Myanmar is a country with long-term internal conflict with many ethnic minority children suffering from the lack of access to quality education. To solve the issue, non-governmental schools have been built in armed conflict areas. However, the schools are dealing with many challenges such as lack of resources or threat to security. At present, there is a knowledge gap in the practices of non-governmental school leaders in tackling the challenges and their expectancy to provide quality education to their students. Therefore, this study explored the educational challenges and expectancy of non-governmental leaders from Kachin State and Shan State in Myanmar through interviews to assist policy makers and other stakeholders in crafting inclusive education in the country. There are three major parts in the findings: challenges, overcoming methods, and the opportunities the leaders are seeking. The findings suggest the urgent need of cooperation between the government and ethnic armed organisations on the education of the children, changes in national curriculum, and teacher education. Due to the sample size of this qualitative study, the findings may not be generalised for all the ethnic groups in Myanmar. However, they can help policy makers and other stakeholders with policies for inclusive education as they reflect the real life experience of those working in education sector in armed conflict areas.
inclusive education, education challenges and expectancy of non-governmental leaders, ethnic minority, armed-conflict Myanmar, non-governmental schools
Han Ko Lin. M.Ed., Instructor, Thabyay Education Foundation
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Cite this article:
Han Ko Lin (2023). Educational challenges and expectancy of non-governmental education leaders in armed conflict areas in Myanmar. International Journal of Educational Management and Development Studies, 4 (4), 61-80. https://doi.org/10.53378/353022
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