A Brief Presentation on

Local Curriculum
Development in Myanmar

ZAW LATT TUN

Deputy Director General
Department of Education Research, Planning and Training
Ministry of Education
MYANMAR
25th September 2019 1
Bangkok, Thailand
 Background
• In recent years Myanmar’s national education system
has come under increased public scrutiny and debate
due to growing expectations among students, parents,
employers and citizens for education reforms that will
improve access, quality and equity in the main
education sub sectors — preschool, kindergarten,
primary, secondary and alternative education, and
technical, vocational and higher education.

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• Furthermore, there is broad consensus that
major shifts are required in the coming years
to transform the national education system
and ensure that all students progress
through the education cycle, achieve quality
learning standards and fulfil their career and
lifelong learning goals and aspirations.

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• In response to these expectations, the Ministry of
Education (MOE) has undertaken a three-and-a-half-year
Comprehensive Education Sector Review

(CESR) involving three phases:

Ø a rapid assessment (Phase 1);

Ø in-depth research and analysis of critical sub-

sector challenges (Phase 2); and

Ø drafting and building ownership for an evidence-based

and costed National Education Strategic Plan (NESP)
for the period 2016–21 (Phase 3).
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• The suggestion of CESR Phase 2 (2014) In-depth
Analysis Report : Local curriculum should be implemented
20% of the overall curriculum of Primary Level, and
According to National Education Law :
• Articles (F) Ensuring curriculum frameworks and
standards for each level of basic education, which shall
be applied throughout the country
• (G) Ensuring the right for Region and State to
undertake curriculum development, based on the
curriculum standards.

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Guiding Principles for Basic Education Curriculum in
Myanmar
• All-round, Balanced Development
• Good Citizenship
• 21st Century Skills
• Notion of Completion in Itself
• Preparation for Higher Learning
• Preparation for One’s life in Myanmar Society and Modern
Economy
• Balance in Academic Literacy
• Medium of Instruction
• Languages of National Groups
• Service to Family, School, Community and Society
• Peaceful Coexistence and Living in Harmony
• Promoting Equality
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Languages of National Groups

According to the National Education Law, chapter 8, section 44

• The teaching of ethnic languages and literature can be
implemented by the Regional or State governments, starting
from the primary level and step by step extending it to higher
grades
• Textbooks for teaching ethnic language must be prepared by
responsible personnel in respective States/Regions.
• These national language textbooks need to be approved by
the National Curriculum Committee.
• Decisions regarding how to and when to use these national
language textbooks are to be made by the respective
States/Regions.

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(Proposed) Basic Education Curriculum Framework

• Local Curriculum time is allocated so that individual states/regions,

townships or schools can decide in consideration of their local
educational needs.
• Arrangements are made to teach the local curriculum either
across the subjects or within individual subjects.
• The main contents are learning ethnic languages, own history and
traditional cultures, local business situation, agriculture businesses
and basic computers, with contents according to local needs
• It should be approved by individual state/regional governments.
• In choosing and teaching local contents, it should be given not
more than 5 periods per week and 120 hours per year.
• The development of the Local Curriculum including contents,
textbooks, teaching and learning materials, pedagogical
approaches, evaluation and so on must be taken responsibility by
states/region governments.
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A Comparison of Former Basic Education System and KG+12 System

Former Curriculum KG + 12 Curriculum

Age Standard Grade Age Standard Grade
17 Twelve 12
15 Ten 11 16 Eleven 11
14 Nine 10 15 Ten 10
13 Eight 9 14 Nine 9
12 Seven 8 13 Eight 8
11 Six 7 12 Seven 7
10 Five 6 11 Six 6
9 Four 5 10 Five 5
8 Three 4 9 Four 4
7 Two 3 8 Three 3
6 One 2 7 Two 2
5 Kindergarten 1 6 One 1
Children who are age 5 in school year 5 Kindergarten KG
2015-16 follow this system. Children who are age 5 in school year
2016-17 follow this system. 9
According to the new KG+12 system
• Local Curriculum is implemented from Grade 1 to Grade 11
• Areas of emphasis: G1, G2, G3 – Ethnic languages &
literature
• G4 to G9 – Local factors : geography, history, agriculture,
basic computer skills (based on local needs)
• G10, 11, 12 – Basic computer skills, ICT skills, basic skills for
job opportunities
• Included in school time-table as 5 periods per week

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Current practice:
• MOE shares the suggested outlines for the development of
local curriculum to all States & Regions
• 5 States developed/ developing their respective local
curriculums and MOE also stands by for technical support

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LCD Development in Five States
5 States
• Mon, Kayin, Kayah, Kachin and Chin

§ 24 Ethnic Groups

Process
• Local Curriculum implementation Committees formed
• Two parallel processes for curriculum development: One for
Studies on State and the other for local languages (24 Ethnic
Languages)
• Consultation with local stakeholders to identify local contents
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LCD Development in Five States

Principles
• Adhere to the national curriculum standards
• Ensure an all inclusive process
• Respect and value diversity and supporting peaceful
co-existence
• Ensuring equitable learning opportunities
• Supporting further learning on vocational education
• Appropriate with children’s age, intelligence and
development levels
Local curriculum learning areas
Ethnic languages for those schools where the
Region/State have decided to teach them

For those schools where ethnic language is

not taught -
• History, culture, traditions, etc. • Some may be
• Local history, geography, integrated into
economy, etc. mainstream
• Orientation to vocational skills subjects
(Agriculture, handy-crafts, etc) • Some as separate
subjects
 Content Structure
Strands Themes Mainstream
subjects linked to
Culture and • Traditional clothes Many of the
heritage • Traditional music and musical themes can be
instruments linked with core
• Traditional dances subjects such as
• Traditional creative arts creative arts and
• Traditional recreation activities like performing arts
games
• Traditional lifestyles (food, utensils
and houses)
Local history • Ethnic symbols (Flags, emblems, etc) Social studies
• Famous people, places and days (History)
Locations & • Mountains, rivers, caves, lakes, Social studies
environment forests in their local areas (Geography)
Natural • Local natural resources and Social studies
resources & economic activities (Geography)
economics
Output

• Language curriculum: (textbooks and teacher guides in

24 languages in 4 states)
• Study about the State
• Curriculum framework including content scope and
sequence developed for primary levels
• Student Books and Teachers Guides already drafted
for Grade 1, Grade 2 and Grade 3
 THE REPUBLIC OF THE UNION OF MYANMAR
KAYAH STATE GOVERNMENT

Local Curriculum Development (LCD)

in Kayah State

Bangkok
(24-26 Sept 2019)

Presented by
Dr. Aung Kyaw Htay
Minister for Development Affairs and Social Affairs
Kayah State Government, Myanmar 17
 Contents

qIntroduction to Myanmar & Kayah State

qObjectives of LCD initiative in Kayah

qCollaboration and Support of Kayah State Government

qMemorable Records of LCD Roadmap

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The Republic of The Union of Myanmar

19
Administrative Divisions of Myanmar
The Republic of the Union of Myanmar

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Kayah State

• Kayah is on the border with

Thailand and the neighbouring
states of Kayin and Shan
(South).
• It consists of 7 townships and
Loikaw is the capital city.
• The state is 11,731km2, and is
Myanmar’s smallest State by
landmass.

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 Population in Kayah State
Population
Male Male 143,213
Femal…
50%
Female 143,414

Total 286,627

• According to the 2014 Censuses Data, the total population for

Kayah State was 286, 627 persons.
• Kayah State represents 0.56 percent of the total population of
Myanmar.
• It is the smallest state by population with just 24 people per square
kilometre.
• The population is a roughly equal 50/50 split between males and
females.
• 32% live in urban areas, and the remaining 68% in rural areas.
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Linguistic Groups in Kayah State

23
Linguistic Groups in Kayah State Continued

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 Religion in Kayah State

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%

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Literacy Rate, Kayah State (age 15-above)

Pruso, 71%, Loikaw, 86%,

11% 14%
• Ethnic language
Parsaung,
89%, 14%
Demawso, teaching before LCD
79%, 13% initiative could be
learned not only at
Schools and but also
Meisi, 91%, Bawlakhe,
14%
in communities.
88%, 14%

Ywathit, 81%, Shardaw,

13% 43%, 7%

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Local Curriculum Development in Kayah State
Objectives
§ To implement the National Educational Law – Chapter (7),
Paragraphs 39-44 endorsing Local Level Curriculum
Development Initiatives
§ To preserve the language, literature, customs, traditions
of ethnic people within Kayah State
§ To promote livelihood opportunities and learning
technologies which are relevant to local conditions
§ To support all six ethnic groups (of which 4 are currently
teaching ethnic languages) who would like to revise their
existing curricula.
§ To get timely and coordinated support from the Ministry
of Education/ Ministry of Ethnic Affairs/ UNICEF/ Kayah
State Government.
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Memorable Record in the Process of LCD (State Level)

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 Kayah State Education Office Support on
Local Curriculum Development

1. Procecess of LCD
2. LCD Frame Work
3. Achievement
4. Way forward

By Saw Eh Doh Wah,

State Education Director, Kayah State
Prepare Process of LCD Initiative in Kayah

Endorse
Implement
National Level LCD Compiling State Affairs
workshops - 4 times and curriculum Getting approval from
State Level LCD development for 6 ethnic DERPT on the LCD
workshops - 5 times groups ( G1- G3) document
Forming of 2 committees Public Consultation on Getting approval for
• a. State-level executive the LCD Draft Printing
committee Revision of LCD Application and using
• b. Technical Committee documents LCD at schools ( 2019-
Formulating a 2020 AY)
Framework for LCD
Process
 Kayah LCD Frame Work
Type Subject # of classtime in a week
G-1 G-2 G-3 G-4 G-5
Compulsory About Kayah State (Chapter 1,2,3,4) 2 2 2 2 2
Selective Selective 1 Six Ethnic Languages 3 3 3 3 3
Selective 2 (1) Basics for environmental conservation 3 3 3 3 3
(2) Local basic industries and handicrafts
(3) Traditional sports, poems, folk songs and dances
(4) Traditional quizs and words of wisdom
Total 5 5 5 5 5

G-6 G-7 G-8 G-9

Compulsory About Kayah State (Chapter 1,2,3,4) 2 2 2 2
Selective Selective 1 Six Ethnic Languages 2 2 2 2
Selective 2 (1) Basics for environmental conservation 2 2 2 2
(2) Basic computer skills and information, communication
technology
(3) Basic home industries, agriculture
(4) Herbal plants and their uses

Total 4 4 4 4

G-10 G-11 G-12

Compulsory
(1) Livelihood skills 1 1 -
(2) Basic computer skills and information, communication 1 1 2
technology
1 1 -
(3) Basic English Speaking
(4)Human rights and civic duties 1 1 -
Total 4 4 2
Achievements

1. Completion of Teachers Guidebooks and Student Books

for Grade-1,2,3 ( in all six ethnic languages)
2. Ethnic LCCs understands more on LCD developments
and financial management
3. Building trust and unity among different ethnic groups
4. Increased understanding among State Government,
Education Department and LCCs
5. Setting a good examples for other States which plan for
LCD
 Top-secret of Success
Collective Support from National and Sub-National

1.LCCs eagerly participating in

gathering curriculum-related
documents

1.LC 1.Guidance and support received

D from well-experienced technicians

1.Coordinated support from

Ministeries, Kayah State
Government ( financial, buiding)
and UNICEF
 Way Forward

— Printing for pilot teaching & followed by printing all Student text books and
Teachers Guides
— Training for Teachers
— Distributing Text books to township level
— Application of LCD books in schools
— Necessary revisions and adjustment of curriculums
— Preparation for Grade 4 and onwards
Powerful Energy to Develop LCD
• Article 44: Teaching of the language and literature of national groups can be
conducted with the arrangement of the Government of the Region or State,
starting from the primary level and extending it at different levels
• There are total 6 ethnic groups in Kayah. Four groups are teaching their
ethnic to the children. Want to provide an opportunity to the rest groups to
develop and teach their languages in schools and community
• Furthermore, we want to get language materials development, teaching and
learning exercise to all groups systematically
• The strongest points are enthusiasm and readiness of all parties such as
ethnic groups, the State Government, Ministry of Education, UNICEF and
experts

By Moe Zat

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6 Ethnic Languages in Kayah States
Kayah State
• Kayan
• Kayaw
• Kayah
• Kawyaw/Manumanaw
• Yindale
• Geba

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Forming, Storming, Norming, Performing to Social Cohesion

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Language Curriculum Development Process
Overview and Review Meeting - Overview of Local Curriculum
• Reviewing and discussing about the existing instructional
materials developed
• Introduction of the Language Teaching and Learning
• Assignment: Let the groups decide on developing teaching
materials
Development Workshop - Discussion on the Curriculum Design
§ Identifying Overall Objectives of Grade 1, 2, and 3
§ Developing Lesson Contents
Follow Up Workshop - Confirm the layout of the books
• Sharing resources
• Editing the lessons
Teacher Training - Discussion on teaching method
• Demonstrations of teaching Primer lessons and Stories
• Sharing and learning among groups from the States
Finalizing - Correcting some errors in arranging the lessons
Technical Support By Naw Khu Shee,
• Preparing for thePhD (Linguistics)
final draft
Overall Objectives of Grade 1-3
• To help children learn the language in
four skills in order to be ready for the
fluency level

• To build the skills on the higher level of

thinking skills

• To build the related thinking skills by

enjoying cultural relevant stories
Literacy Level in Grades 1-3

Advance
Fluency
Literacy
Pre-Reading
& Pre-Writing
Oral
Development

Grade 1-3
Lesson Periods in a year
Grade 2 Grade 2 Grade 3
Regular Lessons Weeks 23 27 27

Periods 69 81 81

Hours 46 54 54

Review Lessons Weeks 8 4 4

Periods 24 12 12

Hours 16 8 8

Total Weeks 31 31 31

Periods 93 93 93

Hours 62 62 62
Multi-Strategy Method (MSM) & Focuses

Accuracy • Language Skills

Focus

Meaning • Thinking Skills

Focus
 Lessons learnt for LCD
LCD requires:
ØPassion, all inclusiveness and repeated
negotiations/discussions
ØTechnical support as a crucial input.
ØLocal linguists and unbiased resource persons.
ØFocal points in each stakeholders who constantly
communicate among them.
ØStrong political and flexible financial supports
ØEnough leading time to complete the tasks.

By UNICEF-TG
Strengths
• Different types of stakeholders involved
• Ethnic Ministers
• State Education Department Heads
• Community Leaders
• Traditional Leaders
• Literature and Culture Committees from the groups
• Groups’ existed teaching materials
• Excited reading materials, writers, and artists

By UNICEF-TG
 Challenges
1. Clarity on the concept of local curriculum, as well as the processes and
procedures for development and approval of local curriculum
2. Shortages of professionals and technical capacity in each Ethnic Language and
Culture Committees
3. Limited time for demanding tasks of compiling both teachers’ guides,
excercise books and teaching aids
4. Difficulties in including double and triple-consonents in the text books
5. Frequent changes in demarcating chapters by grades
6. Special attention while putting together of objectives, subject matters,
approaches, questions and choice of words which which should be relevant
to each grade
7. Need of additional information or verification for some subject matters
8. Working on the necessary photos, drawing and illustration to supplement the
information in the curriculum
9. Being very sensitive - while choosing the salient persons from each ethnic
groups ; special care needs in order to avoid conflicts
10. Need for pilot/field testing of the materials
Thank You!

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