The Current Status of Elementary Music Education in Yangon, Myanmar

Abstract

Public schools in Myanmar have offered music education as part of the regular curriculum since 2000; however, very little information is available about the current teaching practices of music education as well as differences and problems regarding music education in different types of schools. Therefore, the purpose of this study was to investigate the current status of elementary music education in Yangon, Myanmar in three different types of schools: Public schools, private schools, and international schools. A mixed-method design was employed to achieve the purposes of the study. Qualitative data were collected using in-depth interviews with seven key informants. Quantitative data were collected from 93 respondents—33 music teachers and 60 classroom teachers responsible for teaching music—using a web-based questionnaire and telephone interviews. Both the quantitative and qualitative results indicated that compared to private schools and public schools, international schools receive more practical support in terms of qualified music teachers, standard music programmes, and excellent facilities. Although the Ministry of Education in Myanmar has commenced curriculum reform to include music as a compulsory subject in public schools at the elementary level since the 2016-2017 academic year, there are still many challenges regarding music training for teachers, the effectiveness of music curricula, and adequate support for music facilities and other necessities such as musical instruments, teaching aids, musical equipment, and educational resources. The findings of the study also confirm that the support of the government is crucial for music education policy and partnership in Public schools and Private schools.