the access to justice within a society. The purpose of this study to evaluate the positive impacts CLE has upon law graduates and its potential to increase access to justice in Thailand. The primary findings of the study are: (i) CLE programs have a positive impact upon graduates skills, social awareness and sense of social responsibility, increasing graduates overall capacity and better preparing them for the practice of law. (ii) CLE programs increase graduates understanding of pro bono, its significance for society and has the potential to influence graduates career choices. (iii) Lack of legal awareness and understanding is the perceived greatest obstacle to justice in Thailand. (iv) CLE programs have the capability of increasing access to justice within Thai society by offering direct legal services, such as legal counsel and legal education. Furthermore, overtime, they could also strengthen the rule of law and create a more professional and ethical legal profession within Thailand.

Educational accreditation for Karen displaced persons/peoples : a case study in a temporary shelter area along the Thai-Burmese border zones

Title: Educational accreditation for Karen displaced persons/peoples : a case study in a temporary shelter area along the Thai-Burmese border zones

Author: Anna Lena Till

Year: 2011

Keywords: REFUGEE/ EDUCATION/ ACCREDITATION/ RIGHT TO EDUCATION/ QUALITY EDUCATION

Theme: Education

Advisor(s): Naruemon Thabchumpon, advisor, Huguet, Jerrold W., co-advisor

The full thesis available here.

Abstract: This thesis is concerned with the fulfillment of the right to education for displaced persons from Burma in Thailand, more specifically with accreditation as an essential part of the right to education (UNESCO/IIEP, 2008). For not only does accreditation work towards the fulfillment of the right to education but it also entails that the received education is recognized by a nation-state that guarantees that said education fulfills quality standards defined by the respective government. One of the recent efforts towards this goal entails the accreditation of schools in temporary shelters along the Thai-Burmese border by the Thai Ministry of Education. These schools are managed and administered by the shelter community along with non-governmental organizations and community-based organizations, without involvement by the Thai government so far. Consequently, the shelter curriculum is not based either on the Burmese or the Thai national curriculum which means that the education that students receive in the shelters is not recognized outside of their community. The thesis investigates the different stakeholders involved and their respective roles in the accreditation process, their view on the quality of the curriculum currently used in the shelters and the correlating challenges posed to accreditation. The paper argues that the right to education comprises an educational process including decision-making, content and outcome which is incomplete unless education is officially accredited. The research methodology employed is qualitative, interviewees and key informants were selected through snowball sampling. The research shows that while a host of different stakeholders are involved and needed to fulfill the requirements for accreditation by the Thai Ministry of Education, the power and authority to at last grant said accreditation lies solely with the Thai MoE. Challenges to the accreditation process are posed through the fact that the displaced persons in the shelter have not been included in the discussion. As the Karen displaced persons aim to create a national identity for themselves through their education system, alignment with the Thai national curriculum is rejected by many of them. Moreover, conflicting policies of the Thai Ministry of Interior and the MoE further constrain rather than support the accreditation process.

Education for the Human Rights of Burmese Migrant Workers: A Case Study of DEAR Burma School

Title: Education for the Human Rights of Burmese Migrant Workers: A Case Study of DEAR Burma School

Author: Pechet Men

Year: 2011

Keywords: NON-FORMAL EDUCATION / MIGRANT WORKER RIGHTS /, BURMA / THAILAND / DEAR BURMA SCHOOL

Theme: Education

Advisor(s): Michael Hayes, advisor

The full thesis available here.

Abstract: This research focuses on the educational rights of Burmese migrant workers, particularly non-formal education or vocational training. The aim of the research is to identify how non-formal education can enhance and protect the rights of migrant workers. The case study focuses on the DEAR (Development of Education and Awareness of Refugees from Burma) school, a project of the Committee for Democracy in Burma in Thailand. DEAR Burma provides non-formal education to migrant workers, emphasizing English and Thai language skills, basic knowledge of labor rights, migrant worker rights, women's rights, human rights, and computer courses. DEAR Burma was established in 2003. Data collection methods included interviews, focus group discussions, and participant observation with 39 participants and two focus group discussions with 13 students. These Burmese migrant workers entered Thailand communicating in Burmese or their native languages, which are incomprehensible to Thai speakers. This leads to language barriers and misunderstandings, which can result in conflict. Furthermore, these workers are vulnerable to exploitation and abuse, and their rights are relatively limited. To address these situations, workers turned to education at DEAR Burma, aiming to improve their knowledge and safety. The researchers chose DEAR Burma to gain knowledge that could be applied in the workplace for communication, negotiation, access to entertainment and information, and to seek better jobs. The research results show that education has a positive impact on the lives of migrant workers. Researchers acknowledged that their rights as migrant workers improved, even though Thailand is not a signatory to the relevant conventions. Their living conditions, freedom of movement, freedom of expression, self-confidence, and access to information all improved. Moreover, obstacles previously faced with police and discrimination have decreased. For example, some researchers were able to negotiate with employers to retain their passports, express their opinions, and speak with police officers who searched them. As these workers learned about their rights, they began to negotiate and confront injustice, and most importantly, gain full self-reliance. The aim of this research to examine the impact of education rights for Burmese migrant workers, especially non-formal education or vocational training. The objective of this paper is to identify the rights of migrant workers that non-formal education helps promote and protect. The case study is DEAR (Development of Education and Awareness of Refugees from Burma) Burma School which is a project of Thai Action Committee for Democracy in Burma (TACDB). DEAR Burma school provides non-formal education to migrant workers particularly language skill training, English and Thai, general knowledge on labor rights, migrant worker's rights, women rights, human rights, and computer skills. DEAR Burma has been established since 2003. There were 39 informants contacted for interview and two sessions of Focus Group Discussion are conducted with other 13 students. Burmese migrant workers in Thailand speak Burmese and their ethnic language. As Thai people do not understand these languages ​​there are problems and misunderstandings which could cause arguments or conflicts. Moreover, the migrant workers are vulnerable to exploitation and abuse. In particular, their rights as migrant workers are also restricted. In order to deal with these situations, they go back to school to receive education to improve their knowledge and security. The reasons why the participants came to DEAR Burma school so they can use their knowledge in their workplace, to communicate, to negotiate, to entertain, to access to information, and to look for a better job. According to the findings, education has positive impacts to migrant workers' life. With regard to the informants, though Thailand does not sign this convention, their rights as migrant workers have been respectively improved. Their livelihood, freedom of movement, freedom of expression, self-esteem, and right to access to information has been promoted. Additionally, troubles with Thai police and humiliation by other people, which was of concern to them, have been less frequent. Some participants use their knowledge of language to negotiate with their boss to hold their own passport or to express their ideas, or to talk to police if they stop them. When migrant workers know more about their rights, they start to negotiate and challenge with unfairness, most importantly, to stand up themselves.

Challenges to the rights to education in Myanmar : The roles of civil society and monastic schools

Title: Challenges to the rights to education in Myanmar : The roles of civil society and monastic schools

Author: Sandar Kyaw

Year: 2009

Keywords: N/A

Theme: Education

Advisor(s): Hayes, Michael George, advisor, Naruemon Thabchumpon, co-advisor

The full thesis available here.

Abstract: Although the Myanmar education system has been continuously deteriorated in terms of accessibility and quality, education still remains as one of the first priorities for the people. As a result, when a high dropout rate - before the students finish their education in primary schools—is approximately at 50 percent, several non-profit and civil society organizations have been bridging the gap of accessibility and quality in education. Along with the organizations, monastic schools play an important role in providing education as well. The main objective of the study is to analyze the civil society activities trying to meet the Right to Education in Myanmar. The research is conducted at two schools: Phaung Daw oo and Oo Bo Monastic schhols in Aung Mye Tha Zan Township of Mandalay, where the semi-structured open questions are used and 69 subjects were interviewed. The study finds influential factors having both positive and negative ways for the civil society organizations to implement the Right to Education. In terms of the positive factors, particularly, the recognition of the monastic schools makes better implementation for civil society organizations and monastic schools so that they can fulfill the right to access to education. The Child Centered Approach and its methodology are currently being introduced in the country to accomplish the best interest of the children. Nonetheless, a number of challenges are also found in the study. There is resource constraint in term of teacher capacity and support and the lack of infrastructures and resources. As well, insufficient capacity, lack of knowledge on the Right to Education, and the wrong conceptualization on Child Centered Approach stimulate the government to issue policies restricting the activities of monastic schools. That points out the barrier preventing the country to meet the Right to Education since the monastic schools are there for ensuring the access to education to the Myanmar children. The study concludes that although there are a number of influential factors, they are associated with challenges that can conquered it the government is willing to improve its policies on education.

Education and work opportunities : A path to social and economic development of Thai-Karen communities in the border districts of Tak Province

Title: Education and work opportunities : A path to social and economic development of Thai-Karen communities in the border districts of Tak Province

Author: Phalehcher Komonjaroon

Year: 2005

Keywords: N/A

Theme: Education

Advisor(s): Preecha Kuwinpant

The full thesis available here.

Abstract: The objective of the research is that, firstly it is going to study the situation of the livelihoods of Thai-Karen communities living in the border districts of Tak province. Secondly it is going to examine their contemporary social and economic development. Thirdly and finally the research is going to explore the interrelationship between education, work opportunity and economic development of Thai-Karen communities in the area. The research hypotheses are that; (1) formal tertiary education of Karen students provides work opportunities in NGOs, and for the provision of tourism business and regional economic cooperation projects in the local districts; (2) their informal education, such as English language and local dialects proficiencies from apprenticeships and occupational trainings, enhances their work opportunities; and (3) social and economic development of Thai-Karen people can be appraised in terms of opportunities of Karen young adult students towards education and works. Qualitative research was employed as methodology of study. From July 2005 to January 2006 the anthropological field study, documentary research, focus group discussions with primary and secondary students, non-participatory observations in the Thai- Karen villagers, and in-depth interviews and formal and informal interviews with NGOs staffs, village administration staffs, foreign missionaries, farmers, Karen students and young adults were conducted as methods of information and data collection. The research findings are as follows. Firstly, if taken as a whole the livelihoods of Thai-Karen communities in the border districts of Tak province rely on different kinds of agricultural farming, and their economic status is at subsistence level. Secondly there are disparities among different groups. The poorest are farmers who own or not own a piece of farmland for household consumption. A big number of young people have approached to cities and urban areas for low-paid jobs in factories and shops. Farmers with a bigger piece of farmland can earn extra crops and improve their earnings. Very few better-off Thai-Karen families own home-shops or family business based on farming. Thirdly farmland scarcity, a lack of skills, low education and a lack of supports for tertiary education pursuits of Thai- Karen students, remote and scattered communities, and a lack of adequate public services are the main burdens to their development. Lastly but not least the research has found that the attainment of Thai-Karen young adult students for formal tertiary education at government education institutions such as Rajabhat University, Vocational Training College or any other University in Thailand, together with informal education, informal in the sense that students learn it from outside school, such as English language skills and local dialects from apprenticeships and occupational trainings provided by non-governmental organizations (NGOs), has enhanced their work opportunities in NGOs and for the provision of tourism business and regional economic cooperation projects in local area. These kinds of livelihoods have provided better earnings for Karen young adult students, which lead to social and economic development of their communities. Therefore it can be concluded that formal and informal education of Thai-Karen young adult students will be a tool for their work opportunities, and it will be a path to the communities.