study on the educational systems of chin refugee delhi, india with special reference on children...

7/24/2019 Study on the Educational Systems of Chin Refugee Delhi, India With Special Reference on Children Education

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INTRODUCTION ABOUT CHIN

Chin State is situated at the western part of Myanmar and the present Chin State thought to be

around 14,400 square miles and areas slightly smaller than Switzerland. Chin State is also

known as the Chin Hills due to its mountainous geography. In addition, Chin is also known

as one of the Myanmar government recognized ethnic groups of Myanmar whereby more

than 3.5 million Chin people live in specific geography areas, culture, and tradition. Almost

half of the populations struggle their lives outside the country at different parts of the world-

(for example, some are in American, Australia, Canada, Demark, New Zealand, Sweden,

Norway, Singapore, Malaysia, India, Thailand etc) as refugee, labour, and very less percent

are for higher study as well as for the purpose of applying second citizens due to the political

crisis and economic crisis of the motherland country.

Additionally, there are many tribes among the Chin people, such as Yinduu ( Daa ), Kaang,

Ukpu (chin pon), Zo, Thai, Tedim, Asho, Chro or Cho, Khumi, Zomi, Laizo, Laimi, Matu,

Mara, etc. It would be relevant to mention also that they are related to the Kukis ofNagaland,

Manipur and Assam. And, Christian is the main belief and religion of Chin people.

Furthermore, due to the uprising of the 1988 movement which against the military

government and has been shouted or asked for freedom and democracy have brought the

conflict between the military government and the ethnic or minority groups of Myanmar

citizens and as the consequences, Chin people as well as other minority groups of Myanmar

have been gone outside the country as refugee because of military system especially because

of the political and economic crises of the country. Those Chin people especially children

live outside the country as refugee have difficulties for their schooling or education due to the

status of refugee, therefore, children and youth of the Chin people who are under the status of

refugee could not go for schooling at proper government educational institutions.
http://en.wikipedia.org/wiki/Nagalandhttp://en.wikipedia.org/wiki/Nagaland


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However, according to the Myanmar new democratic constitution drafted in the year 2008,

everyone lives or stays outside the country (including those refugee people from different

states and tribes of Myanmar) has right and freedom to be or re-receives the citizen of

Myanmar as a permitted and original Myanmar citizen.

Chapter I.1: To Become Myanmar Citizenship (According to 2008 constitution)

Citizen, Fundamental Rights and Duties of the Citizens

1. Article: 345. All persons who have either one of the following qualifications are

citizens of the Republic of the Union of Myanmar:

a) person born of parents both of whom are nationals of the Republic of the

Union of Myanmar;

b) Person who already a citizen is according to law on the day this Constitution

comes into operation.

2. Article: 346. Citizenship, naturalization and revocation of citizenship shall be as

prescribed by law.

3. Article: 347. The Union shall guarantee any person to enjoy equal rights before the

law and shall equally provide legal protection.

4. Article: 348. The Union shall not discriminate any citizen of the Republic of the

Union of Myanmar, on race, birth, religion, official position, status, culture, sex and

wealth.

5. Article: 349. Citizens shall enjoy equal opportunity in carrying out the following

functions:

a.

Public employment

b.

Occupation


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c. Trade

d. Business

e. Technical know-how and vocation

f. Exploration of art, science and technology

6. Article: 355.Every citizen shall have the right to settle and reside in any place within

the Republic of the Union of Myanmar according to law.

Chapter1.2: What is refugee? - According to the definition given by United Nation High

Commissioner Refugee(UNHCR), a refugee is someone who has been forced to flee his or

her country because of persecution, war, or violence. A refugee has a well-founded fear of

persecution for reasons of race, religion, nationality, political opinion or membership in a

particular social group. Most likely, they cannot return home or are afraid to do so. War and

ethnic, tribal and religious violence are leading causes of refugees fleeing their countries.

(United Nation High Commissioner for Refugee, n.d)

Chapter I. 2.1: Chin Refugee in India: Due to the political and economic crises of

Myanmar, Chin people have been migrated to India as refugee especially to the northeast part

of India as well as to the capital city of India, New Delhi. According to Jesuit study reveals

poverty, prejudice and exploitation named Tough times for Delhi's Myanmar Chin

refugees, published on December 2, 2013, 3:30Pm by UCA news ( AISAs Most Trusted

Independent Catholic News Sources)said more than 110,000 Chin have taken refuge in India.

Most are in north-eastern Mizoram state, but New Delhi is home to some 6,000 and few are

registered with the United Nation High Commissioner Refugee (UNHCR). (Tough Times

for Delhis Myanmar Chin Refugee, 2013)


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Chapter1.2.2: Chin Refugee in New Delhi, India: Chin refugees have been living in Delhi

for the last 10 to 12 years. Their condition is far from satisfactory as far as their safety,

financial security and education is concerned. (Xavier, Jesuit Refugee Service (JRS)

South Asia, n.d)

In addition, according to Golmei ( Founder ofPann Nu Foundation), the report includes

case studies relating to Chin refugee women now living in west Delhi said that Those

women, many of them widows and single mothers, have bared their hearts during the

interaction. In fact, every woman has a pathetic story to tell. Originally hailing from some

remote areas of Chin, the refugee families were once dependent on Jhum [shifting]

cultivation. But due to land confiscation practices adopted by the Burmese Army, the Chin

villagers gradually lost their livelihood and left for India. This article also shows that due to

the loss of fundamental lands which Chin people originally depend upon for livelihoods, the

Chin people left with no choice to survive inside Myanmar, Chin people therefore migrant to

other country to register as refugee because they dont have other alternative jobs and daily

work to earn for family surviving inside the country. (Golmei, n.d)


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ChapterI.2.3: General situations of the Chin People in New Delhi, India: Due to lack of

language, education and skills, the awareness programs cannot provided to the Chin refugee

people, they cannot get proper jobs and works to earn for living because they dont

understand the language and difficult to communicate with Indian people, therefore, some of

them employee at the small tea shop as waiters and daily wages estimate Rs 100-200 per day

and some remain as unemployed depend on the help of UNHCR. In fact, this un-proper jobs

and works directly effects to their incomes, living standards, livelihoods.

People in Delhi harass and discriminate against them, including in hospitals and schools.

Regarding on education, the Indian government schools or educational institutions do not

accept those refugee children to pursue their carers due to the status of refugee, therefore,

children education also is a part of the main problems of the Chin Refugee People in Delhi,

India as primary education is fundamental for all. For shelter and housing, most of Chin

people rent small rooms which cost Rs 2000-3000 per month whereby two or more families

live together at the small room. (Xavier, n.d)

Chapter1.3: Importance of children education:As we are in the 21stcentury or the age of

globalization whereby education takes place the first or fundamental step to see how to walk

in the global earth to struggle live, the children education is the first basic need for every

children to develop their capacities, abilities and the power to see things in the right ways as

well as to develop their personal skills, knowledge and experiences to create better

tomorrows. In addition, primary education is fundamental for every child.


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Chapter 1.4: The tradition of Indian Society: The tradition of Indian Society has been

characterized as a close system due to the dominance of caste and religious factors. The

coexistence of these factors operated in the society in such a way that a system developed

which imposed segmental division of labour, rigid rules of hierarchically-arranged ascribed

statuses, religious and civic disabilities and privileges, restrictions on social interaction, and

on the choice of occupation. This type of system gave rise to a caste-based hierarchy with

structured social inequality. It promoted a pervasive and deep-rooted culture of inequality

with a very strong religious and ritual legitimacy.(Mondal, n.d)

Chapter 1.5: Statement of the problems: There are more than 110,000 Chin refugees in

India whereby 6,000 of them have been settled in New Delhi for years due to the political and

economic crises of Myanmar. The Chin people are discriminated and look down by local

people due to their refugee status; on the other hand, some of them are not recognized by the

UNHCR because they dont register their names as refugee under the helps of the UNCHR

and other NGOs. (Tough Times for Delhis Myanmar Chin Refugee, 2013)

As education especially the primary education itself is the basic fundamental for the borne

children to pursue the knowledge of the 21stcentury in order to learn basic knowledge, skills,

and experiences to deal with the social environments, those children of the Chin Refugee in

New Delhi, India are not recognized and accepted by the Indian government schools,

therefore, most of the school going ages children of Chin in Delhi leave behind the street and

homes without proper education which drive to increase the illiteracy rate of the Chin refugee

in Delhi, India. On the other hand, the primary and middle schools going ages groups of

children spend their times at the kitchens to help their families at family small works, and

some even work as daily wages at the tea shops, and other sectors to help the parents at

financial assistants for families and if we look into human right and child right, all these


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children below 17 economical activities will be defined as child labour. However, the

children do not have opportunities to pursue their carries at formal school system and helping

the families only is the main activities for them. (Xavier, n.d)

In addition, children education is the very important issues for the Chin Refugee in Delhi due

to the status of refugee status and lack of Indian main language so-called Hindi as well as

English. The majority of the Chin children in Delhi are not access to formal education due to

the law socio-economic status and condition of the people and lack of the priority of Indian

government on the education of Chin refugee children. Fortunately, Delhi Donbosco School

and some Christian Refugee Churches of Chin provide free primary education for those Chin

Refugee children whereby children can study primary levels class 1-5, but, it is again the

question that where all those children who passed primary levels from Donbosco, Refugee

Churches will continue their middle and higher secondary schools etc, and more probably

most of them will not be able to continue their study due to the socio-economic of the

families, and the status of refugee among all those local Indian people. Therefore, the

researcher has chosen to do research on the educational system Chin Refugee people special

focus on children ages between 5-15 years old of the Chin Refugee People who live in Delhi,

India as refugee. (Chin Refugee Committee, October 2011, New Delhi-Educational issue:

Pg-26, 27)


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Chapter 1.5.1: Operational Definition:According Oxford dictionary, education means the

process of receiving or giving systematic instruction, especially at a school or university and

a course of education the theory and practice of teaching under formal system.

According to King, Jr,Education must enable one to sift and weigh evidence, to discern

the true from the false, the real from the unreal, and the facts from the fiction."

In addition, Oxford dictionaryalso says that system means a set of principles or procedures

according to which something is done; an organized scheme or method

For this study by the overall combinations of the above given definitions, the educational

system means the process or the planed set of principles or procedures to develop the state

of the well-being of one to consider or think what is right or wrong in order to deal with his

social environment to live on the earth as normal human being.

1.5.2: Justification:As the researcher has described above at statement of the problems, the

Chin Refugee in Delhi, India have been discriminated in the forms of children education,

work opportunity, and access to publish health centre. Additionally, Chin Refugee Delhi does

not have formal educational institutions due to poverty, and lack of job opportunity to support

family and children education. Therefore, Chin Refugee children leave behind the street

without accessing to proper education.


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Chapter 1.6: Objectives of the study:

1. To find out the current educational status of the children ages between 5-15 years old

of the Chin Refugee People in Delhi, India.

2. To determine the educational activities of the children ages between 5-15 years old of

Chin Refugee people in Delhi, India.

3. To find out the availability of the educational opportunity of children ages between 5-

15 years old of the Chin Refugee people in Delhi, India.

4. To determine the perceptions of Chin Refugee parents on their children education.


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LITERATURE REVIEW

The education system of Myanmar basically starts from primary level- from grade 1to

grade 5 children ages between 5 to 9 years old, middle or intermediate level- from grade 6

to grade 9 children ages between 10 to 13 years old, and secondary level- from grade 10

to grade 11 children ages between 14 to 15years old and after secondary level, university

level whereby nursery and kindergarten levels of children learning is run by private

institutions and left behind in the villages. (Ministry of Education, September 2014,

Union of Myanmar)


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In Myanmar, 40.2% of the household population has primary education, 18.0% middle school

education, 8.2% high school education, and 4.2 % university education whereby 29.4 % of

the households are illiterate or do not access education at all. But the 2007 and 2008 data said

that over 5 million children are enrolled in primary schools, over 2 million are enrolled in

lower secondary schools (Middle schools) and 0.9 million students are enrolled in high

schools which totally 7.9 million of the children are enrolled in Myanmar Basic Education

Schools. (Ministry of Education, October 2008, Country Profile 1.1: Pg no-1)

In addition, according to 2008 figures of the Myanmar Government on children education in

Chin State, there are 109,334 students in Chin State out of the total populations 533,047 in

the state whereby the same statistics show that there are 4,777 teaching staffs in Chin State

which theoretically show 200 students share a single teacher. In this case, as the primary

levels of children deserve more attention, care, love, and good concentration of teacher to

them, the educational system of Myanmar on children education is in the high risk of

venerability because if we focus on the welfare and wellbeing of children, theoretically, 20

students should be under the care, ears and eyes of one teacher as children need attention and

care at every step of their activities. On the other hand, there are only 49 high schools

whereby there is no higher learning institution such as college, university in Chin State,

Myanmar which shows children those who should be in the formal learning schools and

classes lose the chance to study due to the insufficient of educational institutions in Chin

State. (Chin Human Right Organization, 21stDecember 2010)


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Due to the very limited government services on health and education for children in Chin

State, Myanmar, the villages locate at the remote areas and rural areas as well as even

villages near or nearby the towns and cities are lack in the educational institutions, human

resources, financial resources, and school learning materials and one formal teacher is

assigned by the government in each of the school in the villages to educate the children,

therefore, the future and education of the children in Chin State, Myanmar is in the high risk

as most of Chin People live in remote areas, hilly areas, and villages while very less of

populations live and settle down in the towns and cities. (Children on the Edge, n.d,

Education in Chin)

Education is the fundamental right of every child but in the North-western Chin State,

Myanmar, due to poverty the educationalopportunity of the children left behind and 17% of

children who are in primary level are above 13 years old in ages which show the ages of

children are unusual or much older whereby the normal ages of primary support to be

between 5 years old to nine years old according to the educational system of Myanmar. And

also the children are in the high risk to abandon their studies due to families pressure to earn

money to contribute at the families. In addition, 52% of students leave the school before the

age of 10 because they are called to help families at housework or traditional hillside farming.

(Humanitarian News and Analysis, 2013, Myanmar Chin Education and Cycle of

Poverty)

In addition, before looking into the educational problems of the Chin refugee in Delhi, let

look into the tradition of Indian society and its education system. The Indian society is known

as closed society traditionally which very give important on the differences of caste and

religious whereby the lower tribe and casts do not have equal opportunity in every sector like

higher caste. The educational system of Indian society follows open system but due to the

highly given priority on caste and religious, there is hierarchy even in the educational factor


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whereby the practice of caste and belief of religious bring inequality and discrimination

among the students which lock the interest and development of the children. ( Mondal, n.d,

OpenEducation and Close Society)

Moreover, one of the most challenge problems of Chin Refugee in Delhi is children

education as education is the future of the Chin people even though they live as refugee under

the care of UNHCR. The main problems why Chin Refugee children have difficulties to

access to informal education and government schools are because of the status of refugee,

poor socio-economic status of the families, and discrimination by the society and its people

due to the status of refugee and lack of awareness and education on culture, tradition, and

norms of Indian society. Even the children are sent to the Indian government formal schools,

majority of the children leave the schools due to discrimination by their class friends and

teachers in the schools. On the other hand, education only is the hopes and futures of the Chin

Refugee as education takes the major roles in changes the individual, family and society

towards development. On the other hand, some Christian Churches and Donbosco Delhi

provides free education for the Chin Refugee children whereby children are provided primary

education under non-formal educational institutions with limited subjects, teachers, and

educational facilities. (Chin Refugee Committee, October 2011, Educational issue:Pg-26,

27)


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If we look again into the Children education of Chin Refugee in Delhi, India, according to the

UNHCR Office in New Delhi, persecution due to minority ethnic race, religion and

political opinion are cited as the main reasons for their seeking asylum in neighbouring

countries. The most frequent complaints reported to UNHCR include difficulty in

communicating with local health and education service providers, said the BCD-sponsored

report. This article shows that education is the main major problem of the C hin Refugee in

Delhi. As children education is one of the first priorities to bring changes and development in

the family, community, and society, only educational development of the young generation

will change the livelihood and socio-economic conditions of the Chin Refugee in the future.

(Thakuria & Sentinel,30thJanuary 2014)

Continuously, if we look into the definition and functions of education, King, Jr, said

education means To teach one to think intensely and to think critically. Intelligence plus

character- that is the goal of education and it seems to me that education has a two-fold

function to perform in the life of man and in society: the one is utility and the other is culture.

Education must enable a man to become more efficient, to achieve with increasing facility the

legitimate goals of his life. This article says that education is neither just go for formal class

regularly nor to teach the learner to memorize whatever written in the text books but it is to

open the ears, eyes, and mind of the learner to see and consider what is right and wrong to be

able to do right decision and choice for his or her own development and improvement. On the

other hand, the article also means that education is to show the learner the right way to think

carefully to know what is and are the first, second, third and etc priority of ones needs in

order to have good plans and effective daily activities which will give profits, development,

and changes into the life of the leaner. (King, Jr, January-February 1947)
http://www.irrawaddy.org/tag/nava-thakuria-asia-sentinelhttp://www.irrawaddy.org/tag/nava-thakuria-asia-sentinelhttp://www.irrawaddy.org/tag/nava-thakuria-asia-sentinel


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Education is one of the basic acclivities in all human societies. The word education is

derived from the Latin word educate which means to bring up and is connected with the verb

educate which means to bring forth.

The idea of education is not merely to impart instruction to the pupil in certain subjects but

also and principally to bring him up or develop in him those habits and attitudes which may

enable him to face the future well. This article says that education basically is the pull agent

for every society to connect with individual in the society and with other society to exchange

knowledge and information for the development and wellbeing of the individual. (Mohita,

n.d)

Education is one of the basic activities of all the societies. The simple meaning of education

is bring up to bring forth which bring up one towards development and better

understanding with his or her environment and socialization as well as to fulfil the needs of

the individual because education itself is the key human need to live on earth and to do good

self judgement and plan to overcome out from the up-coming problem. (Study Corner, n.d,

Concept of Education)

On the other hand, education is The sum total of the experience which moulds the attitude &

determine the conduct of both the child & the adult. This article says that education comes

along with experiences in life which can change the learners perspective of views towards a

particular thing and matter to see things in good way with good analysis, evaluation and

solution to it. (Brown and Roucek, n.d, Function of Education)

In more detail, if we look into the processes of education, education is The process whereby

the social heritage of a group is passed on from one generation to another as well as the

process whereby the child become socialize, i.e., learnt the rules of behavior of the group into

which he is born. This above article also talks about education by saying that education has

steps and processes in order to pursue career, one must goes through the process and steps-


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(for example, a 5 years old child cannot directly jump to upper primary level without

completing KG and primary levels) this shows that education must have steps with specific

processes and timing to move forwards from one level to other level. On the other hand, this

article shows that education can be learnt or deposited and the fundamental or basic education

which come under informal education system can be leant from parents, ancestor, and society

or can passed from one generation to other but formal education system cannot be passed by

parents or ancestor because the formal education system is composed with steps, processes,

timing, uniformity, hierarchical structure, subject oriented, authority system, grade, and

examination system, therefore the leaner needs to learn step by step under the structure

institution. (Koenig, n.d)

In addition, the role of education in the society is that Aristotle believes that education is the

foundation upon which the society is built and has value for its own sake. Education has long

been viewed as means of advancing ones individual status in society.By looking this article

of the role of education by Aristotle, it shows that education is the fundamental needs and

priority of the society to build values as well as for the sustainable and systematic

development of the society with positive impacts. And, this article also views education as

the main source of society, family, and individual development and progress. The article also

says that individual and society are inter-connected each other relation to values, norms,

development and progress, therefore if the individuals in the society are literate or educated,

the society must carry out the good reputation and values which create better potential of

development of the society and its people. (MegaEssays.com: 2012-2014, Ar istotle roles of

education)


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According to K. Frankena, the philosophy of education may be either the philosophy of the

process of education or the philosophy of the discipline of education. That is, it may be part

of the discipline in the sense of being concerned with the aims, forms, methods, or results of

the process of educating or being educated; or it may be metadisciplinary in the sense of

being concerned with the concepts, aims, and methods of the discipline. However, even in the

latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of

as a part of philosophy, although the philosophy of science is not regarded as a part of

science. Historically, philosophies of education have usually taken the first form, but under

the influence of analytical philosophy, they have sometimes taken the second.In such a full-

fledged philosophical normative theory of education, besides analysis of the sorts described,

there will normally be propositions of the following kinds:

1. Basic normative premises about what is good or right;

2. Basic factual premises about humanity and the world;

3.

Conclusions, based on these two kinds of premises, about the dispositions education

should foster;

4. Further factual premises about such things as the psychology of learning and methods

of teaching; and

5. Further conclusions about such things as the methods that education should use.

This article focuses on the philosophy of education by saying that education comes along

with aims, system, form, methods, process, and results and the basic philosophy of education

is to teach one about what is right or wrong, factual premises of humanity and world, and the

results of being educated and educating as his or her present and future references to deal

with the complex society and its complex system and norms. (K. Frankena, n.d, Philosophy

of education)


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According to Mondal, Education is indispensable to individual and society, for without it

there would be loss of all the accumulated knowledge of the ages and all the standard of

conduct. An individual must learn the culture of the society or the accepted ways of doing

things. He must be socialized into the prevailing culture and must learn the rules of conduct

and expectations about future behaviour. The author mentions that education is the priority

need of individual and society in order to understand and earn experiences and knowledge on

the culture and norms of the society and ways of doing things to socialize with others and to

be able to take responsible for his or her owns as well as the orders of the society. (Mondal,

2014, Educational System: The Meaning, Aspects and Social F unctions of Education)

Formal education means the formal educational institution which has specific and systematic

plans, objectives, departments, class rooms, courses, faculties, students, institution, syllabus,

rules and regulations, and it has administrative structures to functional well to meet with the

needs of the learners. (University of So Paulo, 1988, Formal Education)

The educational system basically means the processes and steps which the particular

educational institution is designed to practice and follow as the main strategy to educate its

students or learners whereby the learners must follow the processes and steps of the education

institution. On the other hand, the educational system requires understanding of the

interacting component subsystems, boundaries, inputs, outputs, feedback and relationships

and the school is the central institution for public education whereby the school includes

many components that interact in the forms of teaching, administration, and finance. (The

National Academic Press, 1996)


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According Oxford Dictionary, educational system means processes of giving and receiving

systematic instruction especially at schools and university based on a course of education. In

addition, educational system gives priority to the specific and systematic processes of

educating learners to educate the learners effectively which the learners can apply in their

activities and programs with skills and knowledge. (Oxford Dictionary, n.d)

Moreover, after viewing the educational system definitions given by National Academic

Press, Martin Luther King .Jr and Oxford Dictionary, the educational and system are inter-

dependent whereby the education simply means to teach the learner to understand and think

carefully about a particular issue and topic with full critical thinking and analysis which will

direct the learners activities and socialization with other and his or her society and the

system is the supporter of education which brings processes, steps and procedures for the

learner to follow and obey some set of statements, plans, principles and learning procedures.

However, there is not specific data and information about the Chin Refugee in Delhi

regarding on the population of children, women, men, and youth, therefore, the researcher has

difficulty to specify the exact population of children in this research paper as his research

study focuses on the educational system of the Chin Refugee Special Reference with

Children Education at Delhi, India.


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RESEARCH METHODOLOGY

The main focus of this study is on the educational system of Chin Refugee with special

reference to children education at Delhi, India. The Chin people have been migrated to New

Delhi, India with the purpose of registering their names under the United Nation High

Commissioner for Refugee (UNHCR). The Chin Refugee People in New Delhi are

approximately 6,000 with 1,250 households settling down in Janakpuri, Vikaspuri and Dabri

or Sitapuri localities of west Delhi, India. In these mentioned localities, not only the Chin

Refugee People reside but also other Refugees from Myanmar do present. However, the

researcher focused on the Chin Refugee for the study.

Area of Interest:

The educational systems of Chin Refugee people those who live as refugee at Delhi, India

special focus on children education ages between 5-15 years old children who are currently

schooling at primary and middles classes. According to the estimate children populations

ages between 5-15 years old given by the Chin Refugee people, there are 530 children who

were between the ages of 5-15 years old.

Targeted group:

Children ages between 5-15 (The researcher has chosen children ages between 5-15 because

he wants to focus on the primary and middle school go childrens educational system of Chin

Refugee in Delhi, India.)


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Population Frame:

There is no specific population frame which shows the detail populations of Chin Refugee,

Delhi, India, therefore, the researcher approached to the Chin Refugee Committee ( CRC),

Chin Human Rights Organization ( CHRO), Delhi Chin Student Union ( DCSU) and Chin

Refugee People who are trusted and respect to find out the estimate populations and

households of Chin Refugee Delhi, India and came up with estimate households that there are

1,250 households whereby Janakpuri-550households,Vikaspuri 450 households and Dabri

250 households.

Research Method:

The researcher applied Descriptive Research Designwhich is one of Probability Sampling

Methods for this study. The researcher applied Descriptive Research Design because the

researcher would like to describe the current status; the phenomena and the existing problems

regarding the educational systems of Chin Refugee Delhi, India with special reference to

children education. Moreover, the researcher focused on (a) the Chin Refugee children aged

between 5-15 years old who were enrolled at different primary and middle schools and (b)

parents or guardians aged between 18-47 years & above from Chin Refugee, Delhi, India.


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Sampling Method:

The researcher applied Stratified Random Sampling whereby the researcher stratified the

population according to known characteristics and subsequently. Then randomly drew the

sample in a similar proportion from each stratum of the population according to its

proportion. Further the population is divided into some sub-populations depending upon

some known characteristics. This sub population are so-called strata and they are

homogeneous in nature.

Additionally, the researcher also applied one of the non-probability samplings called

Purposive sampling during data collection. The researcher selected the sample arbitrarily

which he considers important for the research study and believes it as typical and

representative of the population.

Sampling Unit:

The data was collected from100 households out of 1,250 households from Chin Refugee both

children aged between 5-15 years old who were enrolling at primary and middle schools and

parents or guardians of children enrolled at primary and middle classes aged between 18-47

years above.


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Sample Size:

The researcher chose 100 households from the total households of 1250 as his sample size for

the study from every household from different localities. Out of 1,250 households, the

researcher chose 100 households for his sample size due to time limit for this study; the

researcher therefore could not cover-up more than 100 households for this study. In detail:

Total households=1,250, Sample Size=100 households

Subtotal households at different localities: Janakpuri=550; Vikaspuri=.450; Dabri or

Sitapuri=250

Janakpuri= (550 % 1,250) X 100= 44 households

Vikaspuri= (450 % 1,250) X 100= 36 households

Dabri= (250 % 1,250) X 100= 20 households

Method of Data Collection:

The researcher gathered information using both primary and secondary data.

a. Primary Data:The researcher only used primary data collection whereby the

researcher directly interacted with the respondents and collected data and

information.

b.

Secondary Data:The researcher used the secondary data or information only

from the available literature in the internet. However, secondary data were

used only for researchers literature review and statement of the problems.


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Research Tools:

The researcher used interview schedule for data collection and prepared some set of

questionnaires by looking into the objectives of the study. The researcher used home visit,

interview, and observation during the data collection for the study on the other hand; the

researcher interviewed the children, and parents or guardian of the school going children.

a. Home visit: The researcher visited house by house in the process of data collection.

b. Interview: The researcher used the skill or toll of interview as the main source in data

collection.

c. Communication: As communication is the main source of getting and sharing

information, researcher used it during data collection in the forms of building rapport

with the Chin Refugee to bring better understanding and sharing of information

between the interviewer and the interviewee.

d. Questionnaires: The researcher prepared some set of questions which meet the needs

of researchers objectives before the process of data collection. The set up questions

were used as main priority questions and asked or interviewed the respondents

questions based on them.


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Phases of Data Collection:

Before the actual data collection, the researcher visited the Chin Refugee Committee (CRC)

and Chin Human Right Organization (CHRO) whereby informed the officials about the study

and objectives.

After taking the consent, the researcher collected data both from Chin Church Primary

Schools and by visiting the Chin Refugee houses from Janakpuri, Vikaspuri, Dabri or

Sitapuri localities of west Delhi, India.

Types of Literature Review:

The researcher applied the following types of literature review to be able to provide more

informative review for this study.

a. Methodological Literature Review:The methodological literature is a review does

not always focus on what someone said but how they said it or method of analysis.

In addition, the researcher used this method because wanted to understand on a wide

variety of knowledge ranging from the conceptual level to practical documents for use

in fieldwork in the areas of ontological and epistemological consideration,

quantitative and qualitative integration, sampling, interviewing, data collection and

data analysis as well as this methodology literature review helps highlight many

ethical issues which the researcher should be aware of and consider to go through the

study. (University of Southern California, June 2014)

b. Systematic Literature Review: The systematic literature review focuses on the

overview of existing problems and issues to be able to formulate the research

questions effectively towards the targeted issue as well as to have clear picture on the

plan topic of the study before practically going to the field of the study. On the other


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hand, it helps to understand how a single problem extents to other two or more

problems. (University of Southern California, June 2014)

c.

Theoretical Literature Review:The researcher applied theoretical literature review

to overview the educational systems of Chin Refugee Delhi, India along with the

current educational systems of Myanmar to have better understanding on what

educational systems mean and to be able to frame more effective questions which

meet his topic and objectives of the study. (University of Southern California, June

2014)

Time Frame:

The study was carry from September 2013 to June 2014. The researcher collected data from

the last week of January 2014 to the first week of February 2014. Due to time limitation for

the study, the researcher could not visit all the households of Chin Refugee Delhi, India apart

from his targeted households.


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Gantt Chart

No Items 2013

Jan Feb Mar Apri l May Jun Jul Aug Sept Oct Nov Dec

1 -Literature review

-Framed the topic.

-Did statement of

the problems.

-Framed

objectives of the

study.

-Framed

questionnaires.

No Items 2014

Jan Feb Mar Apri l May Jun Jul Aug Sept Oct Nov Dec

1 -Did data

collection

2 -Did data analysis.

3 -Did data

interpretation.

4 -Completed the

study.


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Limitation:

a. Due to time limitation for research study; the researcher could not interact and

meet with larger population of Chin Refugee households.

b. Due to no proper population frame and document of Chin Refugee Delhi,

India, the researcher had difficulty at data collection and designing the

research methodology.

Method of Data Entry:

The collected were entered at the Microsoft Office Excel 2007.

Method of Data Analysis:

Data analysis was done in Microsoft Office Excel 2007. In addition, the data was analysis

only based on the information given by the selected respondents of the Chin Refugee, Delhi,

India.


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FINDINGS AND INTERPRETATIONS

Responded By Students

Figure 1: Age of Respondent of Students

Note:

Figure 1 shows those 11-15 years old of chin refugee children mostly enrolled at

educational activities with 41% whereby 8-10 years old of chin refugee children educational

enrolment is 32% and 5-7 years old is 27% which basically shows that 11-15 years and 8-10

years old chin refugee children highly involved at educational activities at different

educational institutions at Delhi, India.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

5-7 Years 8-10 Years 11-15 Years

27%

32%

41%

Age of Students' Respondents


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Figure 2: Gender of Students Respondents

Note: Figure 2 shows that female enrolment at education with 56% whereby male school

enrolment was 44% out of 100 respondents. The deviation of female and male enrolment at

education out of 100 respondents was 12% or 12 which also shows that female chin refugee

children were given priority at education the same as male children to pursue their careers.

Additionally, the researcher also found out that parents gave priority to the education of their

female children which shows positive impact in the chin refugee society.

44%

56%

0%

10%

20%

30%

40%

50%

60%

Gender of Students' Respondents

Male Female


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Figure 3: Standards of Students

Note:Figure 3 shows that 22% of the chin refugee children enrolled in class 1, 20% of them

enrolled at class 5 and 19% of them enrolled at class 3 whereby children in class 2

enrolments were 15%, class 4 was 13%, class 6 and class 8 were 1%, class 7 was 3%.

Additionally, 6% of chin refugee children only enrolled at English and Hindi languages

learning school which also shows that 6% of the chin refuge students did not enrolled at

formal primary education or 6% of them did not have chance to learn regular subjects which

formal school provides.

Due to lack of middle school and higher educational institution at Chin Refugee School

provided by Chin Refugee Church, children school enrolments at class 6, 7 and 8 were very

less whereby class 6 student enrolment was 1%, class 7 student enrolment was 3% and class

8 student enrolment was 1% out of 100% and 100 respondents.

Important Clarification:Moreover, researcher found out that Chin Refugee Children who

already completed their class 5 again enrolled at class 5- (some students repeated class 5

other year, some repeated more than two years after they passed class 5 from Chin Refugee

0%

50%22%

15% 19% 13%20%

1% 3% 1%6%

Standards of the Students


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School provided by Chin Refugee Church) because parents did not want their children to be

on the street since Chin Refugee School did not provide middle school and Higher Levels of

education for children due to lack of lack of financial support from national and international

organizations for children education. (Researcher was in formed or told by both chi ldren and

parents dur ing home visit f or data coll ection)


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Figure 4: Schools Which Chin Refugee Children Go

Note: The researcher found out that 65% of Chin Refugee children went to Chin Refugee

School Provided by Chin Refugee Chin Churches whereby 21% of them went to 7 Days

Private School. Additionally, 5% of Chin Refugee children attended English and Hindi

Languages Learning Class at Don Bosco Primary School, Delhi, India without enrolling at

regular formal educational institutions whereby 2% of Chin Refugee Children did schooling

at New Holy Public School, 7% of them did schooling at Indian Government Schools.

Moreover, majority (65%) of Chin Refugee children did schooling at Chin Refugee School

which is currently un-recognized by Indian Government as a formal School whereby

(Seventh Day Private School 21% + New Holy Public School 2% + Indian Government

Schools 7%= 30%) 30% of Chin Refugee children did schoolings at private and government

schools.

65%

21%

5% 2%7%

0%

10%

20%

30%

40%

50%

60%

70%

Chin Refugee

School

Seventh Day

Private School

Don Bosco

Primary School

New Holy

Public School

Indian

Government

School

Schools Which Chin Refugee Children Go


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Table 1: Availability of Teachers and School Timings

Note: Table 1 show that Indian Government Schools have more than 10 teachers were

available in each of their class level, Seven Day Private School has more than 7 teachers in

each of the class, New Holy Public School has more than 6 teachers in each of the class, Chin

Refugee Church Primary School has 5 teachers in the school and Don Bosco English & Hindi

Learning School has only 2 teachers.

Chin Refugee Church Primary School has 5 teachers in the schools whereby the school

provides education from class 1 to 5 which means that one teacher per one class room as well

as it shows there was lack of teacher resources in Chin Refugee Primary School.

Additionally, the table 1 also shows that there were enough teacher resources at Seven Day

Private School, New Holy Public School, and Indian Government School whereby the Chin

No Name of The Schools School Timing No of Teachers-2014

1 Chin Refugee Church Primary School 2:00pm-5:00pm 5 ( In the School)

2 Seventh Day Private School 8:00am-12:00pm

More than 7 (For one

class)

3

Don Bosco English & Hindi Learning

School

9:00am-1:00pm 2 ( in the school)

4 New Holy Public School 8:00am-2:00Pm

More than 6 ( For one

class)

5 Indian Government Schools 9:00am-1:00pm

More than 10 (For one

class)


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Refugee Church Primary School and Don Bosco English & Hindi Learning School lack on

the teacher resources.

Moreover, Chin Refugee Church Primary School is neither government neither recognized

school nor well planed formal educational institution. And in to more detail, the school was

set up by the cooperation of the Chin refugee Churches and the Chin Human Right

Organization which targeted Chin Refugee Children those who do not have primary

educational opportunities to study at the government and any government recognized private

schools as primary education is fundamental right of every child in India.


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Figure 5: Students' Satisfaction on Availability of Teachers at Chin Refugee Schools

Note:Figure 5 shows that 74% of the students from Chin Refugee School did not satisfy on

the availability of teachers because the school has only 5 teachers which theoretically show

that one class room per one teacher. As children need more attention and care at their

educational activities, children from the Chin Refugee need more numbers of teachers to give

better care and attention towards the students to guide and supervise at their educational

developmental activities.

Moreover, out of 100% only 26% of children from Chin Refugee School felt satisfy at the

numbers of availability of teachers whereby 74% did not satisfy, therefore, the researcher

found out that students need more teachers to take care of them at their activities.

0%

50%

100%

26%

74%

Students' Satisfaction on Availabality of Teachers at

Chin Refugee Schools

Satisfy Un-satisfy


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Figure 6: Reasons of un-satisfaction on availability of teachers

Note: This figure 6 show that 81% of the reasons on un-satisfaction of the availability of

teachers at Chin Refugee School were that one teacher taught more than one subject and 19%

of the reason is that students want to more teachers to learn more subjects. In addition, the

above figure 6 also shows that students needs more teachers at the Chin Refugee School to be

able to lecture them more subjects with sufficient numbers of teachers.

However, the figure 6 also shows that students did not feel comfortable lectured more than

one subject by one teacher; therefore there should be more teacher resources at Chin RefugeeSchool to meet the needs of the students.

19%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

I II

Reasons of Figure 5

I = One teacher teaches

more than one subjects

II = I want more teachers

to teach more subjects


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Table 2: Availability of Subjects in the Schools

No Names of the Schools Availability of subjects

1Chin Refugee Church

Primary School

English, Maths, Science, Burmese, Chin

2

Seventh Day Private

School

English, Maths, Science, History, Burmese,

Chin, Computer, General Knowledge ( GK

3

Don Bosco English &

Hindi Learning SchoolEnglish & Hindi

4 New Holy Public School

English, Maths, Hindi, History, Science,

General Knowledge ( GK)

5

Indian Government

School

English, Hindi, Maths, History, Geography,

Science, General Knowledge ( GK), Art, Computer

Note: Table 2 shows the availability of subjects whereby Chin Refugee Church Primary

School provides only five subjects and out of five subjects only three subjects so -called

English, Maths and Science are the international subjects which are available in every

government recognized formal primary school. But, the subjects provided by the Indian

Government School, New Holy Public School, and Even Day Private School however meet

the educational needs of the students compare to the subjects available in the Chin Refugee

Primary School.

Additionally, the Chin Refugee Primary School still lack to provide good and sufficient

subjects what will meet the educational needs of the children as well as what will promote the

status and values of the learners to be able to continue at any private and government schools.


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Moreover, the subjects available at Don Bosco Hindi and English Learning School meets the

language requirements of Chin Refugee Children to have better communication with local

children and to develop at language skills to be able to have better judgement with their

social, cultural and educational environments.

Figure 7: Take Hindi & English Class Apart From Regular Class- (School)

Note: Figure 7 shows that only 13 % of the students from Chin Refugee children took

English and Hindi Language Learning Classes apart from their regular formal classes. In

addition, 87% of the Chin Refugee children did not take any extra learning based activities

apart from their regular classes.

13%

87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Take Hindi & English Class Apart From Regular Class

Yes No


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Figure 8: Have Proper Time to Study at Home

Note: This figure 8 shows that 83% of the Chin Refugee Children had proper time to review

what they leant or study at home whereby 17% of them did not have proper time to study at

home.

This figure also shows that parents and guidance of the children gave priority at children

educational development by giving them proper time to study at home as self study or

viewing leant lesions is one way of promoting self learning and development.

83%

17%

0%

20%

40%

60%

80%

100%

Have Proper Time to Study at Home

Yes No


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Figure 9: Reasons of No Proper Time to Study at Home

Note: This figure 9 and 8 are inter-related. The 17% of children who did not have proper time

to study at home from fi gure 8gave the answers of this figure 9. According to the outcomes

from the above figure 9, it shows that 59% of Chin Refugee children could not have proper

time to study because more than one family live or stay at the same rooms or house whereby

41% of them could not have proper time to study at home because they are asked to help the

families at families house works.

Moreover, out of 17% of respondents who did not have proper time to study at home from

figure 8, 59% could not have good time to study at home due to living with large size of

families members from different families backgrounds at one room or house and 41% of

them could not have good time to study at home due to the demands of families members to

help the families at house works and house related activities.

41%

59%

0%

20%

40%

60%

80%

H T

Reasons of No Proper Time to Study at Home

H = Help Family at

House Work

T = Two Families Live at

One Rent House


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Figure 10: Students Plans after Primary Level

Note:

The above figure 10 shows the future plans after completing their primary school

levels of the Chin Refugee children who are currently enrolled at the schools. By looking the

above figure 10, 89% of Chin Refugee children did not know or were not sure about their

future educational activities after passing primary. But, 7% of them answered that they will

continue schooling at Private Schools and 4% said that they will continue at Indian

Government Schools. This figure shows that majority of Chin Refugee students did not know

what they will do after completing their primary levels which shows negative impacts and

results that children are left behind without choice to pursue their careers.

89%

7% 4%

0%

20%

40%

60%

80%

100%

Don't Know Continue at Private

School

Continue at

Government School

Students' Plans After Primary Level


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Figure 11: Reasons of Students No Future Study Plan After Primary Level

Note:The above figure 11 and figure 10 are related whereby the respondents were children

who did not know their future educational plans and activities. According to the results or

outcomes after analysis, 56% of Chin Refugee students were not sure about their future

educational activities due to lack of Middle and High Schools at the Chin Refugee, Delhi,

India.

And, 12% of them left behind without visions and future educational plans because they did

not go for schooling at formal and regular classes on the other hand, 31% of them of their

future educational activities and plans would be decided by their parents which shows

venerable at educational aspects for children that in case, parents tell them to stop their

education, they may stop their education at any time.

Moreover, children deserve to pursue their careers under the eyes and ears of Chin Refugee

School as 56% of them left behind from future educational plans after completing primary

due to being there is no Middle and High School Levels of Learning Systems and materials at

Chin Refugee School provided by Chin Refugee Churches.

56%

12%

31%

0%

10%

20%

30%

40%

50%

60%

No Middle & High School

Chin Refugee

I Do Not Go to Fromal

Primary Class

My Parents Will Decide

Reasons of No Future Study Plans After Primary Level


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FINDING AND INTERPRETATIONS

Response by Parents

Figure 12: Age of Parents Respondents

Note:The Figure 12 shows that parents ages between 30-35 years responded the researcher

questions with 45% which shows the parents respondents had good understanding upon their

children education, school systems and refugee condition whereby 36-41 years gave

responded with 25%, 24-29 years with 17%, 18-23 years and 42-46 years with 5% and 47

above years with 3%.

In addition, Figure 12 shows that parents respondents were matured enough to response the

researchers questions by looking into the highest and second highest % of ages of the

parents respondents.

5%

17%

45%

25%

5%3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

18-23 Years 24- 29 Years 30-35 Years 36-41 Years 42-46 Years 47 Years

Above

Age of Parents Respondents


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Figure 13: Gender of Parents Respondents

Note: Figure 13 shows that the majority of respondents of parents were male with 54%

whereby female respondents were 46% out of 100 % respondents. The Figure 13 also shows

that deviation of male and female respondents of parents is 8% which shows both fathers and

mothers almost equally participated along with the researcher.

54%

46%

40%

45%

50%

55%

Gender of Parents Respondents

Male Female


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Figure 14: Parents Responses on Educational Opportunity of Chin Refugee Children

Note:The above figure 14 shows about the educational opportunity of Chin Refugee children

at Delhi, India. The figure show that 97% of parents responded that Chin Refugee children do

not have educational opportunity to pursue their careers as they live with the status of

refugee in India.

Additionally, only 3% of the parents responded there is educational opportunity for Chin

Refugee Children in Delhi, India but the result shows that majority of the parents gave

response that there is no educational opportunity for Chin Refugee children.

3%

97%

0%

20%

40%

60%

80%

100%

120%

Educational Opportunity of Chin Refugee Children

Yes No


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Figure 15: Educational Aspect of Problems Faced By Chin Refugee

Note:The figure 15 shows that the main problem of Chin Refugee Delhi, India at the aspect

of children education is because of no Chin Refugee Formal School which is under the

recognized of Indian Government.

22% of the respondents encountered poverty as the main problem faced by them in the aspect

of children education whereby 19% encountered discrimination due to the status of being

refugee is the main problems faced by them in the aspect of children education. And also

14% of the result shows that the main problem faced by Chin Refugee Delhi, India at the

aspect of children education is because Chin Refugee children and children are not accepted

by the Indian Government Schools.

More Clarification:The researcher was informed or reported by Chin Refugee Parents that

children are not accepted to pursue their education at Indian Government Schools due to the

status of refugee. Some of Chin Refugee children were accepted at Indian Government

Schools but their educational qualifications or passed classes certificates were not accepted

means if the child is admitted to for class 6 after the child passed out class 5 from Chin

Refugee School, the Indian Government Schools will put and registered the name of the child

at class 2, 3 or even at class 1 but the age of the child is above 13 years old. On the other

19%14%

22%

45%

0%

10%

20%

30%

40%

50%

Descriminate by

local citizen

Children are not

accepted at Indian

Government

Schools

Poverty Chin Refugee

School are not

Recoganized As

Formal Schools

Educational Aspect of Problems Faced by Chin

Refugee


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hand, if the child go for schooling to Government School, his or her class-mate discriminate

him or her or the child even is beaten by his or her local class-mates but the teachers never

take action on it or rather than taking action on the child case, the teacher shout or scold at the

Chin refugee child, therefore, Chin Refugee children always drop-out again from the

Government Schools after three days or one week.

Therefore, Chin Refugee Parents said that they need good government recognized formal

school for their children. (The informati on reported by the Chin Refugee Parents dur ing

Data Collection- H ome visit)


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Note 16: Parents Ideas on First Priority Thing to Promote Children Education

(Question No-20)

According to the answers given by the respondents the followings are the first priority thing

need to be done for children education.

a.

First Priority:The majority of the Chin Refugee parents said that establishing and

having good Chin Refugee Formal School which is recognized by Indian Government

to let the children learn freely with the absence of discrimination and biasness by local

Indian Citizen.

b. Second Priority:Additionally, Chin Refugee parents gave second priority to having

good financial support from any organization or international organizations to support

children education as the Chin Refugee in Delhi, India have been struggled their lives

with countless difficulties in financial due to lack of work opportunity and having no

proper jobs to support family and children education.

c. Third Priority: However, Chin Refugee parents also gave priority at making and

bringing good understanding with Government Schools to let their children to pursue

their careers with the absence of discrimination and biasness. Moreover, having good

relationship with Government Schools was given last priority because 30 parents

respondents said that Chin Refugee Children are hardly accepted by Government

Schools. If children are accepted to study also, Chin Refugee children could not sit at

the standards they are admitted for ( for example: if a child is admitted for class 6, the

teacher put and register his or her name at class 3 or even at class 2, on the other

hand children are discriminated by local citizen ( class-mates) and some got bitten by

their class-mates but teacher did not any action on it, therefore Chin Refugee

Children drop-out from the Government Schools.


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THE RESEARCHER DISCUSSION ON FINDINGS

The Chin Refugee Delhi, India does not have the well function of neither primary nor middle

school which the Indian Government recognized as the formal school. The Chin Refugee

Churches with the help of Chin Human Rights Organization (CHRO)fortunately set up

Chin Refugee Primary School under the eyes and ears of Chin Refugee Churches which

currently provides class 1 to 5 educational foundations for children with limited five subjects

known as English, Maths, Burmese, Chin, and Science.

According to the researcher findings after analysis, majority of Chin Refugee children in

Delhi are currently enrolling at class 1 and class 5 (shown in Figure 3- class 1 with 22%

and class 5 with 20%) whereby very less children are currently enrolling at classes 6 with

1%, 7 with 3% and 8 with 1% which question the researcher that where did all the students

who already passed their class 5 at Chin Refugee School go without continuing their middle

and high school. And again, according the findings at Figure 10, 89% or majority of the

students who are currently enrolling at Chin Refugee School do not know their future

educational plans after completing their primary school due to lack of middle and high school

studentslearning institutions at Chin Refugee School (Shown at F igure 11- 56% of students

responded that because there is no middle and high schools in Chin Refugee) as well as

12% of students respondents responded that they did not go for schooling at government

recognized formal schools whereby Figure 14 also says with 97% that there is no

educational opportunity for Chin Refugee Children in Delhi, India due to ( Shown at Figure

15) the discrimination of local or primary citizen of India, poverty, lack of higher educational

institutions for children and the unwillingness of government schools cooperation at the

future, careers, and education of the Chin Refugee Children.


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Additionally, according to the results shown at Note 16 ( Question No-20), it describes that

majority of the Chin Refugee Parents see having good and well functioning government

recognized Chin Refugee School as the most priority thing needs to be done for the

educational and holistic development of Chin Refugee children in Delhi, India whereby good

financial support from any organization for children education as the second priority thing for

children educational development and creating good understanding with Indian Government

Schools as the last priority of them for children educational development.

However, with the above shown Figures along with interpretations, the outcomes of the study

see that Chin Refugee Children do not meet with the their educational needs which can

impart their levels of knowledge and skills to be able to continue their higher schoolings at

any government recognized schools in India due to limited availability of numbers of

teachers, subjects and due to being schooling at unrecognized or charity school.


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CONCLUSION

As education is the fundamental rights of every child to develop his life education to deal

with his social environment or society, norms and activities to be able to see and consider

what is right and wrong, it takes the most important role in a person life to think deeply with

critical analysis on what he is needed to do for the betterment and development of his own

welfare. (King. Jr, January-February 1947)

In order to develop the living standards, livelihoods, and socio-economic conditions of the

Chin Refugee in Delhi, India, education especially children education is the first priority

factor which is needed to be done for the future development of the Chin Refugee community

as children are the future of tomorrows.

Additionally, the researcher he himself willingly has chosen this field of study for his

research study to find out the educational status, availability of teachers in the schools, and

the educational opportunities of Chin Refugee children to be able to describe the existing

educational systems of the Chin Refugee in Delhi, India with special reference and focus on

children education.

Moreover, there are 1250 households, 60, 00 total populations with 530 children ages

between 5-15 years old of Chin Refugee live in Delhi, India whereby they live at the

localities so-called Janakpuri, Vikaspuri, Dabri or Sitapuri without proper schools especially

primary schools for children. The Chin Refugee Churches provide primary educations which

are not formal and Government recognized schools target at class 1- 5 educations for Chin

Refugee Children. According to the researcher findings, Chin Refugee Children deserve

good formal and government recognized schools to bring up the status of the children and the

future livelihoods conditions of Chin Refugee Delhi, India.


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RECOMMENDATION

1.

Children education is one of the major crises faced by the Chin Refugee Delhi, India,

therefore, Chin Refugee Delhi deserve good educational institutions with:

a. Well functioning

b. Sufficient teacher sources, subjects and learning materials which meet the

needs of the children to develop the status of the Chin Refugee Children.

2. According to the researcher findings, Chin Refugee children in Delhi, India, the Chin

Refugee should have good government recognized primary and middle school to

develop children education.

3.

Chin Refugee Delhi, India needs good understanding with Indian Government and its

recognized schools to let the Chin Refugee children pursue their careers to develop

childrens educational status and knowledge which will promote the future

educational, livelihoods, and socio-economic statuses of The Chin Refugee.

4.

Financial support for children education also is the emergent need of the Chin

Refugee Delhi, India as they live below poverty-very less income or no regular

incomes with large families sizes whereby more than one family live together at one

rented house or room.


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BIBLIOGRAPHY

1. Burmas Displaced People, n.d, Without Refugee: Chin Refugee in India and

Malaysia: Retrieved from:

http://www.fmreview.org/FMRpdfs/FMR30/36-37.pdf

2. Chin Refugee Committee, New Delhi, October 2011, Educational Issues: Retrieved

from:

http://www.birmanie.ch/uploads/2/5/1/8/25183484/chin_case_study.pdf

3. Children on the Edge, n.d,Education in Chin: Retrieved from:

http://www.childrenontheedge.org/burma-chin-state-education.html

4. Chin Human Right Organization ( CHRO), 21st December 2010, Overview of the

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study on the educational systems of chin refugee delhi, india with special reference on children...

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