Programme strategy

MEC started in 2013 and was designed to support education outside of the government sector – to provide educational opportunities for some of the hardest to reach communities in the country and strengthen civil society participation in the education sector in Myanmar.

The design of the programme was deliberately broad – including objectives in improving access, quality and inclusion in education across the sectors of Early Childhood Care and Development (ECCD), Basic Education, Non-Formal Education (NFE), Inclusive Education and Education in Emergencies (EiE). The programme combined goals in extending service delivery, strengthening of civil society organisations, promoting collaboration and knowledge sharing and promoting civil society participation in policy reform. Read the original programme strategy here.

The programme started with large projects implemented by three INGOs in ECCD, NFE and monastic education. In 2014 MEC commenced partnerships with an additional 13 local civil society organisations to support them to play a stronger role in the education sector. As of December 2015, MEC programmes were providing education for over 290,000 children across all states and regions of the country. Through networks established over the last two years civil society organisations have been able to better participate in the education sector, for instance in the consultations on the National Education Law (NEL) and National Education Sector Plan (NESP).

But with very broad, diverse objectives it was difficult to make a coherent, sustainable strategy.

The revised MEC strategy (March 2016), has a clearer strategy and theory of change, and is more targeted towards the hardest-to-reach children as well as sustainable (systemic) approaches to education. The strategy also has adapted to the changing context reflecting the MEC’s plans for engagement with the peace process and democratic transition in Myanmar.

This updated strategy shifts MEC’s focus to strengthening ethnic and monastic systems, with a substantially increased focus on policy engagement and coherence between education systems. The program approach is based around principals of inclusion and local ownership to drive durable improvements in the quality of teaching and learning. Read the complete revised strategy document here.


Introduction to the MEC Annual Operational Plan (2019-2020)

The Annual Operational Plan 2019-2020 presents the results of a series of Reflection, Planning and Learning exercises conducted in early 2019, and puts forward a refined summary of internal and joint partner analysis on Year 2 performance, and review against partners systems goals as set out in Year 1. The Annual Operational Plan 2019-2020 sets forward MEC priorities in pursuing further action against its two objectives:

Objective 1: To strengthen selected complementary education service providers to deliver quality education services that enable students to achieve improved, accredited learning outcomes.

Objective 2: To support the transition to a more enabling policy environment that brings together a broad base of education stakeholders to promote a diverse and inclusive national education system.


In Year 3, MEC will continue to pursue progress through a systems and theory of change model, where key partners aligned with each system are provided with financial and technical resourcing support to realise their own theory of change across seven transformation domains or ‘Change Areas’. The Change Areas model will continue to enable MEC to address the systems strengthening objective across the complex complementary education landscape in a uniform measurable manner, with a structure that supports dialogue between the complementary education systems and the national education reform transformational shifts. Through the model and into Year 3, strategies across the seven Change Areas will continue to be interwoven in order to achieve the learning and policy related goals:

Change Area 1: Curriculum, Pedagogy, Language, Assessment

Change Area 2: Teacher Education, Continuous Professional Development

Change Area 3: School & Community Leadership and Management

Change Area 4: Access through Non-Formal Education (NFE) & Early Childhood Care Development (ECCD)

Change Area 5: Human, Financial and Resources Management

Change Area 6: Planning, Monitoring, Evaluation and Learning (PMEL)

Change Area 7: Policy Engagement and Advocacy    


 

%d bloggers like this: