The Myanmar Education Sector was reviewed in 1992 for the first time and for the second time in February 2012, when H.E. Union President U Thein Sein endorsed a Ministry of Education proposal to undertake a two-year Comprehensive Education Sector Review – the CESR – and announced the Terms of Reference. The decision to initiate the review is rooted in socioeconomic reform with human resources development at its core. It is in line with the vision of Ministry of Education, “To create an education system that will generate a learning society capable of facing the challenges of the Knowledge Age” and its motto, “To build modern developed nation through education.”
The ceremony for the official beginning of CESR was held at Nay Pyi Taw on October 23, 2012. During the ceremony, the Government of the Republic of the Union of Myanmar and development partners (DPs) signed the letter of agreement to cooperate to conduct the review.
CESR is led by the government and education stakeholders participate in the process. During the Phase 1, the rapid assessment, MOE as well as other line ministriescoordinated for the study. These included the Ministries of Science and Technology, Defence, Religious Affairs, Environmental Preservation &Forestry, Agriculture &Irrigation, Livestock &Fisheries, Cooperatives, Border Affairs, Transport, Labour, Employment &Social Security, Sports, Hotel &Tourism, Industry, Rail Transport, Finance &Revenue and Union Board of Civil Service. An important part of the CESR is to build capacity of the civil employees participating in the process as well as reviewing the education sector.
Within the Ministry of Education various departments have been active in the CESR process. There are
- Higher Education(Lower Myanmar),
- Higher Education(Upper Myanmar),
- Educational Planning and Training,
- Myanmar Education Research Bureau,
- Basic Education (1),
- Basic Education (2),
- Basic Education (3) and
- Myanmar Examination.
Through consultative meetings, comments on the findings and recommendations that emerged from the rapid assessment were requested and received not only from education experts in each sub-sector but also from various education stakeholders like parents, community members, ethnic group members, those related to monastic education, representatives from religious groups, community-based groups, internationaland local NGOs, DPs, members of parliament, State and Regional Prime Ministers, State and Regional Ministers and political groups. Therefore, the report of the CESR Phase 1, rapid assessment, reflects both educational thinking and public opinion.