A Brief Presentation on Local Curriculum

Development in Myanmar

ZAW LATT TUNDeputy Director General

Department of Education Research, Planning and TrainingMinistry of Education

MYANMAR

125th September 2019 Bangkok, Thailand

Background

• In recent years Myanmar’s national education systemhas come under increased public scrutiny and debatedue to growing expectations among students, parents,employers and citizens for education reforms that willimprove access, quality and equity in the maineducation sub sectors — preschool, kindergarten,primary, secondary and alternative education, andtechnical, vocational and higher education.

2

• Furthermore, there is broad consensus thatmajor shifts are required in the coming yearsto transform the national education systemand ensure that all students progressthrough the education cycle, achieve qualitylearning standards and fulfil their career andlifelong learning goals and aspirations.

3

• In response to these expectations, the Ministry of

Education (MOE) has undertaken a three-and-a-half-year

Comprehensive Education Sector Review

(CESR) involving three phases:

Ø a rapid assessment (Phase 1);

Ø in-depth research and analysis of critical sub-

sector challenges (Phase 2); and

Ø drafting and building ownership for an evidence-based

and costed National Education Strategic Plan (NESP)

for the period 2016–21 (Phase 3).4

• The suggestion of CESR Phase 2 (2014) In-depth Analysis Report : Local curriculum should be implemented 20% of the overall curriculum of Primary Level, and

According to National Education Law : • Articles (F) Ensuring curriculum frameworks and

standards for each level of basic education, which shall be applied throughout the country

• (G) Ensuring the right for Region and State to undertake curriculum development, based on the curriculum standards.

5

Guiding Principles for Basic Education Curriculum in Myanmar

• All-round, Balanced Development• Good Citizenship• 21st Century Skills• Notion of Completion in Itself• Preparation for Higher Learning • Preparation for One’s life in Myanmar Society and Modern

Economy• Balance in Academic Literacy• Medium of Instruction• Languages of National Groups• Service to Family, School, Community and Society• Peaceful Coexistence and Living in Harmony • Promoting Equality

6

Languages of National Groups

According to the National Education Law, chapter 8, section 44• The teaching of ethnic languages and literature can be

implemented by the Regional or State governments, startingfrom the primary level and step by step extending it to highergrades

• Textbooks for teaching ethnic language must be prepared byresponsible personnel in respective States/Regions.

• These national language textbooks need to be approved bythe National Curriculum Committee.

• Decisions regarding how to and when to use these nationallanguage textbooks are to be made by the respectiveStates/Regions.

7

(Proposed) Basic Education Curriculum Framework

• Local Curriculum time is allocated so that individual states/regions,townships or schools can decide in consideration of their localeducational needs.

• Arrangements are made to teach the local curriculum eitheracross the subjects or within individual subjects.

• The main contents are learning ethnic languages, own history andtraditional cultures, local business situation, agriculture businessesand basic computers, with contents according to local needs

• It should be approved by individual state/regional governments.

• In choosing and teaching local contents, it should be given notmore than 5 periods per week and 120 hours per year.

• The development of the Local Curriculum including contents,textbooks, teaching and learning materials, pedagogicalapproaches, evaluation and so on must be taken responsibility bystates/region governments.

8

A Comparison of Former Basic Education System and KG+12 System

9

Former Curriculum KG + 12 CurriculumAge Standard Grade Age Standard Grade

17 Twelve 1215 Ten 11 16 Eleven 1114 Nine 10 15 Ten 10

13 Eight 9 14 Nine 912 Seven 8 13 Eight 811 Six 7 12 Seven 710 Five 6 11 Six 69 Four 5 10 Five 58 Three 4 9 Four 47 Two 3 8 Three 36 One 2 7 Two 25 Kindergarten 1 6 One 1

5 Kindergarten KGChildren who are age 5 in school year 2015-16 follow this system. Children who are age 5 in school year

2016-17 follow this system.

According to the new KG+12 system• Local Curriculum is implemented from Grade 1 to Grade 11

• Areas of emphasis: G1, G2, G3 – Ethnic languages &literature

• G4 to G9 – Local factors : geography, history, agriculture,basic computer skills (based on local needs)

• G10, 11, 12 – Basic computer skills, ICT skills, basic skills forjob opportunities

• Included in school time-table as 5 periods per week

10

Current practice:

• MOE shares the suggested outlines for the development oflocal curriculum to all States & Regions

• 5 States developed/ developing their respective localcurriculums and MOE also stands by for technical support

11

LCD Development in Five States

5 States• Mon, Kayin, Kayah, Kachin and Chin

§ 24 Ethnic Groups

Process• Local Curriculum implementation Committees formed• Two parallel processes for curriculum development: One for

Studies on State and the other for local languages (24 Ethnic Languages)

• Consultation with local stakeholders to identify local contents12

LCD Development in Five States

Principles

• Adhere to the national curriculum standards

• Ensure an all inclusive process

• Respect and value diversity and supporting peacefulco-existence

• Ensuring equitable learning opportunities

• Supporting further learning on vocational education

• Appropriate with children’s age, intelligence anddevelopment levels

Local curriculum learning areas

Ethnic languages for those schools where the Region/State have decided to teach them

For those schools where ethnic language is not taught -• History, culture, traditions, etc. • Local history, geography,

economy, etc.• Orientation to vocational skills

(Agriculture, handy-crafts, etc)

• Some may be integrated into mainstream subjects

• Some as separate subjects

Content Structure

Strands Themes Mainstream subjects linked to

Culture and heritage

• Traditional clothes• Traditional music and musical

instruments• Traditional dances• Traditional creative arts• Traditional recreation activities like

games• Traditional lifestyles (food, utensils

and houses)

Many of the themes can be linked with core subjects such as creative arts and performing arts

Local history • Ethnic symbols (Flags, emblems, etc)• Famous people, places and days

Social studies (History)

Locations & environment

• Mountains, rivers, caves, lakes, forests in their local areas

Social studies (Geography)

Natural resources & economics

• Local natural resources and economic activities

Social studies (Geography)

Output

• Language curriculum: (textbooks and teacher guides in 24 languages in 4 states)

• Study about the State• Curriculum framework including content scope and

sequence developed for primary levels• Student Books and Teachers Guides already drafted

for Grade 1, Grade 2 and Grade 3

THEREPUBLICOFTHEUNIONOFMYANMARKAYAHSTATEGOVERNMENT

17

LocalCurriculumDevelopment(LCD)inKayah State

Bangkok(24-26Sept2019)

PresentedbyDr.AungKyaw HtayMinisterforDevelopmentAffairsandSocialAffairsKayah StateGovernment,Myanmar

Contents

qIntroductiontoMyanmar&Kayah State

qObjectivesofLCDinitiativeinKayah

qCollaborationandSupportofKayah StateGovernment

qMemorableRecordsofLCDRoadmap

18

TheRepublicofTheUnionofMyanmar

19

AdministrativeDivisionsofMyanmar

20

The Republic of the Union of Myanmar

Kayah State

21

• Kayah is on the border withThailand and the neighbouringstates of Kayin and Shan(South).

• It consists of 7 townships andLoikaw is the capital city.

• The state is 11,731km2, and isMyanmar’s smallest State bylandmass.

PopulationinKayah State

22

Male50%Femal…

• According to the 2014 Censuses Data, the total population forKayah Statewas 286, 627 persons.

• Kayah State represents 0.56 percent of the total population ofMyanmar.

• It is the smallest state by population with just 24 people per squarekilometre.

• The population is a roughly equal 50/50 split between males andfemales.

• 32% live in urban areas, and the remaining 68% in rural areas.

Population

Male 143,213

Female 143,414

Total 286,627

LinguisticGroupsinKayah State

23

LinguisticGroupsinKayah StateContinued

24

ReligioninKayah State

25

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%

LiteracyRate,Kayah State(age15-above)

26

Loikaw,86%,14%

Demawso,79%,13%

Bawlakhe,88%,14%

Shardaw,43%,7%

Ywathit,81%,13%

Meisi,91%,14%

Parsaung,89%,14%

Pruso,71%,11%

• EthniclanguageteachingbeforeLCDinitiativecouldbelearnednotonlyatSchoolsandbutalsoincommunities.

LocalCurriculumDevelopmentinKayah State

27

Objectives§ To implement the National Educational Law – Chapter (7),

Paragraphs 39-44 endorsing Local Level CurriculumDevelopment Initiatives

§ To preserve the language, literature, customs, traditionsof ethnic peoplewithin Kayah State

§ To promote livelihood opportunities and learningtechnologieswhich are relevant to local conditions

§ To support all six ethnic groups (of which 4 are currentlyteaching ethnic languages) who would like to revise theirexisting curricula.

§ To get timely and coordinated support from the Ministryof Education/ Ministry of Ethnic Affairs/ UNICEF/ KayahState Government.

28

MemorableRecordintheProcessofLCD(StateLevel)

Kayah State Education Office Support on Local Curriculum Development

1. Procecess of LCD 2. LCD Frame Work3. Achievement4. Way forward

BySawEhDoh Wah,StateEducationDirector,Kayah State

Process of LCD Initiative in KayahPrep

are

National Level LCD workshops - 4 timesState Level LCD workshops - 5 timesForming of 2 committees • a. State-level executive

committee • b. Technical Committee Formulating a Framework for LCD Process

Implem

ent

Compiling State Affairs and curriculum development for 6 ethnic groups ( G1- G3)PublicConsultationontheLCDDraftRevisionofLCDdocuments

Endo

rse

Getting approval from DERPT on the LCD documentGetting approval for Printing Application and using LCD at schools ( 2019-2020 AY)

Type Subject # of classtime in a weekG-1 G-2 G-3 G-4 G-5

Compulsory About Kayah State (Chapter 1,2,3,4) 2 2 2 2 2

Selective Selective 1 Six Ethnic Languages 3 3 3 3 3

Selective 2 (1) Basics for environmental conservation(2) Local basic industries and handicrafts(3) Traditional sports, poems, folk songs and dances(4) Traditional quizs and words of wisdom

3 3 3 3 3

Total 5 5 5 5 5

Kayah LCD Frame Work

G-6 G-7 G-8 G-9Compulsory About Kayah State (Chapter 1,2,3,4) 2 2 2 2

Selective Selective 1 Six Ethnic Languages 2 2 2 2

Selective 2 (1) Basics for environmental conservation(2) Basic computer skills and information, communication

technology(3) Basic home industries, agriculture(4) Herbal plants and their uses

2 2 2 2

Total 4 4 4 4

G-10 G-11 G-12Compulsory

(1) Livelihood skills(2) Basic computer skills and information, communication technology(3) Basic English Speaking(4)Human rights and civic duties

1111

1111

-2--

Total 4 4 2

Achievements

1. Completion of Teachers Guidebooks and Student Books for Grade-1,2,3 ( in all six ethnic languages)

2. Ethnic LCCs understands more on LCD developments and financial management

3. Building trust and unity among different ethnic groups4. Increased understanding among State Government,

Education Department and LCCs5. Setting a good examples for other States which plan for

LCD

Top-secret of SuccessCollective Support from National and Sub-National

1.LCCseagerlyparticipating ingatheringcurriculum-related

documents

1.Guidanceandsupport receivedfromwell-experiencedtechnicians

1.LCD

1.Coordinatedsupport fromMinisteries,KayahState

Government (financial,buiding) andUNICEF

Way Forward

� Printing for pilot teaching & followed by printing all Student text books and Teachers Guides

� Training for Teachers

� Distributing Text books to township level

� Application of LCD books in schools

� Necessary revisions and adjustment of curriculums

� Preparation for Grade 4 and onwards

Powerful Energy to Develop LCD• Article 44: Teaching of the language and literature of national groups can be

conducted with the arrangement of the Government of the Region or State, starting from the primary level and extending it at different levels

• There are total 6 ethnic groups in Kayah. Four groups are teaching their ethnic to the children. Want to provide an opportunity to the rest groups to develop and teach their languages in schools and community

• Furthermore, we want to get language materials development, teaching and learning exercise to all groups systematically

• The strongest points are enthusiasm and readiness of all parties such as ethnic groups, the State Government, Ministry of Education, UNICEF and experts

By Moe Zat

35

6 Ethnic Languages in Kayah StatesKayah State

• Kayan• Kayaw• Kayah• Kawyaw/Manumanaw• Yindale• Geba

36

Forming,Storming,Norming,PerformingtoSocialCohesion

37

Language Curriculum Development Process Overview and Review Meeting - Overview of Local Curriculum

• Reviewing and discussing about the existing instructional materials developed

• Introduction of the Language Teaching and Learning

• Assignment: Let the groups decide on developing teaching materials

Development Workshop - Discussion on the Curriculum Design

§ Identifying Overall Objectives of Grade 1, 2, and 3

§ Developing Lesson Contents

Follow Up Workshop - Confirm the layout of the books

• Sharing resources

• Editing the lessons

Teacher Training - Discussion on teaching method

• Demonstrations of teaching Primer lessons and Stories

• Sharing and learning among groups from the States

Finalizing - Correcting some errors in arranging the lessons

• Preparing for the final draftTechnicalSupport ByNaw Khu Shee,PhD(Linguistics)

Overall Objectives of Grade 1-3

• To help children learn the language in

four skills in order to be ready for the

fluency level

• To build the skills on the higher level of

thinking skills

• To build the related thinking skills by

enjoying cultural relevant stories

Literacy Level in Grades 1-3

OralDevelopment

Pre-Reading&Pre-Writing

Literacy

Fluency

Advance

Grade1-3

Lesson Periods in a year

Grade 2 Grade 2 Grade 3

Regular Lessons Weeks

Periods

Hours

23

69

46

27

81

54

27

81

54

Review Lessons Weeks

Periods

Hours

8

24

16

4

12

8

4

12

8

Total Weeks

Periods

Hours

31

93

62

31

93

62

31

93

62

Multi-Strategy Method (MSM) & Focuses

• LanguageSkillsAccuracyFocus

• Thinking SkillsMeaningFocus

LessonslearntforLCD LCDrequires:ØPassion,allinclusivenessandrepeatednegotiations/discussions

ØTechnicalsupportasacrucialinput.ØLocallinguistsandunbiasedresourcepersons.ØFocalpointsineachstakeholderswhoconstantlycommunicateamongthem.

ØStrongpoliticalandflexiblefinancialsupportsØEnough leading time to complete the tasks.

By UNICEF-TG

Strengths

• Different types of stakeholders involved• Ethnic Ministers • State Education Department Heads • Community Leaders• Traditional Leaders• Literature and Culture Committees from the groups

• Groups’ existed teaching materials• Excited reading materials, writers, and artists

By UNICEF-TG

Challenges1. Clarityontheconceptof localcurriculum,aswellastheprocessesand

procedures fordevelopmentandapprovaloflocalcurriculum2. ShortagesofprofessionalsandtechnicalcapacityineachEthnicLanguageand

CultureCommittees3. Limitedtimefordemanding tasksofcompilingboth teachers’guides,

excercisebooksandteachingaids4. Difficulties inincluding doubleandtriple-consonents inthetextbooks5. Frequentchangesindemarcatingchaptersbygrades6. Specialattentionwhileputting togetherofobjectives, subjectmatters,

approaches,questions andchoiceofwordswhichwhichshould berelevanttoeachgrade

7. Needofadditional information orverificationforsomesubjectmatters8. Workingon thenecessaryphotos, drawingandillustrationtosupplement the

information inthecurriculum9. Beingverysensitive- whilechoosing thesalientpersons fromeachethnic

groups ;specialcareneeds inorder toavoidconflicts10. Needforpilot/field testingofthematerials

46

ThankYou!