Education in Burma/Myanmar - general
Websites/Multiple Documents
Source/publisher:
Various sources via "BurmaNet News"
Date of entry/update:
2012-04-18
Grouping:
Websites/Multiple Documents
Category:
Education in refugee camps in Thailand, Education and training of migrants and refugees from Burma, Education in Burma/Myanmar - general
Language:
English
more
Description:
15 articles on education in Burma/Myanmar:
"The ?missing million?: Fewer than one in five graduate high school" By Stuart Alan Becker -
"A groundbreaking multi-year education review cites ?lack of interest? as primary reason for dropouts, confirms need for sector reform..."
"The high cost of ?free? ed" By Mya Kay Khine -
"The recently approved decision to offer free high-school education is the last of a three-prong lifting of fees for the country?s roughly 8 million state school students..."
"VOXPOP: What?s ahead for your child?" By Nay Zaw Aung Win. "U Tin Aung, 49, Tarmwe - My son is in the third year of secondary school at MLA International School..."
"University application process to be reformed" By May Thinzar Naing - "Proposed overhaul of the university entrance process will mean less focus on matriculation scores and more on self-directed applications by students..."
"International school fees to rise: What?s driving the price?" By Michelle Schaner -
"The majority of international schools in Yangon expect to hike tuition in the 2015-2016 academic year by an additional 9 percent on average, citing devaluation of the local currency and the high cost of living ? particularly the cost of housing for staff and teachers..."
"Draft law in works for international schools" By Shwe Yee Saw Myint - "Until it passes, however, the legal status of international schools will remain difficult to pin down, despite their rapidly growing numbers..."
"Better skills in a land of entrepreneurs" By Rupin Mahiyaria -
"Peace in Kayin means fewer economic migrants to Thailand ? and more opportunity to educate those at home, writes LIFT?s Rupin Mahiyaria..."
?Living heritage? By Cherry Thein -
"With royal patronage long gone, state support for young artists, dancers and musicians today falls to a handful of arts schools..."
?If we buy a dozen it?s cheaper? By Myat Noe Oo -
"Nothing offsets the sting of a new school year like the promise of new pencils and paper ? not to mention pens, highlighters, soft pens, erasers, liquid correction fluid, notebooks, and, if you?re lucky, maybe a few stickers to decorate your pages too..."
"Pioneering classrooms" By Ewan Cameron -
"With their focus on development and community involvement, non-profit civil-society educators aren?t just filling gaps, writes Ewan Cameron ? they?re rethinking how education should work..."
"For Chin dialects, a long road back to the classroom" By Bill O?Toole -
"Walking around Falam, the former capital of Chin State, a person can expect to hear no less than eight different Chin dialects widely spoken around town..."
"Charting the rise of English tutors" - By Alasdair Macmillan
"The recent history of English tutoring in Yangon started in the 1950s, when Monica Mya Maung, affectionately known as Aunty Monica to those who knew her well, started tutoring Myanmar people to speak English well..."
"Lining up for private schools" By Phyo Wai Kyaw -
"Since their reintroduction three years ago, private schools have been a hit..."
?Completely outdated? By Myo Lwin -
"Clinical psychologist Dr Nyi Win Hman speaks to MT editor Myo Lwin by email from Australia..."
"For those who aspire to study abroad" By San Tun Aung -
"Having earned a university degree at home followed by two abroad ? all three under scholarship ? San Tun Aung offers advice to those looking to make their way in the educational world."
Source/publisher:
"Myanmar Times"
Date of publication:
2015-05-18
Date of entry/update:
2015-08-07
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
About 161,000 results (August 2017)
Source/publisher:
Various sources via Youtube
Date of entry/update:
2017-08-20
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English, Burmese (မြန်မာဘာသာ)
more
Description:
Contents:
1 History
2 Uniform
3 Preschool and kindergarten
4 Primary education
5 Secondary education
6 Tertiary education
7 References
8 External links
Source/publisher:
Wikipedia
Date of entry/update:
2011-11-27
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"A Myanmar Times special feature - January 2010"...Studying Abroad - How to apply and win a place at a prestigious university...Education sector is
flourishing in 2010 - Students enjoy a multitude
of study, learning options...Dubious agents entice
students short of visa...Students voice concerns
about studying in Aus...Garden school sews new hope...Music facilitates learning
where it?s most needed...Pre-schools boom
in Mandalay...Professionals choose MBAs...Manage your
resources...Spanking habits die hard...Where to study and how...Malaysia and Singapore
compete for young brains...Monastic education...Harvard imparts its wisdom...Scholars be [prepared?- line missing]...A strong CV can catapult your career...International students share their [experience? - line missing]
Source/publisher:
"The Myanmar Times"
Date of publication:
2010-01-00
Date of entry/update:
2011-09-24
Grouping:
Websites/Multiple Documents
Language:
English
Format :
pdf
Size:
1.63 MB
Local URL:
Myanmar_Times-2010-eduaction.pdf-red.pdf
Myanmar_Times-2010-eduaction.pdf-red.pdf more
Description:
''Education helps children to fulfil their potential and is critical to all aspects of socio-economic development. However, it is estimated that over one million children are still out of school in Myanmar due to poverty, geographical remoteness, disability, language, conflict and other barriers.
Myanmar’s Government is leading the process of national education reform. A Comprehensive Education Sector Review (CESR) has been informing new policy and planning, and a National Education Sector Plan (NESP) is being developed to define the strategic directions of the reform process and to guide its implementation.
Education coordination is mainly undertaken through:
The Joint Education Sector Working Group (JESWG), which is the high level mechanism for policy dialogue and coordination of government and development partners in the education sector, chaired by the Ministry of Education and co-chaired by UNICEF and Australia.
The Education Thematic Working Group (ETWG) brings together education stakeholders across the country in an inclusive, neutral space for dialogue on technical issues. Chaired by UNICEF and Save the Children, the ETWG also oversees the coordination of Humanitarian Response for the education sector. The ETWG is supported by the Myanmar Quality Basic Education Programme (QBEP), which is funded by the Multi Donor Education Fund (MDEF) comprising Australia, Denmark, the European Union, Norway and the United Kingdom, and by UNICEF in collaboration with the Government of Myanmar. It has a number of thematic Sub-Working Groups, contact details for which can be found on the MIMU Coordination page:
Disaster Preparedness and Response in Education (Co-Chairs: UNESCO, Plan International)
Early Childhood Care and Development (Co-Chairs: UNICEF, Save the Children)
Education and Disability (Co-Chairs: Myanmar Education Consortium, VSO)
Education in Emergencies (Co-Chairs: UNICEF, Save the Children)
Teacher Education (Co-chairs: UNICEF, British Council)
Education and Language (Co-Chairs: UNICEF, Pyoe Pin)
Non-Formal Education (Co-Chairs: World Education, World Vision)
School Construction (Co-Chairs: Swiss Development Cooperation, World Vision)
A new group on Monastic Education is planned for early 2015...''
Source/publisher:
Myanmar Information Management Unit (MIMU)
Date of publication:
1970-01-01
Date of entry/update:
2019-02-07
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
9 links to Myanmar reports and other material, 1999-2013
Source/publisher:
International Institute for Educational Planning
Date of entry/update:
2014-09-28
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"Education helps children to fulfil their potential and is critical to all aspects of socio-economic development. However, it is estimated that over one million children are still out of school in Myanmar due to poverty, geographical remoteness, disability, language, conflict and other barriers.
Myanmar?s Government is leading the process of national education reform. A Comprehensive Education Sector Review (CESR) has been informing new policy and planning, and a National Education Sector Plan (NESP) is being developed to define the strategic directions of the reform process and to guide its implementation..."
Source/publisher:
MIMU
Date of entry/update:
2015-08-07
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English, Burmese (မြန်မာဘာသာ)
more
Description:
Current focus (November 2011) on private schools in Burma
Source/publisher:
Network Myanmar
Date of entry/update:
2011-11-22
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
217,000 hits (June 2014)
Source/publisher:
Google
Date of entry/update:
2014-06-02
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
With links to educational related reports.
Source/publisher:
Myanmar Information Management Unit
Date of entry/update:
2014-09-27
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
Links to Myanmar:
Profile of Education...
National Reports...
IBEDOCS Resources...
Links...
WEBSITES
Country Information (UNESCO)
Education Statistics (UIS)
Education Plans and Policies (IIEP)
- See more at: http://www.ibe.unesco.org/en/worldwide/unesco-regions/asia-and-the-pacific/myanmar.html#sthash.FVpYsVVb.dpuf
Source/publisher:
UNESCO
Date of entry/update:
2008-04-06
Grouping:
Websites/Multiple Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Individual Documents
Sub-title:
The reopening of private schools would be decided by the township committees in charge of COVID-19 prevention, the head of an education group said.
Description:
"U Twal, chair of the Myanmar Private Teachers Federation, said the regulation was agreed at a meeting with the parliament Education Enhancement Committee. U Aung Phyo Thu, founder of Yar Pyae private school in Pyinmana township in Nay Pyi Taw, “We are ready to abide by the social distancing rule. If our school is not allowed to reopen, it may result in fewer students passing the matriculation examinations, especially those from low-income families.”
Private schools in Pantanaw township in Ayeyarwady Region have been permitted to reopen by the township COVID-19 committee, but private schools in Pyinmana are still awaiting their township committee’s decision.
U Nay Win Khaing, chair of the Myanmar Teachers Federation in Pyinmana, said if Nay Pyi Taw rejected the schools’ request to reopen, it could lead to the growth of unofficial schools and financial problems for teachers. The government has set the reopening of schools for July 21, starting with high schools, and followed by primary and middle schools two weeks later..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-06-25
Date of entry/update:
2020-06-26
Grouping:
Individual Documents
Language:
more
Sub-title:
The Ministry of Education will allow private schools to add classrooms so they can comply with the government’s guidelines on social distancing to prevent the spread of COVID-19.
Description:
"The ministry has scheduled schools to start on July 21, beginning with high schools and followed by primary and middle schools two weeks later.
U Nay Oke, chair of the Myanmar Private Schools Federation, said private schools need more classrooms to ensure that students stay at least six feet away from each other. According to law, only rooms registered with the ministry are allowed to be used as classrooms, so private schools sought permission to add more classrooms.
“The minister approved our proposal to use other buildings on the same street or adjacent to the schools as classrooms,” U Nay Oke said. However, the ministry has not yet decided whether to allow private boarding schools to reopen in July, he said.
U Nay Oke said private schools have to comply with more rules to reopen than government schools, so he called on education officials to impose the same rules for both.
The rules for private schools require listing the travel history of students and their family members in the past month, the address of each student, and the people with whom they have had contact.
It also urged the ministry to allow schools to use online teaching as well as classroom teaching. Some private schools have been teaching their students online since May.
But State Counsellor Daw Aung San Suu Kyi has rejected online teaching, saying Myanmar is not ready for it because it lacks the necessary infrastructure.
“Some students in those countries oppose learning online,” she said in an online meeting with education officials and parents on May 19.
She said education is not just about passing examinations, but also about socialising and teamwork, which only classroom learning can provide..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-06-11
Date of entry/update:
2020-06-11
Grouping:
Individual Documents
Language:
more
Sub-title:
Pa-O children in southern Shan State have to travel far from the highlands they call home if they want a better education.
Description:
"THEY WERE like children anywhere on their first day at a new school; there were smiles, apprehension and a few tears.
However, for these children, the comfort of home was far away. They were ethnic Pa-O who had travelled hundreds of kilometres from southern Shan State to live and study at a Yangon monastery where they would receive a better education than in their villages.
Pa-O children who come to Yangon for a better education face many challenges. One of the biggest is learning Burmese.
Nan Nge Yan, 12, from Khanwae village, Pinlaung Township, said she had a difficult time when she first attended school in Yangon two years ago.
Support independent journalism in Myanmar. Sign up to be a Frontier member.
“We can’t speak Burmese and at first we didn’t have textbooks. When the teacher asked questions, we had no idea what the answer was. It took two months for the teacher to realise we didn’t have any books,” Nge Yan said. She learned Burmese from other Pa-O children at the Shan Gyi Taw Ya monastery in Yangon’s outer eastern Thanlyin Township.
For the past 20 years, the monastery has been helping to give children from minority groups, mainly Pa-O, a better education than they could receive in their villages. They are given a basic education and only return home during the summer holidays.
The parents of most of the children donate up to K100,000 a year for their education, but some from poor families do not have to pay.
The monastery accepted 45 children this year, down from 80 in 2017, when some absconded because of the language barrier..."
Source/publisher:
"Frontier Myanmar" (Myanmar)
Date of publication:
2018-07-06
Date of entry/update:
2020-06-06
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Educational resources and materials (Burma- and non-Burma-related)
Language:
more
Description:
" A Myanmar court has sentenced a doctor to 21 months in jail after convicting him of insulting Buddhist monks in connection with a debate about a proposal to teach sex education in schools.
Kyaw Win Thant, 31, was arrested in May after angry scenes at a monastery in the central city of Meiktila, where he apologised to monks for deriding them in Facebook posts, a senior monk said at the time.
A court in the city of Mandalay sentenced him under sections of the Penal Code that outlaw insulting religion, a spokesman told reporters on Tuesday.
“He feels regretful and admitted his crime so the court gave this decision,” said court spokesman Kyaw Myo Win, according to video footage published by the Irrawaddy news outlet.
Kyaw Myo Win declined to comment when contacted by Reuters. He told media Kyaw Win Thant did not have a lawyer and he was not available for comment on Thursday.
Kyaw Win Thant’s Facebook posts were in response to comments posted by numerous other monks denouncing a government proposal to teach sex education at school, the senior monk said earlier.
The posts have been deleted and could not be verified by Reuters.
A senior official from Mandalay district religious affairs department confirmed the sentence.
“We filed the lawsuit because he violated the law,” the official, who declined to be identified, told Reuters..."
Source/publisher:
"Reuters" (UK)
Date of publication:
2020-06-04
Date of entry/update:
2020-06-06
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Inter-Communal violence and discrimination - Myanmar - General articles and analysis
Language:
more
Sub-title:
Nearly 2500 students have volunteered at schools all around Myanmar to assist teachers during the outbreak of COVID-19.
Description:
"A total of 2488 students from 25 education colleges and two universities of education across the country will send in their names to volunteer in the basic education schools, said Ko Ye Yint Aung, president of the students union of Thingangyun Education College.
“More than 2000 teachers are needed every year. More teachers are needed to fill in the vacant positions which are left by the retirees. Normally the teachers are busy with teaching, so we want to share some responsibilities like taking temperatures,” he said.
After the COVID-19 outbreak, the Ministry of Education has temporarily stopped offering of postings for education college and university graduates.
So, the students requested the education ministry to offer their postings first as it is only months away, said some students who are waiting for their postings to be offered and are teaching in the government schools for free.
The students volunteered to teach as their colleges and universities are closed, they will have to go back when these institutions reopen, said Ko Ye Yint Aung..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-06-04
Date of entry/update:
2020-06-05
Grouping:
Individual Documents
Language:
more
Sub-title:
The Ministry of Education is having problems getting schools ready to reopen because some are being used as COVID-19 quarantine facilities or temporary shelters for villagers fleeing fighting between the Arakan Army (AA) and Tatmadaw (military).
Description:
"In Shan State, 13 basic education schools serving as quarantine centres have still not been returned to the authorities, said U Win Maung, Shan State’s education officer.
He said the schools are being used to quarantine migrant workers who have returned from China or Thailand. “It’s the government’s responsibility to arrange for suitable alternative quarantine sites,” he said. “Township education officers will inform them about it on June 15. There should not be any delay.”
U Sai Phoe Phyat, a state legislator for Muse, said schools in his township are being used as quarantine facilities. In Rakhine State, which has only one confirmed COVID-19 case, several schools are being used as temporary shelters for villagers displaced by fighting between the AA and Tatmadaw.
Most of the 7000 displaced villagers in Kyauktaw township are staying in nine schools, said U Maung Than Sein, a Pyithu Hluttaw (Lower House) MP for Kyauktaw. “We can’t just tell them to move,” he said. “The authorities should find them suitable accommodation elsewhere.”
On May 26, the government announced that high school classes would resume first, followed by primary and middle schools two weeks later.
But there is a strong possibility that some schools in Rakhine would not be able to reopen due to the fighting.
On May 13, the Union Government Office ordered the return of 6021 school buildings being used as quarantine centres or temporary refugee camps by June 15 so that the Ministry of Education could prepare them for the reopening of classes..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-06-05
Date of entry/update:
2020-06-05
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Arakan (Rakhine) State - reports etc. by date (latest first), Armed conflict in Rakhine (Arakan) State
Language:
more
Sub-title:
Nationalists including Buddhist monks have objected government’s plan to introduce sex education to school syllabus
Description:
"A Myanmar doctor Tuesday was found guilty of insulting religion for his criticism of conservative monks over a proposal to include sex education in the school syllabus.
A 31-year-old physician, Kyaw Win Thant was arrested in Myanmar’s central town of Meikhtila on May 21 after he shared several posts on Facebook criticizing Buddhist monks who oppose the plan to teach sex education in schools.
Then he was sent to the city of Mandalay from Meikhtila for security reasons.
A court in Mandalay ordered prison term for Win Thant, who is himself a Buddhist, on charges of insulting Buddhist religion.
“He was given a one year and nine months jail imprisonment today,” said Ko Ko Aung, an official from Religious Affairs Office in Meikhtila.
Win Thant apologized senior monks in the town on May 21 before he was charged under section 294 and 295 of the country’s Penal Code that prohibits insulting a person’s religion and carries a jail sentence up to two years.
In one of his Facebook posts, he said monks are strong and healthy, but just live off others without working.
“Buddhist monks who complain about the curriculum have no idea about sex education, but do all the same things that laypeople do such as betting and watching porn movies,” he wrote on Facebook on May 19.
Nationalists including Buddhist monks objected to a government plan to introduce sex education to the school syllabus for the upcoming academic year that is scheduled to start on July 15.
The issue recently went viral on Facebook, the most popular social media platform in Myanmar, becoming a hot debate among users.
The Education Ministry recently announced that it has been reviewing the sex education curriculum following the complaints..."
Source/publisher:
"Anadolu Agency" (Ankara)
Date of publication:
2020-06-02
Date of entry/update:
2020-06-03
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Inter-Communal violence and discrimination - Myanmar - General articles and analysis
Language:
more
Sub-title:
High schools will be the first to go back followed by middle and primary schools if all goes well, says education official
Description:
"Public schools across Myanmar will begin the new academic year with strict social distancing starting in late July, nearly two months later than usual, an education ministry official said on Thursday.
Myanmar’s 40,000 public schools accommodate nearly 9m students and over 400,000 teachers, according to official figures.
The outbreak of Covid-19 did not disrupt classes because when the government banned large gatherings in mid-March, exams were already over.
Myanmar’s academic year ends in late February and schools are usually closed from March until a new term begins in the first week of June.
The government will open high schools first on July 21, and middle schools two weeks later. Primary schools are then set to open a week after that if everything goes smoothly, said Tin Maung Win, deputy director general of the Department of Basic Education.
His department was given the school reopening dates by Myanmar’s national anti-Covid-19 committee, led by State Counsellor Aung San Suu Kyi.
And social distancing guidelines for students and teachers will be announced soon, the official said. Some big schools will split students into two groups that will alternate their classes every other week..."
Source/publisher:
"Myanmar Now" (Myanmar)
Date of publication:
2020-05-28
Date of entry/update:
2020-05-31
Grouping:
Individual Documents
Language:
more
Description:
"Schools in Myanmar will reopen in July, beginning with basic education high schools on July 21, followed by primary and middle schools two weeks later.
The Department of Basic Education said this would include private and monastic schools.
The Private School Teachers' Association said schools would need to strictly follow instructions from the ministry and relevant agencies.
According to reports in Myanmar Times, previously, the Education Ministry had planned to reopen primary schools first but decided against doing so after the public expressed concerns.
During a video conference on May 12, state Aung San Suu Kyi said schools must reopen as soon as possible but with the necessary changes to comply with Covid-19 regulations.
"Schools have to reopen. It won't be easy if we wait to reopen schools only after the disease is controlled," she told officials.
She said while some developed countries had begun implementing online learning programmes, Myanmar was not ready to adopt these measures.
Following this, an announcement for schools to reopen was issued by the Central Committee on Prevention, Control and Treatment on Covid-19.
Detailed rules on how to reopen have been issued. The guidelines include maintaining a minimum 1.8m social distance.
Private schools have expressed difficulties regarding class spaces. They suggested allowing them to teach in the expanded classes instead of inside the classroom with a glass divider..."
Source/publisher:
"New Straits Times" (Malaysia)
Date of publication:
2020-05-28
Date of entry/update:
2020-05-28
Grouping:
Individual Documents
Language:
more
Description:
"A Myanmar doctor who criticised conservative Buddhist monks has been charged with insulting religion, officials said on Thursday, as a debate heats up over a proposal to teach sex education at school.
Kyaw Win Thant, 31, was arrested on Tuesday after angry scenes at a monastery in the central city of Meiktila, where he apologised to monks for deriding them in Facebook posts. His attacks stemmed from comments posted by numerous other monks denouncing the government’s proposal.
Footage shared widely on social media showed hundreds of people who had come to the monastery denouncing Kyaw Win Thant and chanting “arrest him, or kill us”.
Several sources, including two officials from the Ministry of Religion, confirmed on Thursday that Kyaw Win Thant had been charged with insulting a religion or religious beliefs. He faces up to two years in prison if found guilty.
His Facebook posts, which have since been deleted and could not be verified by Reuters, used language deemed offensive to monks and questioned whether they were in a position to pass judgement on sex education.
The issue has been a hot topic on social media but remains taboo in the conservative, mainly Buddhist country where monks have long been an influential source of moral guidance..."
Source/publisher:
"Reuters" (UK)
Date of publication:
2020-05-21
Date of entry/update:
2020-05-23
Grouping:
Individual Documents
Language:
more
Description:
"The Myanmar government has been planning to reopen basic education schools in the middle of July, an official from the Education Ministry said on Thursday evening.
Myanmar's academic year starts in June after three-month summer holidays from March to June, but this year's term will start a month later.
"We have some concerns over COVID-19, on the other hand we need to prepare not to affect children's education, and participation of parents are much needed," Tin Maung Win, deputy director-general of Basic Education Department under the ministry, told an online press conference.
In cooperation with the Ministry of Health and Sports, the Ministry of Education has been carrying out preventive measures against COVID-19 at basic education schools and parents are asked to help their children cope with epidemic preventive measures at home, he said.
At present, there are over 48,000 basic education schools across the country and some are being used as quarantine facilities.
As of Thursday, Myanmar has reported a total of 199 confirmed cases of COVID-19 with six deaths, according to latest figures released by the Health and Sports Ministry...."
Source/publisher:
"Xinhua" (China)
Date of publication:
2020-05-21
Date of entry/update:
2020-05-22
Grouping:
Individual Documents
Language:
more
Sub-title:
The government ordered all schools used as quarantine facilities to be closed and returned to the Ministry of Education no later than June 16, in preparation for the beginning of the school year.
Description:
"The Union Government Office said the 6021 schools now used as quarantine facilities need to be disinfected before classes start in July.
"According to the letter, the schools will reopen on July 15,” said U Maung Win, deputy director of the Basic Education Department. “They might have given this instruction to get ready." On May 12, State Counsellor Daw Aung San Suu Kyi said that schools cannot be closed permanently due to COVID-19. She also opposed internet-based teaching, saying that even in developed countries, online schools have a lot of problems. She ordered education officials to follow the COVID-19 prevention measures issued by the Health Ministry.
She urged education officials to also address overcrowding in schools, noting that students must maintain social distancing..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-05-18
Date of entry/update:
2020-05-18
Grouping:
Individual Documents
Language:
more
Description:
"The Myanmar government is preparing to reopen basic education schools in July and will release exam results before schools reopen, Basic Education Department Director-General U Ko Lay Win told The Irrawaddy.
In Myanmar, the academic year usually starts in June and ends in March, with schools closing for summer holidays from March to June, and exam results are normally released in mid-April. Due to the COVID-19 crisis, the government decided to postpone the start of the school year until July.
All basic education schools from the primary to secondary level will open in July but they will open in phases, rather than simultaneously, U Ko Lay Win said.
“Schools will reopen in the third week of July at the latest. The Education Ministry is doing its best to ensure a safe environment for the children,” said U Ko Lay Win.
The ministry will provide free face shields and masks for students and teachers and will provide digital thermometers to schools for temperature screenings. It will also arrange washbasins in schools, apply safe distancing measures in classrooms and take other preventative measures such as creating separate morning and evening sessions for schools with large numbers of students..."
Source/publisher:
"The Irrawaddy" (Thailand)
Date of publication:
2020-05-14
Date of entry/update:
2020-05-15
Grouping:
Individual Documents
Language:
more
Description:
"Since the opening up of the country in 2011, young people in Myanmar have enjoyed the benefits of improved access to education and technology. They have what previous generations lacked: the opportunity to participate in transforming the political landscape of their country after decades of military rule. The reality is, however, that youth are growing up in Myanmar that is extremely diverse and vulnerable to the fragilities borne out of pre-transition era regimes. This is the root of an “us and them” narrative that has been simmering and trickling down from generation to generation. Until this changes, the process of building sustainable peace in Myanmar will be far from complete.
This narrative, which highlights a predisposition to conflict and ethnic/religious divides, is also reflected in classrooms around the country. Classrooms are microcosms of societies/communities where an “us” and “them” mentality can be experienced through the curriculum and the delivery of the curriculum. As a result of the narratives channelled via their classrooms or their social communities, young people are struggling to understand the tensions, contradictions, fears, doubts, and consequently, their own unfulfilled dreams. The goal of sustainable peace is grounded in a shared sense of unity/goals. In the case of Myanmar, ‘peace’ is highly intertwined with differing narratives for what ‘unity’ means because of how entrenched conflict and ethnicity are.
Our research study sheds light on classroom microcosms where there is a shared sense of unity, regardless of the diversity in trainer and trainee socio-economic backgrounds. These are classrooms where young people are provided civic-oriented education so that they will be able to evaluate the predefined “us and them” scenarios, and develop ways they can transform this into nationwide unity. Our research also explores who the educators using these methods in each microcosm are in Myanmar, and to what degree they employ the approach of developing civic skills, such as active listening, problem-solving and reflecting, in order to facilitate conflict transformation. What has been revealed in this study is a pedagogy that ‘advances dignity, rights, and well-being for all at local, national and global levels’ (Thabyay Education Foundation, 2017) in the non-state classroom. In turn, this revelation sheds light on the opportunities that exist for the state school classroom in the midst of education reform..."
Source/publisher:
"Teacircleoxford" (Myanmar)
Date of publication:
2020-05-07
Date of entry/update:
2020-05-10
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
more
Sub-title:
Schools in Myanmar will re-open in June only if the COVID-19 situation in the country could be mitigated in May, said an official from the education ministry.
Description:
"Basic education schools had planned to re-open on June 1 after the Thingyan Holiday but only if the virus situation returns to normalcy next month, said U Ko Law Win, director general of the Basic Education Department.
The re-opening date could be postponed if the situation becomes more challenging.
The decision on whether schools re-open or not is not solely decided by the Ministry of Education but by senior state officials, said U Ko Law Min. We’ll re-open the schools if the situation becomes normal. If not, we will have to move to a later date. We can’t say exactly when yet. We’ll re-open the schools when we can get the situation under control. No one can say exactly if the situation will allow us to re-open in June, he said.
As of 1pm on April 29, there are a total of 150 COVID-19 positive cases in Myanmar including six deaths and 16 recoveries..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-04-29
Date of entry/update:
2020-05-01
Grouping:
Individual Documents
Language:
more
Description:
"I remember arriving in Yangon in January 2017, fresh-faced and full of excitement about what would lie ahead. I know that starting a new venture in Myanmar (ranked #165 in the World Bank’s “Ease of Doing Business” survey) would not be easy. Like many graduates from Hong Kong, I have always taught English as a part-time job since my university days, so quite naturally education was the first choice for our business. But after many late nights and power cuts, early mornings and tea salads, our dream of creating a vibrant international English center came to fruition. Hysan Education was born. I realised that the so-called “quality” English schools in Yangon were all rather expensive. As our brand was born in a local café, where my business partner Moe Thitsa and I first considered our options, we decided to offer courses that were still quality – but more affordable. By looking at ways to minimise costs, we came up with a school model that allowed for quality and interactive classes, all the while charging fees that most aspiring young Myanmar students could afford. We started by renting a venue in an international school and offering free lessons, which soon turned into actual paid classes..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-04-27
Date of entry/update:
2020-04-27
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Educational resources and materials (Burma- and non-Burma-related)
Language:
more
Description:
"The Bangladesh government has announced it will offer schooling and skills training opportunities to Rohingya refugee children, two and a half years after they were forced to flee crimes against humanity in Myanmar.
Amnesty International and other human rights organizations have been campaigning for the nearly half a million Rohingya children in Bangladesh’s refugee camps to be allowed to enjoy their right to quality education, warning of the costs of a ‘lost generation’.
“This is an important and very positive commitment by the Bangladeshi government, allowing children to access schooling and chase their dreams for the future. They have lost two academic years already and cannot afford to lose any more time outside a classroom,” said Saad Hammadi, South Asia Campaigner at Amnesty International.
“It is important that access to appropriate, accredited and quality education be extended to all children in the Cox’s Bazar area, including Rohingya refugees and the host community. The international community has a key role to play here in ensuring the Bangladesh government has the resources it needs to realize this goal.”
Up to now, the Bangladesh government had resisted calls to grant Rohingya refugee children access to education, limiting learning opportunities to a few provisional learning centres that offer playtime and early primary school lessons scattered across the refugee camps in the Cox’s Bazar district. A few children who managed to gain access to local secondary schools were expelled on the government’s instructions..."
Source/publisher:
"Amnesty International" (UK)
Date of publication:
2020-01-28
Date of entry/update:
2020-02-02
Grouping:
Individual Documents
Category:
Arakan (Rakhine) State - reports etc. by date (latest first), Children, Education in Burma/Myanmar - general, Burmese refugees in Bangladesh, Education and training of migrants and refugees from Burma
Language:
more
Sub-title:
Members of the Myanmar Teachers Federation skipped a two-day education conference in Nay Pyi Taw on Tuesday to protest against a plan to extend the school year.
Description:
"U Zaw Myo Hlaing, the federation’s secretary, said the annual Basic Education Exchange that started Tuesday in the nation’s capital would not bring about any significant changes in education. “We decided not to attend as the Ministry of Education has not agreed to abandon the plan to extend the school year by one month,” he said. “We heard the event was just for people to present academic papers.”
The teachers say that extending the school year to the end of March would be too much of a burden on them and students’ parents. U Ko Lay Win, director general of Basic Education Department, confirmed that Tuesday’s event was aimed at giving academics a chance to present their findings on changes in the education system this year.
He said that if one of the papers presented was about the school-year extension, then the teachers could discuss the issue.
He added that the academic exchange on basic education was aimed at carrying out education reform and developing work programmes. Eleven papers were submitted at the exchange last year..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-01-29
Date of entry/update:
2020-02-02
Grouping:
Individual Documents
Language:
more
Sub-title:
The government will revise curriculums for three levels for the academic year 2020-21 to keep education programmes in line with international standards, a senior Education Ministry official said.
Description:
"U Tun Maung Win, deputy director general of the Department of Basic Education, said the curriculums for Grade 4, Grade 7 and Grade 10 will be revised simultaneously. “In other countries, they change the curriculum for one level of education per year. Myanmar’s education system is left behind compared with the international community and so we need to change for three levels in one year,” he said on Tuesday.
The education official said teachers will be provided training during the summer holidays to get acquainted with the new syllabus. All primary, middle and high school teachers will have to get consecutive trainings for the new curriculums in the next summer,” he said.
U Tun Maung Win said the teachers need to be qualified and disciplined in implementing the new curriculums. “The strength of teachers is crucial for the education of the country. The quality of education will improve only if the teachers are qualified,” he said.
He said the Ministry of Education is making preparations for the new textbooks to be issued in time, and urged the parents to get familiar with the new education system in order to help their children.
Meanwhile, U Ko Lay Win, director general at Basic Education Department , said teachers were directed to conduct review classes to their students when all classes are closed during the examinations of Grade 5 and Grade 9..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2020-01-09
Date of entry/update:
2020-01-10
Grouping:
Individual Documents
Language:
more
Description:
"ကီၢ်ကၠီၣ်တဲၣ်-ကီၢ်ပယီၤကီၢ်ဆၢမဲၢ်လးဘၣ်ကီဘၣ်ခဲဒဲက၀ီၤအပူၤ ကၠိသရၣ်ႇသရၣ်မုၣ် ဒီး တၢ်ကူၣ်ဘၣ်ကူၣ်သ့ ၦၤဘၣ်မူဘၣ်ဒါတဖၣ် လဲၤဃုသ့ၣ်ညါ၀ဲ ကီၢ်ပူၤတၢ်ကူၣ်ဘၣ်ကူၣ်သ့အတၢ်အိၣ်သး အတၢ်ရဲၣ်တၢ်ကျဲၤတခါဖဲလါဒံၣ်စ့ဘၢၣ် ၉ သီတုၤ ၁၁ သီန့ၣ်သ့ၣ်ညါဘၣ်လီၤႉ
ဘၣ်ကီဘၣ်ခဲဒဲက၀ီၤပူၤ ဖိဒံဖိသၣ်တဖၣ်မ့ၢ်က့ၤ၀ဲဒၣ်လၢအ၀ဲသ့ၣ်အတၢ်လီၢ်တၢ်ကျဲကီၢ်ပယီၤအပူၤန့ၣ် လၢအ၀ဲသ့ၣ် တၢ်ကူၣ်ဘၣ်ကူၣ်သ့အဂီၢ် ဒ်သိးအိၣ်ကတဲာ်ကတီၤထီၣ်သးကသ့အဂီၢ်ႇဒ်သိးကသ့ၣ်ညါဘၣ်ကီၢ်ပူၤ တၢ်သိၣ်လိ တၢ်ကူၣ်ဘၣ်ကူၣ်သ့အကျိၤအကျဲတၢ်အိၣ်သးအဂီၢ် ဟဲဃုသ့ၣ်ညါတၢ်လီၤအဂ့ၢ်န့ၣ်ၦၤလၢအတီခိၣ်ရိၣ်မဲရဲၣ်ကျဲၤတၢ် လၢအမ့ၢ် စီၤခဲလၢာ် စံး၀ဲဒ်အံၤလီၤႉ..."
Source/publisher:
KIC (Karen Information Center)
Date of publication:
2020-01-02
Date of entry/update:
2020-01-06
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
more
Description:
"Today, Myanmar launched the country’s first-ever Alternative Education Subsector [Policy] Framework that will guide the design and implementation of alternative education initiatives for out-of-school children.
In his opening address Deputy Minister, U Win Maw Tun, said, “This strategy is in line with the Ministry of Education’s policy of ‘leaving no child behind’ and will also help the nation achieve its goals under the Myanmar Sustainable Development Plan (MSDP) and the National Education Strategic Plan (2016-2021).” The framework builds on initiatives implemented over the past three years. So far, the country has over 17,000 non-formal primary and non-formal middle education learners as well more than 50,000 adult literacy learners.
The new alternative education initiatives outlined in the framework are aimed at children and youth who have experienced difficulty accessing formal education, including children and youth living in remote areas; children and youth in conflict- and disaster-affected areas; children and youth on the move; and children and youth with disabilities and chronic health problems.
“While steady progress has been made in school enrolment, it is estimated that there are still over 2 million children out of school in Myanmar, with significant disparities between states and regions,” said Paul Edwards, UNICEF Deputy Representative to Myanmar..."
Source/publisher:
UNICEF (Myanmar)
Date of publication:
2019-11-22
Date of entry/update:
2019-11-24
Grouping:
Individual Documents
Language:
more
Description:
"A high-level government ceremony in Sittwe, Rakhine State, marked the end of the Building on Quality Basic Education Programme (BoQBEP), which has benefitted over one million children nationwide, reaching some for the first time. The programme was led by the Ministry of Education with the support of the European Union (EU), Denmark and UNICEF.
The BoQBEP programme, which began in 2016, supported the Government of Myanmar to improve access to quality learning for disadvantaged children. A major achievement included the launch of the national Education Strategic Plan to guide the national framework for quality and inclusive education for all children in Myanmar. Direct support to children included providing kindergarten play materials such as books, puzzles and clay to all 70,000 kindergarten classes nationwide.
Since July 2017, BoQBEP increasingly focused on children in Rakhine State, supporting inclusive education for all children, irrespective of religion, ethnicity, race, gender or citizenship status in line with the recommendations of the Advisory Commission on Rakhine State..."
Source/publisher:
UN Children's Fund (UNICEF) (Myanmar)
Date of publication:
2019-11-05
Date of entry/update:
2019-11-06
Grouping:
Individual Documents
Language:
more
Sub-title:
Six years ago, when private schools were first allowed in Myanmar, Daw Khin Hnin Soe, co-founder of the Myanmar Metropolitan College (MMC), got the idea to bring international higher education to the country.
Description:
"“The countries that are now ahead of Myanmar in education once used the international system,” she said.
Today, only private schools in Myanmar offer students international teaching methods. The education that is available to most Myanmar people totally differs from the international standard.
Myanmar’s average working class and middle class family can’t afford private schools, which cost K5 million to K10 million a year.
The average family needs scholarships offered by schools, work-study programmes, and student loans linked with banks to afford a quality education.
The free education system has prescribed criteria, she said. Seventy percent of students take advantage of education loans from banks with a variety of interest rates to finance their studies, she said.
Students at private schools have to apply for scholarships, study grants and study loans to access a quality education, as there are limits for their spending. Because of this, education institutions need to provide support, Daw Khin Hnin Soe said.
Scholarships that pay 30pc to 50pc of tuition costs can be applied for at Myanmar Metropolitan College, she said..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2019-10-30
Date of entry/update:
2019-10-31
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Adult Education, Theory and practice of education - global (profiles and books)
Language:
more
Sub-title:
Tourists visit monastic schools to donate stationery
Description:
"Some tourists take time out of their busy schedule to visit a monastic school, even if the visit is not a part of the itinerary. They ask us to take them there,” U Tun Myat, a tour guide who has been working in the tourism industry for more than 20 years, said.
Monastic schools are a symbol of ancient education in Myanmar. It’s been an age-old tradition. As a Buddhist country, and as an expression of how children of Buddha work for the betterment of society in the country, some tour agents put visiting monastic schools on their schedules as a tourist activity.
“The tourists donate stationery for the children. They spend time with them,” he said.
Before modern schooling education in Myanmar often took place in monastic settings, dating back to the ancient kings. One notable student was king Thibaw himself, the last vestige of royalty from the Kongbaung dynasty. He studied at a monastic school in Mandalay.
Decades passed. The age-old tradition is still alive across the country, mostly for impoverished people. Monastic schools run by monks and nuns have been of vital importance in educating disadvantaged children.
In Sagaing and Nyaung U, where many old monastic schools have survived, sites are frequently visited by tourists. Some monastic schools educate ethnic children coming from unstable states such as Shan and Kachin. Their parents think monasteries and convents are safer places to send their children, said U Tun Myat.
Some girls and boys come from one-parent families. They were sent there when a father or mother died, and the surviving parent cannot take care of them..."
Source/publisher:
"Myanmar Times" (Myanmar)
Date of publication:
2019-08-16
Date of entry/update:
2019-10-27
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Educational resources and materials (Burma- and non-Burma-related), Society and Culture, Burma/Myanmar - general studies
Language:
more
Description:
"Junior politicians in Myanmar must navigate a rapidly changing political landscape. The establishment of the 2008 constitution has transformed the country’s form of government and left its mark on the nation’s core institutions, its civil society, and its media, as well as on the way these entities interact. Myanmar’s politicians have to address old challenges while coming up with solutions for new issues as they arise. This is a demanding task.
The Political Education Programme for Junior Politicians (PEJP) is directed at young leaders who are engaged in party politics and wish to pursue a career as a politician or civil servant. The programme aims to introduce participants to new ways of thinking about key political ideas and practices while acquainting them with the skills necessary for a political career. The five-day intensive workshop will be held in Yangon from 5 to 9 November. It will engage participants on the topics of political institutions, campaigning tools, constituent relations, media analysis, and good governance.
Participants are also invited to attend an academic conference on political parties in Myanmar, to be held in Yangon on the days following the workshop (10 and 11 November). Here participants will have the chance to learn from accomplished scholars from Myanmar and abroad..."
Source/publisher:
"In cooperation with Initiative Austausch e.V. and the Friedrich Ebert Foundation"
Date of publication:
2018-11-09
Date of entry/update:
2019-10-18
Grouping:
Individual Documents
Category:
Politics and Government - global and regional - general studies, strategies, theory, Politics, Government and Governance - Burma/Myanmar - general studies, Education in Burma/Myanmar - general
Language:
more
Description:
"Myanmar's State Counselor Aung San Suu Kyi has stressed the need to produce outstanding experts and technicians to serve the country, according to the Ministry of Education Thursday.
Suu Kyi made the remarks when addressing the Conference on Implementing Development of Universities-2019 which began in Nay Pyi Taw Wednesday.
Development of human resources, including the young generation, is a vital need for the country as they will perform state duties in the future, said Suu Kyi, adding that the government is striving for harmonious development of basic and higher education and for promoting the country's education up to the international level.
She maintained that education is a lifelong process and a necessary investment for socio-economic development of the country..."
Source/publisher:
"Xinhua" (China)
Date of publication:
2019-10-17
Date of entry/update:
2019-10-17
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Sustainable/alternative development in and for Burma, By Aung San Suu Kyi (Statements, Speeches, Writings, Interviews)
Language:
more
Description:
"RIDE CHANNEL Feature February 2014 -
Winner of Best Independent and Emerging Film Makers at the International Skateboard Film Festival 2011 -
WATCH THE FOLLOW UP TO ALTERED FOCUS, YOUTH OF YANGON vimeo.com/58578845
(MADE PUBLIC - 9th May 2011) Filmed in the summer of 2009, Altered Focus: Burma follows three film makers and skateboarders as they travel across Yangon and Mandalay. The film explores the reaction to this unseen activity whilst touching on the political situation there..."
Source/publisher:
"Vimeo"
Date of publication:
2011-02-10
Date of entry/update:
2019-08-17
Grouping:
Individual Documents
Category:
Historical research, Education in Burma/Myanmar - general, Society and Culture, Burma/Myanmar - general studies
Language:
more
Description:
"Nwe Ni Win describes the challenges and successes of Myanmar teachers using mobile technologies in their classrooms for the first time. Nwe Ni works as a Programme Assistant for UNESCO's ICT for Education project in Myanmar. Join Nwe Ni as she travels to the schools and supports the teachers on this journey. UNESCO’s ICT for Education project in Myanmar is part of Ericsson’s Connect To Learn initiative and UK Department for International Development’s Girls’ Education Challenge..."
Source/publisher:
"UNESCO"
Date of publication:
2016-09-20
Date of entry/update:
2019-08-16
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general, Rural development in Burma/Myanmar
Language:
more
Description:
"Sidestepping cowpats and garbage, Myanmar’s only home-grown junior rugby side train on the outskirts of Yangon, preparing to take on children from the city’s well-heeled international schools.
When the Little Dragons aren’t running barefoot on the litter-strewn dirt, the makeshift field on the outskirts of Yangon is sometimes used as a cockfighting ring or a fairground.
But every Sunday, boys and girls aged five to 18 from Yangon’s North Dagon township can be seen playing touch rugby, an incongruous sight in a country where the sport is barely known.
As novice monks file past collecting alms, the players shoo away cantankerous cattle to begin warm-up drills under the tutelage of their coaches, a mix of locals and expatriates.
In the monsoon the training ground is shin-deep in mud, but during the hot season the surface is baked into an unyielding, crusty mosaic. Yet many of the Little Dragons play in bare feet.
Youth worker-turned-coach Aung Kyaw Lin, 24, helped set up the team four years ago to run alongside English and maths lessons, and workshops on fire safety and health.
“Children here used to spend their free time in gaming shops,” he says. “When they started playing rugby, they stopped arguing and worked together.”
Although the organisers ran out of funding to keep their education centre going, the rugby continued.
Few women play sport in conservative Myanmar, yet half of the 40 or so Little Dragons are girls.
Nann Shar Larr He’s older sister used to scold her for wanting to play with the boys, but now most of her family come to watch the training sessions..."
Source/publisher:
Barefoot Little Dragons train on litter-strewn, makeshift pitch on outskirts of Yangon – and surprise well-heeled opponents
Date of publication:
2019-07-28
Date of entry/update:
2019-07-31
Grouping:
Individual Documents
Category:
Children, Education in Burma/Myanmar - general
Language:
more
Description:
Under the Strengthening Pre-service Teacher Education in Myanmar (STEM) project, a joint visit to Kyaukphyu Education College was held on 13 June 2018. Accompanied by the Deputy Director-General of the Department of Higher Education, the Australian Department of Foreign Affairs and Trade (DFAT), Embassy of Finland in Yangon, UK Department for International Development (DFID) and UNESCO visited Kyaukphyu Education College and its practicing school to conduct an orientation on teacher education reform and the project and to understand issues relating to pre-service teacher education in Kyaukphyu. On 14 June 2018, the group also visited Kyaukphyu Township Education Office, a Basic Education primary school and a Basic Education middle school to gain better understanding of the various teacher issues such as teacher deployment and transfer arrangements, which are useful to feed into further dialogues for teacher policy development that the project is supporting.
Source/publisher:
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of publication:
2018-06-21
Date of entry/update:
2019-06-20
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general
Language:
English
more
Description:
After 50 years of isolation, Myanmar is today transitioning to a market-based economy with a strong potential for inclusive growth. Although the country has already undertaken a series of reforms, high youth unemployment still poses a daunting challenge and young people still lack the essential skills required by many occupational sectors. This is partly due to a weak technical and vocational education and training (TVET) system that is not yet able to respond to the needs articulated by enterprises.
As part of a week-long scoping mission organized by UNESCO and Gesellschaft für Internationale Zusammenarbeit (GIZ), Borhene Chakroun, Section Chief of Youth, Literacy and Skills Development at UNESCO HQ, was invited as an expert to join the mission. A number of meetings and field visits were held with different key stakeholders and line Ministries.
This joint UNESCO-GIZ initiative aimed to explore areas of collaboration to support the Department of TVET of the Ministry of Education in developing a conceptual framework for an effective and harmonized quality assurance system for TVET qualifications. Only the acquisition of practical skills relating to various occupations will respond to the short-term and long-term demand for skills, and help achieve the sustainable development objectives of the country.
During the course of this week, GIZ and UNESCO had the opportunity to conduct field visits to different schools and training centers, such as the Government Technical High School Ywama and the Government Technology Institute in Insein, Yangon. Representatives from the Aung Myin Garment Training Center and the Bogard Lingerie Yangon Limited training center were also able to share their insights and perspectives on the demands and needs of the garment sector.
On the last day of the mission, 18 May 2018, a seminar was organized with around 30 participants from the government, educational institutions, the private sector and development agencies, that UNESCO and GIZ experts engaged with during the week on developing a harmonized assistance system for TVET qualifications. The event gave Mr Chakroun the opportunity to share his own international experience in reinforcing quality assurance of TVET, and most of all, after an intensive week share his own observations and recommendations on the range of next steps that can be taken to promote the development of TVET in Myanmar.
This UNESCO-GIZ mission is likely to be the first of a series to be organized during the upcoming year, as part of a collective effort to promote Sustainable Development Goal 8: decent work and economic growth.
Source/publisher:
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of publication:
2018-06-12
Date of entry/update:
2019-06-20
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general, Technical and Vocational Education
Language:
English
more
Description:
As Myanmar raises the quality of the education system through teacher education reforms, it needs teachers with the right values, skills and knowledge to be effective practitioners. To achieve this, a Teacher Competency Standards Framework (TCSF) provides the guidance to build a quality teacher workforce.
In order to finalize the Myanmar TCSF for implementation, a workshop to design a validation study was held in Nay Pyi Taw on 2 November 2018. In his opening remarks, the Union Minister of Education, Dr Myo Thein Gyi, emphasized the importance of TCSF in improving the quality of teaching and in achieving education reform and fostering deep learning in Myanmar schools.
The draft TCSF has been developed by a respected group of national professional education experts. The core Working Group members were drawn from Yangon University of Education, Sagaing University of Education and the University for the Development of National Races, with invited representatives from Yankin, Thingangyun and Hlegu Education Colleges participating on behalf of the 25 nationally distributed Education Colleges.
The TCSF documents clear and concise profiles of what teachers are expected to know and be able to do as well as how they should demonstrate their teaching knowledge and skills at different stages of their careers. These stages are categorized as beginning, experienced, expert and lead teachers. The Framework also establishes benchmarks against which progress in professional development can be assessed over time, ensuring that appraisal and feedback are used in a supportive way to recognise effective practice.
The full draft of the TCSF for beginning teachers is ready for further consultation and validation, before it can be finalized and implemented widely in the country. The workshop, which was the first of two to design the study, was attended by representatives of the Ministry of Education, the National Education Policy Committee, National Accreditation and Quality Assurance Committee, National Curriculum Committee, TCSF Working Group, the teachers’ union and development partners. Together, they discussed options for the validation study, based on findings from a literature review. In groups, workshop attendees considered different types of validity, and how each type of validity might be demonstrated in the study.
Dr Myo Thein Gyi thanked the collaborative efforts of the Strengthening Pre-service Teacher Education in Myanmar (STEM) project with technical assistance from UNESCO and financial contributions from the Governments of Australia, Finland and UK, and Australia’s Myanmar Education Quality Improvement Program (My-EQIP) with technical support from the Australian Council for Educational Research for the TCSF validation study.The group will meet again later in November 2018 to finalize the design of the validation study. The TCSF for beginning teachers is to be finalized by the end of 2019. The validation study findings will then provide evidence for the further development of standards and indicators for higher levels of teaching practice under TCSF, as well as methods through which these might be assessed and implemented.
Further reading: http://www.moe.gov.mm/en/?q=content/first-validation-study-design-workshop-tcsf-held-nay-pyi-taw
Source/publisher:
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of publication:
2018-11-14
Date of entry/update:
2019-06-20
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general
Language:
English
more
Gwang-Jo Kim
Source/publisher:
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of publication:
2015-01-01
Date of entry/update:
2019-06-20
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general, Cultural Heritage
Language:
English
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332.32 KB
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Urgent challenges for learning achievement in Myanmar include child labour, students being too tired or hungry to study, different languages, and parental lack of interest, among many other factors. Addressing those major systemic obstacles, UNESCO lent its support to PTZA, the Myanmar Literacy Resource Center (MLRC) and Department of Alternative Education (DAE) to organize a training workshop on 24-25 November 2018 at Kamayut No 1 high school in Yangon, bringing together about 200 participants, including government officials at the regional and township levels as well as facilitators and teachers of Non-formal Primary Education (NFPE).
Based on the recognition that teachers and township officials on the ground often better understand solutions to present-day problems, the main objectives of the workshop were to address urgent challenges on the ground and share immediate solutions and innovative ideas for higher retention and learning achievement. While appreciating long-term strategies such as policy development, capacity development and system strengthening, the participants were encouraged to share are experiences, knowledge and actions that are already working on the ground through mind-mapping methodologies.
Participants recognized various challenges, such as ‘long distances to the learning centre’, ‘mobile/nomadic family’, ‘parents’ lack of interest toward education’, ‘child labour to support family’, ‘different mother languages’, ‘too hungry/tired to study’, and many others. For all these challenges, the participants shared practical and immediate solutions, presenting practices and cases that they had tried and new ideas produced through brainstorming.
Walls in the classrooms became covered in notes about case studies and new ideas: ‘To have direct dialogues with parents’, ‘to have regular meetings or collaborate among teachers, parents and the community’, ‘to have mobile facilitators’, ‘to ensure extra hours for ethnic children’, ‘to introduce income-generation programmes’, ‘to publicize NFPE through media’, ‘to get supports from local companies’, and many other ideas.
These ideas and discussions will be documented and disseminated to the other stakeholders including 1,000 NFPE facilitators across Myanmar. At the end of workshop, Mr Tin Nyo, an officer of the MRLC, emphasized strengthening connections and collaboration among NFPE implementers, including by introducing Facebook pages for NFPE Myanmar to promote continuous professional development.
According to 2014 census data, 2.7 million children from five to 16 years old in Myanmar do not attend school or have dropped out before finishing the primary level. Due to the generous support of UNICEF, UNESCO and other donors, the expansion of the NFPE programme has been remarkable over the past 10 years, currently providing more than 10,000 disadvantaged children with learning opportunities. Yet participants realize that there are enormous numbers of children and youth who still need alternative learning opportunities.
Source/publisher:
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of publication:
2018-11-29
Date of entry/update:
2019-06-20
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general
Language:
English
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Description:
The United Kingdom’s Department for International Development (DFID) and UNESCO recently signed a memorandum of understanding for USD 1 million for the next two years to support Phase II of the Strengthening Pre-Service Teacher Education in Myanmar (STEM) project.
DFID has joined a group of existing donors of the STEM project, including Australian Aid, the Government of Finland and the multi-donor fund under the Capacity Development for Education (CapED) programme of UNESCO.
In addition to the contribution, DFID will launch the Towards Results in Education and English (TREE) project, a component of DFID’s Burma-UK Partnership for Education (BUPE), and work closely with the STEM project to improve pre-service teacher education in Myanmar.
Started in 2014 and 2017 respectively, the aim of Phase I and Phase II of the STEM project is to improve the Myanmar pre-service teacher education system through policy and institutional capacity development. The project combines upstream and downstream activities for upgrading the current two-year teacher education diploma programme to a four-year degree programme in line with national priorities outlined in the Myanmar National Education Strategic Plan 2016-2021.
UNESCO has been supporting the development of a comprehensive teacher policy informed by international norms and standards on human rights, gender equality and the rights of teachers as well as a national Teacher Competency Standards Framework. Additionally, it builds capacity of the Ministry of Education-assigned core team on curriculum development and develops a new competency-based curriculum for Education Colleges. Furthermore, the project provides support to improve the efficiency of human resources and financial management systems at Education Colleges, including projection of human resources needs and related costing and improvement of ICT in teaching, learning and management. Mainstreaming of inclusion and equity issues in policy and curriculum development also constitutes an important component of all outcome areas of the STEM project.
Main photo caption: A committed curriculum core team, comprising teacher educators from Education Colleges and Universities of Education, provides valuable input in developing a new competency-based curriculum for pre-service teacher education in Myanmar, with the financial support from multi-donors including UK DFID and technical support by UNESCO. ©UNESCO/A. Tam
Source/publisher:
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of publication:
2018-10-01
Date of entry/update:
2019-06-20
Grouping:
Individual Documents
Category:
United Nations Educational, Scientific and Cultural Organisation (UNESCO), Education in Burma/Myanmar - general, Teacher Training
Language:
English
more
Description:
"The first National Education Strategic Plan (NESP)
was launched today in Nay Pyi Taw by Myanmar’s State Counselor Daw Aung San Suu
Kyi. The Plan includes a common policy framework which sets the strategic directions for the
next five years; a clear road map for guiding all investments in the sector, both domestic and
international; and a vehicle for coordinated implementation efforts.
“The Plan is based in fundamental principles, namely that education in Myanmar is a right of
every child, regardless of race, sex, socio-economic and citizenship status, and abilities, and
regardless of where they live; as well as that those who were not given the chance to go to
school or dropped out should not be left behind”, affirms Bertrand Bainvel, UNICEF
Representative to Myanmar and Development Partner co-chair. “This is an historic moment for
the country, an affirmation of what Education in Myanmar should always have been - a key to
the country’s development, social cohesion, peace and national unity”.
The Plan reaffirms that creative solutions and partnerships must be built to ensure that everyone
is equipped with the skills to help them to continuously learn, chose and seize opportunities,
and actively contribute to the country’s progress to democracy, peace and prosperity.
Thousands of teachers, headmasters, education experts, civil society organisations and
parliamentarians have been contributing to the nation-wide comprehensive education sector
review (CESR) initiated in 2012. The Plan launched today is a culmination of this effort, and is
based on evidence and inputs through an unprecedented consultation effort in Myanmar’s recent
history.
“The launch of the Plan is the achievement of a long journey which started with the education
sector review, but it is also the beginning of a new one”, affirms Nicholas Coppel, Australia's
ambassador to Myanmar and Development Partner co-chair. “We must continue to support this
roadmap for the benefit of all children in Myanmar, so that it is owned by all stakeholders, and
helps unite all actors in support of education.”
The Plan can be a flexible instrument in the discussions on decentralisation and convergence of
systems between those run by the Government and those run by Ethnic groups; as well as on
performance improvement with full involvement of headmasters, teachers, parents and
children.
“Education is the key that unlocks the potential of individuals and of society as a whole’ ”,
adds Nicholas Coppel
“At the same time, we need peace for ending displacements that interrupt classes and we need
to make schools more respectful of minorities, their identities and their languages to fulfill every
girl and boy’s right to education in Myanmar”, concludes Bertrand Bainvel..."
"ပထမဆုံးသော အမျိုးသားအဆင့် ပညာရေး
မဟာဗျူဟာ အစီအစဉ်အား နိုင်ငံတော်၏ အတိုင်ပင်ခံပုဂ္ဂိုလ် ဒေါ်အောင်ဆန်းစုကြည်က ယနေ့
နေပြည်တော်တွင် မိတ်ဆက်လိုက်သည်။ ယင်းအစီအစဉ်တွင် နောင်လာမည့် ငါးနှစ်စာ မဟာဗျူဟာ
နည်းလမ်းများ၊ ကဏ္ဍအတွင်း ပါဝင်သည့် ပြည်တွင်းနှင့် ပြည်ပရင်းနှီးမြှုပ်နှံမှုများအတွက် ရှင်းလင်းသည့်
လမ်းညွှန်မှုနှင့် အကောင်အထည် ဖော်ဆောင်ရေးလုပ်ငန်းများတွင် အတူတကွပူးပေါင်း လုပ်ဆောင်ရန်
အင်အားများအတွက်ကိရိယာတစ်ခု၊ စသည်တို့ပါဝင်သည့်ဘုံမူဝါဒချက်မှတ်ရေးမူဘောင်ပါဝင်သည်။
“ဒီမဟာဗျူဟာ အစီအစဉ်ဟာဆိုရင် လေးနက်ပြီး အခြေခံကျတဲ့ မူဘောင်တွေကို အခြေခံထားတာ
ဖြစ်ပါတယ်။ အဓိကအနေနဲ့ဆိုရင်မြန်မာနိုင်ငံရဲ့ ပညာရေးအခွင့်အလမ်းဟာ ကလေးသူငယ်တိုင်း ရရှိရမယ့်
အခွင့်အရေးတစ်ရပ်ဖြစ်ကြောင်း၊ လူမျိုးဘာသာ၊ ကျား၊မမရွေး၊ လူမှုစီးပွားရေးနဲ့ နိုင်ငံသား
သတ်မှတ်ချက်တွေနဲ့ သူတို့လေးတွေရဲ့ လုပ်ဆောင်နိုင်မှုစွမ်းအား၊ မည်သည့်နေရာတွေမှာ နေထိုင်တယ်
ဆိုတာတွေကိုကြည့်ပြီး ခွဲခြားမှုမရှိစေတဲ့အပြင် ကျောင်းပညာ ဆက်လက်သင်ယူနိုင်ခြင်း မရှိတော့တဲ့
ကလေးငယ်တွေအားလုံးလဲ နောက်ကျ ကျန်ခဲ့ခြင်းမရှိစေဖို့အတွက်အခြေခံထားပါတယ်။” ဟု ယူနီဆက်မှ
မြန်မာနိုင်ငံ ဌာနေကိုယ်စားလှယ်နှင့် ဖွံ့ဖြိုးမှုမိတ်ဖက်တွဲဖက်ဥက္ကဌ ဘတ်ထရန်ဘိန်း(ဗဲ)လ်က အခိုင်အမာ
ပြောဆိုလိုက်သည်။ ”ဒါဟာ မြန်မာနိုင်ငံအတွက်တကယ်ကို သမိုင်းဝင်စေတဲ့ အချိန်လေးပါ။ နိုင်ငံတော်ရဲ့
ဖွံ့ဖြိုးတိုးတက်မှု၊ လူမှုပေါင်းစည်းညီညွတ်မှု၊ ငြိမ်းချမ်းရေးနဲ့ အမျိုးသား စည်းလုံးညီညွတ်ရေးစတဲ့
အရာတွေအတွက် ပညာရေးဆိုင်ရာကဏ္ဍဟာ အင်မတန်ပဓာနကျကြောင်း အခိုင်အမာ ဖော်ပြလိုက်တာပဲ
ဖြစ်ပါတယ်။
လူတစ်ဦးတစ်ယောက်ချင်းစီအနေဖြင့် စဉ်ဆက်မပြတ် သင်ယူလေ့လာနိုင်ရေး၊ ရွေးချယ်ပိုင်ခွင့်နှင့်
အခွင့်အလမ်းများကို လက်လှမ်းမီနိုင်ရေး၊ နိုင်ငံတော်စည်ပင်ကြွယ်ဝရေး၊ ဒီမိုကရေစီလမ်းကြောင်းနှင့်
ငြိမ်းချမ်းရေး၊ အစရှိတဲ့ကဏ္ဍတွေမှာ တက်ကြွစွာ ပါဝင်ဆောင်ရွက်နိုင်ရေး၊ စသည့်အရာများအတွက်
ဆန်းသစ်သည့် နည်းလမ်းအဖြေများနှင့် မိတ်ဖက်အဖြစ် ဆောင်ရွက်မှုများကို တည်ဆောက်
အကောင်အထည်ဖော်ရမည်ဖြစ်ကြောင်း ယင်းမဟာဗျူဟာ အစီအစဉ်က အခိုင်အမာ ဖော်ပြထားသည်။
ထောင်နှင့်ချီသော ဆရာ၊ ဆရာမများ၊ ကျောင်းအုပ်ကြီးများ၊ ပညာရေးဆိုင်ရာ ကျွမ်းကျင်သူများ၊ အရပ်ဖက်
လူ့အဖွဲ့အစည်းများနှင့် လွှတ်တော်အမတ်များအနေဖြင့် ၂၀၁၂ခုနှစ်မှ စတင်ခဲ့သည့် ပြည့်စုံကျယ်ပြန့်သော
ပညာရေးကဏ္ဍဆိုင်ရာ ပြန်လည်ဆန်းစစ်သုံးသပ်ချက်(CESR)တွင် ပါဝင်ခဲ့ကြသည်။ ယနေ့တွင်
မိတ်ဆက်လိုက်သည့် အစီအစဉ်သည် ယင်းကဲ့သို့ ပူးပေါင်းကြိုးပမ်းခဲ့မှုများ၏ ရလဒ်ကောင်းပင်ဖြစ်ပြီး
မြန်မာနိုင်ငံ၏ မကြာလှသေးသည့် သမိုင်းကြောင်းအတွင်း မကြုံဖူးသေးသည့် ညှိုနှိုင်းဆွေးနွေးတိုင်ပင်မှု
ရလဒ်များကိုအခြေခံထားခြင်း ဖြစ်သည်။
“ယခုလိုမိတ်ဆက်လိုက်တဲ့အစီအစဉ်ဟာ ပညာရေးကဏ္ဍဆိုင်ရာ ပြန်လည်ဆန်းစစ်လေ့လာ သုံးသပ်ချက်ရဲ့
ခရီးလမ်းရှည်ကနေ စတင်ခဲ့တဲ့ အောင်မြင်မှုတခု ဖြစ်ပေမယ့်လည်း နောက်ထပ်ခရီးလမ်းကြောင်း
အသစ်တခုရဲ့ အစပြုခြင်းဆိုလည်း မမှားပါဘူး” ဟု ဖွံ့ဖြိုးမှုမိတ်ဖက်တွဲဖက်ဥက္ကဌနှင့် ပြည်ထောင်စုသမ္မတ
မြန်မာနိုင်ငံဆိုင်ရာ သြစတြေးလျနိုင်ငံ သံအမတ်ကြီး နီကိုလတ်(စ်) ကော်ပယ်(လ်)က ပြောသည်။
”မြန်မာနိုင်ငံက ကလေးသူငယ်လေးတွေအားလုံးကို အကျိုးပြုနိုင်ဖို့ ဒီလို လမ်းကြောင်းချထားပြီးဖြစ်တဲ့
အစီအစဉ်ကို ကျွနု်ပ်တို့က ဆက်လက်ပံ့ပိုးကူညီသွားဖို့ လိုပါတယ်။ ဒါမှသာ မိတ်ဖက်ဖြစ်သူအားလုံးနဲ့
ပညာရေးကဏ္ဍအတွက်ကူညီလုပ်ကိုင်နေတဲ့ကဏ္ဍတွေအားလုံးက သိရှိပိုင်ဆိုင်နိုင်ပြီး တညီတညွတ်တည်း
လုပ်ကိုင်နိုင်မှာ ဖြစ်ပါတယ်။
ဤမဟာဗျူဟာအစီအစဉ်သည် နိုင်ငံတော်အစိုးရနှင့် တိုင်းရင်းသားအဖွဲ့အစည်းများမှ ဦးဆောင်
ဆောင်ရွက်သည့် ဗဟိုချုပ်ကိုင်မှုကို ဖျက်သိမ်းခြင်း၊ ပြန်လည်ဆုံမိနေသော နည်းစနစ်များအကြောင်း
ဆွေးနွေးခြင်းနှင့် စွမ်းဆောင်မှုမြှင့်တင်ရေးတွင် အပြည့်အဝပါဝင် ဆောင်ရွက်ရမည့် ကျောင်းအုပ်ကြီးများ၊
ဆရာ၊ ဆရာမများ၊ မိဘများနှင့် ကျောင်းသားများအတွက် ပျော့ပြောင်းသည့် ကိရိယာတစ်ခုလည်း
ဖြစ်စေပါသည်။
“ပညာရေးဆိုတာ လူတစ်ဦးချင်းစီတိုင်းနဲ့ အသိုင်းအဝိုင်းတစ်ခုလုံးရဲ့ စွမ်းဆောင်ရည်ကို လမ်းဖွင့်ပေးနိုင်တဲ့
အဓိက သော့ချက်ပဲဖြစ်ပါတယ်။” ဟုနီကိုလတ်(စ်) ကော်ပယ်(လ်)က ဖြည့်စွက်ပြောကြားသည်။
”တချိန်တည်းမှာပဲ ကလေးသူငယ်တွေ ပညာသင်ကြားနေချိန်မှာ အတန်းချိန်တွေကို အနှောက်အယှက်
ဖြစ်စေတဲ့ နေရပ်စွန့်ခွာပြောင်းရွှေ့နေထိုင်ရမှုတွေကို ရပ်တန့်သွားနိုင်ဖို့ ငြိမ်းချမ်းရေးလိုအပ်ပါတယ်။
နောက်ပြီးတော့ စာသင်ကျောင်းတွေအနေနဲ့လည်း လူမျိုးအနည်းစုကို လေးစားမှုရှိပြီး မြန်မာနိုင်ငံမှာ
ပညာရေးအခွင့်အလမ်းကို ကလေးသူငယ်တွေတိုင်း ရရှိဖို့အတွက် သူတို့ရဲ့ သွင်ပြင်လက္ခဏာတွေနဲ့
ဘာသာစကားတွေကိုလည်း လေးစားရမှာ ဖြစ်ပါတယ်။” ဟု ဘတ်ထရန် ဘိန်း(ဗဲ)လ်က နိဂုံးချုပ်
ပြောကြားသည်။..."
Mariana Palavra, Jay Frere Harvey, Htet Htet Oo
Source/publisher:
reliefwe via "The MIMU"
Date of publication:
2017-02-23
Date of entry/update:
2019-06-14
Grouping:
Individual Documents
Language:
English
Format :
pdf pdf
Size:
205.31 KB 111.73 KB
more
Description:
"Dear UNICEF partners,
As Myanmar writes a new chapter in its history, and
as the World adopts its Sustainable Development
Goals agenda, UNICEF Myanmar‘s report for 2015
“Delivering Results for Children” is an opportunity
to reflect on progress and results within the 2011-
2017 Programme of Cooperation between the
Government of the Union of Myanmar and UNICEF.
This year, the cooperation has been driven by three main considerations: 1/ the
importance of turning policies and plans into tangible changes in children’s lives,
as longer term reforms proceed; 2/ the need to respond to humanitarian needs
- arising from protracted situations and from the massive floods and landslides
that affected the country, while further mainstreaming risk reductions strategies into
development plans; and 3/ the central place of children in determining factors for
Myanmar’s sustainable development - peace, social cohesion, and human rights.
Releases of children and young people from the armed forces have continued,
with more than 146 released this year alone, and falling one child short of the 700
mark since the signing of the Joint Action Plan in 2012. In targeted townships,
the proportion of children aged 3-5 years accessing early childhood facilities
increased to 37.5% in 2015 from 17% in 2014. More than 95% of children aged 9
to 15 (approximately 13 million) were protected from measles and rubella through
vaccination campaigns. More than 280,000 children in 27 townships benefitted from
the first ever deployment of social work case managers. The proportion of children
under 5 registered continued to increase, reaching 79% in 2015..."
Bertrand Bainvel
Source/publisher:
UNICEF (United Nations Children's Fund)
Date of publication:
2015-12-01
Date of entry/update:
2019-06-10
Grouping:
Individual Documents
Category:
UNICEF (United Nations Children's Fund), Children, Education in Burma/Myanmar - general, Public Health, Children's rights: reports of violations in Burma against more than one ethnic group
Language:
English
Format :
pdf
Size:
1.66 MB
more
Description:
"Seven-year-old Ma Han Su Lwin is very proud of her ‘Miss Clean’ award.
“I’m feeling good about myself and happy to help other students learn how to improve their personal hygiene,” said Han Su Lwin.
Every month the students at Sin Taung Middle School in Demawso Township in Kayah State observe their daily behaviours and decide among themselves who gets the ‘Mr Clean’ or ‘Miss Clean’ champion awards. It’s a keen competition that builds awareness of water and sanitation issues and personal hygiene.
Since the recent installation of new sanitation facilities at the school by UNICEF and the beginning of the hygiene awards, teacher Daw Myint Myint Hlaing is very enthusiastic about the dramatic changes she has witnessed.
“The clean and comfortable facilities definitely encourage our children to follow good personal hygiene practice. They are learning more about the importance of cleanliness and I’m seeing them enjoying using the facilities,” said Daw Myint Myint Hlaing.
“Before this, we didn’t have enough clean drinking water available and our hygiene standards were low. The toilet facilities used to be very basic and dirty. Solid and liquid waste was collected in a single bucket and there was only one handwashing facility, with no soap or running water. Understandably, adolescent girls would choose to miss classes during their menstruation,” the teacher explained.
UNICEF’s WASH in Schools programme in Myanmar sees the installation of raised water tanks with piping to support male and female latrines, hand-washing stations, drinking water machines, water filters and menstrual hygiene management kits. The programme also includes hygiene education, menstrual hygiene management awareness training for students and teachers, and training of school maintenance staff on the operation and maintenance of the WASH facilities.
Over 9,488 children in twenty-seven schools in Kayah State benefit from the improved water, sanitation and hygiene facilities through this programme.
A recent ‘Mr Clean’ award winner, nine-year-old Maung Thurein Min revealed, “I’ve been learning about keeping my body clean. These are new and interesting things for me. When I’m clean, I feel much happier in my life,” reflected Maung Thurein Min..."
Khin Mar Win, A Mar Zaw
Source/publisher:
UNICEF (United Nations Children's Fund)
Date of publication:
2019-05-07
Date of entry/update:
2019-06-10
Grouping:
Individual Documents
Language:
English
more
Description:
"When children live in conflict affected areas or in camps for the Internally Displaced Persons (IDP), their education will be one of the first things to be compromised. But when communities and local officials realize the future of those vulnerable children can be brighter through education, then it will be possible to keep children learning even in difficult circumstances.
In Kachin State, following the conflict in April 2018, children from villages in Njang Yang Township, including students and teachers from Zup Mai Yang village, took shelter in Tang Hpre IDP camp. Initially, the children were not able to start the 2018-2019 academic year. However, with the collaboration of the local community, State Parliamentarians and district education authorities children like Hkun Mai are now able to learn within the camp..."
Fre Yilma
Source/publisher:
UNICEF (United Nations Children's Fund)
Date of publication:
2019-05-06
Date of entry/update:
2019-06-09
Grouping:
Individual Documents
Language:
English
more
Description:
"In its latest update to its PFM Strategy, MoPF stressed on
the need for transparency of public financial management
system, and encouraged the release of budgetary
information to stakeholders and the public, referring inter
alia to a budget in brief.
The 2018 Education Budget Brief of Myanmar is a joint
initiative of MoE and UNICEF, aiming at supporting the
sector’s efforts to strengthen Public Financial Management
(PFM), drawing a line between the sector’s budgetary
decisions, its financial management and the results
in education. The aim is to encourage transparency and
accountability in the allocation and utilization of resources,
with a view to strengthen the budgetary processes, and
improve the service delivery outcomes.
This initiative was encouraged by the recent scale-up of
UNICEF Public Finance for Children (PF4C) in Myanmar.
PF4C’s overarching goal is to contribute to the realization
of children’s rights by supporting the best possible use
of public budgets. For this purpose, UNICEF will engage
with all relevant stakeholders, establish processes and
deploy a number of tools – amongst which the Budget
Brief was considered the most viable to initiate the work
on education..."
Source/publisher:
UNICEF (United Nations Children's Fund)
Date of publication:
2018-02-01
Date of entry/update:
2019-06-08
Grouping:
Individual Documents
Language:
English
Format :
pdf
Size:
1.5 MB
more
Description:
''The Government of Myanmar should immediately and unconditionally free seven university students sentenced to three months in prison with hard labor for peacefully protesting security conditions on their university campus in Mandalay, said Athan and Fortify Rights today.
“These convictions are absurd,” said Maung Saungkha, Founder of Athan. “This is yet another example of the Myanmar government jailing students and activists for exercising their right to peacefully assemble. Instead of locking up students for holding a protest, the government should listen to their calls for better security.”
On February 13, the Amarapura Township Court found seven students of Yadanabon University guilty of arson and holding a protest without providing proper notification, sentencing the students to a total of three months’ in prison with hard labor.
The seven students are prominent members of the Yadanabon Student Union and were involved in organizing a series of protests beginning on December 28 on Yadanabon University campus, calling for improved campus security.
The security conditions on the campus of Yadanabon University and in surrounding areas in Mandalay are troubling, said Athan and Fortify Rights. In the fall of 2018, three students—Ko Nay Min Htet, age 19, Htet Lin Thant, age 18, and So Moe Hein, age 20—were robbed and murdered in Mandalay, while up to 15 motorcycles of students are stolen each year, according to the protesters. Yadanabon University employs around 30 security officers to provide security for approximately 25,000 students.
After raising concerns with local officials—including University Rector Maung Maung Naing, Mandalay Regional Chief Minister Dr. Zaw Myint Maung, and other relevant authorities—and failing to receive an adequate response, the Yadanabon Student Union organized protests. In addition to demanding better security for students, they called for toilets to be fixed and more maintenance personnel...''
Source/publisher:
"Fortify Rights"
Date of publication:
2019-02-15
Date of entry/update:
2019-02-23
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Education in Mandalay Region, Human Rights Education
Language:
English
more
Description:
"This is part one of a five-part post by Monash University students from a two-week study tour to Myanmar.
Editor?s Note: In July this year, nineteen Criminology students from Monash University travelled to Myanmar on a two-week study tour, sponsored by the New Colombo Plan Mobility Grant. This was the first Monash study tour to Myanmar and the first study tour to Myanmar with a focus on crime and criminal justice. Students engaged with a number of representatives from government, non-government, INGOs, universities and other agencies, as well as individuals including young activists and journalists, all working within Myanmar?s law enforcement and criminal justice sector. Through this learning experience, students developed and deepened their knowledge and understanding of the complexities behind Myanmar?s human rights, political, diplomatic, education agendas and how they intersect.
Myanmar?s newly evolving democracy is limited by a lack of open debate and free discussion. Contributing to this is the education system, which encourages rote learning without challenge and promotes teacher ascendancy through the teacher-centred approach to learning. The previous military regime exploited the education curriculum as a political tool to prohibit open dissent and challenge to their authority, by instigating a state-wide attitude that disapproves of independent thinking. Consequently, the education system is resistant to reforms intending to introduce critical thinking..."
Source/publisher:
Teacircleoxford
Date of publication:
2018-11-07
Date of entry/update:
2018-11-19
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
more
Description:
"This is part two of a five-part post by Monash University students from a two-week study tour to Myanmar. See Part I here. Editor?s Note: In July this year, nineteen Criminology students from Monash University travelled to Myanmar on a two-week study tour, sponsored by the New Colombo Plan Mobility Grant. This was the first Monash study tour to Myanmar and the first study tour to Myanmar with a focus on crime and criminal justice. Students engaged with a number of representatives from government, non-government, INGOs, universities and other agencies, as well as individuals including young activists and journalists, all working within Myanmar?s law enforcement and criminal justice sector. Through this learning experience, students developed and deepened their knowledge and understanding of the complexities behind Myanmar?s human rights, political, diplomatic, education agendas and how they intersect..."
Source/publisher:
Teacircleoxford
Date of publication:
2018-11-07
Date of entry/update:
2018-11-19
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
more
Description:
"The education, science and technology sectors
play a pivotal role in creating knowledge-based
society that will drive Myanmar?s inclusive and
resilient economic and social development.
Climate change will likely limit the access to
education especially in rural areas. Key impacts
of climate change on the education sector relate
to damages to school infrastructure, reduced
mobility, increased risks to children?s health, and
poverty
Actions to advance climate change knowledge and
public awareness are urgently needed to enhance
Myanmar?s capacity to respond to climate risks.
More specifically, the country should integrate
climate change into education and training
programmes, improve technical and institutional
capacities for research in the field of climate
change, develop inclusive public awareness
programmes, and establish partnerships at the
local, national and international levels...."
Source/publisher:
Myanmar Climate Change Alliance
Date of publication:
2017-10-00
Date of entry/update:
2018-01-19
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
Format :
pdf
Size:
693.31 KB
Local URL:
more
Description:
"Myanmar needs to replace an education system that wants children to answer questions but not ask them with one that encourages analytical thinking and intellectual stimulation..."
Source/publisher:
"Frontier Myanmar"
Date of publication:
2015-09-10
Date of entry/update:
2016-08-17
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"Kyar Yin Shell is a 26-year-old young man from Kengtung, the ?dark and dirty? capital city of eastern Salween in the Shan State. While Kengtung has not seen civil war for over two decades, development is non-existent and electricity scarce. Kyar Yin Shell is Lahu, a little known ethnic group that lives scattered around the mountains of Burma, China, Laos, and Thailand. As most Lahu people, Kyar Yin Shell grew up in a village, but unlike many others he was lucky enough to go to school. As a teenager, hard-working Kyar Yin Shell had great hopes for his future until it all seems to end one day; wrong medical treatment left Kyar Yin Shell paralyzed. Kyar Yin Shell lost all hope for his future and like so many others in the Shan State, he became addicted to drugs. During those dark times, Kyar Yin Shell could never have known that he would not only survive and learn to live with his disability, but work actively for his people and travel overseas to represent his country. Kyar Yin Shell?s story shows how much life can surprise you. If you take the chance."...See the Alternate link for part 2.
Source/publisher:
Burma Link
Date of publication:
2015-07-30
Date of entry/update:
2016-03-20
Grouping:
Individual Documents
Category:
Lahu (cultural, political), Children and armed conflict, Shan State, Armed conflict in Shan State - general articles, Education in Burma/Myanmar - general, Education in Shan State (general)
Language:
English
more
Description:
"?We had never heard about human rights in the village,” Lway Chee Sangar tells me at the Palaung Women?s Organization (PWO) office in Mae Sot, Thailand. Sangar is 23 years old. The ethnic nationality group to which she belongs, called the Palaung or Ta?ang, has been caught in an armed struggle for self-determination against the brutal Burmese regime for the better part of the past five decades.
Sangar began working with the PWO about three years ago when her parents, desperate to give her an opportunity to improve her life, sent her from their tiny, remote village in the northern Shan State of Burma to the PWO?s former training center in China. It took her a combined six months of training at the PWO to begin to grasp the idea that all humans have rights.
Sangar?s story is speckled with brushes with conflict, starting from her birth. She was born on the run, when her parents had to flee their village due to an outbreak of fighting nearby. Today, the Ta?ang National Liberation Army (TNLA), the armed wing of the Palaung State Liberation Front, is fighting off Burmese offensives and combatting opium cultivation in Palaung areas, according to their statement. Civilians are often caught in the cross-fire. Burmese forces have been known to use brutal tactics against civilians in conflict areas, including deadly forced portering and forced labor, torture, killing, and extortion of money, supplies, and drugs."
Source/publisher:
Burma Link
Date of entry/update:
2016-03-18
Grouping:
Individual Documents
Category:
Education of migrants from Burma, Education in Burma/Myanmar - general, Education for Women and Girls - Burma, Human rights and education, Women of Burma -- bibliographies, Women and armed conflict - Burma/Myanmar, Armed conflict in Burma - Impact on village life, including health and education, Armed conflict in Shan State - economic factors associated with the conflict
Language:
English
more
Description:
Executive Summary: "The 2015
EFA Global Monitoring Report
provides a complete assessment of progress
towards the Education for All goals established in 2000 at the World Education Forum in
Dakar, Senegal. The report takes stock of whether the world achieved the EFA goals and
whether EFA partners upheld their commitments. It also explains possible determinants
of the pace of progress and identifies key lessons for shaping a post-2015 global
education agenda..."
Source/publisher:
UNESCO via Myanmar Information Management Unit (MIMU)
Date of publication:
2015-00-00
Date of entry/update:
2015-10-01
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"Academic discussions sometimes get a bad rap. They are deemed tedious, even irrelevant, with unfocussed rambling on topics of only minor concern...
The Myanmar people will want to see how academic ideas can be made useful in their lives. Such research is often best when it focuses on long-term considerations and the types of problems, like natural disasters, that cannot fit into daily news coverage.
With good planning, Myanmar could create for itself an enviable array of knowledge that helps to secure its future. After the next election, making decisions about research priorities for the years ahead should be high on the agenda for Myanmar?s new government."
Nicholas Farrelly
Source/publisher:
"Myanmar Times"
Date of publication:
2015-08-17
Date of entry/update:
2015-08-25
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, Tertiary (higher) education, training and capacity-building
Language:
English
more
Description:
Abstract: "This paper presents the findings of a research study that investigated the level of education that the children of labor migrants from Burma now living in Chiang Mai, Thailand can access to as well as looking at the possibility and different channels for their further education should their parents decide to return to Burma. The focus of the study concentrates on four different ethnic groups, Karen, Karenni, Palaung and Shan by looking at children from the age between 4-13 years old to identify factors that are involved when these migrant children move back to Burma. At the same time, for many children who spent most of their lives in Thailand, it is interesting to see the possibilities and challenges for them in relating to accessing to education since Burma is a new home for many of them. Therefore, it is also interesting to see how the Burma government as well as the Thai education system will respond to this issue of educational development in the changing economic and democratic processes of these countries.".....Paper delivered at the International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-26 July 2015.
Sutthida Keereepaibool
Source/publisher:
International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-26 July 2015
Date of publication:
2015-07-26
Date of entry/update:
2015-08-11
Grouping:
Individual Documents
Category:
Education and training of migrants and refugees from Burma, Education in refugee camps in Thailand, Education in Burma/Myanmar - general, Education of migrants from Burma, Migration from Burma: mixed and general articles and reports, Migrant Worker Remittances to Burma, Migrant workers from Burma : general and mixed articles and reports, International Conference on Burma/Myanmar Studies (ICBMS) 23-26 July, 2015
Language:
English
Format :
pdf
Size:
56.1 KB
more
Description:
Abstract: "The
Education
Reform
especially
in
Higher
Education
has
been
started
since
2011
when
the
shift
of
power
from
the
military
regime
to
the
democratic
one.
Higher
Education
Institutes
are
governed
mainly
by
the
Minister
of
Education
and
other
various
Ministries.
However,
there
is
no
much
collaboration
and
coordination
among
Ministries.
Moreover,
the
published
policy
or
development
plan
which
presents
an
overall
strategy
on
higher
education
sector
development
is
not
formulated.
There
are
some
critical
issues
that
the
university
sector
that
is
serving
only
for
elite
students,
in
a
country
where
the
diversity
of
ethnicity,
religion,
language,
and
disabilities
is
challenging
the
state
provision
of
education,moreover,
in
particular,
language
remains
a
dynamite
issue
in
Myanmar.
In
Myanmar,
there
is
also
other
financial
challenge
in
Higher
Education
like
the
salaries
of
teachers
and
academics
which
leads
to
the
negative
consequence.
Curriculum
development
is
one
of
the
considerable
issues
to
be
taken
action.
The
purpose
of
this
paper
is
to
present
an
overview
of
Higher
Education
Reform
in
Myanmar.
This
involved
a
detailed
analysis
of
Higher
Education
Law,
the
system
of
administration,
finance,
and
an
example
of
recent
change.
A
key
question
that
emerged
from
the
paper
was
what
are
the
drawbacks
and
whether
the
recent
change
could
lead
to
the
development
of
Higher
Education.
This
paper
provides
an
initial
attempt
to
analyze
Higher
Education
Law
and
National
Education
Law
and
then
leads
to
examining
the
extent
to
how
much
effective
roles
can
the
different
actors
take
in
educational
changes
and
fits
different
complex
educational
changes
by
testing
it
out
in
the
light
of
research
studies
of
educational
reform
found
largely,
but
not
exclusively,
within
Myanmar.
Moreover,
this
paper
will
compare
the
standard
of
curriculum
and
testing
system
with
international
Higher
Education
system.
This
paper
will,
first,
presents
the
overview
of
Higher
Education
in
Myanmar
and
combined
with
the
model
of
complex
educational
change
derived
from
the
earlier
study.
Finally,
conclusions
will
be
drawn
providing
recommendations
regarding
the
question
of
effectiveness
and
the
development
of
Myanmar".....Paper delivered at the International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-26 July 2015.
Po Po Thaung Win
Source/publisher:
International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-26 July 2015
Date of publication:
2015-07-26
Date of entry/update:
2015-08-11
Grouping:
Individual Documents
Category:
Education reform, Tertiary (higher) education, training and capacity-building, Education in Burma/Myanmar - general, International Conference on Burma/Myanmar Studies (ICBMS) 23-26 July, 2015
Language:
English
Format :
pdf
Size:
459.48 KB
more
Description:
Abstract: "This
article
details
a
mixed
methods
study
conducted
during
the
2015
academic
year
at
Mandalay
University,
Department
of
English
in
Mandalay
Myanmar.
It
con
tributes
to
discourse
examining
contemporary
patterns
and
challenges
of
English
language
education.
Methodology
from
both
qualitative
and
quantitative
paradigms
was
systematically
combined.
A
survey
questionnaire
was
distributed
to
70
participants
and
ten
focus
group
interviews
were
conducted
with
33
participants.
A
second
set
of
participants
included
university
students
from
institutions
in
the
Mandalay
region.
Results
suggest
that
English
language
teaching
in
Myanmar
mirrors
other
Asian
contexts
in
terms
of
the
rising
influence
of
globalization
for
English
teaching,
a
concern
for
teachers?
English
proficiency,
and
the
disconnect
between
policy
and
practice.
Teacher
confidence,
disconnect
between
curriculum
and
preparation
of
students;
low
salary,
overreliance
on
the
transmission
model,
and
large
class
size
were
also
reported
as
challenges.
Recommendations
call
for
steps
toward
a
foundation
of
reflective
practice
using
action
research
as
a
starting
point
and
secondly
to
encourage
English
language
educators
representative
of
the
creative
class,
defined
by
Florida
(2002)
to
align
as
a
public
group
of
professionals.
Future
research
should
examine
the
elements
that
make
English
an
important
language
in
the
Myanmar
context
and
based
on
this,
consider
what
concept
of
English,
what
variety
of
English,
and
what
methodologies
of
English
language
teaching
are
most
productive
for
Myanmar
as
a
nation
in
transition.".....Paper delivered at the International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-26 July 2015.
Thandar Soe
Source/publisher:
International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-26 July 2015
Date of publication:
2015-07-26
Date of entry/update:
2015-08-11
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general, International Conference on Burma/Myanmar Studies (ICBMS) 23-26 July, 2015
Language:
English
Format :
pdf
Size:
344.28 KB
more
Description:
Purpose/ Objective:
"The main purpose of this evaluation of the UNICEF Education Programme in Myanmar 2006-2010 is to assess its performance in terms of relevance, efficiency, effectiveness, and suggest any needed modifications for further programming. The evaluation report attempts to identify key lessons learned and good practices documented through delivering the project interventions, as well as to suggest future directions that would contribute to the design and development of a second phase of multi-donor support from 2011."
David J Clarke
Source/publisher:
UNICEF
Date of publication:
2010-00-00
Date of entry/update:
2015-08-04
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
Articles on education in Myanmar.
Source/publisher:
The Irrawaddy
Date of entry/update:
2015-01-23
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
..."Education has always been given high
priority in Myanmar society since ancient times
with the monasteries acting as the main centres of
education. Because of its strong tradition of
monastic education, the literacy rate has been high
all along the history of Myanmar. The literacy rate
in the country dropped drastically as education was
given scant attention during the British colonial
period. However, sustained efforts after
Independence in 1948 have steadily increased the
literate population and today the literacy rate has
climbed to 91.8 percent in 2002."...
Source/publisher:
UNESCO
Date of entry/update:
2014-10-28
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"...National authorities have identified sixteen political, economic and social
objectives as the basis on which all policy decisions should be made. The four
national social objectives are:
uplift of the morale and morality of the nation; uplift of
national prestige, integrity, preservation and safeguarding of
cultural heritage
and
national character; uplift of dynamism of patriotic spirit; and uplift of health, fitness
and educational standards
of the nation. The main educational goals are to: enable
every individual
to acquire basic education...base
education on the rising of moral standards;
...develop the knowledge, including scientific and technical know-how,
needed for nation building...train
technicians, skilled workers and proficient intellectuals with practical
knowledge who are loyal to the State a
nd will contribute to nation-building endeavours...train the citizens so that they will achieve all-round development...allow all those who possess the intellectual ability,
caliber
and
industriousness to acquire university education."...
Source/publisher:
UNESCO & IBE
Date of publication:
2011-00-00
Date of entry/update:
2014-10-28
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"Representatives of the government insist that the education standards in Burma conform with those set out by the UN as part of the Millennium Development Goals. However, considering the meagre part of the budget that is spent on education, as well as the history of violence against students and restricted freedom of speech, international observers have some serious doubts about whether this is really the case. The fact that so many young Burmese see leaving the country as the only way to educate themselves speaks for itself."...
Source/publisher:
Oxford Burma Alliance
Date of entry/update:
2014-10-08
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"In the 1980s Pyone Myat Thu?s family of academics left Burma for a better life. Now in the face of massive reform, the ANU postdoctoral fellow argues that education is the key to unlocking the country?s vast potential.
And she also has some ideas on how the Burmese diaspora, spread across the four corners of the globe, can use their own education to help drive change in the county.
Writing for the ANU College of Asia and the Pacific, Pyone notes that in the wake of the nation-wide student uprisings in August 1988, schools, technical colleges and tertiary institutions were closed leaving the education sector neglected ?for as long as anyone cares to remember."..."
Source/publisher:
"New Mandala"
Date of publication:
2013-11-26
Date of entry/update:
2014-07-14
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
Conclusion:
The deterioration of Myanmar?s education system underlies the low economic
growth of the country. The economic side of Myanmar?s education story is not
one that is hard to tell. As Lorch has stated, civil society has jumped in where
possible, but without managing to replace the State in any significant way. One
particular section of civil society, the private sector, has used this business
opportunity to turn education into a private and profitable good. The interesting
fact is that the increased private schooling is fuelling the gap in Myanmar?s
authoritarian logic. The regime has let institutions decay and has not provided
the resources needed to build a strong state education system. This is a
short-sighted tactic, as it in effect loosens the regime?s control over society. The
private sector?s education aims are profit, but they achieve this by encouraging
an education system meant largely to help children leave Myanmar and study
abroad. Currently, education in English is the most desirable education parents
can acquire for their children. As this trend continues, the regime is allowing a
condition that increases the absence of its legitimacy, because it equates good
education with foreign education. This problem goes beyond civil society simply
patching up an inadequate or insufficient social structure.
Marie Lall
Source/publisher:
2007 Myanmar/Burma Update Conference via Australian National University
Date of publication:
2008-01-00
Date of entry/update:
2008-12-30
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
Conclusion:
Much remains to be done to restore Myanmar education to its former high
standards. In order to achieve this, a holistic approach to education must be
taken. The focus should be not only on formal education, but on informal
education. Informal education via the mass media and popular literature is often
forgotten when discussing education issues. It is highly effective in educating
the general populace about social problems such as drug addiction, sexually
transmitted diseases and the existence and spread of HIV/AIDS. In such a holistic
123
Myanmar education: challenges, prospects and options
approach, the needs and inputs of the major education stakeholders must be
considered within the contexts of home and community and school and
community. Religion and the policy environment will also influence the outcome
of the education process.
Finally, Myanmar education will improve only when the education and training
of its young improves. Their education should be carefully planned and mapped
out. This chapter has identified the various stages in the education of a child
and the development of its behaviour at which interventions could be made to
establish habits of thoughtfulness, emotional discipline, self-management and
conflict resolution. Only with such interventions will an evolutionary process
begin in the mind-set of the population, making it possible for change to occur.
Underpinning all this is a need for generational change, which will transform
the psyche of the whole nation and enable its society to move away from a
dominator type towards a more liberal and freer one.
Han Tin
Source/publisher:
2007 Myanmar/Burma Update Conference via Australian National University
Date of publication:
2008-01-00
Date of entry/update:
2008-12-30
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
Conclusion:
"The picture of civil-society initiatives in the Burmese/Myanmar education sector
is diverse and multifaceted. Nevertheless, it is possible to identify some general
trends: first, there are quite a lot of community-based initiatives in the education
sector in the broadest sense. Most of these community-based groups, however,
cannot engage in education directly. Instead, they are confined to education
support activities such as the construction of school buildings or the collection
of donations to pay for village teachers? salaries. Second, there is a number—but
definitely a small number—of civil-society groups that can engage in education
more directly. Most of these apply informal, community-based approaches to
teaching, whereas so far only a few groups have managed to become involved
in formal education and been allowed to teach the government curriculum.
Among the groups that are able to engage in formal education, monastic schools
are undoubtedly the most prominent. Third, most educational initiatives that
are aimed at children take place at the primary or even at the pre-primary level.
While there are some at the middle-school level, only a handful exists at the
high-school level. There are, however, also several educational initiatives for
169
The (re)-emergence of civil society in areas of state weakness: the case of education in Burma/Myanmar
(young) adults in the sectors of vocational skills training and capacity building.
Fourth, civil-society organisations active in the education sector often serve
multiple social functions and, apart from education, many of them provide other
welfare services as well. Education is often broadly understood to include
(preventive) health education and general capacity building. Fifth, even though
the number of civil-society initiatives in the education sector has been increasing
during the past few years, the government is still extremely suspicious of all
educational activities conducted by non-state actors. As a consequence, private
education has not so far been legally provided for, and the majority of the
civil-society groups that are active in the education sector cannot register with
the MOE. As a makeshift solution, some of them have chosen to register with
the MSW or the MRA.
This leads us to the last but perhaps the most important point: most civil
society-based educational initiatives take place under religious or ethnic
umbrellas, such as Buddhist monasteries, Christian churches and ethnic CLCs.
This last point has broader implications: in present-day Burma/Myanmar, various
secular, religious and ethnic (cultural) education systems—all of which promote
different life models—coexist. In some cases, the boundaries between these
various education and life models seem to be quite clear-cut. Some Buddhist
monastic schools teach only the Dhamma,30 some Christian missionaries preach
only the Gospels and some CLCs focus solely on the preservation of their ethnic
cultural heritage; and, above all, there is a highly authoritarian state, which is
still largely reluctant to accept the existence of an independent civil society and
the alternative education systems it provides. There are, however, also cases
where the boundaries between religious and ethnic (cultural) education on the
one hand, and secular/non-cultural education on the other, are rather blurred.
Traditional religious and ethnic cultural groups that predate the modern national
education system have re-emerged and increasingly engage in secular,
non-cultural and, in some rare cases, even formal education as well. New actors
such as NGOs have also entered the scene. The rigidity of the regime?s educational
policies certainly does not reflect the reality on the ground. Instead of providing
an enabling legal framework for private education, however, the regime still
seeks mostly to either suppress or coopt alternative civil society-based education
systems. Cooption of formerly independent groups thus constitutes another,
negative form of the blurring of the lines between civil society-based and
state-run education..."
Jasmin Lorch
Source/publisher:
2007 Myanmar/Burma Update Conference via Australian National University
Date of publication:
2008-01-00
Date of entry/update:
2008-12-30
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
Use the main link to access a version containing hyperlinks to individual chapters....
PREFACE: "The year 2007 represented a turbulent year in the history of Burma. It was a year in which
we witnessed people from all walks of life coming together in the largest public display of
dissatisfaction with the military regime in almost 20 years. Regrettably, it was also a year in
which we witnessed the brutal and bloody crackdown on those peaceful protests, including
the unforgivable and unforgettable attacks on and killings of Buddhist monks. In reference to
the colour of the robes worn by the monks, the international media named this peaceful
mass movement the ?Saffron Revolution”. These protests represented the biggest
demonstrations conducted in Burma since the popular democratic uprising of 8.8.88....
Responding to the brutality visited upon the protestors and dedicated to the memory of the
monks and laypersons who lost their lives during the Saffron Revolution, late in the year, the
Human Rights Documentation Unit (HRDU) commenced work on a report documenting the
events leading up to, during, and following the September protests. This comprehensive
report, entitled: Bullets in the Alms Bowl: An Analysis of the Brutal SPDC Suppression of the
September 2007 Saffron Revolution, was based on over 50 eyewitness testimonies to the
protests who had fled the country following the crackdowns as well as information gathered
by a team of researchers working clandestinely within Burma.
The situation of human rights in Burma largely disappeared from the international limelight
for about a year during the transition from UN Human Rights Commission into UN Human
Rights Council in 2006. Meanwhile, human rights violations in Burma continued unabated
without the notice of the new UN Human Rights Council. It was not until images of the
brutality visited upon the participants of the Saffron Revolution were broadcast worldwide by
local and international media that the Council was compelled to act and convened a Special
Session on 2 October 2007, thus bringing the human rights situation in Burma back onto
agenda again....
The year 2007 also witnessed the first time in almost four years in which the regime had
permitted the United Nations Special Rapporteur on the Situation on Human Rights in
Burma, Professor Paulo Sergio Pinheiro, to return to the country. However, by his own
admission, little was accomplished in what was to become his final visit to the country in his
role in the mandate. Professor Pinheiro resigned as the Special Rapporteur on Burma in
early 2008. Perhaps reflecting some of the frustration associated with the mandate, in his
final report to the UN Human Rights Council, Pinheiro stated that the systematic and
widespread human rights violations that have continued to be committed in Burma ?are not
simply isolated acts of individual misconduct by middle- or low-ranking officers, but rather the
result of a system under which individuals and groups have been allowed to breach the law
and violate human rights without being called to account”....
The consistent non-compliance of the Burmese military regime to the 30 consecutive
resolutions adopted by the UN General Assembly and UN Human Rights Council (previously
Commission) undermines the credibility of the UN system and the prevalence of international
law. However, since the international community bore witness to the ruthless crackdown on
the September 2007 Saffron Revolution, we have heard the voices of increasingly more of
the world?s respectable citizens and leading human rights advocates advocating for
international intervention from the perspective of the Responsibility to Protect principle....
The systematic and widespread perpetration of rape and sexual violence against women,
enslavement (forced labour), religious persecution and torture in combination of the litany of
other human rights abuses being committed in Burma with near complete impunity constitute
crimes against humanity according to Rome Statute of the International Criminal Court....The Burmese Generals should no longer be permitted to hide behind the wall of national
sovereignty as they have done so for years. It is time for the United Nations and the
international community to draw the legal conclusion that the human rights violations being
committed in Burma are tantamount to crimes against humanity and that the SPDC?s leaders
must be held to account for these crimes...."
Source/publisher:
Human Rights Documentation Unit of the NCGUB
Date of publication:
2008-09-00
Date of entry/update:
2008-09-09
Grouping:
Individual Documents
Language:
English
Format :
pdf
Size:
8.01 MB
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Description:
In den letzten Jahren h?ufen sich die Meldungen ?ber die kritische humanit?re Situation in Burma. Die sozialen Indikatoren Sterblichkeitsraten, Bildungsindikatoren, Verbreitung von typischen Armutskrankheiten wie Malaria und Tuberkulose, die alarmierende Verbreitung von HIV/AIDS - zeichnen ein d?steres Bild ?ber den Zustand des Landes, wobei es gro?e regionale und gesellschaftliche Unterschiede gibt. Die Brosch?re gibt Einblicke in die Bereiche Gesundheits- und Bildungswesen in Burma, wobei Erfahrungen aus der praktischen Arbeit von Hilfsorganisationen dargestellt werden. Neben Vorstellungen vom Wohlfahrtsstaat werden dar?ber hinaus die Situation burmesischer Migrant/innen in Thailand beleuchtet, die Auswirkungen des Opiumbanns auf die Bev?lkerung der Wa-Sonderregion untersucht und Chancen und Risiken humanit?rer Hilfe diskutiert.
Inhalt: Ulrike Bey: Armut im Land der Goldenen Pagoden?;
Marco B?nte: Dimensionen sozialer Probleme in Myanmar – Ein ?berblick; Hans-Bernd Z?llner: Der Traum vom budhistischen Wohlfahrtsstaat; Tankred St?be: Das Gesundheitssystem in Burma/Myanmar unter Ausschluss der ethnischen Minderheiten?; Brenda Belak: Der Zugang zur medizinischen Versorgung; Johannes Achilles: Das Bildungswesen in Birma/Myanmar – Erfahrungen zum Engagement im Bildungsbereich; Ulrike Bey: Frauen in Bildung und Gesundheit; Michael Tr?ster: Die Wa in Gefahr. Nach dem Opiumbann droht in der Special Region eine humait?re Katastrophe; Jackie Pollock: Die Lebensqualit?t von Migrant/innen in Thailand; Jasmin Lorch: Der R?ckzug des UN Global Fund aus Burma;
Alle Artikel dieses Bandes sind au?erdem noch separat verlinkt.
keywords: social security, health, education, humanitarian aid, migration, opium ban
Ulrike Bey (Hrsg.)
Source/publisher:
Asienhaus
Date of publication:
2005-12-29
Date of entry/update:
2006-03-20
Grouping:
Individual Documents
Category:
Social studies of Burma, Education in Burma/Myanmar - general, Articles, reports and sites relating to women of Burma
Language:
Deutsch, German
more
Description:
Zustand des Bildungswesens; Grundschulen, Universit?ten; Blindenschule
keywords: education, university, humanitarian organisation, school for the blind
Johannes Achilles
Source/publisher:
Asienhaus Focus Asien Nr. 26; S. 31-36
Date of publication:
2005-12-29
Date of entry/update:
2006-03-20
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
Deutsch, German
more
Description:
Armut in Myanmar; Die Situation im Gesundheitswesen; Die AIDS-Problematik; Das Bildungssystem
keywords: poverty, health system, HIV/AIDS, education, social problems
Marco Bünte
Source/publisher:
Asienhaus Focus Asien Nr. 26; S. 9-14
Date of publication:
2005-12-29
Date of entry/update:
2006-03-20
Grouping:
Individual Documents
Language:
Deutsch, German
more
Description:
Armutsreduzierung und die St?rkung der Position von Frauen h?ngen in vielerlei Hinsicht zusammen. In Burma, so hei?t es im Allgemeinen, nehmen die Frauen eine angesehene und respektierte Rolle in der Gesellschaft ein. In der Kombination mit Armut, Gewalt oder kulturellen Werten werden jedoch Diskriminierungen und Ungleichheiten sichtbar. Die meisten Gesundheitsprobleme, denen sich Frauen ausgesetzt sehen, sind auf schlechte Lebensbedingungen zur?ckzuf?hren.
keywords: women, health, education, prostitution, HIV/AIDS, family planning
Ulrike Bey
Source/publisher:
Asienhaus Focus Asien Nr. 26, S. 37-43
Date of publication:
2005-12-29
Date of entry/update:
2006-03-20
Grouping:
Individual Documents
Category:
Reproductive Health/Gynaecology, Obstetrics, Social studies of Burma, Education in Burma/Myanmar - general, Articles, reports and sites relating to women of Burma
Language:
German, Deutsch
more
Description:
Situation of Education: Partial Re-opening of Universities; Closure of Dagon and Rangoon Cultural University; No Housing for Students at Pa-an college; Technical Institute moved to remote areas and tuition too high for most students; Quality Higher Education Lost for a Generation of Students; Disparity Between Civilian and Military Education... Situation of Health: HIV/AIDS; SPDC Ministry of Health Data on HIV (also see chapter on Women);
HIV Prevalence Rates Among Injecting Drug Users;
Mental Health; Prisoners' Health; Health Related INGOs Working in Burma; Health Situation in Border/Conflict Areas; Health situation in relocation sites; Health situation for villagers in hiding villages; Health Situation in Toungoo District, Karen State; Epidemic Kills thousands in Maung Yawn; Villagers forced to pay for UNICEF provisions; Families forced to buy health care cards for mothers and children to support military fund; Bribes demanded to attend Nurse Training; Lack of medicine among SPDC soldiers; Shortage of Medicine and Importation of Counterfeit Medicine in Karenni State... Personal Account.
Source/publisher:
Human Ri9ghts Documentation Unit of the NCGUB
Date of publication:
2001-10-00
Date of entry/update:
2005-05-27
Grouping:
Individual Documents
Language:
English
Format :
htm
Size:
47.47 KB
Local URL:
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Description:
"Falling standards and the culture of fear have crippled Burma?s education system and the country?s future...Schools and universities in Burma require sweeping reform to promote a more equitable, multi-ethnic and multicultural society...
Clearly, the regime ... can continue to promote a culture of fear and watch the complete disintegration of the country?s education system, or it can recognize that future national development will stand a better chance with genuine investments in the education of Burma?s youth today."
Min Zin
Source/publisher:
"The Irrawaddy", Vol. 11, No 6
Date of publication:
2003-07-00
Date of entry/update:
2003-11-06
Grouping:
Individual Documents
Language:
English
more
Description:
"Burma?s long-term prospects for a successful transition to democracy will depend more on educational change than "regime change...
With the dialogue between the ruling regime and the democratic opposition once again deadlocked, many people are thinking that Burma is due for an Iraq-style "regime change." Regardless of the manner in which political change comes to the country, however, the initial period of reconstruction following the establishment of democracy will be especially challenging for educators. The success of Burma?s efforts to reestablish itself as a democratic nation will depend largely on its capacity to introduce sweeping educational reforms—from the classroom to the state level..."
Dr Thein Lwin
Source/publisher:
"The Irrawaddy" Vol 11, No. 6
Date of publication:
2003-07-00
Date of entry/update:
2003-11-06
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
more
Description:
"Ce rapport se concentre sur la situation des enfants birmans en Birmanie et dans leur principal pays d?exil, la Thaïlande. Il fait suite à deux voyages effectués en Thaïlande et en Birmanie pour y rencontrer des dizaines d?intervenants dans le domaine de l?enfance : parents, enfants, enseignants, médecins, syndicats, ONG, etc. Nous avons aussi eu l?occasion, tant en Birmanie qu?en Thaïlande, de visiter plusieurs hôpitaux, écoles et usines où travaillent des enfants. La plupart de nos interlocuteurs ont demandé de ne pas les citer nommément dans ce rapport car ils craignent pour leur sécurité. Nous les remercions tous pour le temps qu?ils ont bien voulu nous accorder, avec une reconnaissance toute particulière pour les personnes qui, en Birmanie même, ont pris des risques pour nous montrer la réalité de leur pays."
Samuel Grumiau
Source/publisher:
Confederation International des syndicats libres (CISL)
Date of publication:
2003-08-00
Date of entry/update:
2003-09-20
Grouping:
Individual Documents
Category:
Children's rights: reports of violations in Burma against more than one ethnic group, Education in Burma/Myanmar - general
Language:
Francais, French
more
Description:
The situation facing children
after 41 years of
military rule in Burma...
Some facts and figures on Burma;
Historical background: 41 years of dictatorship;
Standard of living in Burma;
Children in Burma:
1) Education;
2) Child labour;
3) Forced child labour 18;
4) Health 19:
Burmese children in Thailand;
1) Burmese people in Thailand;
2) Education of Burmese children in Thailand;
3) Child labour;
4) Health;
Burmese children in Bangladesh;
Conclusions.
Samuel Grumiau
Source/publisher:
International Confederation of Free Trade Unions (ICFTU)
Date of publication:
2003-08-00
Date of entry/update:
2003-08-23
Grouping:
Individual Documents
Category:
Children's rights: reports of violations in Burma against more than one ethnic group, Children, Education in Burma/Myanmar - general
Language:
English
more
Description:
1. Introduction;
2. Free education in Primary Level:
2.1. Main cause of students? dropout rate in Primary Level Education;
2.2. Government Obligation;
2.3. Evaluation on the works of International Organizations and governments in Primary
level Education;
2.4. Child Solider and Child Labor;
2.5. Summary...
3. Rights of Education:
3.1. Right of Education under present socio economic systems;
3.2. Gender Inequality in the System;
3.3. Systematic suppression of students in fear of student unrests;
3.4. Rights of Minority people in Education;
3.5. Student Political Prisoners;
3.6. Alternative Education;
3.7. Summary...
4. Curriculum:
4.1. Influence of government political goals and policies;
4.2. Participation of Teachers and Education Professionals in the Curriculum Drafting;
Process;
4.3. Summary...
5. Student Perception on Education and Ethical Concerns:
5.1. Perceptions of Students on Present Education System;
5.2. Relying on private tuitions;
5.3. Corruption in the System;
5.4. Summary...
6. Teaching and Learning System:
6.1. Lacks of Student Participation in Classroom Lectures;
6.2. Creating Thinking for Students;
6.3. Quality of Teachers;
6.4. Insufficient Learning Materials and Resources;
6.5. Continuous Assessment and Progress System (CAPS);
6.6. Summary...
7. Student Rights:
7.1. Freedom of Expression;
7.2. Freedom of Association;
7.3. Other Student Rights;
7.4. Summary...
8. Widening Gap between Civilian and Military Education:
9. Academic Freedom;
9.1. Censorship of Academic Publication;
9.2. Political Interference in Academia;
9.3. Freedom of Speech;
9.4. Institutional Academic Freedom;
9.5. Summary...
10. Information Technology:
10.1. Introduction;
10.2. General Criterion;
10.3. E-education;
10.4. Opportunities to use IT;
10.5. IT Related Vocational Training;
10.6. Internet Access;
10.7. Summary...
11. Conclusion...
Appendix: list of institutes of higher education in Burma...
Bibliography.
Source/publisher:
Foreign Affairs Committee, All Burma Federation of Student Unions (ABFSU)
Date of publication:
2003-05-00
Date of entry/update:
2003-07-09
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
Format :
pdf
Size:
247.88 KB
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Description:
Substantial report which demonstrates how the military education system in Burma has been built up and developed to the detriment of civilan education. "...The military regime in Burma, currently known as the SPDC, has perpetually neglected civilian education in
the country, especially since the national uprisings of 1988, and the resulting political deadlock. The education
system, along with other socially vital institutions, and the country as a whole, is incessantly declining. It is clear
that the military junta?s priorities are to keep the army strong, despite the fact that the country has no external
enemies. Over 40% of the national budget is spent on the military force, while only a mere 7.7% of the allotted
education budget is used to promote education.
The country?s economy is rapidly collapsing, and common people across the nation are struggling to survive,
yet teacher salaries remain low and the cost of education is high and rising. Beginning from the lowest level of
primary school through to the institutions of higher learning, only those with enough money are able to receive
their education. 9.5 million of Burma?s children are unable to even begin their basic education, and of those that
do start primary school, only 37% are able to go on to the middle school level..."
Source/publisher:
ABFSU
Date of publication:
2000-06-00
Date of entry/update:
2003-06-03
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
Format :
htm pdf
Size:
420.97 KB 163.71 KB
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Description:
Abstract: "This paper deals with the educational cost of army rule in Burma in at least four respects. First, there is a lack of access to education due to years of neglect regarding compulsory basic education. Second, the school curriculum fails to promote skills, which are needed for the world of work as well as social life. Third, there is no provision for teaching in languages other than Burmese for children whose mother tongue is not Burmese. The three problems mentioned above are worsened by the fact that the teaching profession is undermined by the regime."
Thein Lwin
Date of publication:
2000-09-27
Date of entry/update:
2003-06-03
Grouping:
Individual Documents
Category:
Education in Burma/Myanmar - general
Language:
English
Format :
htm
Size:
102.26 KB
Local URL:
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