Competencies and Development Guidelines of Out-of-school Teachers

Abstract

The purposes of this research are: 1) to study roles, responsibilities and development needs of out-of-school teachers. 2) to propose and verify key competencies and the development guidelines of out-of-school teachers. This research is supported by Equitable Education Fund, 2020. There were 1,370 out-of-school teacher participants. Data collection was conducted through observation, interview, questionnaires and focus group. The results showed that out-of-school teachers were responsible for five major duties, including 1) searching and identifying the targets 2) sheltering children 3) being a case manager 4) being a collaborator and 5) being a learning facilitator and coach. To successfully perform their duties, six key competencies were 1) student-centered learning consultant and coach 2) media, technology, and learning management 3) law and regulations for cross-cultural equity 4) communication and relationship building 5) case management and 6) morality and professional ethics. The proposed guidelines for out-of-school teachers’ development included evaluation and development planning with three main approaches; training, learning by doing and learning from their own and other experiences. Furthermore, capacity building of out-of-school teachers should be received more support by various organizations to reduce the education inequity of out-of-school students.