Student-centred and Self-reliant learning in Myanmar TVET Institutions

10th Regional Policy Dialogue, Session 2B

By Dr. Nay Zar Aung

Principal of SITE, DTVET, Ministry of Education, Myanmar

November 14th, 2019

11/13/2019 2

Education 4.0

Innovative teaching & learning

Personalized learning

Learning style is optional

Project-based learning

Hand-on learning

Data interpretation skill

Assessment method

Student’s opinion

Teacher as facilitator

Student-Centered Learning&

Self-Reliant Learning

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More Details of SCL & SRL

Student-Centered LearningConsider student’s needs, interests, aspirations, cultural backgrounds, ability

Learning style is optional

Dual-enrollment course

Can learn anywhere, any time

Interactive teaching & learning (Class-size, Class-shape, Questioning, Presentation, Discussion & Feedback)

Based on teamwork

Assessment-method

Self-Reliant Learning

Project-based learning

Hand-on learning

Self organizing study/time plan

Teacher as facilitator

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Analyzing Our National Curriculum

Student-Centered Learning National Curriculum Notes

Consider student’s needs, interests,aspirations, cultural backgrounds, ability

Major selection according to theirinterest and ability. Informal learningare being provided at most schools.

Cannot provide customized subjects

Dual-enrollment coursesPossible at some schools (at SITE,Hlaing Thar Yar THS)

Cannot provide two channels from the same school

Can learn anywhere, any timeSometimes we use video lecturer,lecture via social media

Still very limited due to digital literacy and teacher ICT skills

Interactive teaching & learning (Class-size, Class-shape, Questioning, Presentation, Discussion & Feedback)

At SITE, student presentation,discussion always happen duringteaching

Still improving of teacher's pedagogy

Based on teamworkA SITE, group-based assignment andproject are always given

Assessment-methodConsider daily, monthly, teamworkperformance in addition to exam marks

Government policy is important

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Analyzing Our National Curriculum

Self-Reliant Learning National Curriculum Notes

Project-based learningAll study fields have project-basedlearning.

Almost good condition…But still need to be innovative project

Hand-on learningMost –school have hand-on learning programs

Acceptance of industry is a big challenges

Self organizing study/time planThis skill is attained throughproject-based learning.

Cannot provide two channels from the same school

Teacher as facilitator Still need to teach in details…Still need to improve the habit of both teachers and students

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Readiness

Student-Centered Learning Teachers’ Readiness

Consider student’s needs, interests, aspirations,cultural backgrounds, ability

Teachers resources and education policy areneeded to go until to be able to provide“customized subjects” at school.

Dual-enrollment courses It also depends on educational policy

Can learn anywhere, any timeICT skill of TVET teachers are currently beingimproved. It also depends on digital literacy andskill of students.

Interactive teaching & learning (Class-size, Class-shape, Questioning, Presentation, Discussion & Feedback)

Some teachers are applying interactive teachingand & learning. But some do not use.

Based on teamworkSome teachers can create questions in thesense of teamwork.

Assessment-methodCurrently, teachers are using 30% classperformance, 30 % partials and 40 % exam.

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Readiness

Self-Reliant Learning Teachers’ Readiness

Project-based learningReady, but still need to improve

skills in different perspectives.

Hand-on learningTeacher-industry relationship is abig challenges.

Self organizing study/time plan-

Teacher as facilitator Ready, but still need to improveknowledge and experiences indifferent perspectives.

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Challenges

Features Challenges for Teachers

Consider student’s needs, interests, aspirations,cultural backgrounds, ability

Teaching loads, autonomy

Dual-enrollment courses Teaching loads, autonomy

Can learn anywhere, any time ICT skills, student capability

Interactive teaching & learning (Class-size, Class-shape, Questioning, Presentation, Discussion & Feedback)

Teaching pedagogy, student capability

Based on teamwork Student’s capability

Assessment-method No challenges

Project-based learning/Hand-on learning Student’ capability/Acceptance of industries

Self organizing study/time plan Student’s capability

Teacher as facilitatorNeed to improve knowledge,skill and experiences,

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How to Encourage

Strategies Challenges for Admin

Educational policy to both teachers and students (Credit and Elective Course System)

Autonomy to teachers

Technology-based teaching facility/ resources

Secondment of teachers to industries

Evaluating system for teaching performance

Teaching load/Teacher resources

Biasing

ICT skills, student capability

Required Policy and School-Industry

Required Policy

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Myanmar TVET Transformation

More learners can access TVET and graduate from

quality-assured and labor market-

responsive TVET programs under a

more effective TVET management system.

Expand Access and Inclusive TVET

Strengthening the Quality and Skill

Relevance of TVET

Strengthening TVET Management

1. TVET pathways

2. Increase capacity & upgrade TVET programs

3. Undertake CBMSC

4. Establish COEs

5. Provide stipends and scholarship for disadvantaged students

1. Trainings for TVET Managers (CDT)

2. Trainings for TVET Teachers (CDT)

3. Improve school-industry cooperation

4. Develop/upgrade TVET Curricula

5. Establish a Quality Assurance System

1. Establish a strengthened TVET governance System

2. Establish TVET council and local TVET advisory boards

3. Establish a TVET financial management and monitoring System

4. Establish IMS

5. Conduct TVET research

6. Establish PPP

SITE

Thank you Very Much

for Your Attention!

Dr. Nay Zar Aung

Email: nay1572@gmail.com

Ph: +95-9-255561191