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47177-001: Support for Post-Primary Education Development

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47177-001: Support for Post-Primary Education Development Technical Assistance Consultant’s Report Project Number: 47177 October 2014 Republic of the Union of Myanmar: Support for Post- Primary Education Development (Cofinanced by the Government of Australia) Prepared by ADB consultant Marion Young, in collaboration with the Comprehensive Education Sector Review (CESR) Team, including the sub-teams for curriculum and secondary education. For the Ministry of Education This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design. Myanmar Comprehensive Education Sector Review (CESR) Phase 2: In‐Depth Analysis TECHNICAL ANNEX ON SECONDARY EDUCATION CURRICULUM, TEXTBOOKS, AND LEARNER ASSESSMENT FINAL VERSION, 14 October 2014 (Minor refinements from 16 February 2014 Draft) Foreword This report was prepared as part of the In‐Depth Analysis (Phase 2) of Myanmar’s Comprehensive Education Sector Review (CESR), which is led by the Union of Myanmar Ministry of Education (MOE), coordinating inputs from other government agencies and support from an array of development partners. The report serves as a Technical Annex to the compilation “Volume 2” for CESR Phase 2. Under the umbrella of the CESR, the analysis reported herein was principally supported by two Asian Development Bank (ADB) technical assistance projects (TA 8187‐MYA: Support for Education Sector Planning and TA 8385‐MYA: Support for Post‐Primary Education Development) ‐ both of which are co‐financed by the Government of Australia (represented by Australian Aid) – and incorporates additional inputs by ADB staff. This report expands on the findings and recommendations of the CESR Phase 1 Rapid Assessment – including those reported in the CESR Phase 1 Technical Annex on the Secondary Education Subsector1 ‐ and presents an in‐depth analysis of Myanmar’s secondary education curriculum, textbooks, and learner assessment. The findings and recommendations are based on stakeholder consultation, a teacher survey for curriculum evaluation, a series of curriculum review workshops with the DEPT Curriculum Development Team (CDT), and further analysis of available data and information from MOE and DEPT Curriculum Development Team. While the report was principally drafted by TA 8187 and TA 8385 consultants Marion Young, Daw Ei Phyu, Daw Khin Than Nwe Soe and Daw Shwe Zin Aung, it reflects a collaborative effort involving inputs from the CESR Team throughout the process (including in particular Daw Tin Tin Shu, Dr Myint Thein, Daw Khin Thin Phyu, Daw Gin Lan Kyein, Daw Khin Htike San and Daw Myat Myat Khine) as well as members of the MOE Department of Planning and Training Curriculum Development Team (secondary). The report is also guided by advice from ADB staff Chris Spohr. The report also reflects discussions with other ADB‐mobilized consultants supporting CESR Phases 1 and 2 (in alphabetical order, Nigel Billany, Carsten Huttemeier and Marcus Powell). It also benefited significantly from dialogue with counterparts from Australian Aid and UNICEF (which are supporting overall CESR coordination), as well as other development partners supporting the CESR including GIZ, JICA, and UNESCO. Guidance and support from CESR international advisors (Julian Watson, Eric Woods and Peter Mogensen) is also greatly appreciated. Disclaimer: This report is not for citation or distribution without prior consent. The views expressed in this paper are those of the authors and do not necessarily reflect the views and policies of the Government of Myanmar or any of its agencies, the Asian Development Bank (ADB) or its Board of Governors or the governments they represent, or the Government of Australia. ADB and its partners do not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. By making any designation of or reference to a particular territory or geographic area, or by using the term “country”, this document does not intend to make any judgements as to the legal or other status of any territory or area. 1 See http://www.adb.org/projects/documents/cesr-p1-rapid-assessment-annex-secondary-education- tacr CESR Curriculum Team 2 Basic Education ‐ Secondary Curriculum CONTENTS ABBREVIATIONS ............................................................................................................................. 6 EXECUTIVE SUMMARY ................................................................................................................... 8 1. CURRICULUM, TEXTBOOKS AND LEARNER ASSESSMENT PROCESS ................................. 11 1.1 POLICY (MISSION AND VISION FOR DEVELOPMENT OF THE CURRICULUM, TEXTBOOKS AND LEARNING ASSESSMENT) ..................................................................................................... 11 1.1.1 Implications of Restructuring Secondary Education on the Grade 6‐12 curriculum ........ 11 1.1.2 Curriculum Framework ..................................................................................................... 12 1.1.3 Student Assessment and Examinations in Secondary Education ..................................... 15 1.2 BASELINE STUDY OF THE SECONDARY EDUCATION CURRICULUM, TEXTBOOKS AND LEARNER ASSESSMENT ....................................................................................................................... 18 1.2.1 Baseline and Key Indicators .............................................................................................. 18 1.2.1.1 Curriculum Implementation – Baseline ............................................................................ 18 1.2.1.2 Curriculum Implementation ‐ key indicators .................................................................... 18 1.2.1.3 School Performance Indicators ........................................................................................ 18 1.2.1.4 Capacity development and CPD Baseline and Indicators .................................................. 19 1.3 INTERNATIONAL COMPARATIVE STUDY .............................................................................. 19 1.3.1 References – Regional and Global Comparative Studies ................................................. 19 1.3.2 UK School Reform process (England / Scotland curriculum framework) ......................... 20 1.3.3 USA California Common Core Curriculum Standards ....................................................... 21 1.3.4 UK Curriculum and Assessment Comparison ................................................................... 21 1.3.5 International Comparison of Instructional Hours / UNESCO ........................................... 21 1.3.6 English as the Language of Instruction ............................................................................. 23 1.4 ANALYSIS AND RECOMMENDATION OF NEEDED ACTIONS FOR REFORM OF THE SECONDARY EDUCATION CURRICULUM .................................................................................................. 24 1.4.1 Review of Secondary Education Curriculum – Overview ................................................. 24 1.4.2 In‐Depth Analysis of Secondary School Curriculum, Pedagogy and Assessment ............. 25 1.4.3 Development of the Curriculum Framework ................................................................... 26 1.4.4 Proposed New Secondary Curriculum Structure and Content ......................................... 27 1.4.4.1 First Draft proposed new curriculum structure ................................................................ 27 1.4.4.2 Introduction of Grade 12 curriculum ................................................................................ 27 1.4.4.3 Teaching Hours ................................................................................................................ 27 1.4.4.4 Core Subjects and Co‐Curricular Subjects ......................................................................... 28 1.4.4.5 Science and Arts streams in High School Grades 10‐12 .................................................... 28 1.4.4.6 Incorporating 21st Century Skills in the Secondary Curriculum ......................................... 29 1.4.4.7 Vocational Skills Specialisation and Strengthening of Pre‐ Vocational School Curriculum 29 1.4.5 Findings and Recommendations for Pre‐vocational schools in Myanmar ....................... 30 CESR Curriculum Team 3 Basic Education ‐ Secondary Curriculum 1.4.5.1 English as the Language of Instruction in High School grades: .......................................... 31 1.4.6 Review of Secondary Education Learner Assessment and Examinations system ............ 33 1.4.6.1 Analysis of the Matriculation Examination ....................................................................... 33 1.4.6.2 OPTIONS FOR REFORM OF THE ASSESSMENT AND EXAMINATION SYSTEM ..................... 34 1.4.6.3 Basic Learning Competencies / Competency Based Learning ........................................... 35 1.4.6.4 Chapter End Tests and Semester Tests ............................................................................. 36 1.4.6.5 School Leaving Certificate / School Graduation Certificate ............................................... 37 1.4.7 Recommendations for Reform of the Assessment and Examination System .................. 37 1.4.8 Recommendations for Phase 3 Sector Planning to support the Reform of the Secondary Education Curriculum,
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