Cardno supporting equitable and quality education in Myanmar
Access to education is globally recognised as one of the most important rights for all children, and is one of the key Sustainable Development Goals for 2030. Specifically, SDG 4 aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all people.
In Myanmar, Cardno has been supporting the government’s education system through monitoring and evaluation activities since the 2017 academic year. Through this project, a team of 11 people conducted capillary monitoring, evaluation, and implementation support missions for a number of programs funded by the World Bank, which were then implemented by the Myanmar Ministry of Education (MoE).
Cardno’s project team worked closely with the MoE to assess a portfolio of support activities aimed at strengthening Myanmar’s education system.
- The school grants program, which provides grant transfers to schools to pay for office supplies and other expenses such as travel allowances for teachers
- The student stipend program, which provides cash transfer to poorer students with the aim to reduce dropout rates
- The mentorship and cluster support programs, which provide support to primary school teachers and aim to build the teachers’ instruction and content skills, and
- The Cardno team provided spot-checks of disbursement-linked indicators, which are conditions that the MoE must meet to receive budgetary support from the World Bank.
By travelling to dozens of townships and hundreds of schools across all regions and states within Myanmar over three years, meeting with township officers, head teachers, teachers, students, parents and local communities, the Cardno team acquired tremendous skills and experience.
While gradually building relationships and trust between all stakeholders, the team was offered access to unique and firsthand information, records and insights.
Cardno also supported the MoE in preparing briefings and high-level meetings, supervising government trainings and workshops for head teachers and education officers, and providing recommendations to improve their quality.
Through careful work and with a flexible approach, the Cardno team produced a valuable set of lessons that have since been able to inform crucial decision-making processes, helping the MoE to refine targets and to focus on priorities at the national and community level.
Work produced by the Cardno team highlights the MoE’s progress towards equitable and quality education. Effective monitoring and evaluation has helped to recognise program shortcomings, which have then been revised to shape future interventions.
Cardno’s surveys have also helped to build strong cases for better support in conflict areas such as Rakhine State, where children are most at risk of missing out on education. These learnings have been put in place through targeted interventions to ensure no child is left behind.