History

Like the other migrant workers in the Mae Sot area who were settling and starting families, by 1995 the staff of MTC also found themselves needing day-care services for their own children.  As a solution the MTC Nursery Care program was started, initially caring for approximately 20 children. The next logical stepwas a primary school and so the Children’s Development Centre was established in 1997, with 5 staff members. This was located in a house across the highway from the clinic, providing more space for both work and play for the students. Although not officially, the CDC was already acting as a boarding facility as well, caring for 10 children by 1999.The next major challenge came as these children completed primary level schooling, thus a separate high school was established in 2005, with 2009 seeing the first grade 12 graduating class. In 2009, a new school facility was inaugurated with all the children from primary to grade 12 in the same facility.

CDC Today

The influx of refugees has intensified pressure on education services as well, with many migrant learning centers (MLCs) struggling to accommodate growing student numbers. Rising demand, funding constraints, and limited infrastructure have placed significant strain on MTC and its partners as they work to maintain essential education services for displaced and migrant children. Between 2023 and 2024, this trend has become more visible, as enrollment numbers increased further and education programs had to adapt in order to respond to the continuing crisis. Currently over 1,000 children have access to education at CDC.

Accredited Education Programs

CDC stands out as a leading MLC, offering education from nursery to Grade 12, including the accredited education programs – Non-Formal Education (NFE) and General Education Development (GED). Each year, its graduates pursue diverse paths: some return to serve their communities, others pursue higher education, and many enter the workforce to support their families. In the 2023–2024 academic year, CDC enrolled 1,214 students—1,075 in Grades 1 to 12, 45 in the GED program, and 124 in the Early Childhood Development (ECD) program. The GED program, launched in 2022, has shown steady progress between 2023 and 2024. In the 2023–2024 academic year, 45 students enrolled as the first batch, and in 2024–2025, 29 students enrolled as the second batch. All students successfully passed the official GED exams, and many of them transitioned into internships or voluntary work at community-based organizations, which allowed them to develop professional skills, gain practical work experience, and explore career opportunities. Beyond classroom learning, students also joined exposure visits to MLCs, MTC, SEEDs, and the Thabyay Education Foundation, providing them with opportunities to learn more about community work and future possibilities.

CDC also operates an NFE program in collaboration with the Mae Sot Department of Learning Encouragement (DOLE), which provides alternative pathways for students who require flexible options. In the 2023–2024 academic year, 143 students completed different levels of the NFE program. The program expanded in 2024–2025, with 211 students enrolling at various levels. In May 2024, 14 students successfully completed vocational training at Mae Sot Technical College and received their certificates, and most have since gained employment. For 2024–2025, 5 additional NFE students have been selected to join a one-year vocational course at the college. These outcomes highlight not only the growth of the NFE program but also its success in connecting education with employment opportunities.

Overall, the changes between 2023 and 2024 highlight both the growing demand for education services and the development of more structured and accredited pathways. Enrollment at CDC and other MLCs continued to rise, the GED and NFE programs expanded. At the same time, the continuing challenges of accreditation, teacher shortages, and limited resources remain significant obstacles. Nevertheless, the developments observed in 2024 show that education services are not only maintaining access under pressure but also adapting to provide more recognized, inclusive, and livelihood-linked opportunities for displaced and migrant children.