National Education Strategic Plan 2016-21
The Government of the Republic of the Union of Myanmar
Ministry of Education
2016
National Education Strategic Plan
20162021
The Republic of the Union of Myanmar Ministry of Education
4 NATIONAL EDUCATION STRATEGIC PLAN 201621
ESExecutive Summary
Page 8
1General background
on Myanmars education system
Page 30
3NESP Goal and
Transformational Shifts
Page 60
4Preschool and Kindergarten
Education
Page 70
7Basic Education
Curriculum
Page 112
9Teacher Education and
Management
Page 138
10Alternative
Education (AE)
Page 156
13Management, Capacity
Development and Quality Assurance
Page 204
5NATIONAL EDUCATION STRATEGIC PLAN 201621
2Education Sector
Challenges
Page 44
5Basic Education Reforms for the
21st Century
Page 84
6Basic Education
Access, Quality and Inclusion
Page 98
8Student Assessment
and National Examinations
Page 126
Annexes, Acronyms and Bibliography
Page 250
11Technical and
Vocational Education and Training (TVET)
Page 170
12Higher Education
Page 186
14Financing the
National Education Strategic Plan
Page 230
Foreword
Portait to be added
HE Daw Aung San Suu Kyi
State Counsellor
The Republic of the Union of Myanmar
Foreword
The purpose of Myanmars national education system is to equip our students, youth and
adult learners with the knowledge and skills they need to succeed in the 21st century. In the
coming years we must aspire to establishing an accessible, equitable and quality national
education system that helps all our students and learners to discover their talents, realise
their full potential and develop a passion for learning that lasts them throughout their
lives. Our education system must ensure that all our citizens achieve minimum national
learning standards, learn how to think critically and creatively, gain leadership skills that
enable them to help others in their communities, and understand, respect and fulfil the
rights and responsibilities of all citizens.
Accessible and quality education is essential for our children to shape and grow their
ideas, perceptions, behaviours and values. Education is the foundation for Myanmars
sustainable social and economic development. Education will play a key role in securing
the lasting peace and security of the nation.
The national education system in Myanmar requires a major transformation in the
coming years to meet the growing expectations and aspirations of our students, youth,
parents and citizens. To this end, the Ministry of Education (MOE) of the Republic of the
Union of Myanmar has developed and launched the National Education Strategic Plan
NESP (2016-21) to provide a detailed roadmap for comprehensive and phased education
reforms to be undertaken over the next five years.
Over the last three-and-a-half years the MOE, with the support of partner ministries,
senior national advisers, national and international organisations, development partners
and education stakeholders from across the country, has undertaken a landmark
Comprehensive Education Sector Review (CESR). This remarkable initiative has helped the
MOE widely discuss the challenges and opportunities to transform our education sector
in order to provide students, youth and adult learners with educational opportunities that
will enable them to fulfil their career and lifelong learning aspirations. A key achievement
of the CESR initiative has been the publication of comprehensive, evidence-based and
widely consulted National Education Strategic Plan (NESP). This important document
will play a central role in focusing our collective efforts on meaningful and measurable
change in the education sector for the benefit of all citizens and our country.
I would like to take this opportunity to thank MOE officials and CESR team members
who have worked tirelessly over the last three-and-a-half years to successfully complete
the three phases of CESR. I would also like to thank national CESR advisers who have
provided invaluable strategic advice that has informed the drafting of the NESP. I express
my sincere thanks to education development partners who have provided long-term
support, technical assistance and funding for the CESR initiative since it was established
in 2012.
Following the successful implementation of the CESR we must now shift our collective
focus to implementing NESP programmes. Furthermore, we must reach out and mobilise
support from all education stakeholders across the country. Through working closely
together over the next five years we can achieve a great deal to transform Myanmars
education system and substantially raise the learning standards of all our students.
HE Dr Myo Thein Gyi
Union Minister
Ministry of Education
The Republic of the Union of Myanmar
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8 NATIONAL EDUCATION STRATEGIC PLAN 201621EXEC. SUMMARY
Executive Summary
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10 NATIONAL EDUCATION STRATEGIC PLAN 201621EXEC. SUMMARY
1.0 Introduction
In todays global economy a nations 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 to improve their
lives, become successful members of their communities and actively
contribute to national socio-economic development. In Myanmar
society education is traditionally valued as a key determinant for social
mobility and it is widely recognised as a critical building block for nation
building, national unity and sustainable development. Furthermore,
education and poverty alleviation have been identified as two key
drivers to support the democratic and peace-building process and
to achieve the national goal of Myanmar becoming a upper Middle
Income Country by 2030.
In recent years Myanmars national education system has come under
increased public scrutiny and debate due to growing expectations
among students, parents, employers and citizens for education reforms
that will improve access, quality, and equity in the main education sub-
sectors preschool, kindergarten, primary, secondary and alterative
education, and technical, vocational and higher education.
Furthermore, there is broad consensus that major shifts are required
in the coming years to transform the national education system and
ensure that all students progress through the education cycle, achieve
quality learning standards and fulfil their career and lifelong learning
goals and aspirations.
Executive Summary
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: a rapid sector assessment (Phase
1); in-depth research and analysis of critical sub-sector challenges (Phase
2); and drafting and building ownership for an evidence-based and,
costed National Education Strategic Plan (NESP) for the period 201621
(Phase 3).
The NESP provides the government, education stakeholders and
citizens with a roadmap for sector-wide education reforms over
the next five years that will dramatically improve access to quality
education for students at all levels of the national education system.
20 NESP goal
The MOE commits to achieving the following NESP goal statement by
the end of the 202021 financial 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.
1 High expectations from parents and students
There is universal consensus among education stakeholders consulted
to develop the NESP that parents want their children to significantly
improve their learning achievement at all levels of the national
education system. To address these expectations wide-ranging
reforms and innovative strategies and programmes will be undertaken
over the next five years to improve student learning in all schools and
educational institutions.
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2 Teachers have a key role to play in implementation of NESP reforms
There is convincing national and international research evidence that
highlights the crucial role to be played by teachers in the successful
implementation of the reforms outlined in the NESP. For example,
in the basic education sub-sector teachers will play a key role