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Reform of the Education System: Case Study of Myanmar

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Reform of the Education System: Case Study of Myanmar Regional Research Paper Reform of the Education System: Case Study of Myanmar Authors: Fellow from Myanmar Mr. Min Zaw Soe Ms. Aye Mya Swe Ms. Nan Khin Moe Aye Ms. Nan Htet Mon January 2017 Parliamentary Institute of Cambodia Notice of Disclaimer The Parliamentary Institute of Cambodia (PIC) is an independent parliamentary support institution for the Cambodian Parliament which, upon request of the parliamentarians and the parliamentary commissions, offers a wide range of research publications on current and emerging key issues, legislation and major public policy topics. These publications provide information on subjects that are relevant to parliamentary and constituency work but do not purport to represent or reflect the views of the Parliamentary Institute of Cambodia, the Parliament of Cambodia, or of any of its members. The content of this publication, current at the date of publication, are for reference purposes only. This publication are not designed to provide legal or policy advice, and do not necessarily deal with every important topic or aspect of the issues it considers. The content of this website is covered by applicable Cambodian laws and international copyright agreements. Permission to reproduce in whole or in part or otherwise use the content on this website may be sought from the appropriate source. © 2015 Parliamentary Institute of Cambodia (PIC) Table of Contents List of Tables and Figures..........................................................................................................4 1. Introduction............................................................................................................................1 2. An Overview of the Education Reform Process and Progress in Myanmar..........................1 2.1. The Process of Myanmar Education Reform................................................................................2 2.2. Achievements and Progress of Myanmar’s Education Reform ....................................................4 3. Challenges and Barriers in Myanmar’s Education Reform ...................................................7 3.1. Review of Policy and the Legal Framework......................................................................................7 3.1.1. Previous and Current Legal and Policy Foundation ...................................................................7 3.1.2. Previous and current government policy and programs to improve access to education............8 3.1.3. Policy implementation and ongoing process of reform in respect of previous and current stakeholders...........................................................................................................................................9 3.2. The laws relating to education ...........................................................................................................9 3.3. Constitutional and legal support for the education of ethnic groups................................................10 3.4. Equity...............................................................................................................................................10 3.5. Quality..............................................................................................................................................11 3.6. Education Expenditure.....................................................................................................................11 3.6.1. Education expenditure as a percentage of government expenditure .........................................11 3.6.2. Education expenditure as a percentage of GDP........................................................................12 3.6.3. Education expenditure in Myanmar compared with other countries in the region ...................13 3.6.4. Problems with low expenditure.................................................................................................14 3.7. Literacy, general education level of youths and student-teacher ratio.............................................14 3.8. Teacher qualifications and the quality of education ........................................................................16 3.8.1. Teacher qualifications...............................................................................................................16 3.8.2. Capacity building support for quality education.......................................................................17 3.9. Curriculum Reform and Teaching Methodology in Myanmar Education .......................................17 3.10. Gender equality in education .........................................................................................................20 3.11. Policy Options................................................................................................................................ 21 4. Conclusion ....................................................................................................................22 References................................................................................................................................23 List of Tables and Figures FIGURE 1. THE PROCESS OF CESR ................................................................................................................................3 FIGURE 2. GOVERNMENT EXPENDITURE ON EDUCATION FROM THE FISCAL YEAR 2011-2012 TO FISCAL YEAR 2015- 2016 ......................................................................................................................................................................4 FIGURE 3. THE NET ENROLMENT RATE AT BASIC EDUCATION LEVEL ...........................................................................5 FIGURE 4. MYANMAR’S EDUCATION EXPENDITURE AS A PERCENTAGE OF TOTAL GOVERNMENT EXPENDITURE........12 FIGURE 5. MYANMAR’S EDUCATION EXPENDITURE AS A PERCENTAGE OF GDP ............................................................................12 FIGURE 6. EXPENDITURES ON EDUCATION BY COUNTRY, 2013 (PERCENTAGE OF GOVERNMENT EXPENDITURE) .................................13 FIGURE 7. EXPENDITURE ON EDUCATION BY COUNTRY, 2013 (PERCENTAGE OF GDP) ...............................................13 FIGURE 8. MALE/FEMALE TEACHER RATIOS IN THE BASIC EDUCATION SECTOR.............................................................................20 TABLE 1. COMPARING THE NUMBER OF BASIC EDUCATION SCHOOLS, AND STUDENTS BETWEEN AY 2007-2008 AND AY 2013-2014.......................................................................................................................................................5 TABLE 2. THE INCREASING NUMBER OF TEACHERS FROM AY 2011-2012 TO AY 2015-2016.........................................6 TABLE 3. LITERACY LEVEL AT URBAN AND RURAL LEVELS, 2015 ................................................................................14 TABLE 4. PERCENTAGE OF YOUTHS WHO HAVE REACHED THE VARIOUS LEVELS OF EDUCATION IN URBAN AND RURAL AREAS, 2015 ........................................................................................................................................................15 TABLE 5. STUDENT-TEACHER RATIO COMPARED WITH NEIGHBORING COUNTRIES, 2014..............................................15 TABLE 6. TEACHERS BY ACADEMIC QUALIFICATIONS .................................................................................................16 Acronyms and Abbreviations ASEAN Association of Southeast Asian Nations AY Academic Year CCA Child-Centred Approach CESR Comprehensive Education Sector Review DFID Department for International Development ECCD Early Childhood Care and Development EPIC Education Promotion Implementation Committee FESR Framework for Economic and Social Reform FY Fiscal Year GDP Gross Domestic Product GPI Gender Parity Index ICT Information and Communication Technology ILO International Labour Organization JICA Japan International Cooperation Agency KG Kindergarten MoE Ministry of Education NESP National Education Sector Plan STEM Strengthening Teacher Education in Myanmar TCSF Teacher Competency Standards Framework TVET Technical Vocational Education and Training UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations International Children’s Emergency Fund 1. Introduction As democracy develops in Myanmar, it is essential for all sectors to be upgraded to meet the standards required of a democratic system. With the aim of developing human resources, Myanmar’s education reform began in 2011 when the country’s government system changed from a military government to a democracy. Now, the new government of Myanmar has also made education reform a national priority. In order to find solutions to the challenges and gaps in the current education system, since July 2012, the government, in collaboration with development partners, has embarked on a Comprehensive Education Sector Review (CESR).1 Significant achievements of the major education reforms until now include, an increase in the budget for education, the publication of a new education law and the removal of public school fees.2 Starting from the school year 2015- 2016, education enrolment is free for high school students. Enrolment in primary schools was made free in 2010-2011 and middle schools followed in 2013-14.3 In addition, policies and laws have been laid down as part of the process of the education system reform. The most recently enacted laws are the National Education Law in 2014 and the Amendment of the National Education Law in 2015. Education policy
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