UK provides USD 1 million to UNESCO to support pre-service teacher education reform in Myanmar

UK provides USD 1 million to UNESCO to support pre-service teacher education reform in Myanmar

UK provides USD 1 million to UNESCO to support pre-service teacher education reform in Myanmar

The United Kingdom’s Department for International Development (DFID) and UNESCO recently signed a memorandum of understanding for USD 1 million for the next two years to support Phase II of the Strengthening Pre-Service Teacher Education in Myanmar (STEM) project.

DFID has joined a group of existing donors of the STEM project, including Australian Aid, the Government of Finland and the multi-donor fund under the Capacity Development for Education (CapED) programme of UNESCO.

In addition to the contribution, DFID will launch the Towards Results in Education and English (TREE) project, a component of DFID’s Burma-UK Partnership for Education (BUPE), and work closely with the STEM project to improve pre-service teacher education in Myanmar.

Started in 2014 and 2017 respectively, the aim of Phase I and Phase II of the STEM project is to improve the Myanmar pre-service teacher education system through policy and institutional capacity development. The project combines upstream and downstream activities for upgrading the current two-year teacher education diploma programme to a four-year degree programme in line with national priorities outlined in the Myanmar National Education Strategic Plan 2016-2021.

UNESCO has been supporting the development of a comprehensive teacher policy informed by international norms and standards on human rights, gender equality and the rights of teachers as well as a national Teacher Competency Standards Framework. Additionally, it builds capacity of the Ministry of Education-assigned core team on curriculum development and develops a new competency-based curriculum for Education Colleges. Furthermore, the project provides support to improve the efficiency of human resources and financial management systems at Education Colleges, including projection of human resources needs and related costing and improvement of ICT in teaching, learning and management. Mainstreaming of inclusion and equity issues in policy and curriculum development also constitutes an important component of all outcome areas of the STEM project.

Main photo caption: A committed curriculum core team, comprising teacher educators from Education Colleges and Universities of Education, provides valuable input in developing a new competency-based curriculum for pre-service teacher education in Myanmar, with the financial support from multi-donors including UK DFID and technical support by UNESCO. ©UNESCO/A. Tam