태국-미얀마 국경 지역의 교육 제도와 국제개발협력

Abstract

This study examines the relationship between the education system and international development cooperation in the Thai-Myanmar border region. The uniqueness of the border region stems from the presence of refugees and migrants from Myanmar living near the border within Thai territory, whom the political and social unrest in Myanmar has displaced. Of particular interest is the use of education to cultivate and preserve their ethnicity by the Karen people, who constitute the largest group in the border region. To better understand this, the paper analyzed the overall educational history and process of the Karen people. The research conducted case studies in three representative migrant schools in Mae Sot province, offering a comprehensive curriculum from kindergarten to college preparatory courses. Data from questionnaires and in-depth interviews collected during the fieldwork revealed that migrant schools adopt somewhat different curricula based on their geographical and environmental specificities, which significantly impact their students' academic and career development. The curriculum in these schools is a mix of Karen nationalist perspectives and external (international) influences. In addition, programs to pursue academic continuity, such as taking the GED in Thailand and Myanmar and the GED in the United States, are relatively well organized. However, due to their precarious status as migrants and the lack of career and vocational programs, there are many challenges for migrant youth to find professional jobs and develop career plans accordingly. The paper proposes that International Development Cooperation projects regarding education on the border should consider supporting students in designing their career paths, developing their skills, and promoting their social participation after graduation. In addition, when designing international development cooperation projects related to education, we should not limit their social participation and entry into the workforce to employment. However, we should consider developing curricula that reflect the two countries' contrasting education systems and regional specificities through coordination between various stakeholders.