Vous êtes sur la page 1sur 14

Regional Workshop on Education Statistics for East Asia

Myanmar Comprehensive
Education Sector Review
4 June 2014

Overall Objectives of CESR


Develop a knowledge base on strengths
and challenges in the education system
and identify areas for reform
Contribute to development of evidencebased policies, legislation and
management systems needed to
support reform
Develop costed education sector plans

CERS Implementation
CESR not only has reviewed the education
sector,
but also built the capacities of a
wide array of civil servants participating in
the process.
CESR activities started on 1st Aug 2012
The Whole CESR process 2 years
Phase 1: Rapid assessment(August, 2012April, 2013)
Phase 2: In-depth Analysis (May 2013- April
2014)
Phase 3: Development of Costed Education

Role of Education Statistics in the Reform


Process

Higher
Education
TVET
Finance

Recommendation (101)

Teacher
Education

Key Finding (92)

Basic
Education

Analysis by International
Experts

legislation

Data Collection Respective


Area by Separate Group

Transformation process of data to information for recommendation


(Generate Information Reform Process)

Updated Accurate data and statistic are the essential role of


education reform.
4

Scope of Study
Focal areas of the Phase 1: Rapid Assessment are
A: Quantitative analysis - baseline, gaps, needs
B:
Analysis of policy, legislation and management
in Basic Education( Early childhood, Primary
education
Secondary education, Non-formal education, Teacher
education)
C: Analysis of policy, legislation and management in
TVET and
Higher Education
D: Analysis of Education financing
E
Analysis of Education stakeholder, development
partner support, coordination mechanism
F: Analysis publishing and distribution of textbooks
Each technical team analyzed the acquired data with
assistance from national and international experts and
specialist report that overall finding and recommendations

Phase 1 show that some are now specified to continue


into phase 2 as a result of the necessity of in-depth
analysis and the difficulty in collecting some data.
Phase 2: In-depth analysis (based on Phase 1
recommendations across all sub-sectors)
-Component 1.
Policy, Legislation, and Management
(PLM)
and Finance;
-Component 2. Early Childhood Development and
Basic
Education
- Component 3.
Teacher Education;
- Component 4
Non Formal Education (NFE);
- Component 5.
Technical and Vocational Education
and
Training(TVET);
- Component 6.
Higher Education (HE);
- Component 7.
Information and Communication
Technology

Phase 3: Development of costed sector


plans
Phase 1 and 2 have identified a broad range
of
recommendation. In P 3 ,these
recommendations will shape development of a
strategic National Education sector plan .
Current Status of CESR
Phase 1 report was completed in April 2013
and
series of consultation meeting were
conducted.
Phase 2 draft report was finished in March
2014
and series of consultation meeting are
being
conducted.
For Phase 3, draft ToR for Phase 3 has been

Phase 1 reports emerged from the


assessment between August and April
which analyzed data on the policies ,
management , financing and capacity
education sub sectors.

rapid
2012,
plans,
of all

Some of the priority policy issues needed for


educational reform, as well as new policies,
legislation
and
management
initiatives
required within different sub-sector presented.
Critically, these phase 1 reports provide a
solid base for further action in CESR phase 2
and contribute to urgent education reform.

Issue/Challenges of Education Sector Data


Management in Myanmar

Issue

need more accurate data (gender/urban Rural/region/state)


only a few data from private sector (not inform to MOE)
need more cooperation and coordination among 13
Ministries(HE)
(can't get the data from some Institutions of Others Ministries)
Lack of standardize format (appropriate format of each
institutions)
No focal ownership for Higher Education
Challenges
focal ministry/focal department level
ownership/responsibility
participation of responsible person
weakness for using ICT
supervision
evaluation (background history, current information, not
update data)
9

Issue/Challenges of Education Sector Data


Management in Myanmar
Issue on NFE:

need

to establish focal department


need to be separate budget for NFE
Issue on TVET:

not

sperate department
composed as a potion of Higher Education
Sector

Issue on ECD

need to be include in Education management information


system
need to be obtain data on all organization implementing
community based child care activities

10

Developing/Strengthening education sector data


management system
Higher Education Institutions Database
Sr.
No.

Database Name

Update

Format

Teaching staff

monthly

Microsoft
Excel

Admin staff

monthly

Microsoft
Excel

MOE abroad

monthly

Microsoft
Excel

Construction Status monthly

Microsoft
Excel

Student

monthly

Microsoft
Excel

Budget

quarterly, yearly Microsoft


Excel
11

Developing/Strengthening education sector data


management system
Higher Education Institutions Fact Book
Sr.
No.

Fact Book

Update
monthly

DHES Half-sheet
-land area
-staff strength
-appointed/vacant
-no. of residence
-no. of class room
-no. of ICT facilities
-no. and level of
aca programme

MOE Half-sheet
quarterly
- data for each
department of MOE

Format
Microsoft
Excel

Microsoft
Excel

12

Developing/Strengthening education sector data


management system
Basic Education
Sr.
No.

Database Name

Update

Format

Teaching staff

monthly

Microsoft
Excel

Admin staff

monthly

Microsoft
Excel

School database

quarterly

Microsoft
Excel

Construction Status

monthly

Microsoft
will Excel
be reviewed

Existing data collection instruments


5 streamlined
Student
monthly
Microsoft
and
(ECD, Basic,
Higher, TVET
education,
Excel
NFE)
6

Budget

quarterly,
yearly

Microsoft
Excel

Strengthening relevant national capacity to ensure the


13
effective and efficient implementation of EMIS

14