Phase Two of the CESR is conducting In-depth Analysis, building on and adding to the findings and recommendations of the Rapid Assessment (RA) which were produced in Phase 1. The In-depth Analysis will produce a series of linked reports that will together constitute Volume Two of the CESR.
The studies will provide a strong body of data and analysis, and identify strengths, weaknesses and lessons learned about education systems and good practice, both in Myanmar and in other countries. Based on the evidence produced, the studies will provide a set of recommendations for education reform which will guide the development of strategically targeted, costed plans for the whole education sector in Phase 3.
The objectives of the In-depth Analysis are to develop a detailed and up-to-date picture of the education sector, focusing on seven components:
- • Policy, legislation, management and financing
- • Early Childhood Development (ECD) and Basic Education
- o Quality and management of Primary and Secondary education
- o Language of Instruction and the use of ethnic languages and English language
- o Curriculum, Textbook and Learner Assessment
- o Early Grade Reading Assessment (EGRA)
- • Teacher Education
- • Non-Formal Education (NFE)
- • Technical and Vocational Education and Training (TVET)
- • Higher Education
- • Information and Communication Technology (ICT)
The role of education in peace-building will also be integrated throughout all the components, as a key cross-cutting issue.
Consultations will be conducted throughout Phase 2 to ensure that the studies reflect the different needs and views of diverse groups of people from different backgrounds around the country.
All the Phase 2 components will look at options for increasing access to education for all groups in society, as well as improving the quality and relevance of education at every level. Recommendations for improving management, planning and monitoring will also be a key feature.
As a guiding principle, all the studies will look closely at issues of equity. This will involve:
- • analysing how policies, programmes, practices, organisational processes and institutional structures impact on different groups and individuals
- • making recommendations for policies and actions to improve positive impacts so that all groups can benefit equitably
Dimensions of equity which the studies will consider are:
- • Gender;
- • Ethnicity/ language background;
- • Economic status/ poverty;
- • Geographic location (e.g. urban, rural, remote), by State/ Region/ Township;
- • Disability;
- • Other vulnerabilities, for example post conflict and migrant communities, impact of HIV/AIDS etc.