Education in Burma/Myanmar - general

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Title: Myanmar begins designing validation study for Teacher Competency Standards Framework
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
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Type: Individual Documents
Language: English
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Title: Myanmar: UNESCO country programming document, 2013-2015
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
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Type: Individual Documents
Language: English
Format : pdf
Size: 332.32 KB
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Title: On-the-ground expertise points to solutions for disadvantaged children’s learning challenges
Description: 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
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Type: Individual Documents
Language: English
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Title: UK provides USD 1 million to UNESCO to support pre-service teacher education reform in Myanmar
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
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Type: Individual Documents
Language: English
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Title: A National Education Strategic Plan for a prosperous, peaceful and united Myanmar - ငြိမ်းချမ်းပြီး စည်းလုံးညီညွတ် စည်ပင်ကြွယ်ဝသည့် မြန်မာနိုင်ငံတော်အတွက် အမျိုးသားအဆင့် ပညာရေးမဟာဗျူဟာ အစီအစဉ်အား မိတ်ဆက်
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
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Type: Individual Documents
Language: English
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Title: Delivering results for children 2015
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
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Type: Individual Documents
Language: English
Format : pdf
Size: 1.66 MB
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Title: Miss Clean and Mr Clean WASH in Schools
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
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Type: Individual Documents
Language: English
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Title: It takes a village…
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
[field_licence]
Type: Individual Documents
Language: English
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Title: Myanmar 2018 Education Budget Brief
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
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Language: English
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Title: Myanmar: Free Seven University Students in Mandalay
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
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Title: Critical Thinking in Myanmar?s Education System (Part I)
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
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Title: On the Rote to Nowhere ? Approaching Myanmar?s Education Reform (Part II)
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
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Title: Building a resilient Myanmar society through education, science and technology - Policy Guidance Brief 6
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: 2017-09-30
Date of entry/update: 2018-01-19
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Title: The critical thinking gap
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
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Title: INGOs Cannot Reach Lahu Areas and the Needs of the Lahu People
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
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Title: Lway Chee Sangar: Reclaiming Rights After a Childhood of Labor, Hardship, and Conflict
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
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Title: Education For All (EFA) Global Monitoring Report: 2000-2015: achievements and challenges
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: 2014-11-30
Date of entry/update: 2015-10-01
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Language: English
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Title: Making knowledge count
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
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Language: English
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Title: Educational Development In A Changing Burma: The Future Of Children Of Migrant Labourers Returning From Thailand To Burma
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
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Language: English
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Title: An Overview of Higher Education Reform In Myanmar
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
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Language: English
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Title: A Study of Contemporary Trends and Challenges of English Language Teaching in Myanmar
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
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Type: Individual Documents
Language: English
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Title: 2010 Myanmar: Evaluation of UNICEF Education Programme - Improving Access to Quality Basic Education in Myanmar (2006-2010)
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: 2009-11-30
Date of entry/update: 2015-08-04
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Language: English
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Title: "Irrawaddy" - education
Description: Articles on education in Myanmar.
Source/publisher: The Irrawaddy
Date of entry/update: 2015-01-23
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Language: English
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Title: Review on Adult Education in Myanmar
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
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Title: World Data on Education: Myanmar educaiton
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: 2010-11-30
Date of entry/update: 2014-10-28
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Language: English
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Title: Education in Burma
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
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Language: English
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Title: Myanmar?s academic ambitions
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
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Title: Evolving Education in Myanmar: the interplay of state, business and the community
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: 2007-12-31
Date of entry/update: 2008-12-30
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Title: Myanmar education: challenges, prospects and options
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: 2007-12-31
Date of entry/update: 2008-12-30
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Title: The (re)-emergence of civil society in areas of state weakness: the case of education in Burma/Myanmar
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: 2007-12-31
Date of entry/update: 2008-12-30
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Language: English
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Title: Burma Human Rights Yearbook 2007
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: 2008-08-31
Date of entry/update: 2008-09-09
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Language: English
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Title: Armut im Land der Goldenen Pagoden. Soziale Sicherheit, Gesundheit und Bildung in Burma; Focus Asien Nr. 26
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
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Type: Individual Documents
Language: Deutsch, German
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Title: Das Bildungswesen in Birma/Myanmar - Erfahrungen zum Engagement im Bildungsbereich. Oder: Birma, "Krieg gegen die Bildung" und "Ideen werden get?tet"
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
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Type: Individual Documents
Language: Deutsch, German
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Title: Dimensionen sozialer Probleme in Myanmar - Ein ?œberblick
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
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Type: Individual Documents
Language: Deutsch, German
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Title: Frauen in Bildung und Gesundheit
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
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Type: Individual Documents
Language: German, Deutsch
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Title: Burma Human Rights Yearbook 2000: Rights to Education and Health
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: 2001-09-30
Date of entry/update: 2005-05-27
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Type: Individual Documents
Language: English
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Title: Hard Lessons
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: 2003-06-30
Date of entry/update: 2003-11-06
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Type: Individual Documents
Language: English
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Title: Learning in a Democracy
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: 2003-06-30
Date of entry/update: 2003-11-06
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Type: Individual Documents
Language: English
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Title: GRANDIR SOUS LA DICTATURE BIRMANE
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: 2003-07-31
Date of entry/update: 2003-09-20
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Type: Individual Documents
Language: Francais, French
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Title: GROWING UP UNDER THE BURMESE DICTATORSHIP
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: 2003-07-31
Date of entry/update: 2003-08-23
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Type: Individual Documents
Language: English
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Title: Education Report 2002
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: 2003-04-30
Date of entry/update: 2003-07-09
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Type: Individual Documents
Language: English
Format : pdf
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Title: The Current Education System in Burma
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: 2000-05-31
Date of entry/update: 2003-06-03
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Type: Individual Documents
Language: English
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Title: The Educational Cost of Army Rule in Burma
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
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Type: Individual Documents
Language: English
Format : htm
Size: 102.26 KB
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