Programme Strategy & Planning

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.

Email us to find out more about MEC’s programme strategy at

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.

Email us to find out more about MEC’s programme strategy at


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.

MEC Model

In line with its 2017-2021 programme strategy, MEC is pursuing progress through a systems and theory of change model, where key partners are provided with financial and technical resourcing support to strengthen their systems across a range of ‘Change Areas’ which are interwoven in order to achieve learning- and policy-related outcomes in:

  • Curriculum, Pedagogy, Language, Assessment
  • Teacher Education, Continuous Professional Development
  • School & Community Leadership and Management 
  • Access through Non-Formal Education (NFE)
  • Human, Financial and Resources Management
  • Planning, Monitoring, Evaluation and Learning (PMEL)
  • Policy Engagement and Advocacy

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