myanmar covid-19 national response and recovery plan for ... · objectives of the covid-19 response...
TRANSCRIPT
Myanmar COVID-19 National Response
and Recovery Plan for the Education
Sector
Myanmar Ministry of Education
May 2020 – October 2021
Contents
List of acronyms ...................................................................................................................................................... 3
Introduction ............................................................................................................................................................ 5
Objectives of the COVID-19 Response and Recovery Plan ..................................................................................... 6
Brief assessment of COVID-19 impact on the education sector ............................................................................. 6
Key features of the Myanmar Education System ............................................................................................... 6
COVID-19’s potential impact on the education sector ....................................................................................... 7
Key policy and programmatic responses .............................................................................................................. 13
Underlying assumptions ................................................................................................................................... 13
Response and recovery planning framework ................................................................................................... 13
Key principles .................................................................................................................................................... 15
Theory of change .............................................................................................................................................. 16
PHASE 1: RESPONSE PHASE (MAY TO SEPTEMBER 2020)................................................................................. 17
1.1 Basic Education ........................................................................................................................ 19
1.2 Alternative education ............................................................................................................... 27
1.3 Technical and Vocational Education and Training ..................................................................... 31
1.4 Higher Education ...................................................................................................................... 36
PHASE 2: RECOVERY PHASE THROUGH THE REOPENING OF EDUCATION INSTITUTIONS (OCTOBER 2020 TO
OCTOBER 2021) ................................................................................................................................................ 42
2.1 Basic Education ........................................................................................................................ 43
2.2 Alternative education ............................................................................................................... 55
2.3 Technical and Vocational Education and Training ..................................................................... 60
2.4 Higher Education ...................................................................................................................... 64
CROSSCUTTING FOCUS: EDUCATION SYSTEM STRENGTHENING THROUGH CRISIS-SENSITIVE PLANNING ..... 68
Coordination arrangements ................................................................................................................................. 69
Operationalization and Monitoring of the plan .................................................................................................... 69
Monitoring and Evaluation (M&E) Framework ................................................................................................... 71
Cost and Financing Framework ............................................................................................................................ 74
List of acronyms
DAE Department of Alternative Education
DBE Department of Basic Education
DERPT Department of Education Research, Planning and Training
DHE Department of Higher Education
DM&E Department of Monitoring and Evaluation
DME Department of Monitoring and Evaluation
DMNL Department of Myanmar Nationalities' Languages
DTPC Department of Technology Promotion and Coordination
DTVET Department of Technical and Vocational Education and Training
EBEP Ethnic Basic Education Providers
ECW Education Cannot Wait
EGMA Early Grades Math Assessment
EGRA Early Grades Reading Assessment
EIE Education in Emergencies
EPR Emergency Preparedness and Response
GAD General Administration Department
GTHS Government Technical High Schools
GTI Government Technical Institutes
HEI Higher Education Institution
IAQE Inclusive Access and Quality Education Project
IASC Inter-Agency Standing Committee
ICT Information and Communication Technology
IDPs Internally Displaced Peoples
MDEP Myanmar Distance Education Program
MHPSS Mental Health and Psychosocial Support
MIIT Myanmar Institute of Information Technology
MLRC Myanmar Literacy Resource Centre
MoE Ministry of Education
MoHS Ministry of Health and Sports, Myanmar
MOSWRR Ministry of Social Welfare, Relief & Resettlement
NCEL National Centre for English Language
NESP National Education Strategic Plan
NFMSE Non-formal Middle School Education
NFPE EP Non-formal Primary Education Equivalency Programme
NGO Non-Governmental Organisation
PTA Parent Teacher Association
STEM Strengthening Pre-service Teacher Education in Myanmar
TEO Township Education Officer
TLC Temporary Learning Center
TPTC Technical Promotion Training Centre
TS Townships
TVET Technical and Vocational Education and Training
WFP World Food Programme
YUDE Yangon University Of Distance Education
Introduction
In only a few months, COVID-19 has quickly spread all over the world causing major socio-economic disruptions,
including in the provision of education and training services. For many countries, this new health crisis is an
additional burden on struggling education systems and vulnerable populations, notably in crisis-affected and
displacement settings.
Myanmar confirmed its first two official cases of COVID-19 on 23 March 2020. On 31 March 2020, the
Committee for Coronavirus Disease 2019 (COVID-19) was formed by President Win Myint to fight the spread of
COVID-19 in Myanmar. Prior to this announcement, the Ministry of Education (MoE) called for the closing of all
schools, higher education institutions and TVET institutes. The MoE is not currently a member of the Committee
established by the President. Myanmar unveiled its COVID-19 Economic Relief Plan (CERP) on 27 April 2020,
designed with a set of comprehensive response measures tailored to address the immediate demands posed
by COVID-19, and reaffirms the government’s long-term strategic direction. The CERP consists of 7 Goals, 10
Strategies, 36 Action Plans and 76 Actions, and emphasizes a coordinated “whole-of-nation” approach,
underlined by the principle of leaving no one behind. In this context, the MoE is committed to the
implementation of a response and recovery plan that shares the same vision, to place the country in a strong
position to rebound to the strong economic growth witnessed in the last few years.
Since the crisis unfolded at the end of the 2019/20 academic year, it has fortunately not yet disrupted learning
as it has been the case in many other countries. Most effects have primarily had to do with the marking of
Grades 4 and 8 examinations, as well as the administration of examinations in some universities. However, while
traditionally the academic year in Myanmar begins in June, for the 2020/21 academic year, a configuration
whereby all education institutions would reopen remains at this stage highly unlikely.
Against this backdrop, there will be a critical need for alternative options for learning and training, across all
sub-sectors, as well as for proper planning to ensure the safe reopening of education facilities when sanitary
conditions allow. More specifically, the MoE is responsible for the protection of the health and well-being of
learners, teachers/trainers/professors, education staff in Myanmar, and to ensure that teaching, learning and
research are progressing and that academic requirements are being met. To effectively respond to the COVID-
19 crisis, the MoE and its partners need to develop a coordinated course of action that allows for emergency
response strategies as well as for more sustainable interventions to ensure continuous learning for all, the safety
and wellbeing of learners and education staff, and the protection of gains made in education in past years.
In this context, the MoE, in collaboration with UNESCO and partners for the Education and TVET sector
Coordination Group, has developed a national response and recovery plan for the education sector. This plan is
holistic, covers all States and Regions in Myanmar, as well as all education sub-sectors under MoE and provides
an overall framework of strategies and interventions that aim at: i) ensuring education continuity for all learners
in Myanmar despite the likely scenario of education facility closures beyond June, ii) ensuring a proper planning
for the reopening of education institutions, and iii) contributing to safer and more resilient education
environments. This plan is aligned with the overarching aims of the current 2016-2021 National Education
Strategic Plan (NESP) to “Improve teaching and learning, vocational education and training, research and
innovation leading to measurable improvements in student achievement in all schools and educational
institutions”, and provides an opportunity to inform priority setting for the ongoing preparation of the next
NESP.
Given the critical need to develop a plan for a coordinated national approach before the new academic year is
scheduled to begin in June, this plan has been elaborated through a rapid consultative process with education
officers represented in the subsector working groups.
As the evolution of the sanitary situation at global, national and sub-national level is still highly uncertain, this
COVID-19 Response and Recovery plan should be considered as a living document, which will undergo an
iterative planning and operationalization process, and will be adapted in order to take into consideration:
i) the evolution of the COVID-19 outbreak in Myanmar;
ii) the specific evolving needs, challenges and programmatic responses of States and Regions in
Myanmar;
iii) the specific evolving needs, challenges and programmatic responses of subsectors (Preschool
and kindergarten education, Basic Education (BE), Alternative Education (AE), Technical and
Vocational Education and Training (TVET), Higher Education (HE)). In-depth consultations will
be held at a later stage with the relevant MoE Departments and sub-sector working groups
(SSWGs) in order to specify the details of the programmatic response for each subsector. 1
Objectives of the COVID-19 Response and Recovery Plan
The overall objective of this national sector-wide Response and Recovery plan is to provide an overall
framework to ensure the continuity of quality and equitable education in Myanmar during the COVID-19
pandemic in the short, medium and long-term.
In the short-term (response phase - May to September 2020), the plan provides an outline for the development
and provision of key strategic actions to ensure education continuity during the closure of school/Higher
Education Institutions/TVET Institutions closures.
In the mid-term (recovery phase – October 2020 to October 2021), the plan provides a course of action for the
re-opening of Early Childhood Care and Development (ECCD) facilities, Basic Education schools, Higher
Education Institutions and TVET Institutions, mainly Government Technical High Schools (GTHS) and
Government Technical Institutes (GTI) and for the recovery phase that includes accelerated action to fulfil the
objectives set in the NESP 2016-2021.
The plan also includes concrete provisions to draw lessons from the current COVID-19 crisis in order to design
evidence informed crisis-sensitive education sector plans as well as emergency preparedness and response
policy frameworks at all levels of education to prevent, prepare for and mitigate the different types of risks
affecting the education sector.
Brief assessment of COVID-19 impact on the education sector
Key features of the Myanmar Education System
Myanmar's education system is divided into five segments: early childhood care and development (ECCD), basic
education, alternative education, technical and vocational education and training (TVET), and higher education.
The alternative education segment targets groups that have dropped out of school or do not have access to the
formal education system.
According to the latest figures, for the 2019/2020 academic year, 10.8 million learners in total were enrolled in
Myanmar's education system, almost half of whom were enrolled in primary school (5.2 million). There are 4.5
million learners in both levels of secondary education, while higher education accounts for 1.5 million students.
These numbers include students enrolled in the 1500 Monastic schools registered with the Ministry of Religious
Affairs and Culture, which implement the MoE’s curriculum. Pre-school and TVET levels of education remain
1 As of May 11, 2020, this plan provides for a detailed framework of intervention for the Basic Education and Alternative subsectors.
Specific COVID-19 response and recovery plans for the TVET, HE and Preschool and kindergarten education subsectors are still under
development.
relatively poorly developed, with a total enrolment of about 90,000 and 15,000 learners respectively. The
system is still primarily public, as private education accounts for only 5% of primary school enrolments. 300,000
children receive education provided by ethnic organizations (armed or not), with well-established systems
operating in Karen, Mon, Kachin, and Kayah States.
In terms of the sector's performance, the most recent figures portray a fairly efficient education system in
quantitative terms, particularly for basic education. In 2018/19, the completion rate was 95% for primary and
80% in lower secondary. In the same year, the gross enrolment rate in primary school was 112% and 78% for
lower secondary school, with little disparity between girls and boys. Repetition and dropout rates also remain
very low in basic education, since in 2018/19, they were estimated at less than 1% for primary and lower
secondary education. However, dropout remains a major problem for upper secondary (around 30%).
The learning conditions are also attractive, with a pupil-teacher ratio of 24:1 for primary school, 28:1 for lower
secondary school and 23:1 for upper secondary school. However, until now, Myanmar has not implemented
online learning in public schools. Resources to rollout online learning are scarce and many schools and
households do not have access to electricity and internet.
COVID-19’s potential impact on the education sector
If not properly addressed at the national level, the COVID-19 pandemic is expected to have a long-lasting
negative impact on the education sector in Myanmar.
First, given the economic slowdown resulting from the COVID-19 global pandemic, and the impact of the health
crisis on international trade, investment, growth, employment and small-scale income mechanisms, there is a
risk that Government of Myanmar’s spending on education may be reduced2. Several policy reforms since
2012/2013 had helped improve education outcomes. Spending on education had quadrupled with the
elimination of primary and secondary education school fees, compulsory primary education, hiring of teachers,
expansion of the stipend program for poor students, and block grants to schools.3 Any future cuts in education
investments could reverse the recent gains and notably worsen education quality. In addition to the 939,000
children already out of school4, the likely closure of schools due to COVID-19 will directly impact close to 9.7
million learners in the basic education sector. Moreover, the closure of TVET and Higher Education Institutions
will affect respectively 15,712 and 1.5 million students5.
In addition, student dropout and the number of out-of-school children are highly likely to increase, as students
and teachers alike have limited exposure to distance learning. The current health crisis carries the risk of further
increasing educational inequalities, exacerbated by the rural-urban, socio-economic and gender divides.
Dropouts are indeed likely to be aggravated by income inequalities as it is anticipated that dropouts will be
higher for students from households affected by unemployment and loss of income due to COVID-19, notably
in rural areas. There is a major risk that children from these households will be drawn into child labour to
mitigate the economic impact on families, and will thus not return to school. Girls and female youth will also be
more at risk of dropping out when education institutions reopen, due to the aggravation of the burden of
domestic chores in the current context, but also to the risk of early marriage in poorest households, worsened
by school closure.
2 https://thediplomat.com/2020/04/covid-19-could-leave-myanmars-economy-in-ruins/ 3 https://www.worldbank.org/en/country/myanmar/publication/myanmar-public-expenditure-review-realigning-budgets-to-
development-priorities 4 UNESCO Institute for Statistics (UIS). 2018. 5 Myanmar Ministry of Education. DHE, TVET. January 2019.
The mental health and wellbeing of students is also likely to be negatively impacted during the COVID-19 crisis
and the stress and anxiety it may trigger, especially if teachers, parents and caregivers are poorly equipped to
deal with socioemotional support.
The following table lists the potential impacts/risks for access, quality and equity and management in education
if education institutions have to remain closed after the holiday period. It should be noted that given their
specificities, each State and Region will need to further elaborate the impact analysis of COVID-19 on the
education system in their respective areas.
Situ
ati
on
up
da
te
Sum
ma
ry o
f p
ote
nti
al i
mp
act
s o
f a
pro
lon
ge
d c
losu
re o
f e
du
cati
on
al i
nst
itu
tio
ns
(ba
sic
ed
uca
tio
n s
cho
ols
, G
TH
S/G
TIs
, N
FP
E,
NFM
SE,
HE
Is)
aft
er
Jun
e 2
02
0
Imp
act
on
acc
ess
Im
pa
ct o
n q
ua
lity
Imp
act
on
eq
uit
y Im
pa
ct o
n m
an
ag
em
en
t
Pre
sch
oo
l a
nd
Ba
sic
Ed
uca
tio
n
- C
losu
re
of
all
Ea
rly
Ch
ildh
oo
d
Ed
uca
tio
n
cen
tre
s
- C
losu
re o
f a
ll B
E s
cho
ols
sho
rtly
b
efo
re t
he
e
nd
o
f
the
sch
oo
l ye
ar.
- So
fa
r th
e s
cho
ol
clo
sure
pe
rio
d
ma
inly
co
inci
de
d
wit
h
the
su
mm
er
ho
lida
y
pe
rio
d.
- A
n
est
ima
ted
3
00
0
sch
oo
ls
ha
ve
be
en
de
sig
na
ted
a
s q
ua
ran
tin
e
faci
litie
s.
- So
me
e
xam
s w
ere
inte
rru
pte
d;
the
ma
rkin
g o
f
Gra
de
s 4
an
d 8
exa
ms
we
re
aff
ect
ed
.
- A
ssu
min
g
sch
oo
ls
sta
y
clo
sed
in J
un
e,
lea
rne
rs w
ill
ne
ed
to
be
ho
me
-sch
oo
led
.
- H
igh
d
ep
en
de
ncy
o
n
‘tra
dit
ion
al’
cl
ass
roo
m
tea
chin
g
an
d
lea
rnin
g
me
tho
ds,
a
nd
sl
ow
ad
ap
tati
on
o
f e
du
cati
on
al
tech
no
log
ies.
- C
on
cern
s a
bo
ut
acc
ess
to
rem
ote
le
arn
ing
op
po
rtu
nit
ies
an
d t
he
lack
of
fam
ily s
up
po
rt.
- H
igh
er
risk
o
f sc
ho
ol
dro
po
uts
. Sc
ho
ol
clo
sure
s
will
ta
ke
pla
ce
at
the
be
gin
nin
g o
f th
e s
cho
ol y
ea
r,
wh
ich
will
fu
rth
er
imp
act
th
e
like
liho
od
o
f st
ud
en
ts
to
retu
rn
to
sch
oo
l,
esp
eci
ally
tho
se t
ran
siti
on
ing
to
a n
ew
ph
ase
or
en
teri
ng
KG
.
- In
ad
eq
ua
te a
cce
ss t
o r
em
ote
lea
rnin
g
me
an
s th
at
tea
chin
g
an
d le
arn
ing
is in
terr
up
ted
wh
en
tra
dit
ion
al
cla
ssro
om
m
eth
od
s
are
no
t a
vaila
ble
.
- C
on
cern
s a
bo
ut
the
sa
fety
an
d
we
ll -b
ein
g o
f le
arn
ers
(p
ote
nti
al
lack
of
pro
tect
ion
, in
terr
up
tio
n
of
sch
oo
l m
ea
ls,
lack
o
f
psy
cho
soci
al s
up
po
rt,
etc
.).
- La
ck
of
ma
teri
als
a
da
pta
tio
n
for
dis
tan
ce l
ea
rnin
g a
nd
la
ck o
f
tea
che
rs
tra
inin
g
for
dis
tan
ce
lea
rnin
g
ne
ga
tive
ly
imp
act
qu
alit
y o
f le
arn
ing
.
- C
on
cern
s a
bo
ut
tea
che
rs’
cap
aci
ty t
o s
up
po
rt le
arn
ers
an
d
en
ga
ge
wit
h p
are
nts
/ca
reg
ive
rs
in
dis
tan
ce
lea
rnin
g.
Wit
h
the
ne
w s
cho
ol
yea
r, t
ea
che
rs w
ill
ha
ve
ne
w
stu
de
nts
in
th
eir
cla
sse
s w
ith
w
ho
m
the
y h
ave
no
t e
sta
blis
he
d a
re
lati
on
ship
or
intr
od
uce
d t
he
cu
rric
ulu
m o
f th
e
ne
w g
rad
e t
o.
- T
he
ch
alle
ng
e
of
dis
tan
ce
lea
rnin
g i
s co
mp
ou
nd
ed
by
the
fact
th
at
tea
che
rs w
ill n
ee
d t
o
tea
ch
a
ne
w
curr
icu
lum
in
Gra
de
s 4
, 7
an
d 1
0 i
n t
he
20
20
-
21
sch
oo
l ye
ar
for
wh
ich
th
ey
- In
eq
ua
lity
in t
erm
s o
f a
cce
ss t
o
rem
ote
le
arn
ing
, e
spe
cia
lly
dig
ita
l le
arn
ing
, a
mo
ng
le
arn
ers
fro
m
vari
ou
s re
gio
ns
an
d
ho
use
ho
lds
(th
ose
w
ith
a
cce
ss
to
inte
rne
t a
nd
e
lect
rici
ty
an
d
tho
se w
ith
ou
t).
- R
etu
rn
to
no
rma
l sc
ho
olin
g
aft
er
the
cu
rre
nt
CO
VID
-19
pa
nd
em
ic
will
fi
nd
le
arn
ers
a
t
dif
fere
nt
leve
ls o
f le
arn
ing
.
- H
igh
er
risk
s o
f d
rop
ou
t fo
r
vuln
era
ble
g
rou
ps
(in
clu
din
g
lea
rne
rs
wit
h
dis
ab
iliti
es,
dis
pla
ced
st
ud
en
ts,
eth
nic
a
nd
ling
uis
tic
min
ori
tie
s a
nd
g
irls
),
tha
t n
ee
d
to
be
co
nsi
de
red
wh
ile
sett
ing
u
p
a
dis
tan
ce
lea
rni n
g a
pp
roa
ch a
nd
re
me
dia
l
ed
uca
tio
n o
nce
sch
oo
ls r
eo
pe
n.
- H
igh
er
pro
tect
ion
ri
sks
for
vuln
era
ble
g
rou
ps
du
e
to
the
inte
rru
pti
on
of
ess
en
tia
l sc
ho
ol
ba
sed
se
rvic
es
(sch
oo
l fe
ed
ing
,
WA
SH
an
d
he
alt
h
serv
ice
s,
pro
tect
ion
re
ferr
als
(M
HP
SS,
ge
nd
er -
ba
sed
vi
ole
nce
, a
bu
se,
etc
.),
spe
cia
lize
d
serv
ice
s fo
r
child
ren
wit
h d
isa
bili
tie
s, e
tc.)
.
- C
ha
llen
ge
s in
co
llect
ing
d
ata
,
pa
rtic
ula
rly
on
a
cce
ss,
qu
alit
y a
nd
eq
uit
y is
sue
s d
uri
ng
sch
oo
l clo
sure
.
- Sc
ho
ols
use
d a
s q
ua
ran
tin
e c
en
tre
s
will
h
ave
to
u
nd
erg
o
a
tho
rou
gh
dis
infe
ctio
n
pro
cess
in
co
ord
ina
tio
n
wit
h s
an
ita
ry a
uth
ori
tie
s.
- C
ha
llen
ge
s in
se
ttin
g
up
e
ffe
ctiv
e
com
mu
nic
ati
on
ch
an
ne
ls
wit
h
stu
de
nts
a
nd
te
ach
ers
to
in
form
ab
ou
t ch
an
ge
s .
- C
on
cern
s a
bo
ut
pa
yme
nt
of
ed
uca
tio
n w
ork
forc
e’s
sa
lari
es.
- R
etu
rn t
o n
orm
al s
cho
olin
g a
fte
r th
e
curr
en
t C
OV
ID-1
9 p
an
de
mic
will
fin
d
lea
rne
rs
at
dif
fere
nt
leve
ls
of
lea
rnin
g,
wh
ich
h
as
imp
lica
tio
ns
on
sch
oo
l le
vel a
sse
ssm
en
t, a
nd
th
e h
igh
sta
ke n
ati
on
al e
xam
ina
tio
ns.
will
no
w a
lso
ha
ve t
o b
e t
rain
ed
for
on
line
. T
his
will
lik
ely
ha
ve a
sig
nif
ica
nt
imp
act
o
n
the
tea
chin
g q
ua
lity
in t
he
se g
rad
es.
- C
ha
llen
ge
s in
mo
nit
ori
ng
an
d
ass
ess
ing
st
ud
en
ts
lea
rnin
g
pro
gre
sse
s th
rou
gh
d
ista
nce
lea
rnin
g.
Alt
ern
ati
ve
ed
uca
tio
n
- N
ati
on
wid
e
clo
sure
o
f
NFP
E a
nd
NFM
SE
- If
ch
ildre
n e
nro
lled
in
th
e
no
n-f
orm
al
sect
or
can
no
t
con
tin
ue
th
eir
e
du
cati
on
eit
he
r re
mo
tely
o
r in
th
e
NFP
E
an
d
NFM
SE
cen
tre
s
du
e
to
CO
VID
-19
, ch
an
ces
are
h
igh
th
at
the
y fi
nd
it
dif
ficu
lt t
o r
e-e
nro
l ag
ain
an
d
tha
t th
ey
ma
y b
e
pe
rma
ne
ntl
y o
ut
of
sch
oo
l.
- Fa
cilit
ato
rs
no
t tr
ain
ed
fo
r
dis
tan
ce e
du
cati
on
.
- C
ha
llen
ge
s in
o
bje
ctiv
ely
ass
ess
ing
th
e
pe
rfo
rma
nce
o
f
lea
rne
rs f
rom
a d
ista
nce
- T
he
si
tua
tio
n
of
child
ren
en
rolle
d
in
NFP
E
cen
tre
s is
o
f
pa
rtic
ula
r co
nce
rn b
eca
use
th
ey
ha
ve
be
en
p
revi
ou
sly
dis
ad
van
tag
ed
by
mis
sin
g o
ut
on
form
al
ed
uca
tio
n
du
e
to
dif
fere
nt
circ
um
sta
nce
s.
- In
ad
eq
ua
te
mo
nit
ori
ng
a
nd
eva
lua
tio
n
arr
an
ge
me
nts
fo
r th
e
exi
stin
g
rem
ote
le
arn
ing
inte
rve
nti
on
s to
in
form
imp
rove
me
nts
, a
nd
ta
rge
ted
inte
rve
nti
on
s fo
r th
e
un
rea
che
d
stu
de
nts
.
- C
ha
llen
ge
s in
se
ttin
g
up
e
ffe
ctiv
e
com
mu
nic
ati
on
ch
an
ne
ls
wit
h
child
ren
a
nd
fa
cilit
ato
rs
to
info
rm
ab
ou
t ch
an
ge
s.
- C
on
cern
s a
bo
ut
pa
yme
nt
of
no
n-
form
al
ed
uca
tio
n
wo
rkfo
rce
’s
sala
rie
s.
TV
ET
-
Na
tio
nw
ide
cl
osu
re
of
GT
Hs
an
d G
TIs
- So
me
exa
ms/
ass
ess
me
nts
go
t in
terr
up
ted
b
y th
e
clo
sure
of
GT
Hs
an
d G
TIs
- P
ract
ica
l p
art
o
f th
e
tra
inin
g s
usp
en
de
d
- C
on
cern
s a
bo
ut
a f
air
an
d
tra
nsp
are
nt
ad
mis
sio
n
pro
cess
.
- D
iffi
cult
y o
f m
an
y te
chn
ica
l
cou
rse
s to
mo
ve t
o d
ista
nce
lea
rnin
g.
- T
ea
che
rs
no
t tr
ain
ed
fo
r
dis
tan
ce le
arn
ing
.
- C
ha
llen
ge
s to
re
pla
ce
the
pra
ctic
al p
art
of
the
lea
rnin
g in
a
me
an
ing
ful w
ay.
- C
urr
icu
la
no
t a
da
pte
d
to
dis
tan
ce le
arn
ing
.
- C
ha
llen
ge
s to
in
volv
e
com
pa
nie
s in
- H
igh
er
risk
s o
f d
rop
ou
t fo
r
vuln
era
ble
g
rou
ps
(in
clu
din
g
stu
de
nts
/tra
ine
es
wit
h
dis
ab
iliti
es,
d
isp
lace
d
stu
de
nts
/tra
ine
es,
e
thn
ic
an
d
ling
uis
tic
min
ori
tie
s a
nd
g
irls
),
tha
t n
ee
d
to
be
co
nsi
de
red
wh
ile
sett
ing
u
p
a
dis
tan
ce
lea
rnin
g/t
rain
ing
ap
pro
ach
an
d
rem
ed
ial
tra
inin
g
on
ce
TV
ET
inst
itu
tio
ns
reo
pe
n.
- C
ha
llen
ge
s in
co
llect
ing
d
ata
o
n
acc
ess
, q
ua
lity
an
d
eq
uit
y is
sue
s
du
rin
g
GT
HS/
GT
I cl
osu
re,
lab
ou
r
ma
rke
t n
ee
ds,
la
ure
ate
in
teg
rati
on
,
etc
.
- C
ha
llen
ge
s in
se
ttin
g
up
e
ffe
ctiv
e
com
mu
nic
ati
on
ch
an
ne
ls
wit
h
stu
de
nts
/tra
ine
es
an
d
tea
che
rs/t
rain
ers
to
in
form
a
bo
ut
cha
ng
es.
eva
lua
tio
n/c
ert
ific
ati
on
d
ue
to
the
lock
do
wn
.
- C
ha
llen
ge
s in
fo
llow
ing
-up
on
ap
pre
nti
cesh
ips
an
d
wo
rk
pla
cem
en
ts.
- C
ha
llen
ge
s to
re
spo
nd
to
u
rge
nt
resk
illin
g n
ee
ds .
- C
ha
llen
ge
s to
re
spo
nd
to
urg
en
t sk
ill
ne
ed
s th
rou
gh
sh
ort
tra
inin
g c
ou
rse
s
(re
late
d t
o h
ea
lth
, p
ara
me
dic
al,
etc
.).
- C
ha
llen
ge
s in
se
ttin
g
up
e
ffe
ctiv
e
com
mu
nic
ati
on
ch
an
ne
ls
wit
h
com
pa
nie
s a
nd
la
bo
ur
ma
rke
t
pla
yers
.
- Fa
ilure
to
exp
loit
th
e p
ote
nti
al
of
TV
ET
in
stit
uti
on
s to
co
ntr
ibu
te t
o t
he
resp
on
se t
o C
OV
ID-1
9 (
pro
du
ctio
n o
f
ma
sks,
h
ydro
-alc
oh
olic
h
ydro
ge
l,
etc
.).
Hig
he
r
ed
uca
tio
n
- N
ati
on
wid
e
clo
sure
o
f
hig
he
r e
du
cati
on
inst
itu
tio
ns
(HE
I)
- So
me
e
xam
s g
ot
inte
rru
pte
d b
y th
e c
losu
re
of
HE
I a
s e
xam
s st
op
pe
d o
n
24
th M
arc
h 2
02
0
- Im
pa
ct o
n t
he
tim
ing
fo
r
ad
mis
sio
n
pro
cess
es
esp
eci
ally
if
m
atr
icu
lati
on
exa
min
ati
on
s a
re
no
t
ma
rke
d in
tim
e.
- C
on
cern
s re
ga
rdin
g
a
fair
an
d
tra
nsp
are
nt
ad
mis
sio
n
pro
cess
- D
iffi
cult
y o
f so
me
dis
cip
line
s (m
ed
ica
l, s
cie
nce
etc
.)
to
mo
ve
to
dis
tan
ce
lea
rnin
g
- M
an
y st
ud
en
ts d
o n
ot
ha
ve
acc
ess
to
de
vice
s o
r ca
nn
ot
aff
ord
d
ata
co
nn
ect
ion
s if
ed
uca
tio
n
pro
visi
on
m
ove
s
on
line
- P
rofe
sso
rs
no
t tr
ain
ed
fo
r
dis
tan
ce
lea
rnin
g
an
d
eve
n
in
no
rma
l ci
rcu
mst
an
ces
the
ma
jori
ty o
f p
rofe
sso
rs h
ave
ha
d
no
pe
da
go
gic
al t
rain
ing
- Le
arn
ing
ma
teri
als
no
t a
da
pte
d
for
dis
tan
ce le
arn
ing
- M
ost
le
arn
ers
will
on
ly h
ave
mo
bile
p
ho
ne
s,
limit
ing
fun
ctio
na
lity/
cap
ab
ility
o
f
on
line
/dig
ita
l le
arn
ing
ap
pro
ach
es
- In
E
du
cati
on
C
olle
ge
s,
resp
on
sib
le
for
pre
-se
rvic
e
tea
che
r e
du
cati
on
, th
e
cha
llen
ge
of
dis
tan
ce l
ea
rnin
g i
s
com
po
un
de
d
by
the
fa
ct
tha
t
tea
che
r e
du
cato
rs w
ill n
ee
d t
o
tea
ch
a
ne
w
curr
icu
lum
to
- V
uln
era
ble
g
rou
ps
(in
clu
din
g
stu
de
nts
w
ith
d
isa
bili
tie
s,
dis
pla
ced
st
ud
en
ts,
eth
nic
a
nd
ling
uis
tic
min
ori
tie
s a
nd
fe
ma
le
you
ng
a
du
lts)
n
ee
d
to
be
con
sid
ere
d
wh
ile
sett
ing
u
p
a
dis
tan
ce a
pp
roa
ch a
nd
ca
tch
up
wit
h a
cad
em
ic p
rog
ram
me
s.
- C
ha
llen
ge
s in
co
llect
ing
d
ata
o
n
acc
ess
, q
ua
lity
an
d
eq
uit
y is
sue
s
du
rin
g
HE
I cl
osu
re,
lab
ou
r m
ark
et
ne
ed
s, la
ure
ate
inte
gra
tio
n,
etc
.
- C
ha
llen
ge
s in
se
ttin
g
up
e
ffe
ctiv
e
com
mu
nic
ati
on
ch
an
ne
ls
wit
h
stu
de
nts
a
nd
p
rofe
sso
rs
to
info
rm
ab
ou
t ch
an
ge
s .
- C
on
cern
s a
bo
ut
pa
yme
nt
of
hig
he
r
ed
uca
tio
n w
ork
forc
e’s
sa
lari
es.
- C
ha
llen
ge
s in
se
ttin
g-u
p
eff
ect
ive
com
mu
nic
ati
on
ch
an
ne
ls
wit
h
com
pa
nie
s a
nd
la
bo
ur
ma
rke
t
pla
yers
.
seco
nd
ye
ar
stu
de
nt
tea
che
rs i
n
the
2
02
0-2
1
sch
oo
l ye
ar
for
wh
ich
te
ach
er
ed
uca
tors
w
ill
no
w a
lso
ha
ve t
o b
e t
rain
ed
fo
r
on
line
. T
his
w
ill
like
ly
ha
ve
a
sig
nif
ica
nt
imp
act
o
n
the
tea
chin
g q
ua
lity.
Key policy and programmatic responses
Underlying assumptions
The COVID-19 crisis is a constantly-evolving situation, complete with many rapid changes and significant
uncertainty. As such, the COVID-19 Response and Recovery Plan for the education sector is based on the
following assumptions:
· COVID-19 is likely to further spread locally in Myanmar. While the transmission, spread and affected
population is difficult to predict, even in the best case of limited localized transmission of COVID-19,
education institutions are expected to remain closed beyond the holiday period and will thus likely
not reopen as planned in June.
o This COVID-19 Response and Recovery Plan is based on a scenario whereby education
institutions may reopen in September, which means that at least 3 months of the academic
year would be compromised.
o The timeline of priority areas and activities outlined in the below framework of intervention
can be adapted to match a scenario whereby education institutions would reopen before
or after September.
§ On the one hand, if education institutions can reopen earlier than anticipated,
activities planned as part of the second phase (recovery phase) would be
implemented earlier and the scope of activities planned as part of the first phase
(response) would be phased out.
§ On the other hand, if education institutions have to stay closed for a longer period,
the duration of phase 1 can be extended and the activities planned under phase 2
can be postponed.
· International assistance and funding will be made available for the implementation of response and
recovery activities to ensure that learners are able to continue their education.
Based on these two assumptions, the COVID-19 Response and Recovery plan considers two main phases to
ensure continuity of learning during the pandemic. While these phases aim to guide the planning and rollout
of this plan, flexibility should remain the norm. Depending on the evolution of the situation, the
Government of Myanmar may decide to open all education institutions that are able to put safety measures
in place, to have a differentiated approach according to States/Regions or even Townships, and/or to go
for a more staggered process in stages, with pre-determined mechanisms to shut down education
institutions again depending on the resurgence of the virus in local communities.
It should be noted that until a vaccine or effective treatment is widely available, home-based and in-school
learning strategies will most likely alternate or be implemented in parallel in different Regions/States
depending on the circulation/transmission of the virus.
Response and recovery planning framework
Fully aligned with the overarching aim of the 2016-2021 National Education Strategic Plan (NESP) to
“improve teaching and learning, vocational education and training, research and innovation leading to
measurable improvements in student achievement in all schools and educational institutions”, the
objective of this COVID-19 Response and Recovery plan is to provide an overall framework to ensure the
continuity of quality and equitable education in Myanmar during the COVID-19 pandemic in the short,
medium and long-term.
In order to achieve this goal, this plan is structured around two main chronological phases, and one
crosscutting phase spanning over response and recovery:
1) The response phase, which will span from May to September 2020, will mainly aim at ensuring
education continuity through diverse distance learning modalities when education institutions are
closed.
2) The recovery phase, which will span from October 2020 to October 2021, will mainly focus on
planning for the effective reopening of education institutions while protecting the health and well-
being of learners and of the education workforce. While this phase is only expected to be
implemented from October onwards, the planning for reopening of education institutions and
recovery interventions should start now, in order to be ready when sanitary conditions allow for
the reopening. On the other hand, some interventions that have to be implemented immediately
will also have to be pursued in the mid- to longer-term. For instance, investments in distance
learning should be continued and increased, notably to be prepared for future crises, which may
imply the reclosing of education institutions.
3) In addition to these two chronological phases, this framework provides for a crosscutting focus on
education system strengthening through crisis sensitive educational planning. While the COVID-
19 outbreak poses challenges, it also provides opportunities to strengthen the education system,
including through strengthening MoE preparedness for the different risks that have the potential
to affect the education sector. Given Myanmar’s high exposure to hazards6, it is crucial to draw
good practices, gaps and lessons learned from the current crisis to build the capacity of the system
to be able to withstand future emergencies, notably through crisis sensitive educational planning.
It is expected that this phase/focus will span throughout the duration of the plan.
It should be noted here that the implementation of the priority areas will have to be sequenced according
to the situation in the different States/Regions and Townships. For instance, the disinfection/rehabilitation
of schools should give first and foremost priority to schools that have been used as quarantine centres, and
the provision of student stipends should primarily focus on disadvantaged students in COVID-19 affected
townships.
While the plan outlines a tentative timeline for response and recovery phases, it should be recognised that
with the COVID-19 crisis there will likely be several waves of infection at different times both globally and
in different parts of the country. Therefore, it is likely that the response and recovery phases may take place
iteratively and may occur at different times for different states/regions, districts or townships. The first
COVID-19 wave may continue beyond September and therefore require an extension of the response phase
if schools remain closed. At the same time, a second COVID-19 wave may require a return to the response
phase after a period of recovery, if new school closures are required.
As previously mentioned, the priority areas of interventions provided in this national response and recovery
planning framework will be further specified for each subsector at Departmental level and operationalized
at sub-national level by the respective education departments, in close collaboration with development
and humanitarian partners. This will also include more detailed scenario planning, in order for the MoE to
adopt a flexible approach in implementing response and recovery interventions as the situation evolves. As
part of this living document, the below programmatic responses will therefore be regularly updated to
adapt to the evolving sanitary situation and strengthen the education sector preparedness and response
capacities to deal with the crisis’ multidimensional impacts.
6 Myanmar is one of the most disaster-prone countries in Asia, with a complex combination of vulnerability to natural disasters,
armed conflict and displacement. It ranks 3rd out of 187 countries in the Global Climate Risk Index. It also ranks 12th out of 191
countries in the Index of Risk Management (INFORM) and fourth highest in terms of exposure to natural hazards, including cyclones,
storms, floods, landslides, earthquakes, tsunamis, drought and forest fires. Historical data shows that medium to large/scale natural
disasters occur every few years.
Key principles
1. Learning is at the core of this framework of intervention and should continue as much as possible,
safely if education institutions open, and through different distance learning mechanisms if
education institutions do not open. It should be acknowledged though that students are unlikely to
make equal progress at home as they would have through face-to-face modalities and that students
will not all make equal learning progresses. Vulnerable and marginalized children and youth,
including those with special needs, students from lower income level households, girls, and internally
displaced students and youth run the risk of facing additional challenges in terms home based
learning.
2. There should therefore be a strong focus on the most vulnerable and marginalized children and
youth, including those not currently enrolled and those speaking ethnic languages which are not
Burmese, while setting up a distance learning/training approach and remedial education once
educations institutions reopen.
3. Do no harm: throughout the contingency planning phases, it will be crucial to consider the health of
wellbeing of learners, education staff, and parents/caregivers, as well as to mitigate protection risks
for children (psychosocial, SGBV and other forms of abuse, cyberbullying, lack of access to nutritional
food).
4. One should be realistic about what type of learning will take place while students are out of school,
especially in most disadvantaged circumstances. There is therefore a need to prioritize subjects and
learning content and trim the curriculum accordingly. Back to school assessments can support
teachers to determine the learning that took place during the closures of education institutions and
be responsive to individual student needs by introducing remedial education and restructuring
learning for the remainder of the school year.
The response should focus on immediate actions, but also, importantly emphasise the recovery
phase which should be planned for in parallel to better understand what currently needs to be
prioritized.
Th
eo
ry o
f ch
an
ge
All
stu
den
ts f
rom
pri
mar
y sc
ho
ol t
o h
igh
er e
du
cati
on
in M
yan
mar
are
pro
vid
ed w
ith
qu
alit
y an
d e
qu
itab
le e
du
cati
on
du
rin
g a
nd
aft
er t
he
CO
VID
-19
pan
dem
ic
GOAL
·
Stu
den
ts le
anin
g o
utc
om
es a
re a
t le
ast
mai
nta
ined
co
mp
ared
to
pre
-clo
sure
sit
uat
ion
·
Att
end
ance
rat
es a
re a
t le
ast
mai
nta
ined
at
all l
evel
s o
f ed
uca
tio
n o
nce
ed
uca
tio
nal
inst
itu
tio
ns
(EI)
reo
pen
·
Tra
nsi
tio
nal
rat
es f
rom
pri
mar
y to
sec
on
dar
y to
ter
tiar
y ed
uca
tio
n a
re k
ept
stab
le o
r im
pro
ved
·
Tea
chin
g s
taff
’s m
oti
vati
on
an
d w
ellb
ein
g a
re s
tren
gth
ened
an
d t
each
ing
sta
ff a
ttri
tio
n a
nd
ab
sen
teei
sm m
ain
tain
ed t
o t
hei
r p
re-c
losu
re le
vels
·
Th
e ed
uca
tio
n s
yste
m is
mo
re r
esili
ent
on
th
e lo
ng
er-t
erm
IMPACTS
The
con
tinui
ty o
f
educ
atio
n is
mai
ntai
ned
for
all s
tude
nts
thro
ugh
adap
ted
dist
ance
lear
ning
mod
aliti
es
Poo
r, d
ispl
aced
and
mar
gina
lized
chi
ldre
n
rece
ive
targ
eted
supp
ort
OUTCOMES INPUTS
(selection) OUTPUTS (selection)
All
child
ren/
yout
h ar
e
equa
lly s
uppo
rted
with
lear
ning
con
tinui
ty
Tea
chin
g st
aff a
re b
eing
pro
vide
d
with
the
rele
vant
trai
ning
and
supp
ort t
o en
sure
dis
tanc
e
lear
ning
is e
ffect
ive
Com
mun
ity e
ngag
emen
t is
stre
ngth
ened
onc
e
EI a
re r
eope
ned
and
effe
ctiv
e co
mm
unic
atio
n
chan
nels
are
in p
lace
for
pare
nts,
edu
catio
n
staf
f, te
ache
rs, a
nd s
tude
nts
and
cont
ribut
e to
the
reco
very
pro
cess
Stu
dent
s ca
tch
up w
ith
lost
mon
ths
of te
achi
ng
thro
ugh
rem
edia
l
educ
atio
n
Edu
catio
n sy
stem
resi
lienc
e an
d
coor
dina
tion
are
stre
ngth
ened
and
conn
ectio
n to
ols
and
mec
hani
sms
with
labo
ur m
arke
t are
stre
ngth
ened
Lear
ning
prio
ritie
s ar
e
defin
ed to
effi
cien
tly
tack
le th
e cr
isis
Edu
catio
n
staf
f,
lear
ners
and
com
mun
ities
resp
ect
CO
VID
-19
prev
entiv
e
mea
sure
s
Dis
tanc
e ex
amin
atio
n an
d ad
mis
sion
proc
esse
s C
urric
ulum
Prio
ritis
atio
n
Tea
cher
Tra
inin
g
in d
ista
nce
educ
atio
n
PS
S to
stu
dent
s
and
EI s
taff
in
affe
cted
tow
nshi
ps
Dis
tanc
e Le
arni
ng
mat
eria
l dev
elop
men
t and
depl
oym
ent i
ncl.
MD
EP
Lear
ning
pla
tform
Rem
edia
l
educ
atio
n
prog
ram
mes
Dis
infe
ctio
n of
EIs
for
reop
enin
g B
ack
to s
choo
l cam
paig
n
Com
mun
ity e
ngag
emen
t dur
ing
EI c
losu
re a
nd r
eope
ning
Ess
enti
al c
on
dit
ion
s fo
r su
cces
s: i)
mob
iliza
tion
of s
uffic
ient
dom
estic
and
ext
erna
l fin
anci
al r
esou
rces
, ii)
effe
ctiv
e co
mm
itmen
t and
invo
lvem
ent o
f com
mun
ities
and
loca
l edu
catio
n au
thor
ities
, iii)
effe
ctiv
e co
mm
unic
atio
n flo
ws
acro
ss a
ll le
vels
; iv)
str
ong
inst
itutio
nal s
uppo
rt a
t Uni
on-le
vel a
nd fr
om D
Ps
The
tran
sitio
n to
war
ds th
e
resu
mpt
ion
of fa
ce-t
o-fa
ce
lear
ning
is e
ffect
ive
and
incl
usiv
e, e
spec
ially
for
mar
gina
lized
chi
ldre
n an
d yo
uth
Tra
nsiti
on to
pos
t-
seco
ndar
y ed
ucat
ion
is
ensu
red
Edu
catio
n
staf
f and
lear
ners
are
emot
iona
l
ly
supp
orte
d
thro
ugh
PS
S
Con
ditio
nal c
ash
tran
sfer
s to
teac
hers
& s
taff
The
NE
SP
II in
clud
es
an E
mer
genc
y
prep
ared
ness
and
resp
onse
sec
tion
CO
VID
-19
prev
entio
n
mes
sagi
ng
Doc
umen
tatio
n of
less
ons
lear
ned
to in
form
the
EP
R, m
ultii
risk
cont
inge
ncy
plan
and
NE
SP
II
PHASE 1 PHASE 2
Stu
dent
s an
d te
ache
rs
retu
rn to
saf
e an
d
prot
ectiv
e le
arni
ng
envi
ronm
ents
Tea
cher
s an
d to
wns
hip
educ
atio
n
offic
ers
have
the
capa
city
and
know
ledg
e to
sup
port
CO
VID
- 19
reco
very
and
to im
plem
ent t
he
rollo
ut o
f the
new
cur
ricul
um
Dro
pout
is p
reve
nted
and
mar
gina
lized
&
OO
SC
chi
ldre
n ar
e
rein
tegr
ated
Stu
dents
and fa
mili
es’ health a
nd
wel
lbei
ng a
re m
aint
aine
d du
ring
scho
ol c
losu
re th
anks
to C
OV
ID-
19 p
reve
ntio
n m
essa
ging
and
psyc
hoso
cial
sup
port
Tea
cher
s ha
ve th
e
capa
city
and
kno
wle
dge
to p
rovi
de d
ista
nce
lear
ning
sup
port
to
stud
ents
Effe
ctiv
e co
mm
unic
atio
n ch
anne
ls fo
r
pare
nts/
care
give
rs, e
duca
tion
staf
f,
teac
hers
/faci
litat
ors/
prof
esso
rs, a
nd s
tude
nts
are
in p
lace
dur
ing
EI c
losu
re a
nd c
ontr
ibut
e to
succ
essf
ul im
plem
enta
tion
of d
ista
nce
lear
ning
PHASE 1 PHASE 2
Tea
chin
g st
aff a
nd e
duca
tion
offic
ers
are
bein
g pr
ovid
ed w
ith r
elev
ant t
rain
ing
and
supp
ort t
o th
e re
cove
ry p
roce
ss
Diff
eren
t
com
mun
icat
ion
chan
nels
are
esta
blis
hed
at a
ll
leve
ls a
nd p
aren
ts
and
the
com
mun
ity
at la
rge
are
fully
enga
ged
in
supp
ortin
g th
eir
ch
ildre
n’s
ed
uca
tio
n
The
nat
iona
l mul
ti-ris
k
cont
inge
ncy
plan
incl
.
a fo
cus
on h
ealth
cris
es is
rol
led
out f
rom
Uni
on to
TS
leve
l
CO
VID
-19
Rec
over
y
Tra
inin
g P
rogr
am fo
r
teac
hers
& e
duca
tion
offic
ers
Stu
dent
stip
ends
for
disa
dvan
tage
d st
uden
ts
affe
cted
by
C-1
9
PHASE 1: RESPONSE PHASE (MAY TO SEPTEMBER 2020)
The response phase, which will span from May to September 2020, will mainly aim at ensuring the continuity
of education through adapted distance learning modalities if the reopening of education institution closures is
delayed.
Indeed, the likely closure of educational institutions during the COVID-19 outbreak requires the education
system in Myanmar to address the issue of access from a new approach. Given the extremely varied
characteristics of Myanmar’s States and Regions, no one-size fits all approach to remote learning would be able
to address the wide-ranging needs and the specific challenges of learners across the country.
Since the economic reforms in 2013, Myanmar has experienced an unprecedented growth rate of mobile
connectivity.7 It was estimated that, in 2017, 90% of Myanmar’s population lived within reach of 3G or 4G
services8, and that social media connectivity stood at 41% in January 2020. Such connectivity rates are not uniform
across Myanmar and some Townships in a few ethnic States can still not access internet for various reasons.
Therefore, for each subsector, the development and deployment of distance learning materials will require
both digital options (including, for instance, the use of Myanmar Distance Education Program (MDEP) Web and
MDEP Program App9 and, but also low tech and no-tech options including DBE Boxes10 for the basic education
sector, TV, radio, and distribution of textbooks/print outs through regular distribution channels where possible
or the postal service. The distribution and use of the distance learning materials and platforms will be closely
monitored to determine the accessibility of these measures for the most vulnerable, especially in displacement
sites where conflict in many cases are ongoing, for girls and other children and youth who may not be prioritised
for continued learning within their households and children and youth with disabilities. If the school year begins
as usual and Myanmar does not experience a closure of education institutions due to COVID-19, the materials
and platforms developed will be used to complement school-based learning, support distance learning where
social distancing protocols necessitate a blended learning approach and remedial programs during the 2020-21
school year and will be used to support the learning of existing out of school children.
In the shorter-term though, while content production for distance learning materials will be required, priority
should be given to adapting already existing materials, especially for printing and focus on developing student
guidance/worksheet etc. Prioritisation of the curriculum will also be key to ensure distance learning progression,
with a focus on high stake examinations for Basic Education students and identification of disciplines/training
courses that can be taught via distance learning for Higher Education and TVET.
In order to ensure learning progress can be achieved through distance education, the deployment of distance
learning materials should be accompanied by substantial support to students and caregivers in home-based
learning. Here again, in parallel to ensuring offline support to learners in remote areas and for marginalized and
vulnerable learners, it will be essential to tap into the extensive use of smartphones and social media, notably
Facebook11, in order to provide distance support to students through two-way mobile communication and to set
up effective communication channels between teachers/facilitators/professors and learners.
Cognizant of the fact that the shift to distance learning runs the risk of worsening educational inequality, the
MoE will ensure the focus is put on addressing the needs of the most marginalised learners. Such support could
7 The number of mobile connections in Myanmar rose from 13% at the end of 2013 to 126% of the total population in January 2020. 8 https://www.telenor.com.mm/sites/default/files/Telenor_digital_myanmar_en_final.pdf 9 In recent months, the MoE has fast-tracked the establishment of the Myanmar Digital Education Platform (MDEP), a technical platform
developed, run and supported by Ministry Departments, designed to offer a range of online teaching and learning services that are
widely accessible to educators, teachers, student and other stakeholders. The overall aim of MDEP is to provide technology-related
services that will support the development of high-quality digital education at all levels of the education system to complement existing
delivery systems in schools, colleges and HEIs. MDEP is organised into Learning Management System components designed for teacher
and student groupings at Basic, TVET, Alternative Education and Higher Education levels. 10 Hardware issued to schools with uploaded resources such as textbooks, teacher guides etc. 11 https://seasia.yale.edu/myanmar-facebook-internet-and-internet-facebook
take the form of ensuring the translation of distance learning materials into some ethnic languages where
feasible, ensuring the material development minimises barriers to their use by taking into consideration
differently-abled students, prompting low-tech solutions to prevent the worsening of inequalities resulting from
the digital divide, providing data package support, ensuring communication channels are set up between
teachers/facilitators/professors and learners, supporting learners with special needs and children and youth in
temporarily learning centres, and strengthening linkages with Ethnic Basic Education Providers (EBEPs) and
Monastic Education.
In parallel to working on remote learning modalities across all subsectors, the MoE will ensure administrative
adaptations and adjustments of the academic calendar are facilitated notably in order to:
- ensure the completion of the academic year 2019/2020, especially for grades/levels of education for
which end of year examinations were affected. Some of these adjustments may include the completion
of examination marking from a distance or administering examinations that were postponed during the
1st semester of academic year 2020/21, in view of ensuring the transition of students to the next
grade/level, with a focus on transition to post-secondary education.
- ensure that admission processes for the academic year 2020/21 continue from a distance, especially for
higher education institutions, GTHSs and GTIs. This will include the development of both online and
offline distance registration and admission processes, (e.g. postal admissions, telephone hotlines,
online admission, etc.). Registration deadlines shall also be extended.
Moreover, while setting up distance learning approaches and ensuring the completion of the academic year,
the MoE will prioritise teachers/facilitators/professors’ training and support, in order to ensure they are ready
to support learners in remote learning. However, it is important to note here that
teachers/facilitators/professors are considered by the MoE throughout this crisis as more than providers of
basic education services, and should be entitled to care and protection in the current COVID-19 context. As
such, teachers and school staff who are working as volunteers at schools used as quarantine centers will benefit
from conditional cash transfers and psychosocial support. Throughout the COVID-19 crisis, the MoE will ensure
government teachers’ salaries continue to be paid and that the allowance for volunteer teachers, who are
particularly key in IDP camps, monastic schools and in the non-formal education sector, will continue to be
provided.
Students’ health and wellbeing is also at the core of this framework of intervention across subsectors. In
addition to raising awareness among students, teachers and staff on COVID-19 prevention measures, the MoE
will ensure students in affected Townships will benefit from counselling and psychosocial support, which will be
provided in close collaboration with EiE partners and NGOs/CSOs. Furthermore, DBE will work with WFP on the
issue of school feeding to consider community distribution if schools remain closed after June.
Finally, community engagement and communication at all levels will be promoted throughout the response
phase. It is indeed crucial to ensure effective communication at all levels and through multiple communication
channels to keep stakeholders informed about the current situation, provide updated information about school
closures, processes being put in place, resources available, expectations around distance learning during
education institutions’ closure, staff salaries etc. Relevant and targeted use of social media will also be particularly
advantageous to counter misinformation, spread COVID-19 related prevention information as well as lifesaving
health and hygiene messages to learners, education staff, parents and caregivers. Community engagement will
be a crosscutting priority across all proposed interventions, notably through outreach to parent-teacher
associations (PTA) and caregivers for the basic education and alternative education subsectors to assist with
homework and other curriculum and non-curriculum activities. Community engagement shall also ensure that
school communities, who are the most knowledgeable about the local context and dynamics, are at the
forefront of the response, and that key information related to COVID-19 and education response reaches the
local level.
The four MoE priority programmes for the response phase are summarized in the below table:
Priority programme 1 Priority programme 2 Priority programme 3 Priority programme 4
Education continuity
during education
institutions’ closures if
EI reopening is
delayed
Training & Support to BE
Teachers/NFE
Facilitators/TVET
teachers/HEI professors
Students Health and
Wellbeing
Community
engagement and
communication at all
levels during EI
closure
It is worth noting here that while setting up distance learning options is fundamental in the current COVID-19
context and should be implemented without further delay as part of the response phase, such investment will
also be essential in the medium to longer-terms for three main reasons:
1) during the recovery phase, the implementation of social distancing protocols may necessitate a blended
learning approach, using the materials and resources developed during the response phase, to reduce
the number of students attending school at the same time.
2) the COVID-19 outbreak is likely to resurge in different Townships at a later stage, which would require
localized closures of education institutions and therefore the implementation of distance learning,
3) Myanmar is prone to many other risks and hazards (earthquakes, floods and storms, fire outbreaks,
landslides, conflicts etc.) that also have the potential to disrupt education continuity.
Therefore, while efforts on distance learning approaches are expected to take place from May onwards, they
will have to be pursued in the medium and longer-term.
Meanwhile, most activities that are foreseen to be implemented as part of phase 2 (recovery) will have to be
planned during phase 1 (response) to ensure they can be effectively implemented as soon as the education
institutions reopen.
1.1 Basic Education
The Department of Basic Education (DBE) has been active from the early stages to adapt its activities in response
to COVID-19, especially in the area of teacher training. Much before the COVID-19 outbreak, the Ministry of
Education had embarked upon a reform of the basic education curriculum.
Under the National Education Strategic Plan 2016-2021, one of the objectives was indeed to redesign a new
basic education curriculum in line with the new KG+12 structure “that focuses on relevant 21st-century
knowledge and skills”. The new kindergarten (KG) curriculum, Grade-1 curriculum, Grade-2 curriculum were
disseminated in the academic year of 2016-17, 2017-18, and 2018-19 respectively. The new curriculum for
Grade-3 and Grade-6 were most recently implemented in the academic year 2019-2020. Face to face teacher
training for Grades-4, 7, and 10 curriculum was foreseen to take place from March to June 2020. However, due
to COVID-19, DBE decided to stop face-to-face activities and focus on filming and distributing videos of the
teacher training for the new curriculum for Grades 4, 7, 10. Teacher training will therefore be provided through
home-based learning via different channels (MDEP Platform/Social media/DBE Stick, transmission by
Education Channel/MRTV, hard copy distribution of teacher guides) to be able to reach all teachers involved
(Priority Programme 2). DBE’s focus on teacher training also includes professional support to ensure BE
teachers’ readiness to provide students with distance education and support, notably through the development,
printing/uploading and dissemination of guidelines for teachers to support students’ home-based learning. In
addition, teachers and facilitators will be provided with data packages and potentially some hardware to
support student distance learning and participate in online trainings. The MoE will also ensure that the pre-
service teacher education curriculum reform and the training of student teachers continue in order to ensure
that the qualification of new BE teachers is not interrupted.
In parallel to working on remote learning modalities and supporting teachers, students and parents/caregivers,
DBE will undertake administrative adaptations, notably to ensure the marking of Grades 4 and 8 in view of
ensuring the transition of students to the next level.
Beyond teacher training, DBE’s interventions focus on ensuring continued learning for all 9,7 million basic
education students during the closures of the more than 47,000 basic education schools as well as monastic
schools, community schools and temporary learning centres (TLCs) and for students in MoE recognised
schools managed by Ethnic Based Education Providers, while achieving the objectives of no one left behind,
no discrimination and no school dropouts (Priority Programme 1). In order to ensure that the most vulnerable
and marginalized students can access distance education, DBE will work, in addition to the Deployment of
Myanmar Distance Education Program (MDEP) Learning platform and MDEP App, on low-tech and no-tech
options for distance learning are available to students from remote areas and lower-income households. These
options will include the distribution of DBE boxes with all learning materials uploaded and the hard copy
distribution of textbooks to all students and schools along with simple guidelines for students as well as for
parents/caregivers so that they can use textbooks to begin remote self-learning. The translation of distance
learning materials into ethnic languages will also ensure that, when studying from home, students who do not
speak Burmese as their first language, notably ethnic minority students from remote areas, are not left behind.
In addition, DBE will foster, as part of this response phase, the development and provision of learning materials
and special support mechanisms for students with special needs and for internally displaced students, in close
coordination with EiE sector partners. It should also be noted that a specific learning programme for students
who will take the matriculation examination in 2021 will be provided.
As mentioned in the above overview of the response phase, students’ health and wellbeing will also be at the
core of DBE’s intervention (Priority Programme 3). The psychosocial well-being of children, teachers and
families are likely to be affected due to disruptions caused by COVID-19. In this regard, the MoE will provide
psychosocial support and counselling, and establish a referral mechanism for cases where specialized mental
health services are needed in close collaboration with EiE partners and NGOs/CSOs. DBE will also ensure
awareness-raising on COVID-19 prevention measures, in line with MoHS guidelines, directed at teachers and
children. In addition, the provision of meals to students in affected Townships in collaboration with WFP, will
support help alleviate stress on families, who will, in turn, allow vulnerable learners to continue remote learning
and will also mitigate the risk of dropout once schools reopen.
Finally, community engagement and communication at all levels (Priority Programme 4) will be promoted
throughout the response phase. DBE will ensure effective communication and community engagement at all
levels through multiple communication channels, including through the establishment a national mobile
telephone-based Parent Teacher Association (PTA) Communication Network App linking parents of students
enrolled in BE schools with all Head Teachers, teachers and MOE officials working at national, State/Region,
district and Township levels as well as regular information dissemination through text messages and social
media to all stakeholders registered in the network. The objective is to keep education stakeholders and school
communities informed in a fast, explicit and reliable way about the situation, provide updated information
about school closures, processes being put in place, resources available, expectations around distance learning,
etc. Community engagement will be mainstreamed across all DBE interventions, notably through parent-
teacher associations (PTA) to ensure effective support to students with homework and other curriculum and
non-curriculum activities. Where two-way communication is established, especially with students, child
protection concerns will need to be taken into account and integrated into teacher training.
The basic education response will be rolled out in close connection with the non-formal education sector and
monastic education, notably to ensure all children are reached, including those out-of-school. DBE will also work
closely with the Ministry of Social Welfare, Relief and Resettlement (MSWRR) to ensure continued learning
opportunities for preschool-age children, focusing on home-based play that fosters children’s development.
Pri
ori
ty A
rea
A
ctiv
itie
s O
utp
ut
Ind
ica
tor
& T
arg
et
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Ed
uca
tio
n c
on
tin
uit
y d
uri
ng
sch
oo
l cl
osu
res
if s
cho
ol
op
en
ing
is
de
lay
ed
Ov
era
ll o
bje
ctiv
e:
Th
e c
on
tin
uit
y o
f e
du
cati
on
is m
ain
tain
ed
fo
r a
ll s
tud
en
ts a
nd
lea
rne
rs t
hro
ug
h a
da
pte
d d
ista
nce
lea
rnin
g m
od
alit
ies
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f sc
ho
ol-
clo
sure
aff
ect
ed
ch
ildre
n a
cce
ssin
g d
ista
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lea
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sch
oo
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Dis
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Ma
teri
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ve
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ori
tisa
tio
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of
curr
icu
lum
con
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t/su
bje
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for
dis
tan
ce
lea
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pro
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uri
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sch
oo
l clo
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.
A r
est
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d
curr
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EA
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de
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uid
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for
lea
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pE
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UN
ESC
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we
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ba
i Ca
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ca
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OE
to
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dis
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ce le
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AD
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YE
Te
am
will
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pri
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teri
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(M
yan
ma
r D
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du
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Pro
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m (
MD
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) W
eb
, M
yan
ma
r D
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uca
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Pro
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m
Ap
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DB
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Bo
x,
pri
nt
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po
ten
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TV
, ra
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All
9,7
mill
ion
ba
sic
stu
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ha
ve a
cce
ss t
o
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ap
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dis
tan
ce
lea
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Ou
t o
f a
bo
ve,
30
,00
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dis
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AD
B is
wo
rkin
g w
ith
MY
ME
to
de
velo
p D
ista
nce
Le
arn
ing
Ma
teri
als
fo
r th
e n
ew
cu
rric
ulu
m G
rad
e 6
, G
rad
e 7
an
d G
rad
e
10
De
velo
pm
en
t o
f w
ork
she
ets
an
d l
ea
rnin
g
pla
ns
for
dif
fere
nt
sub
ject
s a
nd
gra
de
s
AD
B w
ill s
up
po
rt s
eco
nd
ary
ed
uca
tio
n c
urr
icu
lum
De
velo
pm
en
t,
pri
nti
ng
/up
loa
din
g
of
gu
ide
lin
e t
o t
ea
che
rs t
o s
up
po
rt s
tud
en
ts’
ho
me
-ba
sed
lea
rnin
g
Tra
nsl
ati
on
of
dis
tan
ce l
ea
rnin
g m
ate
ria
ls
into
eth
nic
la
ng
ua
ge
s w
he
re f
ea
sib
le a
nd
thro
ug
h p
art
ne
rsh
ips
wit
h E
BE
Ps
Su
pp
ort
Pro
gra
m.
In c
olla
bo
rati
on
wit
h E
BE
Ps
fro
m p
art
ne
rsh
ip f
ram
ew
ork
un
de
r
IAQ
E,
wit
h t
he
su
pp
ort
of
Mya
nm
ar
Ed
uca
tio
n C
on
sort
ium
(ME
C)
an
d V
SO
EIE
pa
rtn
ers
will
su
pp
ort
pro
visi
on
of
lea
rnin
g m
ate
ria
ls in
dif
fere
nt
eth
nic
lan
gu
ag
es.
Ad
ap
tati
on
o
f le
arn
ing
m
ate
ria
ls
for
stu
de
nts
w
ith
d
isa
bili
tie
s/
spe
cia
l n
ee
ds
EIE
Se
cto
r a
pp
lica
tio
n is
su
bm
itte
d t
o E
CW
. H
um
an
ity
an
d
Incl
usi
on
will
pro
vid
e t
ech
nic
al s
up
po
rt f
or
lea
rnin
g p
ack
ag
es
(clo
sed
ca
pti
on
s,
live
si
gn
la
ng
ua
ge
inte
rpre
tati
on
an
d/o
r la
rge
pri
nt)
be
ing
use
ab
le b
y ch
ildre
n w
ith
dis
ab
iliti
es
an
d g
uid
e t
ea
che
rs
an
d c
are
giv
ers
.
De
velo
pm
en
t o
f sp
eci
al
sup
po
rt
me
cha
nis
ms
for
30
,00
0
dis
ad
van
tag
ed
stu
de
nts
VSO
will
su
pp
ort
pa
rtn
ers
in r
olli
ng
ou
t sp
eci
al s
up
po
rt
me
cha
nis
ms
for
IDP
an
d m
igra
nt
lea
rne
rs (
MN
EC
, T
EI)
EIE
se
cto
r is
de
velo
pin
g g
uid
elin
es
for
lea
rnin
g m
ate
ria
ls in
vuln
era
ble
se
ttin
gs
Dis
tan
ce
Lea
rnin
g
De
plo
ym
en
t/
Dis
trib
uti
on
of
Lea
rnin
g
Ma
teri
als
Dig
ita
l
De
plo
yme
nt
of
Mya
nm
ar
Dis
tan
ce
Ed
uca
tio
n
Pro
gra
m
(MD
EP
)
Lea
rnin
g p
latf
orm
, M
DE
P A
pp
to
dis
trib
ute
lea
rnin
g m
ate
ria
ls
DE
RP
T
DB
E,
DH
E,
DA
E
Mo
na
stic
Ed
uca
tio
n D
eve
lop
me
nt
Gro
up
(M
ED
G):
Ma
teri
als
ca
n
be
dis
trib
ute
d t
hro
ug
h t
he
ME
Co
nn
ect
on
line
pla
tfo
rm f
or
Mo
na
stic
Ed
uca
tio
n
E-L
ibra
ry
(un
de
r M
DE
P)
for
pa
ren
ts
to
use
in
sc
ho
ols
th
at
rem
ain
clo
sed
De
nm
ark
is s
up
po
rtin
g t
he
de
velo
pm
en
t o
f th
e E
-lib
rary
Est
ab
lish
me
nt
of
pa
rtn
ers
hip
s
wit
h
inte
rne
t p
rovi
de
rs
to
zero
-
rate
ed
uca
tio
n p
latf
orm
s
Dis
tan
ce
lea
rnin
g
sup
po
rt
for
stu
de
nts
th
rou
gh
tw
o-w
ay
mo
bile
com
mu
nic
ati
on
d
ep
loye
d
wit
h
spe
cifi
c ch
ild
pro
tect
ion
me
asu
res
(MD
EP
Ap
p,
Wh
ats
Ap
p,
Fa
ceb
oo
k
Vib
er)
AD
B is
su
pp
ort
ing
dis
tan
ce t
ea
chin
g a
nd
su
pp
ort
fo
r st
ud
en
ts
thro
ug
h m
ob
ile c
om
mu
nic
ati
on
(n
ew
cu
rric
ulu
m G
rad
e 6
,
Gra
de
7 a
nd
Gra
de
10
)
Low
-
tech
Dis
trib
uti
on
o
f D
BE
b
ox
in
mo
st
rem
ote
sc
ho
ols
w
ith
a
ll th
e
lea
rnin
g m
ate
ria
ls u
plo
ad
ed
TV
an
d R
ad
io
No
tech
Ha
rd
cop
y d
istr
ibu
tio
n
of
text
bo
oks
to
a
ll st
ud
en
ts
an
d
sch
oo
ls
alo
ng
w
ith
si
mp
le
gu
ide
lin
es
for
stu
de
nts
a
nd
pa
ren
ts/c
are
giv
ers
so
th
at
the
y
can
use
te
xtb
oo
ks t
o b
eg
in r
em
ote
self
-le
arn
ing
(o
ng
oin
g:
te
xtb
oo
ks
for
all
stu
de
nts
in
ba
sic
ed
uca
tio
n
sect
or
are
cu
rre
ntl
y b
ein
g
VSO
co
uld
su
pp
ort
pa
rtn
ers
in p
rin
tin
g a
nd
dis
trib
uti
on
of
dis
tan
ce le
arn
ing
ma
teri
als
(M
NE
C)
tra
nsp
ort
ed
, a
nd
are
exp
ect
ed
to
rea
ch t
ow
nsh
ips
aro
un
d m
id-M
ay)
Dis
trib
uti
on
/dis
sem
ina
tio
n
of
gu
ide
lin
e t
o t
ea
che
rs t
o s
up
po
rt
stu
de
nts
’ h
om
e-b
ase
d le
arn
ing
Imp
lem
en
tati
on
o
f a
sp
eci
fic
dis
tan
ce
lea
rnin
g
pro
gra
m
for
stu
de
nts
w
ho
w
ill
wri
te
the
m
atr
icu
lati
on
e
xam
ina
tio
n
in
20
21
Co
mp
leti
on
of
the
Aca
de
mic
ye
ar
Pro
visi
on
of
gu
ide
line
an
d s
up
po
rt b
y D
BE
(e.g
.-lu
nch
, m
ask
s,
tra
nsp
ort
ati
on
fe
es,
ha
nd
sa
nit
ize
r)
to
en
sure
e
ach
Sta
te/R
eg
ion
d
eve
lop
a
p
lan
fo
r th
e
ma
rkin
g o
f g
rad
es
4 a
nd
8 e
xam
ina
tio
ns.
(Alr
ea
dy
do
ne
in 8
Sta
tes/
Re
gio
ns)
Gra
de
s 4
an
d 8
are
ma
rke
d in
all
Sta
tes/
Re
gio
ns
Dis
tan
ce m
ark
ing
of
ma
tric
ula
tio
n
exa
min
ati
on
s to
en
sure
tra
nsi
tio
n t
o p
ost
-
seco
nd
ary
ed
uca
tio
n
Ma
tric
ula
tio
n
exa
min
ati
on
s a
re
ma
rke
d
YU
, D
GN
, P
T,
MLM
, ST
, M
U,
TG
, M
G,
MY
A,
MK
N,
DH
E
DB
E,
DM
NE
A
ER
S w
ill d
eve
lop
op
tio
ns
for
ma
rkin
g/s
cori
ng
.
Pri
ori
ty p
rog
ram
me
2:
In-s
erv
ice
dis
tan
ce t
ea
che
r tr
ain
ing
an
d s
up
po
rt
Ov
era
ll o
bje
ctiv
e:
All
ba
sic
ed
uca
tio
n t
ea
che
rs h
ave
th
e c
ap
aci
ty a
nd
kn
ow
led
ge
to
pro
vid
e d
ista
nce
lea
rnin
g s
up
po
rt t
o s
tud
en
ts
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f sc
ho
ol-
clo
sure
aff
ect
ed
BE
te
ach
ers
re
ceiv
ing
re
leva
nt
tra
inin
g
In s
erv
ice
ne
w
curr
icu
lum
roll
ou
t
tea
che
r
tra
inin
g f
or
gra
de
s 4
, 7
,10
(on
go
ing
)
Dig
ita
l
Ho
me
B
ase
d
lea
rnin
g
(MD
EP
Pla
tfo
rm/
Soci
al
me
dia
: Fa
ceb
oo
k,
Yo
uT
ub
e,
Vib
er,
Me
sse
ng
er/
DB
E
Stic
k)
All
41
8,0
00
ba
sic
ed
uca
tio
n
tea
che
rs r
ece
ive
tra
inin
g in
th
e
ne
w c
urr
icu
lum
DB
E
DE
RP
T,
DA
E,
DH
E,
DM
E
an
d D
TP
C
As
pa
rt o
f th
e G
PE
pro
po
sal:
Ne
w c
urr
icu
lum
tra
inin
g:
All
47
,00
0 B
E s
cho
ols
, 4
18
,00
0 b
asi
c
ed
uca
tio
n t
ea
che
rs r
ece
ive
tra
inin
g o
n t
he
ne
w c
urr
icu
lum
.
ME
DG
: M
EC
on
ne
ct o
nlin
e p
latf
orm
fo
r M
on
ast
ic E
du
cati
on
Dis
tan
ce t
rain
ing
un
de
r p
rep
ara
tio
n w
ith
fu
nd
ing
of
GP
E E
SPD
G
cata
lyti
c fu
nd
Mya
nm
ar
rece
ive
d (
US$
14
0,0
00
).
Th
e n
ew
GP
E A
cce
lera
ted
Fu
nd
ing
ma
y b
e u
sed
fo
r im
pro
vin
g
qu
alit
y o
f a
ud
io a
nd
vis
ua
l ma
teri
als
th
at
the
Mo
E is
de
velo
pm
en
t a
t th
e m
om
en
t.
AD
B/E
YE
Te
am
is s
up
po
rtin
g o
n a
nd
off
line
tra
inin
g f
or
ne
w G
r
7 a
nd
10
cu
rric
ulu
m b
y re
too
ling
th
e c
on
ten
ts f
or
on
line
an
d
Low
-
tech
Tra
nsm
issi
on
b
y E
du
cati
on
Ch
an
ne
l/M
RT
V
DB
E B
ox
DA
E
DB
E,
DE
RP
T
No
tech
Ha
rd c
op
y d
istr
ibu
tio
n o
f te
ach
er
gu
ide
s
DB
E
off
ice
incl
ud
ing
au
dio
less
on
s fo
r T
ea
che
r’s
Gu
ide
s a
nd
sup
po
rtin
g v
ide
o p
rod
uct
ion
.
NR
C c
an
su
pp
ort
lim
ite
d n
um
be
r o
f d
isp
lace
me
nt
loca
tio
ns
wit
h
DB
E B
ox e
s.
PIN
(w
ith
JR
S a
nd
KB
C):
de
velo
pin
g t
ea
che
r tr
ain
ing
vid
eo
s fo
r
tea
che
rs in
cri
sis
con
text
s: 1
) P
ed
ag
og
y, 2
) C
urr
icu
lum
an
d
Pla
nn
ing
, 3
) C
hil
d P
rote
ctio
n a
nd
We
llb
ein
g,
4)
Te
ach
er’
s R
ole
an
d W
ellb
ein
g,
5)
an
intr
o t
o P
SS
an
d 6
) b
asi
c su
bje
ct t
rain
ing
.
To
be
dis
trib
ute
d b
y U
SB/S
D/s
oci
al m
ed
ia
EiE
pa
rtn
ers
are
wo
rkin
g w
ith
Mo
E t
o in
clu
de
vo
lun
tee
r
tea
che
rs in
ne
w c
urr
icu
lum
tra
inin
gs
In-s
erv
ice
tea
che
r
sup
po
rt f
or
dis
tan
ce
lea
rnin
g
De
velo
pm
en
t,
pri
nti
ng
/up
loa
din
g
an
d
dis
trib
uti
on
/dis
sem
ina
tio
n o
f g
uid
elin
e f
or
tea
che
rs t
o s
up
po
rt s
tud
en
ts’
ho
me
-ba
sed
lea
rnin
g
All
41
8,0
00
ba
sic
ed
uca
tio
n
tea
che
rs r
ece
ive
sup
po
rt in
dis
tan
ce
ed
uca
tio
n
thro
ug
h
gu
ide
lin
es
1,2
00
te
ach
ers
in
sele
cte
d r
em
ote
loca
tio
ns
are
rea
che
d t
hro
ug
h
me
cha
nis
ms
to
info
rm t
he
m o
n
ho
w t
o s
up
po
rt
stu
de
nts
’ h
om
e-
ba
sed
lea
rnin
g
DB
E
A
s p
art
of
GP
E p
rop
osa
l:
1,2
00
te
ach
ers
in s
ele
cte
d r
em
ote
loca
tio
ns
rea
che
d t
hro
ug
h
me
cha
nis
ms
to in
form
th
em
on
ho
w t
o s
up
po
rt s
tud
en
ts’
ho
me
-ba
sed
lea
rnin
g
VSO
to
su
pp
ort
te
ach
ers
of
ma
rgin
alis
ed
lea
rne
rs in
ch
ild-
cen
tre
d r
isk
pe
rce
pti
on
ap
pro
ach
es,
esp
eci
ally
wh
ile
com
mu
nic
ati
ng
wit
h le
arn
ers
Pro
visi
on
of
da
ta p
ack
ag
es
an
d h
ard
wa
re
for
tea
che
rs
in s
ele
cte
d r
em
ote
lo
cati
on
s
to s
up
po
rt s
tud
en
t d
ista
nce
le
arn
ing
an
d
pa
rtic
ipa
te in
on
line
tra
inin
gs
DB
E
Co
mm
un
ica
tio
n w
ith
te
ach
ers
an
d
ed
uca
tio
n o
ffic
ers
(T
EO
s, D
EO
s a
nd
S/R
EO
s) t
o p
rovi
de
co
mp
lem
en
tary
sup
po
rt f
or
ho
me
ba
sed
lea
rnin
g
Co
nd
itio
na
l
Ca
sh T
ran
sfe
rs
for
tea
chin
g
pe
rso
nn
el
Tra
nsf
er
of
cash
to
C
OV
ID-1
9
aff
ect
ed
fam
ilie
s th
at
ha
ve
sch
oo
l a
ge
d
child
ren
an
d
to
tea
che
rs
wh
o
are
w
ork
ing
a
s
volu
nte
ers
at
sch
oo
ls u
sed
as
qu
ara
nti
ne
cen
ters
.
12
,00
0 t
ea
che
rs,
sch
oo
l sta
ff a
nd
ed
uca
tio
n
off
icia
ls w
ho
ha
ve
wo
rke
d a
t th
e
qu
ara
nti
ne
cen
tre
s re
ceiv
e
DB
E
A
s p
art
o
f G
PE
P
rop
osa
l:
6,0
00
te
ach
ers
, sc
ho
ol
sta
ff
an
d
ed
uca
tio
n o
ffic
ials
wh
o h
ave
wo
rke
d a
t th
e q
ua
ran
tin
e c
en
tre
s
rece
ive
fin
an
cia
l ass
ista
nce
.
EIE
pa
rtn
ers
ca
n s
up
po
rt c
ash
tra
nsf
ers
in
th
e a
rea
s th
ey
are
act
ive
on
e-t
ime
fin
an
cia
l
ass
ista
nce
(co
nd
itio
na
l ca
sh
tra
nsf
er)
Vo
lun
tee
r
Te
ach
er
All
ow
an
ce
Pro
visi
on
o
f a
llow
an
ce
for
volu
nte
er
tea
che
rs c
on
tin
ue
s d
uri
ng
th
e C
OV
ID-1
9
cris
is
(in
clu
din
g
NFP
E,
NFM
E,
mo
na
stic
ed
uca
tio
n a
nd
ID
P c
am
ps)
All
volu
nte
er
tea
che
rs f
or
the
Co
vid
-19
resp
on
se r
ece
ive
an
allo
wa
nce
DB
E
DA
E
Psy
cho
soci
al
Su
pp
ort
(P
SS
)
Pro
visi
on
o
f P
SS
to
tea
che
rs
an
d
no
n-
tea
chin
g s
taff
in a
ffe
cte
d T
ow
nsh
ips
All
BE
te
ach
ers
an
d n
on
-te
ach
ing
sta
ff h
ave
acc
ess
to P
SS
DB
E
Sa
ve t
he
Ch
ildre
n is
de
velo
pin
g a
dig
ita
l te
ach
er
tra
inin
g (
on
an
d o
fflin
e)
on
So
cia
l Em
oti
on
al
We
llbe
ing
(in
clu
din
g t
ea
che
r
self
-ca
re,
an
d s
up
po
rtin
g s
tud
en
t SE
L)
Pri
ori
ty p
rog
ram
me
3:
Stu
de
nts
an
d f
am
ilie
s’ h
ea
lth
an
d w
ell
be
ing
Ov
era
ll o
bje
ctiv
e:
Stu
de
nts
an
d f
am
ilie
s’ h
ea
lth
an
d w
ell
be
ing
is
ma
inta
ine
d d
uri
ng
sch
oo
l cl
osu
re t
ha
nk
s to
CO
VID
-19
pre
ven
tio
n m
ess
ag
ing
an
d p
sych
oso
cia
l
sup
po
rt
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f sc
ho
ol-
clo
sure
aff
ect
ed
ch
ildre
n a
nd
yo
uth
wit
h a
cce
ss t
o li
fesa
vin
g m
ess
ag
es
rela
ted
to
CO
VID
-19
CO
VID
-19
Pre
ve
nti
on
me
ssa
gin
g
targ
eti
ng
chil
dre
n a
nd
tea
che
rs
Aw
are
ne
ss-r
ais
ing
on
CO
VID
-19
sa
fety
me
asu
res
thro
ug
h t
he
pro
visi
on
of
CO
VID
-
19
pre
ven
tio
n g
uid
eli
ne
s in
lin
e w
ith
Mo
HS
thro
ug
h r
ad
io,
dir
ect
ed
at
tea
che
rs
an
d c
hild
ren
All
child
ren
an
d
tea
che
rs r
ece
ive
info
rma
tio
n o
n
CO
VID
-19
pre
ven
tio
n
me
asu
res
DB
E,
Mo
HS
D
BE
E
iE p
art
ne
rs c
an
co
nti
nu
e t
o s
up
po
rt M
oE
in a
wa
ren
ess
ra
isin
g
in a
rea
s th
at
the
y co
ver
VSO
to
pro
vid
e C
OV
ID a
wa
ren
ess
ra
isin
g m
ate
ria
ls a
nd
sch
oo
l
kits
in M
on
an
d N
ort
he
rn S
ha
n
Psy
cho
soci
al
Su
pp
ort
(P
SS
)
Pro
visi
on
of
PSS
to
stu
de
nts
in
aff
ect
ed
To
wn
ship
s
10
,00
0 s
tud
en
ts
in C
OV
ID-1
9
aff
ect
ed
TS
rece
ive
PS
S
DB
E
T
RE
E (
DFI
D)
is d
eve
lop
ing
PSS
co
nte
nt
an
d s
tay
at
ho
me
ma
teri
als
fo
r ch
ildre
n a
nd
te
en
s.
Fin
n C
hu
rch
Aid
is p
iloti
ng
stu
de
nt
cou
nse
llin
g w
ith
DB
E.
Th
ey
can
pro
vid
e s
tud
en
t co
un
selli
ng
cu
rric
ulu
m,
tra
ine
d c
ou
nse
llors
an
d t
ech
nic
al s
up
po
rt,
EiE
pa
rtn
ers
ha
ve p
rog
ram
s o
n P
SS in
clu
din
g s
up
po
rtin
g
tea
che
rs t
o u
se P
SS a
ctiv
itie
s w
ith
stu
de
nts
PSS
act
ivit
ies
tha
t
can
be
use
d b
y ca
reg
ive
rs w
ith
th
eir
ch
ildre
n.
Sch
oo
l fe
ed
ing
Pro
visi
on
of
me
als
to
stu
de
nts
in
aff
ect
ed
tow
nsh
ips
de
spit
e t
he
clo
sure
of
sch
oo
ls
10
,00
0
dis
ad
van
tag
ed
stu
de
nts
in
DB
E
D
BE
an
d W
FP w
ill c
on
sid
er
pro
visi
on
of
take
-ho
me
ra
tio
ns,
ho
me
de
live
ry o
f fo
od
or
pro
visi
on
of
cash
or
vou
che
rs in
11
Sta
tes/
Re
gio
ns
exc
ep
t Y
an
go
n,
De
lta
an
d B
ag
o r
eg
ion
.
CO
VID
-19
aff
ect
ed
TS
rece
ive
ho
me
de
live
red
fo
od
du
rin
g s
cho
ol
clo
sure
Pri
ori
ty p
rog
ram
me
4:
Co
mm
un
ity
en
ga
ge
me
nt
an
d c
om
mu
nic
ati
on
at
all
le
ve
ls d
uri
ng
sch
oo
l cl
osu
re
Ov
era
ll o
bje
ctiv
e:
Eff
ect
ive
co
mm
un
ica
tio
n c
ha
nn
els
fo
r p
are
nts
/ca
reg
ive
rs,
ed
uca
tio
n s
taff
, te
ach
ers
, a
nd
stu
de
nts
are
in p
lace
du
rin
g s
cho
ol c
losu
re a
nd
con
trib
ute
to
su
cce
ssfu
l im
ple
me
nta
tio
n o
f d
ista
nce
lea
rnin
g
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f fa
mili
es
acc
ess
ing
th
e P
TA
Co
mm
un
ica
tio
n N
etw
ork
Ap
p
En
sure
eff
ect
ive
com
mu
nic
ati
o
n a
nd
com
mu
nit
y
en
ga
ge
me
nt
at
all
le
ve
ls
(th
rou
gh
mu
ltip
le
com
mu
nic
ati
o
n c
ha
nn
els
)
Est
ab
lish
me
nt
of
a n
ati
on
al m
ob
ile
tele
ph
on
e-b
ase
d P
are
nt
Te
ach
er
Ass
oci
ati
on
(P
TA
) C
om
mu
nic
ati
on
Ne
two
rk A
pp
lin
kin
g p
are
nts
of
stu
de
nts
en
rol l
ed
in B
E s
cho
ols
wit
h a
ll H
ea
d
Te
ach
ers
, te
ach
ers
an
d M
OE
off
icia
ls
wo
rkin
g a
t n
ati
on
al,
Sta
te/R
eg
ion
, d
istr
ict
an
d T
ow
nsh
ip le
vels
40
% o
f p
are
nts
an
d c
are
giv
ers
acc
ess
th
e P
TA
Co
mm
un
ica
tio
n
Ne
two
rk A
pp
3,0
00
,00
0 p
are
nts
rea
che
d w
ith
bu
lk
text
me
ssa
ge
s
sen
t th
rou
gh
th
e
PT
A C
om
.
Ne
two
rk
DB
E
A
s p
art
of
GP
E’s
pro
po
sal:
De
sig
n a
nd
lau
nch
of
the
PT
A N
etw
ork
Co
mm
un
ica
tio
n S
yste
m
an
d A
pp
an
d u
nd
ert
ake
re
gu
lar
com
mu
nic
ati
on
th
rou
gh
bu
lk
text
me
ssa
ge
s a
nd
up
da
tes
on
th
e A
pp
DF
ID’s
AE
RS
pro
gra
m a
nd
EU
ca
n p
rov
ide
co
mm
un
ica
tio
ns
exp
ert
ise
EiE
pa
rtn
ers
to
pro
vid
e m
ate
ria
ls a
nd
ca
pa
city
bu
ildin
g f
or
care
giv
ers
to
su
pp
ort
ch
ildre
n t
o le
arn
at
ho
me
. U
nd
er
EC
W
pro
po
sal t
o d
eve
lop
pa
ren
t su
pp
ort
ne
two
rks
by
ph
on
e
NR
C C
an
su
pp
ort
wit
h o
utr
ea
ch in
pe
rso
n a
nd
on
line
/ te
leco
ms
(no
fu
nd
re
qu
ire
d)
VSO
to
su
pp
ort
ca
reg
ive
rs o
f M
NE
C s
tud
en
ts in
no
n-c
urr
icu
lum
act
ivit
ies
Un
de
rta
kin
g o
f re
gu
lar
info
rma
tio
n
dis
sem
ina
tio
n t
hro
ug
h t
ext
me
ssa
ge
s to
all
sta
keh
old
ers
re
gis
tere
d in
th
e n
etw
ork
DB
E
Re
leva
nt
an
d t
arg
ete
d u
se o
f so
cia
l me
dia
to c
ou
nte
r m
isin
form
ati
on
, sp
rea
d C
OV
ID-
19
re
late
d p
reve
nti
on
info
rma
tio
n a
nd
sha
re k
ey
up
da
tes
to le
arn
ers
, e
du
cati
on
sta
ff,
pa
ren
ts a
nd
ca
reg
ive
rs
DB
E
1.2 Alternative education
Throughout the response phase, the alternative education sub-sector aims at ensuring that out-of-school
children and youth keep learning through the provision of alternative education during the COVID-19
pandemic despite the closure of non-formal primary education (NFPE) and non-formal middle school
education (NFMSE) centres (Priority Programme 1).
The response is structured around the same priority areas as basic education and linkages and common
approaches between both systems will be fostered to avoid duplication of efforts and encourage sharing of
resources and solutions.
An emphasis will be put on ensuring distance learning is implemented through home learning and ensuring that
COVID-19 prevention messaging targeting children, caregivers and facilitators, is disseminated notably to ensure
students and families’ health and wellbeing (Priority Programme 2). To this end, WASH training modules and
health and hygiene messages will notably be embedded in the regular facilitator training course. Facilitators will
also be trained on distance NFE learning approaches and on psychosocial support to ensure they have the
relevant capacity and knowledge to provide distance support to students (Priority Programme 3).
Outreach to parents/guardians/caregivers (Priority Programme 4) will also enable awareness-raising
information on the role they have to take for the progress of their children’s education and to support their
children’s socioemotional wellbeing in the current context.
Pri
ori
ty A
rea
A
ctiv
itie
s O
utp
ut
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Alt
ern
ati
ve
ed
uca
tio
n c
on
tin
uit
y d
uri
ng
th
e c
losu
re o
f n
on
-fo
rma
l p
rim
ary
ed
uca
tio
n (
NF
PE
) a
nd
no
n-f
orm
al
mid
dle
sch
oo
l e
du
cati
on
(NF
MS
E)
cen
tre
s
Ov
era
ll o
bje
ctiv
e:
Th
e c
on
tin
uit
y o
f e
du
cati
on
is m
ain
tain
ed
fo
r a
ll s
tud
en
ts a
nd
lea
rne
rs t
hro
ug
h a
da
pte
d d
ista
nce
lea
rnin
g m
od
alit
ies
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f sc
ho
ol-
clo
sure
aff
ect
ed
ch
ildre
n a
cce
ssin
g d
ista
nce
lea
rnin
g d
uri
ng
th
e c
losu
re o
f n
on
-fo
rma
l pri
ma
ry e
du
cati
on
(N
FPE
) a
nd
no
n-f
orm
al m
idd
le s
cho
ol e
du
cati
on
(N
FMSE
) ce
ntr
es
sch
oo
l clo
sure
Imp
lem
en
tati
on
of
dis
tan
ce l
ea
rnin
g
Sup
po
rt t
o d
ista
nce
le
arn
ing
th
rou
gh
ra
dio
an
d T
V:
- D
eve
lop
me
nt
an
d r
eco
rdin
g o
f te
ach
ing
sess
ion
s
- R
eco
rdin
g o
f a
nim
ati
on
vid
eo
s d
eve
lop
ed
fro
m li
fe s
kills
sto
ryb
oo
ks
All
child
ren
en
rolle
d in
NFP
E/N
FM
SE c
en
tre
s
ha
ve a
cce
ss t
o
ad
ap
ted
dis
tan
ce
lea
rnin
g
DA
E,
MLR
C
DA
E
Sup
ply
o
f d
ista
nce
le
arn
ing
su
pp
ort
ma
teri
als
, e
.g.
rad
io,
soci
al
me
dia
, D
VD
s,
ext
ern
al
ha
rd d
rive
s
DA
E,M
LRC
Use
so
cia
l m
ed
ia t
o k
ee
p c
hild
ren
en
ga
ge
d:
reg
ula
rly
up
da
ted
me
dia
an
d l
ess
on
s b
ein
g
up
loa
de
d
DA
E,
MLR
C
Pro
visi
on
o
f IT
E
qu
ipm
en
t to
b
uild
D
AE
cap
aci
ty
to
ho
ld
virt
ua
l co
ord
ina
tio
n
me
eti
ng
s
DA
E
Pri
ori
ty p
rog
ram
me
2:
Stu
de
nts
an
d f
am
ilie
s’ h
ea
lth
an
d w
ell
be
ing
Ov
era
ll o
bje
ctiv
e:
Stu
de
nts
an
d f
am
ilie
s’ h
ea
lth
an
d w
ell
be
ing
is
ma
inta
ine
d d
uri
ng
th
e c
losu
re o
f N
FP
E/N
FM
SE
ce
ntr
es
tha
nk
s to
CO
VID
-19
pre
ven
tio
n m
ess
ag
ing
an
d p
sych
oso
cia
l su
pp
ort
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f N
FP
E/N
FMSE
-clo
sure
aff
ect
ed
ch
ildre
n a
nd
yo
uth
wit
h a
cce
ss t
o li
fesa
vin
g m
ess
ag
es
rela
ted
to
CO
VID
-19
CO
VID
-19
Pre
ve
nti
on
me
ssa
gin
g t
arg
eti
ng
Aw
are
ne
ss-r
ais
ing
o
n
CO
VID
-19
sa
fety
me
asu
res
thro
ug
h t
he
pro
visi
on
of
CO
VID
-
19
pre
ven
tio
n g
uid
elin
es
in li
ne
wit
h M
oH
S
All
child
ren
en
rolle
d in
NFP
E/N
FM
SE c
en
tre
s
rece
ive
info
rma
tio
n
DA
E,
Mo
HS
D
AE
Pri
ori
ty A
rea
A
ctiv
itie
s O
utp
ut
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
chil
dre
n a
nd
faci
lita
tors
thro
ug
h r
ad
io,
dir
ect
ed
at
faci
lita
tors
an
d
child
ren
ab
ou
t C
OV
ID-1
9
pre
ven
tio
n m
ea
sure
s
Psy
cho
soci
al
Su
pp
ort
(PS
S)
Pro
visi
on
o
f P
SS
to
chil
dre
n
in
aff
ect
ed
To
wn
ship
s
3,0
00
ch
ildre
n
en
rolle
d in
NFP
E/N
FM
SE in
CO
VID
-19
aff
ect
ed
TS
be
ne
fit
fro
m P
SS
DB
E
DM
&E
(Re
sea
rch
/
Ed
uca
tio
n)
Pri
ori
ty p
rog
ram
me
3:
Su
pp
ort
fo
r fa
cili
tato
rs &
ma
ste
r tr
ain
ers
Ov
era
ll o
bje
ctiv
e:
All
faci
lita
tors
ha
ve t
he
ca
pa
city
an
d k
no
wle
dg
e t
o p
rovi
de
dis
tan
ce s
up
po
rt t
o s
tud
en
ts
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f fa
cilit
ato
rs r
ece
ivin
g r
ele
van
t tr
ain
ing
Fa
cili
tato
rs T
rain
ing
in
Dis
tan
ce L
ea
rnin
g
Su
pp
ort
an
d C
OV
ID 1
9
pre
ve
nti
on
Tra
inin
g
of
faci
lita
tors
o
n
dis
tan
ce
NFE
lea
rnin
g a
pp
roa
che
s
91
5 f
aci
lita
tors
are
tra
ine
d o
n D
ista
nce
Lea
rnin
g S
up
po
rt a
nd
CO
VID
-19
pre
ven
tio
n
DA
E
Em
be
dd
ing
WA
SH t
rain
ing
mo
du
le t
og
eth
er
wit
h h
ea
lth
an
d h
ygie
ne
me
ssa
ge
s in
th
e
reg
ula
r fa
cili
tato
r tr
ain
ing
co
urs
e (
Pri
nti
ng
an
d
dis
trib
uti
on
o
f W
ASH
b
roch
ure
s,
CO
VID
-19
me
ssa
ge
po
ste
rs a
nd
pa
mp
hle
ts
an
d d
istr
ibu
tio
n o
f p
ers
on
al h
ygie
ne
kit
s)
DA
E,
MLR
C
Re
cru
it,
tra
in
an
d
de
plo
y n
ew
N
FPE
a
nd
NFM
SE f
aci
lita
tors
DA
E,
MLR
C
Psy
cho
soci
al
sup
po
rt
Psy
cho
soci
al
sup
po
rt
tra
inin
g
wo
rksh
op
s
for
faci
lita
tors
30
0 f
aci
lita
tors
in
CO
VID
-19
aff
ect
ed
TS
rece
ive
PS
S tr
ain
ing
wo
rksh
op
s.
DA
E
Pri
ori
ty p
rog
ram
me
4:
Su
pp
ort
to
pa
ren
ts,
gu
ard
ian
s a
nd
ca
reg
ive
rs
Ov
era
ll o
bje
ctiv
e:
Pa
ren
ts,
gu
ard
ian
s a
nd
ca
reg
ive
rs h
ave
th
e c
ap
aci
ty a
nd
kn
ow
led
ge
to
su
pp
ort
th
eir
ch
ildre
n d
uri
ng
th
e c
losu
re o
f n
on
-fo
rma
l ed
uca
tio
n c
en
tre
s
Pri
ori
ty A
rea
A
ctiv
itie
s O
utp
ut
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f fa
mili
es
pro
vid
ed
wit
h in
form
ati
on
on
psy
cho
soci
al s
up
po
rt a
nd
th
e r
ole
th
ey
ha
ve
to
ta
ke
fo
r th
e p
rog
ress
of
the
ir c
hil
dre
n’
ed
uca
tio
n
Pro
vis
ion
of
aw
are
ne
ss-r
ais
ing
info
rma
tio
n t
o
pa
ren
ts/g
ua
rdia
ns/
care
giv
ers
on
th
e r
ole
the
y h
av
e t
o t
ak
e f
or
the
pro
gre
ss o
f th
eir
chil
dre
n’
ed
uca
tio
n
Pri
nti
ng
a
nd
d
istr
ibu
tio
n
of
bro
chu
res
of
pro
gra
m o
utl
ine
an
d k
ey
me
ssa
ge
s
All
fam
ilie
s h
ave
be
en
pro
vid
ed
wit
h
info
rma
tio
n o
n t
he
role
th
ey
ha
ve t
o t
ake
for
the
pro
gre
ss o
f
the
ir c
hil
dre
n’
ed
uca
tio
n.
DA
E
Pro
vis
ion
of
psy
cho
soci
al
sup
po
rt
kn
ow
led
ge
to
pa
ren
ts/g
ua
rdia
ns/
car
eg
ive
rs p
sych
oso
cia
l
sup
po
rt s
o t
ha
t th
ey
can
su
pp
ort
th
eir
chil
dre
n’s
me
nta
l
he
alt
h
Pri
nti
ng
a
nd
d
istr
ibu
tio
n
of
psy
cho
soci
al
sup
po
rt
info
rma
tio
n
an
d
se
lf-l
ea
rnin
g
ma
teri
als
(g
uid
an
ce f
or
pa
ren
ts)
All
fa
mil
ies
are
aw
are
of
wa
ys t
o
sup
po
rt t
he
me
nta
l
he
alt
h o
f th
eir
child
ren
DA
E
1.3 Technical and Vocational Education and Training
TVET institutions including Government Technical High Schools (GTHS) and Government Technical Institutes
(GTI) were closed towards the end of March to stop the spread of COVID-19. While the closure period so far
mainly coincides with the yearly break in the school calendar, the abrupt closure of GTHSs and GTIs at the end
of March took place during the examination period and disrupted some of the end of the year exams.
Additionally, technical training and apprenticeship programmes were put on hold.
The below priority programmes and areas remain tentative at this stage and will be further detailed and
expanded after consultations with the relevant TVET subsector working group during the week of the 11th of
May. A specific TVET subsector response and recovery plan will be developed in that respect and will be
integrated into the present national COVID-19 Response and Recovery Plan for the education sector at a later
stage.
During the response phase, it is expected that GTHSs and GTIs will have to stay closed to avoid the transmission
of COVID-19 and special measures will be needed to allow for education and training continuity during the
closure period (Priority Programme 1). Given the particular nature of TVET which combines theoretical learning
and practical training, DTVET’s decisions on content and mode of dissemination of learning materials will be
made in close collaboration with the heads of institutions and training personal as well as companies involved
in alternate training and apprenticeship programmes.
It is important to note that the TVET sector can play a crucial role to tackle the current crisis through short
training courses in professions essential for the COVID-19 response. While the TVET sector can contribute to a
successful response, it also needs to consider how the current crisis might affect future labour market needs
and adjustment its offer accordingly.
To ensure education continuity, GTHSs and GTIs will develop distance learning materials starting with priority
areas that are essential to tackle the COVID-19 crisis. In the development of these materials, GTHSs and GTIs
will be taking into account the limited internet access of some students and the need of special support of
specific groups (such as IDPs, ethnic minorities, girls and students with disabilities) to allow for equal access to
distance learning for all students and trainees. Therefore, when distance learning is deployed, GTHSs and GTIs
will ensure digital, low tech and no tech solutions are available. In close collaboration with companies involved
in technical training in Myanmar, DTVET will develop means of certification of skills developed during the
distance learning period. Additionally, GTHSs and GTIs will need to ensure safe, equitable and transparent
admission procedures during the response period.
The current situation and new learning modalities also prove challenging for TVET teachers and trainers.
Training and support for TVET personal on distance learning approaches (Priority Programme 2) is necessary
to allow them to take on this new responsibility. Furthermore, DTVET shall provide psychosocial support to TVET
teaching and non-teaching staff in Townships affected by COVID-19.
GTHSs and GTIs often serve as a source of reliable information for students, especially in crisis contexts, as well
as an essential service to ensure the health and wellbeing of the student community. Therefore, GTHSs and GTIs
need to continue to play this essential role and promote COVID-19 Prevention in line with MoHS guidelines. In
affected Townships, students’ health and wellbeing (Priority Programme 3) also depends on psychosocial
support through their GTHSs and GTIs.
Finally, it is necessary for TVET institutions to set up an effective communication strategy (Priority Programme
4). These strategies shall include different communication channels between GTHSs and GTIs of different
regions and between education institutions, their staff, students and companies involved in alternate learning
and apprenticeship programmes to be able to exchange about latest developments and strategies put in place
to mitigate the impact of COVID-19 on the TVET system.
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Ed
uca
tio
n c
on
tin
uit
y d
uri
ng
TV
ET
in
stit
uti
on
s (G
TH
Ss
an
d G
TIs
clo
sure
s)
Pri
ori
tisa
tio
n o
f
tra
inin
g c
urr
icu
lum
Ide
nti
fica
tio
n o
f d
isci
plin
es/
tra
inin
g c
ou
rse
s
tha
t ca
n b
e t
au
gh
t vi
a d
ista
nce
lea
rnin
g
NB
. D
efi
nit
ion
of
dis
tan
ce l
ea
rnin
g o
pti
on
s
for
TV
ET
sh
ou
ld a
lso
in
clu
de
re
fle
ctio
ns
on
TV
ET
in
stit
uti
on
s’ i
mm
ed
iate
ad
ap
tati
on
to
a
cha
ng
ing
la
bo
ur
ma
rke
t in
th
e
curr
en
t
cris
is c
on
text
)
D
TV
ET
Pri
ori
tisa
tio
n o
f d
isci
plin
es/
tra
inin
g c
ou
rse
s
tha
t a
re r
ele
van
t to
ove
rco
me
th
e C
OV
ID-
19
cri
sis
(he
alt
h w
ork
ers
, lo
gis
tics
etc
.)
DT
VE
T
Dis
tan
ce
lea
rnin
g/t
rain
ing
ma
teri
al
de
ve
lop
me
nt
Un
de
rta
kin
g
of
a
surv
ey
an
d
an
aly
sis
of
Inte
rne
t A
cce
ss a
nd
re
late
d m
ate
ria
ls f
or
e-
lea
rnin
g o
nlin
e c
ou
rse
s a
nd
tra
inin
gs
D
TV
ET
(H
Q)
HR
D a
nd
Ad
min
De
velo
pm
en
t o
f o
nlin
e a
nd
off
line
le
arn
ing
ma
teri
als
by
GT
HSs
an
d G
TIs
su
pp
ort
ed
by
the
M
oE
(M
yan
ma
r D
ista
nce
E
du
cati
on
Pro
gra
m (
MD
EP
) W
eb
, M
yan
ma
r D
ista
nce
Ed
uca
tio
n P
rog
ram
Ap
p)
TP
TC
(Ba
elin
)
KM
TT
TI
HR
D
DP
s
Qu
alit
y a
ssu
ran
ce
of
ad
ap
ted
Le
arn
ing
Ma
teri
als
DT
VE
T
De
velo
pm
en
t o
f le
arn
ing
m
ate
ria
ls
an
d
spe
cia
l su
pp
ort
m
ech
an
ism
s fo
r
stu
de
nts
/tra
ine
es
wit
h s
pe
cia
l ne
ed
s
DT
VE
T
De
velo
pm
en
t o
f le
arn
ing
m
ate
ria
ls
an
d
spe
cia
l su
pp
ort
m
ech
an
ism
s fo
r ID
P
stu
de
nts
D
TV
ET
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Dis
tan
ce L
ea
rnin
g
De
plo
ym
en
t
Dig
ita
l
Sup
po
rt t
o t
he
re
qu
ire
d I
nte
rne
t
Acc
ess
a
nd
re
late
d
ma
teri
als
ba
sed
o
n
an
aly
sis
of
surv
ey
resu
lts
D
TV
ET
(HQ
)
Bu
dg
et
an
d
Bu
yin
g
All
Sch
oo
ls
un
de
r
DT
VE
T
DP
s
Imp
lem
en
tati
on
of
an
E-L
ea
rnin
g
Co
urs
e
on
M
an
ag
em
en
t o
f
Vo
cati
on
al T
rain
ing
Ce
ntr
es
W
ith
GIZ
Co
nd
uct
o
nlin
e
cou
rse
s fo
r
stu
de
nts
/tra
ine
es
De
plo
yme
nt
of
Mya
nm
ar
Dis
tan
ce
Ed
uca
tio
n
Pro
gra
m
(MD
EP
) Le
arn
ing
p
latf
orm
,
MD
EP
Ap
p t
o d
istr
ibu
te l
ea
rnin
g
ma
teri
al
T
PT
C(B
ae
lin)
KM
TT
TI
Est
ab
lish
me
nt
of
pa
rtn
ers
hip
s
wit
h i
nte
rne
t p
rovi
de
rs t
o z
ero
-
rate
ed
uca
tio
n p
latf
orm
s
D
TV
ET
Dis
tan
ce
sup
po
rt
for
stu
de
nts
/tra
ine
es
thro
ug
h t
wo
-
wa
y m
ob
ile c
om
mu
nic
ati
on
D
TV
ET
Low
-
tech
Dis
trib
uti
on
of
dis
cip
line
-sp
eci
fic
lea
rnin
g
ma
teri
als
in
mo
st
rem
ote
TV
ET
inst
itu
tio
ns
wit
h a
ll
lea
rnin
g m
ate
ria
ls u
plo
ad
ed
D
TV
ET
No
te
ch
Ha
rd
cop
y d
istr
ibu
tio
n
of
all
text
bo
oks
/co
urs
e m
ate
ria
ls
D
TV
ET
En
sure
ad
mis
sio
n
pro
cess
es
con
tin
ue
fro
m a
dis
tan
ce
De
velo
pm
en
t o
f d
ista
nce
a
dm
issi
on
pro
cess
es
for
GT
HSs
a
nd
G
TIs
in
clu
din
g
on
line
a
nd
o
fflin
e
op
tio
ns
(po
sta
l
D
TV
ET
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
ad
mis
sio
ns,
te
lep
ho
ne
h
otl
ine
s,
on
line
ad
mis
sio
n)
Pri
ori
ty p
rog
ram
me
2:
In-s
erv
ice
TV
ET
Te
ach
er
Tra
inin
g a
nd
Su
pp
ort
Te
ach
er/
Tra
ine
r
Tra
inin
g i
n D
ista
nce
Lea
rnin
g S
up
po
rt
Ca
pa
city
Up
gra
de
Tra
inin
gs
by
usi
ng
IC
T f
or
Tra
ine
rs a
nd
Re
sou
rce
Pe
rso
ns
T
PT
C(B
ae
lin)
KM
TT
TI
HR
D
Co
nd
uct
o
nlin
e
cou
rse
s su
ch
as
ma
na
ge
me
nt,
te
ach
ing
m
eth
od
olo
gy,
lif
e
skill
s a
nd
o
the
r n
ece
ssa
ry
tech
nic
al
skill
s
for
tea
che
rs a
nd
tra
ine
rs b
y e
-le
arn
ing
T
PT
C(B
ae
lin)
KM
TT
TI
Psy
cho
soci
al
sup
po
rt
Pro
visi
on
of
PSS
to
te
ach
ers
/tra
ine
rs a
nd
no
n-t
ea
chin
g s
taff
in a
ffe
cte
d T
ow
nsh
ips
D
TV
ET
Pri
ori
ty p
rog
ram
me
3:
Stu
de
nts
/Tra
ine
es
He
alt
h a
nd
We
llb
ein
g
CO
VID
-19
Pre
ve
nti
on
Aw
are
ne
ss-r
ais
ing
o
n
CO
VID
-19
sa
fety
me
asu
res,
he
alt
h a
nd
hyg
ien
e-r
ela
ted
lif
e-
savi
ng
me
asu
res
thro
ug
h t
he
pro
visi
on
of
CO
VID
-19
pre
ven
tio
n g
uid
elin
es
in li
ne
wit
h
Mo
HS
by
all
GT
HS/
GT
I
D
TV
ET
Psy
cho
soci
al
Su
pp
ort
P
rovi
sio
n
of
PSS
to
st
ud
en
ts
in
aff
ect
ed
To
wn
ship
s
D
TV
ET
Pri
ori
ty p
rog
ram
me
4:
Co
mm
un
ica
tio
n a
t a
ll l
ev
els
Co
mm
un
ica
tio
n
be
twe
en
stu
de
nts
an
d
tea
che
rs
Set
up
o
f d
ista
nce
co
mm
un
ica
tio
n
wit
h
stu
de
nts
/tra
ine
es
thro
ug
h t
wo
-wa
y m
ob
ile
com
mu
nic
ati
on
DT
VE
T
Co
mm
un
ica
tio
n
be
twe
en
GT
HS
/GT
Is,
stu
de
nts
/tra
ine
es
an
d
sta
ff
Est
ab
lish
me
nt
of
com
mu
nic
ati
on
ch
an
ne
ls
at
all
le
vels
to
ke
ep
sta
keh
old
ers
in
form
ed
ab
ou
t th
e
curr
en
t si
tua
tio
n,
pro
vid
e
up
da
ted
in
form
ati
on
a
bo
ut
GT
HS/
GT
I
DT
VE
T
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
clo
sure
s,
pro
cess
es
be
ing
p
ut
in
pla
ce,
reso
urc
es
ava
ilab
le,
exp
ect
ati
on
s a
rou
nd
dis
tan
ce le
arn
ing
etc
.
1.4 Higher Education
Higher Education institutions (HEI) were closed towards the end of March to stop the spread of COVID-19. While
the closure period so far mainly coincides with the yearly break, the abrupt closure of HEI end of March took
place during the examination period and disrupted some of the end of the year exams.
The below priority areas remain tentative at this stage and will be further detailed and expanded after
consultations with the relevant HE subsector working group during the week of the 11th of May. A specific HE
subsector response and recovery plan will be developed in that respect and will be integrated into the present
national COVID-19 Response and Recovery Plan for the education sector at a later stage.
During the response phase, it is expected that HEI will have to stay closed to avoid the transmission of COVID-
19 and special measures will be needed to allow for education continuity during the closure period (Priority
Programme 1). Given the particular nature of Higher Education Institutions, DHE decisions on content and
mode of dissemination of learning materials will be made in close collaboration with/or by the heads of
institutions and academic personnel responsible for the academic disciplines.
To ensure education continuity, HEI will develop distance learning materials starting with priority
disciplines/areas taking into account the limited internet access of some students and the need of special
support of specific groups (such as IDPs, ethnic minorities, girls and students with disabilities) to allow for equal
access to distance learning for all students. Therefore, when distance academic learning is deployed, DHE will
ensure digital, low tech and no tech solutions are available.
DHE is also planning to continue pre-service teacher education curriculum reform12, and will provide additional
support to Education Colleges (ECs) to ensure that the curriculum reform and the training of student teachers
continue with minimal disruptions. This includes training and support program for Teacher Educators (training
on the new curriculum and using ICT in teaching, psychosocial support) and training and support program for
Student Teachers. Teacher educators will be trained to provide student teachers with distance education and
support, in addition to the development of learning materials for both current and new curriculum for the e-
learning platform, where 1,829 teacher educators will be trained on the new Year 2 Semester 1 curriculum. The
Year 1 Semester 1 and Year 2 Semester 1 curriculum will be implemented in December 2020 using the online
platform, targeting 20,754 student teachers.
As admission and exam processes were interrupted by the HEI closure, one of the priorities during the response
phase is to reschedule examinations and organise safe, equitable and transparent admission procedures. While
the Basic Education matriculation examinations were completed, marking has not yet taken place. This exercise
is led by DHE in collaboration with the DBE and the Department of Myanmar National Examinations and usually
involves 30 000 teachers from schools and universities gathers in one place. A priority in the response phase
will be to ensure matriculation examinations are marked in order for grade 10 students (2019-20 school year)
to enrol in Universities in the 2020-21 school year.
The current situation and new learning modalities also prove challenging for professors and academic personal.
Training and support for academic personal on distance learning approaches (Priority Programme 2) is
necessary to allow them to take on this new responsibility. Furthermore, DHE shall provide psychosocial support
to HEI teaching and non-teaching staff in Townships affected by COVID-19. In addition, a “Psychosocial Support
Focal Point System” will be established with 25 teacher educators from 25 Education Colleges.
HEI often serve as a source of reliable information for students, especially in crisis contexts, as well as an
essential service to ensure the health and wellbeing of the student community. Therefore, HEIs need to continue
to play this essential role and promote COVID-19 Prevention in line with MoHS guidelines. In affected
12 1864 teacher educators from all Education Colleges received training on how to use the e-library as the role of teacher
educators during the year 1 semester 1 curriculum training in October-November 2019.
Townships, students’ health and wellbeing (Priority Programme 3) also depends on psychosocial support
through their HEI.
Finally, it is necessary for HEIs to set up an external and internal communication strategy (Priority Programme
4) including communication channels between HEIs and between HEIs, academic staff and students to be able
to exchange about latest developments and strategies put in place to mitigate the impact of COVID-19 on the
higher education system. Consultation with student unions the Higher Education response will be critical to
ensure measures introduced to mitigate the impact of COVID-19 is in line with student needs. Communication
with other Ministries who have universities under their authority must be established to ensure a consolidated
Higher Education response, and to provide the opportunity for learning from the approaches taken by other
Ministries.
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Ed
uca
tio
n c
on
tin
uit
y d
uri
ng
hig
he
r e
du
cati
on
in
stit
uti
on
(H
EI)
clo
sure
s
Pre
-se
rvic
e t
ea
che
r
ed
uca
tio
n i
n E
du
cati
on
Co
lle
ge
s (
On
go
ing
)
Imp
rove
me
nt
of
ICT
in
fra
stru
ctu
re
to
sup
po
rt
dig
ita
l le
arn
ing
(c
om
ple
me
nta
ry
to t
he
on
go
ing
wo
rk b
ein
g u
nd
ert
ake
n b
y
UN
ESC
O
an
d t
he
TR
EE
Pro
ject
te
am
to
stre
ng
the
n
the
P
re-s
erv
ice
T
ea
che
r
Tra
inin
g P
rog
ram
)
.
DH
E
G
PE
’s p
rop
osa
l p
rop
ose
s to
ad
dre
ss a
ny
fu
nd
ing
ga
ps
tha
t
can
no
t b
e c
ove
red
by
the
Mo
E b
ud
ge
t, U
NE
SCO
, th
e T
RE
E
Pro
ject
, o
r o
the
r d
eve
lop
me
nt
pa
rtn
ers
su
pp
ort
ing
th
e
pre
-se
rvic
e t
ea
che
r e
du
cati
on
su
b-s
ect
or
STE
M (
UN
ESC
O,
Fin
lan
d,
Au
stra
lia,
DFI
D):
De
velo
pin
g a
n
ICT
/dis
tan
ce le
arn
ing
mo
du
le f
or
tea
che
r e
du
cato
rs.
Th
is
can
be
sh
are
d w
ith
ba
sic
ed
uca
tio
n t
ea
che
rs
De
velo
pm
en
t o
f e
-le
arn
ing
p
latf
orm
to
sup
po
rt
curr
icu
lum
d
eve
lop
me
nt
an
d
imp
lem
en
tati
on
D
HE
De
velo
pm
en
t o
f o
nli
ne
le
arn
ing
ma
teri
als
for
ne
w
curr
icu
lum
in
E
Cs
(in
clu
din
g
red
esi
gn
ing
of
all
curr
en
t cu
rric
ulu
m i
nto
e-l
ea
rnin
g m
ate
ria
ls)
D
HE
Ne
w c
urr
icu
lum
ro
llo
ut
in E
du
cati
on
Co
lle
ge
s
Pilo
tin
g
ne
w
on
line
p
latf
orm
w
ith
Cu
rric
ulu
m C
ore
Te
am
D
HE
Tra
inin
g o
n d
ista
nce
le
arn
ing
ap
pro
ach
es
to
de
live
r n
ew
cu
rric
ula
fo
r Y
ea
r 1
Sem
est
er
1
(im
ple
me
nte
d
De
cem
be
r
20
19
) a
nd
Ye
ar
2 S
em
est
er
1 v
ia e
-le
arn
ing
pla
tfo
rm
D
HE
De
velo
pm
en
t o
f sp
eci
al
sup
po
rt
me
cha
nis
ms
for
dis
ad
van
tag
ed
st
ud
en
t
tea
che
rs
D
HE
Dis
tan
ce L
ea
rnin
g
Ma
teri
al
De
ve
lop
me
nt
Ide
nti
fica
tio
n
of
dis
cip
line
s/co
urs
es
tha
t
can
be
ta
ug
ht
via
dis
tan
ce l
ea
rnin
g (
for
Ba
che
lor,
Ma
ste
r a
nd
Ph
D l
eve
l)
D
HE
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
tisa
tio
n
of
dis
cip
line
s/co
urs
es
tha
t
are
re
leva
nt
to o
verc
om
e t
he
CO
VID
-19
cris
is
(me
dic
ine
, IC
T,
e.g
. M
aki
ng
R
ob
ot
Tro
lley
to S
up
po
rtin
g s
taff
s in
ho
spit
als
in
Wa
iba
rga
e a
nd
Ph
au
ng
gyi
, e
tc.)
D
HE
Surv
ey
an
d A
na
lysi
s o
f In
tern
et
Acc
ess
an
d
rela
ted
m
ate
ria
ls
for
e-l
ea
rnin
g
on
lin
e
cou
rse
s
D
HE
, e
ach
Un
iv.
DA
E,
DT
PC
De
velo
pm
en
t o
f o
nlin
e a
nd
off
line
lea
rnin
g
ma
teri
als
by
HE
I su
pp
ort
ed
by
the
Mo
E
D
HE
Qu
alit
y a
ssu
ran
ce
of
ad
ap
ted
Le
arn
ing
Ma
teri
als
D
HE
De
velo
pm
en
t o
f le
arn
ing
m
ate
ria
ls
an
d
spe
cia
l su
pp
ort
me
cha
nis
ms
for
stu
de
nts
wit
h s
pe
cia
l ne
ed
s
D
HE
De
velo
pm
en
t o
f le
arn
ing
m
ate
ria
ls
an
d
spe
cia
l su
pp
ort
m
ech
an
ism
s fo
r ID
P
stu
de
nts
D
HE
Dis
tan
ce a
cad
em
ic
lea
rnin
g D
ep
loy
me
nt
Dig
ita
l
Pilo
tin
g O
nlin
e T
ea
chin
g
M
IIT
, N
CE
L,
YU
DE
, so
me
CU
s
DH
E
Est
ab
lish
me
nt
of
pa
rtn
ers
hip
s
wit
h i
nte
rne
t p
rovi
de
rs t
o z
ero
-
rate
ed
uca
tio
n p
latf
orm
s
D
HE
Dis
tan
ce
sup
po
rt
for
stu
de
nts
thro
ug
h
two
-wa
y m
ob
ile
com
mu
nic
ati
on
D
HE
On
line
Ma
ste
r a
nd
Ph
D s
em
ina
rs
an
d d
iscu
ssio
n (
via
Zo
om
)
R
esp
ect
ive
Un
ive
rsit
ies
DH
E
Low
-
tech
Dis
trib
uti
on
of
dis
cip
line
/co
urs
e-
spe
cifi
c le
arn
ing
m
ate
ria
ls
in
DH
E
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
mo
st r
em
ote
HE
inst
itu
tio
ns
wit
h
all
lea
rnin
g m
ate
ria
ls u
plo
ad
ed
No
te
ch
Ha
rd c
op
y d
istr
ibu
tio
n o
f co
urs
e
ma
teri
als
D
HE
Co
mp
leti
on
of
the
Aca
de
mic
ye
ar
Re
org
an
isa
tio
n o
f u
niv
ers
ity
exa
m d
uri
ng
the
1
st
Sem
est
er
of
aca
de
mic
ye
ar
20
20
/21
fo
r u
niv
ers
itie
s th
at
ha
d t
o s
top
exa
min
ati
on
s in
Ma
rch
R
esp
ect
ive
Un
ive
rsit
ies
DH
E
Ext
en
sio
n o
f th
e r
eg
istr
ati
on
de
ad
line
to
acc
ep
t U
DE
stu
de
nts
(Ju
ne
)
R
esp
ect
ive
Un
ive
rsit
ies
DH
E
De
velo
pm
en
t o
f d
ista
nce
re
gis
tra
tio
n a
nd
ad
mis
sio
n
pro
cess
es
for
HE
I,
incl
ud
ing
on
line
a
nd
o
fflin
e
op
tio
ns
(po
sta
l
ad
mis
sio
ns,
te
lep
ho
ne
h
otl
ine
s,
on
lin
e
ad
mis
sio
n)
R
esp
ect
ive
Un
ive
rsit
ies
DH
E
De
velo
pm
en
t o
f d
ista
nce
a
sse
ssm
en
t
me
tho
ds
for
Ba
che
lor,
M
ast
er
an
d
Ph
D
leve
l
D
HE
Pri
ori
ty p
rog
ram
me
2:
Pro
fess
or/
Aca
de
mic
Pe
rso
na
l T
rain
ing
an
d S
up
po
rt
Pro
fess
or/
Aca
de
mic
Pe
rso
na
l a
nd
Sta
ff
tra
inin
g i
n D
ista
nce
Lea
rnin
g S
up
po
rt
Tra
inin
g o
n d
ista
nce
le
arn
ing
ap
pro
ach
es
(in
clu
din
g t
ea
che
r e
du
cato
rs a
t E
Cs)
D
HE
Psy
cho
soci
al
sup
po
rt
Pro
visi
on
of
PSS
to
pro
fess
ors
an
d n
on
-
tea
chin
g s
taff
in a
ffe
cte
d T
ow
nsh
ips
D
HE
Pri
ori
ty p
rog
ram
me
3:
Stu
de
nts
He
alt
h a
nd
We
llb
ein
g
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n a
nd
Fu
nd
ing
P
rop
ose
d c
on
trib
uti
on
by
DP
s
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
CO
VID
-19
Pre
ve
nti
on
Aw
are
ne
ss-r
ais
ing
o
n
CO
VID
-19
sa
fety
me
asu
res,
he
alt
h a
nd
hyg
ien
e-r
ela
ted
life
-
savi
ng
me
asu
res
thro
ug
h t
he
pro
visi
on
of
CO
VID
-19
p
reve
nti
on
gu
ide
line
s in
li
ne
wit
h M
oH
S b
y a
ll H
EI
(in
clu
din
g a
ll 2
5 E
Cs)
D
HE
Psy
cho
soci
al
Su
pp
ort
Pro
visi
on
of
PSS
to
stu
de
nts
in
aff
ect
ed
To
wn
ship
s
D
HE
Est
ab
lish
me
nt
of
“Psy
cho
soci
al
Sup
po
rt
Fo
cal
Po
int
Sy
ste
m”
wit
h
25
te
ach
er
ed
uca
tors
fro
m 2
5 E
du
cati
on
Co
lleg
es
D
HE
Pri
ori
ty p
rog
ram
me
5:
Co
mm
un
ica
tio
n a
t a
ll l
ev
els
Co
mm
un
ica
tio
n
be
twe
en
stu
de
nts
an
d
tea
che
rs
Dis
tan
ce
com
mu
nic
ati
on
w
ith
stu
de
nts
/tra
ine
es
thro
ug
h
two
-wa
y
mo
bile
co
mm
un
ica
tio
n
D
HE
Co
mm
un
ica
tio
n
be
twe
en
HE
I, s
tud
en
ts
an
d s
taff
Set
of
eff
ect
ive
co
mm
un
ica
tio
n c
ha
nn
els
to k
ee
p s
take
ho
lde
rs i
nfo
rme
d a
bo
ut
the
curr
en
t si
tua
tio
n,
pro
vid
es
up
da
ted
info
rma
tio
n a
bo
ut
HE
I cl
osu
res,
pro
cess
es
be
ing
p
ut
in
pla
ce,
reso
urc
es
ava
ilab
le,
exp
ect
ati
on
s a
rou
nd
dis
tan
ce le
arn
ing
etc
.
D
HE
PHASE 2: RECOVERY PHASE THROUGH THE REOPENING OF EDUCATION
INSTITUTIONS (OCTOBER 2020 TO OCTOBER 2021)
The priority of the Ministry of Education in the recovery phase will be twofold: i) Ensuring that all education
institutions can reopen safely once sanitary conditions allow, in a way that ensures the wellbeing of students,
teachers/facilitators/professors and education; and ii) Ensuring that the resumption of face-to-face education
leaves no one behind and prevents the exacerbation of disparities among students across the different
subsectors. This will require an important focus on training and support to BE teachers/NFE facilitators/TVET
teachers/HEI professors and Township education officers for COVID-19 recovery as well as a continued focus on
communication and community engagement.
It should be noted here that the timing for the two phases remains flexible and that actives foreseen to be
implemented as part of the recovery phase can be sequenced differently to match the sanitary conditions and
requirements at country level. It is nonetheless essential that the MoE starts planning for the safe reopening of
education institutions from phase 1 onwards in order to ensure the readiness of infrastructure,
teachers/facilitators/professors/educators and students to resume face-to-face education once sanitary
conditions in Myanmar allow. During the recovery phase, the MoE is working on the preparation of education
institutions’ reopening sanitary protocols for all levels of education (Preschool, BE, AE, TVET, HE) while
ensuring the wellbeing and protection of students, teachers/facilitators/professors and staff. Such efforts will
focus on the rehabilitation/disinfection/cleaning of education institutions and their hostels when relevant, with
a priority given to facilities used as community facility/quarantine centres, as well as on the upgrading and
maintenance of WASH facilities. This will go hand in hand with the provision of guidance on COVID-19
Prevention and Control to all educational institutions and the orientation of staff, teachers and parents on the
Guidance and protocol to promote social distancing. The wellbeing and protection of students, teachers and
staff in education institutions will be a priority of MoE during and after the reopening phase. As such, in addition
to providing essential learning kits and COVID-19 preventing kits in appropriate languages in the schools based
in affected Townships, the MoE and its partners will also ensure, through the School and Community Counselling
Programme, the support for specialized mental health service and the establishment of a referral mechanism
between Ministry of Education, Department of Social Welfare and Ministry of Health and Sports.
Once education institutions reopen, the MoE will pursue efforts to guarantee an effective transition towards
the resumption of face-to-face learning at all levels of education. Evidence around the world suggests that
despite the efforts undertaken, distance learning is likely to increase educational inequalities. As education
institutions reopen in a safe manner, the MoE will therefore put a strong focus on remedial education/training
to mitigate learning loss and prevent the exacerbation of the disparities among students. Back to class strategies
reaching out to local communities and adapted for each subsector will be required to prevent dropouts. As part
of these efforts to resume face to face education and training, the MoE will work closely with heads of education
institutions to ensure academic and administrative adaptations are facilitated in order to: i) adapt the academic
calendar for the remaining school year; ii) adjust examinations content and timeline depending on the number
of lost months; iii) ensure admission and registration processes to post-secondary education are not disrupted.
To support the recovery of the education system from the COVID-19 pandemic and improve service delivery in
the aftermath of the crisis, the MoE recognises that teachers/facilitators/professors, heads of education
institutions and education officers should be adequately equipped with the necessary knowledge and skills.
The MoE will therefore ensure the capacities of actors at the forefront of the operationalization of the plan are
strengthened and that their knowledge on COVID-19 related topics is improved.
Finally, the MoE will sustain the communication efforts initiated in phase 1 to keep all stakeholders informed
about the situation, provide updated information about the measures taken to ensure the safe reopening of
education institutions and encourage community engagement at school level.
As previously mentioned, given the uncertainty of the evolution of the sanitary situation, the need for flexibility
will be critical as education institutions in specific Townships may be confronted with situations where new
waves of infections occur at the local level, requiring local risk assessments, effective communication flows and
swift decision-making processes on how to protect students and education staff, including through possible
short-term closures of education institutions. Therefore, as face-to-face teaching and learning progressively
resumes, the MoE will not stop investments initiated in phase 1 on remote and distance learning across
subsectors. On the contrary, these efforts will be reinforced to be prepared for a recurrence of disease
transmission that would necessitate re-closing schools as well as to strengthen teaching and learning where
closures remain in effect in affected Townships.
The four priority programmes for the recovery phase are summarized below:
Priority programme 1 Priority programme 2 Priority programme
3
Priority
programme 4
Return to safe learning
environments while ensuring
the wellbeing and protection of
students,
teachers/facilitators/professors
and staff in education
institutions
Effective transition towards
the resumption of face-to-
face learning for all
students, including
marginalized and out-of-
school children, through
remedial education and
academic calendar
adjustments
Training and Support
to BE teachers/NFE
facilitators/TVET
teachers/HEI
professors and
Teacher and
Township education
officers for COVID-19
recovery
Community
engagement and
communication
and at all levels
2.1 Basic Education
The Department of Basic Education will put a particular emphasis on the safe reopening of BE schools, monastic
schools, community schools, and temporary learning centres (TLCs), in line with the Framework for Reopening
Schools (Priority Programme 1). In addition to ensuring and monitoring the cleaning and disinfection of
educational institutions and hostels by community members as well as the upgrading of WASH facilities in
schools to increase the proportion of education institutions with safe water, handwashing stations and cleaning
supplies, DBE will coordinate the dissemination of school-based preventive and life-saving messaging through
the provision of guidance on COVID-19 Prevention and Control to all educational institutions, essential learning
Kits and COVID-19 preventing kits for COVID 19 response in appropriate languages. DBE will also emphasise the
health and wellbeing of students, teachers and staff through the implementation of school and community
counselling as well as the re-establishment of regular and safe delivery of essential school-based services (school
feeding, WASH and health services, protection referrals and specialized services for children with disabilities).
In order to implement social distancing protocols, double shifts will be put in place in schools where class sizes
are too big to reduce the number of students attending school at the same time.
Once the schools are reopened, DBE will implement a range of measures to ensure the effective transition
towards the resumption of face-to-face learning for all students, including marginalized and out-of-school
children (Priority Programme 2). First and foremost, if the school year cannot open at the scheduled time in
June 2020, the MoE will develop a curriculum recovery plan, to take into account teaching time lost during
school closure and prioritize content/subjects required for grade progression. Such a plan will take into account
the need of younger learners for more teacher interaction given the greater reliance on play-based learning to
ensure foundational skills are well developed. This plan will be shared with all Township Education Offices and
head teachers. Secondly, DBE is well aware that disruptions to teaching and learning or extended periods out
of school can have negative impacts on a child’s ability to learn. DBE will thus prioritize the development,
implementation and expansion of remedial learning/catch-up for children impacted by school closures, on the
basis of the outcome of a back to school assessment in COVID-19 affected Townships13. DBE will specifically
target disadvantaged children in all schools and learning centres including monastic schools, community
schools, TLCs in IDP camps. Remedial lessons will help learners to close learning gaps and reconnect with
previous learning because they would have been gone for more than 3 months out of class. Government
teachers, non-formal education facilitators and volunteer teachers will be trained in catch up and remedial
teaching methodology. Thirdly, DBE will consider the adaptation of the school calendar for the remaining school
year, depending on the impact of the crisis, and explore adjustments of the holiday period and school hours to
make up for lost time. While these decisions will have to be taken at a local level depending on the duration
period of school closing, DBE will facilitate this process through the provision of guidelines and orientation to
school principals. The content and the timeline of examinations for the school year 2020/21 may also have to
be adapted, taking into account the need to prioritize high stakes examinations such as the matriculation
examination. Depending on schools’ ability and facilities to implement social distancing protocols, double shifts
may be put in place and consideration will be given to the implementation of a blended learning approach, using
the materials and resources developed during the response phase, to reduce the number of students attending
school at the same time.
As part of these efforts towards the resumption of face-to-face learning, DBE will endeavour to prevent the risk
of dropout, and to reintegrate marginalized and out of school children. Indeed, it is anticipated that the COVID-
19 pandemic will have major economic implications, which are likely to lead to further dropout due to economic
hardships and children falling into child labour. The number of children and households living below the national
poverty line is expected to dramatically increase in Myanmar following the COVID-19 crisis. Targeted support
to poor households will help mitigate this risk. As such, a Student Stipends Program will be put in place for
25,000 disadvantaged children who are further challenged by COVID-19 crisis, those from lower social-economic
backgrounds and children at risk of falling into child labour. In parallel, the regular MoE Student Stipend
Programme will continue to provide stipends to 240,000 students. At the same time, the MoE-led back to school
campaign will ensure families have the right information around school reopening, which will notably assure
local communities that the MoE is taking the necessary measures to ensure the safety of their children at school.
DBE is cognizant of the importance of the key role of teachers and township education officers to lead the
recovery of the national education system. As such, at the heart of the recovery phase will feature the training
of BE teachers, volunteer teachers, community teachers, non-formal education facilitators, as well as
Township education officers (Priority Programme 3). The objective is to provide these actors with the
knowledge and skills that will enable them to support students, schools and communities when schools reopen,
and to help the national education system recover from the COVID-19 crisis. This COVID-19 Recovery Training
Program will aim to motivate and empower approximately 418,000 BE teachers, volunteer teachers, community
teachers, non-formal education facilitators and Township education officers to work together in new ways and
to take on new roles outside the classroom. In order to reach all the relevant actors, including in the most
disadvantaged areas, the COVID-19 Recovery Training Program will be implemented through three training
delivery systems:
(a) Digital school-based distance training system, which will involve the delivery of training materials to
teachers and officers for school- and Township-based group training through: i) the Myanmar Digital
Education Platform (MDEP) website; or ii) offline training on tablets and flash drives issued to schools
and Township education offices.
(b) Print school-based distance training system (PDTS): The MoE will send PDTS materials packages to all
BE schools, Monastic schools, NFLCs and Township education offices and Township officers.
13 The MoE will tap into international and local best practice, tools and techniques to assess students upon their return to the
classroom so that the instructional objectives of the curriculum can be tailored to student achievement levels, as impacted by their
absence from formal education studies. The assessment results will provide a picture of current achievement status that will inform
remedial programs to be put in place for students.
(c) Blended school-cluster training system (BSCTS) in targeted BE schools when government regulations
and policies allow for citizens to participate in group-based training activities.
In addition to COVID-19 Recovery Training Program, the MoE will continue the rollout of a new curriculum for
all BE schools for Grades 5, 8 and 11, if the normal schedule for training is re-established following the COVID-
19 crisis. The MoE is proposing to build upon the achievements and lessons learned to date, and design and
deliver a BE Curriculum Training Program for these new grades. This will likely include the development of a
comprehensive set of digital training materials for all basic education teachers to access either online or offline
through the DBE Box.
Finally, DBE will increase community engagement at the school level, notably to enable parents to take a more
active role in their child’s education and school through the PTA Student and School Improvement Program,
and will pursue the communication efforts initiated in phase 1, prioritizing communication between education
authorities at Township level, schools and school communities (Priority Programme 4).
The recovery programme will include support to ethnic basic education providers (EBEPs) to provide targeted
support for continuity of learning and retention in MOE recognised schools managed by EBEPs through the
implementation of an EBEPs Support Program targeting students and teachers in schools such as those managed
by Mon National Education Committee (MNEC) and the Karen Education and Culture Department (KECD). The
program will provide support in providing MoE Covid-19 prevention kits, supporting remote learning programs,
including essential learning kits, planning for Safe Re-Opening, teacher subsidies and support for community
teachers’ continuous professional development.
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Re
turn
to
sa
fe l
ea
rnin
g e
nv
iro
nm
en
ts w
hil
e e
nsu
rin
g t
he
we
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
, te
ach
ers
an
d s
taff
in
sch
oo
ls
Ov
era
ll o
bje
ctiv
e:
Stu
de
nts
, te
ach
ers
an
d s
taff
re
turn
to
sa
fe a
nd
pro
tect
ive
lea
rnin
g e
nvi
ron
me
nts
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f cr
isis
-aff
ect
ed
ch
ildre
n a
nd
yo
uth
wit
h a
cce
ss t
o s
afe
an
d p
rote
ctiv
e le
arn
ing
en
viro
nm
en
ts
De
fin
ing
an
d
imp
lem
en
tin
g a
sch
oo
l
reo
pe
nin
g s
an
ita
ry
pro
toco
l in
lin
e w
ith
IAS
C G
uid
an
ce o
n
CO
VID
-19
Pre
ve
nti
on
an
d C
on
tro
l in
Sch
oo
ls
De
velo
pm
en
t, p
rin
tin
g a
nd
dis
trib
uti
on
of
a p
roto
col f
or
cle
an
ing
an
d d
isin
fect
ion
of
ed
uca
tio
na
l in
stit
uti
on
s a
nd
ho
ste
ls.
All
BE
sch
oo
ls
in M
yan
ma
r
(in
clu
din
g a
ll
sch
oo
ls b
ase
d
in a
ffe
cte
d
To
wn
ship
s)
imp
lem
en
t a
sch
oo
l
reo
pe
nin
g
san
ita
ry
pro
toco
l.
Th
e 1
00
0
sch
oo
ls u
sed
as
com
mu
nit
y
faci
lity
qu
ara
nti
ne
cen
ters
are
dis
infe
cte
d.
DB
E
Mo
HS
A
s p
art
of
the
GP
E p
rop
osa
l: 1
,00
0 g
ove
rnm
en
t
sch
oo
ls,
mo
na
stic
sch
oo
ls,
no
n-f
orm
al e
du
cati
on
cen
tre
s a
nd
te
mp
ora
ry le
arn
ing
cla
ssro
om
s w
ill b
e
dis
infe
cte
d.
EiE
Se
cto
r p
art
ne
rs a
re a
da
pti
ng
glo
ba
l gu
ida
nce
fo
r
sch
oo
ls u
sed
as
qu
ara
nti
ne
ce
ntr
es
(id
en
tifi
cati
on
, u
se,
reh
ab
ilita
tio
n/d
isin
fect
ion
) fo
r M
yan
ma
r. E
iE S
ect
or
can
su
pp
ort
co
mm
un
ity-
leve
l mo
nit
ori
ng
of
the
se
pro
cess
es
in t
he
are
as
the
y a
re p
rese
nt.
Tra
inin
g
of
com
mu
nit
y m
em
be
rs
in
cle
an
ing
an
d d
isin
fect
ion
pro
toco
ls
DB
E
Cle
an
ing
an
d d
isin
fect
ion
of
ed
uca
tio
na
l
inst
itu
tio
ns
use
d
as
com
mu
nit
y fa
cilit
y
qu
ara
nti
ne
ce
nte
rs
by
com
mu
nit
y
me
mb
ers
DB
E
Mo
nit
ori
ng
an
d s
up
erv
isio
n o
f cl
ea
nin
g
an
d d
isin
fect
ion
exe
rcis
e b
y M
OH
S a
nd
To
wn
ship
Ed
uca
tio
n O
ffic
es
DB
E
Up
gra
din
g
an
d
ma
inte
na
nce
o
f W
AS
H
faci
litie
s a
t sc
ho
ols
to
in
cre
ase
th
e
pro
po
rtio
n
of
sch
oo
ls
wit
h
safe
w
ate
r,
ha
nd
wa
shin
g s
tati
on
s, c
lea
nin
g s
up
pli
es
thro
ug
h t
he
pro
visi
on
of
gra
nts
.
All
sch
oo
ls
wit
h le
ast
de
velo
pe
d
hyg
ien
e
con
dit
ion
s w
ill
ha
ve im
pro
ved
WA
SH
faci
litie
s.
DB
E
Mo
HS
A
s p
art
of
the
GP
E p
rop
osa
l: 1
,00
0 e
du
cati
on
al
inst
itu
tio
ns
will
re
ceiv
e r
ep
air
an
d m
ain
ten
an
ce g
ran
ts
UN
ICE
F is
wo
rkin
g w
ith
MO
E t
o u
pg
rad
e W
ASH
faci
litie
s
WFP
is a
lso
wo
rkin
g w
ith
pa
rtn
ers
to
imp
rove
acc
ess
to
wa
ter
an
d s
an
i ta
tio
n
EiE
pa
rtn
ers
will
ide
nti
fy W
ASH
ga
ps
in T
LCs/
ed
uca
tio
n
cen
ters
/sch
oo
ls a
tte
nd
ed
by
dis
pla
ced
an
d c
on
flic
t -
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t a
ffe
cte
d s
tud
en
ts a
nd
wo
rk t
o f
ill t
ho
se g
ap
s,
de
pe
nd
en
t o
n r
eso
urc
ing
ava
ilab
le
VSO
is s
up
po
rtin
g u
pg
rad
ing
of
WA
SH f
aci
litie
s in
sch
oo
ls in
Mo
n
Sch
oo
l-b
ase
d p
rev
en
tiv
e
an
d l
ife
-sa
vin
g
me
ssa
gin
g (
he
alt
h,
hy
gie
ne
, e
tc.)
Pro
vid
ing
e
sse
nti
al
lea
rnin
g
Kit
s/C
OV
ID
pre
ven
tin
g k
its
for
CO
VID
19
re
spo
nse
in
all
ap
pro
pri
ate
lan
gu
ag
es
·
Pro
visi
on
of
ind
ivid
ua
l an
d s
cho
ol
kits
in
clu
din
g
ba
ckp
ack
s,
no
teb
oo
ks,
pe
nci
ls,
etc
.
Pro
visi
on
o
f h
ygie
ne
a
nd
san
ita
tio
n m
ate
ria
ls f
or
CO
VID
-19
pre
ven
tio
n t
o s
cho
ols
an
d o
the
r
lea
rnin
g
cen
tre
s (i
ncl
. b
uck
ets
,
soa
p,
reu
sab
le
ma
sks
for
tea
che
rs a
nd
le
arn
ers
an
d s
cho
ol
sta
ff
an
d
ha
nd
-sa
nit
ize
r fo
r
tea
che
rs
an
d
sch
oo
l st
aff
,
me
nst
rua
l h
ygie
ne
pa
cka
ge
s).
·
Ori
en
tati
on
o
f te
ach
ers
a
nd
sch
oo
l sta
ff o
n h
ow
to
use
CO
VID
pre
ven
tio
n k
its
·
Imp
rove
me
nt
of
ven
tila
tio
n
in
cla
ssro
om
s a
nd
o
the
r p
lace
s o
f
lea
rnin
g
6,7
00
sch
oo
ls
in M
yan
ma
r
(in
clu
din
g a
ll
sch
oo
ls b
ase
d
in a
ffe
cte
d
To
wn
ship
s)
will
be
pro
vid
ed
wit
h
Kit
s/ h
ygie
ne
an
d s
an
ita
tio
n
ma
teri
als
fo
r
CO
VID
-19
pre
ven
tio
n.
DB
E
DA
E,
DM
NL
As
pa
rt o
f th
e G
PE
pro
po
sal:
6,7
00
go
vern
me
nt
sch
oo
ls,
mo
na
stic
sch
oo
ls,
pri
vate
sch
oo
ls,
no
n-f
orm
al
ed
uca
tio
n c
en
tre
s a
nd
te
mp
ora
ry le
arn
ing
cla
ssro
om
s
in C
OV
ID-1
9 a
ffe
cte
d t
ow
nsh
ips
will
be
pro
vid
ed
wit
h
sch
oo
l kit
s a
nd
hyg
ien
e a
nd
sa
nit
ati
on
ma
teri
als
fo
r
CO
VID
-19
pre
ven
tio
n,
be
ne
fitt
ing
mo
re t
ha
n 2
mill
ion
child
ren
.
SDC
ca
n c
on
trib
ute
so
me
fu
nd
ing
to
dis
trib
uti
on
of
CO
VID
-19
re
spo
nse
kit
s
VSO
to
pro
vid
e p
reve
nti
on
kit
s fo
r sc
ho
ols
an
d a
da
pt
CO
VID
-19
gu
ide
line
s in
to lo
cal l
an
gu
ag
es
in M
on
an
d
NSS
EiE
pa
rtn
ers
will
pro
vid
e e
sse
nti
al l
ea
rnin
g k
its
to
child
ren
in I
DP
an
d c
on
flic
t-a
ffe
cte
d a
rea
s, a
nd
ca
n
alig
n w
ith
an
d s
up
po
rt d
istr
ibu
tio
n le
d b
y M
oE
. E
iE
Sect
or
will
de
velo
p a
min
imu
m p
ack
ag
e a
nd
ad
dit
ion
al
reco
mm
en
de
d s
up
plie
s fo
r le
arn
ing
kit
s /
CO
VID
-19
pre
ven
tio
n k
its.
CO
VID
19
Pre
ven
tio
n P
rog
ram
me
:
·
Pro
visi
on
of
gu
ida
nce
on
CO
VID
-
19
Pre
ven
tio
n a
nd
Co
ntr
ol
to a
ll
ed
uca
tio
na
l in
stit
uti
on
s
All
sch
oo
ls in
Mya
nm
ar
will
rece
ive
Gu
ida
nce
on
DB
E
A
s p
art
of
the
GP
E p
rop
osa
l:
Na
t io
nw
ide
: 4
7,0
00
go
vern
me
nt
sch
oo
ls,
pri
vate
sch
oo
ls,
mo
na
stic
sch
oo
ls,
no
n-f
orm
al e
du
cati
on
cen
tre
s a
nd
te
mp
ora
ry le
arn
ing
cla
ssro
om
s in
th
e
cou
ntr
y w
ill r
ece
ive
th
e G
uid
an
ce o
n C
OV
ID
Pre
ven
tio
n,
be
ne
fitt
ing
mo
re t
ha
n 9
.7 m
illio
n c
hild
ren
.
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
·
Ori
en
tati
on
o
f h
ea
dte
ach
ers
,
tea
che
rs
an
d
pa
ren
ts
on
th
e
Gu
ida
nce
a
nd
p
roto
col
to
pro
mo
te s
oci
al d
ista
nci
ng
·
Mo
nit
ori
ng
o
f le
arn
er
an
d
tea
che
r h
ea
lth
CO
VID
-19
Pre
ven
tio
n.
We
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
,
tea
che
rs a
nd
sta
ff i
n
sch
oo
ls
Sch
oo
l a
nd
C
om
mu
nit
y C
ou
nse
llin
g
Pro
gra
mm
e:
·
Tra
inin
g
of
tea
che
rs
in
psy
cho
soci
al
sup
po
rt,
incl
ud
ing
ho
w t
o i
de
nti
fy a
cute
ca
ses
an
d
ma
ke
refe
rra
ls
for
spe
cia
lize
d
serv
ice
s
·
Sup
po
rt f
or
psy
cho
soci
al
sup
po
rt
for
pa
ren
ts
·
Sup
po
rt
for
spe
cia
lize
d
me
nta
l
he
alt
h
serv
ice
(i
ncl
ud
ing
ind
ivid
ua
l co
un
selli
ng
)
·
Est
ab
lish
me
nt
of
a r
efe
rra
l
me
cha
nis
m b
etw
ee
n M
inis
try
of
Ed
uca
tio
n,
De
pa
rtm
en
t o
f So
cia
l
We
lfa
re a
nd
Min
istr
y o
f H
ea
lth
an
d S
po
rts
45
,00
0
tea
che
rs
att
en
d
psy
cho
soci
al
sup
po
rt a
nd
refe
rra
l
tra
inin
g
12
5,0
00
child
ren
pro
vid
ed
wit
h
psy
cho
soci
al
sup
po
rt
DB
E
DM
&E
(Re
sea
rch
/
Ed
uca
tio
n)
As
pa
rt o
f th
e G
PE
pro
po
sal:
A t
ota
l of
3,9
00
go
vern
me
nt
sch
oo
ls,
pri
vate
sch
oo
ls,
mo
na
stic
sch
oo
ls,
no
n-f
orm
al e
du
cati
on
ce
ntr
es
an
d t
em
po
rary
lea
rnin
g
cla
ssro
om
s in
th
e C
OV
ID-1
9 a
ffe
cte
d T
S w
ill b
e c
ove
red
by
PSS
an
d c
ou
nse
llin
g in
terv
en
tio
ns,
be
ne
fitt
ing
mo
re
tha
n 4
5,0
00
te
ach
ers
, re
ach
ing
mo
re t
ha
n 1
25
,00
0
child
ren
.
Save
th
e C
hild
ren
is w
ork
ing
on
a h
otl
ine
or
text
-
me
ssa
gin
g c
ou
nse
llin
g s
erv
ice
EiE
pa
rtn
ers
ha
ve P
SS t
oo
ls a
nd
pro
gra
ms
for
child
ren
,
tea
che
rs,
an
d c
are
giv
ers
ava
ilab
le f
or
use
Re
-est
ab
lish
me
nt
of
reg
ula
r a
nd
sa
fe
de
live
ry
of
ess
en
tia
l sc
ho
ol -
ba
sed
serv
ice
s (s
cho
ol
fee
din
g,
pro
tect
ion
refe
rra
ls
a
nd
sp
eci
aliz
ed
se
rvic
es
for
child
ren
wit
h d
isa
bili
tie
s),
wh
ile f
ollo
win
g
soci
al
dis
tan
cin
g m
ea
sure
s to
re
du
ce r
isk
of
infe
ctio
n
80
% o
f a
ll
sch
oo
ls r
e-
est
ab
lish
sch
oo
l fe
ed
ing
pro
gra
mm
es
(esp
eci
ally
in
po
ore
r
com
mu
nit
ies)
DB
E
W
FP is
wo
rkin
g w
ith
Mo
E t
o c
on
tin
uin
g t
he
sch
oo
l
fee
din
g p
rog
ram
.
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
2:
Eff
ect
ive
tra
nsi
tio
n t
ow
ard
s th
e r
esu
mp
tio
n o
f fa
ce t
o f
ace
le
arn
ing
fo
r a
ll s
tud
en
ts,
incl
ud
ing
ma
rgin
ali
zed
an
d o
ut-
of-
sch
oo
l ch
ild
ren
,
thro
ug
h r
em
ed
ial
ed
uca
tio
n a
nd
aca
de
mic
ca
len
da
r a
dju
stm
en
ts
Ov
era
ll o
bje
ctiv
e:
Th
e t
ran
siti
on
to
wa
rds
the
re
sum
pti
on
of
face
to
fa
ce le
arn
ing
is e
ffe
ctiv
e a
nd
incl
usi
ve,
esp
eci
ally
fo
r m
arg
ina
lize
d c
hild
ren
Ke
y o
utp
ut
ind
ica
tors
: P
rop
ort
ion
of
sch
oo
ls o
ffe
rin
g r
em
ed
ial e
du
cati
on
an
d c
atc
h u
p p
rog
ram
me
s in
CO
VID
-aff
ect
ed
to
wn
ship
s; P
rop
ort
ion
of
IDP
stu
de
nts
,
dis
ab
led
stu
de
nts
an
d g
irls
re
ceiv
ing
fin
an
cia
l su
pp
ort
Pre
ve
nti
on
of
dro
po
ut
an
d r
ein
teg
rati
on
of
ma
rgin
ali
zed
an
d o
ut
of
sch
oo
l st
ud
en
ts
Pro
visi
on
to
stu
de
nts
in
to
wn
ship
s w
ith
con
firm
ed
C
OV
ID-1
9
case
s,
fro
m
low
soci
o-e
con
om
ic
ba
ckg
rou
nd
s a
nd
th
ose
at
risk
o
f fa
llin
g
into
ch
ild
la
bo
ur
of
a
sch
oo
l st
ipe
nd
(i
ncl
ud
ing
D
isa
ble
stu
de
nts
, st
ud
en
ts
fro
m
NFP
E,
NF
ME
,
TLC
-ID
P,
Ch
ild
ren
’s w
ith
sp
eci
al n
ee
ds
are
a m
ust
)
Ad
dit
ion
al
25
,00
0
stu
de
nts
will
rece
ive
a
stip
en
d.
DB
E
DA
E
As
pa
rt o
f th
e G
PE
pro
po
sal:
25
,00
0 c
hild
ren
in
tow
nsh
ips
wit
h c
on
firm
ed
CO
VID
-19
ca
ses
will
re
ceiv
e
stip
en
ds .
De
sig
n a
nd
im
ple
me
nta
tio
n o
f a
ba
ck t
o
sch
oo
l ca
mp
aig
n t
hro
ug
h in
cre
ase
d
com
mu
nit
y e
ng
ag
em
en
t,
esp
eci
ally
in
dis
ad
van
tag
ed
to
wn
ship
s,
dis
pla
cem
en
t
an
d c
on
flic
t-a
ffe
cte
d a
rea
s
Co
un
tryw
ide
ba
ck t
o s
cho
ol
cam
pa
ign
imp
lem
en
ted
.
DB
E
N
RC
ca
n im
ple
me
nt
ba
ck t
o s
cho
ol c
am
pa
ign
an
d u
se
dig
ita
l me
ssa
gin
g v
ia c
om
mu
nit
y yo
uth
gro
up
s
VSO
to
wo
rk w
ith
pa
rtn
ers
to
su
pp
ort
ba
ck t
o s
cho
ol
cam
pa
ign
in M
on
an
d N
SS
Ass
ess
ing
dis
tan
ce
lea
rnin
g p
rog
ress
es
Imp
lem
en
tati
on
o
f a
b
ack
to
sc
ho
ol
ass
ess
me
nt
All
stu
de
nts
pa
rtic
ipa
te in
ba
ck t
o s
cho
ol
ass
ess
me
nts
.
DB
E
A
ER
S w
ill s
up
po
rt d
eve
lop
me
nt
of
qu
alit
y a
sse
ssm
en
t
too
ls r
eq
uir
ed
fo
r e
ffe
ctiv
e r
em
ed
ial p
rog
ram
s in
pri
ma
ry t
o m
idd
le s
cho
ol.
Re
me
dia
l E
du
cati
on
Pro
gra
m i
n a
ll B
E
sch
oo
ls i
ncl
ud
ing
mo
na
stic
an
d p
riv
ate
sch
oo
ls f
or
sele
cte
d
stu
de
nts
De
velo
pm
en
t o
f re
me
dia
l p
rog
ram
gu
ide
lin
es
All
sch
oo
ls in
Mya
nm
ar
will
imp
lem
en
t
Re
me
dia
l
Ed
uca
tio
n
Pro
gra
mm
es
DB
E
D
FID
-fu
nd
ed
TR
EE
Re
cove
ry W
ork
to
ge
the
r w
ith
TE
s.
Pri
nti
ng
a
nd
d
istr
ibu
tio
n
of
rem
ed
ial
pro
gra
m g
uid
elin
es.
DB
E
E
iE p
art
ne
rs c
an
su
pp
ort
de
live
ry o
f re
me
dia
l
ed
uca
tio
n in
ID
P s
ite
s a
nd
are
as
of
op
era
tio
n
Ap
po
inti
ng
o
f vo
lun
tee
r te
ach
ers
fo
r
rem
ed
ial t
ea
chin
g
DB
E
2
50
,00
0 c
hild
ren
be
ne
fitt
ing
fro
m r
em
ed
ial t
ea
chin
g
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
fo
r th
e m
ost
vuln
era
ble
stu
de
nts
.
Pro
visi
on
of
stip
en
d f
or
tea
che
rs in
volv
ed
in r
em
ed
ial t
ea
chin
g
DB
E
Imp
lem
en
tati
on
of
rem
ed
ial e
du
cati
on
D
BE
·
Mo
nit
ori
ng
of
tea
chin
g a
nd
lea
rnin
g in
sch
oo
ls b
y to
wn
ship
au
tho
riti
es
to e
nsu
re t
ha
t
child
ren
are
no
t la
gg
ing
be
hin
d.
Su
pp
ort
to
Ea
rly
Lit
era
cy
an
d N
um
era
cy
·
Re
visi
on
/de
velo
pm
en
t, p
rin
tin
g
an
d d
istr
ibu
tio
n o
f “G
uid
eb
oo
k
for
ea
rly
re
ad
ing
” a
nd
“Gu
ide
bo
ok
fo
r e
arl
y n
um
era
cy”
·
Tra
inin
g t
o t
ea
che
rs.
·
Pro
visi
on
of
wo
rkb
oo
ks,
pic
ture
bo
oks
an
d s
tory
bo
oks
.
·
Mo
nit
ori
ng
of
stu
de
nts
’ li
tera
cy
an
d n
um
era
cy s
kills
.
25
,00
0
child
ren
will
rece
ive
sup
po
rt t
o
de
velo
p e
arl
y
lite
racy
an
d
nu
me
racy
skill
s .
As
pa
rt o
f G
PE
pro
po
sal:
25
,00
0 c
hil
dre
n w
ill r
ece
ive
su
pp
ort
to
de
velo
p e
arl
y
lite
racy
an
d n
um
era
cy s
kills
.
Re
stru
ctu
rin
g o
f th
e
curr
icu
lum
du
rin
g t
he
reco
ve
ry p
ha
se
De
velo
pm
en
t a
nd
im
ple
me
nta
tio
n
of
a
con
de
nse
d v
ers
ion
of
the
cu
rric
ulu
m f
or
the
aca
de
mic
ye
ar
20
20
/21
on
ce s
cho
ols
reo
pe
n,
wh
ich
ta
kes
into
a
cco
un
t
tea
chin
g t
ime
lo
st d
uri
ng
sch
oo
l cl
osu
re
an
d p
rio
riti
zes
con
ten
t/su
bje
cts
req
uir
ed
for
gra
de
p
rog
ress
ion
a
nd
d
eve
lop
ing
fou
nd
ati
on
al s
kills
of
you
ng
er
child
ren
.
A r
est
ruct
ure
d
curr
icu
lum
is
de
velo
pe
d
DB
E
DE
RP
T
Ad
min
istr
ati
ve
&
aca
de
mic
ad
ap
tati
on
s
(aca
de
mic
ca
len
da
r
incl
ud
ing
ex
am
ina
tio
ns)
Ad
ap
tati
on
o
f th
e
sch
oo
l ca
len
da
r,
incl
ud
ing
ho
lida
ys,
sch
oo
l h
ou
rs,
etc
. to
ma
ke u
p f
or
lost
tim
e
An
ad
ap
ted
aca
de
mic
cale
nd
ar
is
de
velo
pe
d
DB
E
Up
da
ted
a
sse
ssm
en
t p
lan
/ap
pro
ach
fo
r
20
20
-21
sch
oo
l ye
ar
de
pe
nd
ing
on
th
e
nu
mb
er
of
mo
nth
s lo
st:
DB
E
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
·
Pla
n f
or
hig
h s
take
s e
xam
s su
ch a
s
Gra
de
1
1
exa
ms
to
en
sure
fa
ir
ass
ess
me
nt
·
Pla
n
for
ass
ess
ing
n
ew
p
rio
riti
zed
con
ten
t in
all
gra
de
s a
nd
de
cid
ing
on
pro
gre
ssio
n.
Incr
ea
se i
nv
est
me
nt
in
rem
ote
an
d d
ista
nce
lea
rnin
g t
o b
e p
rep
are
d
for
a r
ecu
rre
nce
of
dis
ea
se t
ran
smis
sio
n
tha
t n
ece
ssit
ate
s re
-
clo
sin
g s
cho
ols
Pu
rsu
e
the
e
ffo
rts
init
iate
d
in
the
resp
on
se p
ha
se 1
to
pre
pa
re f
or
futu
re
rou
nd
s o
f sc
ho
ol
clo
sure
s, t
o s
tre
ng
the
n
tea
chin
g
an
d
lea
rnin
g
wh
ere
cl
osu
res
rem
ain
in
e
ffe
ct
in
aff
ect
ed
T
ow
nsh
ips
an
d e
na
ble
a b
len
de
d l
ea
rnin
g a
pp
roa
ch
wh
ere
so
cia
l d
ista
nci
ng
p
roto
cols
ne
cess
ita
te s
uch
me
asu
res
Bu
dg
et
allo
cate
d f
or
the
ma
inte
na
nce
of
dis
tan
ce
lea
rnin
g
reso
urc
es
DB
E
E
YE
/AD
B T
ea
m w
ill s
up
po
rt s
eco
nd
ary
ed
uca
tio
n
Su
pp
ort
Eth
nic
Ba
sic
Ed
uca
tio
n P
rov
ide
rs
Pro
visi
on
of
targ
ete
d s
up
po
rt f
or
con
tin
uit
y o
f le
arn
ing
an
d r
ete
nti
on
in
Mo
E r
eco
gn
ise
d s
cho
ols
th
rou
gh
imp
lem
en
tati
on
of
EB
EP
s S
up
po
rt
Pro
gra
m:
·
Pro
vid
ing
Mo
E C
ovi
d-1
9
pre
ven
tio
n/l
ea
rnin
g k
its
·
Sup
po
rtin
g R
em
ote
Le
arn
ing
Pro
gra
ms,
incl
ud
ing
Ess
en
tia
l
Lea
rnin
g K
its
·
Pla
nn
ing
fo
r Sa
fe R
e-O
pe
nin
g
·
Te
ach
er
sub
sid
ies
·
Su
pp
ort
fo
r co
mm
un
ity
te
ach
ers
’
con
tin
uo
us
pro
fess
ion
al
de
velo
pm
en
t
Sup
po
rt
rea
che
s
15
0,0
00
child
ren
an
d
2,0
00
EB
EP
-
sup
po
rte
d
com
mu
nit
y
tea
che
rs.
DB
E
A
s p
art
of
GP
E p
rop
osa
l:
Five
Eth
nic
Ba
sic
Ed
uca
tio
n P
rovi
de
rs w
ork
ing
acr
oss
3,0
00
Mo
E r
eco
gn
ise
d s
cho
ols
un
de
r E
BE
Ps,
dir
ect
ly
rea
chin
g 1
50
,00
0 c
hild
ren
(o
f th
e 4
20
,00
0+
ch
ildre
n in
EB
EP
’s s
up
po
rt s
cho
ol s
yste
ms)
an
d 2
,00
0 E
BE
P-
sup
po
rte
d c
om
mu
nit
y te
ach
ers
in M
on
, K
ayi
n,
Ka
yah
,
Sha
n,
Ka
chin
an
d T
an
inth
ayr
i Re
gi o
ns.
ME
C s
up
po
rt f
or
EB
EP
s, in
clu
din
g li
ais
on
an
d
con
text
ua
lisa
tio
n
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
3:
Tra
inin
g a
nd
su
pp
ort
to
te
ach
ers
an
d t
ow
nsh
ip e
du
cati
on
off
ice
rs f
or
CO
VID
-19
re
cov
ery
Ov
era
ll o
bje
ctiv
e:
All
te
ach
ers
an
d t
ow
nsh
ip e
du
cati
on
off
ice
rs h
ave
th
e c
ap
aci
ty a
nd
kn
ow
led
ge
to
su
pp
ort
CO
VID
-19
re
cove
ry a
nd
to
imp
lem
en
t th
e r
ollo
ut
of
the
ne
w c
urr
icu
lum
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f te
ach
ers
an
d T
EO
s re
ceiv
ing
tra
inin
g f
or
CO
VID
-19
re
cove
ry a
nd
fo
r n
ew
cu
rric
ulu
m (
gra
de
s 5
, 8
an
d 1
1)
CO
VID
-19
Re
cov
ery
Tra
inin
g P
rog
ram
fo
r B
E
tea
che
rs,
vo
lun
tee
r
tea
che
rs,
com
mu
nit
y
tea
che
rs a
nd
no
n-
form
al
ed
uca
tio
n
faci
lita
tors
an
d
To
wn
ship
off
ice
rs
Imp
lem
en
tati
on
o
f C
OV
ID-1
9
reco
very
tra
inin
g
for
25
0,0
00
B
E
tea
che
rs,
volu
nte
er
tea
che
rs,
com
mu
nit
y te
ach
ers
,
no
n-f
orm
al
ed
uca
tio
n
faci
lita
tors
a
nd
TE
Os
wh
o
will
b
e
pro
vid
ed
w
ith
kno
wle
dg
e a
nd
ski
lls a
cro
ss a
ra
ng
e o
f
CO
VID
-19
re
late
d t
op
ics,
th
rou
gh
gro
up
an
d
ind
ivid
ua
l p
art
-tim
e
lea
rnin
g
in
sch
oo
ls a
nd
TE
Os.
Tra
inin
g d
eliv
ery
ap
pro
ach
:
(a)
Dig
ita
l sc
ho
ol-
ba
sed
dis
tan
ce t
rain
ing
syst
em
(D
DT
S);
(b)
Pri
nt
sch
oo
l-b
ase
d d
ista
nce
tra
inin
g
syst
em
(P
DT
S);
an
d,
(c)
Ble
nd
ed
sch
oo
l-cl
ust
er
tra
inin
g s
yste
m
(BSC
TS)
.
Th
e C
OV
ID-1
9 R
eco
very
Tra
inin
g P
rog
ram
will
als
o b
e i
mp
lem
en
ted
in
all
Mo
na
stic
sch
oo
ls
thro
ug
h
an
e
xist
ing
d
igit
al
lea
rnin
g
pla
tfo
rm,
calle
d
ME
Co
nn
ect
,
est
ab
lish
ed
b
y th
e
Mo
na
stic
E
du
cati
on
De
velo
pm
en
t G
rou
p (
ME
DG
), u
nd
er
the
Min
istr
y o
f R
elig
iou
s A
ffa
irs
an
d C
ult
ure
.
25
0,0
00
ba
sic
ed
uca
tio
n
tea
che
rs,
volu
nte
er
tea
che
rs,
com
mu
nit
y
tea
che
rs,
no
n-
form
al
ed
uca
tio
n
faci
lita
tors
an
d
To
wn
ship
ed
uca
tio
n
off
ice
rs
rece
ive
CO
VID
-
19
re
cove
ry
tra
inin
g.
DB
E
A
s p
art
of
the
GP
E p
rop
osa
l: 2
50
,00
0 b
asi
c e
du
cati
on
tea
che
rs,
volu
nte
er
tea
che
rs,
com
mu
nit
y te
ach
ers
,
no
n-f
orm
al e
du
cati
on
fa
cilit
ato
rs a
nd
To
wn
ship
ed
uca
tio
n o
ffic
ers
re
ceiv
e t
rain
ing
on
CO
VID
-19
pre
ven
tio
n.
Save
th
e C
hild
ren
will
wo
rk w
ith
PT
As
an
d c
hild
gro
up
s
to s
up
po
rt c
hild
-le
d C
OV
ID-p
reve
nti
on
aw
are
ne
ss a
nd
pro
mo
tio
n
In-s
erv
ice
te
ach
er
tra
inin
g
Te
ach
er
tra
inin
g o
n c
on
de
nse
d c
urr
icu
la.
41
8,0
00
ba
sic
ed
uca
tio
n
DB
E
E
YE
/AD
B T
ea
m w
ill s
up
po
rt t
he
se
con
da
ry e
du
cati
on
tea
che
r tr
ain
ing
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Tra
inin
g
of
tea
che
rs
in
catc
h
up
a
nd
rem
ed
ial m
eth
od
olo
gy
tea
che
rs
rece
ive
sh
ort
in-s
erv
ice
tra
inin
g.
DB
E
A
s p
art
of
the
GP
E p
rop
osa
l:
10
,00
0 t
ea
che
r s t
rain
ed
to
pro
vid
e c
atc
h u
p a
nd
rem
ed
ial e
du
cati
on
.
In-s
erv
ice
Te
ach
er
Tra
inin
g f
or
gra
de
5,
8,1
1
ne
w
curr
icu
lum
(o
nli
ne
tr
ain
ing
s/
ho
me
ba
sed
lea
rnin
g)
DB
E
A
s p
art
of
the
GP
E p
rop
osa
l:
GP
E a
cce
lera
ted
fu
nd
ing
co
uld
co
ntr
ibu
te t
o t
he
ne
xt
cycl
e o
f n
ati
on
al
casc
ad
e t
rain
ing
to
intr
od
uce
ne
w
curr
icu
lum
fo
r G
rad
e 5
, 8
an
d 1
1 in
th
e s
cho
ol y
ea
r
20
21
-20
22
.
EY
E/A
DB
Te
am
will
su
pp
ort
Te
ach
er
Tra
inin
g f
or
gra
de
8 a
nd
11
ne
w c
urr
icu
lum
Pri
ori
ty p
rog
ram
me
4:
Co
mm
un
ity
en
ga
ge
me
nt
an
d c
om
mu
nic
ati
on
at
all
le
ve
ls
Ov
era
ll o
bje
ctiv
e:
Co
mm
un
ity
en
ga
ge
me
nt
at
sch
oo
l le
vel i
s st
ren
gth
en
ed
an
d e
ffe
ctiv
e c
om
mu
nic
ati
on
ch
an
ne
ls f
or
pa
ren
ts/c
are
giv
ers
, e
du
cati
on
sta
ff,
tea
che
rs,
an
d s
tud
en
ts a
re in
pla
ce a
fte
r sc
ho
ol r
eo
pe
nin
g a
nd
co
ntr
ibu
te t
o t
he
re
cove
ry p
roce
ss
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f sc
ho
ols
tra
inin
g p
are
nts
on
th
e P
TA
Stu
de
nt
an
d S
cho
ol I
mp
rove
me
nt
Gu
ide
line
s; P
rop
ort
ion
of
fam
ilie
s a
cce
ssin
g t
he
PT
A
Co
mm
un
ica
tio
n N
etw
ork
Ap
p;
Incr
ea
sed
co
mm
un
ity
en
ga
ge
me
nt
at
sch
oo
l
lev
el
PT
A
Stu
de
nt
an
d
Sch
oo
l Im
pro
vem
en
t
Pro
gra
m
·
Dra
ft,
pri
nt
an
d
dis
trib
ute
P
are
nt
Te
ach
er
Ass
oci
ati
on
(P
TA
) St
ud
en
t
an
d S
cho
ol
Imp
rove
me
nt
Gu
ide
lin
es
(Ve
rsio
n 2
.0);
·
Tra
in p
are
nts
in
th
e P
TA
Stu
de
nt
an
d
Sch
oo
l Im
pro
vem
en
t G
uid
elin
es
in a
ll
BE
sch
oo
ls;
·
Pa
ren
t
Te
ach
er
Ass
oci
ati
on
(PT
A)
Stu
de
nt
an
d S
cho
ol
Imp
rove
me
nt
Gu
ide
line
s a
re
dis
trib
ute
d t
o
all
sch
oo
ls.
3,8
00
,00
0
pa
ren
ts (
50
%
wo
me
n)
me
nto
red
by
DB
E
D
en
ma
rk is
su
pp
ort
ing
th
e P
TA
Im
pro
vem
en
t P
rog
ram
Save
th
e c
hild
ren
will
wo
rk w
ith
PT
As
an
d c
hild
gro
up
s
to s
up
po
rt c
hild
-le
d C
OV
ID-p
reve
nti
on
aw
are
ne
ss a
nd
pro
mo
tio
n
As
pa
rt o
f G
PE
pro
po
sal:
Dra
ft,
pri
nt
an
d d
istr
ibu
te P
are
nt
Te
ach
er
Ass
oci
ati
on
(PT
A)
Stu
de
nt
an
d S
cho
ol I
mp
rove
me
nt
Gu
ide
line
s
(Ve
rsio
n 2
.0)
an
d t
rain
4 p
are
nt
PT
A le
ad
ers
fro
m e
very
BE
sch
oo
l
Pu
rsu
e c
om
mu
nic
ati
on
at
all
le
ve
ls
Pu
rsu
e
the
co
mm
un
ica
tio
n
eff
ort
s
init
iate
d
in
ph
ase
1
. P
rio
riti
ze
com
mu
nic
ati
on
b
etw
ee
n
ed
uca
tio
n
DB
E
D
FID
’s A
ER
S p
rog
ram
an
d E
U c
an
pro
vid
e
com
mu
nic
ati
on
s e
xpe
rtis
e
Pri
ori
ty A
rea
/ o
utp
uts
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
au
tho
riti
es
at
To
wn
ship
leve
l, s
cho
ols
an
d
sch
oo
l co
mm
un
itie
s.
tra
ine
d P
TA
pa
ren
t le
ad
ers
to s
up
po
rt
the
ir c
hil
d’s
lea
rnin
g a
t
sch
oo
l an
d a
t
ho
me
2.2 Alternative education
In the same vein as the basic education sector, the alternative education sector will also prioritize the return to
a safe non-formal education environment (Priority Programme 1) and will ensure COVID-19 prevention in NFPE
and NFMSE centres, in line with IASC Guidance on COVID-19 Prevention and Control in Schools. In line with its
mandate, DAE will put a particular focus on the reintegration of marginalized and out-of-school children
(Priority Programme 2), through the same kinds of mechanisms as DBE (Student Stipends Program, which will
be expanded to children in NFPE/NFMSE from COVID-19 affected townships and poorer economic backgrounds,
and targeted back to class campaign). Community engagement will be at the core of the alternative education
recovery intervention in order notably to identify children who have not returned to school.
As for the response phase, linkages and common approaches between the basic education and the alternative
systems will be fostered to avoid duplication of efforts and encourage sharing of resources and solutions.
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Re
turn
to
sa
fe n
on
-fo
rma
l e
du
cati
on
en
vir
on
me
nts
wh
ile
en
suri
ng
th
e w
ell
be
ing
an
d p
rote
ctio
n o
f st
ud
en
ts,
faci
lita
tors
an
d s
taff
in
NF
PE
/NF
MS
E c
en
tre
s
Ov
era
ll o
bje
ctiv
e:
Stu
de
nts
, fa
cilit
ato
rs a
nd
sta
ff r
etu
rn t
o s
afe
an
d p
rote
ctiv
e le
arn
ing
en
viro
nm
en
ts
Ke
y o
utp
ut
ind
ica
tor:
Pro
po
rtio
n o
f cr
isis
-aff
ect
ed
ch
ildre
n a
nd
yo
uth
wit
h a
cce
ss t
o s
afe
an
d p
rote
ctiv
e n
on
-fo
rma
l le
arn
ing
en
viro
nm
en
ts
De
fin
ing
an
d
imp
lem
en
tin
g a
n
NF
PE
/NF
MS
E
reo
pe
nin
g s
an
ita
ry
pro
toco
l in
lin
e w
ith
IAS
C G
uid
an
ce o
n
CO
VID
-19
Pre
ve
nti
on
an
d C
on
tro
l in
Sch
oo
ls
De
velo
pm
en
t, p
rin
tin
g a
nd
dis
trib
uti
on
of
a p
roto
col
for
cle
an
ing
an
d d
isin
fect
ion
of
ed
uca
tio
na
l in
stit
uti
on
s
45
0
NFP
E/N
FM
SE
in C
OV
ID-1
9
aff
ect
ed
TS
ha
ve b
ee
n
cle
an
ed
/dis
inf
ect
ed
DA
E
Mo
HS
A
s p
art
of
the
GP
E p
rop
osa
l, N
FP
E/N
FMSE
are
pa
rt
of
the
3,0
00
sch
oo
ls t
ha
t w
ill b
e t
arg
ete
d f
or
cle
an
ing
an
d d
isin
fect
ion
.
Tra
inin
g
of
com
mu
nit
y m
em
be
rs
in
cle
an
ing
an
d d
isin
fect
ion
pro
toco
ls
DA
E
Cle
an
ing
an
d d
isin
fect
ion
of
ed
uca
tio
na
l
inst
itu
tio
ns
by
com
mu
nit
y m
em
be
rs
DA
E
Mo
nit
ori
ng
a
nd
su
pe
rvis
ion
o
f cl
ea
nin
g
an
d
dis
infe
ctio
n
exe
rcis
e
by
MO
HS
an
d
To
wn
ship
Ed
uca
tio
n O
ffic
es
DA
E
Up
gra
din
g
of
WA
SH
faci
liti
es
an
d
eq
uip
me
nt
to i
ncr
ea
se t
he
pro
po
rtio
n o
f
NFP
E/N
FM
SE
cen
tre
s w
ith
sa
fe
wa
ter,
ha
nd
wa
shin
g s
tati
on
s, c
lea
nin
g s
up
plie
s
45
0
NFP
E/N
FSM
E
ha
ve u
pg
rad
ed
WA
SH
faci
litie
s
DA
E,
TM
s,
TE
Os
Mo
HS
A
s p
art
of
the
GP
E p
rop
osa
l, N
FP
E/N
FSM
E a
re p
art
of
the
1,0
00
ed
uca
tio
na
l in
stit
uti
on
s w
ill r
ece
ive
rep
air
an
d m
ain
ten
an
ce g
ran
ts.
En
sure
se
curi
ty
a
nd
m
ain
ten
an
ce
of
WA
SH in
fra
stru
ctu
re
DA
E,
TM
s,
Foca
l pe
rso
ns
En
sure
le
arn
ing
is
pro
vid
ed
th
rou
gh
sm
all
gro
up
m
od
alit
ies
resp
ect
ing
p
hys
ica
l
dis
tan
cin
g m
ea
sure
s
D
AE
NF
PE
/NF
MS
E-b
ase
d
pre
ve
nti
ve
an
d l
ife
-
sav
ing
me
ssa
gin
g
(he
alt
h,
hy
gie
ne
, e
tc.)
Pro
vid
ing
e
sse
nti
al
lea
rnin
g
Kit
s/C
OV
ID
pre
ven
tin
g k
its
for
CO
VID
-19
re
spo
nse
in
all
ap
pro
pri
ate
lan
gu
ag
es
45
0
NFP
E/N
FM
SE
in C
OV
ID-1
9
aff
ect
ed
TS
are
DA
E,
Mo
HS
As
pa
rt o
f th
e G
PE
pro
po
sal,
NF
PE
/NFM
SE a
re p
art
of
the
3,9
00
ed
uca
tio
n in
stit
uti
on
s in
45
CO
VID
-19
aff
ect
ed
to
wn
ship
s th
at
will
re
ceiv
e le
arn
ing
kit
s
an
d C
OV
ID-1
9 p
reve
nti
on
kit
s.
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
·
Pro
visi
on
of
ind
ivid
ua
l a
nd
sch
oo
l
lea
rnin
g r
ecr
ea
tio
n k
its
·
Pro
visi
on
of
CO
VID
-19
pre
ven
tio
n
kits
to
sch
oo
ls a
nd
oth
er
lea
rnin
g
cen
tre
s
·
Ori
en
tati
on
o
f te
ach
ers
a
nd
sch
oo
l st
aff
on
ho
w t
o u
se C
OV
ID
pre
ven
tio
n k
its
·
Imp
rove
me
nt
of
ven
tila
tio
n
in
cla
ssro
om
s a
nd
o
the
r p
lace
s o
f
lea
rnin
g
pro
vid
ed
wit
h
lea
rnin
g k
its
an
d C
OV
ID-1
9
pre
ven
tio
n k
its
CO
VID
19
Pre
ven
tio
n P
rog
ram
me
:
·
Pro
visi
on
of
gu
ida
nce
on
CO
VID
-
19
Pre
ven
tio
n a
nd
Co
ntr
ol
to a
ll
ed
uca
tio
na
l in
stit
uti
on
s
·
Ori
en
tati
on
o
f h
ea
dte
ach
ers
,
tea
che
rs
an
d
pa
ren
ts
on
th
e
Gu
ida
nce
a
nd
p
roto
col
to
pro
mo
te s
oci
al d
ista
nci
ng
·
Mo
nit
ori
ng
of
lea
rne
r a
nd
te
ach
er
he
alt
h
45
0
NFP
E/N
FM
SE
be
ne
fit
fro
m
the
CO
VID
-19
Pre
ven
tio
n
Pro
gra
mm
e
DA
E
A
s p
art
of
the
GP
R p
rop
osa
l, N
FP
E/N
FMSE
are
pa
rt
of
the
ed
uca
tio
n in
stit
uti
on
s n
ati
on
wid
e t
ha
t w
ill
rece
ive
th
e G
uid
an
ce o
n C
OV
ID P
reve
nti
on
,
be
ne
fitt
ing
mo
re t
ha
n 9
.7 m
illio
n c
hild
ren
Tra
inin
g o
f n
on
-fo
rma
l
ed
uca
tio
n f
aci
lita
tors
on
CO
VID
-19
re
cov
ery
Th
is a
ctiv
ity
is i
mp
lem
en
ted
as
pa
rt o
f th
e
CO
VID
-19
R
eco
very
T
rain
ing
P
rog
ram
,
wh
ich
in
clu
de
s n
on
-fo
rma
l e
du
cati
on
faci
lita
tors
All
91
5 n
on
-
form
al
ed
uca
tio
n
faci
lita
tors
are
tra
ine
d o
n
CO
VID
-19
reco
very
DB
E
A
s o
f G
PE
pro
po
sal:
25
0,0
00
BE
te
ach
ers
,
volu
nte
er
tea
che
rs,
com
mu
nit
y te
ach
ers
, n
on
-
form
al e
du
cati
on
fa
cilit
ato
rs a
nd
To
wn
ship
ed
uca
tio
n o
ffic
ers
su
cce
ssfu
lly c
om
ple
te a
sch
oo
l-
ba
sed
, m
ult
i -m
od
ule
CO
VID
-19
Re
cove
ry T
rain
ing
Pro
gra
m
We
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
,
Pro
vid
e P
SS t
o s
tud
en
ts b
y fa
cili
tato
rs w
ho
ha
ve
rece
ive
d
tra
inin
g
as
pa
rt
of
the
80
%
of
stu
de
nts
,
DA
E
A
s p
art
of
GP
E p
rop
osa
l:
NFP
E/N
FMSE
ce
ntr
es
are
pa
rt o
f th
e 3
,90
0
ed
uca
tio
n in
stit
uti
on
s in
th
e C
OV
ID-1
9 a
ffe
cte
d
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
tea
che
rs a
nd
sta
ff i
n
sch
oo
ls
Sch
oo
l a
nd
C
om
mu
nit
y C
ou
nse
llin
g
Pro
gra
mm
e
tea
che
rs
an
d
sta
ff
in
NFP
E/N
FM
SE
cen
tre
s in
th
e
CO
VID
-19
aff
ect
ed
T
S
fee
l a
re
pro
vid
ed
w
ith
PSS
tow
nsh
ips
tha
t w
ill b
e c
ove
red
by
psy
cho
soci
al
sup
po
rt a
nd
co
un
selli
ng
inte
rve
nti
on
s .
FCA
is p
iloti
ng
stu
de
nt
cou
nse
llin
g w
ith
DB
E.
Th
ey
can
pro
vid
e s
tud
en
t co
un
selli
ng
cu
rric
ulu
m,
tra
ine
d c
ou
nse
llors
an
d t
ech
nic
al s
up
po
rt
Re
-est
ab
lish
me
nt
of
reg
ula
r a
nd
sa
fe
de
live
ry o
f e
sse
nti
al s
cho
ol -
ba
sed
se
rvic
es
(pro
tect
ion
re
ferr
als
an
d
spe
cia
lize
d
serv
ice
s fo
r ch
ildre
n
wit
h
dis
ab
iliti
es)
,
wh
ile f
ollo
win
g s
oci
al d
ista
nci
ng
me
asu
res
to r
ed
uce
ris
k o
f in
fect
ion
DA
E
Pri
ori
ty p
rog
ram
me
2:
Eff
ect
ive
tra
nsi
tio
n t
ow
ard
s th
e r
esu
mp
tio
n o
f fa
ce t
o f
ace
le
arn
ing
an
d r
ein
teg
rati
on
of
ma
rgin
ali
zed
an
d o
ut-
of-
sch
oo
l ch
ild
ren
thro
ug
h r
em
ed
ial
ed
uca
tio
n
Ov
era
ll o
bje
ctiv
e:
Th
e t
ran
siti
on
to
wa
rds
the
re
sum
pti
on
of
face
-to
-fa
ce le
arn
ing
is e
ffe
ctiv
e a
nd
incl
usi
ve,
esp
eci
ally
fo
r m
arg
ina
lize
d a
nd
ou
t o
f sc
ho
ol
child
ren
Ke
y o
utp
ut
ind
ica
tors
: P
rop
ort
ion
of
no
n-f
orm
al e
du
cati
on
ce
ntr
es
off
eri
ng
re
me
dia
l ed
uca
tio
n a
nd
ca
tch
up
pro
gra
mm
es
in C
OV
ID-a
ffe
cte
d t
ow
nsh
ips;
Pro
po
rtio
n o
f ID
P s
tud
en
ts,
dis
ab
led
stu
de
nts
an
d g
irls
in N
FPE
/NF
MSE
re
ceiv
ing
fin
an
cia
l su
pp
ort
Pre
ve
nti
on
of
dro
po
ut
an
d r
ein
teg
rati
on
of
ma
rgin
ali
zed
an
d o
ut
of
sch
oo
l st
ud
en
ts
Stu
de
nt
Stip
en
ds
Pro
gra
m:
Ch
ild
ren
in
NFP
E/N
FM
SE
fro
m
CO
VID
-19
a
ffe
cte
d
tow
nsh
ips,
fr
om
lo
w
soci
o-e
con
om
ic
ba
ckg
rou
nd
s re
ceiv
e a
sch
oo
l sti
pe
nd
3,0
00
ch
ildre
n
in
NFP
E/N
FM
SE
fro
m C
OV
ID-
19
aff
ect
ed
tow
nsh
ips,
com
e b
ack
to
no
n-f
orm
al
ed
uca
tio
n
cen
tre
s a
fte
r
the
cri
sis
DB
E
DA
E
De
sig
n
aw
are
ne
ss-r
ais
ing
m
ate
ria
ls
an
d
imp
lem
en
t a
ba
ck t
o c
lass
ca
mp
aig
n
DA
E,
MLR
C,
TM
s, R
Ms,
Faci
lita
tors
,
GA
D
Mo
bili
ze c
om
mu
nit
y to
fin
d c
hild
ren
wh
o
ha
ve n
ot
retu
rne
d t
o s
cho
ol
(Fu
nd
s fo
r
en
ga
ge
me
nt
of
com
mu
nit
y m
ob
ilize
rs)
DA
E,
UN
ICE
F,
TE
Os,
GA
D,
De
velo
pin
g r
em
ed
ial
pro
gra
m g
uid
elin
es
D
AE
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Re
me
dia
l E
du
cati
on
Pro
gra
m i
n a
ll
NFP
E/N
FM
SE
Pri
nti
ng
a
nd
d
istr
ibu
tin
g
rem
ed
ial
pro
gra
m g
uid
elin
es
to N
FPE
/NF
MSE
90
%
NFP
E/N
FM
SE
are
co
vere
d b
y
catc
h u
p a
nd
rem
ed
ial
less
on
s
DA
E
A
s p
art
of
the
GP
E p
rop
osa
l, n
on
-fo
rma
l ed
uca
tio
n
cen
tre
s a
re p
art
of
the
3,9
00
ed
uca
tio
n
inst
itu
tio
ns
in t
he
CO
VID
-19
aff
ect
ed
to
wn
ship
s
tha
t w
ill b
e c
ove
red
by
catc
h u
p a
nd
re
me
dia
l
less
on
s, b
en
efi
ttin
g m
ore
th
an
2.5
mill
ion
child
ren
.
Ap
po
inti
ng
an
d t
rain
ing
of
NFE
te
ach
ers
for
rem
ed
ial t
ea
chin
g
DA
E
Pro
vid
ing
sti
pe
nd
fo
r te
ach
ers
in
volv
ed
in
rem
ed
ial t
ea
chin
g
DA
E
Pu
rsu
e i
nv
est
me
nt
in
rem
ote
an
d d
ista
nce
lea
rnin
g t
o b
e p
rep
are
d
for
a r
ecu
rre
nce
of
dis
ea
se t
ran
smis
sio
n
tha
t n
ece
ssit
ate
s re
-
clo
sin
g N
FP
E/N
FM
SE
Pu
rsu
e t
he
eff
ort
s in
itia
ted
in t
he
re
spo
nse
ph
ase
1 t
o p
rep
are
fo
r fu
ture
ro
un
ds
of
NFE
ce
ntr
es
clo
sure
s a
nd
to
st
ren
gth
en
tea
chin
g
an
d
lea
rnin
g
wh
ere
cl
osu
res
rem
ain
in e
ffe
ct in
aff
ect
ed
To
wn
ship
s
Te
chn
ica
l a
nd
fin
an
cia
l
inve
stm
en
t in
rem
ote
an
d
dis
tan
ce
lea
rnin
g is
sust
ain
ed
DA
E
2.3 Technical and Vocational Education and Training
As for the first phase, the below priority areas for the second phase remain tentative at this stage and will be
further detailed and expanded after consultations with the relevant TVET subsector working group during the
week of the 11th of May. A specific TVET subsector response and recovery plan will be developed in that respect
and will be integrated into the present national COVID-19 Response and Recovery Plan for the education sector
at a later stage.
During the recovery phase, it is foreseen that strategies and modalities for distance education that were
developed during the response phase need to be sustained as periods of closure and reopening of education
institutions may alternate until a vaccine against the COVID-19 virus is available. To guarantee safe learning
environments once GTHSs and GTIs are able to reopen, TVET institutions shall follow a strict reopening sanitary
protocol including measures to rehabilitate and disinfect learning and training environments including hostels
as well as clear guidance on hygiene and safety rules for students and teaching and non-teaching staff (Priority
Programme 1).
While DTVET will ensure psychosocial support for students, trainees and TVET staff in areas affected by COVID-
19, essential services shall reopen following strict hygiene and safety rules mitigating the risk of COVID-19
transmission.
TVET institutions will also ensure an effective transition towards the resumption of face to face technical and
vocational education, practical training and apprenticeship programmes for all students including
marginalized students (Priority Programme 2). Periods of educational institutions closure risk exacerbating
inequalities and especially the most vulnerable students and trainees risk to drop out. Therefore, back to school
campaign for the TVET sector and special support for marginalised groups will be launched to mitigate these
risks.
Specific to the TVET sector is the close link to the labour market and the collaboration with private sector
companies. During the recovery phase, alternate training and apprenticeship programmes shall resume.
However, DTVET will define hygiene and safety rules that companies need to follow before trainees can return
to their workplace.
Finally, TVET institutions will pursue the communication efforts initiated in phase 1 with a focus on
reopening/remedial training. (Priority Programme 3). Communication between TVET authorities at Union
level, heads of GTHS/GTI, and students/trainees will be ensured through different channels.
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Re
turn
to
sa
fe l
ea
rnin
g e
nv
iro
nm
en
t w
hil
e e
nsu
rin
g t
he
we
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
/tra
ine
es,
te
ach
ers
/tra
ine
rs a
nd
sta
ff i
n
TV
ET
in
stit
uti
on
s
De
fin
ing
an
d
imp
lem
en
tin
g a
GT
HS
s/G
TIs
re
op
en
ing
san
ita
ry p
roto
col
De
velo
pm
en
t, p
rin
tin
g a
nd
dis
trib
uti
on
of
a p
roto
col
for
cle
an
ing
an
d d
isin
fect
ion
of
ed
uca
tio
na
l in
stit
uti
on
s a
nd
ho
ste
ls.
Up
gra
din
g
of
WA
SH
faci
litie
s a
nd
eq
uip
me
nt
to i
ncr
ea
se t
he
pro
po
rtio
n o
f
GT
HSs
/GT
Is w
ith
sa
fe w
ate
r, h
an
dw
ash
ing
sta
tio
ns,
cle
an
ing
su
pp
lies
an
d,
wh
ere
ver
po
ssib
le,
est
ab
lish
o
r e
xpa
nd
se
x
seg
reg
ate
d
toile
ts
or
latr
ine
s in
clu
din
g
pro
visi
on
s fo
r m
en
stru
al
hyg
ien
e
ma
na
ge
me
nt
De
velo
pm
en
t a
nd
dis
trib
uti
on
of
pro
toco
ls
on
p
hys
ica
l d
ista
nci
ng
a
nd
h
ygie
ne
me
asu
res.
De
velo
pm
en
t a
nd
d
istr
ibu
tio
n
of
cle
ar
gu
ida
nce
to
m
on
ito
r st
ud
en
t a
nd
st
aff
he
alt
h
an
d
est
ab
lish
p
roce
du
res
if
stu
de
nts
or
sta
ff b
eco
me
un
we
ll.
GT
HS
s/G
TIs
-b
ase
d
pre
ve
nti
ve
an
d l
ife
-
sav
ing
me
ssa
gin
g
(he
alt
h,
hy
gie
ne
, e
tc.)
Pro
vid
ing
C
OV
ID-1
9
pre
ven
tin
g
kits
fo
r
GT
HSs
/GT
Is
in
aff
ect
ed
to
wn
ship
s in
a
ll
ap
pro
pri
ate
la
ng
ua
ge
s; p
rovi
din
g C
OV
ID-
19
pre
ven
tio
n g
uid
elin
es
in a
ll a
pp
rop
ria
te
lan
gu
ag
es
in G
TH
Ss/G
TIs
Sta
ff a
nd
tea
che
rs/t
rain
ers
tra
inin
g o
n C
OV
ID-1
9
pre
ve
nti
on
Tra
inin
g
of
ad
min
istr
ati
ve
sta
ff
an
d
tea
che
rs
on
im
ple
me
nti
ng
p
hys
ica
l
dis
tan
cin
g
an
d
sch
oo
l h
ygie
ne
p
ract
ice
s
an
d
incr
ea
se
sta
ff
at
GT
HSs
/GT
Is
as
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
ne
ed
ed
. C
lea
nin
g
sta
ff
sho
uld
a
lso
b
e
tra
ine
d o
n d
isin
fect
ion
an
d b
e e
qu
ipp
ed
wit
h p
ers
on
al p
rote
ctio
n e
qu
ipm
en
t to
th
e
ext
en
t p
oss
ible
We
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
/tra
ine
es,
tea
che
rs/t
rain
ers
an
d
sta
ff
Pro
visi
on
of
psy
cho
soci
al
sup
po
rt f
or
the
me
nta
l w
ell
be
ing
o
f st
ud
en
ts/t
rain
ee
s,
tea
che
rs/t
rain
ers
, st
aff
in
CO
VID
-19
aff
ect
ed
to
wn
ship
s
Re
-est
ab
lish
me
nt
of
reg
ula
r a
nd
sa
fe
de
live
ry
of
ess
en
tia
l G
TH
Ss/G
TIs
-ba
sed
serv
ice
s (W
ASH
a
nd
h
ea
lth
se
rvic
es,
pro
tect
ion
re
ferr
als
a
nd
sp
eci
ali
zed
serv
ice
s fo
r st
ud
en
ts/t
rain
ee
s w
ith
dis
ab
iliti
es)
Pri
ori
ty p
rog
ram
me
2:
Sm
oo
th t
ran
siti
on
to
wa
rds
the
re
sum
pti
on
of
face
to
fa
ce t
ech
nic
al
an
d v
oca
tio
na
l e
du
cati
on
, p
ract
ica
l tr
ain
ing
an
d a
pp
ren
tice
ship
pro
gra
mm
es
for
all
stu
de
nts
in
clu
din
g m
arg
ina
lize
d s
tud
en
ts
Ass
ess
ing
le
arn
ing
pro
gre
ss/s
kil
ls
acq
uis
itio
n p
rog
ress
Imp
lem
en
tati
on
of
a b
ack
to
GT
HSs
/GT
Is
ass
ess
me
nt
in
CO
VID
-19
a
ffe
cte
d
To
wn
ship
s w
he
re T
VE
T i
nst
itu
tio
ns
ha
d t
o
clo
se d
ow
n
Re
stru
ctu
rin
g o
f so
me
cou
rse
s/T
VE
T
curr
icu
lum
De
velo
p
an
d
imp
lem
en
t a
n
acc
ele
rate
d
vers
ion
of
som
e c
ou
rse
s/tr
ain
ing
s fo
r th
e
yea
r 2
02
0/2
1 o
n a
ca
se b
y ca
se b
asi
s
Pre
ve
nti
on
of
dro
po
ut
De
sig
n a
nd
im
ple
me
nt
a b
ack
to
sch
oo
l
cam
pa
ign
fo
r th
e T
VE
T s
ect
or
De
fin
ing
a s
an
ita
ry
pro
toco
l fo
r tr
ain
ee
s
an
d a
pp
ren
tice
s fo
r
pra
ctic
al
tra
inin
g a
nd
at
the
wo
rkp
lace
De
velo
pm
en
t a
nd
dis
trib
uti
on
of
pro
toco
ls
on
p
hys
ica
l d
ista
nci
ng
a
nd
h
ygie
ne
me
asu
res
at
the
wo
rkp
lace
.
De
velo
pm
en
t a
nd
d
istr
ibu
tio
n
of
cle
ar
gu
ida
nce
m
on
ito
r st
ud
en
t/tr
ain
ee
a
nd
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
sta
ff
he
alt
h
an
d
est
ab
lish
p
roce
du
res
if
stu
de
nt/
tra
ine
es
or
sta
ff b
eco
me
un
we
ll.
Incr
ea
se i
nv
est
me
nt
in
rem
ote
an
d d
ista
nce
lea
rnin
g/t
rain
ing
to
be
pre
pa
red
fo
r a
recu
rre
nce
of
dis
ea
se
tra
nsm
issi
on
th
at
ne
cess
ita
tes
re-c
losi
ng
of
GT
HS
s/G
TIs
Pu
rsu
e t
he
eff
ort
s in
itia
ted
in
ph
ase
1 (
1)
to
pre
pa
re
for
futu
re
rou
nd
s o
f
GT
HSs
/GT
Is
clo
sin
gs,
(2
) to
st
ren
gth
en
tea
chin
g
an
d
lea
rnin
g
wh
ere
cl
osu
res
rem
ain
in e
ffe
ct in
aff
ect
ed
To
wn
ship
s
Ad
min
istr
ati
ve
&
aca
de
mic
ad
ap
tati
on
s
(aca
de
mic
ca
len
da
r,
ex
am
ina
tio
ns,
ad
mis
sio
ns,
etc
.)
Pri
ori
ty p
rog
ram
me
3:
Co
mm
un
ica
tio
n a
t a
ll l
ev
els
Ad
just
an
d p
urs
ue
th
e
eff
ort
s a
rou
nd
th
e
com
mu
nic
ati
on
str
ate
gy
Pu
rsu
e t
he
co
mm
un
ica
tio
n e
ffo
rts
init
iate
d in
ph
ase
1 w
ith
a f
ocu
s o
n T
VE
T
inst
itu
tio
ns
reo
pe
nin
g/r
em
ed
ial t
rain
ing
.
Pri
ori
tize
co
mm
un
ica
tio
n b
etw
ee
n T
VE
T
au
tho
riti
es
at
Un
ion
leve
l, h
ea
ds
of
GT
HS/
GT
I, a
nd
stu
de
nts
/tra
ine
es.
2.4 Higher Education
As with the response phase, the below priority areas for the recovery phase remain tentative at this stage and
will be further detailed and expanded after consultations with the relevant HE subsector working group during
the week of the 11th of May. A specific HE subsector response and recovery plan will be developed in that
respect and will be integrated into the present national COVID-19 Response and Recovery Plan for the education
sector at a later stage.
During the recovery phase, it is foreseen that strategies and modalities for distance education that were
developed during the response phase need to be sustained as periods of closure and reopening of education
institutions may alternate until a vaccine against the COVID-19 virus is available.
To guarantee safe learning environments once HEIs can reopen institutions shall follow a strict reopening
sanitary protocol (Priority Programme 1) including measures to rehabilitate and disinfect learning
environments including laboratories and hostels as well as clear guidance on hygiene and safety rules for
students and HE personal.
While psychosocial support for students, academic and administrative staff in areas affected by COVID-19 needs
to be sustained, essential services including the canteen shall reopen following strict hygiene and safety rules
mitigating the risk of COVID-19 transmission.
HE institutions will also ensure an effective transition towards the resumption of face-to-face face academic
teaching and practical training for all students including marginalized students (Priority Programme 2).
Periods of educational institution closure risk exacerbating inequalities and especially the most vulnerable
students and trainees risk to drop out. Therefore, back to school campaigns and special support for marginalised
groups will be launched to mitigate these risks.
Additionally, HEIs will have to adapt their academic programme and research activities to the current situation.
The learning progress of the newly implemented curriculum under the ongoing curriculum reform in ECs will be
assessed and taken into consideration in the planning of the next phase of curriculum development. HEIs will
also ensure students are trained in research practice (including for example laboratory research) while following
safety and hygiene rules developed by the DHE. The Selection Committee will define a safe, equitable and
transparent process for student admission in order to ensure University Admissions are not interrupted.
Finally, HE institutions will pursue the communication efforts initiated in phase 1 (Priority Programme 3).
Effective communication between DHE authorities at Union level, heads of HEI, and students will be ensured
through different channels.
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
Pri
ori
ty p
rog
ram
me
1:
Re
turn
to
sa
fe l
ea
rnin
g e
nv
iro
nm
en
t w
hil
e e
nsu
rin
g t
he
we
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
, p
rofe
sso
rs a
nd
sta
ff i
n h
igh
er
ed
uca
tio
n
inst
itu
tio
ns
(HE
Is)
De
fin
ing
an
d
imp
lem
en
tin
g a
HE
Is
reo
pe
nin
g s
an
ita
ry
pro
toco
l
Re
ha
bili
tati
on
/dis
infe
ctio
n/c
lea
nin
g
of
HE
I u
sed
a
s co
mm
un
ity
faci
lity/
qu
ara
nti
ne
ce
ntr
es
Up
gra
din
g
of
WA
SH
faci
litie
s a
nd
eq
uip
me
nt
to i
ncr
ea
se t
he
pro
po
rtio
n o
f
HE
Is
wit
h
safe
w
ate
r,
ha
nd
wa
shin
g
sta
tio
ns,
cle
an
ing
su
pp
lies
an
d,
wh
ere
ver
po
ssib
le,
est
ab
lish
o
r e
xpa
nd
se
x
seg
reg
ate
d t
oile
ts o
r la
trin
es
incl
ud
ing
pro
visi
on
s fo
r m
en
stru
al
hyg
ien
e
ma
na
ge
me
nt
De
velo
pm
en
t a
nd
d
istr
ibu
tio
n
of
pro
toco
ls
on
p
hys
ica
l d
ista
nci
ng
a
nd
hyg
ien
e m
ea
sure
s.
De
velo
pm
en
t a
nd
d
istr
ibu
tio
n
of
cle
ar
gu
ida
nce
to
m
on
ito
r st
ud
en
t a
nd
st
aff
he
alt
h
an
d
est
ab
lish
p
roce
du
res
if
stu
de
nts
or
sta
ff b
eco
me
un
we
ll.
HE
Is-b
ase
d p
rev
en
tiv
e
an
d l
ife
-sa
vin
g
me
ssa
gin
g (
he
alt
h,
hy
gie
ne
, e
tc.)
Pro
vid
ing
C
OV
ID-1
9
pre
ven
tin
g
kits
fo
r
HE
Is
in
aff
ect
ed
to
wn
ship
s in
a
ll
ap
pro
pri
ate
la
ng
ua
ge
s; p
rovi
din
g C
OV
ID-
19
pre
ven
tio
n g
uid
elin
es
in a
ll a
pp
rop
ria
te
lan
gu
ag
es
in H
EIs
Sta
ff a
nd
pro
fess
ors
tra
inin
g o
n C
OV
ID-1
9
pre
ve
nti
on
Tra
inin
g
of
ad
min
istr
ati
ve
sta
ff
an
d
pro
fess
ors
/le
ctu
rers
o
n
imp
lem
en
tin
g
ph
ysic
al
dis
tan
cin
g
an
d
HE
I h
ygie
ne
pra
ctic
es
an
d
incr
ea
se
sta
ff
at
HE
Is
as
ne
ed
ed
. C
lea
nin
g
sta
ff
sho
uld
a
lso
b
e
tra
ine
d o
n d
isin
fect
ion
an
d b
e e
qu
ipp
ed
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
wit
h
pe
rso
na
l p
rote
ctio
n
eq
uip
me
nt
to
the
ext
en
t p
oss
ible
.
We
llb
ein
g a
nd
pro
tect
ion
of
stu
de
nts
,
pro
fess
ors
an
d s
taff
in
hig
he
r e
du
cati
on
inst
itu
tio
ns
(HE
Is)
Pro
visi
on
of
psy
cho
soci
al
sup
po
rt f
or
the
me
nta
l w
ellb
ein
g
of
stu
de
nts
, te
ach
ers
,
sta
ff a
nd
ca
reg
ive
rs i
n C
OV
ID-1
9 a
ffe
cte
d
tow
nsh
ips
Re
-est
ab
lish
me
nt
of
reg
ula
r a
nd
sa
fe
de
live
ry
of
ess
en
tia
l H
EI-
ba
sed
se
rvic
es
(WA
SH
an
d
he
alt
h
serv
ice
s,
pro
tect
ion
refe
rra
ls
an
d
spe
cia
lize
d
serv
ice
s fo
r
stu
de
nts
wit
h d
isa
bili
tie
s)
Pri
ori
ty p
rog
ram
me
2:
Tra
nsi
tio
n t
ow
ard
s th
e r
esu
mp
tio
n o
f fa
ce t
o f
ace
aca
de
mic
te
ach
ing
an
d p
ract
ica
l tr
ain
ing
(e
.g.
in l
ab
ora
tori
es,
ho
spit
als
etc
.) f
or
all
stu
de
nts
in
clu
din
g m
arg
ina
lize
d s
tud
en
ts
Ass
ess
ing
le
arn
ing
pro
gre
ss
Imp
lem
en
tati
on
o
f a
b
ack
to
H
EIs
ass
ess
me
nt
in
CO
VID
-19
a
ffe
cte
d
To
wn
ship
s w
he
re H
EIs
ha
d t
o c
lose
do
wn
Re
stru
ctu
rin
g o
f th
e
con
ten
t o
f so
me
dis
cip
lin
es/
sub
ject
s
De
velo
p
an
d
imp
lem
en
t a
co
nd
en
sed
vers
ion
o
f so
me
d
isci
plin
es
for
the
aca
de
mic
ye
ar
20
20
/21
Ass
ess
pro
gre
ss o
f st
ud
en
t te
ach
ers
, a
nd
de
velo
p
an
d
imp
lem
en
t a
co
nd
en
sed
vers
ion
o
f cu
rric
ulu
m
at
pre
-se
rvic
e
tea
che
r tr
ain
ing
, w
hic
h t
ake
s in
to a
cco
un
t
tea
chin
g t
ime
lo
st d
uri
ng
sch
oo
l cl
osu
re
an
d p
rio
riti
zes
con
ten
t/su
bje
cts
req
uir
ed
for
stu
de
nt
tea
che
rs
Incr
ea
se i
nv
est
me
nt
in
rem
ote
an
d d
ista
nce
lea
rnin
g t
o b
e p
rep
are
d
for
a r
ecu
rre
nce
of
dis
ea
se t
ran
smis
sio
n
Pu
rsu
e t
he
eff
ort
s in
itia
ted
in
ph
ase
1 (
1)
to
pre
pa
re
for
futu
re
rou
nd
s o
f H
EIs
clo
sin
gs,
(2
) to
str
en
gth
en
te
ach
ing
an
d
lea
rnin
g w
he
re c
losu
res
rem
ain
in e
ffe
ct in
aff
ect
ed
To
wn
ship
s
Pri
ori
ty A
rea
A
ctiv
itie
s
Ou
tpu
t
Ind
ica
tor
&
Ta
rge
t
Co
ord
ina
tio
n
Pro
po
sed
co
ntr
ibu
tio
n b
y D
Ps
Fo
cal
De
pa
rtm
en
t
Co
ord
ina
tin
g
De
pa
rtm
en
t
tha
t n
ece
ssit
ate
s re
-
clo
sin
g o
f H
EIs
De
fin
ing
a s
an
ita
ry
pro
toco
l fo
r st
ud
en
ts t
o
foll
ow
du
rin
g p
ract
ica
l
tra
inin
g
De
velo
pm
en
t a
nd
d
istr
ibu
tio
n
of
pro
toco
ls
on
p
hys
ica
l d
ista
nci
ng
a
nd
hyg
ien
e
me
asu
res
in
the
la
bo
rato
ry
(or
sim
ilar
faci
lity)
.
De
velo
pm
en
t a
nd
d
istr
ibu
tio
n
of
cle
ar
gu
ida
nce
mo
nit
or
stu
de
nt
an
d s
taff
he
alt
h
an
d
est
ab
lish
p
roce
du
res
if
stu
de
nt
or
sta
ff b
eco
me
un
we
ll.
Pre
pa
rin
g f
or
Un
ive
rsit
y
Ad
mis
sio
n
Org
an
ise
sa
fe
Sele
ctio
n
Co
mm
itte
e
me
eti
ng
s a
nd
p
roce
sse
s (i
f n
ece
ssa
ry
on
line
)
Pri
ori
ty p
rog
ram
me
3:
Co
mm
un
ica
tio
n a
t a
ll l
ev
el
Ad
just
a
nd
p
urs
ue
th
e
eff
ort
s a
rou
nd
h
e
com
mu
nic
ati
on
stra
teg
y
Pu
rsu
e
the
co
mm
un
ica
tio
n
eff
ort
s
init
iate
d i
n p
ha
se 1
wit
h a
fo
cus
on
HE
I
reo
pe
nin
g/r
em
ed
ial
ed
uca
tio
n.
Pri
ori
tize
co
mm
un
ica
tio
n b
etw
ee
n T
VE
T
au
tho
riti
es
at
Un
ion
le
vel,
h
ea
ds
of
GT
HS/
GT
I, a
nd
stu
de
nts
/tra
ine
es.
CROSSCUTTING FOCUS: EDUCATION SYSTEM STRENGTHENING
THROUGH CRISIS-SENSITIVE PLANNING
As previously mentioned, in addition to the two chronological phases focusing on the response and
the recovery, this response and recovery planning framework also provides for a crosscutting focus on
education system strengthening.
Indeed, while the COVID-19 outbreak poses a wide range of challenges to the MoE, it also provides
opportunities to strengthen the education system, including through strengthening MoE preparedness
for the different risks that have the potential to affect the education sector. Given Myanmar’s high
exposure to hazards, it is crucial to draw good practices, gaps and lessons learned from the current
crisis to build the capacity of the system to be able to withstand future emergencies, notably through
crisis sensitive educational planning.
It is expected that this work under carried out under the 3rd phase will span throughout the duration
of the plan, the rationale being that, in order to strengthen the resilience of the system in the longer
term, some of the policy and programmatic measures that are implemented as part of phases 1 and 2,
will have to be designed in a way that they are mainstreamed into the regular planning and
implementing processes of the MoE.
Beyond the institutionalization of relevant COVID-19 response and recovery practices into the
education system, the following specific activities will be undertaken:
1. Documentation of lessons learned for basic education, alternative education, higher education,
and TVET subsectors from phases 1 and 2 to strengthen the capacity of the education system to
respond to future crises that have the potential to disrupt learning (including health crises,
conflict/violence, natural hazards and/or climate change effects such as drought, flooding,
landslides, storms, etc.).
2. Draw lessons from the current crisis to inform the Emergency preparedness and response policy
framework (EPR) and the multi-risk contingency plan that will be developed as part of the EPR
programme supported by UNESCO, IIEP and the Education in Emergencies Cluster co-facilitated by
UNICEF and Save the Children. The objective of this programme is to ensure that the Ministry of
Education in Myanmar and its partners are better equipped to provide equitable access to quality
education for crisis-affected learners by improving planning and coordination of the education
sector response to emergencies that affect students and/or schools.
The following aspects and how they would have been dealt with during the COVID-19 crisis may
be addressed as part of the EPR policy framework in order to define relevant ways to strengthen
Union-, State and Region-, District-, Township-, and school level crisis sensitive planning processes:
- National curriculum
- Distance learning
- Infrastructure preparedness
- Use of ICT for education
- School emergency preparedness
- Teacher training and professional development
- Student and education workforce well-being
- Examinations
- Community engagement
- Communication flows and Coordination
- MoE officials capacity-building
- Data production and management, including EMIS.
In addition, the present COVID-19 Response and Recovery plan will notably be integrated into the
multi-risk national contingency plan for the education sector in Myanmar, prepared by the Ministry
of Education, in close collaboration with State/Region and Township education officers as well as
MSWRR and GAD representatives.
3. Draw lessons from the current crisis to inform the preparation of the NESP II, in terms of priority
setting. In particular, the preparation of NESP II will explore key lessons learned in terms of post-
crisis reprioritization of the sub-sectors’ focus.
Coordination arrangements
To ensure an effective response, different Ministries (MoE, Ministry of Health and Sports (MoHS),
Ministry of Social Welfare, Relief and Resettlement (MSWRR), the General Administration Department,
take action in a coordinated and complementary way, at Union level, but also at State/Region, District
and Township levels.
The education related COVID-19 preparedness and response activities are led by the Ministry of
Education, supported by the Education Cluster and its partners. For Basic education, States/Regions,
Districts and Townships play a key role in liaison with headteachers, teachers, parents and students
and to ensure the rollout and implementation of the COVID-19 Response and Recovery plan. For other
subsectors, Departments at Union level work closely with the heads of higher education and TVET
institutions.
Operationalization and Monitoring of the plan
The implementation of the COVID-19 Response and Recovery Plan is the responsibility of the Ministry
of Education at all levels, in close coordination with its development and humanitarian partners. At
sub-central level, the State/Region level will be crucial in the planning and adaptation of the strategies
to their respective regional context and the 330 Township education officers across the country, at the
forefront of the response and in direct contact with school communities, will be key in the
implementation of the response and in the monitoring of the activities undertaken (collection of data
and information at school and community level).
Continued monitoring will be ensured in close collaboration with Township level authorities and heads
of education institutions, who will adapt their data collection processes to the current context
characterised by the necessity to observe physical distancing measures. Throughout the response and
recovery phase, it will be notably essential to collect data on key indicators that will contribute to the
adaptation and implementation of the contingency plan. These indicators will include: the number of
closed and open/operational education facilities, the number of learners who have received or have
at their disposal home-based learning materials/learning kits, the number of learners following
distance education, the number of learners who did not come back to school, the number of
teachers/professors/trainers/facilitators having received professional support on distance education,
the number of teachers/professors/trainers/facilitators who are supporting learners in home-based
learning.
Collection of disaggregated data will be important to determine the accessibility of response and
recovery measures introduced by the most vulnerable, especially in displacement sites where conflict
in many cases are ongoing, for girls and other children who may not be prioritised for continued
learning within their households and children with disabilities. This will be important to adapt the plan,
but also for learning lessons which will shape future emergency response and the use of different
distance learning approaches.
The figure below illustrates key implementation and monitoring responsibilities at each level of the
system.
• Planning and Union-level coordination with MoHS, MSWRR and GAD
•Resoucre moilization and partnerships
•Consolidation of data to inform further implementation of the plan and potential corrective action,
•Documentation of good practices and lessons learned to inform parallel or forthcoming planning processes
MoE Union level
•Regional planning & coordination with EiE sub working groups
•Regional implementation
•Reporting to Union level on the implementation of the plan and educational progress achieved
MoE Region/State level
•Consolidates and channels information from Township level to Regional level
MoE District level
•Coordination with other township level departments, including health education office and general administration department
•Outreach and communication with school communities
• Implementation of the plan at local level in close collaboration with communities
•Monitoring of the plan and of educational progress through data collction
MoE Township level
Monitoring and Evaluation (M&E) Framework
Key expected plan impacts and corresponding KPI
Baseline
Academic year 2018-2019
Target
Academic year 2021-2022*
Total GPI2 Total GPI2
Basic Education (Grade 1-12)
Net enrolment rate, primary, % (UIS) 97.9 0.95 98.0 0.95
Net enrolment rate, lower secondary, % (UIS) 67.6 0.95 71.0 0.95
Net enrolment rate, upper secondary, % (UIS) 42.3 0.8 45 0.8
Primary completion rate (Grade 5) 99.0 0.95 99.0 0.9
Lower secondary completion rate (Grade 9) 99.0 0.95 99.0 0.9
Upper secondary completion rate (Grade 12) Na (old
system
G11) Na
Na
0.7
Transition rate G5-G6, % 98.0 Na 99.0 Na
Transition rate G9-G10, % 98.0 Na 99.0 Na
Repetition rate, Primary, % 0.15 1.3 0.15 1.0
Repetition rate, Lower secondary, % 0.08 1.5 0.08 1.0
Repetition rate, Upper secondary, % 5.7 0.9 5.0 1.0
Drop-out, Primary, % 0.5 0.6 0.7 0.8
Drop-out, Lower secondary, % 2.45 0.8 1 0.9
Drop-out, Upper secondary, % 30.6 0.6 25 0.8
Additional non-formal education data
Adult literacy rate (15+), % 89.0 Na 93.0 Na
Youth literacy rate (15-24), % 94.0 Na 96.0 Na
OOSC of primary school age (5-9), % 2.0 Na 2.0 Na
OOSC of lower secondary school age (10-13), % 20.9 1.1 20.0 1
Vocation and technical training
Enrolment in TVET programs (all) as % of total secondary, % 16.7 0.7 30
0.8
Higher education
Transition rate between upper secondary and higher education, % Na Na 50%
Graduation rate, %
Teaching staff’s motivation and wellbeing
Percentage of teachers who report high level of satisfaction, % Na Na 801
Absenteeism, %
Attrition rate, %
System resilience and disaster risk reduction
The NESP II includes an Emergency preparedness and response section NO YES
The national multirisk contingency plan including a focus on health crises
is rolled out from Union to Township level NO YES
* All target values are based on the 2016-2021 NESP unless otherwise
stated 1 estimations 2GPI = Gender Parity Index = % Male / % Female
Na : information not available
Acc
es
Co
mp
leti
on
an
d t
ran
siti
on
Key Outcome Indicators
Phase 1:
Outcome indicators: Baseline
2019/20
Targets
2020/21
Verification
means
Education continuity during education facility closure
Proportion (as a % of targeted) of school-closure
affected primary pupils accessing distance learning
during school closure, %
0 50%
Proportion (as a % of targeted) of school-closure
affected lower secondary students accessing distance
learning during school closure, %
0 70%
Proportion (as a % of targeted) of school-closure
affected upper secondary students accessing distance
learning during school closure, %
0 80%
Proportion (as a % of targeted) of school-closure
affected TVET learners accessing distance learning
during school closure, %
0 80%
Proportion (as a % of targeted) of school-closure
affected higher education students accessing distance
learning during school closure, %
0 80%
Proportion (as a % of targeted) of school-closure
affected NFE learners accessing distance learning
during school closure, %
0 50%
Training & Support to BE Teachers/NFE Facilitators/TVET teachers/HEI professors
Proportion (as a % of targeted) of school-closure
affected BE teachers who receive relevant training
0 95%
Proportion (as a % of targeted) of school-closure
affected NFE facilitators who receive relevant training
0 95%
Proportion (as a % of targeted) of school-closure
affected TVET teachers who receive relevant training
0 95%
Proportion (as a % of targeted) of school-closure
affected HEI professors who receive relevant training
0 95%
Students Health and Wellbeing
Percentage of school-closure affected children and
youth (boys and girls aged 3-18) with access to
lifesaving messages related to COVID-19
0 95%
Phase 2:
Outcome indicators: Baseline Targets Verification
means
Return to safe learning environments while ensuring the wellbeing and protection of students,
teachers/facilitators/professors and staff in education institutions
Proportion (as % of targeted) crisis-affected children
youth/girls and boys 3-18 with access to safe,
protective and quality learning spaces
Na 70%
Proportion (as % of targeted) crisis-affected children
youth/girls and boys 3-18 with access to gender
sensitive latrines
58%1 70%
Proportion (as % of targeted) crisis-affected children
youth/girls and boys 3-18 with access to water
70%2 80%
Transition towards the resumption of face to face learning for all students,
including marginalized and out-of-school children, through remedial education and academic
calendar adjustments
Proportion (as % of targeted) schools apply the
Remedial Education Program assessment system to
place students in remedial education classes.
0 85%
Proportion (as % of targeted) schools report
improvements in student learning achievement
among students who complete the Remedial
Education Program.
0 95%
Training and Support to BE teachers/NFE facilitators/TVET teachers/HEI professors and Teacher
and Township education officers for COVID-19 recovery
Proportion of teachers (all levels) trained on
education in emergencies and pandemic
preparedness, response and recovery
0
90%
Proportion of Township education officers trained on
education in emergencies and pandemic
preparedness, response and recovery
0
90%
Community engagement and communication and at all levels
Proportion of female and male PTA leaders trained in
the PTA Student and School Improvement Program
achieve their target of mentoring parents in their
community to take a more active role in their child’s
education at home and in school.
Na 60%
Head Teachers in BE schools report much greater
participation of both women and men parents in PTA
meetings and monthly PTA activities listed in the PTA
Student and School Improvement Program Guidelines
(Version 2.0)
NA 90%
1: Average of primary (59.8%), lower secondary (58.2%) and upper secondary (55.2%)
2: Average of primary (64.6%), lower secondary (86.5%) and upper secondary (93.4%)
Source: Ministry of Education
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