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Education in refugee camps in Thailand

Websites/Multiple Documents

Title: "BurmaNet News" Education archive
Language: English
Source/publisher: Various sources via "BurmaNet News"
Format/size: html
Date of entry/update: 18 April 2012

Title: SHIELD Project
Description/subject: Support to Health, Information, Education, and leadership in Policy Dialogue ...World Education Thailand works to support access to quality education for Burmese migrants, refugees, and displaced persons. Under the SHIELD project World Education Thailand works to develop capacity, provide resource support, and empower communities and their education systems. To carry out this strategy World Education Thailand: * Develops curricula and teaching materials. * Gives monetary and material support through emergency aid and sub-grants. * Trains teachers, school directors, community based organization staffs, and parents of school children. World Education Thailand works in the following provinces: * Mae Hong Son * Chiang Mai * Chiang Rai * Tak
Language: English
Source/publisher: World Education, Thailand
Format/size: html, pdf
Date of entry/update: 17 September 2010

Individual Documents

Title: Educational Development In A Changing Burma: The Future Of Children Of Migrant Labourers Returning From Thailand To Burma
Date of publication: 26 July 2015
Description/subject: Abstract: "This paper presents the findings of a research study that investigated the level of education that the children of labor migrants from Burma now living in Chiang Mai, Thailand can access to as well as looking at the possibility and different channels for their further education should their parents decide to return to Burma. The focus of the study concentrates on four different ethnic groups, Karen, Karenni, Palaung and Shan by looking at children from the age between 4-13 years old to identify factors that are involved when these migrant children move back to Burma. At the same time, for many children who spent most of their lives in Thailand, it is interesting to see the possibilities and challenges for them in relating to accessing to education since Burma is a new home for many of them. Therefore, it is also interesting to see how the Burma government as well as the Thai education system will respond to this issue of educational development in the changing economic and democratic processes of these countries.".....Paper delivered at the International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-­26 July 2015.
Author/creator: Sutthida Keereepaibool
Language: English
Source/publisher: International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-­26 July 2015
Format/size: pdf (18K)
Alternate URLs: http://rcsd.soc.cmu.ac.th/web/Burma/home.php#
Date of entry/update: 11 August 2015

Title: Karenni Refugee in Ban Mai Nai Soi Camp: ‘I Stay Here So I Feel Safe’
Date of publication: 24 March 2015
Description/subject: "John Bosco is like any 23-year-old who dreams of good education and a career, and who likes to read, use the internet, and play football. Unlike many young people, however, John’s life is confined within the fences of Ban Mai Nai Soi refugee camp in Thailand. John is ethnic Karenni and comes from a big family in a rural village with no access to electricity or water. Although John grew up under militarization and afraid of “the sounds of guns shooting and bombs exploding,” his main priority was education. John’s family wanted him to have a better life and a future, and they sent him to the Ban Mai Nai Soi refugee camp in 2009. He hasn’t been able to see his family since. In the camp, John says that restrictions on movement and travel are increasing hand in hand with decreasing aid. Like so many others, John is now trapped in one of the most isolated refugee camps in Thailand, which remains out of the electricity grid and is surrounded by landmines. John still considers himself lucky; he doesn’t have to worry about repatriation as much as the many others who have no family in Burma and no place to go."
Language: English
Source/publisher: Burma Link
Format/size: pdf
Date of entry/update: 17 March 2016

Title: Evaluation of a nursery school program in long-term Karen refugee camps in Thailand
Date of publication: November 2011
Description/subject: ABSTRACT: "The Karen, an ethnic minority group in Burma, have experienced a prolonged state of exile in refugee camps in neighboring Thailand due to ethnic conflict in their home country. Nursery schools in the three largest Karen refugee camps aim to promote psychosocial development of young children by providing a child-centered, creative, learning-friendly environment. Psychosocial development and potentially concerning behaviors of two- to five-year old children in nursery schools were examined using a psychosocial checklist. The results showed that psychosocial development of the children increased with age, with a majority of five year olds being proficient in playing cooperatively with other children. A third of the children showed sadness or emotional outbursts. Difficulty separating from parents was also observed. The results also showed that children who attended the nursery schools for more than a year were better at playing cooperatively with other children and were more aware of their own and others’ feelings. On the other hand, children who were newer to the nursery schools were more polite and better at following rules and controlling their feelings when frustrated. The results indicate that nursery schools can be a promising practice to promote healthy psychosocial development of children in protracted refugee situations."
Author/creator: Akiko Tanaka
Language: English
Format/size: pdf (357K)
Date of entry/update: 13 November 2011

Title: ZOA Refugee Care Thailand, Education Survey 2010
Date of publication: May 2010
Description/subject: "The ZOA Education Survey 2010 is the fourth of a series of surveys on the education in refugee camps along the Thai-Burmese border. The purpose of the education survey is to • document the provision of education in the camps • provide background information on a sample of residents • make systematic comparisons across time, and • generate discussions and recommendations for future education provision strategies. The Education Survey in 2009 was conducted using set questionnaires with 3,910 respondents1. This was supplemented by focus group interviews with particular groups of camp residents. The survey was conducted between June and November 2009 in seven refugee camps along the Thai-Burmese border: Mae La, Umphiem-Mai, Nu Po, Mae La Oon, Mae Ra Ma Luang, Ban Don Yang and Tham Hin. Refugees from Burma in Thailand The profile of the respondents showed that there have been changes since 2005. With regards to education, the levels of attainment in 2009 are about the same as the 2005 cohort. However, there is a significant difference in that the percentage of people with Standard 10 qualifications is much higher than it was in 2005. The levels of literacy of the respondents in 2009 were much lower than that of their counterparts in 2005, but women who used Skaw Karen as the home language had higher levels of literacy than those in the sample in 2005. The percentage of respondents in different income categories has become more spread out than in 2005, meaning that there are many more respondents earning incomes across the spectrum rather than clustering in the lower levels..."
Author/creator: Su-Ann Oh With Supee Rattanasamakkee (Say Naw), Phanu Sukhikhachornphrai (Chai), Somchat Ochalumthan and Simon Purnell
Language: English
Source/publisher: ZOA Refugee Care Thailand
Format/size: pdf (742K)
Date of entry/update: 04 March 2011

Title: Education in refugee camps in Thailand: policy, practice and paucity
Date of publication: 2010
Description/subject: Executive Summary: "One of the notable features of education in the refugee camps in Thailand is that the system of schools and learning was set up, and is staffed and managed by the refugees residing in the camps, with help from external organisations. There are 70 schools in the seven predominantly Karen camps staffed by approximately 80 headteachers and 1 600 teachers. They support and foster the learning of more than 34 000 students. There are 11 schools in the two Karenni camps in the north. The education in the camps is sanctioned by the Thai authorities, and implemented and supported by local and international NGOs and community-based organisations (CBOs). Although the Royal Thai Government (RTG) is not a signatory to the 1951 Convention relating to the Status of Refugees, it does provide some form of sanctuary to the refugees and allows local and international organisations to operate in the camps. These organisations provide essential services in the areas of education, health, food and shelter. However, there are broad and specific restrictions imposed by the Thai government on the movement, livelihoods and education of the refugees. This has significant implications on their opportunities for personal and social development as well as the development of their community. This paper examines the impact of these restrictions and funding on the quality of the learning experience, the cost of schooling and the relevance of education in the camps."
Author/creator: Su-Ann Oh
Language: English
Source/publisher: UNESCO (Education for All, Global Monitoring Report 2011)
Format/size: pdf (185K)
Date of entry/update: 13 July 2011

Title: ZOA Refugee Care Thailand: 2009 Annual Report
Date of publication: 2009
Description/subject: EXECUTIVE SUMMARY: "This annual report of ZOA Thailand provides the information related to the overall aspects of the organization and the implementation of its programme and projects in 2009. The report starts with the financial overview – sources of income, donor information, funding by sources, funding per project and expenditures per project. Additionally, the graphs of expenditures per project show the comparative overview of yearly spending during 3 years: 2007, 2008 and 2009. In the second chapter information regarding Burmese refugees, migrants in Thailand, internally displaced Burmese as well as the general information on the refugee camps and populations is provided. The third chapter describes the project update presenting an outline of the work and the size of the projects as carried out in each of three area offices and at the country office in Mae Sot. In the country office section, general information on the work done and work results in 2009 is provided according to the following structure • the Basic Education Project, • the Education Materials Development Project, • the Vocational Training Project, • the Non-formal Project, • the Higher Education Project, • the Competence Development and Capacity Building Project and • the Livelihoods Project The strategic planning for ZOA Thailand set in 2009 is shown in chapter four. The main information providing five core strategies of the organisation as well as the programmatic results, which shows the overview of the strategic planning per sub-sector is also provided. The fifth chapter provides the readers with the information on management, human resources and partnering. The information on staffing, functions of each office, organisational structure and development of human resources policy and procedures are included to give an overall picture of internal organisation. The final chapter looks at challenges and sustainability in relation to the ZOA Thailand programme. The main issue here is the challenge of resettlement and the impact that this has on the programme. The sustainability section looks at this challenge against various other factors. These are conflict and sustainability, environmental factors and sustainability, social factors and sustainability, financial and economic factors and sustainability as well as institutional factors and the topic of sustainability."
Language: English
Source/publisher: ZOA Refugee Care Thailand
Format/size: pdf (2.3MB)
Date of entry/update: 04 March 2011

Title: Teaching training: Systemic issues and challenges
Date of publication: December 2008
Description/subject: "This paper outlines some of the current issues affecting teacher training in seven refugee camps - Mae La, Nu Po, Umpiem-mai, Mae La Oon, Mae Ra Ma Luang, Ban Don Yang and Tham Hin - along the Thai-Burmese border. It describes the current teacher training system and highlights the positive outcomes and challenges involved in implementing a teacher training system in difficult geographical, political and administrative circumstances..."
Author/creator: Janet Steadman; Series editor: Su-Ann Oh
Language: English
Source/publisher: ZOA Refugee Care Thailand (Issue Paper No. 3)
Format/size: pdf (238K)
Date of entry/update: 17 November 2011

Title: Certifying Refugee Education: Problems faced by Burmese refugees in Thailand
Date of publication: September 2008
Description/subject: This paper will look at the concept of educational certificates for refugees, IDPs and migrants, the background of education certificates along the Thai-Burmese border; the political and social issues surrounding educational certification, and the strengths and limitations of current (unrecognised) certificates, as reported by refugees and migrants.
Author/creator: Olloriak Sawade
Language: English
Source/publisher: ZOA Refugee Care Thailand - Issue Paper No. 2 -- Series editor: Su-Ann Oh
Format/size: pdf (259K)
Alternate URLs: http://www.zoa.nl/worldwide
Date of entry/update: 16 January 2009

Title: ZOA Refugee Care Thailand: 2007 Annual Report
Date of publication: September 2008
Description/subject: Executive Summary: This annual report is comprised of information that is related to the ZOA Thailand programme. It sets out to provide the reader with a clear overview of the work done and programmatic decisions that were made within ZOA Thailand in 2007. The first chapter provides information regarding the financial status of ZOA Thailand including the sources of income and the projects supported by these funds. In addition there is information provided that shows the numbers of beneficiaries in receipt of support. The second chapter provides the reader with general information that pertains to the refugee situation and the general context of the work that is done by agencies working with the refugees in the camps. The project update is provided in chapter three and gives an outline of the work and the size of the projects as carried out in each of the area offices and at the country office in Mae Sot. The information on the country office is presented according to the projects that the programme is divided into. These being the Teacher Training and Capacity Building project, Curriculum and Materials Development project, Operational Services project and the Non-formal / Higher Education project. During 2007, the strategic planning was set for ZOA Thailand. This was divided into: 1. A set of seven core organisational strategies covering ZOA Thailand as a whole, both the programme as well as the supporting functions 2. A set of key programmatic choices The details of these choices are provided in the fourth chapter of the report. The programming choices include the rationale and strategic considerations. Chapter five looks at research, studies and cross-cutting themes. The first section contains information regarding the five studies that were carried out to support the implementation and strategic planning for projects. Other themes within this chapter are networking and advocacy, inclusion and inclusive education and gender focused initiatives. Management, Human Resources and partnering is given space in the sixth chapter of the report. This chapter looks at the management and structure in ZOA Thailand, the human resource management approaches as well as an overview of the partnerships and associates that ZOA Thailand works with to support implementation. The final chapter looks at challenges and sustainability in relation to the ZOA Thailand programme. The main issue here is the challenge of resettlement and the impact that this has on the programme. The sustainability section looks at this challenge against various other factors. These are conflict and sustainability, environmental factors and sustainability, social factors and sustainability, financial and economic factors and sustainability as well as institutional factors and the topic of sustainability.
Language: English
Source/publisher: ZOA Refugee Care Thailand
Format/size: pdf (1.7MB)
Date of entry/update: 16 January 2009

Title: Towards sustainable livelihoods: Vocational training and access to work on the Thai-Burmese border
Date of publication: May 2008
Description/subject: Introduction: The purpose of this paper is to reveal the broader picture of livelihoods of Burmese refugees in Thailand as well as to launch new ideas on vocational training and access to work. A livelihood comprises the capabilities, assets (stores, resources, claims and access) and activities required for a means of living. A livelihood is sustainable when it can cope with and recover from stress and shocks, maintain or enhance its capabilities and assets, and provide sustainable livelihood opportunities for the next generation (Chambers and Conway, 1991: 6). The assets mentioned in the definition comprise not only financial resources, but also natural, physical, social and human capital. While the focus of this definition is on economic livelihood sustainability, it also touches upon ecological sustainability. The natural resource base should be used in everyone’s long term interest, including that of the next generation. Livelihoods should thus not be seen in a vacuum. Instead, it needs to be realised that what is beneficial for a certain household might be harmful for other members of the community. This touches upon a third form of sustainability: social sustainability. This form is achieved when ‘social exclusion is minimised and social equity maximised’ (DFID, 1999: Section 1.4). A final crucial element of the ability to achieve ‘sustainable livelihoods’ is increased well-being. Indeed, apart from being able to cope with economic shocks, people attach value to nonmaterial resources as well, such as a sense of control and inclusion, self-esteem, health status, political influence, maintenance of cultural heritage etc. These can all be factors that influence the subjective feeling of well-being (DFID, 1999: Section 2.6). In this paper, the emphasis is on the economic aspect: improving access to work and the role of human capital in that process. Human capital is essential as it is the basis for the use of all other types of assets and for achieving a positive livelihood outcome. Human capital is the generic term to mean not only life experience, but also education and skills. In response to the question of whether she was active in the community, a refugee responded: “No, I cannot, I am illiterate. But my children are learning how to read and write, so their future will be better” (interview with Karen refugee, Mae La camp, 27/12/2006). Burmese refugees are aware of the potential of training, as on average, 65% of people surveyed by ZOA Refugee Care wanted to attend a vocational training course, 58% a language course and 47% an awareness raising course (Oh et al., 2006: 141). Livelihoods are, however, thoroughly influenced by the context refugees live in, which implies that many conditions have to be fulfilled before these activities to develop human resources will really lead to a sustainable livelihood with improved resilience to shocks. This paper will therefore start with an analysis of the context, moving on to practical suggestions for vocational training and related income generation programmes to achieve the goal of improved refugee self-reliance. It touches briefly on the subject of a viable alternative to encampment: the creation of a ‘Designated Zone of Residence’. As the focus of this issue paper is on human capital, other vital elements in understanding the livelihoods of the Burmese refugees, such as the importance of social capital in negotiating access to assets, the problematic access to justice or the psychological consequences of protracted encampment for both individuals and communities, will be outside the scope of this paper.
Author/creator: Inge Brees
Language: English
Source/publisher: ZOA Refugee Care Thailand - Issue Paper No. 1 -- Series editor: Su-Ann Oh
Format/size: pdf (302K)
Date of entry/update: 16 January 2009

Title: Taking Learning Further: A research paper on refugee access to Higher Education
Date of publication: January 2008
Description/subject: Executive Summary:- Chapter 1 | Introduction: This survey was carried out to provide stakeholders with a comprehensive overview of the options for and implications of implementing the Higher Education programme. This evaluation has examined Higher Education in the following areas. 1) The ways that refugee students can access opportunities to Higher Education 2) The impact that this would have on the education provided in the camps 3) The role that accreditation and accredited qualifications would play in the education system in the camps 4) The requirements to deliver a Higher Education programme for stakeholders 5) The risks and threats that exist for the delivery and impact of the Higher Education programme The foci of the evaluation and the ensuing recommendations are: 1) Learners and learning process in terms of what it leads on to 2) Personnel: Teachers (and their training), Admin, NGO/CBO roles, relationships and responsibilities. 3) Curriculum and learning assessment 4) Materials and physical facilities 5) External factors/ variables/opportunities..... Chapter 2 | The right to learn: This chapter addresses the way that internationally agreed conventions and frameworks are supported by the provision of Higher Education for refugees. It also presents information regarding the rights of individuals to gain accredited education and how these support the process of inclusion that has been begun by ZOA already...... Chapter 3 | Education in the camps: An overview of the opportunities to study in the refugee camps is given in this chapter. The range of courses from KG to Tenth Standard is presented. The problems and challenges associated with delivery of quality education are also stated in sections four to six of this chapter including problems information on the impact of resettlement on the refugee education system and the problems that exist regarding access to Higher Education...... Chapter 4 | Higher Education Opportunities: The main options that have been developed by stakeholders regarding refugee access to Higher Education are presented in this chapter. The information given is a comprehensive presentation of the views and perspectives of the various actors and stakeholders involved in the proposed refugee Higher Education programme. The situation regarding access to Thai-language programmes at universities in Thailand is provided first and followed up with research findings for access to English-language programmes at universities in Thailand and access to Higher Education through distance learning...... Chapter 5: | Programme design and issues for further investigation In addition to the information given throughout the research process related specifically to the options that are being explored there has been considerable information given that related to the overall set up of the programme. This ranged from the goals of the programme to community needs and the role of graduates to support these needs. Other areas discussed in this chapter include NGO and CBO roles and responsibilities and the requirements that will need to be met to run this programme. There is also an overview of suggestions and comments provided by those consulted during this research...... Chapter 6 | Accreditation and recommendations for the process: The issue of accreditation is discussed in detail in this part of the report. There have been different options proposed to resolve the lack of accredited education available for refugees. The first option is the use of GED or another form of testing to measure students’ aptitude and ability. The second option discussed is a medium term option of providing a foundation course for students to have the opportunity to prepare themselves for GED or similar. The longer term option that was given by interviewees was the alignment of the camp curriculum to the Thai curriculum The opportunities and risks of this are presented in detail in this section of the chapter and information is given to support the process...... Chapter 7 | Assessment of the impact of Higher Education on the education system in the camps: The development of opportunities for refugees to access Higher Education has been seen to be likely to have an impact on the education system that operates in the camps. The possible impact of the programme on the General Education in the camps is presented with details regarding the routes that graduates would be likely to take. There is a presentation of information relating to the need for graduates to be ‘channelled’ into supporting the community and the responsibilities for NGO and CBO staff to monitor and support the situation. Other topics in this chapter are related to the impact of Higher Education on Post Tenth Standard education and points to note to reduce any negative impact as well as an overview of the KED planning for Post Tenth Standard education. Other information in this chapter concerns the need for a broad spectrum of educational opportunities to be considered and the role of the Thai NFE system is introduced...... Chapter 8 | Risks: Various risks have been seen to be present for the implementation of the Higher Education programme. The main risk has been identified to be the resettlement programme. Other areas that can be risks if there are not steps taken to establish and monitor the programme that have been discussed are NGO responsibilities and perceptions regarding the role and benefits of providing Higher Education. Also flaws and inaccuracies in the research process are considered here...... Chapter 9 | Strategic recommendations: This chapter provides a set of strategic recommendations for ZOA and the other partner organisations to consider in the development of the Higher Education programme. Each of the following strategies has sub-strategies provided to help ensure that actions and activities are supporting the guiding strategies. 1. Strategy to develop access to opportunities for Higher Education 2. Strategy to support learners to gain accredited education 3. Strategy to ensure that the programme is beneficial for the refugee education system 4. Strategy to ensure access to the programme is inclusive 5. Strategy to ensure that implementation support is present at all levels 6. Strategy to work on sustainability and capacity building..... Chapter 10 | Conclusions: The conclusions provided in this chapter are given to show a suggested approach for the partner organisations to assist with their implementation planning. The text is supported by the table provided in Appendix II which presents the development of the three options and supporting activities as broken down into stages for implementation.
Author/creator: Simon Purnell with Aranya Kengkunchorn
Language: English
Source/publisher: ZOA Refugee Care Thailand
Format/size: pdf (663K)
Date of entry/update: 16 January 2009

Title: The Learning Landscape: Adult learning in seven refugee camps along the Thai-Burmese border
Date of publication: November 2007
Description/subject: Executive Summary: "This assessment set out to 1 map the learning landscape in the seven refugee camps served by ZOA, showing points of learning, and if and how they are connected and/or integrated; 2 identify learning needs and interests of the camp communities, including but not exclusively literacy, foreign language learning and resettlement needs; 3 understand the barriers that learners face in gaining access to learning.... Fieldwork was conducted in the seven camps served by ZOA. The sample of respondents was selected using both random and snowball sampling. The provision of adult learning activities: The bulk of learning activities available are languages (English and Thai), technical skills training (agriculture automechanics, sewing), professional development and community issues. There is some provision for literacy, numeracy, and basic and continuing education for adults but that is patchy... Learning needs and interests: Refugees in the camps need literacy, numeracy, workplace skills and general education to upgrade their basic skills and to enable them to grasp and master technical and craft skills, English for resettlement and Thai for possible integration. The majority of respondents were interested in learning English, Thai, computing, agriculture and sewing... Barriers to learning: The most common barriers to learning were misconceptions about the content, form and relevance of learning programmes, the scheduling of the programmes and the lack of widely available course information... Recommendations: It is recommended that ZOA: A uses current provision more efficiently and effectively; B adds literacy, numeracy and workplace skills to current provision; C expands basic and general education provision for adults and young people.
Author/creator: Su-Ann Oh with Toe Toe Parkdeekhunthum
Language: English
Source/publisher: ZOA Refugee Care
Format/size: pdf (558K)
Date of entry/update: 27 March 2008

Title: Having Their Say: Refugee camp residents and inclusive education - ZOA's commitment to educational inclusion
Date of publication: May 2007
Description/subject: A ZOA Position Paper..."In the context of its Karen Education Project (KEP), ZOA has begun the process of developing specific strategies to address the issue of ‘inclusive education’ (or inclusion in education). During a staff workshop held in June 2006, we began this process by discussing the concepts of exclusion and inclusion, and the situation in the education sector in the refugee camps. The staff also openly discussed ZOA’s role in encouraging (and sometimes discouraging) an inclusive approach to education. The main theme that cut across this workshop was that inclusion goes beyond the principle of non-discrimination in service delivery. It is about ‘actively helping the disadvantaged to become less disadvantaged, the excluded to be included, and the voiceless to have a voice’. Another important issue was that inclusion should not be seen as a separate project: it cuts across all our activities and needs to be mainstreamed in these activities. The ZOA inclusion initiative is also very much about ‘awareness’. We asked ourselves to what extent we are aware of our attitudes and behaviour, and the (positive or negative) impacts these might have on the participation of particular groups of people in the activities that we organize. Being aware of the impact of our own attitudes and actions is seen as a crucial starting point in promoting the inclusion of marginalized groups in the camp communities. ZOA is committed to move this process forward, and we have begun by: • carrying out a participatory assessment of the current situation with regards to inclusion in the education sector, i.e., analyzing existing practices and gaps • defining specific strategies to promote inclusive education on the basis of the assessment • translating the strategies into activities to be included in ZOA Activity Plans for 2007 and 2008..."
Author/creator: Liberty Thawda, Marc Van der Stouwe, Say Naw, Su-Ann Oh
Language: English
Source/publisher: ZOA Refugee Care, Thailand
Format/size: pdf (472K)
Date of entry/update: 09 July 2007

Title: ZOA Refugee Care, Thailand, Education Survey 2005
Date of publication: January 2006
Description/subject: "...This Education Survey 2005 is the third update on the educational situation in the Karen camps. As in the previous surveys, it provides a general picture of the camp education sector, including demographic indicators, data on enrolment, dropout, and parental involvement, as well as a range of other topics. However, in this survey we wanted to go beyond the execution of just “another survey”. First of all, we decided to include a broader range of topics in the survey in order to obtain a more complete picture of the camp education system. Secondly, in relation to the strategic direction that ZOA has decided to go in the context of KEP, we wanted a stronger focus on including data in relation to the quality of education. Finally, as far as the process is concerned, we focused on ensuring maximum community involvement in the data collection and analysis process, and making the survey a learning experience for ZOA staff as well as community members. In that sense, the education survey does not only provide a basis for determining capacity-building activities in the future; it has also been a capacity-building intervention in its own right. We believe the survey has contributed to the acquisition of research and analysis skills among local staff as well as camp communities..."
Author/creator: Su-Ann Oh, with, Somchat Ochalumthan, Saw Pla Law La, Johnny Htoo
Language: English
Source/publisher: ZOA Refugee Care, Thailand
Format/size: pdf (863K)
Date of entry/update: 17 August 2006

Title: ZOA Refugee Care, Thailand, Education Survey 2002
Date of publication: December 2002
Description/subject: "In the Karen refugee camps along the Thai-Burmese border, some 34,000 Karen students are in school every day. About 1,100 Teachers and Trainers join hands together daily in order to educate the Karen youth. The Karen are the second largest ethnic group in Burma. For decades they have been involved in an armed struggle for a degree of autonomy and self-determination inside Burma. As a result, today almost 110,000 of the Karen people live in 7 refugee camps along the Thai-Burma border, located in four provinces. Education is highly valued by the Karen people. It is a key factor in the day to day survival in the refugee camps. The education in the camps, is predominantly the result of the efforts of the Karen refugees themselves. This Education Survey is following two surveys that were conducted respectively in 1995/1996 by the CCSDPT, and in 2000 by ZOA Refugee Care. The main objective of the survey is to describe existing education services provided to the camps. Furthermore the survey intends to identify existing gaps in the education services. Where relevant, the outcomes of this survey will be compared to the results of the previous education survey. In this survey, special attention is given to the perspective of students. Their ideas and opinions are of importance in the effort to form a picture of the current education that is offered in the camps. The interviews for this survey were held between March and August 2002 in all 7 Karen refugee camps along the Thai-Burmese border. The Karen people make up more than 80% of the total refugee population living in the camps along the Thai Burma border..."
Author/creator: Jan Lamberink
Language: English
Source/publisher: ZOA Refugee Care, Thailand
Format/size: pdf (2.4MB)
Date of entry/update: 15 July 2007