Assessment of Raks Thai Learning Centers for Migrant Children in Mahachai Amanda Adkins, Thitikorn Kangwantam, Ketsuda Kongsawatvoragul, Rita Newman, Anan Sikamahn, Johanna Thomas, Ramida Yuvacharaskul Assessment of Raks Thai Learning Centers for Migrant Children in Mahachai An Interactive Qualifying Project Report submitted to the faculty of Worcester Polytechnic Institute in partial fulfillment of the requirements for the Degree of Bachelor of Science in cooperation with Chulalongkorn University Submitted by: Amanda Adkins Thitikorn Kangwantam Ketsuda Kongsawatvoragul Rita Newman Anan Sikamahn Johanna Thomas Ramida Yuvacharaskul
[email protected] Date: March 5, 2015 Project Advisors: Robert Kinicki Fabienne Miller Panuwat Padungros Sponsored By: The Raks Thai Foundation Bangkok, Thailand Authorship Page Section Initial Writing Primary Editor Abstract Amanda, Johanna, Rita Amanda, Johanna, Rita Executive Summary Amanda, Johanna, Rita Amanda, Johanna, Rita Introduction Amanda, Ketsuda, Johanna, Amanda, Johanna, Rita Thitikorn, Mew, Anan, Rita Background Amanda, Johanna, Rita Amanda, Johanna, Rita Methodology Amanda, Ketsuda, Johanna, Amanda, Johanna, Rita Thitikorn, Ramida, Anan, Rita Results and Discussion Ketsuda, Thitikorn, Ramida, Amanda, Ketsuda, Johanna, Anan Thitikorn, Ramida, Anan, Rita Recommendations and Ketsuda, Thitikorn, Ramida, Amanda, Ketsuda, Johanna, Conclusions Anan Thitikorn, Ramida, Anan, Rita i Abstract Our project assisted the Raks Thai Foundation (RTF) in providing quality education to the Burmese migrant children of Mahachai, Thailand by collecting information and developing recommendations to improve their four learning centers (LCs). To gain perspectives from various stakeholders, we interviewed LC teachers, parents of the current students, previous students, seafood industry employers, and surveyed the communities surrounding each of the Mahachai centers. Using this information and team observations of LC teaching, we recommended the RTF employ more multilingual teachers to focus their curriculum more heavily on language skills.