Myanmar Technical and Vocational Education Training System and Policy Reform
Myanmar has addressed the importance of Technical Vocational Education and Training (TVET) in Myanmar in creating skilled labour for several years now. Many policy reforms have been under way. Specifically in the education sector, modifications and implem
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Introduction
The government of the Republic of the Union of Myanmar, the people, academia, officials from other countries, many international nongovernmental organizations (INGOs), and non-governmental organizations (NGOs) such as the UN, UNESCO, and the ILO have addressed the importance of Technical Vocational Education and Training (TVET) in Myanmar in creating skilled labour that corresponds to the current trend in economic growth. Government officials have agreed that Myanmar’s education has been moving in the right direction, but there have been some impediments to the implementation of policies, rules, and regulations. All have agreed that improvements are still needed in the implementation of policies for the TVET system to be sustainable. During an interview in 2015, TVET specialist Robyn Jackson at UNESCO Myanmar agreed that the pressing issue for the expansion of
C.T.T. Kirkpatrick (*) Nova Southeastern University, Fort Lauderdale, FL, USA © The Author(s) 2017 P. De, A. Raychaudhuri (eds.), Myanmar’s Integration with the World, DOI 10.1007/978-981-10-5134-0_8
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TVET in the country is the lack of coordinated response to and regulation of skills development. There is no overarching policy or clear direction for TVET, and the current legislation is either very outdated or covers only part of TVET, as in the Employment and Skills Development (ESD) Law. Establishing a policy and legislation framework is urgently needed, as are the supporting governance, coordination, and information systems. Many policy reforms have been under way since the previous government, U Thein Sein’s administration (2012–2016), came into power. Specifically in the education sector, modifications and implementations of rules and regulations affecting the Myanmar economy in the direction of attaining ASEAN Economic Community (AEC) goals have been placed into effect. Beginning with a Comprehensive Education Sector Review (CESR) in 2012, the National Education Law 2014 was established. The Technical and Vocational Education Council for the implementation and enforcement of policy framework, TVET Task Force for quality assurance (QA), National Skills Standard Authority (NSSA), National Skill Development Authority (NSDA), and National Qualifications Framework (NQF) are a few additional authorities established under the reform to support the Myanmar TVET system. CESR and the National Education Law 2014 are noteworthy because they are the foundation of TVET reform and the draft law. Rest of the chapter is written as follows. Section 2 carries a comprehensive review of the education sector. Section 3 discusses the TVET and human resource development (HRD; HDI). Section 4 analyses the TVET. Section 5 presents the policy recommendations, whereas conclusions are briefed in Sect. 6.
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Comprehensive Education Sector Review
CESR, established in 2012 with three project phases, has a vision to develop an education system that promotes a learning society capable of facing the challenges of the knowledge age and that hel
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