Tyrosvoutis, G., Rinehart, G., Ku Paw, C., Nay Yu Paw, N., Sam San, S. (2023). Refugee teacher isolation: Over three decades of confined teacher management on the Thai-Myanmar border. In: Henderson, C. J. Refugee teachers: The heart of the global refugee response. Policy Insights #02. NORRAG.

 

Within the seven refugee camps administered by the Karen Refugee Committee (KRC)
on the Thai–Myanmar border, teaching is most often viewed as an act of service. For decades, refugee educators have lacked access to professional pathways that lead to national inclusion. 

 

 

Zar, T. & Tyrosvoutis, G. (2023). The multilingual education learn-choose-use teacher toolkit. First Edition. The Inclusive Education Foundation and TeacherFOCUS. Mae Sot, Thailand.

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The Multilingual Education Learn-Choose-Use Teacher Toolkit provides over 80 MLE teaching methodologies all aligned to our Teacher Competency Standards Framework. Teachers can select the methods that will work best for them and their students in their multilingual classrooms. 

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Tyrosvoutis, G., Carey, T., Charoensukaran, W., and Inkhamchuea, S. (2023). 

Make learning count: Migrant Learning Center registration in Thailand - The policy landscape and ways forward. UNICEF Thailand. 

 

This report explores the available school registration options available to MLCs in Thailand as well as the implications of ensuring all children in Thailand have access to an education that meets their needs. It makes the case that MLCs are not a parallel education system, but a complementary approach to realizing the 2005 Cabinet Resolution on Educational Provision for Persons without Legal Status or Thai Citizenship, and urges policymakers to work to strengthen legal registration pathways as well as recognition and accreditation channels for teachers and students.

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Lowe, T., Win, N., & Tyrosvoutis, G. (2022). Stepping stones: The impact of twin crises on the future of migrant education in Thailand. The Inclusive Education Foundation. Mae Sot. Thailand.

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Education for migrant children in Thailand has long been described as in crisis (Save the Children, 2014). Yet an education ecosystem was gradually established by migrant communities and NGOs throughout Thailand over the last thirty years to provide access to education for tens of thousands of vulnerable learners. Today, COVID-19 and the ongoing political and economic turmoil in Myanmar have resulted in an unprecedented paradigm shift, fundamentally changing the lay of the land, and driving migrant education from quiet crisis to outright emergency.  Throughout 2021, eight organizations worked with 1,009 participants to conduct a new round of participatory action research in order to better understand the consequences of the twin crises, to gather the lessons learned in the face of adversity, and to chart a new course for education on the Thai-Myanmar border in the post-pandemic world. 

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Lowe, T., Chan, L. and Tyrosvoutis, G. (2022). Safety nets: A situational analysis of non-formal educational pathways for migrant children in Tak Province, Thailand. TeacherFOCUS and Help without Frontiers Thailand Foundation.

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Since 2014, thousands of overage and working children in Tak Province have been given a second chance to earn an education through non-formal educational pathways. Today, 251 learners are enrolled in this educational 'safety net' which provides accredited, accelerated, flexible, inclusive, and practical education in Burmese language to learners who are over-age for their grade level and cannot commit to full-time study. The non-formal education safety net would be well-placed to protect children's right to education in a post-pandemic world. However, the February 2021 Burmese political crisis has called into question whether non-formal education pathways can continue. This research spoke to 166 non-formal education stakeholders to explore the future of the safety net, and map out recommendations to protect educational pathways for some of the most vulnerable learners in Thailand. 

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Zar, T., Tyrosvoutis, G., & Castello, I. (2021). Improving protection for migrant children during the COVID-19 pandemic. Help Without Frontiers Thailand Foundation and TeacherFOCUS.

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Participatory action research was undertaken to identify and evidence child protection issues experienced by children in migrant communities in Thailand’s Tak Province in the wake of the COVID-19 pandemic. Through qualitative responses, interviewed children reported that physical abuse was most frequently occurring risk for children followed by emotional abuse and child labor. It's clear that migrant children are facing manifold challenges. COVID-19 has exposed underlying vulnerabilities in marginalized migrant communities. This report provides actionable recommendations to support comprehensive and community-based approaches needed to ensure educational continuity and the maintenance of child protection mechanisms during this difficult time.

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TeacherFOCUS. (2020). Learn-choose-use: An approach to teacher professional development that empowers them with options. 

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With so many students to serve, resources to prepare, and additional duties to complete, there is hardly enough time in a day for reflection and professional development. The LEARN-CHOOSE USE (LCU) approach was developed for teachers, with teachers in the everyday trenches of the classroom. The LCU Approach is designed to efficiently introduce teachers to a wealth of teaching strategies, techniques and routines, empowering them to choose what is right for them and their classroom. 

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Tyrosvoutis, G. (2019). Bridges: Participatory action research on the future of migrant education in Thailand. TeacherFOCUS Myanmar.

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It is estimated that of the 350,000 migrant children living in Thailand, over 200,000 are currently out of school (Ministry of Education and Migrant Working Group, 2018). In recent years, powerful strides have been made to ensure migrant children from Myanmar receive a government-recognized education either from the Thai or the Myanmar Ministry of Education. A large-scale participatory action research project was undertaken to identify the perspectives of parents, teachers, educational leaders, and children enrolled in both Thai Formal Government Schools and Migrant Learning Centers. Over 1,700 participants were surveyed ranging from Tak to Ranong province by 26 leaders from 7 organizations supporting education for migrant children. The report provides critical insights from the ground on the future of education for migrant children in Thailand. 

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Tyrosvoutis, G. (2023). The multilingual education teacher competency standards framework. 2nd Edition. The Inclusive Education Foundation. Mae Sot, Thailand

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InEd's Multilingual Education Teacher Competency Standards Framework seeks to identify and validate the approaches and best practices for multilingual teaching and learning used and cited from around the globe. The 3 domains and 20 teacher competencies aim to assess a complex combination of knowledge, skills, understanding, values, and attitudes which lead to effective language learning, cultural promotion and critical thinking. The MLE framework consolidates the essential multilingual competencies that would enable a teacher to effectively promote authentic learning in a multilingual environment. The framework provides a core set of competency standards to be used as the point of reference or benchmark for quality multilingual teaching.

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Tyrosvoutis, G., Watcharapon, K., & Sirisanti, L. (2018). Children at the center: Participatory action research executive summary. Save the Children Thailand. 

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This Youth-led Participatory Action Research (YPAR) gathered the perspectives of 458 children (238 girls, 220 boys) living in Pattani, Yala, and Narathiwat, Thailand. Children shared the impact of the ongoing conflict, identified their views of what peace looks like, and determined how children can more meaningfully contribute to peaceful social cohesion. Quota sampling was utilized to ensure the numbers of Buddhist (21%) and Muslim (79%) children (aged 12-17) reflected the proportions of children living in Pattani, Yala, and Narathiwat. Additionally, a diverse and purposeful sample of key informants consisting of local authorities, military representatives, religious leaders, provincial authorities, education leaders, parents, teachers, and local civil society organizational leaders in all three provinces were interviewed. 

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