+ All Categories
Home > Documents > 134 d wiyada

134 d wiyada

Date post: 13-Aug-2015
Category:
Upload: education-and-resilience
View: 79 times
Download: 2 times
Share this document with a friend
Popular Tags:
41
Supporting Multilingual Education for Ethnic Minority in Northern Thailand: An Evaluation Study
Transcript
Page 1: 134 d wiyada

Supporting Multilingual Education for Ethnic Minority in Northern

Thailand: An Evaluation Study

Page 2: 134 d wiyada

Evaluation TeamDr. Wiyada LemtrakulDr. Jutima

MethaneethornMr. Pongwat Fongkanta

Mr. Setthawit Chanowan

Faculty of EducationLampang Rajabhat University

AdvisorDr. Suchin Petcharugsa

Page 3: 134 d wiyada

IntroductionMLE for Ethnic Minorities in

Northern Thailand Project was implemented by the Foundation for Applied Linguistics (FAL) with the support from Pestalozzi Children’s Foundation (PCF)

Total project planning period is from 2007 – 2015 (Phase I 2007 – 2009, Phase II 2010 – 2012, and Phase III 2013 – 2015)

Page 4: 134 d wiyada

Valuing and using their local languages along with the national language in Thai schools

Bringing the local languages and culture into the classroom

Local teaching assistants who know the community languages are trained to teach in partnership with qualified national teachers

MTB-MLE Project

Page 5: 134 d wiyada

Helping children to move successfully from the ethnic to the national language and culture

Maintaining pride and confidence in their dual ethnic and national identity

Page 6: 134 d wiyada

The project aims to establish pilot schools in three language communities: ◦Mon community, Kanchanaburi province

◦Karen community, Chiang Mai province

◦Hmong community, Chiang Rai province

Page 7: 134 d wiyada

The evaluation was made on Phase II of this project (2010–2012)

Aims of the MTB-MLE project (phase II)◦MLE program is strongly established in early primary years in six pilot schools across three ethnolinguistic minority communities (Mon, Karen, and Hmong)

◦MLE program helps students in the project learn the national language better and thus achieve national learning standards in every subject.

Page 8: 134 d wiyada

Evaluation ObjectivesTo evaluate the output, outcome and impacts of the project.

To evaluate the project implementation.

To learn about factors and conditions effecting the project success and/or failure.

Page 9: 134 d wiyada

Theoretical FrameworkTheory–based evaluation (TBE) ◦explores the how and why of program success or failure. Advocates of TBE claim that it produces information unavailable in traditional process and outcome studies

◦an evaluation based on a model, theory or philosophy about how the program works; a model, theory, or philosophy which indicates the causal relationships supposedly operating in the program.

Page 10: 134 d wiyada

Logic model is a graphic representation of a program’s planned resources, activities, and results.

Inputs are the resources that are made available for the planning, implementation and evaluation of projects; examples of inputs are human resources, funding, facilities, equipment, and community resources.

Process are what the program does with the resources. These interventions are used to bring about the intended outputs or outcomes.

Page 11: 134 d wiyada

Outputs are the direct products of program activities and may include types, levels, and targets of services to be delivered by the program (Bellini et al, 2011).

Outcomes are the change that occurred because the program outputs.

Impact is the fundamental intended or unintended change occurring in organizations, communities, or systems as a result of program activities.

Page 12: 134 d wiyada

3 Stages of the Evaluation

Page 13: 134 d wiyada

Logic Model for MTB-MLE Project

Page 14: 134 d wiyada

Sources of data were: ◦project documents◦project holder ◦personnel, school district administrators

◦educational supervisors,◦school administrator, teachers, students, parents and villagers in 3 areas

Page 15: 134 d wiyada

Developing Method of Project Evaluation

◦The evaluation team studied the logic model components of the project in order to design the evaluation framework.

◦The evaluation framework was reviewed by the evaluation team together with an advisor to consider its compatibility and relatedness in the logic model.

Evaluation Framework of the MTB-MLE Project

Page 16: 134 d wiyada

The Result of Data Analysis

1. Evaluation result of output, outcome, and impact of the project.1.1) Output following the project objective.• curriculum and lesson plan were

developed in 6 pilot schools • project staffs, local and Thai teachers,

and supervisors improved/developed their capacities through the training processes

Page 17: 134 d wiyada

stake-holders in the project, local communities, pilot schools, and Ministry of Education supported and participated in the project

students in pilot schools showed theirself-confidenceenjoyed learningreached better learning achievement

than their parallel schools

Page 18: 134 d wiyada
Page 19: 134 d wiyada
Page 20: 134 d wiyada
Page 21: 134 d wiyada

1.2 Project OutcomeProject Outcome Evaluation Criteria Mon Karen Hmong

1. MTB-MLE project was launched in 3 areas covering 7 pilot schools with its attempt to help the students to learn Thai language better and to reach educational achievement through O-NET test at the national level.

• Pilot schools in the project became model schools in terms of teaching and learning for indigenous students.

• Students in pilot schools enjoyed learning and showed happiness coming to school with self-confidence.

• Students understood and communicated in Thai and local language skillfully

• Educational achievement of the students in the MTB-MLE project passed the O-NET test criteria at the national level.

The O-NET test scores have not been disclosed until the

students finish Grade 3

Page 22: 134 d wiyada

Project Outcome Evaluation Criteria Mon Karen Hmong

2. Students in pilot schools showed affection and respect to their local language and culture.

• Students in pilot schools made use of their local language in everyday life.

• Students in pilot schools were proud of their local culture.

3. Students, parents, and community members were aware of benefit from the project that it helped to reach educational achievement of the students.

Parents saw the benefit of the use of local language in school.

Page 23: 134 d wiyada

Project Outcome Evaluation Criteria Mon Karen Hmong

4. Community members showed their need of the project and prepared to become owners of the project.

• Community members participated in project’s work.

5. Related educational agencies have adjusted the local teachers recruitment system to get along well with the project.

Related educational agencies have adjusted the local teachers recruitment system.

Page 24: 134 d wiyada

1.3 Project ImpactProject Impact Evaluation Criteria Mon Karen Hmong

Government policy has been formulated in support of the development of Thai language learning kits using local language.

• Government policy in support of multilingual education should have the following important features:o A clear identification

was made that at what level of schooling should be added to the MLE project.

o An agency has been set up to coordinate, develop, and support the work of the MLE project.

o The budget has been allocated to support the work in relation to the MLE project implementation.

Page 25: 134 d wiyada

2. Evaluation Result on the Methods of Project Implementation

Project Input Evaluation Criteria Mon Karen Hmong

1. Characteristic of the project staff

The project staff should have the following characteristics:1. Teachers:• Good command of speaking,

reading, and writing both local and Thai languages.

• Understanding and appreciation of local culture.

• Clear and easy to read hand-writing.

• Being selected and approved by the community.

Two teachers have been assigned for one class: one Thai and one local teacher in charge of teaching in each classroom. The Thai teacher was officially recruited, while local teacher passed the criteria through the selection process. Both Thai and local teachers have undergone the training (on teaching method, lesson planning, and developing learning kit, for example) to join the project.

Page 26: 134 d wiyada

Project Input Evaluation Criteria Mon Karen Hmong

1. Characteristic of the project staff

2. Committee members on language/media production:• Good command of speaking,

reading, and writing the first language.

• Understanding and appreciation of local culture.

• Being accepted by the community as good story tellers and/or picture drawers.

• Capable of reading out loud in the second language and transcribed the text from the second to the first language and vice versa.

It was about working together between Thai and local teachers, local wise people, and the Foundation for Applied Linguistics. The Thai teachers invented stories, local teachers and wise people contributed their drawings and proof-reading of local language, while the FAL helped in the development of some teaching materials, including the making of alphabet chart.

Page 27: 134 d wiyada

Project Input Evaluation Criteria Mon Karen Hmong

1. Characteristic of the project staff

3. Supervisor/resource person:• Good command of speaking,

reading, and writing the first and the second languages.

• Equipped with knowledge about local history and culture.

• Capable of coordinating with government and school personnel, local leaders, and NGOs.

• Capable of communicating abstract and technical aspects of good teaching with the teachers.

• Good experience in teaching of the first language.

Supervisors came from the Office of Primary Education School District overseeing pilot schools in the project. Resource persons (for the training) came from FAL. To work with school and community, contact was made to a group of school administrators, School Committee members, Thai and local teachers to carry out the project implementation continuously.

Page 28: 134 d wiyada

Project Input Evaluation Criteria Mon Karen Hmong

1. Characteristic of the project staff

4. Advisors:• Understanding the Goals and

Objectives of the programme.

• Well determine to work together towards the success.

• Being selected and approved by the community.

Advisors here are the school committee members comprising of community leaders and members who are mostly familiar with both Thai and local languages. They understand and approve the project. However, some Committee members do not understand, nor accept the project that they send their offspring to school elsewhere.

Page 29: 134 d wiyada

Project Input Evaluation Criteria Mon Karen Hmong

2. Needs and the preparation of the parents and community members.

Parents and community members were in need of and prepared for the project participation.

3. Support from school administrators, teachers, and other educators involved.

School administrators, teachers, and the first line of command agency provided support and played their clear roles in the project.

Page 30: 134 d wiyada

Project Input Evaluation Criteria Mon Karen Hmong

4. The budget allocation from supportive agencies.

Each supportive agency has allocated the budget as it was planned.

The project was equipped with enough budgets to cover all activities.

5. Expenditure for individual student

The budget for hiring local teachers was underpaid

(lower than the minimum of 300 baht per day).

2010: Overall expenditures 4,286,662.- baht.Per capita of students on average 2,873.10 baht.2011: Overall expenditures 6,610,427.- baht.Per capita of students on average 4,430.58 baht.2012 (Jan. – Jul.): Overall expenditures 3,926,273.- baht.Per capita of students on average 2,631.55 baht.Totaling 2010 -2012 (Jan. – Jul.): Overall expenditures 14,823,362.- bahtPer capita of students on average 9,935.23 baht

Page 31: 134 d wiyada

2.2 Project Implementation Process

Implementation Process

Evaluation Criteria Mon Karen Hmong

1. Relevant study and/or basic research

Study and/or basic research has been made to gather the data enough for planning and developing the MLE programme.

• OBEC helped in the selection of pilot schools by using the following criteria:

o The students must share the same ethnicity in one school.

o Communities were ready to accept the project.

o Schools were ready to accept the project.

• FAL has made relevant documentary study on the following topics:

o The nine components that should appear in the MLE programme.

o Research works on MLE overseas.o Teaching method emphasizing the students

and Total Physical Response (TPR) instructional technique.

o The process to bring communities into Participatory Method.

o Intercultural Education.

Page 32: 134 d wiyada

Implementation Process

Evaluation Criteria Mon Karen Hmong

2. Interpersonal awareness raising and mutual understanding.

• There have been activities that helped raising awareness and mutual understanding about the values of multilingual education.

3. Development of standard writing system for language with no alphabets.

• Writing system has been developed by the linguists together with local people.

• This writing system has been approved by its users and government agencies.

Page 33: 134 d wiyada

Implementation Process

Evaluation Criteria Mon Karen Hmong

5. The development and production of reading materials at different levels, including the teaching manual.

Community members were invited to participate in the development and production of reading materials in bilingual education.

Teaching manual has been developed for a complete bilingual education.

The teaching materials that have been developed with the following features:o Its content is

interesting.o Using clear and easy

language.o The pictures are

relevant to the text and appropriate to the local context.

Page 34: 134 d wiyada

Implementation Process

Evaluation Criteria Mon Karen Hmong

6. The selection and training of teachers (and local teachers).

The selection process of local teachers was to ensure the good qualification as determined in the project.

Trainings have been provided for school and local teachers regularly.

7. Follow-up and evaluation.

There has been an internal evaluation process in the project.

An evaluation of community appreciation was made on the project to measure the level of project achievement in terms of educational and cultural goals.

• A compared test was done

between the pilot school and its parallel school in order to see the learning achievements before students took part in the NT-O-net exam.

• Evaluation of parents’ and community members’ appreciation was launched through participatory method or questionnaire/informal interview by community member who acted as coordinator in the project.

• School supervisor or teachers discussed with the parents.

Page 35: 134 d wiyada

Implementation Process

Evaluation Criteria Mon Karen Hmong

8. Inter-agencies collaboration.

Inter-agencies collaboration network has been created covering both government and non-government sectors.

9. Influencing the state policy on language and education.

There has been influencing activities towards policy level of the state on the issue of language and education.

Efforts have been made to push to the policy level of the state, but so far, there was no clear policy in writing on the issue.

Collaboration between OBEC, Office of Primary Education School District, pilot schools, SIL, and Life Skill Development Foundation has been set up.

Page 36: 134 d wiyada

3. Evaluation Result on Causal Relationship between Input, Process, Output, Outcome, and Impact of the Project

Evaluation List

Evaluation Criteria Mon Karen Hmong

Causal relationship between input, process, output, outcome, and impact of the project.

Causal relationship between input, process, output, outcome, and impact of the project conforms to the logic model of the project.  

Awareness raising and the sense of ownership of the project could not be met as expected. Because some villagers did not understand and disagreed with the project. They kept waiting for the result when the students finished Grade 3. There was communication gap with the School Committee members and villagers. School administrators could not create social rapport with the community as well as the absence of project coordinator with local background.

Page 37: 134 d wiyada

Recommendations for the Project HolderData/information collected by

other research networks whose work was among the indigenous people can be used for the development of curriculum which is responsive to the local situation.

The supervisor/resource person for the project should be proficient in speaking, reading, and writing both in the first and second languages.

Page 38: 134 d wiyada

Information and communication technology should be introduced for multilingual education. This will reduce expenditure on the production of learning materials.

Creating cohesion through Thai and local teachers working together can affect the quality of teaching and learning in the classroom.

Page 39: 134 d wiyada

FAL and its network should launch a campaign together to lobby the agency overseeing schools to formulate a clear and transparent policy that can be examined and to allocate a budget for the sustainable operation of the MTB-MLE project.

Efforts should be made to bring into the network of PCF partners representatives from different indigenous organizations in Thailand. This would help create awareness of MTB-MLE among indigenous communities and the state in order to influence the making of policy at the national level.

Page 40: 134 d wiyada

Recommendations for Further Study

Based on the experience and results of this evaluation, this systematic approach to project evaluation appears to be a viable and useful option for other MTB-MLE projects.

Situation analysis and assessment of language usage should be studied in each geographical area.

Page 41: 134 d wiyada

THANK YOU


Recommended