• Login
    View Item 
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Social Practice
    • Social Practice Dissertations and Theses
    • View Item
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Social Practice
    • Social Practice Dissertations and Theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives

    Saythongmany, Sisamouth

    Thumbnail
    Share
    View fulltext online
    MSocP_2016_Sisamouth Saythongmany +.pdf (1.519Mb)
    Date
    2016
    Citation:
    Saythongmany, S. (2016). The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR): Teachers and parents/guardians viewpoints and perspectives. An unpublished thesis submitted in partial fulfilment of the requirements for the Degree of Master of Social Practice, Unitec Institute of Technology, New Zealand.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3505
    Abstract
    Primary schooling in Laos improved dramatically after Laos got full independence in 1975. The Ministry of Education and Sports (MoES) has expanded a number of schools, improved the quality of teacher training and made teaching and learning relevant to all children. Primary school is a very significant place for all children to develop their learning tools and it is a place where children ought to be treated equally in terms of access to education. Enrolment of girls at primary school brings vital benefits not only for the children but also for their families, their communities and their country because these females can contribute to the quality of productivity. This qualitative research investigated the benefits of primary schooling for girls as perceived by parents/guardians. The research takes into account their perspectives on keeping their daughters at primary school. Parents and guardians were interviewed in a village in the Xieng Ngeun district, Luang Prabang, Laos. While emphasising the parents’ perceived benefits for enrolling their daughters at primary school, this research focuses on the issues that the parents confront in keeping their daughters at primary school as well as what other parents could do to enrol their daughters in primary school in the future. A qualitative approach was employed for this research. Two different groups of participants were interviewed using mainly a semi-structured interview strategy. The first group consisted of the parents of female Hmong students who were studying at primary school, while the second group consisted of the teachers who taught at primary school. All twelve participants had played a significant role in education for girls and they could provide relevant data and answer the research questions. The results of the findings indicate that the participants acknowledged the advantages of enrolling their daughters at primary school such as improving their literacy, numeracy, learning Lao, exchanging cultural knowledge and various other benefits. These benefits could improve the quality of life of Hmong girls as well as their families. The findings of this study also reveal that primary schools have improved considerably. More and more Hmong girls were enrolled in both kindergarten and primary school and this could help to enhance students’ Lao language and eliminate illiteracy. The primary school is a very important part of the education system because it is the foundation for literacy acquisition within a population. It also became apparent that a basic level of education for everyone must be achieved before continuing their education at secondary school. The findings of this study suggest that even though the numbers of female Hmong children enrolled at primary school have increased, there should be more support for these girls and that support should be ongoing. Another crucial recommendation is that there should be more Hmong or Khmu teachers especially at first grade and second grade. The quality of Hmong or Khmu teachers who teach at first and second grades at primary school is vital because students need to be able to speak, read and write Lao fluently.
    Keywords:
    Xieng Ngeun district (Luang Prabang, Laos), female students, primary students, Hmong students, Lao language learning, teachers' perceptions, parents' perceptions
    ANZSRC Field of Research:
    130105 Primary Education (excl. Māori), 130307 Ethnic Education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
    Degree:
    Master of Social Practice, Unitec Institute of Technology
    Supervisors:
    Connor, Helene
    Copyright Holder:
    Author

    Copyright Notice:
    All rights reserved
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
    Metadata
    Show detailed record
    This item appears in
    • Social Practice Dissertations and Theses [35]

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga

    Usage

    Downloads, last 12 months
    36
     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankContact us

    Help for authors  

    How to add research

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereInstitutionsStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaboratorThis CollectionStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaborator

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga