By Kim Jolliffe and Emily Speers Mears
Preface With many of the decades-long conflicts affecting areas of Myanmar still ongoing, parallel governance systems have been developed by ethnic armed groups and their affiliated organizations to provide vital services to impacted communities. The delivery of basic education by ethnic groups is one such critical social service reaching an underserved and vulnerable population of children and youths.
While still small compared to other countries in the region, government spending on education has significantly risen in recent years and with new ceasefires in place, the Ministry of Education has been able to expand its provisions to previously inaccessible areas. However, the growth and expansion of government services into the conflict-affected areas also generates political and administrative concerns from ethnic groups. The reality is that parallel systems will remain for the foreseeable future, and there is a need to recognize the diversity in the delivery of education and complementarity with the parallel systems of government and ethnic groups. This paper is a part of the research project “Social Services in Contested Areas” which undertakes the study of governance structures of non-state disputed territories and its interaction with parallel state structures and services.
The Asia Foundation is pleased to present this research on basic education in eastern Myanmar. This study details the role and operations of non-state education providers in ethnic areas, specifically Mon,
Shan and Karen States, and the interface with state education. This paper terms education providers connected to ethnic armed groups, and other community-based providers, as ethnic basic education providers (EBEPs), which have been providing vital pre-tertiary education services to conflict-affected communities. Given the political grievances arising out of the Burmanization of government education in the past, as well as the inaccessibility of state services in some of these areas, EBEPs have filled a significant gap and have been educating youths that live daily with conflicts and are at risk of hindered educational development. Valuing a diverse education sector and recognizing existing providers as important partners, will not only contribute to universal education goals and ensure access for all, but is a durable component of a successful peace process. We hope that this report will contribute to ongoing discussions of critical governance and reform issues that are cornerstone to Myanmar’s transition and peace process.
This research paper is authored by independent researchers, Mr. Kim Jolliffe and Ms. Emily Speers Mears. Kim Jolliffe specializes in areas of security, ethnic conflict and aid policy, while Emily Speers Mears works in conflict and education. The report was generously funded by the United Kingdom’s Department for International Development (DFID) and the Australian Department of Foreign Affairs and Trade (DFAT). The opinions expressed in this report are solely those of the authors and do not necessarily reflect those of DFID, DFAT or The Asia Foundation.
Dr. Kim N.B. Ninh
Country Representative The Asia Foundation Myanmar