The project will organize a policy dialogue and combined advocacy among stakeholders concerned with the problem of education for migrant children in Chiang Mai, northern Thailand. Around the city are an estimated 200,000 people largely from Shan State in Burma/Myanmar: migrant workers and their families. About 10 to 20 per cent of these are of school age, but many are out of school, and those who do attend often have difficulty within a system ill-adapted to their linguistic and cultural background, their citizenship status and economic position. The project works by empowering a migrant community youth group as active partners in helping articulate the experiences and views of migrant children and their families: the causes of their problems and how they cope. This is done through community-based dialogue groups and video documentary-making. The process moves toward shared problem-solving meetings with other stakeholders: teacher, education officials, politicians, academics and others in the local and national Thai community. Here mutual policy recommendations are worked out. These are incorporated in an attractive general review report, supported by a poster exhibition and a video film, all of which are introduced to a wider and more influential circle through a launch meeting.
実施報告書・概要 (Summary of Final Report)
The project approached the general problem of education for migrant children in Thailand by focussing on a particular migrant community in Chiang Mai. It supported a series of dialogue meetings between the migrant children, their parents, their teachers, other educationalists, community members and government officials. During consultations it was decided that the migrant children should play an active part in making short video films expressing their education problems, needs and rights. The resulting films provided a centre of discussion in a culminating meeting which included outside experts. It proved a fruitful way of raising the profile of the problem and stimulating efforts to solve it. The process identified three key actors for carrying these efforts forward: the municipal officials of San Na Mang (where there are large numbers of migrants and a readiness to seek progressive policies for them), certain teachers in the local schools (who have become interested in multicultural education strategies), and the migrant children themselves (who proved energetic and creative agents in pursuing their own education rights when empowered to do so).