mandalay EC 4

Our Approach to TREE
TREE is required to directly focus on the teacher education and management transformational shift goal of the NESP, while also contributing to other transformational shifts. Achievement of this goal is supported by three main strategies: (1) strengthening teacher quality assurance and management, including introduction of teacher competency standards, deployment and promotion mechanisms; (2) Improving the quality of pre-service education, using the recently developed Teacher Competency Standards Framework (TCSF) as a driver for improvement; (3) Improving the quality of teacher CPD including access to a coherent system with basic recognised qualifications and mentoring, and targeted training for the new basic curriculum.
 The second strategy above will be TREE’s priority through focussed interventions in supporting Practicum skills, English, CPD, research and inclusion for and with the education colleges, practicing schools and the wider community in collaboration and consultation with other programmes, institutions, and the MoE. 
Working together with our consortium partners VSO, Open University and Montrose we will deliver the following four interlinked workstreams to achieve the outcomes and outputs and KPIs:

  • CPD - Continuous Professional Development: A formal and non-formal and self-directed CPD  programme will be built through the new CPD Frameworks for principals, teacher educators, and teachers. It will include principles of inclusive practices and will be designed to support the new curricula. Research evidence and action research skills will be developed to bring about pedagogical change, particularly in English, in training rooms and classrooms and after school clubs. This will be delivered through a range of modes including face-to-face, mediated remote learning and guided self-access learning through mobile technologies.
  •  Improved English language proficiency and pedagogy for principals of education colleges and practising schools, teacher educators, student teachers, will be provided through face-to-face capacity development initially, then a series of mechanisms for ongoing remote and online/offline teaching, and school-based language support through a student and teacher-led English clubs pilot.
  • Systems strengthening through structured practicum, partnerships between ECs and partnership schools: communities of practice through national and cluster level institutions, that can be scaled up across Myanmar under the DHE TE&M. This will help to support the embedding of the new curriculum and assessment strategies, tools and practices introduced through AERS.
  • A deeper understanding of inclusive practices and disability at government, institution, practitioner and community levels of the barriers and possible solutions to mainstreaming inclusion with a specific focus on children with disability.

Our approach is grounded in:

  •  Effective collaboration, communication, and clear coordination with key stakeholders, influencers and school education reform projects in Myanmar, including STEM, CREATE, Decentralising Funding for Schools Programme and other strands of MUPE;
  •  Enabling active engagement and ownership by DHE, principals and senior managers of Education Colleges and Universities of Education and Practising Schools, and teachers, and delivering to the National Education Sector Plan (NESP);
  • Feasibility of project activities, to ensure effective solutions respond to the specificities and needs of Myanmar’s context and informed by strong political economy analysis;
  • Adaptive programming, flexible to Myanmar’s changing context and opportunities;
  • An inclusive approach bringing in the voices of less well-represented communities and interest groups;
  • Built-in sustainability, ensuring long-term outcomes of TREE continue beyond the project term.

We will support the Ministry of Education and FCDO in achieving the NESP goal for teacher education and management, contribute to the SDG goal 4 of quality and inclusive education, and respond to the aspiration of the TOR and FCDO’s new Education Policy to identify ‘outdated models of teacher training, building on evidence-based approaches to improve the skills of teachers and outcomes of students and learning lessons that can support ongoing sustainability and support interventions from other fragile and developing contexts.