Rinehart, G;
Naing, T;
Pherali, T;
Chase, E;
Zaw, HT;
(2024)
ERICC Working Paper: Education Research Agenda in Conflict-Affected Contexts of Myanmar 2024.
International Rescue Committee: New York, NY, USA.
Preview |
Text
FINAL _ ERICC Working Paper _ Education Research Agenda in Conflict-Affected Contexts of Myanmar 2024 (1).pdf - Published Version Download (1MB) | Preview |
Abstract
This paper reports on a research agenda on education in conflict-affected contexts of Myanmar. It builds on the research gaps that were identified through a rigorous review of existing educational research across three key parallel systems: ethnic education, refugee education in camp settings in Thailand, and educational provisions for Myanmar migrant learners (Rinehart et al., 2024). The study employed a bottom-up, participatory approach involving a series of consultations with key educational stakeholders from these three educational settings as well as representatives from donors and development partners supporting education in Myanmar. Seven research themes were initially developed by synthesising data from consultations. These were then shared with 32 interviewees from donor and development partner organisations, and ethnic, migrant and refugee communities to gain their further perspectives and to determine research priorities based on urgency, feasibility and the benefits of the themes in their educational contexts. The final research agenda was presented to 24 selected educational stakeholders for validation. The finalised agenda includes four research areas: (i) teacher management, professional development and wellbeing; (ii) access to quality education; (iii) community engagement and participation; and (iv) envisioning an inclusive national education system. Additionally, we identified three cross-cutting research themes that underpin all four research areas: (i) inclusion, equity and justice in education; (ii) safety and wellbeing in and through schooling; and (iii) policy framing, formulation and enactment towards systems strengthening. This process exemplifies a rigorous approach to research agenda development involving the potential users of the research evidence, and makes a major contribution to the field of education research in conflict-affected contexts of Myanmar. Hence, it should serve the research community in Myanmar in its aim to produce policy-relevant and actionable evidence in education.
| Type: | Working / discussion paper |
|---|---|
| Title: | ERICC Working Paper: Education Research Agenda in Conflict-Affected Contexts of Myanmar 2024 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.6084/m9.figshare.28058162.v2 |
| Publisher version: | http://doi.org/10.6084/m9.figshare.28058162.v2 |
| Language: | English |
| Additional information: | This is an Open Access paper 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/10202725 |
Loading...
Loading...Loading...Loading...Archive Staff Only
 |
View Item |
