UNION OF MYANMAR. Strengthening and Upgrading of Teacher Training Colleges and Teacher Training Schools. Project Findings and Recommendations

Transcription

1 Restricted UNDP/MYA/90/005 Terminal Report UNION OF MYANMAR Strengthening and Upgrading of Teacher Training Colleges and Teacher Training Schools Project Findings and Recommendations Serial No. FMR/PROAP-ED/93/01(UNDP) UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION UNITED NATIONS DEVELOPMENT PROGRAMME

2 UNION OF MYANMAR STRENGTHENING AND UPGRADING OF TEACHER TRAINING COLLEGES AND TEACHER TRAINING SCHOOLS Project Findings and Recommendations Report prepared for the Government of the Union of Myanmar by the United Nations Educational, Scientific and Cultural Organization (UNESCO) acting as Executing Agency for the United Nations Development Programme (UNDP) United Nations Educational Scientific and Cultural Organization United Nations Development Programme

3 TABLE OF CONTENTS List of Acronyms and Abbreviations 1 Summary 2 Page Part I: PROBLEMS Section 1: Development Problems and Immediate Problems Attacked 5 Part II: OUTPUTS Section 2: Outputs Produced and Problems Encountered... 7 Part III: OBJECTIVES Section 3: Objectives Achieved or Likely to be Achieved in the Near Future 9 Part IV: FINDINGS Section 4: Findings and Lessons Learned 11 Part V: RECOMMENDATIONS Section 5 : Recommendations 14 APPENDICES A. List of UNESCO Experts, and Consultants 17 B. List of Government Project Personnel 18 C. List of Fellowship and Study Tour Participants 21 D. List of Documents and Publications Arising from the Project 26 E. List of In-country Workshops Conducted at the Yangon and Mandalay Teacher Training Colleges 28 F. List of Mobile Training Team Workshops in Teacher Training Institutions 31 G. List of Development Workshops Conducted by the CTA at TTCs and TTSs 37

4 Page H. List of Equipment Distributed to TTCs and TTSs 39 I. D.G.'s Directive Regarding Implementing Project Reforms 45 J. Supply List for Border Area Schools 46

5 List of Acronyms and Abbreviations ANPM ATEO CTA DBE ERC ESS KEDI MTT MTTC MYA NPR SEAMEO-INNOTECH TEO TEP TPR TTC TTS UDNR UNDP UNESCO YTTC Assistant National Project Manager Assistant Township Education Officer Chief Technical Adviser Department of Basic Education Education Resource Centre Education Sector Study Korean Educational Development Institute Mobile Training Team Mandalay Teacher Training College Union of Myanmar National Project Manager Southeast Asia Ministry of Education Organization-Centre for Educational Innovation and Technology Township Education Officer Teacher Education Project Tripartite Review Teacher Training College Teacher Training School University for the Development of National Races United Nations Development Programme United Nations Educational, Scientific and Cultural Organization Yangon Teacher Training College

6 2 Summary Budget a) Total Government Contribution ( ): Kyats 40,233* (local currency, Kyats in thousands, in kind) b) Total UNDP Contribution ( ): US$1,012,186 * (Note: In mid-1992 the Government of Myanmar announced that it will also spend an amount of Kyats 42 million on the building of a separate Education Resource Centre at Yangon Teacher Training College which will house books and equipment procured for the Education Resource Centre established at YTTC as part of HYA/90/005. This ERC will also become a centre for teacher development programmes, utilizing resource persons trained under MYA/90/005.) Brief Statement a) Objectives (intended and achieved) The development objective was to upgrade TTCs and TTSs in order to contribute to the qualitative improvement of basic education and so to strengthen social infrastructure in Myanmar, one aspect being education. More specifically, Teacher Education Project MYA/90/005 (TEP) sought to: 1) Improve the capabilities of TTCs and TTSs to produce competent, motivated and committed teachers; 2) Improve the quality of training in TTCs and TTSs through supplying audio-visual aids and establishing two Education Resource Centres; 3) Promote a high quality basic education for all through developing closer co-operative efforts between teacher educators, teachers, curriculum developers, school administrators and inspectors/supervisors; and 4) Improve the capability of border area schools to provide a good quality education through teacher development and the upgrading of school facilities including teaching and learning materials, this initially to occur on a pilot study basis involving 13 schools. (A Project revision was signed in July 1992 to incorporate this additional objective.) Objectives 1-3 have been largely achieved, while objective 4 is likely to be achieved during the first half of The extent to which these achievements are sustained over the longer term depends upon follow up activities implemented by the Department of Basic Education in the Ministry of Education, Union of Myanmar. b) Outputs sought and produced 1) Overseas fellowships for 47 teacher educators and others;

7 3 2) Follow up large scale in-country output-orientated workshops; 3) Equipment procurement to upgrade TTCs and TTSs; 4) Establishment of two ERCs, with books and other teaching/learning materials donated by UNESCO, UNICEF and the Australian Government; 5) Mobile Training Team workshops being held in every TTC and TTS, involving a total of 7,144 participants for each of three workshops; 6) Staff development workshops conducted by the Chief Technical Advisor of the TEP at individual TTCs and TTSs involving 990 participants; 7) Upgrading schooling in the border areas of Myanmar with regard to teacher development, the improvement of school infrastructure and teaching/learning materials; 8) Improved basic education to increase pupil completion and promotion rates. Outputs 1 to 6 have been achieved. For outputs 7 and 8 it is too early to ascertain the extent to which these have been achieved since this depends on the mounting of successful follow up activities, mainly by the Department of Basic Education, after full national execution of the TEP occurs from January c) Findings, recommendations and lessons learnt 1. The upgrading of teacher education has the capacity to be an effective catalyst for the qualitative improvement of teacher training and schooling, as long as a rigorous programme is mounted to institutionalize the proposed reforms. 2. The various activities initiated during the first two years of the TEP have proved successful in achieving their aims and so, with some adjustments and additions, should be continued over the next two to three years. 3. If follow-up national implementation activities for the TEP are to be effective in 1993 and beyond it is essential that a full-time National Project Manager (and Assistant National Project Manager) are appointed who are energetic scholars fully committed to the aims of the TEP, and who are effective communicators with a high professional credibility amongst teacher educators and other educationalists. In addition to overseeing organizational matters, most importantly they themselves should actively participate in the workshop programme and other activities organized by the TEP. 4. If the upgrading of teacher training in Myanmar is to be an effective long-term vehicle for change, the length, content, structure and approach of the current teacher education programme is in need of substantial modification. 5. For a sustainable qualitative improvement in schooling to occur a holistic systems approach should be adopted involving not just teacher training but other key variables such as changes in the school curriculum, in the assessment procedures adopted and so on. Anything less is just 'tinkering with the system' and is unlikely to reap long-term benefits.

8 4 6. Successful implementation of proposed reforms in teacher training and the school system in Myanmar will not occur without appropriately worded written directives from top ranking Government education authorities. 7. Resource books published in the Myanmar language distributed at both the large scale and MTT workshops have proved useful and successful, and so ways should be found to distribute modified versions of these resource books as textbooks to all trainees and those undertaking correspondence teacher education courses. 8. During the next phase of the TEP (1993 and beyond), TTC, TTS and township based workshops should be organized to communicate the reforms and new ideas being proposed amongst classroom teachers and education administrators. These should be organized and conducted with the assistance of the resource persons trained under MYA/90/ The Toyota Landcruiser vehicle procured for MYA/90/005 should be kept at YTTC, largely to be used to transport resource persons and others conducting workshops for the project to the various TTCs and TTSs. 10. Ways should be explored for UNDP to fund a follow-up project to MYA/90/005 to help ensure that the types of changes proposed by the TEP are effectively institutionalized in TTCs and TTSs, and are also institutionalized at the grass-roots level in schools and classrooms throughout the country. At such time as follow-up projects are envisaged, a rigorous evaluation should occur of the outcomes of the TEP including an assessment of the effectiveness of follow-up activities mounted from 1993 onwards by the Department of Basic Education after full national implementation occurs. 11. Since over 60 per cent of primary teachers are uncertificated, most of whom will not have the opportunity to attend a TTC or TTS for teacher training, effective ways should be found to communicate the new ideas and skills proposed by the TEP through the use of distance (including correspondence) education.

9 5 PART I: PROBLEMS Section 1: Development Problem and Immediate Problems Attacked The purpose of Teacher Education Project MYA/90/005 (TEP) has been to assist the Government of the Union of Myanmar to qualitatively improve their system of basic schooling by strengthening and upgrading facilities and programmes at the four Teacher Training Colleges (TTCs) and 13 Teacher Training Schools (TTSs) located in various parts of the country. This approach has been based on the view that the teacher is the linchpin of successful educational development; the ultimate aim of the project being to enhance the crucial role of teachers in human resource development and so help education contribute more to socio-economic development efforts. The Project reflects the belief that for education to be an effective contributor to national development, it must be responsive to the changing manpower, socio-economic and cultural needs of Myanmar as it seeks an effective pathway to sustainable economic development. Several important problems exist with regard to the current system of basic education in Myanmar which need to be addressed by teacher educators and other educationalists, particularly when training individuals to work in primary and middle schools. These are: a school curriculum which is more subject centred than pupil centred in approach, that does not take into account the psychological maturation and developmental stages through which children pass with regard to the sequencing and level of difficulty of the material being taught, and which does not include certain important subject areas such as science education as part of the curriculum; a formal examination system and medium of instruction that inhibits the adoption of progressive teaching methods by encouraging rote learning on the part of students, and which stresses end-of-year examinations rather than the use of assignments and continuous assessment; a shortage of up-to-date teaching and learning materials such as suitable textbooks and visual charts; These characteristics of the school system have contributed to creating the problems of a high drop-out rate and a high level of grade repeating, full details about these matters being provided in the 'Working Paper Series' recently published by Education Sector Study MYA/90/005. Many of the problems applying to the system of basic education also apply to TTCs and TTSs. Thus they have acted as a conservative agent to reinforce rather than help change existing practices, and as such have presented a poor role model for trainees. A further problem addressed by the TEP is that the Myanmar education system is fragmented with there being little interaction or dialogue between the various vested interest groups. For instance, there is infrequent contact between the

10 6 teacher training institutions, members of the inspection/supervisory teams and ATEO's. Even though the supervisory teams and ATEO's are concerned with assessing the competency of teachers at the school level they provide TTCs and TTSs with little feedback on the success of their teacher training programmes, and outputs. In July 1991 MYA/90/005 was revised to provide special assistance (on a pilot study basis) to upgrade and strengthen teacher development, school facilities and teaching/learning materials in the Border Areas of Myanmar. In doing this it sought to find ways of achieving greater equity in the school system by addressing the particular schooling needs of disadvantaged population groups living in remote parts of the country.

11 7 PART II: OUTPUTS Section 2: Outputs Produced and Problems Encountered The strategy developed to improve teacher education in Myanmar to overcome the types of problems referred to above involved measures to improve the capacity of TTCs and TTSs to train more competent, motivated and committed teachers especially at the primary and middle school levels. The approach adopted proved to be effective. The following activities (and outputs) as outlined in the initial project document were undertaken to improve the quality of training and teaching in TTCs and TTSs: a total of 47 teacher educators were sent on overseas fellowships or study tours to upgrade their knowledge and skills in the areas of teaching methodologies, evaluation and assessment, research, educational technology, documentation, computer use, teacher education via distance learning, and improved management of education systems (Appendix C); a series of follow-up in-country workshops were conducted by fellowship holders on their return to Myanmar (Appendix E), initially with the assistance of international consultants with whom they studied abroad (see Appendix A), to enable the new knowledge and skills acquired to be spread amongst a large number of teacher educators throughout the country. Groups of educational administrators such as TEOs and ATEOs, policy-makers, curriculum developers, etc. were also invited to take part in these workshops. Thus an improved dialogue was established between these groups by the project which did much to enable the exchange of views and experiences, each group coming to better understand the point-ofview of the other, to the benefit of all concerned. A total of 1,372 teacher educators and other educationalists attended these workshops; basic items of audio-visual equipment and library books were supplied to TTCs and TTSs. Before these were distributed in-country workshops were conducted on the effective use of this equipment and materials (see Appendix H); and two Education Resource Centres were established, in Yangon (for Lower Myanmar) and Mandalay (for Upper Myanmar), the intention being that these will become centres for a long-term country-wide teacher development programme. As a result of experience gained during the implementation of the TEP two additional activities were identified: five Mobile Training Teams (MTTs) were established consisting of those teacher educators who studied overseas as part of the fellowship programme. MTT workshops on 'Improved Teaching Methods', 'Improved Evaluation and Research' and 'Materials Development, Educational Technology and Documentation' were conducted in all

12 8 teacher training establishments to assist in the institutionalization of the new ideas and reforms proposed by the TEP during the in-country workshop programme (Appendix F). A total of 844 teacher educators, 5,955 trainees and 345 staff in practicing schools attended workshops on each of the three topics examined; and two series of staff development workshops were conducted in TTCs and TTSs, initially (at the commencement of the project) to undertake a needs analysis of teacher training in Myanmar and later to discuss with teacher educators the best ways to institutionalize reforms proposed by the TEP (Appendix G). This involved a total of 990 participants. With the revision of MYA/90/005 in July 1992 to provide additional assistance to upgrade border area schooling, the following further activities were included in the project: the procurement of building materials and teaching and learning materials to help upgrade, on a pilot study, 13 border area schools (Appendix J); conducting of a needs analysis of border area schooling; a fellowship programme for border area educators to study ways of improving schooling for disadvantaged population groups; and the fielding of international consultants to conduct workshops for teachers from border area schools on multigrade teaching, low-cost and no-cost teaching and learning materials development, and on meeting the needs of disadvantaged population groups. All the expected outputs outlined above have been achieved. Due to financial constraints workshops planned (with the assistance of foreign consultants) for border area teachers on multigrade teaching, the development and use of low-cost and no-cost teaching/learning materials and the educational needs of disadvantaged population groups were not conducted as part of MYA/90/005. No major problems were encountered in producing these outputs apart from inevitable delays regarding the recruitment of suitable consultants, customs clearance of equipment and books ordered from overseas, time taken for Government selection of individuals to goon fellowships, issuing of passports and the like.

13 9 PART III: OBJECTIVES Section 3; Objectives Achieved or Likely to be Achieved in the Near Future The expected outcome of the Project as stated in the original project document is that teacher education in Myanmar will be considerably strengthened, modernized and revitalized, with the result that it will have a substantial impact on encouraging teachers to adopt more progressive, child-centred methods of instruction in schools. In doing this it is hoped that the Project will also contribute to a reduction in the current high rates of drop-out, non-enrolment and grade repetition amongst pupils, especially at the primary level, and so to improving human resource development in Myanmar. It was also anticipated that the Project could have a multiplier effect which goes well beyond the specific strategies and groups of individuals referred to in the project document, so helping to sensitize people to the value of more widespread educational changes, in areas such as teaching and learning materials, curriculum content and the assessment methods used in school. In doing this it is likely to help make schools more attractive to their clients. The question naturally arises, to what extent have these objectives been achieved? As the Report of the Tripartite Review of the TEP held in July 1992 points out, MYA/90/005 has achieved conspicuous success. This has resulted in teacher training establishments moving towards changing many current practices such as adopting a greater variety of student centred teaching methods, and the greater and more effective use of audio-visual aids with trainees. If one walks into a TTC or TTS one can see the changes that have occurred over the two year period of the Project, in that desks and chairs are no longer set in rigid rows but are clustered to enable trainees to participate in group work, teacher educators no longer simply lecture from the front of the classroom but mingle with students as they undertake their own assignment work, students are now encouraged to express their opinions and ideas on the material being taught rather than sitting passively listening to lectures by their teacher, and there are more teaching aids displayed on the walls of the classrooms. Some desirable changes in teacher education, such as the provision of a more relevant teacher education curriculum, and changes in the ways in which trainees are formally assessed with less stress on formal examinations, are beyond the scope of this Project to promote. These are policy matters which require proposals for change and a directive from the Ministry of Education if they are to occur. This Project has highlighted (as has the Education Sector Study) the need for substantial changes in the content, length and placement of teacher training courses if teacher education institutions are to fully realize their potential to be agents of change and betterment for the school system as a whole. Although the TEP has contributed to bringing about change and improvement in teacher education, it is too early to say how sustainable these changes will be in the long term, and how much impact these changes will have on contributing to more widespread change in the school system, in terms of the adoption of more child centred teaching methods, a relevant curriculum and less harsh assessment

14 10 procedures. The reason is that trainees involved with the TEP were first exposed to these new ideas during 1992, and will not themselves return to their schools until Thus there is some time lag before the extent to which the new ideas have been implemented at the school and classroom level can be ascertained.

15 11 PART IV: FINDINGS Section 4; Findings and Lessons Learnt The Project shows that teacher education has the potential to be an important agent for bringing about changes in an education system, as long as this is done with the explicit support and co-operation of other parties in the education system. Although the original design of the Project has generally proved to be effective, over time it become apparent that several adjustments and additions were necessary if the main problems addressed by the Project were to be effectively overcome. These matters are: The need to include all teacher education institutions in Myanmar, such as the Institute of Education at the University of Yangon, UDNR and the Technical Teachers Institute, rather than just TTCs and TTSs, if the Project is to have the greatest impact on improving the system of basic schooling through improving teacher education. Thus teacher educators from all these institutions were invited to attend workshops. It was realized that trainees, on returning to the particular school in which they work as teachers, will not be able to implement the new knowledge and skills they have learnt unless they have the support and encouragement of key education administrators both at the central and township levels, and from their school principals. It was therefore decided to invite as many as possible of these key personnel to attend in-country workshops. The Department of Basic Education is a highly bureaucratic organization. This, when combined with the Myanmar tradition of deferring to those in authority positions, means that change will not occur without a clear directive from those in top authority positions indicating that such change is acceptable. Although this support was always implicit, in that it would have not been possible for the TEP to have commenced without prior government approval, it because clear from discussions with participants at workshops that they were not willing to implement the new ideas without a written directive to do so from government authorities. The Director- General of Basic Education eventually gave such a written directive (Annex I) in which he requested the full co-operation of teacher educators and others to implement the ideas discussed in workshops. The effective institutionalization of proposed reforms to teacher training in individual teacher education establishments was seen as essential if the Project was to be effective in achieving its aims. Thus a series of Mobile Training Teams were established to work with teacher educators, trainees and teachers from practicing schools (at the level of the individual teacher training establishment) to encourage and assist in the institutionalization of reform proposals.

16 12 All workshops were conducted in the Myanmar language, and the resource books produced for these workshops were also published in Myanmar. This proved to be a vital ingredient in contributing to the success of the in-country and mobile training team workshop programmes. With direct UNDP inputs to, and UNESCO implementation of, the TEP terminating by the end of 1992, in terms of the move to national execution an increasing emphasis should be placed on the institutionalization of the proposed reforms in teacher education establishments, and also on their institutionalization in the schools and classrooms where children are taught. Although teacher training has the potential to be an important catalyst for change, steps need to be taken to ensure that this is realized in that the new ideas and approaches are actually implement in Myanmar schools at the classroom level. What can be achieved by teacher education alone is, however, limited, in that some of the most important changes required for the qualitative improvement of the school system require other major policy changes. Teacher education is generally concerned with training teachers to work in a particular type of school system, and until there is actual change in that school system the changes being promoted by teacher education are likely to be limited in their affect in terms of actual implementation. For example, trainees may be encouraged to move away from an over reliance on rote learning towards a more child-centred education but if the school system continues to be dominated by formal paper and pencil exams which stress rote learning then teachers are not going to implement the progressive ideas when they return to their individual schools since to do so would be to disadvantage the performance levels of their students in the exam system. It is clear from the experience of the TEP that the current system of teacher education needs to be substantialy reorganized if it is to equip trainees to work in a changing school system. For example, as the ESS has commented, the current system where teachers attend in-service courses several years after commencing teaching, doing this on a full pay basis, is very expensive and not cost effective. In addition, it is quite conceivable that pre-service courses of a shorter duration could be more effective in preparing teachers to teach effectively. The content of such courses need to be carefully considered. Over the length of the TEP the person appointed as National Project Manager was, at the same time, Principal of YTTC, being half time in each position. Given the amount of work and responsibilities expected in both roles, the experience of the TEP shows that it is not possible for one person to devote the time and effort required to the NPM role if, at the same time, they are Principal of YTTC. It is believed that overall the Project was a cost effective response to the problem it was directed at solving, with a few caveats, these being: 1. There is a concern that with the ending of UNDP funding that some of the consumables required for items of equipment such as the photocopiers may not be readily available, in which case this

17 13 equipment will not be able to be fully utilized in future. In addition, if any of the equipment malfunctions there could be some problems with regard to securing spare parts. This is something to which the Ministry of Education needs to address its attention since an inability to solve such problems would result in the underutilization of valuable equipment. Although the ERC s have been established and the UNICEF donated books arrived in Myanmar, these have not as yet become fully functioning teacher development centres and lending libraries. This is something which needs to be carefully examined.

18 14 PART V: RECOMMENDATIONS Section 5: Recommendations The Project has entered a crucially important stage, with the institutionalization of the reforms discussed in the 31 in-country outputorientated workshops held todate, which have been attended by over 2,000 teacher educators, teachers and education administrators. In order to achieve this institutionalization of reforms, several Mobile Training Teams were established in the areas of improved teaching methodologies, evaluation, assessment and research, and low cost materials development. These mobile teams have been working with teacher educators, trainee teachers and others at the grassroots level to implement change. Thus changes have occurred in the teacher training institutions themselves, with considerable progress being achieved with regard to the institutionalization of reforms. However, the next stage is particularly important: to ensure that the reforms being proposed are also institutionalized in the school system as a whole. In order to enable this to occur and to maximize the likelihood of success, the following recommendation for future activities are made: 1. With the cessation of UNDP funding and UNESCO implementation of Teacher Education Project MYA/90/005 at the end of 1992, the Project should continue through national implementation and funding. The infrastructure of equipment and training that has occurred as a result of UN inputs during 1991 and 1992 can now be used by the Ministry of Education in Myanmar to continue the programme of upgrading and strengthening of teacher education throughout the country. 2. The Project should continue basically along the lines established during the first two years, with adjustments being made to satisfy changing needs and constraints. The approach adopted involving large scale in-country workshops to involve as many people as possible in the shortest possible time, to introduce new ideas and develop skills, followed by Mobile Training Teams to assist those who have attended the large scale workshops to actually institutionalize reforms, and to provide diagnosis and assistance during the period of institutionalization, has proved to be highly successful. 3. The focus of the TEP is on the qualitative improvement of the system of basic education in Myanmar in terms of the quality of teaching and learning that occurs in classrooms. The upgrading of the system of teacher training is simply a means to achieving this end. It is therefore strongly recommended that for 1993 and beyond the various teacher training institutions (with the assistance of resource persons trained under the TEP) commence a series of workshops for classroom teachers and education administrators working in their immediate geographical vicinity in order to support the institutionalization of the reforms at the school level. Thus TTC, TTS and township-based workshops should be conducted to introduce classroom teachers, township education administrators and appropriate others to the new ideas and skills being proposed as

19 15 part of the TEP. The success of follow-up activities will largely rely on the energy, drive and vision of Myanmar national TEP staff assigned the responsibility of organizing and conducting future workshops and related activities. Thus the future success of the Project will stand or fall according to the characteristics of those appointed to lead the TEP from 1993 onwards. It is strongly recommended that those Myanmar educators appointed to be responsible for the TEP are scholars with a high credibility amongst members of the teaching profession and with an enthusiasm to help bring about change and improvement. In this regard, if the Project is to maintain its momentum during national implementation it is important that a fulltime National Project Manager (and Assistant National Project Manager) be appointed since experience shows that it is difficult for one person to be both the Principal of YTTC and at the same time an involved and effective NPM. The Education Resource Centres, particularly the one in Yangon, should be further strengthened. The new resource centre to be build by the Government of Myanmar at YTTC will be an important facility. Further attempts should be made to obtain books and other teaching and learning materials for the ERC, through approaching organizations such as UNICEF. An attempt should be made to publish the resource books developed for the in-country workshops and MTT workshops, in modified form, for use with teacher education trainees throughout the country. They could also be an important resource for those undertaking correspondence courses. It is too early to tell whether the improvement in teacher education sought by the TEP will actually trickle down to improve practices in schools. In planning further activities initiated by the teacher education project special attempts should be made to ensure that the ideas are actually implemented at the grassroots level. Thus, at an appropriate time (such as 1994) an evaluation should be undertaken to see the extent to which these reforms have actually been implemented at the school level. Subject to the availability of funding from UNDP sometime in the future, another project could be usefully developed with the assistance of UNESCO which builds upon the gains achieved by the teacher education project and which follows up further aspects of teacher development for the qualitative improvement of the system of basic education in Myanmar. Based upon the experience of MYA/90/005, the following types of activities are recommended as being ones which are most likely to further contribute to the qualitative improvement of the system of basic education through improved teacher development: Improvement of teacher education through distance education in order to reach (in a cost effective way) the large backlog of uncertificated teachers;

20 16 Teacher Education Project MYA/90/005 functioned within the current characteristics of the teacher training system in Myanmar. A major finding of this Project (which is backed up by the ESS) is that major structural change is needed in the system of teacher education in terms of the content of courses, length of teacher education programmes, the relationship between theory and practice, etc. Thus it is recommended that a major inquiry be conducted into teacher education, which examines fundamental matters such as: teacher recruitment; the length, content and placement of courses; career opportunities, etc. A desktop publishing capability could be usefully established to produce high quality materials for distance education correspondence courses, textbooks for trainees which are based upon the resource books developed under the teacher education project, discussion papers and a newsletter for teacher educators, etc. 9. The border area revision to MYA/90/005 explores viable ways of upgrading the quality and relevance of education in the border areas of Myanmar, this being undertaken on a limited pilot-study basis. The report 'Needs Analysis of Border Area Schooling: An Explorary Analysis' demonstrates the need for these disadvantaged population groups to be provided with further support in their schooling; and also highlights the fact that in addition to those individuals who are strictly in parts of the country defined as 'border areas', that there are also many other population groups in isolated rural parts of the country who are also in great need of assistance. It is therefore recommended that further support be provided for these population groups.

21 17 Appendix A Name of Expert/ Consultant List of UNESCO Experts and Consultants Field of Specialization Duration of Contract From to 1. R. Maclean (Australia) Chief Technical Advisor ** 2. M. Inoue*** (Japan) English Teaching Language N.R. Balroores (Philippines) 4. L. Penano-Ho (Philippines) Teaching Methodologies Teaching Methodologies M. Inoue (Japan) English Teaching Language P.P. Lynch (Australia) 7. K. Lee (Rep. of Korea) 8. J. Docker (Australia) 9. R.A. Kerrison* (Australia) Science Education Curriculum and Materials Development Evaluation and Research Process-Based Learning T. Intarakumnerd (Thailand) Planning Administration and L.C. Gregorio* (UNESCO PROAP) 12. D.J. Laird (Australia) 13. N.R. Balmores (Philippines) Process-Based Learning Distance Education Border Area Education ** *** In chronological order to date of arrival Financed by UNICEF, Yangon Maclean was employed as Senior Specialist on Basic Education with 20% of his time devoted to concluding actions for MYA/90/005 Financed from funds outside MYA/90/005

22 +Name Yangon ' rrc 18 Appendix B List of Government Project Personnel Position Held Qualifications 1. D.M.T. Gyaw** NPM ( ) M.Ed. (USA) 2. D.K,.S. Htun** NPM ( ) B.A., B.Ed. 3. U,.K,.M. Yin** NPM ( to date) B.A., B.Ed., M.Ed. 4. U..T,. Than ANPM ( ) B.Sc, B.Ed., M.Ed. 5. IJ..M..H. Aye ERC Co-ordinator (Acting ANPM from ) B.Sc, Dip. Ed. 6. D.,N., Cherry Project Co-ordinator M.Ed. (Manchester) 7. U. K. M. Hla Equipment Room Assistant 8th Standard 8. D. K. Kh line Typist B.A. 9. U. M. M. Kyin Workshop Co-ordinator B.A., Dip. Ed., Dip. TEFL (AUS) 10. U.K.M. Kywe 11. D.Y. Mya 12. D.M.M. Nwe 13. D.T.T. Than 14. D.P. Thida 15. D.T.T. Win 16. D.C. Cho 17. D.S.S. Hlaing 18. U.Y. Lwin 19. D.A.A. Myint 20. D. Onmar In-charge of Finance Project Officer Secretary to CTA Typist Equipment Room Assistant Clerk Specialist (Computer Use) Specialist (Curriculum & Materials Development) Specialist (Documentation) Specialist (Methodologies) Specialist (Distance Education) B.Ed. B.Ed., M.A. (UK) M.A. TEFL (AUS) B.E.H.S. B.Sc. B.Econ. (Hons.) B.Ed., Dip. Math. (JPN) B.Ed., M.Ed. B.Ed., Dip. Sc. (JPN) B.Ed., M.Ed. B.Ed. + Alphabetical by surname and departments ** A concurrently Principal of YTTC

23 +Name 21. D.M.L. Swe 22. U.A. Myint 23. D. San 24. D. Shwe-mi 25. U. Khin 26. U.H. Shwo 27. U.T.A. Win Mandaiay TTC 1. U.T. Aung** 2. D.S.M. Ka 3. U.C.K. Lay 4. U.S. Lin 5. U.S. Nyunt 6. U.T.M. Than 7. D.S.S. Win 8. U.H. Aung 9. U.K. Maung 10. U.T. Myint 19 Position Held Specialist (Evaluation & Research) Press (In-charge) Cleaner Cleaner Watchman Watchman Watchman Project Co-ordinator at MTTC Asst. Project Officer ERC Asst. Co-ordinator Project Officer Asst. Project Officer ERC Co-ordinator Finance (In-charge) Specialist (Documentation) Specialist (Curriculum & Materials Development) Specialist (Distance Education) Qualifications M.Ed. (Manchester) J A 1 U B.Sc, B.Ed. B.Ed., M.A. (ESL) B.Sc. B.A.(Ed), B.Ed. B.E.H.S. B.Sc, Dip. Ed., Dip. Sc. (JPN) B.Ed. B.Sc, Dip, Ed. B.Sc, B.Ed. B.A., B.Ed. 11. D.K.T. Nwe Specialist Methodologies) (Teaching B.Ed., (JPN) Dip. Math. + Alphabetical by surname and departments ** Concurrently Principal of MTTC

24 20 +Name Position Held Qualification 12. D.H. Waing Specialist (Computer Use) B.A., Dip. Ed. 13. U.B. Maung Watchman 14. U.T. Tun Watchman 15. D.T. Than Cleaner Alphabetical by surname, and by department Total Counterpart Staff Yangon : 27 Mandalay : 15 Total : 42

25 21 Appendix C List of Myanmar Fellowship and Study Tour Participants Name of Fellow Field of Study Place of Study Period of Study Position upon Return to Myanmar U Tin Oo Edn. Systems JPN, MAL, THA to Principal, TTC Mawlamyine U Thein Lwin II Principal, TTS Meitktila D. Khawn Lum Principal, TTS Myitkyina D. Khin Thein Win it Principal, TTS Sagaing U Nyunt Lwin ll Principal, TTS Pakhokku U Kyi Soe l Principal, TTS Taunggyi D. Nwe Yi ll Principal, TTS Myaungmya (Total: 7) U Ye Lwin Documentatation SEAMEO INNOTECH, Philippines to Specialist (Documentation) U Tin Mg Than U Htay Aung D. Khin Hlaing Myint (Total: 4)

26 Name of Fellow Field of Study 22 Place of Study Period of Study Position upon Return D. Cho Cho Computer Use to Specialist (Computer Use) D. Hla Waing U Htun Oo Kyaw U Khin Mg Kyi (Total: 4) U Htay Win* Teaching Methodologies University of Ph il i pp i ne s, Co liege of Education to Specialist (Teaching Methodologies) D. Aye Aye Myint D. Khin Than Nwe D. Mya Thida D. Khin Mar Yin** D. Kyi Kyi Myint D. Aye Aye Kyaing** U Kan Win (Total: 8)

27 23 Name of Fellow Field of Study Place of Study Period of Study Position upon Return D. Su Su Hlaing*** Curric. & Materials Dev. KEDI, Rep. Korea of to Resource person (Curriculum & Materials Dev.) D. Mya Mya Kyi D. Kyi Kyi Myint D. Myint Myint Thein Curric. & Materials Dev. KEDI, Rep. Korea of to Resource person (Curriculum & Materials Dev.) D. Khin Than Win D. Htwe Htawe Tin D. Sao Than Kyi U Kyin Mg (Total: 8) * Now Principal of Pakokku TTS ** Now Assistant Lecturer at UDNR *** Now Head of Division, DBE

28 24 Name of Fellow Field of Study Place of Study Period of Study D. Khin Myat Swe Evaluation & Research university of Tasmania, Australia to Resource person (Evaluation & Research) D. Khin Than Nwe ii ï tl D. Cho Cho Oo i ï 1 U Setkya H ï II D. San San Myint ï l D. Ni Ni San M ï II D. May Lay Swe II ï l D. Myint Myint II ï II (Total: 8) D. Khin Thein Myin Distance Education University of New England, Australia to Resource person (Distance Education) U Sa Aung Ba U Soe Min U Tin Mg Maw D. Mya Kyi D. Than Than Htay U Thein Myint D. Onmar (Total: 8)

29 Name of Fellow Field of Origin 25 Place of Study Period of Study Position upon Return U Aye Myint Border Area Education China to Head of (Borde r Development) Division Area U Sa Paing Mone U Khin Maung Ohn U Sai Aike Thane U Sai Kyaw Hla U Por Htun U Kyi Ü Khon Ba Yin Thailand Township Ed. Officer, Kyaingtone Assist. Education Kownlone Township Officer, Headmaster, State Pri mary School, Namtit, Hopun Township Education Officer, Techelake Township Education Officer, Hopun Headmaster, State Primary School, Yankyane, Kyaingtone Sta te Educa tion Officer, Shan State (Total: 8) Total Number- of Fellows : 55

30 26 Appendix D List of Documents and Publications Arising from Project MYA/90/005 Title Remarks Report by Consultant Dr. Balmores on Teaching Methodologies Workshop (1) (Jul. 91) Report by Consultant Dr. Penano-Ho on Teaching Methodologies Workshop (2) (Aug. 91) Report by Consultant Dr. Tanom on Planning & Administration Workshop (Oct. 91) Report by Consultant Mr. Kerrison and Mrs. Gregorio on Process-Based Learning Workshop (Oct. 91) Report by Consultant Prof. Inoue on English Language Teaching Workshop (Oct. 91) Report by Consultant Dr. Lynch on Science Education Workshop (Nov. 91) Report by Consultant Dr. Lee on Curriculum Workshops (Nov. 91) Report by Consultant Dr. Docker on Evaluation & Research Workshops (Nov. 91) Report by Consultant Dr. Laird on Distance Education Workshops (Mar. 92) Project Performance Evaluation Report (Feb. 92) Proposed Supply List for Border Area Schools (Feb. 92) English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to UNDP, Yangon; UNESCO PROAP; UNESCO HQs, Paris; DBE, Government of Myanmar English: Distributed to DBE; UNDP; UNESCO. Draft

31 27 Title Remarks 12. Resource Book: Training & Teaching Methodologies (Jun. 91) 13. Resource Book: Educational Technology (Sept. 91) 14. Resource Book: Basic Principles of Curriculum (Sept. 91) 15. Manual: Some Evaluation and Research Strategies in Education (Oct. 91) 16. Manual: Data Collection (Oct. 91) 17. Manual: Some Examples of Evaluation and Research in Education (Oct. 91) 18. Resource Book: Teacher Education via Distance Education (Jan. 92) 19. Mobile Training Team Handbook: Improved Methodologies (May 92) 20. Mobile Training Team Handbook: Educational Technology & Documentation (Jan. 92) 21. Mobile Training Team Handbook: Evaluation & Research (Jul. 92) 22. Needs Assessment of Border Area Schooling in Myanmar: An Exploratory Analysis (Oct. 92) 23. Progressive Reports on Project Activities (monthly) Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries English: Distributed to Ministry of Education, DBE, UNDP, UNESCO Myanmar: Distributed to Ministry of Education, DBE Total Number- of Publications: 23

32 28 Appendix E List of In-country Workshops conducted at Yangon and Mandalav Teacher Training Colleges Name of Workshop Venue Duration Participation A. With UNESCO consultants Exploratory Workshop on ELT in Teacher Education YTTC to Workshop on Training & Teaching Methodologies in Teacher Education YTTC to Workshop on Training & Teaching Methodologies in Teacher Education MTTC to Workshop on Teaching Methodologies & Materials Development in ELT YTTC to Workshop on Current Trends in Science Education YTTC to Workshop on Curriculum & Materials Development for Teacher Education YTTC to Workshop on Training of Teacher Educators for Process-Based Learning focused on "Facts for Life" YTTC to Workshop on Evaluation & Research in Education YTTC to Workshop on Educational Planning & Administration for Teacher Education in Myanmar YTTC to Workshop on Curriculum and Materials Development for Teacher Education MTTC to Workshop on Evaluation & Research in Education MTTC to

33 29 Name of Workshop Venue Duration Participation Workshop on Teacher Education via Distance Education YTTC to Workshop on Teacher Education via Distance Education MTTC to B. Without UNESCO consultant Workshop on Documentation in Teacher Education YTTC to Workshop on Computer Use in Teacher Education YTTC to Workshop on Documentation in Teacher Education YTTC to Workshop on Computer Use in Teacher Education YTTC to Workshop on Computer Use in Teacher Education (Advanced) YTTC to Workshop on Training & Teaching Methodologies in Teacher Education MTTC to Workshop on Documentation in Teacher Education YTTC to Workshop on Computer Use in Teacher Education YTTC to Workshop on Training & Teaching Methodologies in Teacher Education YTTC to Workshop on Materials Development, Educational Technology & Documentation for Teacher Education YTTC to

34 I 30 Name of Workshop Venue Duration Participation! No. r 24. Workshop on Evaluation & Research in Education MTTC to , Workshop on Evaluation & Research in Education MTTC to Workshop on Curriculum & Materials Development for Teacher Education MTTC to Workshop on Teacher Education via Distance Education MTTC to Workshop on Curriculum & Materials Development for Teacher Education YTTC to Workshop on Materials Development, Educational Technology & Documentation for Teacher Education MTTC to Workshop on Teacher Education via Distance Education YTTC to Workshop on Learning through Distance Education YTTC to Total Number of PairticdLpants : 1,452

35 31 Appendix F List of Mobile Training Team Workshops in Teacher Training Institutions Teaching Methodologies No. Workshop Date Institution *Participation S T P Thingangyu TTS Hlegu TTS Pyay TTS Thegon TTS Toungoo TTS Meiktila TTS Taunggyi TTS Mandalay TTC Sagaing TTS Pakhokku TTS Yangon TTC Myitkyina TTS Bogalay TTS Kyaukpyu TTS Mawlamyine TTC Myaungmyu TTS » Jd

36 32 No. Workshop Date Institution *Participation S T P Pathein TTC ** ** ** Institute of Edn. TTTI UDNR * S = Staff; T = Trainee Teachers; P = Practising School Staff ** To occur in first year of National Implementation Total (Teaching Methodologies) Staff : 844 Trainees : 5,955 Prac. School : 345 Total : 7,144