Implementing Free, Compulsory Primary Education (FCPE) in an Urban Setting in Myanmar: A Perspective on Challenges for and Strategies of State and Non-State Actors in Three Townships of Yangon Aye Mar Win

Abstract

Free, Compulsory Primary Education (FCPE) is a basic human right and if implemented properly, can enhance a country’s socio-economic development and stability. This study mainly focuses on the perspective of state and non-state actors on the implementation of FCPE in Myanmar, in three townships of Yangon. It also pays particular attention to the roles of a group of stakeholders, namely education officers at central, district and township levels, parents, parent-teacher associations, and the schools, seeking to know how they participate in fulfilment of this policy. Challenges for FCPE as perceived by these stakeholders are presented in the study. The research employs a qualitative research approach, targeting three schools in different townships in Yangon and selecting 17 state and non-state actors as interview subjects. The study finds that in the three townships the implementation of FCPE seems to run rather smoothly with effective collaboration between state and non-state actors. Schools, in particular, attempt to make sure access to primary education is possible for all children in the area. They cooperate with ward administrations for necessary documentation for children to be able to register at schools and with Parent-Teacher Associations (PTA) in creating a friendly atmosphere for students, including providing them with nutritious food. Teachers at schools are also asked to monitor and assist children from poor family backgrounds. Schools also seek to assist children that could not attend school during regular hours by arranging non-formal primary education (NFPE) for them.