Thesis Guidelines for a post-literacy curriculum for rural Khmer women, Tra Vinh province, VietNam

Nội dung tài liệu: Thesis Guidelines for a post-literacy curriculum for rural Khmer women, Tra Vinh province, VietNam

1. GUIDELINES FOR A POST-LITERACY CURRICULUM FOR RURAL KHMER WOMEN, TRA VINH PROVINCE, VIETNAM by Nguyen Chi Doan Hanh A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science Examination Committee: Dr. Barbara Earth (Chairperson) Dr. Kyoko Kusakabe Dr. Nicholas J. Dimmitt Nationality: Vietnamese Previous Degree: Bachelor of Arts Hue College of Education Vietnam Scholarship Donor: ASEAN Foundation Asian Institute of Technology School of Environment, Resources and Development Thailand August 2002
2. Acknowledgments I would like to express my profound gratitude to my Advisor, Dr. Barbara Earth, for her untiring guidance and suggestions throughout the process of preparing this thesis. I am indebted her constant supports as well as her stimulation in doing this research. I am extremely grateful for Dr. Kyoko Kusakabe for her inspiration, her incalculable comments and suggestions, which contributed to enhancing the quality of thesis work. I would like to give my special thanks to Dr. Nicholas J. Dimmitt for the valuable knowledge in education that made me to do this research. I am also indebted him for his lasting encouragement and precious comments for the research. My thesis would not have been completed without the openness and hospitality offered by Khmer women in Hoa Loi commune who were so kind to give their time to share their stories with me during my field visits. The hospitality, warm welcomes and logical support of all members of Project VIE/96/025, the encouragement of the Board of Project VIE/96/025, The Department of Planning and Investment of Tra Vinh, particularly the untiring and constant support of Ms. Nguyen Ngoc Tu, Ms. Kien Thi Bi, facilitated the research process. Without their assistance, I would have faced a lot of difficulties during my fieldwork. I would like to give sincere thanks to ASEAN Foundation for their financial support for my study and research. Last but not least, I am so indebted to my parents, and to my brother for their support and encoragement during my study. I cannot help thinking of my friends, both in Vietnam, AIT and overseas, Mr. Nguyen Minh Dat, Ms. Pham Thi Bich Hong, Ms. Nguyen Hai Binh, Mr. Russell Parmenter and Ms. Bui Minh Hue for their support, sympathy and encouragement during my stay at AIT. Without their friendship, my study at AIT would have been very difficult. I cannot express my depth of love and gratitude to my beloved fiancé who has been the closest, encouraging and supporting me throughout my studies at AIT. ii
3. Abstract After 17 years of transition from a centrally planned economy to a market oriented economy, Vietnamese have enjoyed a huge development and improvement in socio- economics. However, the increasingly, widening gap between people in rural and urban areas, unequal opportunities to participate in social development between men and women and between majority women and ethnic women are the challenges facing Vietnam. At the same time, researchers, developmental organizations, policies makers and governments worldwide, are paying increasing attention to improving the lives of poor, rural people, especially for women through education. They hope that education when provided, to disempowered rural and ethnic women can improve their situation and opportunities. This study aims to developing guidelines for a post-literacy curriculum for Khmer women, using a poor, Khmer commune in Tra Vinh province, Vietnam as the study area. The specific objectives are to assess the current status of Khmer women in terms of education, explain factors influencing their low level of education and to assess the needs of those Khmer women and develop guidelines for a post –literacy curriculum to empower Khmer women. Qualitative research methods are applied to reach the most precise interpretation of the study. The research not only lead to one or two major findings but also to a series of small but significant findings, which the researcher hopes will help with the understanding of rural women status in general, of Khmer women’s status in Tra Vinh province specifically and might perhaps contribute to improved interventions by policies-makers and practitioners. At the end of the research, a set of guidelines for a post-literacy curriculum is suggested. This is followed by recommendations for further research. iii
4. Table of Contents Chapter Title Page Title Page i Acknowledgments ii Abstract iii Table of Contents iv List of Figures vii List of Case studies viii List of Tables ix List of Abbreviations x 1 Introduction 1 1.1. Background 1 1.2. Problem Statement 1 1.3. Rationale of the Study 2 1.4. Objectives 3 1.5. Scope of the Study 3 1.6. Organization of the Research 4 2 Research Design And Methodology 5 2.1. Conceptual Framework 5 2.2. Type of research 5 2.3. Selection of the Study Area 6 2.3.1. Study Area 6 2.3.2. Target Groups 6 2.4. Data Collection 8 2.4.1. Secondary Data 8 2.4.2. Primary Data 8 2.4.2.1. Key Informants Interviews 8 2.4.2.2. Focus Group Discussions: 9 2.4.2.3. In-depth Interviews 9 2.4.2.4. Observation 9 2.5. Data Analysis 10 2.5.1. Daily Update 10 2.5.2. Data Analysis 10 3 Literature Review 12 3.1. Indigenous People 12 3.1.1. Definition 12 3.1.2. Ethnic Discrimination 12 3.1.3. Indigenous People in Vietnam 16 3.1.3.1. Period After Liberation 30 April 1975 16 3.1.3.2. Time of Transition-1989-1994 17 3.2. Education for Empowering Women 21 3.2.1. Concepts and Definitions 21 3.2.1.1. Formal and Non-Formal Education 21 iv
5. 3.2.1.2. Functional and Post-literacy 23 3.2.1.3. Empowerment 24 3.2.2. Importance of Education to Women 25 3.2.3. Women’s Participation in Non-formal Education has The Same Effect as Formal Schooling on Demographic Change and on Women’s Empowerment 25 3.2.3.1. Schooling that leads to Demographic Transition and Behavior Change 25 3.2.3.2. Schooling that leads to Autonomy and Empowerment 26 3.2.3.3. Non-formal Education leads to Autonomy and Empowerment 27 3.2.3.4. Constraints of Women’s accessing to Education 28 3.2.4. Education and Literacy in Vietnam 29 3.2.4.1. Overview of Literacy in Vietnam 29 3.2.4.2. Eradication Illiteracy in Vietnam and Education for All in Vietnam 29 3.2.4.3. Education of Ethnic Minorities in Vietnam 30 3.3. Country Experiences in Literacy Education for Indigenous People 31 3.3.1. Case of Cambodia 31 3.3.2. Case of China 32 3.3.3. Case of Lao PDR 33 3.3.4. Vietnamese National Policies on Literacy/Non-formal Education 33 4 Profile of Study Area 35 4.1. General Profile of Tra Vinh Province 35 4.1.1. Physical Environment 35 4.1.2. Socio-Economic Characteristics 35 4.1.3. Bureau of Ethnic Minorities 35 4.1.4. Department of Training and Education 35 4.2. Main Features of Chau Thanh District 36 4.2.1. Socio-Economic Characteristics 36 4.2.2. Mass Organizations in the District 36 4.2.3. Infrastructure of Chau Thanh District 37 4.3. Hoa Loi Commune 37 4.3.1. Population and Ethnicity 37 4.3.2. Economic Activities 37 4.3.3. Infrastructure, Education and Health 38 4.3.4. Tri Phong Village 38 4.3.5. Kinh Xang Village 39 4.3.6. Qui Nong B Village 40 5 Khmer Women Low Education Levels 44 5.1. Reasons Leading to Current Low Level of Education of Khmer Women 44 5.1.1. Historical Context: Government Policies and Programs 44 5.1.2. Ethnic Discrimination 45 5.1.3. Gender Discrimination 46 5.1.4. Poverty and Motivational Factors 47 v
6. 5.2. Results of Khmer women low education 48 5.2.1. Poverty and debt 48 5.2.2. Fear of going out leads to dependence and being outsider from society development 49 6 Towards Transformatory Curriculum 51 6.1. Expressed needs of Khmer Women 52 6.1.1. Basic tools of learning 52 6.1.2. Quality of life 53 6.1.3. Productivity skills 53 6.1.4. Civic consciousness 53 6.1.5. Empowerment 53 6.1.6. Time and Language 54 6.2. Current Literature Program 54 6.2.1. Summary of the Current Literature Program 54 6.2.2. Drawbacks of Current Literature Program 56 6.3. Guidelines for a New Curriculum for Khmer Women 56 6.3.1. Content 56 6.3.1.1. Basic tools of Learning (Literacy Skills) 57 6.3.1.2. Productive Work 57 6.3.1.3. Quality of Life 57 6.3.1.4. Legal Literacy 58 6.3.1.5. Cultural Revitalization 58 6.3.2. Methods, Materials and Training Schedule 59 6.3.2.1. Methods 59 6.3.2.2. Materials 59 6.3.2.3. Training Schedule 60 7 Conclusions and Recommendations 62 7.1. Conclusions 62 7.1.1. Profile of the Study Area in which the Educational Level is Highlighted 62 7.1.2. Reasons Contributing to the Low Level of Education of Khmer Women 62 7.1.3. The needs for a post-literacy curriculum 63 7.1.4. Guidelines for a post- literacy curriculum 63 7.2. Recommendations for Further Research 64 7.2.1. Research into Comparison Gender Relations among Khmer in Vietnam and Khmer in Cambodia 64 7.2.2. Research into Content and Methods used in other Cases of Post literacy Curriculum for Ethnic Women 64 7.2.3. Further Development of a Post literacy Curriculum for Khmer Women and for Ethnic Women 64 7.2.4. Research into How to Implement and Manage Curriculum arising from these Guidelines 64 7.2.5. Research into formative and summative evaluation of any curriculum arising from these guidelines 65 References 66 Appendices 72 vi
7. List of Figures Figure Title Page 1 The diagram of Conceptual Framework 5 2 Study Area 7 3 Map of Hoa Loi Commune 8 4 The Flow Chart of Data Analysis 10 5 Comparison of education level of group of 18 – 60 age in three villages of Hoa Loi commune 42 6 Characteristics of illiteracy level in different villages by age 43 7 Low Educational Attainment is both a Result and a Cause of Khmer Women’s low Status. 51 vii
8. List of Case studies Case study Page 1 45 2 45 3 46 4 47 5 47 6 48 7 49 8 49 9 50 viii
9. List of Tables Table Title Page 1 Data Collection 9 2 Overview of Indigenous People in South East Asia 14 3 Master Plan for Northern Highland Areas 19 4 Ideal-type Model of Formal and Non-Formal Education 22 5 Literacy Rate of Persons aged 5 and over of selected Ethnic Groups by Sex, 1998 30 6 Current Education Situation by Sex in Tri Phong Village 39 7 Educational Level of Persons aged less than 18 by Sex in Tri Phong Village 39 8 Educational Level of Persons aged 18-60 by Sex in Tri Phong Village 39 9 Educational Level of Persons aged over 60 by Sex in Tri Phong Village 39 10 Current Education Situation by Sex in Kinh Xang Village 40 11 Educational Level of Persons aged less than 18 by Sex in Kinh Xang Village 40 12 Educational Level of Persons aged 18-60 by Sex in Kinh Xang Village 40 13 Educational Level of Persons aged over 60 by Sex in Kinh Xang Village 40 14 Current Education Situation by Sex in Qui Nong B Village 41 15 Educational Level of Persons aged less than 18 by Sex in Qui Nong B Village 41 16 Educational Level of Persons aged 18-60 by Sex in Qui Nong B Village 41 17 Educational Level of Persons aged over 60 by Sex in Qui Nong B Village 41 18 Summary of Eliminated Subjects 55 19 Two Levels of the Post-literacy Curriculum 57 20 Developing Guidelines for a Post-literacy Curriculum 61 ix
10. List of Abbreviations ACCU The Asia/Pacific Cultural Center for UNESCO APPEAL Asia Pacific Program of Education for All ATLP APPEAL Training Materials for Literacy Personnel CED Continuing Education for Development DKBA Democratic Kayin Buddhist Army DKBO Democratic Kayin Buddhist Organization EFA Education For All EOL Eradication of Illiteracy KNU Karen National Union MoEYS Ministry of Education, Sports and Youth MRDP Mountain Rural Development Program NFED Non-formal Education Department NGO(s) Non-Government Organization(s) OHCHR Office of the High Commissioner for Human Rights PROAP Principal Regional Office for Asia and the Pacific PSE Pre-school Education ULSE Universal (ization) of Lower Secondary Education UN United Nations UNDP United Nations Development Program UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations International Children Emergency’s Fund UPE Universal (ization) Primary Education USAID The United States Agency for International Development USCR United States Committee for Refugees WDEFA World Declaration on Education For All WEF World Education Forum x