Assessment is an integral part of teaching and learning, helping to identify whether the goals of education are being met. Together, MEC and MNEC are exploring methods for strengthening the use of assessments as a tool for improving learning and teaching.
Through a recent workshop, MEC and MNEC education teams reviewed the purpose and goals of both formative and summative assessment within the primary classroom, discussed the steps in integrating formative assessment into classroom practice and analyzed formative assessment frameworks. The focus on assessment complements MNEC’s system strengthening priorities in improving learning outcomes at Mon National Schools.
MEC Education team facilitated the School Improvement Workshop (Broad based capacity development for School Improvement) to strengthen the capacity of staff from the Mon National Education Committee (MNEC) at Mawlamyine in the last week of February.
The Myanmar Education Consortium (MEC) supported a total of 21 participants from its partner organizations to attend the Mother Tongue Based – Multi Lingual Education (MTB-MLE) Conference on the theme of Inclusion, Mobility and Multilingual Education from the 24th to the 26th of September.
Representatives from the Myanmar Education Consortium (MEC) and its partner organisations participated in a six week long Mother Tongue Based – Multi Lingual Education (MTB-MLE) course in Chiang Mai, Thailand.
According to the high interest of partners, Advocacy and Communication teams of Myanmar Education Consortium (MEC) jointly conducted Basic Advocacy and Communication Training for (9) partners from 25 to 28 October at Green Hill Hotel in Yangon. There are altogether (35) attendees from Karuna Mission Social Solidarity (KMSS) Pathein, ADRA Myanmar, Karen Baptist Church (KBC), Kayan New Generation Youth (KNGY), Pan Pyoe Latt, Nyein (Shalom) Foundation, Hope for Shining Stars (S4SK), Pyinnya Tazaung Association (PTZA) and Meikswe Myanmar (MM).
Through the first 3-day Advocacy Training, participants received the basic concept of Policy Advocacy and its process and procedures. They understood how to identify the key issues, target and influential people to ensure policy, system and attitude change. Moreover, they got different advocacy approaches to apply when they develop the advocacy strategy of their respective organization in the future.
At the end of the advocacy training, participants produced advocacy action plans for Early Childhood Care and Development (ECCD), Complementary Education, Non-Formal Education (NFE) and Inclusive Education (IE).
The Basic Communication training provided how communications work, how to use communications to strengthen the organization profile and community. Participants figured out their existing communication systems in their respective organizations to strengthen and learned case studies writing by group works.