Abstract
The purposes of this project are 1) to develop the potential and train the knowledge, cognitive skills for working with children and youth, 2) to synthesize the working knowledge of street teachers and vulnerable children, 3) to identify the system constraints, and 4) to push for policy recommendations to address vulnerable children by collecting data on 30 teachers from various organizations throughout the country. Results of this study showed that the problem of vulnerable children, especially tramp children that faces with different problems than most vulnerable children, such as rights to education, rights to medical care, psychiatric problems from domestic violence, sexual harassment issues, and problems of the judicial system, etc. Therefore, the street teachers need to have assistive skills that are consistent with the quality of life of children in all aspects. The development of teachers' potential is to equip with weapons as how to make the work of street teachers to be publicized to others, and will help them when it comes to difficult problems for empowering themselves, as well as in academic dimensions, teachers should understand the complexity of these social conditions and take it for useful, build stability and career path of street teachers amid the hard work of helping vulnerable children. The life of the street teachers was also difficult as same as the children because working with the heart and physical strength requires the support that is like the wind beneath their wings for these teachers. But in facts, the street teachers are in conditions of insecurity at all, including problem of budget issues that are used to fund for working with children, budget for living on their own, and career path of teachers in the future. Therefore, the conclusions and policy recommendations of this project have as follows: 1) how to make mechanisms be recognized and developed into concrete mechanisms for organizations and their respective sectors such as local administration organizations, non-governmental organizations (NGOs), government agencies, and civil society. Moreover, the street teachers and others working like them, should have stable work spaces, having support systems for capacity building and appropriate tools in order to ensure the society will have more efficient and sustainable systems and mechanisms to address the problem of vulnerable children, 2) the development of street teachers is not only the personnel development, but also the need to connect networks to learn from various lessons. Therefore, street teachers shouldn't have to work alone but should be a strong network partners group which will help the work of street teachers are more efficient due to the problem of vulnerable children are associated with many contexts, so it requires cooperation as a support network partner. However, the network partners should take place seriously and continuously, 3) They should focus that initiating the development of street teachers will affect to the recovery, social reintegration and vulnerable children's survival. The group of street teachers is a key that able to reach this group of children the most. Therefore, it is very important to create a process of engagement with local people in order to properly implement preventive and corrective actions, and 4) problem-solving that emphasizes the role of coordinating with the community is another mechanism that street teachers must have a role to play in work integrating among local practitioners then it led to find out the problem-solving that are practical in the area. These are mechanisms of network adaptation in horizontal that will be driven in the prevention and resolution of problems of children and youth in understanding the rapidly changing situation as well as immunization before other problems will arise and able to solve the problem effectively which this will be a guideline to create sustainability in the future.
