Partners

The Karen Education Systems Strengthening (KESS)

The KESS project is comprised of Karen Teachers Working Group (KTWG) (as the main recipient) and the Karen Education and Culture Department (KECD) (as a sub-recipient). Formed in 1998, the Karen Teachers Working Group provides pre- and in-service professional development support to teachers in Karen areas (including Kayin State; Mon State; Bago Division (East) and Tannitharyi Division) through its Mobile Teacher Training (MTT) model, Summer Vacation Trainings (SVTs) and the Karen Teacher Training Colleges (KTTC}. Formed in 1947, the Karen Education Department administers the Karen education system, and mixed-government and Karen education. Working in collaboration, the KTWG and KEO provide teaching and learning materials and teacher stipends to community and mixed schools.

The Kachin Education Consortium (KEC)

The Kachin Education Consortium (KEC) members are represented by the  local organizations with the purpose of  promoting the collaboration among Kachin ethnic education service providers in Kachin and Northern Shan states to enhance mother tongue-based quality education and a locally contextualised education policy system and curriculum development.

The Mon National Education Committee (MNEC)

Founded in 1992, the MNEC administers the Mon National Education Department’s network of Mon National Schools, providing education in Mon mother tongue across Mon state, southern Kayin state and Thanintharyi Division.

The Monastic Education Development Group (MEDG)

The MEDG was founded in 2014 as a local NGO engaged in comprehensive country-wide efforts to strengthen the monastic school system by building its capacity to provide quality education and increase access to schools for children and young people around the country, particularly in remote and isolated areas. MEDG became fully registered as a local NGO in January 2018.

The Centre for Rural Education and Development (CRED)

Centre for Rural Education & Development was established in 2012 and registered as a local NGO in 2016. Through a Mobile Teacher Training model, where teachers receive continuous in-service professional development, CRED provides support for teachers in 313 schools across Shan state. Simultaneously, community education sensitization events and an annual summer school support an emphasis on the mother tongue. CRED is actively involved in advocating for MTB-MLE and plays a strong role as facilitator and convener of strategic dialogue among stakeholders engaged in Shan ethnic education.

The Karenni Education and Development Network (KnEDN)

Established in 2012 in Kayah State, KnEDN provides support across 63 schools, 5,000 students and 300 teachers across Kayah communities. Through its work, KnEDN provides support for quality basic education, vocational and non-formal, special education and post-secondary opportunities. Key activities led by KnEDN include curriculum development, community and parent engagement in education and the implementation of mechanisms for continuous professional development of teachers, with a focus on management and leadership skills.

The Kayan New Generation Youth (KNGY)

Kayan New Generation Youth, established in 2002, with a focus on education, literacy and culture and human rights, promotes increased access to education services for Kayan-speaking communities in Kayah, Shan, Kayin, Nayptitaw and Mandalay Division. By training and supporting volunteer teachers in Kayan community and MoE schools through a volunteer and mobile training model, KNGY has been supporting the delivery of MTB education for Kayan children since 2007.

Language and Social Development Organization (LSDO)

LSDO is a local Yangon-based NGO, focused on supporting ethnic communities to develop their language and culture, and to promote education opportunities. In partnership with minority language communities, LSDO supports development by drawing upon the linguistic and cultural resources they already have to ensure communities thrive. LSDO’s work focuses on key areas such as language surveying, literacy efforts, ethno-arts research and documentation, technical linguistic support, and other linguistic, educational and development activities.

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