Towards Results in Education and English (TREE) is part of the Myanmar UK Partnership for Education (MUPE), a five-year programme that will equip Myanmar’s children for life after school.
Myanmar’s education sector is at a point of dynamic change, but the country presents a complex terrain for education interventions.
Adequate subject knowledge and pedagogical skills are lacking and affect student learning.
Aligning basic education, teacher education and school improvement programmes is a priority.
Learning outcomes of children in basic education are low.
Myanmar has no specific criteria to define the level of disability of children, nor guidelines for the education of children with disabilities.
Solution
Innovations and approaches shared via a cluster-based model.
Set English proficiency exit levels and co-train teacher educators and student teachers.
Integrate English proficiency and pedagogy and develop the four skills of English language.
Identify ‘beacon schools’ as model schools for English, disability, inclusive education and CPD.
Montrose leads the MERL component and will:
conduct disability needs assessments.
conduct two research studies per year.
build capacity in understanding, using and managing data.
conduct annual data quality assessments.
Impact
Teacher educators able to supervise and assess practicum: 20% Yr 1 → 100% Yr 5
Teacher educators meeting min. English proficiency standards: 50% Yr 1 → 100% Yr 5
Student teachers meeting min. English proficiency standards: 25% Yr 1 → 100% Yr 5
Teacher trainers using research and monitoring practices in teaching: 35% Yr 1 → 80% Yr 5
Teacher educators observed using inclusive teaching practices: 20% Yr 1 → 75% Yr 5
Student teachers observed using inclusive teaching practices: 15% Yr 1 → 70% Yr 5
100% of teacher educators certified in English, disability inclusion or research skills by 2024.
