Teacher education is one of the most critical objectives in Myanmar’s National Education Strategic Plan (2016-2021): 400,000 teachers will need to be trained.
As a result of underinvestment since 1998, there are vast challenges to providing effective pre-service training, identified by UNESCO’s Strengthening Pre-service
Teacher Education in Myanmar (STEM) project. These include:
An outdated and overcrowded curriculum
A reliance on memorisation and rote learning
Large class sizes
Limited opportunities for student teachers to practise teaching
Montrose developed student textbooks and teacher’s guides for Years 1 and 2 of the four-year Education Degree, following recommendations from the STEM review.
The curriculum was developed around a competency-based syllabus, with practical, interactive, reflective lessons aimed at preparing trainee teachers for the classroom.
The 13 subject syllabi were integrated and aligned with basic education curricula, using examples and teaching practice from the new primary curriculum.
Montrose worked closely with the Core Curriculum Team – a group of experienced Myanmar teachers – to ensure appropriate ownership and contextual content.
Montrose developed high-quality learning materials which will support the strengthening of teacher training in Myanmar’s Education Colleges.
The on-going development of the four-year Education College professional degree is bringing teacher preparation in Myanmar in line with international standards.
The competency-based curriculum has started the transition towards developing the knowledge, skills and attitudes needed for effective teaching.
A focus on promoting student-centred, collaborative learning and critical thinking skills aims to move away from teacher-centred, content-based, rote learning.