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Prepared by Malar San

Prepared by Malar San

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Prepared by Malar San

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  1. Prepared by Malar San Advances in Social Norms and Social Change U Penn-UNICEF Summer Programme 27th June 2014 Will Hall, U Penn Equity, Social Cohesion and Children with Disabilities

  2. Presentations Content • Country Profile • Myanmar and Global Commitment • Sector Reform Findings and recommendations for Inclusion • ECD Situation Analysis Finding for Children with Disabilities • FB,EP,NP and Social Norms • Norms Creation and Norms Abandonment • Schemata, Script for Norms Creation • Schemata, Script for Norms Abandonment • CHANGE: Intervention: Organized Diffusion of Deliberation (3 interventions) • Harmonizing Legal Norms/framework and Social Norms • Core group, Reference Network and Network Nodes

  3. Myanmar Country Profile • New civilian government took office on 1 April 2011 • Per capita GDP was US$ 1,093 in 2009 • Population was 58.38 million in 2008 • 135 ethnic groups clustered into eight main groups • Bamarare the largest - 69% of the total population • Over 100 different languages and dialects • 17 State and Regions • Children with ECD experience(3-5 yrs) – 22.9%: 2009/10) • Primary Net completion rate - 54.2% per cent • Secondary school Enrollment rate (10-14 yrs) - 58.3% • Religious- Buddhist- 89 %, Christians - 5%, Muslims - 4% • Neighboring countries – Thai, China, India, Lao, Bangladesh • Located in South East Asia

  4. The rights of all children, including those with disabilities, to enjoy a quality education are enshrined in the Myanmar Constitution of 2008 • International conventions ratified by Myanmar • Convention on Right of Children (1991), • Convention on Elimination of all forms of Discrimination Against Women (1997), • Convention on the Rights of Persons with Disabilities (CRPD), (2012) • In Myanmar, the local launch of the State of the World’s Children in May 2013 particularly focused on children with disabilities. • Recently, the United Nations General Assembly held a High-Level Meeting on Disability and Development (HLMDD) “The way forward: a disability inclusive development agenda towards 2015 and beyond” Myanmar Government and Global Commitment on Children with Disabilities

  5. After a transition to civilian rule in 2011, Myanmar is embarking on a period of extensive political and social reform under the leadership of President TheinSein. • The Government has consistently prioritized education reformas a key element of its overall socio-economic development strategy. • In February 2012, H.E. Union President endorsed a Ministry of Education (MoE) proposal to undertake a two-year Comprehensive Education Sector Reviewwith three phases • Phase 1: Rapid Assessment • Phase 2: In-depth Analysis • Phase 3: Development of an Education Sector Plan MyanmarComprehensive Education Sector Review

  6. CESR Phase One Recommendations • Does not exclude, discriminate against, or stereotype on the basis of difference: • Provides education that is free and compulsory, affordable and accessible • Respects and welcomes diversity and sees as an opportunity(not a problem) • Meets the differing needs of individual learners

  7. Children with disabilities or chronic illnesses • 2.32 per cent of the overall Myanmar population is living with disabilities, • Urban area - 2.49 % ; Ruralareas 2.24% • Males - 2.55 %; Female- 2.10 % • in most low- and middle-income countries, 10 to 12 %of the population have with one or more disabilities. Situation Analysis Findings of Early Childhood Care and Developmentin Myanmar by MoE and UNICEF, 2012

  8. Relationship Cycle (FB,PB,EE,NE and Social Norms)

  9. Norm Creation • A Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities in Myanmar : • To Develop Comprehensive Inclusive Education Policy together with all stakeholders and fostering private and public partnership for job creation • To advocate Education. Development and participation rights for Children with Disabilities while developing Education Laws in Myanmar Norms abandonment • Promoting awareness raising while developing In-service/Pre-service Teacher Training manual, Story Books for ECD/NFE/EXCEL, Education Communication Strategy and Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection sections CHANGE : Intervention

  10. Organized Diffusion of DeliberationsSocial Norms: Every parents , teachers, community members and counterparts from UNICEF project areas should support to children with disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to nurture their most potential as like other children in the world.

  11. Harmonization between Interventions and Norms and Abandonment

  12. Methodology: Study design Community-based, cross-sectional comparative KAP (knowledge, Attitude and Practice) • study will be carried out by using quantitative and qualitative research methods to generate evidence on the realization of the rights of children with disabilities • Sample Size: Will use same sample size applied by ECD Situation team • snow ball approach A Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities in Myanmar :

  13. Form technical team • Form coordination body and advisory group • Prepared Term of Reference • Develop work plan with time line • Organizing series of consultation meeting with inter ministries level as well as education key stakeholders • Organize public consultation to get pubic consensus • Summit to parliament To Develop Comprehensive Inclusive Education Policy together with all stakeholders and fostering private and public partnership for job creation

  14. Form technical team • Form coordination body and advisory group • Prepared Term of Reference • Develop work plan with time line • Organizing series of consultation meeting with inter ministries level as well as education key stakeholders • Organize public consultation to get pubic consensus • Summit to parliament To advocate Education. Development and participation rights for Children with Disabilities while developing Education Laws in Myanmar

  15. Promoting Awareness Raising • Promoting awareness raising while developing In-service/Pre-service Teacher Training manual, • Story Books for ECD/NFE/EXCEL,etc • Education Communication Strategy and • Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection section. Promoting awareness raising while developing In-service/Pre-service Teacher Training manual, Story Books for ECD/NFE/EXCEL, Education Communication Strategy and Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection sections

  16. Core Groups : Development Right

  17. Focused advocacy toinform about positive attitude toward children with disabilities for education process and seek support to accelerate the progress • Broader mobilization ensuring numerous alliances with a shared interest and purpose • A national campaign to engage everyone to voice and support the equality and quality education. • Communication from an equity perspective to empower communities especially worst off population to take control of their own behavior and attitude on children with disabilities’ education by increasing community capacity to take action through dialogue and mutual understanding of issues and potential solutions. Awareness Raising Strategies

  18. Harmonizing Legal Norms/framework and Social Norms

  19. Community level • State and Regional/Middle level and • National level Reference Network Nodes

  20. National Level and UNICEF In-House

  21. Social • Norms Entire Network Nodes

  22. Completed study on A Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities in Myanmar – 2014 December • Advocated Education Law developing teams such as National Education Law drafting Team, Basic Education Law drafting Team, etc to be able to development and dialogue education for children with disabilities concept and express appropriately in respective laws – 2014 December • Promoted and lobbied to develop comprehensive inclusive education policy and provided and supported policy development process to be able to articulate well enough for education for children with disabilities – 2015 December • (---%) Promoted awareness raising for education for children with disabilities to key counterparts, teachers, parents and community members through UNICEF education programme implementation EXPECTED OUTCOMES with time lines

  23. THANK YOU!