The Equitable Education Fund (EEF) is in charge of promoting educational equity and raising the effectiveness of teachers’ instruction. Its responsibility is to help young people reach their full potential and to support educational institutions in setting up their own teaching and learning environments so that students can learn and grow in accordance with their own aptitudes.
The Equitable Education Fund (EEF) is working on a project to identify the root causes of pupils leaving the basic education system and investigate preventative and remedial strategies. By examining the issues and requirements of this group of kids, the aim is to make the educational system better so that it can serve all kids, especially those who belong to vulnerable student groups. After that, the data gathered from the target group is examined to provide guidelines for establishing a specific educational framework.
The Equitable Education Fund (EEF) has prioritized vulnerable populations at risk as its project’s target group.
A kid is considered to be a “vulnerable group” if they lack access to government services, receive inadequate education, have a weak mental health, are easily impacted by social issues, feel as though their lives are unfulfilled, and are unable to get the assistance they need.
The project’s operations will gather data into two categories. Provincial special education centers, welfare schools, and integrated schools make up the first category of educational establishments. The second group, which includes children with nine different sorts of disabilities, impoverished children, and youngsters who pose social dangers, is a case study of vulnerable children. Since the primary goal is to establish a system of support and motivation for kids to remain in the educational system, not every child will be highlighted as a sample of the population.
In order to establish a thorough learning framework for the project, there was a planning meeting at the project’s beginning phase to comprehend the context of special education in vulnerable groups. It helps you recognize the best course of action and carry it out. According to earlier studies, school administrators’ refusal to accept vulnerable students is a result of policies that drive children to leave the educational system. The lack of preparation at the school is the cause. The absence of an interschool referral system is the school’s explanation. Teachers don’t know how to deal with kids who are fragile. In the meantime, the child’s family circumstances are an additional factor in their expulsion from school. The lack of acceptance that the child has a disability and the difficulty in finding an appropriate school for the child prevented the child from receiving any training. Families still believe that this particular group of kids is incapable of maturing.
But before establishing a framework for educating kids, data needs to be examined and evaluated in order to comprehend the circumstances surrounding vulnerable kids. Finding information on the project is challenging because of the COVID-19 pandemic. We must instead review pertinent research documents. It was discovered that there were four primary reasons why students left the educational system. They consist of different restrictions. Both facets of everyday life are devoid of fundamental rights. Some stem from growing up in an unprepared household. Vulnerable families are home to the majority of vulnerable children. Studies have revealed that children who drop out of school after third grade tend to have violent dispositions, come from low-income families, and have divorced parents. Most of them lead vice-filled lives in slums. Children witness inappropriate behavior from their parents.
Meanwhile, when the COVID-19 outbreak spread, it was still found that more than 80% of families were vulnerable. It has been severely affected in terms of access to health services and the economy. Especially families with young children have to bear the costs and have to take care of the children in the event of the closing of educational institutions. All of this leads to a direct impact on the child’s physical, emotional and mental health.
Regarding the restrictions on official schooling, it was discovered that both of the kids who were momentarily cut out from the system were able to resume their studies and complete their degrees. Exiting the system entails studying outside and being cut off from it forever. When examining the living circumstances of kids who are in danger of slipping through the cracks, the study’s findings indicate that these kids start off with a lot of absences from school, parents who are in debt outside the system, congenital medical conditions that require regular doctor visits, incomplete family histories, and unstable living environments that make it easy for kids to be influenced into bad behavior. When the spread of COVID occurred, Thailand Development Research Institute (TDRI) still found that 46.2% of children were not ready to study online. Some families have been affected by the economy. Children must come out and earn money to help their families. As a result, many of these children face the problem of being disconnected from the appropriate education system.
Thus, based on an analysis of multiple research findings, the project summarizes the reasons why students leave school early. According to the Equitable Education Fund (EEF), several parties must have a significant role in advancing education for children who are vulnerable. In particular, parents have to work with the government and schools to cover costs associated with ensuring that kids have access to fundamental rights. Children’s behavior must be closely observed by educators and educational institutions, and the community must play a part in ensuring the wellbeing of this particular set of kids.