Formative Evaluation at Midterm of the Knowledge for Democracy Myanmar Initiative Suneeta Singh Kyi Minn Yosha Singh
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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 -
International Symposium on Oral Education and Research in Kitakyushu
Asia-Pacific Conference in Fukuoka 2018 International Symposium on Oral Education and Research in Kitakyushu Date: May 11th 2018 (Fri) Venue: Kyushu Dental University, Kitakyushu, Japan Organized by Kyushu Dental University Asia-Pacific Conference in Fukuoka 2018 International Symposium on Oral Education and Research in Kitakyushu Kyushu Dental University, Kitakyushu, Japan May 11th, 2018 Organizing Committee: Tatsuji Nishihara, President Kenshi Maki Tetsuro Konoo Katsumi Hidaka Keisuke Nakashima Kou Matsuo Yuji Seta Tatsuo Kawamoto Hiroshi Takeuchi Atsuko Nakamichi Naoki Kakudate Wataru Ariyoshi Koji Watanabe Organized by Kyushu Dental University 1 Table of Contents Welcome message 3 Program 4 International Symposium 6 Congratulatory speeches by guests of honor 8 International Symposium 11 Partnership Activities of Kyushu Dental University with Universities in Myanmar 14 Poster Presentations 16 * Young Investigator Award Competition 16-31 2 3 Welcome message Tatsuji Nishihara, D.D.S., Ph.D. Chairman and President Kyushu Dental University Welcome to Asia-Pacific Conference in Fukuoka 2018. It is our great honor and pleasure to inform the International Symposium on Oral Education and Research in Kitakyushu. I am inviting you to participate in this exciting conference with valuable information on Oral Education and Research of Asia-Pacific countries. We are delighted to announce the special lectures in this conference. Present state of dental education in Asian countries as well as Myanmar will be introduced by the invited distinguished speaker, Professor Dr. Paing Soe, M.D., Ph.D., President of Myanmar Dental Council, The Republic of the Union of Myanmar. We are also very happy to hear on dental education system in Europe from Dr. -
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. -
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 -
Burma Coup Watch
This publication is produced in cooperation with Burma Human Rights Network (BHRN), Burmese Rohingya Organisation UK (BROUK), the International Federation for Human Rights (FIDH), Progressive Voice (PV), US Campaign for Burma (USCB), and Women Peace Network (WPN). BN 2021/2031: 1 Mar 2021 BURMA COUP WATCH: URGENT ACTION REQUIRED TO PREVENT DESTABILIZING VIOLENCE A month after its 1 February 2021 coup, the military junta’s escalation of disproportionate violence and terror tactics, backed by deployment of notorious military units to repress peaceful demonstrations, underlines the urgent need for substantive international action to prevent massive, destabilizing violence. The junta’s refusal to receive UN diplomatic and CONTENTS human rights missions indicates a refusal to consider a peaceful resolution to the crisis and 2 Movement calls for action confrontation sparked by the coup. 2 Coup timeline 3 Illegal even under the 2008 In order to avert worse violence and create the Constitution space for dialogue and negotiations, the 4 Information warfare movement in Burma and their allies urge that: 5 Min Aung Hlaing’s promises o International Financial Institutions (IFIs) 6 Nationwide opposition immediately freeze existing loans, recall prior 6 CDM loans and reassess the post-coup situation; 7 CRPH o Foreign states and bodies enact targeted 7 Junta’s violent crackdown sanctions on the military (Tatmadaw), 8 Brutal LIDs deployed Tatmadaw-affiliated companies and partners, 9 Ongoing armed conflict including a global arms embargo; and 10 New laws, amendments threaten human rights o The UN Security Council immediately send a 11 International condemnation delegation to prevent further violence and 12 Economy destabilized ensure the situation is peacefully resolved. -
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. -
San San Win, Dr
Dagon University Research Journal Vol.10 57 Political Development in Myanmar since 2011 San San Win 1 Abstract Since 2011, the new democratic government or semi-civilian government led by President U Thein Sein had conducted democratic reforms which ended fifty years of authoritarian rule. As a result, western countries lifted sanctions and provided economic assistance to Myanmar. Myanmar’s relations with western countries also improved significantly. Besides, under the civilian government since March 2016, a more open democratic environment has emerged. Despite existing challenges, the government has tried hard for democratic transactions under the leadership of Daw Aung San Suu Kyi. So, this paper focuses on political development in Myanmar since 2011 under the two democratic governments. Keywords: Myanmar, democracy, reforms, politics, development, relations Research Questions The research questions brought up for this paper are: How did Myanmar’s political culture change from authoritarian rule to democratic one? What are the basic causes for development of cordial relations with western countries? How did the situation of politics under the two democratic governments develop? And what are the challenges for both governments in nation building and foreign policy processes? Research Method This research will be conducted through critical analytical method. Most of the analysis will mainly refer to the newspapers of Myanmar, prior researches, books, periodicals, journals, website & online sources. Hypothesis Since 2011, Myanmar’s political culture peacefully changed from authoritarian rule to democratic one, and both the two democratic governments (USDP and NLD) tried to develop nation building, state building and foreign policy processes. Introduction Since early 2011, Myanmar has embarked on a remarkable path of political and economic reforms, departing from five decades of authoritarian rule. -
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. -
Elections in November: a Profile of Supporters of Myanmar's Ruling
ISSUE: 2020 No. 94 ISSN 2335-6677 RESEARCHERS AT ISEAS – YUSOF ISHAK INSTITUTE ANALYSE CURRENT EVENTS Singapore | 28 August 2020 Elections in November: A Profile of Supporters of Myanmar’s Ruling NLD Nyi Nyi Kyaw* EXECUTIVE SUMMARY • Partisanship is on the rise in the run-up to Myanmar’s 8 November 2020 general election. In this context, the typical supporter of the ruling National League for Democracy (NLD) party is often denigrated by critics and opposition forces as irrationally partisan. • Lumping together all NLD supporters as an irrational, partisan community overlooks the diversity among them. There are at least three types of NLD supporters: o the individually expressive supporters are partisans of Daw Aung San Suu Kyi and the NLD; o the socially expressive supporters consider voting a social or civic duty; and o the instrumental voters point to the continued dominance of the military in Myanmar’s politics and the potential return of its proxy Union Solidarity and Development Party (USDP) as reasons for supporting for the NLD. • These three types of voters are not necessarily mutually exclusive; an expressive voter can at the same time be an instrumental voter. * Nyi Nyi Kyaw is Visiting Fellow in the Myanmar Studies Programme, ISEAS – Yusof Ishak Institute, and Assistant Professor (adjunct) in the Department of Southeast Asian Studies, National University of Singapore. 1 ISSUE: 2020 No. 94 ISSN 2335-6677 INTRODUCTION In the past five years, the image of the supporter of Myanmar’s National League for Democracy (NLD) party and its chairwoman State Counsellor Daw Aung San Suu Kyi has become rather tarnished. -
Atrocity Crimes Against Rohingya Muslims in Rakhine State, Myanmar
BEARING WITNESS REPORT NOVEMBER 2017 “THEY TRIED TO KILL US ALL” Atrocity Crimes against Rohingya Muslims in Rakhine State, Myanmar SIMON-SKJODT CENTER FOR THE PREVENTION OF GENOCIDE United States Holocaust Memorial Museum Washington, DC www.ushmm.org The United States Holocaust Museum’s work on genocide and related crimes against humanity is conducted by the Simon-Skjodt Center for the Prevention of Genocide. The Simon-Skjodt Center is dedicated to stimulating timely global action to prevent genocide and to catalyze an international response when it occurs. Our goal is to make the prevention of genocide a core foreign policy priority for leaders around the world through a multipronged program of research, education, and public outreach. We work to equip decision makers, starting with officials in the United States but also extending to other governments and institutions, with the knowledge, tools, and institutional support required to prevent— or, if necessary, halt—genocide and related crimes against humanity. FORTIFY RIGHTS Southeast Asia www.fortifyrights.org Fortify Rights works to ensure and defend human rights for all. We investigate human rights violations, engage policy makers and others, and strengthen initiatives led by human rights defenders, affected communities, and civil society. We believe in the influence of evidence- based research, the power of strategic truth-telling, and the importance of working closely with individuals, communities, and movements pushing for change. We are an independent, nonprofit organization based in Southeast Asia and registered in the United States and Switzerland. The United State Holocaust Memorial Museum uses the name “Burma” and Fortify Rights uses the name “Myanmar” to describe the same country. -
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).