Top Banner

Click here to load reader

Strengthening and upgrading of teacher training colleges ... · PDF fileStrengthening and Upgrading of Teacher Training Colleges and Teacher Training Schools ... Resource books published

Feb 06, 2018

ReportDownload

Documents

duongtu

  • Restricted

    U N D P / M Y A / 9 0 / 0 0 5

    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

  • UNION O F M Y A N M A R

    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 United Nations Scientific and Cultural Development Organization Programme

  • T A B L E O F CONTENTS

    Page

    List of Acronyms and Abbreviations 1

    Summary 2

    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

  • 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

  • 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

    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

    YTTC Yangon Teacher Training College

  • 2

    Summary

    Budget

    a) Total Government Contribution (1990-92): Kyats 40,233* (local currency, Kyats in thousands, in kind)

    b) Total UNDP Contribution (1990-92): 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 1993. 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;

  • 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 1993.

    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.

  • 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/90/005.

    9. 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.

Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.