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An Exploration of Government-Approved Primary to High School Education in Myanmar - Finding Room for Christian Schooling in Kachin State.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Exploration of Government-Approved Primary to High School Education in Myanmar - Finding Room for Christian Schooling in Kachin State./
作者:	Lahtaw, Doi Ra.
面頁冊數:	1 online resource (230 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9798382262253

An Exploration of Government-Approved Primary to High School Education in Myanmar - Finding Room for Christian Schooling in Kachin State.
Lahtaw, Doi Ra.

An Exploration of Government-Approved Primary to High School Education in Myanmar - Finding Room for Christian Schooling in Kachin State. - 1 online resource (230 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--Biola University, 2024.

Includes bibliographical references

This study has a dual focus: to assess the practice and effectiveness of education through the examination of research findings, empirical data, methodological implications, and theological integration, and to understand the concept and model of education within the social science framework, explicitly addressing the areas of need in educational provision and practice in Myanmar. The review of the literature aims to explore an educational trinity model, as articulated by Pazmino (2001), incorporating the five key elements proposed by Esqueda (2017): the teacher, student, objectives, lessons, and methods. The primary goal is to answer key research questions related to reforming primary and high school education in Myanmar. Each domain (Person, Content, and Context) is elaborated upon with dedicated subtopics supported by empirical research and findings from relevant scholars. The study looks into the role of Christian belief and practice in contributing to educational reform, investigating its manifestation in government-approved primary and high schools in Kachin State. It also explores how Christian schooling could adopt and demonstrate these reforms.Empirical research and findings from scholars contribute to a comprehensive understanding of the educational trinity, emphasizing the critical role of effective teaching in discerning and accommodating students' needs, formulating learning objectives, and designing course content aligned with students' educational journeys. The selection of appropriate teaching methodologies is highlighted as integral to successful content delivery. The literature review further discusses the impact of Myanmar's socio-political environment on its educational system, emphasizing a decline during prolonged military governance and its adverse repercussions on student learning outcomes, particularly in conflict-affected regions like Kachin State. This prompts a call for the establishment of quality Christian education in the region.The 'Person' domain of education, focusing on teachers and students, plays a central role in shaping inclusive and quality learning experiences. Teachers, as emphasized by Dahlqvist (2021), are crucial contributors to education, and Mustary (2020) underscores the importance of strong teacher-student relationships. Positive dynamics, meeting academic and emotional needs, and fostering healthy associations contribute to enhanced student engagement (Lee, 2016). High-quality teachers, as highlighted by Burroughs et al. (2019) and supported by the International Association for the Evaluation of Educational Achievement (IEA), are instrumental in achieving positive student outcomes, with studies such as Trends in International Mathematics and Science Study (TIMSS) providing valuable insights.Examining education through various lenses, Pazmino (2001) defines education as a communal process guided by love and societal context, while Esqueda (2017) stresses understanding students' needs for effective learning experiences. In higher education, active learning, cooperative teaching approaches (Michael & Modell, 2003; Becker et al., 1990), formal lesson planning, and well-defined learning objectives (McClellan, 2009; Musbaing, 2020) are considered essential. Hamalik (2003) points to the alignment of policies, educators, students, strategies, media, and assessment for quality education assessment based on learning outcomes. The objective element considers challenges and significance, emphasizing Marzano and Kendall's (2008) New Taxonomy and the importance of critical thinking. Strategic planning in higher education integrates critical thinking through SWOT analyses, faculty engagement, and clear communication. Esqueda (2017) differentiates between sharing information and effective teaching, framing teaching as a transformative process. The lesson element stresses a student-centered approach, drawing on curriculum theories and introducing Kolb's Experiential Learning Theory. The method element explores contemporary learning theories challenging traditional methods. Active, experiential, collaborative learning, problem-based learning, reflective writing, arts-based methods, and effective questioning are advocated for positive outcomes. The empirical findings provide a comprehensive understanding of education, focusing on clear instructional objectives, student-centered approaches, and diverse teaching methods fostering effective learning experiences. Education's transformative potential in shaping individuals and communities is highlighted, emphasizing the dynamic interplay of content, persons, and context within societies.Shifting focus to Myanmar's education system, shaped by historical challenges and exacerbated by the recent military coup, issues such as infrastructure deficiencies, traditional teaching methods, and inadequate teacher training hinder development. The complex interplay between political upheavals and educational policies, compounded by civil conflict, demands a comprehensive approach to addressing immediate needs and long-term goals. Efforts must encompass targeted interventions, infrastructure development, and teacher training to bridge educational gaps and ensure equitable access in rural areas. Without reforms, the rural education system faces decline, deepening social divides, and emphasizing the urgency for concerted efforts to build a more equitable and sustainable future for the nation (Soe, 2018).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382262253Subjects--Topical Terms:

1107727
Education policy.
Subjects--Index Terms:

MyanmarIndex Terms--Genre/Form:

554714
Electronic books.

An Exploration of Government-Approved Primary to High School Education in Myanmar - Finding Room for Christian Schooling in Kachin State.
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The study looks into the role of Christian belief and practice in contributing to educational reform, investigating its manifestation in government-approved primary and high schools in Kachin State. It also explores how Christian schooling could adopt and demonstrate these reforms.Empirical research and findings from scholars contribute to a comprehensive understanding of the educational trinity, emphasizing the critical role of effective teaching in discerning and accommodating students' needs, formulating learning objectives, and designing course content aligned with students' educational journeys. The selection of appropriate teaching methodologies is highlighted as integral to successful content delivery. The literature review further discusses the impact of Myanmar's socio-political environment on its educational system, emphasizing a decline during prolonged military governance and its adverse repercussions on student learning outcomes, particularly in conflict-affected regions like Kachin State. This prompts a call for the establishment of quality Christian education in the region.The 'Person' domain of education, focusing on teachers and students, plays a central role in shaping inclusive and quality learning experiences. Teachers, as emphasized by Dahlqvist (2021), are crucial contributors to education, and Mustary (2020) underscores the importance of strong teacher-student relationships. Positive dynamics, meeting academic and emotional needs, and fostering healthy associations contribute to enhanced student engagement (Lee, 2016). High-quality teachers, as highlighted by Burroughs et al. (2019) and supported by the International Association for the Evaluation of Educational Achievement (IEA), are instrumental in achieving positive student outcomes, with studies such as Trends in International Mathematics and Science Study (TIMSS) providing valuable insights.Examining education through various lenses, Pazmino (2001) defines education as a communal process guided by love and societal context, while Esqueda (2017) stresses understanding students' needs for effective learning experiences. In higher education, active learning, cooperative teaching approaches (Michael & Modell, 2003; Becker et al., 1990), formal lesson planning, and well-defined learning objectives (McClellan, 2009; Musbaing, 2020) are considered essential. Hamalik (2003) points to the alignment of policies, educators, students, strategies, media, and assessment for quality education assessment based on learning outcomes. The objective element considers challenges and significance, emphasizing Marzano and Kendall's (2008) New Taxonomy and the importance of critical thinking. Strategic planning in higher education integrates critical thinking through SWOT analyses, faculty engagement, and clear communication. Esqueda (2017) differentiates between sharing information and effective teaching, framing teaching as a transformative process. The lesson element stresses a student-centered approach, drawing on curriculum theories and introducing Kolb's Experiential Learning Theory. The method element explores contemporary learning theories challenging traditional methods. Active, experiential, collaborative learning, problem-based learning, reflective writing, arts-based methods, and effective questioning are advocated for positive outcomes. The empirical findings provide a comprehensive understanding of education, focusing on clear instructional objectives, student-centered approaches, and diverse teaching methods fostering effective learning experiences. Education's transformative potential in shaping individuals and communities is highlighted, emphasizing the dynamic interplay of content, persons, and context within societies.Shifting focus to Myanmar's education system, shaped by historical challenges and exacerbated by the recent military coup, issues such as infrastructure deficiencies, traditional teaching methods, and inadequate teacher training hinder development. The complex interplay between political upheavals and educational policies, compounded by civil conflict, demands a comprehensive approach to addressing immediate needs and long-term goals. Efforts must encompass targeted interventions, infrastructure development, and teacher training to bridge educational gaps and ensure equitable access in rural areas. Without reforms, the rural education system faces decline, deepening social divides, and emphasizing the urgency for concerted efforts to build a more equitable and sustainable future for the nation (Soe, 2018).
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