ေတာက္ပတဲ႔အနာဂတ္ဆီသို႔- ရခုိုင္ျပည္နယ္ရိွ ကေလးမ်ားအားလံုးအတြက္ အရည္အေသြးရိွ ပညာေရး သင္ယူႏိုင္ရန္ ေသခ်ာေစဖို႔

ရီွးမားအစၥလမ္၊ ဆက္သြယ္ေရးဆိုင္ရာ ကၽြမ္းက်င္သူ၊ EAPRO

ျမန္မာႏိုင္ငံ၏ ရခိုင္ျပည္နယ္အေနာက္ပိုင္းေဒသသည္ ဆင္းရဲႏြမ္းပါးဆံုးေဒသတစ္ခုျဖစ္ျပီး အထီးက်န္တည္ရိွေနသည့္ ေနရာတစ္ခုလည္းျဖစ္သည့္အတြက္ တစ္ခါတစ္ရံ ကေလးမ်ား၏ ပညာေရးကို ထိခိုက္ေစပါသည္။ မိသားစုမ်ားအေနျဖင့္ သူတို႔၏ ကေလးမ်ားကို ေက်ာင္းပို႔ရန္ ကုန္က်စရိတ္အတြက္   ၾကိဳးပမ္းၾကရသည္။ ထို႔အတြက္ေၾကာင္႔ ေက်ာင္းထြက္ႏွဳန္းအလြန္ျမင္႔မားပါသည္။ အလားတူ ေက်ာင္းသံုးပစၥည္းမ်ား လံုေလာက္မွဳမရိွျခင္းႏွင့္ ျပည္နယ္တစ္လႊား အရည္အခ်င္းျပည့္စံုသည့္ ဆရာ၊ဆရာမမ်ား ေလ်ာ႔နည္းလာျခင္းေၾကာင့္ ၃၀%ေသာ ကေလးမ်ားသည္ မူလတန္းေက်ာင္းမ်ားတြင္ ေက်ာင္းအပ္ႏွံမွဳ မလုပ္ၾကသည့္အတြက္ အဆင့္ျမင့္ပညာသင္ယူႏိုင္သည့္  နည္းလမ္းမ်ားသည္ စိုးရိိမ္ဖြယ္ရာေကာင္းေအာင္ကို နည္းပါးလာေနပါသည္။

မၾကာခဏျဖစ္ပြားေနသည့္ သဘာဝေဘးအႏၲရာယ္မ်ားႏွင့္ လူ႔အသိုက္အဝန္းႏွစ္ခုၾကား အဖန္တစ္လဲလဲ ျဖစ္ပြားေနသည့္ အၾကမ္းဖက္မွဳမ်ားႏွင့္ ပဋိပကၡမ်ားသည္လည္း ပညာေရးကို ထိခိုက္ပ်က္စီးေစပါသည္။ ဆိုလိုသည္မွာ ၂၀၁၄ခုႏွစ္ သန္းေခါင္းစာရင္းအရ ယေန႔အခ်ိန္အခါ ရခိုင္ျပည္နယ္တြင္ စာမတတ္သည့္ လူဦးေရႏွဳန္းသည္ တစ္ႏိုင္ငံလံုးပ်မ္းမွ်ႏွဳန္းထက္ ၅၀% ျမင့္မားေနသည္ကို ဆိုလိုပါသည္။ 

Towards a brighter future: Securing access to quality education for all children in Rakhine

By Shima Islam, Communications Specialist, EAPRO

Myanmar’s western Rakhine State is one of the poorest and most isolated parts of Myanmar, and often it is children’s education that suffers. Many families struggle to cover the costs of sending their children to school, resulting in soaring dropout rates. Meanwhile, a shortage of adequate school facilities and qualified teachers across the State means that almost 30% of children are not enrolled in primary school and options for higher education are worryingly scarce. 

Recurrent natural disasters and repeated episodes of intercommunal violence and conflict regularly disrupt education. This means that today adult illiteracy rates in Rakhine are 50% higher than the national average, according to the 2014 Census. 

အပစ္အခတ္ျဖစ္ပြားရာေနရာမ်ားတစ္ေလွ်ာက္ရွိ ကေလးငယ္မ်ား ပညာသင္ၾကားခြင့္ ရရွိေရး

၂၀၁၁ခုႏွစ္ ႏွစ္လယ္တြင္ ကခ်င္ျပည္နယ္ႏွင့္ ရွမ္းျပည္နယ္ေျမာက္ပိုင္းတြင္ အပစ္အခတ္ရပ္ဆဲေရး သေဘာတူညီမႈ က်ဳိးပ်က္သြားကတည္းက ပဋိပကၡဒဏ္ခံ ကေလးငယ္အားလံုးအတြက္ အရည္အေသြးမီ အေျခခံပညာေရးဝန္ေဆာင္မႈ ရရွိေရးမွာ ႀကီးစြာေသာ စိန္ေခၚမႈအျဖစ္ ရွိေနခဲ့သည္။  လတ္တေလာတြင္ အၾကမ္းဖက္မႈ အရွိန္ျမင့္တက္ေနသည့္အတြက္ ျမန္မာႏုိင္ငံရွိ ႏွစ္ဖက္ ေရွ႕တန္းစစ္ေျမျပင္တြင္ ေနထိုင္ေသာ ပဋိပကၡဒဏ္ခံ ကေလးငယ္မ်ားအတြက္ ပညာေရးမွာ အလိုအပ္ဆံုးအရာတစ္ခု ျဖစ္ေနသည္။

မာရီယာနာပါလာဗရာ ေရးသားသည္

ကခ်င္ျပည္နယ္ - အသက္ ၃၂ ႏွစ္အရြယ္ ေဒၚခြမ္ႏြမ္အတြက္ ဘဝက အျမဲလြယ္ကူခဲ့သည္ေတာ့ မဟုတ္ေပ။ ၎မွာ ကခ်င္လြတ္ေျမာက္ေရးအဖြဲ႕အစည္းက ထိန္းခ်ဳပ္ထားေသာ ဧရိယာအတြင္းရွိ ခ်ီေဖြၿမိဳ႕တြင္ ေနထုိင္သည္။ ၎၏မိခင္မွာ ၎အသက္ ၇ႏွစ္အရြယ္တြင္  ငွက္ဖ်ားေရာဂါေၾကာင့္ ေသဆံုးသြားခဲ့ၿပီး စစ္တပ္မွ အနားယူထားေသာ ၎၏ဖခင္မွာ ေနာက္ ၄ႏွစ္အၾကာတြင္ ေသဆံုးသြားခဲ့သည္။ ထုိ႔ေနာက္ ၎မွာ အႀကီးဆံုးအစ္ကို၏ ေနအိမ္သို႔ ေျပာင္းေရႊ႕ေနထုိင္ခဲ့သည္။

ေရွးဦးအရြယ္ကေလးဘဝဖြံ႕ၿဖိဳးမႈ (ECD) လုပ္အားေပးဆရာမ အသက္ ၃၂ ႏွစ္အရြယ္ ေဒၚခြမ္ႏြမ္
ယူနီဆက္ဖ္ျမန္မာ/၂၀၁၆/ခုိင္ဇာမြန္

Meeting children’s rights to education across the fire lines

Since the collapse of the ceasefire in mid-2011 in Kachin and northern Shan, ensuring access to quality basic education services for all children affected by conflict has remained a big challenge. With the current escalation of violence, education remains one of the most critical needs for conflict-affected children who live on both sides of the frontline in Myanmar.  

By Mariana Palavra, Communication Specialist

Kachin State - Life wasn’t always easy for 32 year-old Hkawng Nyoi, who lives in Chipwe Township, in an area controlled by the Kachin Independence Organisation. Her mother died from malaria when she was 7 years old and her father, who was retired from the army, passed away some four years later. Then, she moved to her eldest brother’s house. 

32 year-old Hkawng Nyoi is a ECD volunteer teacher

©UNICEF Myanmar/2016/Khine Zar Mon

ပထမတန္းစားရလဒ္ကို ရရွိေစတဲ့ ဒုတိယပညာေရးအခြင့္အလမ္း

ေက်ာ္လြင္လတ္ႏွင့္ ဒီရက္ဒရီေနာ့တန္ ေရးသားသည္

ရန္ကုန္၊ ျမန္မာ - ေက်ာ္ေဇာ္မိုးသည္ ၎၏ ရွပ္အကႌ်ကို ဆြဲဆန္႔ကာ ေလွခါးေအာက္ဆံုးအဆင့္တြင္ ေခါင္းကို တေလးတစားငံု႔ကာ ရန္ကုန္ပညာေရးတကၠသိုလ္၊ သင္ၾကားေရး အေဆာက္အအံုရွိ စတိတ္စင္ ေပၚသို႔ ႐ို႕႐ို႕က်ဳိးက်ဳိး၊ ေက်ေက်နပ္နပ္ျဖင့္ တက္လာခဲ့သည္။ ပရိသတ္ႀကီးက ႏွစ္ေထာင္းအားရ လက္ခုပ္ၾသဘာတီးကာ ၎၏ ထူးကဲေသာ ေအာင္ျမင္မႈကို ဂုဏ္ယူေၾကာင္း ေဖာ္ျပၾကသည္။ ယင္းလက္ခုပ္သံမွာ ေက်ာ္ေဇာ္မိုးအား စစ္ေတြေက်ာင္းတြင္ အားေပးကူညီခဲ့ေသာ ဆရာမဆီမွသာမက၊ အလြတ္သင္ မူလတန္းပညာေရးကြန္ရက္မွ ဆရာဆရာမမ်ား၊ ပညာေရး ဝန္ႀကီးဌာနမွ အဆင့္ျမင့္ အရာရွိႀကီးမ်ားႏွင့္ ပရိသတ္အားလံုးဆီမွ လာျခင္းျဖစ္သည္။ ေက်ာင္းမွ ထြက္ခဲ့ရသည့္ ၎အတြက္ ယူနီဆက္ဖ္၏ အရည္အေသြးရွိ အေျခခံပညာေရးအစီအစဥ္ (QBEP) က ပံ့ပိုးေပးေသာ အလြတ္သင္ မူလတန္းပညာေရး(NFPE)ကို ဝင္ေရာက္သည့္အခါတြင္ ပညာေရးအတြက္ ဒုတိယ အခြင့္အလမ္း ရရွိခဲ့သည္။



©ယူနီဆက္ဖ္ျမန္မာ/၂၀၁၆/ ဒီရက္ဒရီေနာ့တန္



A second chance at education produces first class results

By Kyaw Lwin Latt and Deirdre Naughton

Yangon, Myanmar- Kyaw Zaw Moe straightens his shirt and dips his head respectfully at the bottom step before he makes his way humbly but purposefully onto the stage at the Learning Hub, Yangon University of Education. He is greeted by rapturous applause from the audience, expressing their congratulations for his remarkable achievement. The applause emanates from the teacher who supported Kyaw Zaw Moe in his Sittwe school, to teachers across the Non-Formal primary Education network, to high-ranking Ministry of Education officials, all of whom are audience members. At 17, having earlier dropped out of school, he was given a second chance at education when he joined the Non-Formal Primary Education (NFPE) model, funded by the Quality Basic Education Programme (QBEP) through UNICEF.


©UNICEF Myanmar/2016/Deirdre Naughton

They Really Did it!

By Thet Naing, UNICEF Southeast Education Field Officer

During my meeting trip with Karen Education Department (KED) in Myawaddy, I observed Myawaddy and Kawkareik Township Kindergarten (KG) trainings led by the Ministry of Education (MoE). Preparatory work on the materials for this training was funded by the Quality Basic Education Programme (QBEP) which aims to support the Government of Myanmar to improve access to quality school readiness and primary level education for all children.  This preparatory work was then taken a step further by the MoE.

Early Childhood Development, Community and School: The critical links

Quality Basic Education Programme Field Visit, Feb 2016

When it comes to Early Childhood Care and Development (ECCD), we already know that early interventions positively impact young children’s transition to primary level.  Evidence on enrolment and retention is compelling, but think of the positive implications of the ECCD-community-school linkage:  Strong linkages from ECCD to school and community can also yield multiple benefits. 

ေက်ာင္းမေနႏိုင္သည့္ ကေလးသူငယ္မ်ား၏ ဘဝမ်ား - တစ္မိနစ္စာ

ေရးသားသူ Jessica Aumann



©UNICEF Myanmar/2015/Jessica Aumann

အသက္ (၁၂)ႏွစ္ရွိၿပီျဖစ္တဲ့ ခင္စႏၵာဝင္း တစ္ေယာက္ သူမရဲ႕ ဇာတ္လမ္းေလးကို ဘာသာျပန္ ေျပာေပးမယ့္သူအလာကို ပလတ္စတစ္ထိုင္ခံု ပန္းေရာင္ေပၚတြင္ ျပံဳးကာ စိတ္ရွည္လက္ရွည္ ထိုင္ေစာင့္ ေနေတာ့သည္။

”ဆိုင္ကလုန္းမုန္တိုင္း တိုက္ေတာ့ အကုန္ပ်က္စီးသြားတယ္” ဟု သူမက ေျပာသည္။ ”သမီးတို႔ အိမ္ပါ ပါသြားတယ္။”

”မုန္တိုင္းတိုက္ျပီး ေနာက္ပိုင္း ေဖေဖနဲ႕ေမေမ ဧရာဝတီကေန ရန္ကုန္ကို ေျပာင္းသြားတယ္။ သမီးတို႔ ကေလးေတြ အားလံုးကေတာ့ အဖိုးနဲ႔ က်န္ေနခဲ့တယ္။ ေမေမနဲ႔ ေဝးေနရတာကို အရမ္းဝမ္းနည္းၿပီး ဖုန္းေျပာတိုင္း တအား ငိုမိတယ္” ဟု သူမက ေျပာသည္။

The lives of out of school children in one minute

By Jessica Aumann

 

©UNICEF Myanmar/2015/Jessica Aumann

Khin Sander Win is 12 years old. She sits patiently on the pink plastic bench, smiling and waiting for the interpreter to come and help her tell her story.

“When the cyclone came it took everything” she says. “We lost our house”.

“After the storm my mother and father moved from Ayeyarwaddy to Yangon, and we children all stayed behind with my grandfather. I used to talk to my mother on the phone and I would feel so sad to be apart from her, I would cry a lot” she says.

No to Child Labour - Yes to Quality Education

The theme for 2015 World Day Against Child Labour is No to Child Labour - Yes to Quality Education. This year we are calling for free, compulsory and quality education for all children in Myanmar.

Many child labourers don't attend school regularly or at all. Free and compulsory education of good quality is key to ending child labour by giving children the opportunity to gain knowledge and skills. To find out more, read Wei Phyoe’s story below.

You can also download a flyer, notebook, and poster with drawings by children taking part in Non-Formal Primary Education (NFPE), supported by the Quality Basic Education Programme. The drawings were created as part of a workshop on child labour run by UNICEF, the Myanmar Literacy Resource Centre (MLRC) and the International Labour Organisation (ILO).

Wei Phyoe’s Story

©UNICEF Myanmar/2015/Khine Zar Mon
Wei Phyoe Thu at his NFPE class

Give me a second chance for education!

Tomorrow, 12 June, is World Day Against Child Labour. The theme for 2015 is No to Child Labour - Yes to Quality Education. To mark the day this is the first of two blogs on non-formal education in Myanmar...

Anne-Cecile with students from an EXCEL centre in Tayetchaung Township, Tanintharyi Region

The moment I enter the room I feel a stream of energy invading me. It must have been the frank smiles and energetic greetings of the 36 students I met! These students are all visibly different ages and from first sight their learning environment appeared so different from a traditional classroom with so many conventions floating in the air.

Working with Non-State Groups to Help All Children Get an Education

Jessica Aumann and U Thet Naing, UNICEF Myanmar 

Mi Pon Rod (left), aged 15, with Teacher Mi Htaw Are Lwe, Andin High School, Mon State

School was not always easy for Mi Pon Rod. “I attended Government School up to Grade 4” she said, “but I found it difficult to understand Myanmar language and couldn’t follow the lessons well”.

Children Catch-Up with their Education Rights

By Anne-Cecile Vialle and U Thet Naing, UNICEF Field Office for the South-East of Myanmar.

Khaing Khiang Hnin with her teacher Nyein Nyein Khaing (left) and Regional NFPE Monitor Than Nyunt (right)

Dawei Township, Tanintharyi Region, March 2015: Khaing Khaing Hnin, 16 years old, had to leave the regular primary school she attended in Saw Wa village seven years ago when she was just in Grade 3. “My mother has psychological health problems and my parents divorced. Then my father migrated to Thailand”, said Khaing Khaing Hnin. In fact, in Dawei, migration for work and child labour are common, and dozens of students drop out of primary school each year.

Non-Formal Education gives Children with Disabilities a chance to go to school

By U Kap Za Lyan, Education Field Officer, Hakha Field Office

Pyae Pyae Cho writes with her left foot as her elder sister watches

Ma Pyae Pyae Cho (aged 11) and Ma Cho Mar Oo (aged 13) are sisters and both attend a Non-Formal Primary Education class in Set Ywar village, Sagaing Division.

Like many families, Pyae Pyae Cho and Cho Mar Oo’s parents struggle to make a living doing odd jobs. "Their parents are very poor and sometimes have to go outside of the village to find work. They often cannot provide nutritious food for the children to eat", said FPE Regional Monitor, U Tin Ngwe. For this reason, the two sisters could not learn well at regular primary school.

Non-Formal Primary Education (NFPE) enables marginalised children who have dropped out of school, or who never had the chance to attend primary school, to realise their human right to education. 

Education in Action!

By Eunwoo Kim, Knowledge Management Specialist, UNICEF Regional Office for East Asia and the Pacific.

03 December is International Day of Persons with Disabilities. The day reminds us that children with disabilities are one of the most marginalized groups in society, facing daily discrimination in the form of negative attitudes and barriers to accessing services and opportunities. Our vision is to build a world where every child can grow up healthy, protected from harm and educated, so they can reach their full potential.

Aung Thu Phyo came to School #19 in Hlaingtaryar Township, which is supported by the Quality Basic Education Programme, after being rejected from a different school because of his disability.

Preparing citizens for tomorrow’s Myanmar

By Anne-Cecile Vialle, Chief of the UNICEF Field Office for the South-East of Myanmar.

After thirty six years of service within the Ministry of Education, begun at the age of 18 in her native region Tanintharyi Division, Ms. Daw Myint Than still diffuses a vital energy and passion to her colleagues and students. For the past three years, working first as a head-teacher and now as the Township Education Officer, she has helped Thayetchaung township achieve the highest results in the Matriculation Exams at the regional level. Daw Myint Than is proud to add that her township scores first place in sport competitions, and that several students have obtained national prizes in academic and artistic competitions.

Daw Myint Than, Township Education Officer

Australia, European Union, Denmark, Norway, United Kingdom and UNICEF Celebrate Children’s Right to Education

© UNICEF Myanmar 2012

Today marks the 25th anniversary of the UN Convention on the Rights of the Child (CRC), the most rapidly and widely ratified international human rights treaty in history. 25 years ago today, the world made a promise to children: we would do everything in our power to protect and promote their rights to survive and thrive, to learn and grow, to make their voices heard and to reach their full potential. These rights apply equally to every child, regardless of who they are or where they come from.

Language and Education: A Force for Peace

"Education can be a force for preventing conflict, reconstructing countries after conflict, and building peace". Jose Ramos-Horta (Timor Leste), Nobel Peace Prize, 1996.

©UNICEF Myanmar/2013/ Jim Holmes

For children who speak minority languages, mother-tongue based education, particularly in the early grades, is critical for improving attendance in school as well as learning outcomes. Whether or not children are taught in their mother-tongue is closely linked with opportunities for social, citizenship and economic advancement.