Myanmar’s Education Reforms A pathway to social justice?

Lall, Marie-Carine

doi:10.14324/111.9781787353695

Cited by 30 publications

(47 citation statements)

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“…In Myanmar, international aid organisations became involved in educational reform processes in 2012 as the country opened up to the wider world [7]. Engagement from the UK, Australia and Japan brought in policies around equity and inclusion but also neoliberal discourses around competition, funding and autonomy-following repeated patterns seen across the developing world of policy borrowing [23].…”

Section: Policy Reform In Unstable Statesmentioning

confidence: 99%

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Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

2022

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On 1 February 2021, Myanmar military dictators seized power from the elected government and halted the country’s budding reform process. This article explores how Myanmar’s higher education (HE) sector was affected by the coup and COVID-19 and how this has resulted in societal conflict. The article reviews first the history of military coups, then the education reforms in general and what was done in HE, before discussing the effects of COVID-19 and the coup on the sector. Voices from HE teaching staff show the tension in the role of HE as a vehicle for reform and promulgation of those in power. The article argues that the national vision propagated by Myanmar’s HE sector is juxtaposed to that propagated by the Tatmadaw, both claiming to represent Myanmar’s future. This research highlights the dual forces of the COVID-19 pandemic and military coup at a crucial time for HE reforms in a fragile, conflict-affected state, with the future of the reform goals of equity and equality of the sector at stake.

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Section: Policy Reform In Unstable Statesmentioning

confidence: 99%

“…The post-2012 education reforms that opened HE to international engagement and funding led to real progress in less than a decade [7]. While HE was not fully inclusive, with ethnic students much less likely to be able to access and complete HE, the reforms allowed the HE sector to engage with issues of inclusion and democratic ideas [8].…”

Section: Introductionmentioning

confidence: 99%

Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

2022

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“…Yangon University, which was founded in 1920, provided a teaching diploma for high school teachers. A faculty of education was set up in Yangon University in 1922, and the first teacher training college was in 1931 (Lall, M. 2020). However, Myanmar lacked a coherent teacher education policy before the 2012 education reforms.…”

Section: Teacher Education In Myanmarmentioning

confidence: 99%

“…However, it remains unclear to distinguish between the Art stream and the Science stream. Under this system, if teachers wanted to become secondary school teachers or move on to administrative posts in education, they needed a Bachelor of Education degree that could be acquired at the University of Education in Yangon or Sagaing, for those in Lower and Upper Myanmar, respectively (Lall, 2020).…”

Section: Teacher Education In Myanmarmentioning

confidence: 99%

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Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

Thwe¹,

Kálmán²

2021

OpE

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This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated. In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

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Higher Education in Myanmar

Brown¹,

Hung²

2022

Springer International Handbooks of Education

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Myanmar’s Education Reforms A pathway to social justice?

Cited by 30 publications

References 0 publications

Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

Higher Education in Myanmar

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