Effectiveness of the Karen Hilltribes Trusts Education - Case Study Example

An Evaluation of the Effectiveness of the Karen Hilltribes Trust’s Education Based Projects For the Ethnic Minorities in Northern Thailand I. Introduction This paper ventured to evaluate the effectiveness of education-based projects of the Karen Hilltribes Trust, namely University Scholarships and Teacher Training Programmes. Karen hill tribes are generally very poor and are in no position to send their children either to a vocational college or a university. The two aforementioned programmes were, therefore, conceptualized to help uplift the economic condition of marginalized people in northern Thailand through education. Using descriptive and quantitative methodologies, the survey questionnaire will be utilized as the primary research instrument. Data collected from the survey will be numerically coded and processed and analyzed using he computer software, Statistical Package for the Social Science (SPSS) Version 17.0.0 (2008) and Minitab 15 (2009). Findings regarding the effectiveness of the education-based programs will be reported using appropriate graphs and tabulations. II. Objectives of the Evaluation Study It is believed that education has buttressed it hold on its significance in development. In fact, Comim (2009) argues that “a proper understanding of current trends in development is not without a proper account of the role of education in the promotion of human flourishing” (p. 88). This study, therefore, aims to undertake assessment of how an educational programme among the Karen minorities in Thailand affected their quality of life and has prepared them towards brighter prospects in the future. With already more than ₤1.5 million laid out for its University Scholarships and Teacher Training projects, it is high time that a quantitative analysis of the joint effectiveness of the two education-based programmes be carried out to examine how the Karen tribes have benefited from their participation. The evaluation will consider the profile of the respondent Karen tribe beneficiaries in terms of the following variables designated as numbers 1 to 5 in the questionnaire: age, gender, programme, course, and category of participation. The effectiveness of the programmes will be gauged based on the three aspects: 1. Level of satisfaction of the programme participants with respect to the variables indicated in item numbers 6-19 in the questionnaire, namely: fair and equitable selection process; commitment and attitude of the KHT staff towards the participants; availability of provisions and resources for the conduct of the programme; monitoring of students/trainees while under the programme; support given to the students/trainees while under the programme; support given to students/trainees after completing the programme; funding, quality of education/training provided; cost effectiveness; service orientation; programme objectives; programme efforts conducted for the achievement of the objectives; timeline; and coverage of the programme. 2. Level of importance or significance of the programme components with respect to the variables indicated in item numbers 20-22 in the questionnaire, namely: cooperation of stakeholders towards the success of the programmes; contribution of the knowledge gained from the scholarship/training in enhancing the quality of life of the beneficiary and their families; and significance of the education/training in building a brighter future for the beneficiaries. 3. Effectiveness of the programme with respect to the variables indicated in item numbers 23-29 in the questionnaire, namely: information dissemination regarding the availability of these programmes; administrative structure in support of the program; mechanisms for accountability; record keeping; making a difference in the lives of the participants; effect of the participants’ attitude and commitment towards experiencing the difference based on no. 27; overall effectiveness and participant opinion as to their desire for the programmes to continue. To facilitate in the analysis of evaluation data, the following hypotheses, stated in the null form, will be tested using non-directional or two-tailed analysis and a level of significance (α) of 0.05: 1. There is no significant relationship between the attitude and commitment of the programme participants and the effectiveness in the programme(s) in making a difference in their lives 2. There is no significant relationship between the overall effectiveness of the programme(s) and the participants’ approval for the continuance of the programme. 3. There are no significant differences in the evaluation of the programme participants of the overall effectiveness of the programme(s) when they are arranged according to their age, gender, programme participated in, course and type of participation in the programme(s). 4. Each variable described in items 6-28 of the evaluation questionnaire does not explain any of the variation in the overall efficiency of the programme(s) beyond the variation explained by the rest of the other variables. III. Background of the Research Locale: A brief geographical, historical, political and economic overview of Thailand The Kingdom of Thailand used to be called Siam. The name Thailand was coined in the year 1939 (Baker and Phongpaichit, 2005). Geographically, Thailand is located at the southern portion of the Asian continent and occupies the heart of Southeast Asia. It land area measures 198,456 square miles or roughly 514,000 square kilometres. Thailand is bounded on the east and northeast by Cambodia and Laos, and on the west and northwest by Myanmar (formerly Burma). The western Thai peninsula overlooks the Andaman Sea and on the southwest, the Gulf of Thailand. Thailand shares in southern boundary with Malaysia (Goodman, 2004). Baker and Phongpaichit (2005) described then Siam to be identified by borders drawn during the 1890s and the 1900s. Bangkok, its present capital, was founded in the year 1782, replacing the former capital Ayutthaya which was razed by fire in 1767. The former capital Ayutthaya earned the distinction as one of the great ports in Asia. Thailand is a hinterland which evolved over the hundred years conforming to the general pattern pervading in Southeast Asia. Inhabitants clustered in city states and social relationships centred on service and protection. Warfare dominated Thai history from the thirteenth to the sixteenth centuries giving rise to a powerful militaristic kingship. The next century, however, ushered in a social and political order and a transition into a commercial economy (Baker and Phongpaichit, 2005). Since 1978, the king is the head of state with his power emanating from the Thai people, as specified in the constitution. The king exercises his power through the National Assembly, but it is the prime minister who holds lawmaking power as to national policies and management of several financial and development offices (Goodman, 2004). Economy-wise, the IMF (2009) reported that its unsettled political situation and the global recession are weighing in on the Thai economy. Precipitated by an extended period of political upheaval, the IMF observed that both investor and consumer confidence are low. Global recession is believed to have significantly neutralized exports which have spearheaded the growth of the Thai economy in the previous years. The mountainous region of Northern Thailand is regarded as the primary repository of forest in the country. It has also been the home of Thailand’s ethnic minorities (Gillogly, 2004). There was barely government presence at the village level in the area. Gillogly depicted how the upland minorities of the old lived: “… Opium was grown ‘from horizon to horizon’. People hunted, cleared land when they needed to plant, and protected their crops from wildlife. People, households and villages moved-a few miles, or across what are now marked borders. Caravans of long-distance traders came to villages to buy opium” (Gillogly, 2004, p. 116). Upland minority people were labelled as chaaw khaw, which may be translated as hill tribes. They were depicted as illiterate people who live in the mountains, have primitive economies and society and barely subsist by cutting logs in the forests to plant opium. These people were also discriminated and considered as non-Thai (Gillogly, 2004). Since 1991, the hill tribes have been the subjects of intervention by both Thai and international agencies (United Nations High Commissioner for Refugees [UNHCR], 2004). One of such agencies is the Karen Hilltribes Trust, a charitable organization based in the United Kingdom which is dedicated to working with the Karen people of Northern Thailand, one of the main hill tribes, to assist them in building a better future (“Karen”, 2009). This paper ventured to evaluate the effectiveness of education-based projects of the Karen Hilltribes Trust. IV. The Karen Hilltribes Trust: Benefactors of the Karen hill tribes The Karen Hilltribes Trust is a UK registered charity (No. 1093548) with a Thai Foundation registerd in Bangkok. The charity was established in 1999. The main aims of the Karen Hilltribes Trust (KHT) are three-fold: improving health, enhancing education and boosting income generation. Through a host of projects KHT supports the Karen minorities in the achievement of the goals and in leading them to self-help and sustainability whilst still retaining their identity and culture. Among the projects KHT embarked on are University Scholarships and Teacher Training (“Karen”, 2009). Karen Hilltribes Trust works in funding university placement deserving students from the Karen tribe. Scholars are selected based on their means and academic ability. The Teacher Training project aims to enhance the standards of teaching English among the Karen tribes by working together with local Thai and Karen teachers in the primary and secondary levels. Through the program, volunteer English teachers will train Karen teachers. VI. Methodology The following protocol will be adopted in the conduct of the evaluation. 1. A questionnaire will be designed to help gather information from the programme beneficiaries based on the objectives of the study. A draft of the questionnaire is presented as Appendix 1. A Likert-type scale with four points was used in rating the level of satisfaction of the beneficiaries, significance and effectiveness of the programme(s) in the 30-item questionnaire. 2. The questionnaire will be validated to verify whether the questions included in the survey instrument will, indeed, extract the information needed in the evaluation of the effectiveness of the chosen programme(s). 3. Stratified random sampling will be used in the selection of respondents. To date, the KHT website indicated that there have already been 200 beneficiaries of university scholarships. Sixteen vocational scholarships had already been awarded to date, while 100 teachers have participated in the teacher training programme. Respondents will be selected using the following statistical parameters: (a) margin of error of 5%; (b) level of confidence of 95%, (c) response distribution of 50%; and (d) population size of 316. Using a web-based sample size calculator, the minimum sample size required is 174. A screenshot of the output of the calculation is shown as Appendix 2 (Raosoft, 2004). Table 1, shown next page, presents the distribution of the respondents based on the stratified random sampling procedure. Table 1. Distribution of respondents based on stratified random sampling Respondent Category Population size Percentage Minimum Sample Size Required University scholars 200 63.29 110 Vocational scholars 16 5.06 9 Teacher trainees 100 31.65 55 Total 316 100.00 174 As indicated in Table 1, 110 university scholars will be included as respondents of the study. Nine vocational scholars and 55 teacher trainees will also be enjoined to participate as respondents of the study. 4. For ethical purposes, respondents will not be required to give out their names in the questionnaires. Instead, code numbers will be used to identify them. Names with their corresponding code numbers will be kept securely in a master list and will be destroyed by incineration in due time when all the responses have been coded and the data matrix is completed. Participation will also be solicited voluntarily and informed consent forms will be made available and signed before the questionnaires are administered. 5. Responses in the questionnaires will be coded numerically to facilitate statistical analysis using SPSS. The coding guide is shown as Appendix 3. 6. Univariate analysis will be performed. Univariate analysis statistically examines one variable at a time. Each of the profile variables considered in the study will be descriptively analysed and presented as frequency/percentage distributions in the form of a pie chart. Among the profile variables, only age is numeric. The mean and the standard deviation will be computed to measure central tendency and dispersion of survey data. Each of the variables related to satisfaction, significance and effectiveness (from questions 6-30) will be measured using the mean and standard deviation. This also constitutes univariate analysis. 7. To facilitate in the analysis and discussion of the survey findings, interpretation scales were constructed and shown in Tables 2 and 3. The interpretation tables will be used to evaluate the mean for questionnaire item numbers 6-30. Table 2. Interpretation table for use in Questions 6-29 Statistical Limits For Questions 6-19 For Questions 20-22, 28 For Questions 23-27, 29 Level of Satisfaction Extent of Significance Level of Effectiveness 3.81 – 4.00 Very satisfactory Very significant Very effective 2.51 – 2.80 Moderately satisfactory Moderately significant Moderately effective 1.21 – 2.50 Slightly satisfactory Slightly significant Slightly effective 1.00 – 1.20 Not satisfactory Not significant Not effective Table 3. Interpretation table for use in Question 30 Statistical Limits Continuance of the Programme(s) 2.71 – 3.00 Must continue, keep up the good work 1.31 – 2.70 Continue, but with some improvements 1.00 – 1.30 Discontinue 8. Multivariate analysis, a method of statistical analysis in which multiple variables are analyzed simultaneously, usually with correction for confounding associations taken cared of, will be performed in order to determine the contribution made by each variable to an observed outcome. The 23 variables from questions 6-28 in the survey and the overall efficiency of the program (the observed outcome) will be included in the a multi-variate regression analysis to examine which of the variables or factors significantly predict the effectiveness of the program. For this purpose the software Minitab 15 will be used, particularly Mallow’s Cp and the coefficient of determination (R2) 9. Bivariate analysis will also be performed. Bivariate analysis refers to the evaluation of the relationship of two variables. Attitude and commitment of the programme participants (Question 28) will be correlated with the effectiveness in the programme in making a difference in the lives of the respondents (Question 27) to assess whether attitude and commitment of the participants significantly affect the effectiveness of the programme in making a positive impact in their lives. Respondents’ approval of the continuance of the programme(s) from Question 30 will be correlated with their assessment of the overall effectiveness of the program in Question 29 to verify if the two variables are significantly related. This also constitutes bivariate analysis. 10. Significant differences in the perception of overall effectiveness of the programme(s) will also be evaluated in terms of the age, gender, programme participated in, course, and type of participation of the survey respondents. One way analysis of variance will be utilized for age, course and type of participation. Meanwhile t-test will be used for gender and programme. 11. Results for the satisfaction, significance and effectiveness variations will be presented using tabulations. 12. Use of Interviews. As a contingency plan, when the analysis of one or more variables generate inconclusive results, respondents will be interviewed to shed light and clarify items in the survey questionnaire which were not resolved from the results of the paper-and-pen survey. Also, to gather more data about some variables in order to explain the findings of the evaluation, an interview guide or schedule will be prepared to facilitate in the conduct of the interview. References Baker, C. J. & Phongpaichit, P. (2005). A history of Thailand. New York: Cambridge University Press. Comim, E. (2009). Concepts of development: the role of education. In P. D. Bridges, R. Jucevicene, T. M. Jucevicius & J. Stankeviciute (Eds.), Higher education and national development: universities and societies and transition (pp. 87-102). New York: Routledge. Gillogly, K. (2004). Developing the “hill tribes” of northern Thailand. In C. R. Duncan (Ed.). Civilizing the margins: Southeast Asian government policies for development of minorities (pp. 116-149). New York: Cornell University Press. Goodman, J. (2004). Cultures of the world. New York: Marshall Cavendish International. International Monetary Fund (2009). IMF country report no. 09261: Thailand. Washington, DC: IMF Publication Services. Karen Hilltribes Trust (2009). Retrieved March 4, 2010, from http://www.karenhilltribes.org.uk/. Statistical Package for the Social Sciences (2008). SPSS for Windows – Release 17.0.0 [Computer Software]. Chicago: SPSS Inc. United Nations High Commissioner for Refugees (2004). Minorities at risk project: chronology for northern hill tribes in Thailand. Retrieved March 4, 2010, from http://www.unhcr.org/refworld/docid/469f38e8c.html   Appendix 1 The Survey Questionnaire I. RESPONDENT’S PROFILE : Please put a check “” mark on the box corresponding to your response. Respondent Code Number 1. Age (in years)  16  17  18  19  20  21  22  24  24  25  Over 25 2. Gender  Male  Female 3. Programme  University/Vocational Scholarship  Teacher Training 4. Course  Accounting  Environmental and Community Studies  Engineering  Nursing  Teaching  Vocational  Others: Please specify: ________________ 5. Participation  Student  Student (Graduated)  Teacher  Teacher-trainee II. For each of the items under this section, kindly check () the box corresponding to your level of satisfaction, significance of having been able to participate in the program or the level of effectiveness in the implementation of the programme you participated in. 6. Fair and equitable selection process.  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 7. Commitment and attitude of the KHT staff  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 8. Availability of provisions and resources for the conduct of the programmes  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 9. Monitoring of students/trainees while under the programme  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 10. Support given to students/trainees while under the programme  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 11. Support given to students/trainees after completing the programme  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 12. Funding  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 13. Quality of education/training provided under the programme  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 14. Cost effectiveness: the financial outlay compared with the benefits derived from the program  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 15.  Service orientation: ability of the programme(s) to address and effectively serve the needs of the full range of targeted participants.  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 16. Programme objectives: in terms of definition, specificity and measurability  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 17. Programme efforts conducted for the achievement of the objectives of the programme(s)  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 18. Time line: programme progress based on the specified time frame  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 19. Coverage of the programme  Very satisfactory  Moderately satisfactory  Slightly satisfactory  Not satisfactory 20. Cooperation of stakeholders towards the success of the programmes  Very significant  Moderately significant  Slightly significant  Not significant 21. Contribution of the knowledge gained from the scholarship/training in enhancing the quality of life of the beneficiary and their families  Very significant  Moderately significant  Slightly significant  Not significant 22. Significance of the education/training in building a brighter future for the beneficiaries  Very significant  Moderately significant  Slightly significant  Not significant 23. Effectiveness of information dissemination regarding the availability of the KHT programmes to the hill tribes  Very effective  Moderately effective  Slightly effective  Not effective 24. Administrative structure in support of the program  Very effective  Moderately effective  Slightly effective  Not effective 25. Mechanisms for accountability  Very effective  Moderately effective  Slightly effective  Not effective 26. Record keeping  Very effective  Moderately effective  Slightly effective  Not effective 27. Effectiveness of programme in making a difference among the hill tribes who participated in the programme  Very effective  Moderately effective  Slightly effective  Not effective 28. Effect of your attitude and commitment in the programme you participated in making a difference in your lives  Very significant  Moderately significant  Slightly significant  Not significant 29. Overall effectiveness of the programme you participated in  Very effective  Moderately effective  Slightly effective  Not effective 30. Your opinion regarding continuance of the programme you participated in  Must continue, keep up the good work  Continue, but with some improvements - please specify: ______________  Discontinue Appendix 2 Screenshot of the Sample Size Calculation Output Appendix 3 Coding Guide for Data Analysis I. Coding of the Profile Variables Variable Coding Instructions 1 Age Age will be numerically coded as is. Hence, if 16 is ticked, 16 will be encoded. 2 Gender Male is coded 1 and female is coded 2. 3 Programme University/Vocational Scholarship is coded 1; and Teacher Training is coded 2 4 Course Accounting is coded 1. Environmental and Community Studies is coded 2. Engineering is coded 3. Nursing is coded 4. Teaching is coded 5. Vocational is coded 6 Others1 is coded 7 Others2 is coded 8, etc. 5 Participation Student is coded 1. Student (Graduated) is coded 2. Teacher is coded 3. Teacher-trainee is coded 4. II. Coding for Satisfaction, Significance and Effectiveness Variable Coding Instructions 6 Selection process Very satisfactory is coded 4. Moderately satisfactory is coded 3. Slightly satisfactory is coded 2. Not satisfactory is coded 1. Very satisfactory is coded 4. Moderately satisfactory is coded 3. Slightly satisfactory is coded 2. Not satisfactory is coded 1. 7 Commitment and attitude of the KHT staff 8 Availability of provisions and resources for the conduct of the programmes 9 Monitoring of students/trainees while under the programme 10 Support given to students/trainees while under the programme 11 Support given to students/trainees after completing the programme 12 Funding 13 Quality of education/training provided under the program 14 Cost effectiveness 15 Service orientation 16 Programme objectives 17 Programme efforts conducted for the achievement of the objectives of the programme(s) 18 Time line 19 Programme coverage 20 Cooperation of stakeholders towards the success of the programmes Very significant is coded 4. Moderately significant coded 3. Slightly significant is coded 2. Not significant is coded 1. 21 Contribution of the knowledge gained from the scholarship/training in enhancing the quality of life of the beneficiary and their families 22 Significance of the education/training in building a brighter future for the beneficiaries 23 Effectiveness of information dissemination regarding the availability of the KHT programmes to the hill tribes Very effective is coded 4. Moderately effective coded 3. Slightly effective is coded 2. Not effective is coded 1. 24 Administrative structure in support of the programme 25 Mechanisms for accountability 26 Record keeping 27 Effectiveness of programme in making a difference among the hill tribes who participated in the programme 28 Effect of your attitude and commitment in the programme you participated in making a difference in your lives Very significant is coded 4. Moderately significant coded 3. Slightly significant is coded 2. Not significant is coded 1. 29 Overall effectiveness of the programme you participated in Very effective is coded 4. Moderately effective coded 3. Slightly effective is coded 2. Not effective is coded 1. 30 Your opinion regarding continuance of the programme you participated in Must continue, keep up the good work is coded 3 Continue, but with some improvements is coded 2. Note: The improvements indicated need to be noted and reported Discontinue is coded 1. Read More