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A Brief Presentation on Local Curriculum
Development in Myanmar
ZAW LATT TUNDeputy Director General
Department of Education Research, Planning and TrainingMinistry of Education
MYANMAR
125th September 2019 Bangkok, Thailand
Background
• In recent years Myanmar’s national education systemhas come under increased public scrutiny and debatedue to growing expectations among students, parents,employers and citizens for education reforms that willimprove access, quality and equity in the maineducation sub sectors — preschool, kindergarten,primary, secondary and alternative education, andtechnical, vocational and higher education.
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• Furthermore, there is broad consensus thatmajor shifts are required in the coming yearsto transform the national education systemand ensure that all students progressthrough the education cycle, achieve qualitylearning standards and fulfil their career andlifelong learning goals and aspirations.
3
• In response to these expectations, the Ministry of
Education (MOE) has undertaken a three-and-a-half-year
Comprehensive Education Sector Review
(CESR) involving three phases:
Ø a rapid assessment (Phase 1);
Ø in-depth research and analysis of critical sub-
sector challenges (Phase 2); and
Ø drafting and building ownership for an evidence-based
and costed National Education Strategic Plan (NESP)
for the period 2016–21 (Phase 3).4
• The suggestion of CESR Phase 2 (2014) In-depth Analysis Report : Local curriculum should be implemented 20% of the overall curriculum of Primary Level, and
According to National Education Law : • Articles (F) Ensuring curriculum frameworks and
standards for each level of basic education, which shall be applied throughout the country
• (G) Ensuring the right for Region and State to undertake curriculum development, based on the curriculum standards.
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Guiding Principles for Basic Education Curriculum in Myanmar
• All-round, Balanced Development• Good Citizenship• 21st Century Skills• Notion of Completion in Itself• Preparation for Higher Learning • Preparation for One’s life in Myanmar Society and Modern
Economy• Balance in Academic Literacy• Medium of Instruction• Languages of National Groups• Service to Family, School, Community and Society• Peaceful Coexistence and Living in Harmony • Promoting Equality
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Languages of National Groups
According to the National Education Law, chapter 8, section 44• The teaching of ethnic languages and literature can be
implemented by the Regional or State governments, startingfrom the primary level and step by step extending it to highergrades
• Textbooks for teaching ethnic language must be prepared byresponsible personnel in respective States/Regions.
• These national language textbooks need to be approved bythe National Curriculum Committee.
• Decisions regarding how to and when to use these nationallanguage textbooks are to be made by the respectiveStates/Regions.
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(Proposed) Basic Education Curriculum Framework
• Local Curriculum time is allocated so that individual states/regions,townships or schools can decide in consideration of their localeducational needs.
• Arrangements are made to teach the local curriculum eitheracross the subjects or within individual subjects.
• The main contents are learning ethnic languages, own history andtraditional cultures, local business situation, agriculture businessesand basic computers, with contents according to local needs
• It should be approved by individual state/regional governments.
• In choosing and teaching local contents, it should be given notmore than 5 periods per week and 120 hours per year.
• The development of the Local Curriculum including contents,textbooks, teaching and learning materials, pedagogicalapproaches, evaluation and so on must be taken responsibility bystates/region governments.
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A Comparison of Former Basic Education System and KG+12 System
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Former Curriculum KG + 12 CurriculumAge Standard Grade Age Standard Grade
17 Twelve 1215 Ten 11 16 Eleven 1114 Nine 10 15 Ten 10
13 Eight 9 14 Nine 912 Seven 8 13 Eight 811 Six 7 12 Seven 710 Five 6 11 Six 69 Four 5 10 Five 58 Three 4 9 Four 47 Two 3 8 Three 36 One 2 7 Two 25 Kindergarten 1 6 One 1
5 Kindergarten KGChildren who are age 5 in school year 2015-16 follow this system. Children who are age 5 in school year
2016-17 follow this system.
According to the new KG+12 system• Local Curriculum is implemented from Grade 1 to Grade 11
• Areas of emphasis: G1, G2, G3 – Ethnic languages &literature
• G4 to G9 – Local factors : geography, history, agriculture,basic computer skills (based on local needs)
• G10, 11, 12 – Basic computer skills, ICT skills, basic skills forjob opportunities
• Included in school time-table as 5 periods per week
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Current practice:
• MOE shares the suggested outlines for the development oflocal curriculum to all States & Regions
• 5 States developed/ developing their respective localcurriculums and MOE also stands by for technical support
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LCD Development in Five States
5 States• Mon, Kayin, Kayah, Kachin and Chin
§ 24 Ethnic Groups
Process• Local Curriculum implementation Committees formed• Two parallel processes for curriculum development: One for
Studies on State and the other for local languages (24 Ethnic Languages)
• Consultation with local stakeholders to identify local contents12
LCD Development in Five States
Principles
• Adhere to the national curriculum standards
• Ensure an all inclusive process
• Respect and value diversity and supporting peacefulco-existence
• Ensuring equitable learning opportunities
• Supporting further learning on vocational education
• Appropriate with children’s age, intelligence anddevelopment levels
Local curriculum learning areas
Ethnic languages for those schools where the Region/State have decided to teach them
For those schools where ethnic language is not taught -• History, culture, traditions, etc. • Local history, geography,
economy, etc.• Orientation to vocational skills
(Agriculture, handy-crafts, etc)
• Some may be integrated into mainstream subjects
• Some as separate subjects
Content Structure
Strands Themes Mainstream subjects linked to
Culture and heritage
• Traditional clothes• Traditional music and musical
instruments• Traditional dances• Traditional creative arts• Traditional recreation activities like
games• Traditional lifestyles (food, utensils
and houses)
Many of the themes can be linked with core subjects such as creative arts and performing arts
Local history • Ethnic symbols (Flags, emblems, etc)• Famous people, places and days
Social studies (History)
Locations & environment
• Mountains, rivers, caves, lakes, forests in their local areas
Social studies (Geography)
Natural resources & economics
• Local natural resources and economic activities
Social studies (Geography)
Output
• Language curriculum: (textbooks and teacher guides in 24 languages in 4 states)
• Study about the State• Curriculum framework including content scope and
sequence developed for primary levels• Student Books and Teachers Guides already drafted
for Grade 1, Grade 2 and Grade 3
THEREPUBLICOFTHEUNIONOFMYANMARKAYAHSTATEGOVERNMENT
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LocalCurriculumDevelopment(LCD)inKayah State
Bangkok(24-26Sept2019)
PresentedbyDr.AungKyaw HtayMinisterforDevelopmentAffairsandSocialAffairsKayah StateGovernment,Myanmar
Contents
qIntroductiontoMyanmar&Kayah State
qObjectivesofLCDinitiativeinKayah
qCollaborationandSupportofKayah StateGovernment
qMemorableRecordsofLCDRoadmap
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TheRepublicofTheUnionofMyanmar
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AdministrativeDivisionsofMyanmar
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The Republic of the Union of Myanmar
Kayah State
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• Kayah is on the border withThailand and the neighbouringstates of Kayin and Shan(South).
• It consists of 7 townships andLoikaw is the capital city.
• The state is 11,731km2, and isMyanmar’s smallest State bylandmass.
PopulationinKayah State
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Male50%Femal…
• According to the 2014 Censuses Data, the total population forKayah Statewas 286, 627 persons.
• Kayah State represents 0.56 percent of the total population ofMyanmar.
• It is the smallest state by population with just 24 people per squarekilometre.
• The population is a roughly equal 50/50 split between males andfemales.
• 32% live in urban areas, and the remaining 68% in rural areas.
Population
Male 143,213
Female 143,414
Total 286,627
LinguisticGroupsinKayah State
23
LinguisticGroupsinKayah StateContinued
24
ReligioninKayah State
25
0.00%5.00%
10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%
LiteracyRate,Kayah State(age15-above)
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Loikaw,86%,14%
Demawso,79%,13%
Bawlakhe,88%,14%
Shardaw,43%,7%
Ywathit,81%,13%
Meisi,91%,14%
Parsaung,89%,14%
Pruso,71%,11%
• EthniclanguageteachingbeforeLCDinitiativecouldbelearnednotonlyatSchoolsandbutalsoincommunities.
LocalCurriculumDevelopmentinKayah State
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Objectives§ To implement the National Educational Law – Chapter (7),
Paragraphs 39-44 endorsing Local Level CurriculumDevelopment Initiatives
§ To preserve the language, literature, customs, traditionsof ethnic peoplewithin Kayah State
§ To promote livelihood opportunities and learningtechnologieswhich are relevant to local conditions
§ To support all six ethnic groups (of which 4 are currentlyteaching ethnic languages) who would like to revise theirexisting curricula.
§ To get timely and coordinated support from the Ministryof Education/ Ministry of Ethnic Affairs/ UNICEF/ KayahState Government.
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MemorableRecordintheProcessofLCD(StateLevel)
Kayah State Education Office Support on Local Curriculum Development
1. Procecess of LCD 2. LCD Frame Work3. Achievement4. Way forward
BySawEhDoh Wah,StateEducationDirector,Kayah State
Process of LCD Initiative in KayahPrep
are
National Level LCD workshops - 4 timesState Level LCD workshops - 5 timesForming of 2 committees • a. State-level executive
committee • b. Technical Committee Formulating a Framework for LCD Process
Implem
ent
Compiling State Affairs and curriculum development for 6 ethnic groups ( G1- G3)PublicConsultationontheLCDDraftRevisionofLCDdocuments
Endo
rse
Getting approval from DERPT on the LCD documentGetting approval for Printing Application and using LCD at schools ( 2019-2020 AY)
Type Subject # of classtime in a weekG-1 G-2 G-3 G-4 G-5
Compulsory About Kayah State (Chapter 1,2,3,4) 2 2 2 2 2
Selective Selective 1 Six Ethnic Languages 3 3 3 3 3
Selective 2 (1) Basics for environmental conservation(2) Local basic industries and handicrafts(3) Traditional sports, poems, folk songs and dances(4) Traditional quizs and words of wisdom
3 3 3 3 3
Total 5 5 5 5 5
Kayah LCD Frame Work
G-6 G-7 G-8 G-9Compulsory About Kayah State (Chapter 1,2,3,4) 2 2 2 2
Selective Selective 1 Six Ethnic Languages 2 2 2 2
Selective 2 (1) Basics for environmental conservation(2) Basic computer skills and information, communication
technology(3) Basic home industries, agriculture(4) Herbal plants and their uses
2 2 2 2
Total 4 4 4 4
G-10 G-11 G-12Compulsory
(1) Livelihood skills(2) Basic computer skills and information, communication technology(3) Basic English Speaking(4)Human rights and civic duties
1111
1111
-2--
Total 4 4 2
Achievements
1. Completion of Teachers Guidebooks and Student Books for Grade-1,2,3 ( in all six ethnic languages)
2. Ethnic LCCs understands more on LCD developments and financial management
3. Building trust and unity among different ethnic groups4. Increased understanding among State Government,
Education Department and LCCs5. Setting a good examples for other States which plan for
LCD
Top-secret of SuccessCollective Support from National and Sub-National
1.LCCseagerlyparticipating ingatheringcurriculum-related
documents
1.Guidanceandsupport receivedfromwell-experiencedtechnicians
1.LCD
1.Coordinatedsupport fromMinisteries,KayahState
Government (financial,buiding) andUNICEF
Way Forward
� Printing for pilot teaching & followed by printing all Student text books and Teachers Guides
� Training for Teachers
� Distributing Text books to township level
� Application of LCD books in schools
� Necessary revisions and adjustment of curriculums
� Preparation for Grade 4 and onwards
Powerful Energy to Develop LCD• Article 44: Teaching of the language and literature of national groups can be
conducted with the arrangement of the Government of the Region or State, starting from the primary level and extending it at different levels
• There are total 6 ethnic groups in Kayah. Four groups are teaching their ethnic to the children. Want to provide an opportunity to the rest groups to develop and teach their languages in schools and community
• Furthermore, we want to get language materials development, teaching and learning exercise to all groups systematically
• The strongest points are enthusiasm and readiness of all parties such as ethnic groups, the State Government, Ministry of Education, UNICEF and experts
By Moe Zat
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6 Ethnic Languages in Kayah StatesKayah State
• Kayan• Kayaw• Kayah• Kawyaw/Manumanaw• Yindale• Geba
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Forming,Storming,Norming,PerformingtoSocialCohesion
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Language Curriculum Development Process Overview and Review Meeting - Overview of Local Curriculum
• Reviewing and discussing about the existing instructional materials developed
• Introduction of the Language Teaching and Learning
• Assignment: Let the groups decide on developing teaching materials
Development Workshop - Discussion on the Curriculum Design
§ Identifying Overall Objectives of Grade 1, 2, and 3
§ Developing Lesson Contents
Follow Up Workshop - Confirm the layout of the books
• Sharing resources
• Editing the lessons
Teacher Training - Discussion on teaching method
• Demonstrations of teaching Primer lessons and Stories
• Sharing and learning among groups from the States
Finalizing - Correcting some errors in arranging the lessons
• Preparing for the final draftTechnicalSupport ByNaw Khu Shee,PhD(Linguistics)
Overall Objectives of Grade 1-3
• To help children learn the language in
four skills in order to be ready for the
fluency level
• To build the skills on the higher level of
thinking skills
• To build the related thinking skills by
enjoying cultural relevant stories
Literacy Level in Grades 1-3
OralDevelopment
Pre-Reading&Pre-Writing
Literacy
Fluency
Advance
Grade1-3
Lesson Periods in a year
Grade 2 Grade 2 Grade 3
Regular Lessons Weeks
Periods
Hours
23
69
46
27
81
54
27
81
54
Review Lessons Weeks
Periods
Hours
8
24
16
4
12
8
4
12
8
Total Weeks
Periods
Hours
31
93
62
31
93
62
31
93
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Multi-Strategy Method (MSM) & Focuses
• LanguageSkillsAccuracyFocus
• Thinking SkillsMeaningFocus
LessonslearntforLCD LCDrequires:ØPassion,allinclusivenessandrepeatednegotiations/discussions
ØTechnicalsupportasacrucialinput.ØLocallinguistsandunbiasedresourcepersons.ØFocalpointsineachstakeholderswhoconstantlycommunicateamongthem.
ØStrongpoliticalandflexiblefinancialsupportsØEnough leading time to complete the tasks.
By UNICEF-TG
Strengths
• Different types of stakeholders involved• Ethnic Ministers • State Education Department Heads • Community Leaders• Traditional Leaders• Literature and Culture Committees from the groups
• Groups’ existed teaching materials• Excited reading materials, writers, and artists
By UNICEF-TG
Challenges1. Clarityontheconceptof localcurriculum,aswellastheprocessesand
procedures fordevelopmentandapprovaloflocalcurriculum2. ShortagesofprofessionalsandtechnicalcapacityineachEthnicLanguageand
CultureCommittees3. Limitedtimefordemanding tasksofcompilingboth teachers’guides,
excercisebooksandteachingaids4. Difficulties inincluding doubleandtriple-consonents inthetextbooks5. Frequentchangesindemarcatingchaptersbygrades6. Specialattentionwhileputting togetherofobjectives, subjectmatters,
approaches,questions andchoiceofwordswhichwhichshould berelevanttoeachgrade
7. Needofadditional information orverificationforsomesubjectmatters8. Workingon thenecessaryphotos, drawingandillustrationtosupplement the
information inthecurriculum9. Beingverysensitive- whilechoosing thesalientpersons fromeachethnic
groups ;specialcareneeds inorder toavoidconflicts10. Needforpilot/field testingofthematerials
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ThankYou!
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