1. NEXT STEPS Education for Migrant, Ethnic Minority, and Stateless Children

2. OBSERVATIONS Birth certificate ID number Home docile Interview key informants Teacher interviews a child [In case, the child has no document.] Certificate is issued for all children who complete the education program without any discrimination. School within school is emerging trends and recommended.

3. STANDARDIZED CURRICULUM National Curriculum of Each Country -> NFE/NFPE Myanmar curriculum have being reformed (2016) The issue of complexity which reflect on the local contexts has to be considered Core subjects are encouraged (language, math, science, social science) Core competencies are recommended as an entry point: ICT, communication, problem solving, communication, and life skills Life Skills Education

4. EQUIVALENCY AND ACCREDITATION Similar education systems School Levels : transferring system, related documents are still needed Placement test: multilingual education approach (OLE) -- Language concerns Skill based testing approach (how able children perform) Adjusting pedagogical approach Testing different areas (various methods): Standardized curriculum Evaluation for certification based on core subject areas. School heads have full authority for approving the certificate by laws. [The new school would need to put placement tests for particular students so that they are placed in appropriate class/grade levels.] Equivalency Program and Transfer of credits for primary level – Migrant students have returned to Myanmar education system. Parents are involved in placing students in appropriate grade levels. Placement test for migrant children on English, Math, Science 70%-80% (35 from100 passed the test. The goal is to assist students to learn better in the Myanmar education system.)

5. INCLUSIVENESS National policy on EFA Awareness raising at the family/community level Inclusive education must apply in all forms of education: formal, non-formal, and informal education. CLCs apply various learning activities Create learning community and networking Remedial teaching should be in both Myanmar and Thailand. Involvement of township in promoting the education inclusiveness. Improving for relation from bottom to high levels.

6. RESOURCE ALLOCATION National commitment on CRC/EFA 15 free education program from MOE: learning activities, text books, learning materials, uniform, student developmental activities. Expenditure per head Milk and lunch can be also provided for 200 days. Create new schools: branch or classroom (school within school) Private sectors to be more involved in migrant education Pull funds for migrant education Fundraising from all stakeholders Sustainable issues for migrant schools (long time plan)

7. THINGS TO DO Taking stock of all practices: refer to Ichiro’s diagram Curriculum Accreditation Inclusiveness Resource mobilization Sustainable issues (long term plan) Follow up consultation workshops in 2015 Discussion for specific needs by level and respective regions. Pilot field testing may be needed. More collaboration between two countries Looking into the real needs of migrant (to achieve the long term plan) All countries will strive TO GET EVERYONE IN THE PICTURE.

8. HOW ABC FUNCTIONS Across Boarder committee Registration Core-curriculum Resource NFE/NEPE Placement Test MLC Accreditations