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Sub-title: “ကြားကာလတွင် ကလေးသူငယ်များနှင့် ပညာသင်ယူသူများ စဉ်ဆက်မပြတ် ပညာသင်ယူခွင့်ရရှိရေး ဖေးမကူညီဆောင်ရွက်ပေးကြပါရန် ကျောင်းအဖွဲ့အစည်းများထံသို့ အကြံပြုတိုက်တွန်း ထုတ်ပြန်ကြေညာချက်”
Description: "ကြားကာလအတွင်းတွင် အကြမ်းဖက်စစ်ကောင်စီ၏ တရားမဝင်အာဏာသိမ်းမှုနှင့် ရက်စက် ကြမ်းကြုတ်မှုများ၏ နောက်ဆက်တွဲဆိုးကျိုးများကြောင့် ကလေးသူငယ်များနှင့် ပညာသင်ယူသူများသည် ရုပ်ပိုင်းဆိုင်ရာ၊ စိတ်ပိုင်းဆိုင်ရာနှင့် လိင်ပိုင်းဆိုင်ရာ အကြမ်းဖက်မှုများကို ခံစားနေရပြီး စဉ်ဆက်မပြတ် ပညာသင်ယူခွင့်များ ဆုံးရှုံးလျက်ရှိပါသည်။ သင်ယူသူတိုင်းသည် သာတူညီမျှ ပညာသင်ယူခွင့်ရရှိရန်နှင့် ပညာသင်ယူ ပြီးမြောက်ရန် တန်းတူအခွင့်အရေး ရှိကြပါသည်။ ကြားကာလတွင် ကလေးသူငယ်များနှင့် ပညာသင်ယူသူများ စဉ်ဆက်မပြတ် ပညာသင်ယူခွင့်ရရှိရေးနှင့် ကျောင်းသို့ပြန်လည်ဝင်ရောက်၍ ပညာဆက်လက်သင်ယူနိုင်ရေး အတွက် အကြောင်းအရာကဏ္ဍအလိုက်ဆောင်ရွက်ရာတွင် အောက်ပါအချက်အလက်များကို ထည့်သွင်းစဉ်းစား ၍ ဖေးမကူညီဆောင်ရွက်ပေးကြပါရန် အကြံပြုတိုက်တွန်း ထုတ်ပြန်ကြေညာအပ်ပါသည်။..."
Source/publisher: Ministry of Education, National Unity Government of Myanmar
2023-09-15
Date of entry/update: 2023-09-15
Grouping: Individual Documents
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Format : pdf
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Description: "Abstract: Formal state schooling has since its inception been directed towards the building of national identity. As state discourses are commonly and readily transmitted through school textbooks, they may be uncovered by careful examination. This study looked at five primary school Burmese language readers used in Myanmar (Burma) to reveal how they function to project a particular version of national identity. Its proposition is that the state in Myanmar aims to legitimise itself through schooling—and specifically, the primary school textbooks—by configuring itself as an integral part of a greater entity, ‘the Union’. It finds that according to the textbooks’ normative model, the ideal citizen has distinct ethnic, religious and gender characteristics. It explores the play between constructs of state, national and individual identity in the textbooks through different techniques for content and text analysis. It is an original contribution to the body of work imparting how formal mass education is designed to buttress national institutions and concepts. Its conclusions, while pertaining explicitly to Myanmar, have relevance to state schooling everywhere.....Acknowledgements: I would like to thank the following people for their support: My supervisors, Clive Whitehead and Lyn Parker, who assisted and encouraged me more than they were obliged to. Many other staff at UWA, including Patrick Jory and David Bourchier, who offered advice and friendship; and Philip Taylor, who organised useful seminars during 2001. Basil Fernando, Sanjeewa Liyanage and other friends and colleagues at AHRC, who have always been ready to help when needed. Ko Aung Myint, who proofread the Burmese–English text. Thra Bill Win and Nang Tzam, who sowed the seeds for this study by using the schoolbooks in an admirable effort to teach me a little Burmese. And finally, thanks to Alistair Paterson for everything..."
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Source/publisher: Nick Cheesman
2003-02-09
Date of entry/update: 2021-10-12
Grouping: Individual Documents
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Format : pdf
Size: 3.99 MB (295 pages)
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Description: "Wherever they are and wherever they go, Rohingya children in south and southeast Asia face discrimination, exclusion, and denial of their most basic rights. For most of these children, these challenges begin in Myanmar, where the Rohingya community has suffered decades of state-sponsored persecution and violence. However, even after Rohingya families have left Myanmar – often in search of safety or a better life for themselves and their families – Rohingya continue to experience unequal treatment and denial of their rights, which over time has exposed them, their children, and their children’s children to ever-widening cycles of deprivation and marginalisation. This report examines the situation of Rohingya children in five countries in southeast and south Asia: Myanmar, Bangladesh, Malaysia, Thailand, and Indonesia. As places of origin, transit, and/or destination, these countries are home – either permanently or temporarily – to hundreds of thousands of Rohingya children. All countries are required under international law to respect, protect, and fulfil these children’s human rights. Yet too often these rights are denied. Based on in-depth desk research, key informant interviews, and analysis of national laws, the report examines three areas affecting Rohingya children’s lives and enjoyment of their rights: legal status and access to identity documentation; access to education; and risks to security and wellbeing, in addition to other child protection concerns. While not intended as a comprehensive examination of the situation, the report seeks to provide a snapshot of the challenges – in law, policy, and practice – that prevent Rohingya children in these countries from living their lives in safety and with dignity, equality, and respect for their rights.....LIFE ON THE MARGINS:Based on publicly available information and estimates by non-governmental organisations (NGOs) and other credible sources, there are close to 700,000 Rohingya children in the five countries covered by this report. Rohingya boys and girls live lives on the margins of society across the region. Most lack any formal legal status – deprived of the right to a nationality in Myanmar and effectively rendered stateless as a result. Most Rohingya children inherit their de facto statelessness from their parents and – when they grow up – go on to pass it on to their children, perpetuating cycles of exclusion and marginalisation. Rohingya children also often struggle to access birth registration, which means they often have often no official record that they even exist. Failure to provide children with birth certificates exposes them to a range of age-related abuse and exploitation and can prevent them from exercising other rights and receiving legal recognition and protection as children. Across the region, Rohingya children struggle to access comprehensive, quality education. The reasons for this are varied and wide-ranging. In some countries, discriminatory policies prohibit Rohingya children from accessing formal education, while in others, policies which on paper should facilitate access to education are not enforced or fully implemented. In several countries where access to formal education is restricted, United Nations (UN) agencies, NGOs and Rohingya community groups have stepped into provide informal education; however, quality varies and lack of resources – including adequate funding, facilities and teaching staff – poses significant challenges. While primary-level education is generally more available, lack of schools and limited financial resources mean that secondary level students often struggle to continue their studies. Even when they do, education is often not accredited, which means that children leave school with no officially recognised qualification. Adolescent girls experience greater difficulties going to school as cultural attitudes deprioritise girls’ education and they face greater threats to their physical safety when traveling long distances to the nearest school. As a result, girls are much more likely to drop out of school, placing them at greater risk of early marriage and adolescent pregnancy. Without education, children grow up with limited opportunities to build a better life for themselves, and this can have devastating impacts on their emotional and psychological well-being. It also seriously limits their ability to earn an income, often condemning them to a life of poverty..."
Source/publisher: Save the Children (London)
2021-06-22
Date of entry/update: 2021-06-22
Grouping: Individual Documents
Language:
Format : pdf
Size: 1.39 MB
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Description: "Introduction: This situation update describes the Tatmadaw[2] activities in Lu Thaw Township, Mu Traw District between December 2020 and February 2021. It includes indiscriminate mortar shelling by Tatmadaw soldiers and displacement. In addition, this situation update highlights the situation of local villagers during the COVID-19 pandemic; and the living conditions displaced people face.....Protest: On December 30th 2020, 3,982 villagers from Lu Thaw Township held a protest to call on Tatmadaw soldiers to withdraw from the area. The protest was held in T--- village, Naw Yoh Hta village tract.[3] The protestors came from multiple village tracts: Hkay Poo, Naw Yoh Hta, Ler Muh Plaw and Saw Muh Plaw.....COVID-19 pandemic: COVID-19 travel restrictions have resulted in difficulties for the villagers, notably when it comes to travelling, trading and buying or selling [inability to buy food and other household items, to sell their harvest, etc.]. However, local authorities allowed villagers to travel to buy food three days a month. The travel restrictions were put in place to prevent COVID-19 from reaching the local villages. The most common diseases that affect local villagers are malaria, runny nose, bloating, stomachache, diarrhea, joint pain and age-related sight issues. Furthermore, medicine and food supplies are running out because of the travel restrictions.....Education: Many students were not able to attend school due to the COVID-19 pandemic [government schools were closed]. It was not easy for the students to move from [government] schools to [Karen Education and Culture Department - KECD][4] schools [some parents decided to enroll their children in KECD schools as they generally remained open throughout the pandemic]. There were not enough school materials and teachers in [KECD] schools [to accommodate these additional students]. It has also been difficult to hold meetings and communicate since the military coup[5] [because the junta has disrupted telecommunications].....Tatmadaw activities: On January 1st 2021, a group of Tatmadaw soldiers based in Lu Thaw Township, fired mortar rounds at villages and farming areas [KHRG was not able to establish the exact location]. Local villagers were concerned and afraid, which prompted them to flee from their villages. They thought this situation was unfair, as it made them understand that genuine peace had yet to be achieved. This shows that the political situation in our area is not clear [stable], and that nothing is guaranteed. These kinds of incidents threaten our security. Local villagers in Lu Thaw Township do not want this kind of situations to happen. They want the [Karen National Union - KNU][6] leaders to prevent any further conflict. There are more and more Tatmadaw soldiers in their army camps in Lu Thaw Township, and they patrol with their mortars. That makes life difficult for local villagers and threatens their security. It is really necessary that the leaders pressure the Tatmadaw soldiers to withdraw from their bases in Lu Thaw Township. The Tatmadaw is operating drones in Lu Thaw Township and spying on the localities there. They must put an end to these activities. Villagers need assistance from the leaders to prevent such things from happening..."
Source/publisher: Karen Human Rights Group
2021-06-18
Date of entry/update: 2021-06-18
Grouping: Individual Documents
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Format : pdf
Size: 826.84 KB
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Description: "Myanmar saw 103 schools and other education facilities attacked and often damaged by explosives in May this year alone, new data from Save the Children reveals, as armed forces continue to occupy schools and university campuses across the country. Explosive devices such as IEDs and hand grenades were reportedly used in the vast majority of incidents where bomb blasts occurred in and around schools, posing a serious risk to children and teachers. The blasts reportedly killed and injured several people and severely damaged education facilities across the country. The shocking figures come as deeply disturbing images emerged on social media this week of armed soldiers in class rooms, apparently encouraging young children to hold guns. Armed forces have also occupied at least 60 schools, and university campuses across the country since March. These attacks cause yet more disruption to education in Myanmar, where more than 12 million children have already lost more than a year of education as a result of COVID-19-related school closures. Over two million of these children were already out of school before the pandemic. Following the military coup on 1 February, children’s education has been marred by political strife and conflict, Save the Children said, with almost daily attacks on schools and widespread teacher lay-offs. Local media reports have suggested that only one in four children returned to school since they officially re-opened on 1 June. One nine-year-old boy from Magway, a region in central Myanmar, said: "Our school didn't open this year. When I see other children going to school, I want to go too. But I’m afraid because I heard guns and bomb blasts at my school. I don't like bomb blasts and guns shooting at school, because [I’m scared that] the school will be on fire and students will die. If there were no more soldiers and bomb blasts at school, I want to go back." A 10-year-old girl, also from Magway, said: “I wasn't able to go to school for the whole of last year because of the virus. And this year I dare not go. I want to go to school, but I’m scared. Although the school gates are closed, there are soldiers inside, and I’m afraid of the soldiers. I’m afraid that there might be a bomb blast at our school while we are there." Save the Children said: “Save the Children is appalled by these attacks, which not only put the lives of children in danger, but also further compromise what is already a disastrous situation when it comes to children’s learning in Myanmar. Schools are protected places of learning for children that must be free from attacks at all times. Attacks on schools constitute a grave violation against children, and no school should be deliberately targeted. “We are also deeply concerned by the images that have emerged of armed soldiers in classrooms. Armed soldiers have no place in schools or other learning spaces. Under no circumstances should children be made to hold weaponry of any kind. This highly irresponsible behavior by armed personnel is unacceptable, it puts children at risk and violates international standards for safe education. “Save the Children urges all parties involved to put the best interests of children first. All children have the right to a safe education – a right that is safeguarded by the Universal Declaration of Human Rights and the UN Convention for the Rights of the Child (UNCRC), both of which apply to Myanmar. “Learning spaces must be made safe again for children and appropriate measures to limit the possible spread of COVID-19 must be implemented. Save the Children calls for everyone in Myanmar who has an interest in children’s wellbeing to step up and make their safety and learning a priority.” Save the Children and its partners are investing in safe, quality and inclusive learning opportunities for children in Myanmar across a range of options. It is also providing mental health support for children affected by the crisis..."
Source/publisher: Save the Children via "Reliefweb" (New York)
2021-06-11
Date of entry/update: 2021-06-11
Grouping: Individual Documents
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Description: ''While much of Myanmar’s population continues to benefit from the ongoing process of political and economic reforms, there are close to one million people who remain in need of emergency assistance and protection as a result of ongoing crises in Rakhine, Kachin and Shan. In addition, despite significant progress and investments in disaster risk reduction, millions of people in different parts of Myanmar face the ever-present risk of natural disasters in one of Asia’s most disaster-prone countries. The aim of the 2019 Humanitarian Response Plan is to assist the Government in ensuring that these emergency needs are met and that, as the political transition in the country continues, not one single man, woman or child is left behind. The response plan sets out the framework within which the United Nations and its partners will respond to the humanitarian assistance and protection needs of crisis-affected people in Myanmar. The plan has been jointly developed by members of the Humanitarian Country Team in Myanmar, in consultation with a wide range of stakeholders including Government counterparts, local civil society, representatives of affected communities including the Rohingya, development actors, donors and others. The Humanitarian Country Team recognizes that humanitarian action is one critical component of a broader, long term engagement that is needed to address the wide range of humanitarian, development, human rights and peace-building challenges in Myanmar in a holistic fashion. To this end, the 2019 Humanitarian Response Plan is aligned with other key documents and strategies that aim to enhance coherence and complementarity across these sectors, such as the Final Report and Recommendations of the Advisory Commission on Rakhine State (August 2017) and the Strategic Framework for International Engagement in Rakhine (April 2018)...''
Source/publisher: Reliefweb
2018-12-19
Date of entry/update: 2019-01-27
Grouping: Individual Documents
Language: English
Format : pdf
Size: 1.82 MB
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