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Myanmar’s Minister of Education encourages work on national Teacher Competency Standards Framework

Participants at the Consolidation Workshop on Field Test Findings of Teacher Competency Standards Framework in Nay Pyi Taw in September 2016. © UNESCO

On 27-28 September 2016 in Nay Pyi Taw, 80 participants from Myanmar’s Ministry of Education, Universities of Education, and Education Colleges came together to refine the current draft of the national Teacher Competency Standards Framework (TCSF) based on the results of a recent field test. 

The Union Minister of Education, H.E. Dr Myo Thein Gyi, visited the workshop to compliment participants’ work and emphasise the critical role the TCSF will play in improving teacher quality as well as education reform across Myanmar. Deputy Director General, Dr. Aung Aung Min, opened the workshop, welcoming the participants and thanking UNESCO for its support. Dr. Aung Min, Retired Rector of the Yangon University of Education and TCSF Working Group Team Leader, joined the opening and encouraged all data collectors to share their field test experience and feedback on the Framework with the group. Dr Aung Min recommended that a similar Framework be developed for Tertiary Education and Technical Vocational Education and Training (TVET).

The Union Minister of Education, H.E. Dr Myo Thein Gyi, giving encouraging remarks to the participants at the Consolidation Workshop on Field Test Findings of Teacher Competency Standards Framework in Nay Pyi Taw in September 2016. © UNESCO

Development of the Framework was initiated in October 2015, led by Dr. Aung Min and co-chaired by Dr. Aye Aye Myint, Acting Rector of the Yangon University of Education. Others involved in its development include representatives from Yangon University of Education, Sagaing University of Education, and the University for Development of the National Races, and Education Colleges.

Dr Aung Min and Dr Aye Aye Myint facilitating a plenary discussion at the Consolidation Workshop on Field Test Findings of Teacher Competency Standards Framework in Nay Pyi Taw in September 2016. © UNESCO

The purpose of the TCSF is to establish a set of teacher competency standards to enhance teacher quality and improve student learning outcomes in Myanmar. The Framework is designed to serve as a guidance document for policy makers, curriculum developers, education managers and supervisors, teacher educators and teachers. It will serve as a tool to support continuing teacher professional development and achievement of quality within the teaching profession.

In order to ensure the Framework is fit for purpose and useful for Myanmar’s education system, a field test was conducted by the TCSF Working Group from July to September 2016 with support from the UNESCO STEM Project. Adopting a case study approach, the field test involved 76 case sites purposively elected to reflect the diversity of teaching contexts in Myanmar. The field test used quantitative and qualitative methods, including interviews, focus group discussions, classroom observations, and teacher self-appraisal questionnaires from each case site. 

Participants in a small group discussion at the Consolidation Workshop on Field Test Findings of Teacher Competency Standards Framework in Nay Pyi Taw in September 2016. © UNESCO

Field test findings showed that the intent of the draft Framework was well understood by the majority of teachers and they agreed that the Framework is comprehensive and covers all aspects of what a teacher needs to know and be able to do. Respondents also gave helpful feedback on how to make the TSCF more user-friendly for teachers.

During the two-day workshop, participants discussed the Framework, domain by domain, to reach an agreement on the revisions suggested by the Working Group, based on the field test findings. Participants agreed to a number of revisions which has resulted in a more advanced draft that can used for a wider consultation with teachers and education professionals throughout Myanmar.

Next steps for the Framework include adding additional levels of proficiency—beginner, experienced, expert and leader teacher levels—so that teachers at all levels of expertise can use the Framework to assess the quality of their teaching practice and identify skills they would like to improve. In future, the Framework may also be incorporated into other key education reforms relating to teacher certification and promotion.

 

For more information on the STEM Project, please contact Dr. Dagny Fosen, Teacher Education Specialist, at dm.fosen@unesco.org



20.10.2016