Strengthening Pre-Service Teacher Education in Myanmar (STEM) Project – Mid-term Evaluation Report

Strengthening Pre-Service Teacher Education in Myanmar (STEM) Project – Mid-term Evaluation Report

UNESCO Myanmar has been working closely with the Ministry of Education (MoE), through the Strengthening Pre-Service Teacher Education in Myanmar (STEM) Project, to strengthen pre-service teacher education reform in Myanmar. Phase II of the project, which commenced in January 2017, underwent an independent mid-term evaluation (MTE) in 2019, to assess the extent to which STEM was delivering towards its intended outcomes and outputs. STEM addresses four fundamentally important aspects of pre-service teacher education:

  • formulating a policy framework of pre-service teacher education and providing technical advice on developing teacher policies and teacher competency standards framework;
  • improving the system and operations of Education Colleges (ECs) by restructuring and redesigning the curriculum and building networks amongst them for knowledge and experience sharing;
  • developing institutional and human resource management capacities of ECs; and
  • mainstreaming inclusion and equity issues in teacher education.

According to the authors of the MTE Report “STEM is clearly well-aligned to national priorities on pre-service teacher education, seen both in the delivery of key outputs stated in MoE policy, as well as other activities (such as on ICT) that are not as strongly emphasized in MoE policy but identified as essential by Education Colleges (ECs).” The Report outlines a number of recommendations on the way forward for the remaining period of Phase II till June 2020. The recommendations were thoroughly reviewed and in many cases, depending on context, have been implemented. UNESCO’s official responses to the recommendations are contained in the Management Response to the MTE Report.

The publication of the MTE Report and the Management Response is part of UNESCO’s ongoing commitment to ensure accountability and transparency in our work.

Download full-text

Publication date