1
The Government of the Republic of the Union of Myanmar
Ministry of Education
Country Report on Education for All
12th Regional Meeting of National EFA Coordinators
(25-28 July 2011- Seoul, Republic of Korea)
Introduction
The Ministry of Education has launched education promotion program since
1998 to promote the education sector. The 30 year long term National Education
Development Plan has been implemented since 2001-2002. In order to respond to
the Millennium Development Goals and Myanmar EFA goals, the EFA National
Action Plan has been developed and implemented in line with National Education
Development Plan since 2003.
Regarding the education sector, it is mentioned in the new constitution
(2008) that the Union shall:
(a) earnestly strive to improve education and health of people;
(b) enact the necessary law to enable National people to participate in
matters of their education and health;
(c) implement free, compulsory primary education; and
(d) implement a modern education system that will promote all-round
correct thinking and a good moral character contributing towards the
building of the Nation.
Every citizen, in accord with the education policy laid down by the Union:
2
(a) has the right to education;
(b) shall be given basic education which the Union prescribed by law as
compulsory and
(c) have the right to conduct scientific research explore science, work
with creativity and write to develop the arts and conduct research
freely other branches of culture.
Education guidelines have been laid down by the new government since it
was formed in 30, March, 2011. The policy guidelines are:
• Free compulsory primary education system is to be practiced;
• The standards of present universities, colleges and high, middle and
primary schools are to be improved;
• More teaching aids are to be provided;
• The abilities of educational staff are to be strengthened and the socio-
economic status of educational staff is to be improved and
• The enrolment rates in middle and high schools are to be increased.
• Laws for private education schools are to be promulgated.
• Cooperation with international organizations including the UN,
INGOs and NGOs is to be strengthened.
Currently, arrangements are being made to lay down programmes to
improve students' learning abilities and teachers' proficiency, and also reduce drop-
out rates at all levels.
3
II. Progress for each goal
Goal 1: Early Childhood Care and Education (ECCE)
Nationally, considerable progress has been made in achieving Early
Childhood Care and Education. For the age of 3-5 pre–school education, the
number of ECCE centres increased from (7528) in 2004-05 AY to (10049) in
2010-11 AY and total number of children increased from (256357) to (363830).
The number of trained ECCE teacher increased from (15778) to (19660). The
national level gross enrolment ratio of ECCE children is 22 percent in 2010-2011
AY. Thus the national target 25 percent can be achieved by 2015.
One of the significant achievements of the ECCE area is the opening of the
Diploma Course in ECD by Yangon University.
Goal 2: Universal Basic Education (UBE)
Progress has been achieved in border areas as during the period from 2005-
2006 AY to 2010- 2011 AY, total number of basic education schools in border and
remote areas has increased from 1034 to 1074 and students increased from 170920
to 194636.
Post primary schools increased from (696) in 2001-02 AY to (6650) in
2011-2012 and students increased from 31881 to 460403. In 2000-01 AY, the
transition rate from the primary school level (Grade-5) to the middle school level
(Grade-6) was 68.5 percent. Beginning from 2001-02 AY primary schools were
upgraded to post primary schools and the transition rate to middle school level rose
to 80.18 percent in the 2010-2011 AY.
In 2009-10 AY, there were 24 mobile schools with 1019 students in Bago
Region (east and west), Magway Region and Rakhine State.
4
Inclusive education in Myanmar covers all those who can not attend formal
or non-formal education for various reasons such as physically and mentally
disabled children, children from mobile families, socially outcast families, poor
families, etc. Under inclusive education programme, in 2010-2011 AY, 801 disable
children are enrolled at formal schools, 1450 children are enrolled at special
schools for the blind and the deaf. 30 disable students are attending in universities
and colleges and 6 students are attending in master degree courses.
The number of monastic basic education schools has increased from 1291 to
1402, while the number of students increased from 184749 to 215450. It shows
that monastic education is complementary to the formal education system to some
extent.
Goal 3: Life Skills
The primary life skills curriculum has been already revised and implemented
in all the basic education schools and monastic schools of the whole nation. This
programme is supported by UNICEF. 60 percent of teachers who teach in public
schools and monastic schools were trained for the benefic of more than 8 millions
students. The revised life skills curriculum makes all the students will have more
relevant knowledge and skills in line with the aims and objectives of teaching life
skills subjects.
Secondary life skills curriculum has also been already revised and trained
the teachers in Yangon Region only. It will be covered the whole nation in 2015.
For educating out of school children and youth, Extended and Continuous
Education and Learning ( EXCEL) project has been expanded and extended in 28
townships in 2011 in collaboration with UNICEF and NGOs in line with the aims
and objectives of EXCEL project. In addition to that self- reliance EXCEL
5
trainings were also implemented in some old townships with the assistance of local
donors and well –wishers in 2011. The learners will also have up to date and more
relevant knowledge and skills due to the revised EXCEL life skills curriculum
designed in 2011. Thus, the targets of education for in school education and out of
school education will be met in 2015.
Goal 4: Literacy and CE
Myanmar literacy rate has significantly increased form 35.0 percent during
colonial period to 91.0 percent in 2000, 94.1 percent in 2005 and 94.95 percent in
2010. The adult literacy rate reduced from 22 percent to 11 percent among those
ages of 15-45 years. This data can fulfill the target goal stated in Myanmar and
Dakar EFA goal 4 of achieving a 50 percent improvement in levels of adult
literacy by 2015, especially for women and equitable access to basic and
continuing education for all adults.
Non-formal education (NFE) focus on basic education services for all
children, youth and adults. Thus, Basic Literacy Programme, Post Literacy
Programme, Income generating Porgramme and Quality Life Improvement
Programme are being carried out.
EFA: Adult Literacy
Goal targeted (2000) – To reduce 22% to 11% illiteracy rates
Goal achieved (2010) – Reduced from 22% to 5.05% illiteracy rate
Goal 5: Gender Parity
6
The education system in Myanmar does not differentiate between boys and
girls and treats them equally. The academic ability of the students is the only factor
which would limit them in their studies. In fact, in the institutes of higher learning
such as education and nursing, about 90 percent are female students. In medicine,
about 60 percent of students are women. In the field of economics and technology, the
number of girl students is on the rise.
Myanmar's general education system is based on the co-education system.
Boys and girls have equal chances to pursue any education, either general education
or professional, at their will. It is expected the number of girl students will be on
increase in the years to come. At a glance at the above-mentioned trend, the
percentage of girl enrolment in basic education sector increased from 49.3 in 2001 -
2002 to 50.2 in 2009-2010. In primary education sector, the percentage of girl
enrolment (49.5%) is the same for this period.
Goal 6: Education Quality
Since 1998, Teacher Training Schools and Colleges were upgraded to
Education Colleges which provide teacher certification for both pre-service and in-
service teachers. At present, all most all teachers at all levels of basic education are
certified.
For professional development of basic education teachers,
refresher/advanced courses for subject teachers have been given for all levels since
2006. Besides, Lesson Study based on collegial concept has been introduced in
Education Colleges since 2008.
In order to improve the capacity of English language and Mathematics skills
for the students in Basic Education Sector, “The Competitions of English
language and Mathematics Capacity” have been held since 2008-09 AY.
7
All basic education schools have been equipped with ICT facilities in
collaboration with well wishers and local communities for the improvement of the
teaching learning process.
The achievements against targets mentioned in Myanmar EFA National
Action Plan (2003-2015) are shown in the following Table:-
No Type of Indicator Target Achieved Gap Remark
(2010)
Enrolment
1 GER in ECD Program 20.0 20.0 - Achieved
(Percent of Total population of 3to 5
Years of Age)
2 Gross Intake Rate 105.0 100.27 - Achieved
3 Net Intake Rate 96.0 98.37 +2.37 Over
Achieved
4 Gross Enrolment Ratio 98.0 91.45 -6.54 -
5 Net Enrolment Ratio 90.0 84.61 -5.39 Under
Achieved
Teachers
6 Percentage of School Teacher Having 98.0 99.37 +1.37 Achieved
required academic qualification
(Matriculated)
7 Percentage of primary and middle 98.0 97.52 -0.48 Nearly
school teachers who have attend
Achieved
8
No Type of Indicator Target Achieved Gap Remark
(2010)
certified courses
Efficiency
8 Pupil-Teacher Ratio (Primary) 30:1 25:1 +5 Over
Achieved
9 Pupil-Teacher Ratio (Middle) 28:1 35:1 -7 Under
Achieved
10 Promotion Rate –Grade 1 (2008-09) 85.0 85.58 +0.58 Over
Achieved
11 Promotion Rate –Grade 2(2008-09) 98.0 93.78 -4.22 Under
achieved
12 Promotion Rate –Grade 3(2008-09) 98.0 93.54 -4.46 Under
achieved
13 Promotion Rate –Grade 4(2008-09) 98.0 92.60 -5.4 Under
achieved
14 Promotion Rate –Grade 5(2008-09) 100 98.99 -0.01 Achieved
15 Survival Rate (Grade 5) (2008-09) 83.0 69.99 -13.01 Under
Achieved
16 Coefficient of Internal efficiency 94.0 84.30 -9.7 Far to
(2008-09) achieved
Learning Achievement and Out Come
17 Percentage of Children having 72.0 71.78 -0.02 Nearly
reached at last Grade 5 (2008-09) achieved
18 Literacy Rate of 15-24 years old ( 98.0 97.83 -0.07 Nearly
9
No Type of Indicator Target Achieved Gap Remark
(2010)
2009) achieved
19 Adult Literacy Rate (15 Years of age 95.0 94.95 -0.05 Nearly
above) (2010) Achieved
III. Specific measures undertaken to accelerate progress towards 2015
ECCE: The ECCE law has been prepared and ready to submit by the Department
of Social welfare to the Pyithu Hluttaw (The National Constituent Assembly) of
the New Government of the Republic of the Union of Myanmar. One of the
significance of the ECCE area is that the transition curriculum was piloted for the
Grade 1 students in order to get smooth transition from home to the first grade of
the formal schooling in collaboration with UNICEF, Save the Children and other
ECCE partners. It is found that in the observed schools the retention of lower
primary grades is progressive due to lack of learning difficulties. By the
implementation of transition curriculum, 150449 grade 1 students were benefited
in 12 pilot project townships.
Minimum standard for Preschools and day care centres has been already
developed and monitoring tools based on minimum standard has also been
developed. Developing preschool curriculum has been completed and 0-3 guide
lines and registration procedure are under way of process. In order to ensure
maximum effectiveness in ECCE, it is necessary to create separate budget for pre-
school.
In order to reach the unreached and marginalized groups in education, six
nurturing centers have already been organized throughout the country for orphans,
10
poor, disable and abandoned children under age 5 by the Ministry of Social
Welfare.
UBE: School textbooks are provided free to all primary students towards free and
compulsory education.
According to the EFA NAP, Child-Friendly Schools concept is to be
expanded nation-wide. At present, with UNICEF support, CFS has been
implemented in 97 townships with 5 dimensions: Inclusiveness, Gender equality,
Effective teaching learning process, Protective, safe and healthy environment, and
Community Participation. For effective teaching learning process, Child-centred
Approach (CCA) is to be applied. With JICA assistance, Teacher’s Guide for the
subjects of Basic Science, Social Studies, General Studies and Mathematics have
been developed and trainings have been provided for teachers from 44 townships.
Moreover, nation-wide dissemination of CCA concept is being arranged.
Since 1999-2000 AY, school enrolment campaign has been conducted on a
national scale and the rate of enrolment of student age 5 in Grade-1 increased from
91.00% in 1999-2000 AY to 98.37% in 2010-2011 AY. In accordance with the All
School-age Children in School Program, the Ministry of Education, social
organizations, local communities and well-wishers donate stipend and learning
materials such as cash, textbooks, exercise books, stationary and school uniforms.
A total amount of donation (cash – and in kind) is 290.344 million kyats in 2002-
2003 AY to 1109.520 million kyats in 2010-2011 AY.
A special program for over-aged children has been implemented since 2003-
04 AY. The accelerated programme enables children of age 7+ or 8+ to complete
primary education in 3 years and those of age 9+ to complete primary education in
2 years. By this programme between 2003-2004 AY and 2009-2010 AY, 153455
over- aged children gained access to primary education.
11
Myanmar Language Enrichment Programme (LEP) has been implemented
since 2008 in three ethnic areas: Mudon, Tarchileik and Waingmaw as an equity
program. The programme is expanded to 3 townships from northern Rakhine State
in 2011-2012 AY.
The Non-formal Primary Education (NFPE) has implemented for out-of-
school children for aged 10 to 14 years. NFPE programme was launched in five
selected townships in cooperation with the Ministry of Education and Myanmar
UNICEF in 2008-09 AY and this programme has been expanded to 7 townships in
2009-2010 AY, 3 townships sponsored by local donors and 5 townships sponsored
by UNICEF in 2010-2011 AY and 14 townships sponsored by local donors and 6
townships sponsored by UNICEF in 2011-2012 AY. Among the NFPE successful
learners, about 22% of students continue their secondary education in formal
schools in 2009-2010 AY, about 22% in 2010-11 AY and 28% in 2011-2012 AY.
This programme will be expanded and extended for creating easy access to
education for disadvantaged and vulnerable children.
Life Skills: Revitalizing pre-vocational subjects in school curriculum, expanding
and extending EXCEL project and monitoring on life skills taught in schools are
measure to be taken. In knowing the need of pre-vocational subjects for the
development of rural areas, ministry of education is going to revitalize them with
the help of UNESCO.
In the previous years pre-vocational subjects were existed in schools and
were defunct. The other various vocational trainings are being conducted by the
different concerned Ministries and Private enterprises. Some pre- vocational
training were provided in basic education schools Nargis affected area.
12
Literacy and CE: Continuation of Basic Literacy Programme, Special programme
for border areas, follow up activities for those who are new and semi-literates
especially in border areas, establishing of Community Learning Centre (CLC), 3
Rs programme for children, youth and adult in border areas, and extending of
Continuing Education and learning for Out-of school Children Project (EXCEL) to
care and prevent illiteracy are specific measures for Goal 4. Although
implementation of CE programmes are being carried out, reducing disparity among
states and regions, targeting the states/regions which have low adult literacy rate to
carry out literacy programme, allocation of separate budget for Non-formal
education programme, enhancing the continuing education and effective
implementation of NFPE and EXCEL project of a nation wide scale are still
challenging.
Quality: For better management of the schools, refresher courses on school
administration for TEOs, have been also conducted since 2008.
Township Education Management Information System has been
implemented in five townships since 2008 and Township Education Development
Plan has been initiated in (10) pilot project townships in collaboration with
UNICEF since 2010 in order to apply the decentralized educational planning and
management system.
IV. Specific support needed
ECCE: Although the number of trained ECCE teachers increased, it is still
necessary to ensure that ECCE teachers are qualified and provided with the
continuous pre-service and in-service trainings. For the fundamental needs of
13
whole child development, parenting education to increase awareness and
knowledge among parents and caregivers is still challenging.
UBE: Technical and financial support is needed to develop and implement
township education development plan nation-wide and to establish EMIS.
Enhancement is needed for existing special programme and participation of
Regional Collaborative Project “Tracking System for Students at Risk of Dropping
out” which targeted under performing students and students at risk of dropping out
(Reaching the un-reached regional collaborative project)
Life Skills: Financial and technical support for establishing Technical Vocational
Education Training/ skills development centers is needed. Technical support to
assess the behaviour changes of students after learning life skills subject is
essential. Technical assistance for providing vocational education relevant to
locality at different levels of basic education is needed.
Literacy and CE: Planning, implementation, finance, resource development, capital
and current budget are needed to support to accelerate progress towards 2015.
Therefore, financial support is needed for CLC establishment regarding basic
literacy and post literacy, income generating programme and small loan. Technical
support is also needed for functional literacy survey and capacity building training,
etc. At the same time, material support like computer, e.mail, fax, etc for office
equipment is needed for effective implementation of Literacy and Continuing
Education.
Gender: Technical support is needed to revise basic education textbooks from the
point of view of gender sensitivity.
14
Quality: Technical support is needed to modify basic education curriculum to be in
line with Child-Centered Approach (CCA); and improving student assessment
system to be in line with CCA teaching learning strategies. Professional
development courses for the quality improvement of the teacher educators are
urgently needed. Financial support is needed for nation-wide implementation of
CFS.
Conclusion
Myanmar has achieved most of the EFA targets and some are expected to
achieve by 2015. Necessary requirements are being undertaken in collaboration
with related GOs, NGOs and INGOs to be able to achieve the set targets. The
Ministry of Education is trying to achieve the targets in line with the long term
Basic Education Development Plan.
Annex
As the life skills lessons are modified and expanded lesson by lesson and
year by year to know the improvement of revised Primary Life Skills curriculum.
15
A small scale research was conducted with the aim of measuring knowledge and
skills students gained through life skills subject in 4 selected townships with 100
5th graders. The results of the students have shown the improvement in knowledge
portion of the curriculum that they got more than 80 percent. For the skill
development portion, as the critical thinking skills included more than the others in
the curriculum, the results of the students have also shown the highest percentage.
It means that the given life skill has been developed in the students minds.
Before commencing the nine months EXCEL village level learning circle, learners
have to sit Pre-test and they also have to sit Post-test at the end. The figure of the
results of the students proved in the stage of very good in the year 2010. It means
16
that the considerable progress has been made in achieving the life skills curriculum
in the seven areas of the life skills for out of school learners.
NFPE level 1 Learners enrolled and passed
17
NFPE level 2 Learners enrolled and passed
Non-formal Primary Education is being implemnted at (291) centres in (40)
townships.
