National Education Strategic Plan 2016-21 - Summary - Ministry of Education
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The Government of the
Republic of the Union of Myanmar
Ministry of Education
National Education
Strategic Plan 2016-21
Summary
The Government of the
Republic of the Union of Myanmar
Ministry of Education
National Education
Strategic Plan 2016-21
Summary
2016
2 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
Foreword
1
Page 4 Introduction
Page 7
4 5
Overview of recent Recent achievements
high-level education of the national
policy reforms education system
Page 12 Page 14
7 8
Principles that informed
NESP goal
drafting the NESP
Page 22
Page 20
11
Education pathways
for work and lifelong
learning
Page 52
SUMMARY 3
3
2 General background
Country context on Myanmar’s
education system
Page 8
Page 10
6
Key challenges of
the current
education system
Page 16
9
The nine
10
Transformational Shifts Main sub-sectors
to achieve the NESP of the NESP
goal
Page 26
Page 24
12 13
Phased implementation
Financing the NESP
of the NESP
Page 54
Page 55
4 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
Foreword
The national education system in Myanmar needs labour market and it is a key driver of economic
to undergo a major transformation over the next growth.
five years if it is to meet the life-long-learning and
Education plays a central role in reducing
career aspirations of our students, youth and
poverty and inequity, increasing household
adults. Quality, equitable and relevant education
incomes, improving individual and family health,
is essential if we are to provide our children with
strengthening our communities, fostering lasting
new knowledge and competencies, creativity
peace, expanding economic development and
and critical thinking skills and cultural and ethical
building national unity.
values that will enable them to excel in their
chosen careers and contribute to Myanmar’s socio- To fully realise the benefits of a quality national
economic development in the 21st century. education system, the Government of the Republic
of the Union of Myanmar will implement a new
Education begins from the time of our birth and
National Education Strategic Plan (NESP) during the
continues throughout our lives. It is a major
period 2016-2021. The NESP is a comprehensive,
contributor to the development of our social and
widely-owned and evidence-based roadmap
economic capital. It inspires creativity and fosters
intended to reform the entire education sector over
innovation, it provides our youth with the necessary
the next five years.
skills to enable them to compete in the modern
SUMMARY 5
A key reform focus of the government in the coming We must continuously expand and strengthen
years will be the provision of quality, healthy, play- the quality of technical and vocational education
centred pre-school and primary education for and training in the interests of sustained national
all children, including those living in remote rural economic development. In so doing, we must
areas. The physical, intellectual, linguistic, emotional ensure that it is in accord with priority development
and social needs of children aged 3 to 6 years must sectors, while also meeting the expectations and
be met. needs of employers and students.
With regard to basic education, we must work To sustain and expand our national education
together to ensure that all children successfully system all educational institutions must have a
complete their primary, middle and high Quality Assurance System that will help them
school education and acquire relevant learning achieve national quality standards and improve
competencies. This will provide them with a strong both teaching and learning. In addition, we must
foundation of knowledge and skills that will enable invest in training programmes to build the capacity
them to progress to higher education or technical of technical specialists, education managers
and vocational education and training. The concept and those occupying leadership positions in our
that higher education is only university education schools, training centres and universities.
must be changed.
It is particularly important that parents should be
There is a need for education programmes to encouraged and assisted to play a more active
be especially developed to meet the needs of role in their children’s education, as well as in the
children who face difficulties in accessing primary educational institutions of their communities. We
and secondary education, children with mental or must put in place mechanisms that will enable
physical disabilities, or those who live in poverty or education stakeholders, national and international
in remote areas. organisations and private sector companies to
support and develop our national education
We must also redesign and launch a new basic
system.
education curriculum that focuses on relevant 21st
century knowledge and skills. To ensure the smooth In conclusion, I would like to take this opportunity
implementation of this curriculum we must provide to request all our students, parents, teachers,
quality in-service training and mentoring for all school leaders and education stakeholders, as well
teachers in our primary, middle and high schools. as national and international partner organisations,
to cooperate with the Ministry of Education for
Through innovative, quality and accessible
the successful implementation of the National
alternative education programmes, we must strive
Education Strategic Plan 2016–2021. This plan will
to improve the quality of life for youth and adults
help us to transform our national education system
who have only had limited educational and career
and to achieve dramatic improvements in teaching
opportunities.
and learning in all our educational institutions.
We are committed to developing a world-class,
higher education system, with a strong focus on
research and innovation, to meet the country’s
social and economic development needs. Daw Aung San Suu Kyi
State Counsellor
The Republic of the Union of Myanmar
6 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
SUMMARY 7
1.0 • Introduction
In today’s global economy a nation’s success depends fundamentally on the knowledge, skills and
competencies of its people. Countries which invest in education are likely to reap substantial long-term
benefits, such as greater economic and social prosperity.
Education provides individuals with the opportunity Furthermore, there is broad consensus that major
to improve their lives, become successful members shifts are required in the coming years to transform
of their communities and actively contribute to the national education system and ensure that all
national socio-economic development. In Myanmar students progress through the education cycle,
society, education is traditionally valued as a key achieve quality learning standards and fulfil their
determinant for social mobility and it is widely career and lifelong learning goals and aspirations.
recognised as a critical building block for nation
In response to these expectations, the Ministry of
building, national unity and sustainable development.
Education (MOE) has undertaken a three-and-a-
Furthermore, education and poverty alleviation
half-year Comprehensive Education Sector Review
have been identified as two key drivers to support
(CESR) involving three phases: a rapid assessment
the democratic and peace-building process and to
(Phase 1); in-depth research and analysis of critical
achieve the national goal of Myanmar becoming an
sub-sector challenges (Phase 2); and drafting and
upper Middle Income Country by 2030.
building ownership for an evidence-based and,
In recent years Myanmar’s national education costed National Education Strategic Plan (NESP) for
system has come under increased public scrutiny the period 2016–21 (Phase 3).
and debate due to growing expectations from
The NESP provides the government, education
students, parents, employers and citizens for
stakeholders and citizens with a ‘roadmap’ for
education reforms that will improve access, quality
sector-wide education reforms over the next five
and equity in the main education sub-sectors —
years that will dramatically improve access to
preschool, kindergarten, primary, secondary and
quality education for students at all levels of the
alternative education, and technical and vocational
national education system.
education and training and higher education.
8 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
2.0 • Country context
Myanmar is the largest country in mainland Southeast Asia and is situated geographically at the strategic
location between the economic hubs of China, India and ASEAN countries.
Myanmar has a long coastline, abundant fertile estimated GDP growth had increased from 5.5 per
lands, a rich endowment of natural resources and cent in 2012 to 6.8 per cent in 2014. Medium-term
one of the lowest population densities in the region. economic growth is projected to average 8.2 per
Myanmar has a population of 53.9 million (2014 cent per year.
Census) and an annual population growth of 0.89
However, Myanmar’s economy is heavily reliant
percent.
on the agricultural sector and extractive industries.
Under the 2008 Constitution Myanmar has shifted In order to achieve sustainable economic
to a democratic governance system with the development Myanmar needs to reduce its reliance
establishment of a civilian-led government and two on natural resources and expand the services and
parliaments with elected representatives in 2011. In manufacturing sectors. At the same time, there is a
addition, 14 State/ Region governments and local need to use modern technology to produce quality
parliaments have been established as a foundation products in the agricultural sector. Myanmar
for a decentralised governance system. However, currently is facing two major challenges to expand
there is a need to further clarify the authority priority development sectors: (a) a shortage of
and roles and responsibilities of these local skilled workers, despite increased job opportunities;
governments so that they can play a more active and (b) limited governance and public sector
role in expanding access to essential basic services. management capacity. The education sector has
a vital role to play to support the government to
In 2015, a second multiparty election was
address these challenges in the coming years.
successfully conducted and there was a smooth
transfer of power to a new administration. The There are also other key challenges that the
government is speeding up efforts launched by country needs to address to achieve sustainable
the previous government to end armed conflicts, development and equitable economic growth,
undertake national reconciliation and establish such as the growing disparity between wealthy
peace within the country’s borders. and poor citizens within Myanmar society, disparity
in access to essential services, especially between
Following the recent handover to a civilian-
citizens living in urban and rural areas, internal
led government, international sanctions have
and external migration, human trafficking and
been eased and foreign investment is expected
drug abuse. The provision of quality and equitable
to increase substantially in the coming years.
education has an important catalyst role to play to
Myanmar’s recent economic growth has been
help the government to address these challenges.
impressive. The Asian Development BankSUMMARY 9
10 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
3.0 • General background on Myanmar’s education system
The following section provides a brief overview of the situation of the education sector in Myanmar.
3.1 • Early childhood care and development 3.3 • Alternative education (AE)
(ECCD) The MOE provides access to alternative education
The MOE and the Ministry of Social Welfare, Relief through a Non-formal Primary Education
and Resettlement (MSWRR) are the lead ministries Equivalency Programme (NFPE EP) for out-of-
involved in the provision of ECCD services. In school children and a Summer Basic Literacy
addition, there are a number of non-governmental Programme (SBLP) for adults. The NFPE EP is
and private sector organisations actively supporting currently being implemented in 89 townships
communities with the provision of ECCD services. where it is reaching 11,234 learners. The SBLP was
restarted in 2013 and it reached 22,444 learners.
3.2 • Basic education This figure doubled in 2014 to 46,478 learners.
The current basic education system comprises of
five years of primary education (KG to Grade 4), four 3.4 • TVET
years of lower secondary and two years of upper Access to technical and vocational education
secondary education. There are currently 47,363 and training in Myanmar is provided by relevant
basic education schools in Myanmar reaching ministries and the private sector through 372
approximately 9.26 million students (see Table 3.1 technical and vocational education and training
below). The majority of these schools are managed centres.
by the Department of Basic Education within
3.5 • Higher education
the MOE. In addition, a significant percentage of
students access basic education through monastic, Myanmar has 171 higher education institutions
private, community and other types of schools. The (HEIs) (colleges, degree colleges and universities),
number of schools, teachers and students in the which are overseen by eight ministries. In the
basic education system in the 2015-16 Academic 2015 academic year, there were 225,178 students
Year are listed in Table 3.1 below. studying full-time in HEIs under the responsibility
of the MOE, while an additional 411,164 students
were accessing higher education through Distance
Education Universities.SUMMARY 11
Table 3.1: Number of schools, teachers and students in basic education
School category No. of basic education No. of basic education No. of basic education
schools (2015-16) teachers (2015-16) students (2015-16)
Upper secondary 3,513 34,393 873,832
Lower secondary 6,224 129,945 2,795,607
Primary 35,650 158,176 5,184,041
Monastic 1,538 11,044 297,039
Private 438 7,397 107,451
Total 47,363 340,955 9,257,970
Source : MOE (2015-16)12 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
4.0 • Overview of recent high-level education policy reforms
This section presents a short overview of recent, high-level education sector laws and policies that
have guided the implementation of national programmes to improve access to quality education for all
students and citizens.
4.1 • The Constitution of the Republic of the 4.2 • National Education Law (NEL) (2014)
Union of Myanmar (2008) and NEL Amendment (2015)
The Constitution (2008) provides the foundation A watershed moment for education sector reform
legal framework for the education sector in in Myanmar was the approval by Parliament of a
Myanmar. Article 28 of the Constitution stipulates National Education Law (NEL) in September 2014
that the Union shall: that strengthened the quality, effectiveness and
efficiency of the national education system. The
a. earnestly strive to improve education and
NEL was further strengthened with the passing
health of the people;
of the NEL Amendment in 2015. The NEL and
b. enact the necessary law to enable National NEL Amendment provide an excellent national
people to participate in matters of their framework for the implementation of a wide range
education and health; of complementary reforms across the national
c. implement free, compulsory primary education system, such as: recognition of the right
education system; of all citizens to free, compulsory education at the
primary level; establishment of a standards-based
d. implement a modern education system that
education quality assurance system; expansion of
will promote all-around correct thinking and
the basic education system to 13 years; support for
a good moral character contributing towards
the learning of nationalities’ languages and culture;
the building of the Nation.
and greater decentralisation within the education
Article 366 of the Constitution states that: Every system. An additional benefit of the NEL is that
citizen, in accord with the educational policy laid Myanmar is now fully aligned with ASEAN members
down by the Union: in terms of the number of years of schooling under
basic education.
a. has the right to education;
b. shall be given basic education which the
4.3 • Education sector reform priorities
Union prescribes by law as compulsory; for the government
The following section provides a brief overview of
c. have the right to conduct scientific research,
the main reform priorities of the government.
explore science, work with creativity and write
to develop the arts and conduct research 1. Establish early childhood care programmes;
freely in other branches of culture. 2. Improve primary education completion
for every primary-aged child in school, andSUMMARY 13
dedicated education programmes for children 7. Improve the quality of life of people with limited
who face difficulties in accessing and achieving educational qualifications, through middle and
primary-level education, such as children high school equivalency programmes and
with mental or physical disabilities, children vocational training;
living in poverty, and children living in remote 8. Develop a world-class higher education system,
areas while creating learning opportunities where universities have autonomy over their
progressively to enable all citizens to complete own curriculum and governance and the
at least primary-level education and proceed ability to conduct independent research;
towards further education.
9. Develop a technical and vocational education
3. Support and promote nationalities’ languages and training system that is equal in status with
and cultures, including curriculum development, academic learning at universities;
implementation and monitoring by state and
10. Establish effective education services that
region governments to support primary-aged
do not place a burden on parents and
children who speak different languages;
communities;
4. Achieve an appropriate teacher-student ratio;
11. Ensure the effective, efficient and transparent
5. Improve the abilities and subject-matter allocation and use of government, private
expertise of teachers in all schools; sector, other domestic and international
6. Prioritise the needs of schools in less funding; and,
developed areas in order to make education 12. Implement effective educational reforms,
more accessible to all, especially in middle and as well as management and monitoring
high schools lacking facilities and equipment; programmes, based on accurate information
and data.14 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
5.0 • Recent achievements of the national education system
The government has launched a number of new initiatives and national programmes to expand
access to quality education across the education sector. A selection of these achievements are briefly
described below.
5.1 • CESR — establishing an international- 5.3 • Dramatic increases in the number
standard evidence base to develop a of teachers — improving the quality of
National Education Strategic Plan education
Over the last three-and-a-half years the MOE Over the last three years approximately 72,000 new
has successfully co-ordinated and completed a teachers have been hired to ensure that there are
comprehensive review of the entire education sector, more teachers in every school. Furthermore, work
including an in-depth policy review by the Education is ongoing to improve the professional capacities of
Working Group. This achievement enabled the these new teachers. This exceptional investment in
MOE to identify priority reforms, strategies and the basic education sub-sector is expected to result
programmes though the establishment of an in improvements in education quality and student
international standard evidence base that will lead learning achievement in the beneficiary schools
to dramatic improvements in teaching and learning where teachers have been deployed.
in all schools and educational institutions. This
approach will ensure the highest possible return – 5.4 • Strengthening governance and
in terms of impacts on teaching and learning – on management — enabling more efficient and
government and development partner investments effective service delivery
in the education sector over the next five years. In 2016, the government launched a major public
sector reform to reduce the number of ministries
5.2 • Investing in education — committing and improve the overall efficiency of the government
to measurable changes in education service delivery. As part of this reform the MOE
service delivery and the Ministry of Science and Technology were
The government has increased funding for the integrated into one ministry. This was followed by
education sector in recent years and this has a rationalization of departments within the new
enabled the MOE to introduce new policies and ministry and the establishment of a new department
national programmes, such as hiring new teachers, dedicated to alternative education. These reforms
free basic education and the school grants and have established a strong foundation of leadership
stipends programme for basic education schools. and management to support implementation of the
new strategic plan.SUMMARY 15 5.5 • Expanding access to basic education — and 13,555 existing classrooms were renovated. For major investments in school infrastructure the 2016–17 school year the MOE has approved and A notable achievement over the last four years has secured funding for upgrading of an additional 3,312 been major investments in school infrastructure schools. These infrasturcture investments have across the country. Between 2010–11 and 2014–15, dramatically expanded access to basic education the MOE constructed 7,616 new schools and 11,776 and improved the quality of teaching and learning new classrooms. In addition, 8,945 existing schools in the targeted schools.
16 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
6.0 • Key challenges of the current education system
The challenges that the Myanmar education system is currently facing are multi-dimensional, and most
of them deal with key concepts in education reform, such as access, quality and equity.
Area 1 • Preschool and kindergarten Area 2 • Basic education — access, quality
education and inclusion
The four major challenges facing preschool and The four major challenges facing basic education —
kindergarten education are: access, quality and inclusion are:
• Children living in rural and remote areas • The MOE is now implementing free basic
have limited access to quality preschool and education in order to ease the cost among
kindergarten education, and this negatively parents and communities. However, children’s
affects school readiness, student learning access to schools, and their retention and
achievement, community wellbeing and completion of basic education, needs to be
national economic development. significantly improved. Moreover, drop-out
rates are still high during the transition from
• Preschool service providers generally need to
primary to middle school and from middle to
improve the quality of their services, including
high school.
supporting more active parental involvement
in their child’s educational development. The • A school quality improvement framework is
quality of preschool teacher training needs needed to focus attention on measuring and
improvement and a national preschool database addressing teaching, school management and
is needed for the effective management and school facilities standards. Moreover, a quality
planning of preschool services. assurance system needs to be designed and
implemented to improve school performance
• More effective co-ordination and management
and ensure greater accountability from head
structures are needed at all levels – national,
teachers, teachers and education managers.
state/region, district, township and community –
to improve access to quality preschool services. • Parent Teacher Associations (PTAs) need to be
empowered and strengthened in all schools so
• Design, development and implementation
that they can actively monitor the achievement
of a developmentally appropriate, culturally
of school quality standards and support
responsive and educationally relevant
improved student learning.
kindergarten curriculum is a major priority
in order to ensure that all children can access • With poverty being a key factor affecting
appropriate and quality kindergarten learning. access to basic education, more efforts are
needed to enable students living in remote
and rural areas to enrol in primary and
middle schools. Also, additional resources areSUMMARY 17
needed to attract children with disabilities to Area 4 • Student assessment and
schools and provide education services to examinations
children from mobile families.
The three major challenges facing student
Area 3 • Basic education curriculum assessment and examinations are:
The three major challenges facing the basic • Development and implementation of a
education curriculum are: comprehensive assessment policy for basic
education schools. The current emphasis on
• Redesigning the basic education curriculum in
rote memorisation of factual information in
line with the new KG+12 structure with a focus
teaching, learning and assessment highlights
on 21st century skills.
the urgent need for a more balanced system
• Upgrading the professional capacity of of formative and summative assessments that
curriculum development teams, as well as assesses student learning against national
the capacity of head teachers and teachers to learning standards. Improved co-ordination,
successfully implement the new curriculum. management and monitoring is essential for
• Strengthening curriculum management, dissem- the MOE to implement integrated student
ination and monitoring and evaluation systems. assessment reforms.18 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
• A well-designed capacity development • A high-quality, national continuous professional
programme needs to be put in place focusing development (CPD) programme needs to be
on assessment strategies, test development put in place to upgrade teacher pedagogic
and analysis, and interpretation and utilisation knowledge and skills over a sustained period
of test results to inform teaching and improve that will lead to measureable improvements
student learning. In addition, there is a need to in student learning achievement in all basic
upgrade the assessment-related functions and education schools in Myanmar.
responsibilities of MOE departments.
Area 6 • Alternative education
• Practical mechanisms need to be established to
The four major challenges facing alternative
support the effective co-ordination, management
education are:
and monitoring of new assessment reforms. In
addition, awareness of new assessment systems • The MOE needs to research, develop and
among parents and the public is vital so that they widely disseminate an alternative education
understand and support the new approaches. policy that can provide an overall framework
for the implementation of alternative education
Area 5 • Teacher education and programmes.
management
• The MOE needs to support the implementation
The three major challenges facing teacher of a range of quality, accessible, flexible and
education are: certified alternative education programmes that
• There is an immediate need for comprehensive respond to the diverse needs of out-of-school
and integrated teacher management reforms learners at different stages of their education
that will strengthen teacher recruitment, and career pathways.
deployment and retention; establish an effective • Access to high-quality, learner-centred and
and transparent performance evaluation and demand-responsive alternative education could
promotion system; and provide clear and be significantly improved through establishing
equitable career pathways for teachers across and actively measuring national quality
the national education system. standards for all government, non-government,
• Major changes are needed to improve the community-based and private sector alternative
quality of teaching, learning, infrastructure and education service providers.
management in teacher education institutions • The MOE needs to strengthen and expand
(TEIs) – Education Colleges (ECs), Universities co-ordination in the alternative education sub-
of Education (UOEs) and the University for the sector to enable more effective partnerships
Development of National Races (UDNR). with government and non-government service
providers, community-based organisations and
the private sector.SUMMARY 19
Area 7 • TVET • Myanmar’s higher education institutions
The three major challenges facing TVET are: need to improve their research capacity
in order to foster the development of new ideas
• High-quality, accessible and integrated TVET
and innovations.
is a pre-requisite for increasing employment,
poverty reduction and sustainable economic Area 9 • Management, capacity
growth. Demand-driven TVET that is accessible development and quality assurance
to school leavers and those who are interested
The four major challenges facing management,
in TVET has the potential to play an important
capacity development and quality assurance are:
role in addressing youth unemployment and
boosting Myanmar’s economy. • A clearly defined, nationally mainstreamed
and standards-based quality assurance system
• Enhancing the quality of TVET provision is
needs to be put in place to improve education
critical in order to sustainably expand TVET
quality and student learning achievement in all
access, provide good jobs upon completion and
schools and educational institutions.
create greater demand from both individuals
and employers. • Effective and inclusive co-ordination mechanisms
are needed at national, sub-sector and
• TVET management and co-ordination needs
sub-national levels to facilitate, support and sustain
to be strengthened through a more cohesive
education reforms through partnerships with
legislative and policy framework that covers the
ministries and non-governmental organisations.
entire TVET sector.
• A major system challenge is the lack of access
Area 8 • Higher education to quality education management data (i.e.
The four major challenges facing higher education accurate, timely and strategic) covering overall
are: sector performance and the implementation
and results of NESP programmes funded by the
• The traditional centralised model of governance
government and development partners.
needs to be substituted with a more corporate
model that focuses on performance, • Successful implementation of the NESP will
accountability and autonomy. require a combination of strengthening existing
and establishing new management structures,
• Myanmar’s higher education system needs
systems and tools. In addition, quality training
significant improvement in terms of quality-
programmes are needed at all levels of the
related dimensions, such as curriculum,
national education system to develop the
learning environment, research and
capacity of officers in all aspects of education
teaching processes.
management.
• Issues of affordability and accessibility both
impact access to higher education. Support
programmes are needed to help students to
overcome cost barriers for higher education.20 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
7.0 • Principles that informed drafting the NESP
The NESP has been developed through applying the following best practice principles in strategic
planning.
7.1 • Evidence based 7.3 • Quality focused
Over the last two years the MOE has established One of the most prevalent themes which
and analysed five complementary information emerged from an in-depth review of the NESP
resources to inform the drafting the NESP 2016- evidence base was the importance of quality
21 (see Diagram 7.1). The MOE has undertaken education. In response to this finding the MOE has
a thorough triangulation analysis of these five mainstreamed quality-focused reforms, strategies
information resources to identify, with a high degree and programmes across all education sub-sectors
of confidence, priority reforms to implement during in the NESP.
the period 2016–21.
7.4 • Integrated
7.2 • Consultative The NESP has adopted a comprehensive systems
A notable success factor of CESR research and approach to education reforms that pays special
Education Working Group analysis initiatives were attention to linkages between different sub-sectors
extensive consultations with a wide range of and the overall phasing of reforms.
education stakeholders from across the country.
Between October 2014 and July 2015, CESR 7.5 • Measuring change
colleagues organised 107 meetings with 3,199 From the initial stages of researching and drafting
stakeholders to discuss and document feedback the NESP, senior MOE officials have stressed
on nine draft NESP Sub-sector Action Plans. the importance of putting in place systems that
will enable education managers at all levels of
In July 2015, CESR officers presented the the national education system to actively track
draft NESP Sub-sector Action Plans to about and measure the impacts of NESP strategies
13,000 education stakeholders during one-day and programmes.
consultation meetings in 43 districts across
the country. There was overwhelming support 7.6 • Costed
from these stakeholders for the proposed NESP The MOE has undertaken a thorough costing of the
goal and nine Transformational Shifts, as well NESP to ensure that the proposed strategies and
as the strategies and programmes outlined in programmes are affordable in relation to projected
the NESP. government and development partner funding
commitments for the education sector over the
next five years.SUMMARY 21
7.7 • Accessible 7.8 • Aligned
The MOE has paid special attention to drafting The MOE has developed the NESP so that it
a NESP that is accessible for the widest possible fully aligns and successfully achieves the reform
audience. priorities of the government.
Diagram 7.1: Categories of information
resources to develop the NESP 2016–21
Education
Working
Group Reports
CESR Phases (2)
1 & 2 Reports
(1)
NESP
2016—21
National
evidence-based
Educ. Law (2014)
strategic plan
& Amendment
(2015)
Reform priorities of (3)
the government
(5)
9 NESP
Sub-sector
Action Plans
(4)22 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
8.0 • NESP goal
The MOE commits to achieving the following NESP goal statement by the end of the 2020–21
fiscal year:
Improved teaching and learning, vocational education and training, research and
innovation leading to measurable improvements in student achievement in all
schools and educational institutions.
The three main reasons for this goal are as follows.
8.1 • High expectations from parents and 8.3 • TVET and higher education are
students fundamental for Myanmar’s long-term
There is universal consensus among education social and economic development
stakeholders consulted to develop the NESP High-quality technical and vocational education and
that parents want their children to significantly training (TVET) that equips Myanmar’s economy
improve their learning achievement at all levels of with a skilled and competitive workforce is vital
the national education system. To address these for sustainable socio-economic development. In
expectations, wide-ranging reforms and innovative the coming years a large number of skilled
strategies and programmes will be undertaken over employees will be needed for the agricultural,
the next five years to improve student learning in all energy, manufacturing, infrastructure, livestock,
schools and educational institutions. fisheries and tourism sectors. To address this
demand the TVET system will need to equip learners
8.2 • Teachers have a key role to play in
with the knowledge, skills and competencies to
implementation of NESP reforms achieve their career aspirations and contribute to
There is convincing national and international economic growth.
research evidence that highlights the crucial
role to be played by teachers in the successful Higher education is responsible for nurturing skilled
implementation of the reforms outlined in the human capital needed in government, business
NESP. For example, in the basic education sub- and industry. Higher education institutions (HEIs)
sector teachers will play a key role in the successful have a key role to play in undertaking research and
roll-out of the new curriculum, as well as adoption incubating the innovative and creative thinking
of new interactive pedagogy and application of a needed for globally and economically competitive
new assessment system. Therefore, teachers have society.
been placed at the centre of the NESP goal.SUMMARY 23
24 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
9.0 • The nine Transformational Shifts to achieve the NESP goal
The MOE has identified nine Transformational Shifts that will collectively contribute to the achievement
of the NESP goal (see Diagram 9.1). A Transformational Shift is defined as high-level vision statement that
describes a desired future state of a particular part of the education sector in Myanmar in 2021.
Importantly, these nine Transformational Shifts will Development Goal for Education, namely: SDG Goal
enable the MOE to make significant advancement 4: Ensure inclusive and equitable quality education
towards achievement of the Sustainable and promote lifelong learning opportunities for all.SUMMARY 25
Diagram 9.1: NESP goal and nine Transformational Shifts
Preschool and
kindergarten
education
Management, All children get a head start
capacity development on their learning pathway Basic
and quality assurance through accessing quality education — access,
Education managers at all levels
preschool and quality and inclusion
kindergarten
apply evidence-based decision education All children can access,
making and demand progress through and
accountability for improved successfully complete
teaching and learning in quality basic
schools and educational education
institutions
Higher Basic education
education curriculum
Students have equitable
access to a world-class higher NESP goal All school children
develop knowledge, skills,
education system, leading attitudes and competencies
to better opportunities for Improved teaching and
that are relevant to their lives
employment and significant learning, vocational education and to the socio-economic
contributions to a and training, research and development needs of 21st
knowledge-based century Myanmar
economy innovation leading to measurable
improvements in student
achievement in all schools
and educational
institutions.
TVET Student
assessment and
More learners can examinations
access TVET and graduate
from quality-assured and Teachers and education
labourmarket-responsive managers implement a
TVET programmes under quality assessment system to
a more effective TVET improve student learning
management system achievement
Alternative
education Teacher
education and
Learners can access management
and graduate from
quality-assured, certified Teachers support, develop
and nationally credentialed and apply interactive
alternative education classroom teaching and
programmes to achieve learning benefiting all
their learning and students
career aspirations26 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
10.0 • Main sub-sectors of the NESP
To successfully achieve the nine Transformational Shifts responsible departments of the MOE and
relevant ministries will need to implement a series of complementary strategies and programmes in a
well-co-ordinated manner across all sub-sectors. This is essential in order to realise greater efficiencies
and better value for money for government and donor investments in the education sector.
The following section presents the sub-sector strategies, programmes and programme components that
the MOE will implement to achieve the NESP goal and nine Transformational Shifts by the end of 2021.
10.1 • Preschool and kindergarten moral, social and psychological skills and prepare
education them for continuing into primary education”
(Chapter 1, Clause (o)). In addition, the law states that
The government is committed to expanding
Kindergarten is “education that promotes holistic
access to quality preschool and kindergarten
development using appropriate methods for five
education, which together comprise early
year olds to ease their transition to first grade”
childhood care and development (ECCD), as an
(Chapter 1, Clause (p)). The NEL also stipulates
integral part of major ongoing social sector reforms
“kindergarten will be regarded as the base level of
and expanded national economic development.
Primary Education” (Chapter 5, Clause 16 (b)).
Many economists, child development specialists
and social policy researchers in Myanmar and Currently, access to preschool in Myanmar
internationally have ranked funding for ECCD lags far behind most other countries in the
services as one of the most important social and Asia Pacific Region. Limited access to quality
economic investments a country can make in preschool and kindergarten education negatively
order to maximise investments in other education affects school readiness, student learning
sub-sectors. achievement, community wellbeing and national
economic development.
The National Education Law (NEL) (2014) states
that ECCD “promotes the holistic development The following four complementary and linked
using developmentally appropriate methods for strategies and programmes will be implemented
children from birth to age eight” (Chapter 1, Clause to achieve the Transformational Shift for preschool
(n)), while preschool “is for children aged three to and kindergarten education.
five years to develop their physical, intellectual,SUMMARY 27
Strategy 1: Strategy 2:
Strengthen governance and co-ordination of Expand access to preschool services for children
preschool services in rural and remote areas
Programme: Programme:
ECCD governance and co-ordination programme Access to preschool services programme
Programme Component 1: Programme Component 1:
Establish ECCD Committees at district and township Expand access to school- and community-
levels to engage stakeholders from government, based preschools through preschool grants to
civil society and private sectors in expanding access disadvantaged areas to ensure that children with
to quality preschool services the greatest need can benefit from quality preschool
education
Programme Component 2:
Preschool census and mapping baseline to collect Programme Component 2:
quality data on the level of access to preschools Early childhood intervention services for children
across the country (integrated with Department of with special needs aged three to five years so that
Basic Education national baseline) they can easily transition to mainstream schooling
End Outcome (by 2021): End Outcome (by 2021):
Better governance and co-ordination of preschool Improved access to quality preschool services for
services by ECCD committees results in effective children aged three to five years, living in rural and
delivery of preschool education remote areas28 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
Strategy 3: Strategy 4:
Improve preschool quality to better prepare Implement quality kindergarten education
children for primary school
Programme:
Programme: Quality kindergarten programme
Preschool quality improvement programme
Programme Component 1: Programme Component 1:
Provision of integrated packages of interventions Provision of kindergarten teachers, classroom
for preschools in rural and remote ethnic areas infrastructure and appropriate teaching and
to improve the quality of school- and community- learning materials in all basic education schools
based preschools
Programme Component 2:
Programme Component 2: Promotion of parental involvement in kindergarten
National preschool teacher training and preschool education
management committee training to improve
Programme Component 3:
learning in preschools
Implement a national teacher training programme
Programme Component 3: for kindergarten specialisation
Quality assurance assessments of the achievement
of national preschool standards in all preschools
End Outcome (by 2021): End Outcome (by 2021):
Children are better prepared for entrance to Successful transition to Grade 1 by children who
kindergarten after attending preschool have completed one year of kindergartenSUMMARY 29
10.2 • Basic education reforms for the 21st Principle 2: Dynamic accountability relationships
century to improve student learning
The MOE has developed a Conceptual Framework The successful implementation of the basic
for Basic Education Reforms (see Diagram 10.1) to education reforms are entirely dependent on
show the key linkages between the main basic dynamic accountability relationships operating
education sub-sector reform areas: between education stakeholders across all levels
of the national education system. For example,
i. Access, quality and inclusion;
township education officers demand accountability
ii. Curriculum;
for improved teaching and learning in schools from
iii. Student assessment and examinations; and head teachers and, conversely, head teachers
iv. Teacher education and management. demand quality in-service training for their teachers
There are four important principles represented in and school quality grants from township officers.
this framework.
Principle 3: Enabling township and school-based
Principle 1: Maximising improvements in student decision-making policy reforms
learning achievement through a sequenced Head teachers and parent teacher associations
and integrated approach to programme (PTAs) all need to be empowered and given greater
implementation decision-making responsibilities to be able to make
This principle highlights the importance of effective changes in their school to support the successful
sequencing and co-ordination of strategic reforms implementation of the basic education reforms. In
in the basic education, curriculum, student addition, township education officials need to be
assessment and examinations and teacher empowered to support schools to implement the
education and management sub-sectors over basic education reforms.
the next five years. Reforms in these sub-sectors
Principle 4: Mechanisms to empower schools to
must be undertaken through a fully harmonised
sustain the basic education reforms
approach as they are all interrelated.
The MOE has identified School Improvement Plans,
School Quality Assurance Assessments and school
quality grants as the key mechanisms to empower
schools to support and sustain implementation of
the basic education reforms.30 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
Diagram 10.1: Conceptual framework for Basic Education Reforms
President, State Counsellor, Parliament
2
MOE implementing departments, state, region, district & township education offices Dynamic
accountability
relationships
Head teachers, Parent Teacher Associations
Citizens & Civil Society
Organisations
3
Access, Quality Enabling
& Inclusion township & school-
based decision-
making policy
reforms
Teacher 1 Basic
Education Improved
Education
and student learning
Curriculum
Management achievement
Student Assessment
and 4
Examinations
Mechanisms
to empower
schools
Schools
National and sub-national levels
National Education System, National Education Law & National Education Strategic PlanSUMMARY 31
The following three complementary and linked
Strategy 3:
strategies and programmes will be implemented to Advocacy and communication
achieve the four principles listed in the Conceptual
Programme:
Framework for Basic Education Reforms. Advocacy and communication programme
Strategy 1: Programme Component 1:
Strengthening policy, legislation and systems Basic education reforms communication campaign
to build awareness among key stakeholders
Programme:
regarding what the basic education reforms involve
Basic education policy, legislation and systems
and how they will improve classroom teaching and
programme
student learning achievement
Programme Component 1: Programme Component 2:
Decision Making in Schools and Townships Policy Monitoring reform implementation challenges and
to enable head teachers and PTAs to support stakeholder perceptions in order to understand
implementation of basic education reforms and to and address any unexpected barriers hindering the
improve student learning achievement successful implementation of the basic education
reforms
End Outcome (by 2021): End Outcome (by 2021):
Head teachers and PTAs are empowered and Education stakeholders across the country are
enabled by the Decision Making in Schools and aware of and support the National Education
Townships Policy to improve classroom teaching Strategic Plan
and student learning achievement
Strategy 2:
Strengthening partnerships
Programme:
Basic education partnerships programme
Programme Component 1:
Development of a partnership mechanism to
support the participation of different education
service providers in the basic education reforms,
such as monastic, private sector and community-
based schools, schools funded by non-governmental
organisations and those managed under ethnic
education systems
End Outcome (by 2021):
Increased participation by different education
service providers and partner organisations in the
basic education sub-sector32 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
10.3 • Basic education – access, quality and education system. A number of other types of
inclusion non-government basic education schools are also
recognised by the NEL.
Increasing access to quality basic education is vital
for Myanmar’s growth and equity. The NEL (2014) Despite the reform achievements over the last
recognises the right of all citizens to education, and few years the basic education system continues
in particular free, compulsory primary education. to face major challenges relating to school access,
The law also: mandates the establishment of an retention, inclusion, equity and quality assurance of
education quality assurance system; extends the education standards.
basic education system to 13 years (including
a Kindergarten year); allows for the learning of The following three complementary and
natioanlities’ languages and culture, and the use of linked strategies and programmes will be
natioanlities’ languages as a classroom language; implemented to achieve the Transformational Shift
provides a definition of, as well as a commitment to, for basic education.
inclusive education and commits to a decentralisedSUMMARY 33
Strategy 1: Strategy 2:
Enable universal access to free basic education Support compulsory and inclusive education
Programme: Programme:
Universal access to basic education programme Compulsory and inclusive education programme
Programme Component 1: Programme Component 1:
School census and mapping baseline in all Strengthening compulsory primary education
preschools and basic education schools to establish (pilot) through testing mechanisms and processes
a sound evidence base upon which education to enrol, return and retain children in schools with
managers can address access gaps and identify high numbers of students dropping out
schools for expansion and upgrading, especially in
Programme Component 2:
disadvantaged areas
Supporting at-risk students for equitable access
Programme Component 2: to basic education through remedial education,
Expansion of existing schools, upgrading of schools stipends and school feeding to address the
and construction of new schools, with a special (opportunity) costs of schooling for children from
focus in less-developed areas to make middle and poor families
high school education more accessible to all
Programme Component 3:
Programme Component 3: Promote access for children with special education-
Provision of teaching and learning materials al needs
packages for basic education schools and students,
prioritising schools in disadvantaged areas End Outcomes (by 2021):
Students complete primary, middle and high school
End Outcome (by 2021): level
All children, boys and girls, access primary, middle Drop-out students are supported to re-enroll and
and high schools stay in school
Strategy 3:
Improve school quality through a national school-based quality assurance system
Programme:
School quality improvement programme
Programme Component 1:
Development of a national School Quality Standards Assurance Framework (SQSAF) that sets out minimum quality
standards across all aspects of the school environment in preschools and basic education schools
Programme Component 2:
School improvement planning against the School Quality Standards Assurance Framework (SQSAF) and linked funding
of School Improvement Plans through school quality grants
Programme Component 3:
School leadership and management training to build the capacity of school leaders to improve teaching and learning,
practise decentralised decision making and increase parental and community involvement in schools
End Outcome (by 2021):
Significant improvements experienced by students in their school and classroom learning environment34 NATIONAL EDUCATION STRATEGIC PLAN 2016–21
10.4 • Basic education curriculum and employability skills) and higher order thinking
A quality basic education curriculum is a critical skills.
building block for Myanmar’s socio-economic Importantly, the new curriculum must reduce the
development and it is an essential pre-requisite content to a manageable level to ensure that there is
for the provision of quality education and the sufficient time: (a) for teachers to adequately cover
improvement of student learning achievement. the full curriculum within each academic year; and
A key curriculum reform challenge is to develop (b) for students to understand new concepts and
and successfully implement a new basic education to develop higher order thinking skills appropriate
curriculum at primary, middle and high school for Myanmar’s modern economy and changing
levels that is more relevant to all students, thereby society needs.
motivating them stay in school and complete basic The following three complementary and linked
education. strategies and programmes will be implemented
The new curriculum must focus on 21st century to achieve the Transformational Shift for basic
skills, soft skills (including personal development education curriculum.
Strategy 1: Strategy 2:
Redesign the basic education curriculum Build the professional capacity of Curriculum
emphasising 21st century skills Development Teams
Programme: Programme:
Basic education curriculum reform programme Curriculum capacity development programme
Programme Component 1: Programme Component 1:
Prepare the new curriculum design for basic Teacher training on the new basic education
education with greater focus on learning concepts, curriculum
problem-solving processes and understanding of
Programme Component 2:
basic principles and reasons behind the knowledge
Capacity development of Curriculum Development
Programme Component 2: Teams
Development and finalisation of curriculum
materials to enable a more interactive style of Programme Component 3:
classroom teaching and learning Capacity development for curriculum developers
of nationalities’ languages in states and regions,
Programme Component 3:
supported by Curriculum Development Teams
Development of curriculum for nationalities’
languages to support and uphold the languages,
literature, culture, arts, customs, heritage and End Outcomes (by 2021):
traditions of all nationalities Curriculum Development Teams apply competencies
(knowledge, skills and attitudes) to develop a new
basic education curriculum and linked curriculum
End Outcomes (by 2021):
materials, that incorporates 21st century skills, soft
Students appreciate and respond to a more relevant
skills and higher order thinking skills
basic education curriculum that emphasizes 21st
century skills Basic education teacher competencies are applied
to teach the new curriculum following orientation
Teachers and students actively and successfully use
training
new curriculum materials, including textbooks and
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