Presenter: Sowirin Chuanprapun

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. SDG 4 - “Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all”

4. TRUE
Mobile Literacy for
Out-of-School
Children

6. 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

7. 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

8. Challenges for Teachers
o High commitment, low income
o Lack of capacity building or
self-development
o Lack of ICT skills – Conventional
teaching method

9. Teaching & learning materials
o Not sufficient
o Low quality
o Need of mother-tongue
language materials

10. o Not sufficient classroom
equipment/facilities
o Poor infrastructure – No
access to internet, electricity
shortage

11. Sukothai Nam Tok New Day
Saw New Road Has Mu Thaw

13. The project aims at enhancing literacy &
numeracy skills of marginalized children
along the Thai-Myanmar border through
mobile learning & ICT potentials

14. 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

15. Textbooks
(MOE Thailand &
Myanmar)
‘LearnBig’ Content App in 3 languages
(over 1,000 materials)
References
(Dictionary)
Teaching Materials
(OBEC, ONIE and NFPE)

16. Education Apps
and Games

17. Open content on http://emescn.net

18. o ‘Trueplookpanya’ Satellite TV
with education channels
o Portable Wifi devices
o Wireless display receiver to
connect tablet and TV

19. 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

20. Project Partners & Supporters

21. 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

22. Main Achievements
5,407 disadvantaged children benefit from
mobile learning and ICT devices
Peer-learning & lifelong learning
habits promoted

23. 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

24. • 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

25. Assessment of Learners (Phase 1) in Mathematics, Thai and
Myanmar Subjects

26. 67
71 70
68
Performance of Grade 1 students
*Avoda MLC, Mae Sot, Tak

27. 70
74 73
70
Performance of Grade 2 students
*Avoda MLC, Mae Sot, Tak

28. 68
72 71
69
Performance of Grade 3 students
*Avoda MLC, Mae Sot, Tak

29. 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

30. Over 600 parents and community members trained on ICT

31. Borderless Education!

32. 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

33. LearnBig App Tracking System

34. 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

35. 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

36. Literacy Situation in Tak Province, Thailand (2014)

37. Literacy Situation in Tak Province, Thailand (2014)

38. 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

39. 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

40. Main Activities

41. 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

42. 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

43. 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

44. Rural Connectivity through CLCs for Sustainable
Development

45. 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.

46. 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.

47. 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

49. Sowirin Chuanprapun, UNESCO Bangkok s.chuanprapun@unesco.org
Dil Bahadur Shrestha, NRC-NFE nrc-nfe@acculrc.wlink.com.np
Thank you!