Rinehart, G;
Pherali, T;
Chase, E;
Zaw, HT;
Naing, T;
(2024)
ERICC Policy Brief. Diversity and Fragmentation of Myanmar Education: Schooling Shaped by Protracted Conflict and Crisis.
International Rescue Committee: New York, NY, USA.
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Abstract
This policy brief highlights key findings from a rigorous review of the existing body of research on education in Myanmar’s conflict-affected context: Diversity and Fragmentation of Myanmar Education: Schooling Shaped by Protracted Conflict and Crisis (Rinehart et al., 2024a); and provides an overview of a co-constructed research agenda for education in conflict-affected contexts of Myanmar, drawing on a comprehensive report: Education Research Agenda in Conflict-Affected Contexts of Myanmar (Rinehart et al., 2024b). The co-constructed research agenda serves as a critical reference document for commissioning research in ethnic, refugee and migrant settings affected by conflict and protracted crises. It serves as a valuable tool for researchers and organisations to plan studies that address existing evidence gaps and that reflect the expectations and realities of key educational stakeholders in these contexts. The co-construction process has fostered partnerships among diverse stakeholders for future collaborative research. These partnerships stand to promote dissemination and uptake of findings, de-colonise research practices, and raise expectations regarding the impact of research.
Type: | Report |
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Title: | ERICC Policy Brief. Diversity and Fragmentation of Myanmar Education: Schooling Shaped by Protracted Conflict and Crisis |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.6084/m9.figshare.28058057.v3 |
Publisher version: | https://doi.org/10.6084/m9.figshare.28058057.v3 |
Language: | English |
Additional information: | This is an Open Access report published under a Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). |
Keywords: | education, education policy, children, adolescents and youth, child development, social emotional learning, holistic development, human rights, children's rights, refugees, protection, inclusion, girls education, curriculum conflict, data, inclusive education, access to education, quality education, continuity of education |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
URI: | https://discovery.ucl.ac.uk/id/eprint/10202724 |
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