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Pushing the child centred approach in Myanmar: the role of cross national…

- - - - Monastic schools started to:
        
        fill the gaps for the poorer sections of society and
        
        helped maintain high literacy rates.
        
        overseen first by the Ministry for Social Welfare
        
        later by the Ministry of Education
        
        after 1988 the responsibility moved to the Ministry of Religious Affairs
    - - in time which allowed some of the biggest monastic networks to establish themselves.
  - - - As a result, this has had a marked effect on teacher subject competencies and training. Many teachers, especially in the rural areas, have barely finished secondary school.
  - - - technical and voca- tional education
      - normal mainstream
    - - high primary enrolment ratio.
      - Two main problems
        
        high dropout rate: estimated at around 34%
        
        not enough schools:
        the numbers ranging from one school in five villages to one school in 25 villages in the border regions
        
        NB: high repetition rate in both rural and urban areas
        
        Reason 1: high direct costs of sending children to school (such as buying books and uniforms)
        
        schooling is free in principle
        
        However parents are usually expected to pay extra money: parents are expected to contribute to the financing of education by not only paying for uniforms and books, but by offering dona- tions in cash and kind as well as often supplementing teacher salaries.---especially the case in more remote areas
        
        State funding in education is not enough and is declining:
        State expenditure on education as a share of GDP is decreasing and schools do not have enough funds to run
        
        Reason 2: In the rural areas this is supplemented by the high opportunity cost for parents who need their children’s working help.
        
        Based on the interviews in Yangon---children show up for the first school day and that access statistics are based on this. However, often, a few days into the school year, children particularly in rural areas stop attending school.
    - - monastic schools are now needed to provide education across all sections of society and across the country.
        
        Transformation: the Myanmar government be able to demonstrate that there is a genuine movement to promote universal education.
        
        Transformation: Change the status of monastic schools.
        And they are in a more prominent position than at any time since independence
        
        Tranformation: what was formerly seen as ‘non-formal’ education is today increasingly referred to as ‘formal’ education provision.
- - - - Yinthway Foundation
        
        local NGO that started teacher training in 2008 and has come to CCA through their programme on early childhood development and early childhood books.
        
        funded by INGOs
        
        work with local partners on the ground including:
        1.Christian organisations in ethnic minority areas;
        2.monastic schools;
        3.monastic schools in Bamar majority areas.
      - Save the Children
        
        came in with teacher training after Cyclone Nargis and brought with them a methodology designed for areas in conflict and crisis.
      - Shalom Foundation
        
        not-for-profit organisation has specialized in training teachers in the ethnic minority areas since 2005.
        
        funded a local Yangon-based consultant to train their master trainers
        
        involved in peace building exercises between the ethnic minority groups and the Myanmar government.
      - APEF
        
        an Australian charity, based its method on the training offered previously by UNICEF.
        
        The programme is linked with the Mandalay monastery, which has established the Centre for the Promotion of Monastic Education,
      - Hantha Trainers
        
        a private not-for-profit organisation that developed in 2005 with the help of a former state school teacher (who was trained by UNICEF)
        
        using a cascading cluster system
        
        active in monastic networks both in ethnic as well as Bamar dominated part of the country