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Bangkok | Mar-17 | UNESCO Village Level Education

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Presenter: Sowirin Chuanprapun

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Bangkok | Mar-17 | UNESCO Village Level Education

  1. 1. Education Issues: Opportunities and challenges to enhance village level education in South and Southeast Asia through energy access and ICT Sowirin Chuanprapun, UNESCO Bangkok Dil Bahadur Shrestha, NRC-NFE, Nepal
  2. 2. SDG 4 - “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”
  3. 3. TRUE Mobile Literacy for Out-of-School Children
  4. 4. There are 75,995 non-Thai children in education system provided by MOE Thailand: o Basic Education: 65,455 o Private Education: 2,115 o Non-Formal & Informal Education: 8,425 17,161 children are attending migrant learning centres (MLCs) Background & Objective
  5. 5. 100 teachers Challenges for Learners o Migrant, stateless, ethnic minority and disadvanged children along the Thai- Myanmar border o Low learning achievement in Thai and Burmese o Lack of recognition on education at MLCs Estimated number of migrant children in Thailand: 400,000
  6. 6. Challenges for Teachers o High commitment, low income o Lack of capacity building or self-development o Lack of ICT skills – Conventional teaching method
  7. 7. Teaching & learning materials o Not sufficient o Low quality o Need of mother-tongue language materials
  8. 8. o Not sufficient classroom equipment/facilities o Poor infrastructure – No access to internet, electricity shortage
  9. 9. Sukothai Nam Tok New Day Saw New Road Has Mu Thaw
  10. 10. The project aims at enhancing literacy & numeracy skills of marginalized children along the Thai-Myanmar border through mobile learning & ICT potentials
  11. 11. Main Activities 1,100 Tablets for 60 schools and MLCs o Phase 1 (2015): 20 schools in Tak, Chiang Rai and Ranong o Phase 2 (2016): 40 schools in Tak, Kanchanaburi and Samutsakorn
  12. 12. Textbooks (MOE Thailand & Myanmar) ‘LearnBig’ Content App in 3 languages (over 1,000 materials) References (Dictionary) Teaching Materials (OBEC, ONIE and NFPE)
  13. 13. Education Apps and Games
  14. 14. Open content on http://emescn.net
  15. 15. o ‘Trueplookpanya’ Satellite TV with education channels o Portable Wifi devices o Wireless display receiver to connect tablet and TV
  16. 16. o Collaborate with all partners o Consolidate and categorize content from publishers o Develop content App“LearnBig” and provide training session o M & E (App’s tracking system and scores) o Participate in MLC selection process o Provide coordination with MLCs o M & E o Select MLCs and schools that are eligible for the project o Organize capacity building training for teachers and follow-up training o Support teachers to develop ICT integrated lesson plan o M & E o Provide high speed internet o Install TV with educational channels from True Visions o Provide True Click Life learning materials o Provide training session o Provide funding support for project implementation and procurement of tablets o Provide training session and technical assistance on MS software
  17. 17. Project Partners & Supporters
  18. 18. ICT Trainings for Teachers o How to use ICT devices o How to design ICT integrated lesson plan for Thai, Burmese and Mathematics subjects o Create teacher network Follow-up Trainings with trained teachers o Discuss on challenges & lesson learnt o Exchange best practices o Lesson plan review
  19. 19. Main Achievements 5,407 disadvantaged children benefit from mobile learning and ICT devices Peer-learning & lifelong learning habits promoted
  20. 20. 231 teachers, school directors and government officials are trained on ICT o Be able to design appropriate lesson plan o More efficiency in classroom/time management o Teaching style improved – Being more creative to conduct learning activities
  21. 21. • Student’s performance in Thai, Burmese and Math subjects are developed. • Classes are more fun and have more engagement of learners. • Student’s attendance is increased. • ICT skills of students are enhanced. • Peer-learning and create lifelong learning habits. • Writing skills need to be emphasized. Learners Literacy & numeracy skills of children are enhanced through mobile learning o ICT skills developed o Attendance and classroom engagement increased
  22. 22. Assessment of Learners (Phase 1) in Mathematics, Thai and Myanmar Subjects
  23. 23. 67 71 70 68 Performance of Grade 1 students *Avoda MLC, Mae Sot, Tak
  24. 24. 70 74 73 70 Performance of Grade 2 students *Avoda MLC, Mae Sot, Tak
  25. 25. 68 72 71 69 Performance of Grade 3 students *Avoda MLC, Mae Sot, Tak
  26. 26. Positive Feedbacks from Teachers “My 3rd grade student was a slow learner. She only scored 4 out of 100 in Thai subject. She didn’t study at all which made all teachers almost gave up on her. When we use ICT, she has performed much better and scored 38. I was surprised when she read out loud. It’s impressive!” Ms Honey Kyaw, New Day MLC, Mae Sot, Tak “Thun Thun is a 2nd grade student who always asked teacher to go to the toilet and disappeared! When we teach with TV and tablets, Thun Thun is so eager to learn. If I come to the class late, Thun Thun will run to remind me” Mr Boonthum, New Road MLC, Mae Ramad, Tak “One of my 2nd grade student is 12 years old and taller than anyone in the class. He was overaged and not confident. I asked him to be my assistant when I use tablets. He took care of the younger ones and now became a class leader!” Saw MLC teacher, Mae Sot, Tak
  27. 27. Over 600 parents and community members trained on ICT
  28. 28. Borderless Education!
  29. 29. o Monthly record on list of TV programmes o Popular websites for each class o Collect student scores (pre & post tests) o Questionnaire for teachers on the use of technology o Tracking systems on: 1. No. of pages read 2. No. of apps accessed 3. Most popular books 4. Record on uplink- downlink data Monitoring & Evaluation by all partners
  30. 30. LearnBig App Tracking System
  31. 31. Summary of Data Usage Fair Usage : 20 MLCs (Phase 1) จำนวนกำรใช้งำน ข้อมูล (Data Usage in GB) ชื่อศูนย์กำรเรียนรู้ Nov- 15 Dec-15Jan-16 ศูนย์การเรียนปารมี (Parami) - 0.04 0.00
  32. 32. Karaoke Literacy for Ethnic Minorities Thai Literacy through Edutainment for Disadvantaged People in the Highlands of Tak Province: Improving literacy through energy access and ICT
  33. 33. Literacy Situation in Tak Province, Thailand (2014)
  34. 34. Literacy Situation in Tak Province, Thailand (2014)
  35. 35. Main Challenges o Remote, isolated and mountainous areas o Lack of internet o Intermittent electrical supply – Solar cell system for community learning centres (CLCs) o Rainy season conditions o Low awareness on importance of education o Lack of confidence in communicating in Thai (S’gaw Karen dialect), shyness o The villagers face difficulties in daily life due to communication problems
  36. 36. Main Activities o Procurement of ICT devices (projector, mini- speaker, laptop, DVD player, microphone) o Training of teachers to develop teacher guide and materials (selection of movies, songs, relevant content, etc.) o Disseminate the activities via community radio at the village o Conduct literacy classes and karaoke activities o Assessment of learners on basic Thai language skills
  37. 37. Main Activities
  38. 38. Main Achievements o 4,865 youth and adult learners participated Thai literacy classes for life skills (plus villagers at all ages) o 125 CLCs in the remote villages in 5 districts of Tak o 26 NFE teachers trained o Learners gain more confidence in the language and continue to study NFE courses o Changes in habits and quality of life
  39. 39. Key Factors for Success o Fun and engaging learning activities o Motivation of learners o Relevancy of the content and the local contexts o High commitment of NFE teachers o Strong support from the government at all levels o Good collaboration with the communities and networks o Maintenance of equipment
  40. 40. Positive Feedbacks “Due to the remote and hard to reach areas, it is very difficult for the villagers to gain access to new knowledge. When teachers bring new materials and tools, the villagers are very excited to learn. They want to speak and communicate with outsiders. The project has opened up new opportunities in their lives…” – Ms Siradee Prasertsit, NFE teacher of Bann Usuphokee, Tha Song Yang, Tak “I encouraged my villagers to participate in the class as much as they could because at least they would have more understanding of the news. Many of them could understand but aren’t confident to speak or contact with others. Sometimes they ask me to help but now they can do it by themselves…” – Mr Mong La Sae Kongyingthanasakul, Assistant to Bann Huai Phak Good Village Leader, Mae Sot, Tak
  41. 41. Rural Connectivity through CLCs for Sustainable Development
  42. 42. Objectives 1. To enable CLCs to use solar plant as alternative energies for connecting internet. 2. To enable the CLCs for communication and transferring knowledge and skills through internet and other means. 3. To support the community to install bio gas and solar plants with subsidy from respective companies.
  43. 43. Objectives 4. To enable community to promote organic farming using by-product of bio gas plant and other organic manure 5. To build capacity of CLC personnel and community people on maintenance of bio gas and solar panel.
  44. 44. Major Activities 1. Installation of solar plant at the CLCs for internet connection 2. Websites and contents development 3. Information/ knowledge/ skill collection and dissemination by CLCs through internet access 4. Awareness raising activities 5. Training for CLC personnel on application of solar plant and its maintenance 6. Training for CLC personnel on internet connection and information collection and dissemination 7. Training for community people on bio gas plant/ solar plant and their maintenance
  45. 45. Sowirin Chuanprapun, UNESCO Bangkok s.chuanprapun@unesco.org Dil Bahadur Shrestha, NRC-NFE nrc-nfe@acculrc.wlink.com.np Thank you!

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