VL.png The World-Wide Web Virtual Library
[WWW VL database || WWW VL search]
donations.gif asia-wwwvl.gif

Online Burma/Myanmar Library

Full-Text Search | Database Search | What's New | Alphabetical List of Subjects | Main Library | Reading Room | Burma Press Summary

Home > Main Library > Refugees > Burmese refugees in Thailand - education

Order links by: Reverse Date Title

Burmese refugees in Thailand - education
See also the Education section in Main Library

Websites/Multiple Documents

Title: Books for Burmese Refugees
Description/subject: The blog dedicated to our educational aid project benefiting a children's home in Nu Po Camp, one of nine Burmese refugee camps in the border area of Thailand
Language: English, Francais, French,
Source/publisher: Books for Burmese Refugees
Format/size: html
Alternate URLs: http://books-for-burmese-fr.blogspot.com/
Date of entry/update: 21 April 2010

Title: Help Without Frontiers
Description/subject: "Help without frontiers is a voluntary association. The objectives of the organization are to help the Burmese refugees. It was founded by some young and enthusiastic people who want to help, without geographic and also without mental frontiers. The primary objective of the organization is to alleviate the suffering of the Burmese refugees who have had to flee their homeland because of brutality and inhuman treatment carried out by the Burmese government. We are currently helping the refugees, mainly from the ethnic minority of the Karen, on the Thai-Burmese border near the city of Mae Sot which is located about 500km North West of Bangkok..."
Language: English, Deutsch, German, Italian, Italiano
Source/publisher: Help Without Frontiers
Format/size: html, pdf
Date of entry/update: 25 March 2008

Individual Documents

Title: Education in Burmese Refugee Camps in Thailand
Date of publication: 12 March 2015
Description/subject: "If we had stayed in the village, we knew that our children could never attend school and I wanted my children to go to school to be educated people. We also didn’t have any house to stay in. We could only stay in the forest and we had to flee away when the SPDC came or patrolled around our area, so we decided it was better to go to the refugee camp...”
Language: English
Source/publisher: The Struggle for Education
Format/size: html
Date of entry/update: 21 February 2018

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: Exploring Paradoxes around Higher Education in Protracted Refugee Situations The Case of Burmese Refugees in Thailand
Date of publication: 01 September 2009
Description/subject: Abstract: "This literature-based study explores three main paradoxes underlying Higher Education in Protracted Refugee Situations both theoretically as well as in relation to the case of Burmese refugees in Thailand. Firstly, the study will explore the paradox of basic relief for refugees on the one hand and developmental efforts for higher education on the other. Secondly, the issue of higher education and the nation-state will be addressed in relation to refugees’ perceived liminality in the national world order. The last paradox to resolve revolves around ways refugees are commonly perceived as victims of war and conflict who are unable to cope with the challenges of higher education. Following a rights-based approach and adopting post-structural theories, this dissertation demonstrates how dominant educational discourse emphasises externalities and thereby neglects the individual’s right to higher education from permeating into practice while powerful narratives of refugees as dependent victims have shaped reality in justifying mechanisms for international protection and incapacitating refugees. The study concludes that higher education could be both a means and an end to refugee empowerment."
Author/creator: Barbara Zeus
Language: English
Source/publisher: Institute of Education University of London
Format/size: pdf (1.46MB)
Date of entry/update: 31 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: Educational change in a protracted refugee context
Date of publication: 22 April 2008
Description/subject: The provision of education in the refugee camps along the Thai-Burmese border has evolved over 20 years, adapting its purpose, expanding its reach and improving its quality and relevance.
Author/creator: Marc van der Stouwe and Su-Ann Oh
Language: Burmese, English
Source/publisher: "Forced Migration Review" No. 30
Format/size: pdf (English, 406K; Burmese, 250K)
Alternate URLs: http://www.fmreview.org/FMRpdfs/FMR30Burmese/47-49.pdf
Date of entry/update: 30 November 2008

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: Top of Their Class
Date of publication: May 2005
Description/subject: Karen kids seek good education in refugee camp schools... "Students in developing countries often look to distant lands to fulfill their dreams of a good education and a brighter future. A growing number of young people in Burma’s Karen State, however, find that schools operating in refugee camps along the Thai-Burma border offer them the best chance of achieving these goals. Noh Poe refugee camp in Thailand’s Tak province is one of them..."
Author/creator: Shah Paung
Language: English
Source/publisher: "The Irrawaddy" Vol. 13, No. 5
Format/size: html
Date of entry/update: 27 April 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