Myanmar Policy for Early Childhood Care and Development
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World Bank, 2018
Document of The World Bank FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No: PAD1782 INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT PAPER ON A PROPOSED ADDITIONAL FINANCING AND RESTRUCTURING FROM THE MYANMAR PARTNERSHIP MULTI-DONOR TRUST FUND Public Disclosure Authorized IN THE AMOUNT OF US$54 MILLION TO THE REPUBLIC OF THE UNION OF MYANMAR FOR THE DECENTRALIZING FUNDING TO SCHOOLS PROJECT November 26, 2018 Public Disclosure Authorized Education Global Practice East Asia and Pacific Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without Public Disclosure Authorized World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective October 9, 2018) Currency Unit = Myanmar Kyat (MMK) MMK 1,551 = US$1 FISCAL YEAR (MYANMAR) October 1–September 30 ABBREVIATIONS AND ACRONYMS AF Additional Financing ATEO Assistant Township Education Officer BETF Bank-Executed Trust Fund BMY Buthidaung, Maungdaw and Yathedaung CH Cluster Head CIF Cluster Improvement Fund CPF Country Partnership Framework CPP Community Participation Plan CPPF Community Participation Planning Framework DBE Department of Basic Education DEO District Education Officer DERPT Department of Education Research Planning and Training DFSP Decentralizing Funding to Schools Project DLI Disbursement-Linked Indicator DP Development Partner DWT Daily Wage Teacher EEP Eligible Expenditure Program EGMA Early Grade Math Assessment EGRA Early Grade Reading -
Appendix 6 Satellite Map of Proposed Project Site
APPENDIX 6 SATELLITE MAP OF PROPOSED PROJECT SITE Hakha Township, Rim pi Village Tract, Chin State Zo Zang Village A6-1 Falam Township, Webula Village Tract, Chin State Kim Mon Chaung Village A6-2 Webula Village Pa Mun Chaung Village Tedim Township, Dolluang Village Tract, Chin State Zo Zang Village Dolluang Village A6-3 Taunggyi Township, Kyauk Ni Village Tract, Shan State A6-4 Kalaw Township, Myin Ma Hti Village Tract and Baw Nin Village Tract, Shan State A6-5 Ywangan Township, Sat Chan Village Tract, Shan State A6-6 Pinlaung Township, Paw Yar Village Tract, Shan State A6-7 Symbol Water Supply Facility Well Development by the Procurement of Drilling Rig Nansang Township, Mat Mon Mun Village Tract, Shan State A6-8 Nansang Township, Hai Nar Gyi Village Tract, Shan State A6-9 Hopong Township, Nam Hkok Village Tract, Shan State A6-10 Hopong Township, Pawng Lin Village Tract, Shan State A6-11 Myaungmya Township, Moke Soe Kwin Village Tract, Ayeyarwady Region A6-12 Myaungmya Township, Shan Yae Kyaw Village Tract, Ayeyarwady Region A6-13 Labutta Township, Thin Gan Gyi Village Tract, Ayeyarwady Region Symbol Facility Proposed Road Other Road Protection Dike Rainwater Pond (New) : 5 Facilities Rainwater Pond (Existing) : 20 Facilities A6-14 Labutta Township, Laput Pyay Lae Pyauk Village Tract, Ayeyarwady Region A6-15 Symbol Facility Proposed Road Other Road Irrigation Channel Rainwater Pond (New) : 2 Facilities Rainwater Pond (Existing) Hinthada Township, Tha Si Village Tract, Ayeyarwady Region A6-16 Symbol Facility Proposed Road Other Road -
Conflict Sensitivity in Education Provision in Karen State Polina Lenkova
Conflict Sensitivity in Education Provision in Karen State Polina Lenkova December 2015 Inside front cover Conflict Sensitivity in Education Provision in Karen State Polina Lenkova December 2015 About the researcher Polina Lenkova is a research fellow at Thabyay Education Foundation. She holds a Master of Arts in International Relations from the School of Advanced International Studies, John Hopkins University, Washington, D.C. About Thabyay Education Foundation Founded in 1996, Thabyay Education Foundation educates, develops, connects and empowers individuals and organizations in Myanmar to become positive, impactful change-makers. We seek to achieve this through knowledge creation, innovative learning and guided skills expansion, as well as by forging connections to networks, information and opportunities. Acknowledgements The author would like to express her gratitude to everyone who participated in and assisted her during this research. Particularly, the author would like to thank the following people and organizations for providing assistance and suggestions during field research: Tim Schroeder, Saw San Myint Kyi, Saw Eh Say, Hsa Thoolei School, Taungalay Monastery, as well as Thabyay Education Foundation staff Hsa Blu Paw, Cleo Praisathitsawat and U Soe Lay. Furthermore, the author also thanks Tim Schroeder, Kim Joliffe and Saw Kapi for report review and feedback. Design and layout: Katherine Gibney | www.accurateyak.carbonmade.com Note on the text All web links in the report’s footnotes were correct and functioning as of 1 December 2015. 4 Conflict Sensitivity in Education Provision in Karen State Contents Acronyms and Glossary 6 Executive Summary 7 1. Introduction: Defining Conflict Sensitivity in Education 10 2. Objectives and Methodology 11 3. -
Initial Environmental Examination
SANCTUM INLE RESORT HOTEL Initial Environmental Examination Sanctum Inle Resort Hotel PREPARED BY E GUARD ENVIRONMENTAL SERVICES COMPANY LIMITED Initial Environmental Examination Table of Contents 1.Executive Summary ................................................................................................................................... 5 .................................................................................................................................... 8 2.Introduction .............................................................................................................................................. 12 2.1. Background History of Inle Lake ............................................................................................ 12 3.Scope of the IEE study ............................................................................................................................. 14 4.Review on Existing Environmental Protection Laws and Regulation ..................................................... 14 5.Description of the Project ........................................................................................................................ 26 5.1. Type of the Project .................................................................................................................... 27 5.2. Requirement of Investor ........................................................................................................... 29 5.3. Location of the Proposed Project ........................................................................................... -
5-Year Strategic Development Plan, 2018-2022 Pa-O Self-Administered Zone Shan State, Republic of the Union of Myanmar
5-Year Strategic Development Plan, 2018-2022 Pa-O Self-Administered Zone Shan State, Republic of the Union of Myanmar A PROSPEROUS COMMUNITY FOR THIS AND FUTURE VOLUME II: DEVELOPMENT PROPOSALS GENERATIONS Myanmar Institute for Integrated Development 12, Kanbawza Street, Bahan Township Yangon, Myanmar [email protected] | www.mmiid.org Author | Paul Knipe Contributors | Victoria Garcia, Mike Haynes, U Yae Htut, Qingrui Huang, Jolanda Jonkhart, Joern Kristensen, Daw Khin Yupar Kyaw, U Ko Lwin, Daw Hsu Myat Myint Lwin, U Myint Lwin, Daw Thet Htar Myint, U Nay Linn Oo, Samuel Pursch, Barbara Schott, Dr Khin Thawda Shein, U Kyaw Thein, Daw Nilar Win Yangon, August 2018 Cover image | Participant from the Pa-O Women’s Union at the Evaluation and Strategy Workshop TABLE OF CONTENTS Abbreviations .........................................................................................................................I Map of the Pa-O SAZ ..........................................................................................................II Introduction ...........................................................................................................................1 1. Infrastructure ...................................................................................................................2 Map 1: Hopong Township village road upgrade ...................................................3 Map 2: Hsihseng Township village road upgrade ................................................4 Map 3: Pinlaung Township village road upgrade .................................................5 -
Inle Lake Long Term Restoration & Conservation Plan
Foreword Inle Lake is one of the priority conservation areas in Myanmar due to its unique ecology, historical, religious, cultural, traditional background and natural beauty. It is one of the most popular tourist destinations in Myanmar and tourism is expected to rise significantly with the opening up of the country. Realization that widespread soil erosion on the mountain ranges flanking Inle Lake could eventually cause problems that would threaten the future existence of the Lake prevailed since late 19th century. Measures were introduced, but were ineffective as they were not developed progressively enough. Several droughts occurred since 1989, but the severe drought that occurred in 2010 was the wakeup call, which brought about serious concerns and recognition that urgent planning and mitigation measures in a comprehensive and integrated manner was imperative, if the Lake was to be saved. Ministry of Environmental Conservation and Forestry (MOECAF) organized a National Workshop in 2011 at Nay Pyi Taw; basic elements required to draw up a Long Term Action Plan were identified and a resolution to formulate a Long Term Restoration and Conservation Plan for Inle Lake was adopted. MOECAF requested UN-Habitat to assist in formulation of the Long Term Restoration and Conservation Plan for Inle Lake and the Royal Norwegian Government kindly provided necessary financial assistance. The Team of experts engaged by UN-Habitat identified the main causes, both natural and human induced, that have impacted adversely on the Lake and its environment. Fall out of climatic variations, irresponsible clearing of soil cover, various forms of change in land use patterns in the Watershed areas caused widespread soil erosion, resulting in heavy loads of sediment entering the main feeder streams and ultimately into the Lake, causing it to become very much smaller in size and shallower in depth. -
Myanmar Quality Basic Education Programme
Myanmar Quality Basic Education Programme July 2012 to June 2016 1 TABLE OF CONTENTS Acronyms i Executive summary ii Part 1: Introduction to the Quality Basic Education Programme (QBEP) and this report 1.1 Introduction 1 1.2 Myanmar country profile 2 1.3 QBEP programme overview 6 Part 2: How QBEP has contributed to its purpose and goal 10 Part 3: Contribution to outcomes 3.1 Outcome 1: Systems supporting quality basic education strengthened 20 3.2 Outcome 2: Evidence base for advocating and delivering quality basic education improved 28 3.3 Outcome 3: Number of children reached and learning in QBEP target areas increased 35 Part 4: Partnerships, monitoring and evaluation, and communications and constraints 4.1 Leveraging synergies and partnerships for QBEP 46 4.2 Management of QBEP 48 4.3 Monitoring and evaluation 49 4.4 Communications and visibility 50 4.5 Constraints 51 Part 5: Conclusions 54 Financial report 57 Annex A: QBEP financial summary QBEP 2012-2016 59 Annex B: QBEP No-Cost Extension request items and Steering Committee response 60 Annex C: QBEP logical frame 2012-2016 61 Myanmar Quality Basic Education Programme ACRONYMS ASEAN Association of Southeast Asian Nations ATEO Assistant township education officer CESR Comprehensive Education Sector Review CFS Child Friendly School CSC Comprehensive School Checklist DBE Department of Basic Education ECD Early Childhood Development ECCD Early Childhood Care and Development ECI Early Childhood Intervention EMIS Education Management Information System ETWG Education Thematic Working Group -
Social Reproduction and Migrant Education: a Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China
Department of Linguistics Faculty of Human Sciences Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China By Jia Li (李佳) This thesis is presented for the degree of Doctor of Philosophy November 2016 i Table of Contents Abstract ........................................................................................................................ viii Statement of Candidate ................................................................................................... x Acknowledgements ....................................................................................................... xi List of Figures .............................................................................................................. xvi List of Tables .............................................................................................................. xvii List of Abbreviations and Acronyms ........................................................................xviii Glossary of Burmese and Chinese terms ..................................................................... xix Chapter One: Introduction .............................................................................................. 1 1.1 Research problem ................................................................................................. 1 1.2 Introducing the research context at the China-and-Myanmar border ................... 4 1.3 China’s rise and Chinese language -
Myanmar 2019-2020 Education Budget Brief ©UNICEF Myanmar/2017/ Khine Zar Mon
The Government of the Republic of the Union of Myanmar Ministry of Education Department of Education, Research, Planning and Training Myanmar 2019-2020 Education Budget Brief ©UNICEF Myanmar/2017/ Khine Zar Mon December 2020 ©UNICEF Myanmar/2018/ Nyan Zay Htet ► At the Ministry level, the budget execution rate has been very good, KEY MESSAGES ranging between 92 per cent and 111 per cent during the period 2015/16 to 2018/19. ► Budgetary allocations to the Ministry of Education (MoE) amounted to MMK 2,685 billion in 2019/20, representing a share of 8.4 per cent of the Union budget. ► In 2019/20, more than 28 per cent of MoE budget allocations were for capital expenditure with the remaining 72 per cent for current expenditure. This allocation represented an increase in capital The MoE has become the 4th largest budget holder after Ministries ► investment, compared with recent years. of Electricity and Energy, Planning and Finance and Defence. The MoE is now receiving more funding than the total sum of aggregate transfers from Union to States and Regions. ► The offices of Basic Education in States and Regions’ have received budget allocations from the Ministry’s Department of Basic Education for the implementation of the programme. The The budget of the Department of Basic Education represented ► criteria used to determine allocations are based on inputs and 74.6 per cent of the total MoE’s budget; the Department of Higher- efficiency in expenditure. The application of these criteria has Education represented 17 per cent; while the Department of ensured a steady, regular increase in allocations over the past Technical, Vocational Education and Training accounted for 6.8 per years. -
Fact Book of Political Parties in Myanmar
Myanmar Development Research (MDR) (Present) Enlightened Myanmar Research (EMR) Wing (3), Room (A-305) Thitsar Garden Housing. 3 Street , 8 Quarter. South Okkalarpa Township. Yangon, Myanmar +951 562439 Acknowledgement of Myanmar Development Research This edition of the “Fact Book of Political Parties in Myanmar (2010-2012)” is the first published collection of facts and information of political parties which legally registered at the Union Election Commission since the pre-election period of Myanmar’s milestone 2010 election and the post-election period of the 2012 by-elections. This publication is also an important milestone for Myanmar Development Research (MDR) as it is the organization’s first project that was conducted directly in response to the needs of civil society and different stakeholders who have been putting efforts in the process of the political transition of Myanmar towards a peaceful and developed democratic society. We would like to thank our supporters who made this project possible and those who worked hard from the beginning to the end of publication and launching ceremony. In particular: (1) Heinrich B�ll Stiftung (Southeast Asia) for their support of the project and for providing funding to publish “Fact Book of Political Parties in Myanmar (2010-2012)”. (2) Party leaders, the elected MPs, record keepers of the 56 parties in this book who lent their valuable time to contribute to the project, given the limited time frame and other challenges such as technical and communication problems. (3) The Chairperson of the Union Election Commission and all the members of the Commission for their advice and contributions. -
Recovery of the Education System in Myanmar
RECOVERY OF THE EDUCATION SYSTEM IN MYANMAR RECOVERY OF THE EDUCATION SYSTEM IN MYANMAR Martin Haydena and Richard Martin School of Education Southern Cross University Abstract: Myanmar’s education system is in a very weakened state. The physical condition and human resource capacity of the system is poor by any standard, and teachers, whether in schools, colleges or universities, have few opportunities and little incentive for professional development. A process of recovery is getting underway, but it will take years before significant improvements are evident. Major cultural change is required in the style of leadership and management at all levels of government, and there is also a desperate need for more financial resources. This paper documents the current state of the education system in Myanmar and advances three priority areas for immediate attention. Keywords: Myanmar; education; development; Southeast Asia; reform Introduction Myanmar’s transformation from military dictatorship to civil society is by no means yet complete, but the momentum for political and social change is now stronger and the country is no longer a pariah state, shunned internationally because of its rejection of democratic institutions and a poor human rights record. As a result of over 50 years of military rule, however, Myanmar is now one of the world’s poorest countries, and its education system is in a very weakened state. The system’s physical infrastructure is poor; teaching methods have not progressed much beyond those widely practised in the 1940s and 1950s; and teachers, whether in schools, colleges or universities, have few opportunities and little incentive for professional development. -
A Comparative Study on Students' Satisfaction
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Assumption Journals 271 A COMPARATIVE STUDY ON STUDENTS’ SATISFACTION BETWEEN NAUNG TAUNG MONASTIC HIGH SCHOOL AND KYAUK TA LONE PUBLIC HIGH SCHOOL IN SOUTHERN SHAN STATE, MYANMAR Ven. Pandita Dhaja Lankara1 YanYe2 Abstract: The purpose of this study was to compare the students’ satisfaction towards the school instruction, course, grading, test, guidance, rules, library, and assistance between Naung Taung monastic high school and Kyauk Ta Lone public high school in southern Shan state, Myanmar. The collected data were analyzed by using the descriptive statistics including Frequency, Percentage, Standard deviation Mean; and Inferential Independent Samples t-test (Two-tailed). The study found that the students’ satisfaction at both schools were high. Thus, the research also found that in general there was no significant difference of students’ satisfaction between Naung Taung monastic high school and Kyauk Ta Lone public high school in southern Shan state, Myanmar. However, significant difference of students’ satisfaction towards course, grading, test, rules, and assistance were also founded in two schools. Keywords: Students’ Satisfaction, Myanmar, Monastic High School Introduction Since the earliest days, Myanmar has highly regarded education as their property of life. Because of this opinion, Myanmar people, from the past to present, firmly hold the motto “no one can steal or take away the golden pot of wisdom from those who have educated.” Traditionally, Myanmar people have strongly relied on monastic education since the time of the Myanmar kings, and they also had significantly at that time (Han Tin, 2000).