Tamil education in Switzerland:practices,challenges and recommendations
Objective of this study is to identify the system, explain the process, analyze thechallenges of Tamil Education and to recommend guidelines for the improvement ofTamil Education in Switzerland. This study conducted based on the Offer-and-UseModel, introduced by Andreas Helmke. Case study design is...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=7005 |
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| Summary: | Objective of this study is to identify the system, explain the process, analyze thechallenges of Tamil Education and to recommend guidelines for the improvement ofTamil Education in Switzerland. This study conducted based on the Offer-and-UseModel, introduced by Andreas Helmke. Case study design is used in this study. Thisstudy was conducted among 56 teachers, 36 school administrators, 40 former studentsand 28 parents in 107 Tamil schools in Switzerland. Interviews, observations, focusgroup discussions and document analysis as research instruments were analyzedqualitatively. Thematic analysis approach is used in this qualitative study. The resultsof the study show that 107 formal Tamil schools with 4305 students and 412 teachersare functioning under Tamil Education Service Switzerland. Instructions in the classesare done for two to three hours per week by using their own syllabus and textbooks forTamil Education throughout the country. The researcher has also identified thatteaching and learning in Tamil schools is based on traditional teacher-centered method.Most of the students attend the Tamil classes due to parental pressure rather than oftheir own volition, particularly at the secondary level. The main challenges are; mostof the Tamil teachers are not competent enough to select suitable methods of teachingfor they are untrained teachers. Income from teaching of Tamil Language is insufficientand due to that these teachers look for other jobs. Moreover, the opportunities for higherstudies and professional development in Tamil education are unavailable for Tamilteachers in Switzerland. Finally, a guideline is recommended to explain the linkagebetween the elements, such as teaching, learning, outcomes and contexts, that arenecessary for the improvement of Tamil education in Switzerland. In conclusion, interms of solving challenges such as lack of student interest and teacher incompetencein teaching should be given due attention and emphasis in order to improve Tamileducation in Switzerland. The implication of this study is that the guidelines producedwould help in improving Tamil education especially in Switzerland and generally inother European countries. |
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