緬甸初等教育改革2011-2020

Primary Education Reform in Myanmar 2011-2020

本文探討了在長達半個世紀的軍事統治之後的緬甸，在2011年至2020年間進行的初等教育子部門的教育改革。透過2010年的大選，緬甸實現了議會制度的轉型，隨後由聯邦團結與發展黨的「吳登盛」（2011-2015年）和國家民主聯盟的「翁山蘇姬」（2015-2020年）領導了兩屆連續的民選政府。在2010年代，兩任文人政府實施了一系列的改革，意識到人力資源發展對於國家建設的重要性。因此，緬甸文人政府於2011年啟動了教育改革，特別關注基礎教育子部門。本文分析了改革前教育體制改革的根本原因，調查了新的民選政府如何實施教育改革，並評估基礎教育子部門面臨的挑戰和取得的成功。研究採用了質性研究方法，包括對相關文獻的廣泛回顧，包括政府報告、政策文件和學術研究。通過檢視可用的數據和信息，本研究旨在提供對改革過程及其結果的全面理解。研究結果顯示了舊有教育體制的不足之處，如過時的課程、不足的基礎設施和有限的優質教育資源。文章討論了政府對改革後教育體制的願景，以及在基礎教育子部門實現轉型所採取的政策舉措、制度變革和策略。研究還檢視了改革實施過程中面臨的挑戰，包括改革阻力、資源限制和教育不平等問題。此外，文章評估了在課程開發、教師培訓、基礎設施改善和教育資源的改善等方面取得的成就。結論，本研究闡明了緬甸民選政府在初等教育子部門進行的教育改革。強調了增強教育體系的持續努力的重要性，並提供了未來改進的建議。研究結果有助於更廣泛地了解後權威背景下的教育改革，強調在國家發展中投資於人力資本的重要性。

This paper examines educational reforms in Myanmar’s Primary education sub-sector during the period from 2011 to 2020 when a civilian government took over after fifty years of military rule. The transition to a parliamentary system in Myanmar after the 2010 general election resulted in two consecutive civilian governments, the first led by U Thein Sein, from the Union Solidarity and Development Party (2011-2015), and the second by Daw Aung San Suu Kyi, from the National League for Democracy (2015-2020). Throughout the 2010s, these governments implemented a series of reforms which recognized the vital role of human resource development in nation-building. These educational reforms focused on the primary education sub-sector. This study analyzes the reasons for reform of the old system, the implementation of reform by the new civilian government, challenges encountered, and results achieved in the primary education sub-sectors. The study adopts a qualitative research approach, involving an extensive review of relevant literature, including government reports, policy documents, and academic studies. By examining available data and information, this study aims to provide a comprehensive understanding of the reform process and its outcomes. The findings of this study reveal the shortcomings of the old education system, such as outdated curriculum, inadequate infrastructure, and limited access to quality education. The government’s vision for a reformed education system is discussed, along with policy initiatives, institutional changes, and strategies employed to bring about transformation in the primary education sub-sector. The challenges faced during the implementation of the reform, including resistance to change, resource constraints, and educational disparities, are also examined. The study also assesses achievements in areas such as curriculum development, teacher training, infrastructure enhancement, and improved access to education. In conclusion, this research sheds light on the educational reforms undertaken by the civilian governments in Myanmar’s primary education sub-sector. It highlights the importance of ongoing efforts to enhance the education system and offers recommendations for future improvements. The study’s findings contribute to a broader understanding of education reform in post-authoritarian contexts, emphasizing the significance of investing in human capital for national development.