Guidelines for a post-literacy curriculum for rural Khmer women, Tra Vinh Province, Vietnam | |
| Author | Nguyen Chi Doan Hanh |
| Call Number | AIT Thesis no.GD-02-10 |
| Subject(s) | Khmers--Education Women--Education--Vietnam--Tra Vinh |
| Note | A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science, School of Environment, Resources and Development |
| Publisher | Asian Institute of Technology |
| Series Statement | Thesis ; no. GD-02-10 |
| 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 socioeconomics. 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 cerrent 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. |
| Year | 2002 |
| Corresponding Series Added Entry | Asian Institute of Technology. Thesis ; no. GD-02-10 |
| Type | Thesis |
| School | School of Environment, Resources, and Development (SERD) |
| Department | Department of Development and Sustainability (DDS) |
| Academic Program/FoS | Gender and Development Studies (GD) |
| Chairperson(s) | Earth, Barbara; |
| Examination Committee(s) | Kusakabe, Kyoko;Dimmitt, Nicholas J.; |
| Scholarship Donor(s) | ASEAN Foundation; |
| Degree | Thesis (M.Sc.) - Asian Institute of Technology, 2002 |