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oapen-20.500.12657-518352024-03-27T06:15:42Z Myanmar’s Education Reforms Lall, Marie Myanmar social justice education reform political reform Mother Tongue Based Multi Lingual Education ethnic nationality communities Myanmar Egress private education curriculum Thein Sein Comprehensive Education Sector Review Daw Aung San Suu Kyi National Network for Education Reform National League Democracy NLD monastic education Burmese language thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JP Politics and government This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar’s peace process and the wider reforms since 2012, Marie Lall’s analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar’s education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard. Marie Lall argues that, despite a commitment to greater equality and equity expressed in the Ministry of Education’s policy documents, Myanmar has missed a historic opportunity to make use of education reform to engage with deep-seated social injustices. Inequalities persist in the long-term outcomes for poorer sections of society and between the majority Bamars and ethnic nationality communities. This is the portrait of a country constrained by internal tensions and competing international priorities that serve to divert the professed course towards social justice. 2021-12-08T12:16:35Z 2021-12-08T12:16:35Z 2021 book ONIX_20211208_9781787353695_67 9781787353695 9781787354043 9781787353879 9781787354104 9781787354166 https://library.oapen.org/handle/20.500.12657/51835 eng application/pdf n/a 9781787353695.pdf UCL Press UCL Press 10.14324/111.9781787353695 10.14324/111.9781787353695 df73bf94-b818-494c-a8dd-6775b0573bc2 9781787353695 9781787354043 9781787353879 9781787354104 9781787354166 UCL Press London open access
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This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar’s peace process and the wider reforms since 2012, Marie Lall’s analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar’s education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard. Marie Lall argues that, despite a commitment to greater equality and equity expressed in the Ministry of Education’s policy documents, Myanmar has missed a historic opportunity to make use of education reform to engage with deep-seated social injustices. Inequalities persist in the long-term outcomes for poorer sections of society and between the majority Bamars and ethnic nationality communities. This is the portrait of a country constrained by internal tensions and competing international priorities that serve to divert the professed course towards social justice.
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