Myanmar Comprehensive Education Sector Review Myanmar Comprehensive Education Sector Review Ministry of Education

Myanmar Comprehensive Education Sector Review (CESR)

The vision of the CESR is to develop an education system that promotes a learning society capable of facing the challenges of the Knowledge Age and that it helps to build a modern developed nation through education.

Early Childhood Development and Basic Education Component

This component will analyse access, equity, quality, relevance, management, and capacity at ECD and primary levels. The component builds on the findings of the Rapid Assessment and as well as lessons learned from existing activities being implemented in the basic education sector.

Key elements:

Early Childhood Development (ECD):

This sub-component will expand analysis of the current provision of and access to ECD services, according to geographic location, wealth, status, ethnicity, gender and other potential dimensions of disadvantage, and make recommendations for reform.

Primary School Quality and Management:

This study will examine different types of primary schools including multigrade, private, and monastic schools supported by a range of providers, and make recommendations for addressing all aspects of primary school management, school quality development and classroom practices.

Secondary Education Subsector Access, Quality, and Management:

The main focus will be a comprehensive review, looking at issues of relevance for secondary level policy, strategy, and planning, including access, quality, and management dimensions, as well as issues of out-of-school-youth, and make recommendations for reform.

Language of Instruction:

This sub-component will examine issues of language diversity, especially as these relate to social cohesion and peace building, and analyse different language uses and learning needs, especially for ethnic languages, Myanmar, and English. Recommendations will inform development of language education policy which reflects this diversity.

Curriculum, Textbooks and Learner Assessment Processes and Monitoring Baseline for Grades 1-11/12:

This sub-component will review the curriculum, textbooks and learner assessment/ examination frameworks for Grades 1-11/12 and make recommendations for reform in line with the new structure of basic education and the Ministry of Education’s commitment to a child-centred approach. Development of systems for monitoring of learning outcomes at different grades in different subjects, including reading, will also be included.

Support for Financial Decentralization and Targeting:

This component will evaluate the government’s school block grants scheme, and student stipend scheme, provide recommendations for their improvement and expansion, and propose arrangements for donor support.

Phase Two

  • PLMF
  • ECD and Basic Education
  • Teacher Education
  • NFE
  • TVET
  • Higher Education
  • ICT

The Policy, Legislation, Management and Finance Component in Phase 2 will help define the legal and institutional frameworks for education policy and management. These provide the guideline for developing policy for all the sub-sectors and the frame for ensuring coherent, efficient and effective development of the whole education sector.

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This component will analyse access, equity, quality, relevance, management, and capacity at ECD and primary levels. The component builds on the findings of the Rapid Assessment and as well as lessons learned from existing activities being implemented in the basic education sector.

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This component will develop evidence–based recommendations for strengthening pre-service teacher education, in-service teacher education and teacher continuing professional development (CPD), at the pre-primary, primary and secondary levels. It will review lessons learned from pilots of new approaches in existing programmes in pre-and in-service teacher training at primary level, including supporting teacher Continuous Professional Development (CPD) through improving ‘instructional leadership’ and mentoring, making use of school cluster systems. At secondary level, it will conduct an in-depth study of Education Colleges, to identify key areas of reform.

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In this component, a study will be conducted that will comprehensively address access, equity, quality and management issues in non formal education, in particular focusing on how the non formal system can complement the formal system in the achievement of quality basic education for all. In particular it will examine options for making sure that all children and youth are able to achieve their right to complete at least an equivalent cycle of primary level education can at the very least complete a full cycle of quality primary level education. It will also look at the general scope of NFE to support community and life-long learning, and make recommendations for NFE reform.

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Building on the Rapid Assessment, this Component will explore in more depth issues of relevance to TVET in order to identify key element of a policy framework and priorities to address in the Education Sector Plan. A strong emphasis will be given to consultation and dialogue, building on Phase 1 roundtables (and potentially including establishment of a working group), particularly given the large number of agencies currently involved in this subsector, and the need for TVET system-industry linkages. Equity will be a key focus. In some cases, selective emphasis may be given to TVET’s feed-in to fields expected to play key roles in driving rebalanced economic growth and, including construction, tourism, manufacturing and agriculture. Some parts may be integrated with the Higher Education Component (link).

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This study will explore in more depth issues of relevance to Higher Education in order to identify key element of a policy framework and priorities to address in the Education Sector Plan. A strong emphasis will be given to consultation and dialogue, particularly given the large number of agencies currently involved in this subsector. In some cases, selective emphasis may be given to higher education’s feed-in to fields expected to play key roles in driving rebalanced economic growth, including in engineering and agriculture. Some parts may be integrated with the TVET Component (link).

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The Ministry of Educationol the Republic of the Union of Myanmar sees integrating ICT into learning and teaching as a key to achieving its sector reform objective of improving the quality and relevance of basic education. The Information and Communications Technology for Education(ICT4E) is included in the CESR work plan. The purpose is to integrateinto Education a policy focussing on how ICT can be used as a tool for teachers in the classroom in order to provide students with an education which will allow them to function and compete in the global marketplace. The Government wants to develop a national policy on ICT as a tool for teaching and a tool for administration

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Phase One Components

  • A: Quantitative Analysis
  • B: (i) Analysis of Overarching Policy, Legislation and Management (PLM)
  • B: (ii) Analysis of PLM for Basic Education (including ECD, NFE and Teacher Education)
  • C: (i) Analysis of PLM for Technical and Vocational Education and Training
  • C: (ii) Analysis of PLM for Higher Education
  • D: Education Financing
  • E: Stakeholder Analysis and Development Partner Mapping
  • F: Study on Textbook Supply

Phase One Reports

Phase One focused on a rapid assessment of the educational sector.

  • Basic Education Curriculum
  • Early Childhood Development
  • Higher Education
  • Language Education
  • Non Formal Education
  • Policy, Legislation, Management and Finance
  • Primary Education
  • Secondary Education
  • Teacher Education
  • Technical and Vocational Education and Training

Technical Documents

In order to guide the process, the CESR has produced a number of technical documents that can be download from the site.

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