Education Reform in Post-Coup Myanmar: Federalizing or Federating?

Since Myanmar transitioned from direct military rule in 2011, successive governments have attempted to decentralize the primary and higher education systems through top-down "federalizing" initiatives. However, these efforts have largely failed. However, following the February 2021 militar...

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Bibliographic Details
Published in:Contemporary Southeast Asia 2024-08, Vol.46 (2), p.318-341
Main Authors: South, Ashley, Stenning, Emily, Schroeder, Tim
Format: Article
Language:English
Subjects:
Community
Conflict
Coups d'etat
Decentralization
Education reform
Educational systems
Higher education
Military regimes
Minority & ethnic groups
Non-state actors
Ownership
Resilience
Students
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Summary:Since Myanmar transitioned from direct military rule in 2011, successive governments have attempted to decentralize the primary and higher education systems through top-down "federalizing" initiatives. However, these efforts have largely failed. However, following the February 2021 military coup, the absence of a credible central education authority has led ethnic armed organizations (EAOs) and non-state actors, including local communities, to provide education to up to one million of the most vulnerable and conflict-affected children. This represents a new "federating" moment for education in Myanmar, where capacity and alliances are built from the bottom up and which could potentially endure after the ongoing conflict ends. This article explores Myanmar's complex and contested education system since the coup, analysing the difference between "federalizing" and "federating" approaches. It compares the preand post-coup approaches to illustrate the importance of an adaptive, bottom-up approach based on local ownership and resilience.
ISSN:0129-797X
1793-284X
DOI:10.1355/cs46-2f