access to and quality of education: education for all in myanmar · 2013-05-23 · access to and...

Access to and Quality of Access to and Quality of Education: Education for All in Education: Education for All in

MyanmarMyanmar

Mr. Bo WinDirector General

Department of Educational Planning and Training Ministry of Education

Presentation OutlinePresentation Outline

(1) Policy Framework, National Plans and

international commitment

(2) New significant activities by the education

policy

(3) Tasks for ensuring access to education

(4) Tasks for ensuring quality of education

(5) Recommendations for basic education sector

and the education system

Policy Framework and National Plans Policy Framework and National Plans in Basic Education Sector in Basic Education Sector

Our Vision: To create an education system that will generate a learning society capable of facing the challenges of the Knowledge Age

Our Motto: Building a modern developed nation through education

Policy Framework and National Policy Framework and National Plans in Basic Education Sector Plans in Basic Education Sector

10 Points Education Policy1. To implement free, compulsory primary education

system;

2. To increase the enrolment rate in basic education sector;

3. To nurture new generation as intellectuals and intelligentsia in the human resources development;

4. To improve capacities of teachers in both basic and higher education sectors;

5. To utilize teaching aids more effectively;

continued continued

6.To upgrade the quality and the socio-economic status of educational personnel;

7.To provide scholarships, stipends and awards for both locally and internationally;

8.To promulgate relevant laws for the participation and contribution of private sectors in education services

9.To collaborate with international and local organizations including the UN, INGOS and NGOs;

10.To upgrade education standard to international

Policy Framework and National Plans Policy Framework and National Plans in Basic Education Sector in Basic Education Sector

30 Year Long Term Basic Education Development Plan (2001-2031) (10 Programmes)

Education for All National Action Plan (2003-2015) (6 Goals in 4 Areas)

Rural Areas Development and Poverty Alleviation Plan (2011-2015)(Development of Rural Socio-Economy: 13 Education Tasks)

International CommitmentInternational Commitment

Millennium Development Goals : 2 & 3

Dakar EFA Goals

Activities Carried out based on Activities Carried out based on the New Policiesthe New Policies

Providing textbooks worth over 1835.51 million kyat for over 5 million primary students (free, compulsory primary education)

Preparing for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors

Enacting private school registration law and developing rules and regulations

Tasks for Ensuring Tasks for Ensuring Access to Basic Education Access to Basic Education

Number of Schools ( Total: 41287)(PS: 28968, PPS: 6761, MS:3163 & HS: 2395 )Number of Teachers: (Total: 276180)(PT/PH: 184170, JT: 7398, ST: 26612) Number of Students: (Total : 8.2 Million)(P: 5.1 m, M: 2.3 m, H: 0.67 m)22.3 % increase in number of schools, 60.1% increase in number of teachers and 56.5 % increase in number of students in comparison with 1988.Farthest distance from home to school is 1.4 miles in average


Expanding number of schools in border areas ( 1126 schools, 6491 teachers , 0.22 million students in 2011-12 AY)

Expanding Post Primary Schools: 6761 post primary schools in 2011-12 AY with 0.48 m middle school students

Expanding affiliated schools and branch schools: 4950 in basic education


Opening pre-schools classes in basic education school (1998-99 AY)2567 pre-schools classes with over 62000 students in 2011-12 AY

All school age children in school programme (1999-2000 AY) Grade 1 intake rate increased to 98.47% in 2011-12 AY

Progress of Grade1 Intake RateProgress of Grade1 Intake Rate

Community contribution : donated kyat 2709.65 million in 2011-12.


Inclusive Education Programme ( 2010-11 AY, 801 disable students in formal schools, 1450 in special schools, 30 undergraduate students and 6 Master students)

Mobile School Programme (27 Mobile schools:1287 students in 7 regions and states)

Special programme for over-age children

Non-Formal Primary Education(337 learning circles with 9407 students in 48 townships in 2011-12 AY)


Monastic basic education schools1431 schools with 215201 students including novices and nuns (Benefit for marginalized children)


Non Formal Education–NFE 2742 CLCs in 2011Literacy programme: Literacy rate 95.01% in 2011

Changing from exam centered to CAPS -used up to middle school levelAdopting Child Centered Approach-To promote Creative, Analytical, Critical Thinking and Problem Solving skills, CCA is used in T-L process at primary level-Nationwide CCA Trainings for teachers will be started from 2012-13 AY to 2015-16 AY

Child-Friendly School Approach-Adopted as national strategy for increasing access to and improving quality of basic education

continued

Tasks for ensuring Tasks for ensuring Quality of Basic Education Quality of Basic Education

Using CCA in teaching learning process


Upgrading Basic Education Curriculum to international level Upgrading teacher quality-All TTS/TTC upgraded to the Education Colleges (ECs) and pre-service training courses provided

� DTEd and DTEC courses offered by ECs� B.Ed, PGDT, PGDMA , M.Ed, M.Phill, PhD

courses offered by Institutes of Education


-In service Teacher Training

�Refresher courses for primary and secondary teachers conducted and 209,908 trained from 2006-07 to 2008-09

�Refresher courses for English language and Mathematic teachers conducted and 13062 trained in 2009-10 AY.


Monitoring and Supervision�New monitoring and supervision mechanism

established in 2006-07 AY

�Based on 12 criteria, the supervisors can assess and identify the schools by 5 levels: A,B,C,D and E and give necessary support based on the findings.


�5 batches of school management and administration course were conducted and 1381 participants who are working in management and administration field in basic education sector participated from 2008 to 2011

continuedcontinuedOther quality improvement activities� Development of morale and discipline

� Use of teaching aids, multimedia facilities and laboratories in teaching learning process

� Academic stream of choice (8 subject combinations, 3 subjects in each)

� Development of human rights education

� Development of lesson on personal hygiene/health education and environmental conservation

� Drug abuse and anti-narcotic education programme

Gender equality in EducationGender equality in Education

Relating to MDG 3, Myanmar has likely to achieve gender equality There is almost no gender disparity in education sector MDG 3 is likely to achieve in Southeast and Pacific Region


Girls to boys ratio in Primary Education


Girls to boys ratio in Secondary Education


Girls to boys ratio in Tertiary Education


Ratio of Literate Females to Males15-24 Years Old

Basic Education Basic Education Development IndicatorsDevelopment Indicators

1. Net Intake Rate (Age 5+) NIR = 98.37(2010-11 AY)

2. Net Enrollment Rate(Age 5 - 9) NER = 84.61 (2010-11 AY)3. NER (Middle School level)(Age 10-13) = 47.16

(2010-11 AY)4. NER ( High school level) (Age 14-15) = 30.01

(2010-11 AY)5. Completion Rate (Primary) = 81.2 (2009-10 AY)6. Completion Rate (Middle) = 71.7 (2009-10 AY)

Basic Education Basic Education Development IndicatorsDevelopment Indicators

7. Completion Rate (High School) = 30.83 (2009-10AY)(Matriculation Exam Passed Rate)

8. Transition Rate (Primary to Middle) =80.18 (2009-10)

9. Transition Rate (Middle to High school) =90.57 (2009-10)

10. Teacher Students Ratio =1:2911. Adult Literacy Rate = 95.01(2011)

Education Expenditure and Percentage Education Expenditure and Percentage Used in Basic Education SectorUsed in Basic Education Sector

Academic Year

mill

ion

kyat

Assessment Based on Myanmar EFA Assessment Based on Myanmar EFA TargetsTargets

No Type of Indicator Target (2015)

Achieved) in (2010)

Gap Remark

Enrolment

1 GER in ECD Program (Age 3-5) 25.0 22.9 (MICS)

2.1 Nearly achieved

2 Gross Intake rate (Grade 1) 100 100.27 - achieved

3 Net Intake Rate 98.0 98.37 +0.37 0ver achieved

4 Gross Enrolment Ratio (Age5-9) 99.5 89.45 - 10.5 -

5 Net Enrolment Ratio (Age 5-9) 95.0 84.61 -10.39 Under achieved

Teachers

6 Percentage of teachers having required academic qualification (matriculated)

99.5 99.37 -0.13 Nearly achieved

7 Percentage of Primary and Middle school teacher who have attended certified courses

99.9 97.52 -1.48 Nearly achieved



Achieved) in (2010)

Gap Remark

Efficiency

8 Pupil- Teacher Ratio (Primary) 30:1 25:1 -5 Overachieved

9 Pupil-Teacher Ratio (Middle) 27:1 35:1 +8 Under achieved

10 Promotion Rate (Grade1) 90.0 87.63(2009-10 AY)

Under achieved

11 Promotion Rate (Grade 2) 99.0 99.0(2009-10 AY)

0 -achieved


-0.63 Nearlyachieved



Achieved) in (2010)

Gap Remark

Efficiency

13 Promotion Rate (Grade4) 99.0 96.06(2009-10 AY)

-2.94 Nearly achieved


+0.17 -achieved

15 Survival Rate (Grade 5) 91.3 81.30(2009-10 AY)

-10.00 Underachieved

16 Coefficient of Internal efficiency

97.1 92.00 (2009-10 AY)

-5.10 Under achieved



Achieved) in (2010)

Gap Remark

Learning Achievement and Outcome

17 Percentage of children having reached last Grade 5

80.0 73.22(2009-10 AY)

-6.78 Under achieved

18 Literacy rate of 15-24 years old

99.0 97.83 (2009-10 AY)

-0.17 NearlyAchieved

19 Adult Literacy Rate (Age 15 above)

99.0 95.01 -3.99 Nearlyachieved

20 Literacy Gender Parity Index 99.0 99.2 +0.2 Over achieved

Current Endeavors for Decentralization, Current Endeavors for Decentralization, and System Improvementand System Improvement

Reviewing organizational structure of Regions /States and Township Education Offices for reformation

Developing new organizational structure of District Education Offices

Considering carrier promotion and status for the school principals and teachers based on qualification and skills of the person.

Recommendations for Legislation, Policy and Education Expenditure in Ba sic

Education Sector

Existing Laws Related to Basic Education Sector (Basic Education Law 1973, Education Research Law 1973, Law of Myanmar Board of Examinations 1973,Private Tuition Law 1984,)Private School Registration Law (2011)Free, Compulsory Primary Education LawPolicy framework and enhance advocacy for Early Childhood Education NFE Policy

Recommendations for Legislation, Policy and Education

Expenditure in Basic Education SectorDeveloping Documented Basic Education Policywhich will support the existing National Long Term Basic Education Development Plan, EFA NAP and Rural Areas Development and Poverty Alleviation Plan

Increasing Education Expenditure in line with Regional and International Norms

Considering separate Budget for ECCE and NFE

Considering Policy for more educational cooperation with UN agencies, INGOs, NGOs, well-wishers and Community

Recommendations for ECCERecommendations for ECCE

Considering ECCE as a high priority as present coverage is 22 % of 3-5 aged population.

Developing clear ECCE policy and identifying Focal Ministry

Providing continuous ECCE pre-service and in-service trainings to produce qualified ECCE teachers in both private and public sector

Recommendations for Recommendations for ECCEECCEEstablishing the data collection system and network for government departments, INGOs, NGOs, private organizations involving ECCE services

Expanding the existing programs:School-based, Community-based, home-based ECCE program

Encouraging the participation of Regional Collaborative Project “Pre -School Program for All” specially focused on children from poor family.

Recommendations for Access to Basic Education

Implementing free, compulsory primary education as the first priority and developing programmes for school retention by provision of necessary requirement Making Primary and Secondary Education more accessible and giving special attention to increase retention and completion of all basic education levelsFocusing reaching the un-reached (Enhancing existing Inclusive Education Programme )Reducing disparity among regions and states in access to education

Recommendations for Life SkillsRecommendations for Life Skills

Strengthening the implementation of national life skills education programme by regular supervision

Expanding EXCEL program for out-of- school youths in collaboration with NGOs, INGOs and UN agencies.

Recommendations for Recommendations for Literacy and Continuing EducationLiteracy and Continuing Education

Reducing disparity among states and regions, targeting the states and regions which have low adult literacy rate to carry out literacy campaign

Enhancing the continuing education program through CLCs

Establishing Non-Formal Education Department or strengthening the existing NFE section of DMERB for effective implementation

Recommendations for Gender ParityRecommendations for Gender Parity

Promoting use of gender parity index at all basic education level Institutionalizing data collection mechanism and focusing disaggregated data

Recommendations for Recommendations for Improvement of Quality of Basic EducationImprovement of Quality of Basic Education

Ensuring application of CCA in all basic education schools and LCA in all Education CollegesConsidering provision of necessary requirement for quality learning environment (i.e. T-L materials, furniture, safe drinking water, child friendly environment, sanitary latrines)

Mainstreaming CFS principles and practices in the regular training progammes for teachers and education officials at different levels to promote and sustain CFS as a viable strategy for ensuring all children’s access to quality educationDeveloping communication strategies and related materials to raise awareness of CFS as a national EFA strategy among educators & general publicMainstreaming innovations such as CFS, CCA, multi-grade, language enrichment, in Education CollegesCFS monitoring being part of MOE routine monitoring programme;

In order to control quality of basic education, introducing school leaving exam in primary and middle school levels such as Primary Level Completion Exam , Middle School Level Completion E xam and High School Level Completion ExamEnhancing existing regular Monitoring and Evaluation System to improve the quality of educationDeveloping teacher competencies for different school levels which could be a framework used for further reform efforts to improve teacher education in Myanmar. Improving both quality of in-service and pre-service teacher training programs Conducting capacity building for township education officers in decentralized planning, management and monitoring of education activities ensuring accountability and transparency

Establishing training institutions for non teaching staff and administrative personnelEstablishing quality assurance and control system Establishing National Qualification Framework in education sector in line with Regional Qualification Framework and International Qualification FrameworkEstablishing Accreditation Body for National Qualification in educationReducing disparity among the regions and states in quality of education

Recommendations for Improvement of Education Recommendations for Improvement of Education System in line with New Administration SystemSystem in line with New Administration System

Considering to change existing 5-4-2 system in line with international level such as 6-3-3 or 6-4-2 or 5-4-3 Reforming organization of region and state education office for decentralizationProposing new organizational set up of district education officeExpanding number of office staffs in township education office and monitoring and supervision teams and number of personnel for effective monitoring and supervisionReviewing and considering existing teacher promotion system to change system in line with international practice

Expanding number of officer post in basic education sector by identifying the middle school head as officer levelGiving more salary scale to primary school head Separating matriculation exam and university entrance exam Using Computer Data Based Program in educationUsing school mapping and establishing Local Area Network for improving EMIS

Recommendations for Recommendations for Improvement of Education System in line with New Improvement of Education System in line with New

Administration SystemAdministration System

Basic Education Sector Review should be carried out.

Thank you Thank you

For Your Kind Attention

access to and quality of education: education for all in myanmar · 2013-05-23 · access to and...

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