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Education reform

Websites/Multiple Documents

Title: National Network for Education Reform (NNER) Facebook
Description/subject: Mission: "ဤပညာေရးကြန္ရက္သည္ ျမန္မာႏိုင္ငံလုံးဆုိင္ရာပညာေရးမူဝါဒ (National Education Policy)တစ္ရပ္ ခ်မွတ္ႏိုင္ရန္အတြက္ ရည္ရြယ္၍ ဖြဲ႔စည္းျခင္းျဖစ္ပါသည္။"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: html
Date of entry/update: 03 August 2015


Individual Documents

Title: NNER's Statement on the National Education Bill Printed in "The Mirror (Kyemon)" on the 16-17 March, 2014 - ေၾကးမဳုံသတင္းစာ (မတ္လ ၁၆-႐-၂၀၁၄) တြင္ေဖာ္ျပထားသည္
Date of publication: 18 August 2015
Description/subject: ၾကးမဳုံသတင္းစာ (မတ္လ ၁၆-႐-၂၀၁၄) တြင္ေဖာ္ျပထားသည့္ အမ်ဳိးသားဥပေဒၾကမ္းအေပၚ ေဝဖန္ခ်က္ အက်ဥ္းခ်ဴပ္
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (172K)
Date of entry/update: 04 August 2015


Title: NNER Letter Requesting a Dialogue with the Government, Hluttaws and Education Organizations - ပညာေရးဥပေဒကုိ ေက်ာင္းသားမ်ားသပိတ္ေမွာက္သည့္ကိစၥႏွင့္ပတ
Date of publication: 03 August 2015
Description/subject: ပညာေရးဥပေဒကုိ ေက်ာင္းသားမ်ားသပိတ္ေမွာက္သည့္ကိစၥႏွင့္ပတ္သက္၍ အစုိးရ၊ လႊတ္ေတာ္ ႏွင့္ ပညာေရး အဖြဲ အစည္းမ်ားသုိ ပန္ၾကားခ်က္
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (85K)
Date of entry/update: 03 August 2015


Title: The Development of Vocational Education in Myanmar (1988 –1997)
Date of publication: 27 July 2015
Description/subject: Abstract: "Vocational Education as an integral aspect of human resources development is one of the principal means of improving the ability of the individuals to contribute effectively to society. As it provides access to skills and entry routes into the labour market, it can be an important route towards a better life. Since investing in a strong, public vocational education sector must be crucial in knowledge - based societies as well as in developing countries, the Government of Myanmar has been implementing to promote the vocational education as a vital aspect of educational process in the country. At present time, the study of vocational education focuses on discussion of vocational factors in education. This study is an attempt to reveal how the Government of Myanmar establishing the Department of Technical, Agricultural and Vocational Education endeavours to promote societal and economic development introducing vocational education. It analyses the vocational programs, training, curriculum, and syllabus introduced in Myanmar. Based on the statistics of vocational education from 1988 to 1997, this paper makes an effort to assess the development of vocational education in Myanmar.".....Paper delivered at the International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-­26 July 2015.
Author/creator: Su Su Naing
Language: English
Source/publisher: International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-­26 July 2015
Format/size: pdf (554K)
Alternate URLs: http://rcsd.soc.cmu.ac.th/web/Burma/home.php#
Date of entry/update: 11 August 2015


Title: An Overview of Higher Education Reform In Myanmar
Date of publication: 26 July 2015
Description/subject: Abstract: "The Education Reform especially in Higher Education has been started since 2011 when the shift of power from the military regime to the democratic one. Higher Education Institutes are governed mainly by the Minister of Education and other various Ministries. However, there is no much collaboration and coordination among Ministries. Moreover, the published policy or development plan which presents an overall strategy on higher education sector development is not formulated. There are some critical issues that the university sector that is serving only for elite students, in a country where the diversity of ethnicity, religion, language, and disabilities is challenging the state provision of education,moreover, in particular, language remains a dynamite issue in Myanmar. In Myanmar, there is also other financial challenge in Higher Education like the salaries of teachers and academics which leads to the negative consequence. Curriculum development is one of the considerable issues to be taken action. The purpose of this paper is to present an overview of Higher Education Reform in Myanmar. This involved a detailed analysis of Higher Education Law, the system of administration, finance, and an example of recent change. A key question that emerged from the paper was what are the drawbacks and whether the recent change could lead to the development of Higher Education. This paper provides an initial attempt to analyze Higher Education Law and National Education Law and then leads to examining the extent to how much effective roles can the different actors take in educational changes and fits different complex educational changes by testing it out in the light of research studies of educational reform found largely, but not exclusively, within Myanmar. Moreover, this paper will compare the standard of curriculum and testing system with international Higher Education system. This paper will, first, presents the overview of Higher Education in Myanmar and combined with the model of complex educational change derived from the earlier study. Finally, conclusions will be drawn providing recommendations regarding the question of effectiveness and the development of Myanmar".....Paper delivered at the International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-­26 July 2015.
Author/creator: Po Po Thaung Win
Language: English
Source/publisher: International Conference on Burma/Myanmar Studies: Burma/Myanmar in Transition: Connectivity, Changes and Challenges: University Academic Service Centre (UNISERV), Chiang Mai University, Thailand, 24-­26 July 2015
Format/size: pdf (459K)
Alternate URLs: http://rcsd.soc.cmu.ac.th/web/Burma/home.php#
Date of entry/update: 11 August 2015


Title: The Development of NNER Journey - ပညာေရး ျပဳျပင္ေျပာင္းလဲေရးကြန္ရက္ (NNER) ဘယ္လိုျဖစ္ေပၚလာသလဲ၊ ဘာအတြက္လဲ၊
Date of publication: 07 July 2015
Description/subject: "NNER ျဖစ္ေပၚလာဖို႔ အစပ်ိဳးသည္႔ စုစည္းမႈသည္ ၂၀၁၂ ေအာက္တိုဘာလတြင္ စတင္ခဲ့ပါသည္။ ရည္ ရြယ္ခ်က္မွာ ျမန္မာနိုင္ငံပညာေရးစနစ္ကိုသံုးသပ္၍ ျပဳျပင္ေျပာင္းလဲရန္္အတြက္ အၾကံဥာဏ္မ်ား ထြက္ ေပၚရန္ျဖစ္သည္။ စတင္ကတည္းက အတူတကြပါဝင္သည္ စုစည္းမႈမ်ိဳးျဖစ္ရန္ ၾကိဳးပမ္းခဲ႔ သည္။ ဆရာ ကို တာ(ေဒါက္တာသန္ လြင္ေမာင္) က ကိတ္္မုန္႔ ကို အတူတကြဖုတ္ဖို႔ အၾကံေပးပါသည္။ “အရသာရွိတဲ႔ ကိတ္မုန္႕ျဖစ္ရင္အားလံုးရဲ႕ လုပ္ေဆာင္ခ်က္ျဖစ္လို႔ အားလံုးအတြက္ဂုဏ္ရွိတယ္။ မီးမ်ားလို႔ တူးသြားရင္ ေတာင္မွ အားလံုးကအတူတကြ တာဝန္္ယူၾကတယ္” ဟုေျပာ ပါသည္။"
Author/creator: Dr. Thein Lwin
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform
Format/size: pdf (269K)
Alternate URLs: http://www.burmalibrary.org/docs21/UTL-24--2015-04-19-DrTL-Article_on_NNER_Journey-Part-1-6%20pages...
http://www.burmalibrary.org/docs21/UTL-25--2015-07-09-DrTL-Article_NNER_Journey_Part_2-bu.pdf
Date of entry/update: 03 August 2015


Title: NNER 2nd Education Conference Report - ညာေရးစနစ္ ျပဳျပင္ေျပာင္းလဲေရး ႏိုုင္ငံလံုုးဆိုုင္ရာ ကြန္ရက္ ဒုုတိယအႀကိမ္ ပည
Date of publication: 30 June 2015
Description/subject: နိဒါန္း။ ။ "ပညာေရးစနစ္ျပဳျပင္ေျပာင္းလဲေရးႏိုုင္ငံလံုုးဆိုုင္ရာကြန္ရက္ NNER) ၏ ဒုုတိယအႀကိမ္ ပညာေရးညီလာခံကိုု ရန္ကုုန္ မ်က္ မျမင္ ခရစ္ယာန္ မိတ္သဟာရခန္းမ၊ ခဝဲၿခံ၊ မရမ္းကုုန္းၿမိဳ႕ နယ္၊ ရန္ကုုန္တြင္ ၂ဝ၁၅ ခုုႏွစ္ ဇြန္လ (၁၈၊ ၁၉၊၂ဝ) သံုုးရက္တာ က်င္းပခဲ့ပါသည္။ ပထမအႀကိမ္ ညီလာခံကိုုလည္း ဤခန္းမ၌ပင္ ၂ဝ၁၃ ခုုႏွစ္ ဇြန္လ(၈-၉) ရက္မ်ားတြင္ က်င္းပခဲ့ၿပီး ပညာ ေရးမူဝါဒဆိုုင္ရာ အႀကံျပဳခ်က္မ်ားထြက္ေပၚလာခဲ့ပါသည္။ ဒုုတိယအႀကိမ္ပညာေရးညီလာခံကိုု ဒီမိုုကေရစီပညာေရးစနစ္ေပၚထြန္းေရး၊ ၿငိမ္းခ်မ္းေရး တည္ေဆာက္ေရးႏွင့္ ဒီမိုုကေရစီ ျပဳျပင္ေျပာင္းလဲေရးတိုု႕ အတြက္ ရည္ရြယ္က်င္းပခဲ့ၿပီး ေအာက္ပါလုုပ္ငန္းစဥ္မ်ား ေဆာင္ ရြက္ခဲ့ပါသည္။  NNER ၏ ပထမအႀကိမ္ညီလာခံအၿပီး ေဆာင္ရြက္ခဲ့ေသာ လုုပ္ငန္းမ်ားကိုု တင္ျပျခင္း...  ပညာရွင္စကားဝိုုင္း (၆)ခုု က်င္းပျခင္း...  ကမာၻ႕ ပညာေရးညီလာခံ (၂၀၁၅) အင္ခၽြန္းေၾကညာစာတမ္းအား ရွင္းလင္းတင္ျပျခင္း...  အဖဲြ့ (၁၀) ဖဲြ ခဲြ၍ NNER ၏ လုုပ္ငန္းမ်ားအေပၚ သံုုးသပ္ျခင္း၊ ကြန္ရက္ဖဲြ စည္းပံုုႏွင့္ ေရွ႕ လုုပ္ငန္းစဥ္မ်ား အတြက္ အႀကံျပဳျခင္း။...  ျပည္နယ္ႏွင့္တိုုင္းအလိုုက္ NNER ကြန္ရက္မ်ားတိုုးခ်ဲ႕ ဖဲြစည္းရန္အတြက္ အစပ်ိဳးေဆာင္ရြက္မည့္သူမ်ား အမည္စာ ရင္းတင္သြင္းျခင္းတိုု႕ ျဖစ္ပါသည္။ ညီလာခံကိုု NNER ၏ ဦးေဆာင္ပညာရွင္တစ္ ဦးျဖစ္သူ ေဒါက္တာမင္းသိမ္းက ဖြင့္လွစ္ေပးခဲ့ပါသည္။ အဖြင့္မိန္ ခြန္းတြင္ ေက်ာင္း သားသမဂၢ၏ အခန္းက႑ ကိုု ျမွင့္တင္ေျပာၾကားသြားပါသည္။ အမ်ိဳးသားပညာေရးဥပေဒကို ျပင္ဆင္ရန္ ႀကိဳးစားမႈ တြင္ ေက်ာင္းသားမ်ား၊ NNER တို ႏွင့္အတူ ဝန္းရံျပည္သူမ်ား၏ ေထာက္ခံပါဝင္မႈေၾကာင့္ ပညာေရးစနစ္ျပဳျပင္ ေျပာင္းလဲေရး သည္ အတိုင္းအတာတစ္ခုအထိ ေရြ႕ လ်ားမႈရွိေၾကာင္း မွတ္ခ်က္ျပဳပါသည္။ အမ်ိဳးသားပညာေရးဥပေဒကို ျပင္ဆင္ၿပီး ေနာက္ပိုင္းတြင္လည္း ေတာင္းဆိုခ်က္မ်ားရသည့္အခ်ိန္ ထိ ထပ္မံျပင္ဆင္ရန္ ဆက္လက္ေတာင္းဆိုရမည္ဟုလည္း ေျပာ ၾကားသြားပါသည္။ ပထမအႀကိမ္ညီလာခံ ဖြင့္လွစ္ေပးခဲ့သည့္ (ကြယ္လြန္သူ) ေဒါက္တာေဒၚျမင့္ျမင့္ခင္၏ မိန္ ခြန္းမွ “ပညာ ေရးစနစ္ကိုု အျမစ္ကလွန္ျပဳျပင္ရမယ္” ဆိုုသည့္ စကားကိုု ထပ္ေလာင္းေျပာ ၾကားခဲ့ပါသည္။"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform
Format/size: pdf (304K)
Date of entry/update: 03 August 2015


Title: NNER Working Group Report Updated - ပညာေရးစနစ္ ျပဳျပင္ေျပာင္းလဲေရး ႏိုုင္ငံလံုုးဆိုုင္ရာ ကြန္ရက္
Date of publication: 20 June 2015
Description/subject: နိဒါန္း။ ။ "ပထမအႀကိမ္ ပညာေရး ညီလာခံက်င္းပခဲ့ၿပီး ၂-ႏွစ္ အၾကာ တြင္ က်င္းပ သည့္ ဤ ဒုတိယ အႀကိမ္ ပညာေရး ညီလာ ခံ သို႕ ၾကြေရာက္လာၾကသူမ်ားကုိ ေက်းဇူးတင္ ပါသည္။ NNER ႏွင့္ ေက်ာင္းသားမ်ား ၏ ပညာေရးလႈပ္ရွားမ ႈတြင္ ပါ ၀င္ကူညီ အားေပး ၾကသူမ်ားကုိ လည္း ေက်းဇူးတင္ပါ သည္။ ဤ အစီရင္ခံစာတြင္ NNER ေဆာင္ရြက္ခဲ့ေသာ လုပ္ငန္းမ်ားႏွင့္ NNER ၏ ရပ္တည္ခ်က္ သေဘာထားမ်ားကို တင္ျပပါမည္။ ဤ အစီရင္ခံစာႏွင့္အတူ NNER အလုပ္ အဖဲြ မွ ထုတ္ေဝသည့္ ‘ဒီမိုကေရစီ ပညာေရးလြတ္လပ္ခြင့္ကို အာမခံျခင္း’ မွတ္တမ္းစာအုပ္ကို ညီလာခံသို႕ တင္ သြင္းပါသည္။"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (119K)
Date of entry/update: 03 August 2015


Title: Comparison of 11 Points and National Education Law Amendment - “ အမ်ိဳးသားပညာေရးဥပေဒကို ျပင္ဆင္သည့္ ဥပေဒ ” ကိုု ေလးပြင့္ဆို င္သေဘာတ
Date of publication: 17 June 2015
Description/subject: “အမ်ိဳးသားပညာေရးဥပေဒကို ျပင္ဆင္သည့္ ဥပေဒ” ကိုု ေလးပြင့္ဆိုင္သေဘာတူညီခ်က္ မ်ား ႏွင့္ ကြဲလဲြခ်က္မ်ားကိုု ႏိႈင္းယွဥ္ျပဇယား။
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform
Format/size: pdf (1.1MB)
Date of entry/update: 03 August 2015


Title: NNER and Students 11 Points Demand FAQs- NNER ႏွင့္ ေက်ာင္းသားမ်ား၏ ေတာင္းဆိုခ်က္ ( ၁၁ ) ခ်က္အေပၚ ေမးေလ ႕ ရွိသည္ ႕ ေမးခြန္�
Date of publication: 12 June 2015
Description/subject: NNER ႏွင့္ ေက်ာင္းသားမ်ား၏ ေတာင္းဆိုခ်က္ (၁၁) ခ်က္အေပၚ ေမးေလ႕ ရွိသည္႕ ေမးခြန္းမ်ားႏွင့္အေျဖမ်ား
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (246K)
Date of entry/update: 03 August 2015


Title: Article on Higher Education Teaching System - တကၠသိုုလ္ ေကာလိပ္မ်ားတြင္ သင္ၾကားနည္းစနစ္ဘယ္လိုုျဖစ္သင့္သလဲ
Date of publication: 15 April 2015
Description/subject: "တကၠသုုိလ္မ်ားျပဳျပင္ေျပာင္းလဲရာတြင္ စီမံခန္ ခဲြေရးစနစ္ျပင္ရံုု အေဆာက္အဦးမ်ားတိုုးခ်ဲ႕ ရံုုႏွင့္ မလံုုေလာက္ပါ၊ သင္ၾကားျခင္း သင္ယူျခင္းနည္းစနစ္မ်ားကိုုလည္း ျပဳျပင္ရပါမည္။ တကၠသိုုလ္မ်ားရင္ဆိုုင္ေနရသည့္ သင္ၾကားေရးဆိုုင္ရာ အေျခအေန ႏွစ္ရပ္ ရွိပါသည္။ ပထမအေျခအေနမွာ ပါေမာကၡမ်ား၊ သုုေတသနပညာရွင္မ်ားေလ့လာေတြ႕ ရွိထားသည့္ ပညာရပ္မ်ားကိုု ပိုု႕ ခ်ေပးျခင္း ျဖစ္ၿပီး ဒုုတိယအေျခအေနမွာ မျမင္ႏိုုင္ေသးသည့္အနာဂတ္ကိုု ေက်ာင္းသားမ်ားရင္ဆိုုင္ႏိုုင္ေအာင္ ျပင္ဆင္ေပးျခင္းျဖစ္သည္။ ေနာင္ဆယ္ႏွစ္ၾကာလ်ွင္ဖြံ႔ ံၿဖိဳးလာမည့္ပညာရပ္မ်ား၊ အလုုပ္အကိုုင္အသစ္မ်ား၊ စီးပြားေရး၊ လူမႈေရးႏွင့္ႏိုုင္ငံေရး အေျခအေနမ်ား ကိုု ယေန မသိႏိုုင္ေသးပါ။ တက္ၾကြစြာသင္ယူျခင္းႏွင့္ ေဝဖန္ပိုုင္းျခားစဥ္းစားျခင္း နည္းစနစ္မ်ားသည္ အထက္ပါအေျခအေန ႏွစ္ ရပ္ကိုု ရင္ဆိုုင္ ရန္ျပင္ဆင္ေပးပါသည္။"
Author/creator: Dr. Thein Lwin
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform
Format/size: pdf (178K)
Date of entry/update: 03 August 2015


Title: NNER Statement on Approval of Amyotha Hluttaw Edu Law Amendment
Date of publication: 01 April 2015
Description/subject: "ေလးပြင့္ဆိုင္ေဆြးေႏြးပြဲမွ သေဘာတူထားသည့္ အမ်ိဳးသားပညာေရးဥပေဒကို ျပင္ဆင္သည့္ဥပေဒၾကမ္းအား အမ်ိဳးသားလႊတ္ေတာ္ဥပေဒၾကမ္းေ ကာ္မတီက ျပန္လည္ျပင္ဆင္ေရးသားျပီး အမ်ိဳးသားလႊတ္ေတာ္မွ၂၆.၃.၂၀၁၅ ေန႔ တြင္ အတည္ျပဳလုိက္သည့္အေပၚ NNER ၏ သေဘာထားထုတ္ျပန္ခ်က္"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (167K)
Date of entry/update: 03 August 2015


Title: NNER National Education Policy
Date of publication: 31 March 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (394K)
Date of entry/update: 04 August 2015


Title: NNER Statement on Latpatan Crack-down
Date of publication: 12 March 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (57K)
Date of entry/update: 03 August 2015


Title: NNER Letter to the People
Date of publication: 07 March 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (154K)
Date of entry/update: 04 August 2015


Title: NNER Letter to the People
Date of publication: 07 March 2015
Description/subject: "Dear Member Organizations of NNER and people of Myanmar: Although the members of NNER were eager to partner with the Ministry of Education for the purpose of education reform, it has not been successful and we have lost faith in the government's educational reform process. This letter provides an explanation to the member organizations and the people of Myanmar regarding the communication between the Ministry of Education and NNER and the unfolding of events. NNER is a civil - society organization that strives to provide students with increased knowledge, thinking skills and life skills and to put in place a free and equal-opportunity educational policy for all people. NNER is a network that includes teachers, students, parents, literature and culture representatives, religious representatives, political representatives, ethnic group representatives, people from every sector of education, and other scholars and experts. Between October 2012 and May 2013, the members of NNER held numerous education forums in almost every state and division and received input on education from the people of Myanmar. In June 2013, a national education conference was held in Yangon, and a draft education policy was formed. The members of NNER presented that draft to both houses of Parliament and to the President..."
Language: English
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (145K)
Date of entry/update: 04 August 2015


Title: NNER Statement on Sule Crack-down
Date of publication: 05 March 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (146K)
Date of entry/update: 03 August 2015


Title: NNER Letter to Postpone Hluttaw Hearing
Date of publication: 04 March 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (151K)
Date of entry/update: 03 August 2015


Title: NNE and ACDE Joint Statement on Hluttaw Hearing
Date of publication: 25 February 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (191K)
Date of entry/update: 03 August 2015


Title: NNER Response on Nantional Education Law Amendment
Date of publication: 21 February 2015
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (160K)
Date of entry/update: 03 August 2015


Title: Teacher Seminar Statement - ဒီမိုုကေရစီပညာေရးျပဳျပင္ေျပာင္းလဲမႈႀကီး ၌ဆရာ၏အခန္းက ႑
Date of publication: 31 December 2014
Description/subject: "ပညာေရးစနစ္ျပဳျပင္ေျပာင္းလဲေရး ႏိုုင္ငံလံုုးဆိုုင္ရာကြန္ရက္ (NNER) လုုပ္ငန္းအဖဲြ႕ မွ ဦးေဆာင္၍ “ဒီမိုုကေရစီ ပညာေရး ျပဳျပင္ေျပာင္းလဲမႈတြင္ ဆရာ၊ ဆရာမမ်ား၏ အခန္းက ႑” ေဆြးေႏြးပဲြကိုု ရန္ုုကုုန္ၿမိဳ႕၊ ေရႊဂံုုတိုုင္လမ္း၊ ေတာ္ဝင္ ႏွင္းဆီခန္းမ တြင္ ၂ဝ၁၄ ခုုႏွစ္၊ ဒီဇင္ဘာလ (၂၉-၃ဝ) ရက္ေန႕ မ်ားတြင္ က်င္းပခဲ့ပါသည္။ ေဆြးေႏြးပြဲ၏ ရည္ရြယ္ခ်က္မွာ ပညာေရးျပဳျပင္ ေျပာင္းလဲမႈတြင္ ဆရာ၊ ဆရာမမ်ား ပါ ၀င္မႈကို ျမွင့္တင္ရန္ျဖစ္ပါသည္။"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (251)
Date of entry/update: 03 August 2015


Title: Comments on National Education Law Amendment - “ အမ်ိဳးသားပညာေရး ဥပေဒ ” အေပၚ သံုုးသပ္ခ်က္
Date of publication: 03 December 2014
Description/subject: "အဓိကအႀကံျပဳခ်က္မ်ားမွာ: (၁) ပညာေရးစီမံခန္ ခဲြမႈတြင္ ဒီမိုုကေရစီနည္းလမ္းမ်ားႏွင့္အညီ ေဆာင္ရြက္ရန္... (၂) တိုုင္းရင္းသားလူမ်ိဳးကေလးငယ္မ်ား၏အခြင့္အေရးႏွင့္ပညာေရးလိုုအပ္ခ်က္မ်ားအရ မိခင္ ဘာသာ စကားအေျချပဳ ဘာသာစကား(၃) မ်ိဳးစနစ္က်င့္သံုုးရန္... (၃) မသန္စြမ္းကေလးမ်ား၏ပညာေရးလိုုအပ္ခ်က္အရလည္းေကာင္း၊ လူ ဂုုဏ္သိကၡာကိုု ေလးစား ေသာအားျဖင့္လည္းေကာင္း ကေလးအားလံုုးအတူအကြ ပညာသင္ၾကားေရး (Inclusive Education) စနစ္က်င့္သံုုးရန္... (၄) ဆရာမ်ား၏လြတ္လပ္ခြင့္ႏွင့္ ဂုုဏ္သိကၡာ ကိုုေလးစားတန္ဖိုုးထားၿပီး အရည္အခ်င္းျမင့္မား ေအာင္ေဆာင္ရြက္ရန္... (၅) ေက်ာင္းသားမ်ား၏လြတ္လပ္စြာစဥ္းစားေတြးေခၚခြင့္၊ လြတ္လပ္စြာ စုုေဝးခြင့္၊ လြတ္လပ္စြာ ထုုတ္ေဖာ္ျပာဆိုုပိုုင္ခြင့္ ႏွင့္ လြတ္လပ္စြာ ေက်ာင္းသားသမဂၢဖဲြ႕ စည္းခြင့္ မ်ားကိုု အာမခံရန္... (၆) ေက်ာင္းအလိုုက္ (သိုု႕မဟုုတ္) ေဒသအလိုုက္လြတ္လပ္စြာ သင္ရိုုးညႊန္းတမ္းဖြံ႕ၿဖိဳး ခြင့္ ရွိရန္... (၇) ေက်ာင္းသားမ်ား၏သင္ယူမႈကိုု တိုုးတက္ေစေသာ သင္ၾကားနည္းစနစ္ႏွင့္ စစ္ေဆးနည္း စနစ္မ်ားက်င့္သံုုးရန္... (၈) ပညာေရးဆိုုင္ရာအေျခခံမူမ်ားတြင္ လူမႈေရးတရား မ်ွတမႈ (social justice)၊ လူဂုုဏ္သိကၡာ (human dignity)၊ ႏွင့္ လြတ္လပ္ခြင့္ (freedom) တိုု႕ ကိုု ထည့္သြင္းရန္... (၉) ဘ႑ာေရးက႑ တြင္ GDP ၏ ၄-၆% (သိုု႕မဟုုတ္) တႏိုုင္ငံလံုုးအသံုုးစရိတ္၏ ၁၅-၂၀% ကိုု ပညာေရးအသံုုးစရိတ္အျဖစ္သတ္မွတ္ရန္ အထက္ပါ အႀကံျပဳခ်က္မ်ားအတြက္ ရွင္းလင္းေဆြးေႏြးခ်က္မ်ားကိုု ေအာက္တြင္ေဖာ္ျပထား ပါသည္။"
Author/creator: Dr. Thein Lwin
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform
Format/size: pdf (170K)
Date of entry/update: 03 August 2015


Title: NNER Statement on Students Meeting - ႏိုုင္ငံလံုုးဆိုုင္ရာ ေက်ာင္းသားထုု အေရးေပၚအစည္းေဝး၏ ဆံုုးျဖတ္ခ်က္အေပၚ NNER ၏ သ
Date of publication: 15 November 2014
Description/subject: "ပညာေရးစနစ္ျပဳျပင္ေျပာင္းလဲေရး ႏုုိင္ငံလံုုးဆိုုင္ရာကြန္ရက္ (NNER) သည္ လႊတ္ေတာ္ႏွင့္အစိုုးရတိုု မွ အတည္ ျပဳျပ ႒ာန္းခဲ့သည့္ အမ်ိဳးသားပညာေရး ဥပေဒ အေပၚ ႏိုုင္ငံလံုုးဆိုုင္ရာ ေက်ာင္းသား ထုု အေရးေပၚအစည္းအေဝး ၏ ဆံုုးျဖတ္ခ်က္ႏွင့္ ဆႏၵထုုတ္ေဖာ္ေနမႈမ်ားကိုု အျပည့္အဝေထာက္ခံပါသည္။ အဆိုုပါ အမ်ိဳးသားပညာေရးဥပေဒသည္ ေက်ာ င္းသားျပည္သူမ်ား၏ဆႏၵသေဘာထားမ်ား ကိုု မ်က္ကြယ္ျပဳ၍ ဒီမိုုကေရ စီစံႏႈန္းမ်ားႏွင့္ဆန္႕ က်င္ကာ ေရးဆဲြအတည္ျပဳထားျခင္းျဖစ္ေသာေၾကာင့္ လႊတ္ေတာ္ႏွင့္အစိုုးရတိုုက တာဝန္ရွိမႈ၊ တာဝန္ယူမႈ၊ အေလးထားမႈတိုု႕ ႏွင့္အတူ ျပန္လည္သံုုးသပ္ျပင္ဆင္ရန္ အေလးအနက္ တိုုက္တြန္း လုုိက္ ပါသည္။ အမ်ိဳးသားပညာေရးဥပေဒသည္ ႏိုုင္ငံသားတိုုင္း၏အေရးျဖစ္သည့္အတြက္ ေက်ာင္းသား ေက်ာင္းသူမ်ား၏ဆႏၵ ထုုတ္ေဖာ္မႈမ်ားကိုု မ်က္ကြယ္ျပဳ၊ လစ္လ်ဴရႈမည္ဆိုု ပါက ျဖစ္ေပၚလာမည့္ အက်ဳိးဆက္မ်ားသည္ လႊတ္ေတာ္ႏွင့္ အစိုုးရတိုု႕ ၏ တာဝန္သာေၾကာင္း သတိေပးအပ္ပါ သည္။"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (134K)
Date of entry/update: 03 August 2015


Title: The Statement Issued by NNER: In response to the National Education Law approved by the Parliament
Date of publication: 19 August 2014
Description/subject: "NNER has done on education reform about 28 seminars, several meetings and discussions over the years 2012 and 2013. It collected advice, opinions and suggestions from various groups –students, teachers, monks, National’s Literature & Cultural associations, political parties, persons-with-disabilities organizations and educationalists. In June 2013, the national convention on education was held and principles were agreed upon. These principles on educational reform were presented to the Parliament both Upper (Pyithu Hluttaw) and Lower House (Amyotha Hluttaw), the Government and the People. It was known that National Education Law has been approved by the Parliament on 31 July 2014. But there are still some disagreements and so hereby this statement is issued: (1)"National Education Commission" as stated in Chapter IV of National Education Law is not necessary. "Higher Education Co-ordination Committee" as stated in Chapter V, Section 27 is not also necessary. Apart from military and religious academies, a ll the educational institutions vis-a-vis Basic Education, Higher Edu cation and Vocational Education should be under The Ministry of Education. Universities and colleges must be autonomous and on necessity, they may cooperate on democratic principles. For academic quality assurance, assessments must be done by a team of independent specialists... (2) In the National Education Law, Inclusive Education should be defined clearly, and the rights of the children including the children-with-disabilities must be prescribed. NNER seriously opposes what appears to be the discrimination of the children-with-disabilities: the principles as shown in Section 2, Sub-section (p), Section 4, Sub-section (c), Section 37 and Section 41, Sub-section (b) are found to be against the principles of Inclusive Education. On 7 December 2011, The Government had signed the agreement of United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD), but it is absolutely neglected and the National Education Law is drafted on the concept of Special Needs Education which s till allows the discrimination. Hence the law must be revised... (3) For the minorities, NNER's principle is Mother tongue-based Multilingual Education – Mother tongue, Burmese and English should be taught. The individual school boards itself has to decide which Mother tongue they are going to teach... (4) NNER aims at the democratic education which guarantees the Right to Association, the Right to Assembly, the Right to Free Speech and the Right to Choice. NNER seriously opposes the l aw as shown in Section 4, Sub-section (m) which states the decentralization will be applied on condition that the teachers are moral, responsible and able to make decisions is rather insulting; it appears to erode the personal prestige of teachers... (5) NNER does not agree with the law as shown in Chapter XI. Section 57, Sub-section (a), which states that the Basic Education schools must be managed by the Ministry of Education: the ministry rather should play the role of facilitator; the school management should be done by the respective school boards, which constitute the school principal, the teache rs, parents and the respectable citizens.... (6) The National Education Law should state distinctly that curriculum should be flexible and school-based vis-a-vis Basic Education Curriculum as shown in Section 39, Sub-section (f) and (g). For standardization requirement, "minimum learning capacities" should be used... (7) NNER does not agree with the law as shown in Section 21, Sub-section (a), which states that student-centered approach will be the only pedagogical way: rather the learning-centered approach which encompasses all the pedagogy. As to the assessment, formative assessment, rather than summative must be used: the summative assessment encourages the rote. NNER rejects the examinations to be held at the end of Primary and Secondary Education on the same reason that these examinations are testing the summative.... (8) Instead of compulsory and free Primary Education as shown in Section 17, it should be compulsory and free Secondary Education: the reason is to safeguard the children's Rights; the respective ministries, state authorities, parents & guardians, schools, international organization s and civil society are responsible for that... (9) Regarding the finance of Education sector, the Muscat Agreement, UNESCO, 2014 advises to use 4-6% of GDP or 15-20% of National Budget: National Education Law must declare that amount is to be used without fail."
Language: English
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (275K)
Date of entry/update: 03 August 2015


Title: The Statement Issued by NNER: In response to the National Education Law approved by the Parliament - ျပည္ေထာင္စု အလႊတ္ေတာ္က အတည္ျပဳေသာ အမ်ဳိးသားပညာေရး ဥပေဒ
Date of publication: 19 August 2014
Description/subject: ျပည္ေထာင္စု အလႊတ္ေတာ္က အတည္ျပဳေသာ အမ်ဳိးသားပညာေရး ဥပေဒအေပၚ NNER ဧ။္ သေဘားထား ထုတ္ျပန္ေၾကာညာခ်က္
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (165K)
Date of entry/update: 03 August 2015


Title: Comments on the National Education Law
Date of publication: 15 August 2014
Author/creator: Dr. Thein Lwin
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform
Format/size: pdf (168K)
Date of entry/update: 03 August 2015


Title: NNER Statement on Myanmar Education Reform - ျမန္မာႏိုင္ငံ ပညာေရး ျပဳျပင္ေျပာင္းလဲေရးႏွင့္ပတ္သက္၍ သေဘာထားထုတ္ျပန္ေၾကည
Date of publication: 27 March 2014
Description/subject: ျမန္မာႏိုင္ငံ ပညာေရး ျပဳျပင္ေျပာင္းလဲေရးႏွင့္ပတ္သက္၍ သေဘာထားထုတ္ျပန္ေၾကညာခ်က္
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (37K)
Date of entry/update: 03 August 2015


Title: NNER Press Release
Date of publication: 04 March 2014
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (240K)
Date of entry/update: 04 August 2015


Title: NNER Statement on the Seminar on Mother Tongue Based Multilingual Education - မိခင္ဘာသာစကားအေျချပဳ ဘာသာစကားစံု ပညာေရးေဆြးေႏြပြဲ
Date of publication: 20 February 2014
Description/subject: Seminar on Mother Tongue Based Multilingual Education
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (167)
Date of entry/update: 04 August 2015


Title: NNER Statement
Date of publication: 05 January 2014
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (197K)
Date of entry/update: 04 August 2015


Title: National Education policy (draft) submitted to Parliament
Date of publication: 18 June 2013
Description/subject: Introduction: "The Convention on Education was held June 8-9, 2013 at the Yangon Blind School (Kaweichan), in Mayangone Township, Yangon. The participants in the convention offered their advice on educational policy. Their advice included both foundational principles as well as advice in 13 specific areas. The foundational principles included equal rights for all citizens, promotion of human dignity, and educational freedom. The 13 specific areas of education addressed were: 1. Early Childhood Education... 2. Free, Compulsory Basic Education (Primary and Middle school to gr.9)... 3. Basic Secondary /High School Education... 4. Post-Secondary / Higher Education... 5. Non-formal Education... 6. Private Schools and Universities... 7. Monastic Schools... 8. Schools Operated by Religious/faith- based Organizations... 9. Free Schools operated by NGOs... 10. The R ole of Teachers... 11. Special Needs Education... 12. Teaching of Ethnic Languages... 13. IDP, Refugee, and Migrant Children's Education."
Language: English
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf ((203)
Date of entry/update: 05 August 2015


Title: Education Policy Recommendations_ for the Parliament (Burmese/ျမန္မာဘာသာ)
Date of publication: 17 June 2013
Language: English
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (279K)
Date of entry/update: 05 August 2015


Title: Statement on Formation of NNER (Burmese/ျမန္မာဘာသာ)
Date of publication: 10 January 2013
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (516K)
Date of entry/update: 05 August 2015


Title: Statement on Education Reform Seminar
Date of publication: 07 October 2012
Description/subject: ျမန္မာႏိုုင္ငံ ပညာေရးျပဳျပင္ေျပာင္းလဲမႈဆိုုင္ရာ ေဆြးေႏြးပဲြ သတင္းထုုတ္ျပန္ခ်က္။: "ျမန္မာႏုိင္ငံ၏ပညာေရး တြင္ ျပဳျပင္ေျပာင္းလဲမႈမ်ား လုိအပ္ေနပါသည္။ အစိုးရကလည္း ပညာေရးျပဳျပင္ ေျပာင္းလဲရန္ ႀကံဆေနသည္။ ေအာက္ တုိဘာ ၆-၇၊၂၀၁၂၊ ခရစ္ယာန္ဓမၼတကၠသုိလ္ အင္းစိန္တြင္ ပညာေရး ျပဳျပင္ေျပာင္းလဲမႈ ဆုိင္ရာမူဝါဒမ်ား ခ်မွတ္ရာ တြင္ အေထာက္အကူျဖစ္ေစရန္အတြက္ ျမန္မာ့ပညာေရး ဖြံ႕ ၿဖဳိးတုိးတက္ေအာင္ ေဆာင္ရြက္ေနၾကသည့္အဖြဲ အစည္းမ်ား (ဗုဒၶဘာသာဘုန္းေတာ္ႀကီးသင္ေက်ာင္းမ်ား၊ ဗုဒၶ ဘာသာ ႏွင့္ ခရစ္ယာန္ ပညာေရး အဖြဲ႕ အစည္းမ်ား၊ တုိင္းရင္းသားပညာေရးအဖြဲ အစည္းမ်ား၊ ႏုိင္ငံေရးပါတီ မ်ားႏွင့္ အဖြဲ အစည္းမ်ား၊ ေက်ာင္းသားသမဂၢမ်ား၊ လူငယ္အဖြဲ႕ အစည္းမ်ားစသည္) ႏွင့္ ပညာေရးကုိ စိတ္ဝင္စား ေသာပုဂၢဳိလ္မ်ား၊ လက္ေတြ႕ ေဆာင္ရြက္ေနၾကေသာ ပုဂၢဳိလ္မ်ား၊ ပညာေရးကၽြမ္းက်င္သူပုဂၢဳိလ္မ်ားသည္ ပညာေရး ေဆြးေႏြးပြဲတစ္ခု ျပဳလုပ္ၾကသည္။ ေဆြးေႏြးပြဲေ ဆာင္ရြက္ပုံမွာ အားလုံးကရင္းႏွီးပြင့္လင္းစြာ တန္းတူ ရည္တူ ပါဝင္ေ ဆြးေႏြး ဆုံးျဖတ္ေသာ ဒီမုိကေရစီနည္းက်ေ ဆာင္ရြက္မႈ ျဖစ္သည္။ ေဆြးေႏြးပြဲမွ ထြက္ေပၚလာေသာေအာက္ပါ ရလဒ္မ်ားကုိ ျပည္သူလူထု၊ လႊတ္ေတာ္၊ အစိုုးရ၊ မီဒီယာႏွင့္ ဥပေဒပညာရွင္မ်ား အားလုံး သုိ႕ တင္ျပမည္ျဖစ္သည္။"
Language: Burmese (ျမန္မာဘာသာ)
Source/publisher: National Network for Education Reform (NNER)
Format/size: pdf (300K)
Date of entry/update: 05 August 2015


Title: Myanmar: National aspects of curriculum decision-making
Date of publication: 1998
Description/subject: "The Union of Myanmar is currently in the process of transforming its political, social, economic and administrative systems. In this context, the education system is being transformed in order to meet changing societal needs. EDUCATIONAL OBJECTIVES: In order to implement an education system that is compatible with the cultural, traditional, and social values of the country, and in keeping with an economic system that will facilitate national development and nation-building, the Government of Myanmar has identified the following main objectives: l To enable every individual to acquire basic education; l To base education on raising moral standards; l To develop knowledge, including the scientific and technical know-how needed for nation-building; l To produce technicians, skilled workers and proficient intellectuals with practical knowledge, who are loyal to the State and will contribute to nation-building endeavours; l To train citizens so that they will achieve all-around development; l To allow those with the requisite intellectual ability, calibre and industriousness to acquire a university education; l To offer undergraduate and post-graduate courses for those who are working and thereby enable them to study during employment..."
Author/creator: U Myint Aye and Daw Tin Kyi
Language: English
Source/publisher: UNESCO
Format/size: pdf (211K)
Date of entry/update: 03 June 2003