1. Union of Myanmar The Implementation of EFA-MDA
Myint Myint Than
Director
Department of Educational Planning and Training
Ministry of Education

2. EFA Mid-Decade Assessment Report Draft Outline
1. Background
2. National Education Policy
- Trends in Educational Development
- Educational Policy, Laws and Legislation
- Education Structure
- Education Financing
- Assessment of EFA Coordination

3. EFA Mid-Decade Assessment Report Draft Outline cont’d 3
EFA Mid-Decade Assessment Report Draft Outline cont’d 3. Analysis of the six EFA Goals (For each goal) National Action Plan Implementation of EFA Goals Progress in Achieving EFA Goals Implementation Gaps and Disparities Success and Remaining Challenges

4. EFA Mid-Decade Assessment Report Draft Outline cont’d
Summarize for all goals
Recommendations
Future Plans
Conclusion
References
Annex

5. Actions taken for Assessment
Advocacy through EFA Forum
Setting up EFA assessment team
Develop work-plan
Review of existing data and identifying gaps
Develop assessment tools
Collect data
Analysis
Draft report

6. Reorganizing EFA Technical Coordinating Team
EFA Taskforce
EFA MDA Assessment Team
Working Groups
Technical Team
Commitment from government
Strong support from UNICEF Myanmar on both financial and technical assistance

7. Work Plan Time Activities
December * Discussion with DSW & others ECCD related ministries / departments /
organizations
* Design a questionnaire for ECCD (add on to include informal sector and included in the school
based routine education
system)

8. Work Plan Time Activities
Jan – Mar Involve the State/ Division level officials in preparation of study plan, questionnaire,
guide and manual to conduct the “National EFA Assessment Survey” covering entire country and all “Six EFA Goals”
-Design and field test the
questionnaire

9. Work Plan Time Activities
April Conduct an intensive “Training of
Trainers” workshop on data
collection to the State/Division level officials
- Cascade training at the township level to the field workers
May -Jun Fieldwork (data collection)
July -Aug Data compilation & Analysis
Oct- Dec: Summarize survey finding
and carve the “ O Draft “ of the
Assessment Report

10. Work Plan Time Activities
Jan – Mar Prepare the “ 1st Draft” of the
assessment report
April-August Desk research on accomplished
surveys and update the “ 1st Draft” based on the findings and most recent statistics
Sept Produce and submit 2nd Draft to Forum * Submit to MOE & MEC
Oct-Dec Submit to the government for approval
- Printing
- Dissemination of the Final Report

11. Review existing data and gaps
EMIS
A positive impact: Study on impact of ECCE program on children, families, communities and school (Save the Children U.S, 2004)
2005 Review report on ECCD (Save the Children U.K, 2005)
Base line survey on ECCD
Qualitative Assessment of ECCE activities
Assessment of psycho-social competencies among young people
Since the EFA NAP was developed, continuous effort to collect information on education sector development was carried out by all partners.
By reviewing existing data (EMIS from MoE and from other ministries like Ministry of social welfare, Relief and Resettlement, Ministry of Progress of Border Area and National Races Development Affairs, Ministry of Religious Affairs), trends in access to basic education, and progress were assessed. Though disaggregated data was available in terms of sex and also sub national level, information in terms of ethnicity, language and others were not available.
Moreover, though positive impact of ECCE on children, families, communities and school was studied by ECCD partners in 2004 and 2005, there was no study to assess quality of different models of ECCE implemented in Myanmar for scaling up.
Therefore, qualitative assessment of ECCE activities was carried out by inviting international consultant using a very participatory method called Most Significant Change which measure success or lessons learnt from the views of various stakeholders. The report is now in progress.
Base line assessment on psychosocial competencies of secondary students were also carried out since September 2006 in order to identify the impact of life skills curriculum and also to identify other potential risk. It is now in the stage of data analysis. The findings will be helpful in revising the life skills education curriculum.

12. Assessment Indicators
Myanmar EFA
Assessment Indicators
Early Childhood Care and Education
Percentage of new Grade 1 (KG) intakes with ECCE experiences
Gross Enrollment Ratio in ECCE Programmes

13. Assessment Indicators
Myanmar EFA
Assessment Indicators
Access to Basic Education
Gross Intake Rate (AIR)
Net Intake Rate (NIR)
Primary Level Gross Enrollment Ratio (GER-P)
Middle School Level Gross Enrollment Ratio (GER- LS)
Combined (Pri and Mid) Gross Enrollment Ratio
Primary Level Net Enrollment Ratio (NER-P)
Middle School Level Net Enrollment Ratio (NER-LS)
Combined (Pri and Mid) Net Enrollment Ratio
Percentage of Girls in Primary, Middle and 9-year Basic Education Enrollment

14. Assessment Indicators
Myanmar EFA
Assessment Indicators
Public Education Financing
Public Expenditure on Education as a percentage of GDP
Public Expenditure on Education as a percentage of total Government Expenditure: Total Recurrent and Capital
Distribution of total Public Expenditure on Education by Sub-sectors/ Levels (including training in respective sub-sector)
Distribution of total Public Recurrent Expenditure on Education by Sub-sectors/ Levels (including teacher training)
Unit Cost (Public Recurrent Expenditure per pupil): Primary and Middle school Levels

15. Assessment Indicators
Myanmar EFA
Assessment Indicators
Quality of Education
Percentage of Teachers having required academic qualification: Primary level and Middle School Level
Percentage of Certified (Professionally trained) Teachers: Primary level and Middle School Level
Pupil Teacher Ratio: Primary level and Middle School Level
Percentage of Female Teacher: Primary level and Middle School Level
Student Flow Rates (promotion, repetition & dropout rates) for Grade 1 to Grade 9
Primary School Level Completion Rate (PCR)

16. Assessment Indicators
Myanmar EFA
Assessment Indicators
Quality of Education
7. Middle School Level (lower secondary) Completion Rate (LSCR)
8. Transition Rate from Primary to Middle School Level (TRPLS)
9. Coefficient of Efficiency: Primary Level & Middle Level

17. Assessment Indicators
Myanmar EFA
Assessment Indicators
Literacy
Literacy Rate of year old
2. Adult (Aged 15+) Literacy Rate

18. Progress Indicators (Key)
Sr.
Indicators
1988
2005 (Estimate) 1
Net Intake Rate-NIR
67.13
97.58 2
Net Enrollment Rate-NER
Primary( Age 5-9)
74.70
82.17
Middle (Age 10-13)
23.60
44.15
High (Age 14-15)
10.10
29.41 3
Retention Rate by Level
Primary level
33.00
69.90
Middle level
78.50
84.76
High level
92.20
98.48

19. Progress Indicators (Key)
Sr.
Indicators
1988
2005 (Estimate) 4
Completion Rate by Level
Primary level
24.80
69.75
Middle level
47.10
78.86
High level
30.70
41.88 5
Transition Rate
Primary to Middle
45.60
76.16
Middle to High
53.70
92.96

20. Progress Indicators (Key)
Sr.
Indicators
1988
2005 (Estimate) 6
Students Flow Rates (Primary Level)
Average Promotion Rate
59.00
93.03
Average Repetition Rate
21.20
0.48
Average Dropout Rate
19.70
6.49
Coefficient of Internal Efficiency
27.60
86.10
Secondary Level
59.60
87.68
22.90
0.63
17.50
11.69
33.80
89.30

21. Progress Indicators (Key)
Sr.
Indicators
1988
2005 (Estimate) 7
Pupil Teacher Ratio
Primary
1:43
1:32
Middle
1:24
1:37
High
1:20
1:31

22. Progress Indicators (Key)
Net Intake Rate by State and Division
Sr.
State/ Division
1988
2005
Increase 1
Kachin
62.13
95.99
33.86 2
Kayah
53.26
95.50
42.24 3
Kayin
66.28
96.91
30.63 4
Chin
67.97
95.13
27.16 5
Sagaing
97.08
29.11 6
Tanintharyi
96.21
28.24 7
Bago (East)
69.42
98.66
29.24 8
Bago (West)
66.57
97.50
30.93 9
Magway
65.77
97.25
31.48

23. Progress Indicators (Key)
Net Intake Rate by State and Division
Sr.
State/ Division
1988
2005
Increase 10
Mandalay
68.40
98.42
30.02 11
Mon
71.42
99.00
27.58 12
Rakhine
62.70
96.05
33.35 13
Yangon
70.45
99.50
29.05 14
Shan (S)
66.61
96.69
30.08 15
Shan (N)
55.25
96.04
40.79 16
Shan (E)
51.75
95.98
44.23 17
Ayeyarwady
70.52
98.07
27.55
UNION
67.13
97.58
30.45

24. Progress Indicators (Key)
Adult Literacy Rate by State and Division
Sr.
State/ Division
1988
2005
Increase 1
Kachin
72.7
93.2
20.5 2
Kayah
59.0
97.4
38.4 3
Kayin
59.2
97.2
38.0 4
Chin
56.9
92.2
35.3 5
Sagaing
80.9
95.6
14.7 6
Tanintharyi
80.2
98.6
18.4 7
Bago (East)
87.8
96.4
8.6 8
Bago (West)
90.6
99.6
9.0 9
Magway
85.9
95.1
9.2

25. Progress Indicators (Key)
Adult Literacy Rate by State and Division
Sr.
State/ Division
1988
2005
Increase 10
Mandalay
81.7
98.5
16.8 11
Mon
79.2
96.6
17.4 12
Rakhine
59.8
75.0
15.2 13
Yangon
90.5
97.4
6.9 14
Shan (S)
62.8
91.0
28.2 15
Shan (N)
47.3
68.4
21.1 16
Shan (E)
31.9
49.7
17.8 17
Ayeyarwady
91.1
99.0
7.9
UNION
79.7
94.1
14.4

26. Processed Indicators by S/D
Intake Rates
Gross Enrollment Ratios (P,S)
Net Enrollment Ratios (P,S)
Retention Rates (P,S)
Completion Rates (P,S)
Transition Rates
Pupil Teacher Ratios
Certified Teachers
Literacy Rates
Flow Rates (Internal Efficiency)

27. Due to nationwide effort, the primary school intake rate in grade 1 steadily increased during the AY to AY
Year
Intake rate
91.00
91.50
92.05
93.07
95.05
96.56
97.58
Year
Intake rate

28. Increase in enrolment of students by sex and grade
from to
Boys
Girls

29. Increase in enrolment of students by sex and grade
from to
Grade11
Grade10
Grade 9
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade1
Boys
Girls

30. Transition Rate 2004-2005 AY Primary Lower Secondary 79.9%
Upper Secondary
96.1%

33. NFE Programmes in Myanmar
Basic Literacy Programme
Post Literacy Programme
Income Generating Programme
Quality of Life Improvement Programme
(Towards Autonomous Learning Society)
Adult Literacy Rate(15-45) % % % % % %
Department of Myanmar Education Research Bureau
( Focal Institution for NFE)

34. Literacy rate of 15 - 24 years old
80.9
87.7
94.4
96.5
98.0
99.0
80%
85%
90%
95%
100%
1990
1995
2000
2005
2010
2015
96.5%%
Rate

35. Issues on preparation of EFA MDA
Availability of data
Addressing un-reached groups
Population data (Last census 1983)
Data from Private sector
Extracting and analyzing data from surveys (Needs technical support)
Coordination – compiling data from different sources

36. Next steps Organize trainings/ workshops at various levels
Collect data and required information
Regular and Ad hoc Data collection
Case studies/ survey (new and existing related studies/ reports)
Supervise, monitor and evaluate programme
(Central, S&D/Townships)
Prepare first draft
Prepare final report
Submit report to MOE, MEC and the government
Distribute Report to all stakeholders

37. Thank you