Prepared by Malar San

27th June 2014Will Hall, U Penn

Advances in Social Norms and Social Change

U Penn-UNICEF Summer Programme

Equity, Social Cohesion and Children with Disabilities

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

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

Bamar are 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

Myanmar Government and Global Commitment on Children with Disabilities

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”

5

MyanmarComprehensive Education Sector Review

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 Thein Sein.

The Government has consistently prioritized education reform as 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 Review with three phases

Phase 1: Rapid Assessment Phase 2: In-depth Analysis Phase 3: Development of an Education Sector Plan

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

CESR Phase One Recommendations

Situation Analysis Findings of Early Childhood Care and Developmentin Myanmar by MoE and UNICEF, 2012

Children with disabilities or chronic illnesses

2.32 per cent of the overall Myanmar population is living with disabilities,

Urban area - 2.49 % ; Rural areas 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.

Social Norms

NE: we believe that parents and community should provide

support not only for physical wellbeing but also psycho-social

support and sustainable development provision such as

education and vocational trainings for daily survival.

EE: , most of families with

disable children only

provide foods, clothes and

shelter to the children and they believe

that they fulfill their

responsibilities to support

disable children by doing so.

PE: we believe that parents and community should provide support not only for physical wellbeing but also psycho-social support and sustainable developmental provision such as education

FE: people believe that children with disabilities

usually provide

burden to others and they aren’t

able to survive

themselves and can’t contribute anything to

society.

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

Norm Creation: Everyone should support to children with

disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to grow all potential development as like

other children in the world.

Social 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.

Script: People help and assist to disable children based on requirement of sustainable

development for daily survival without depending on their

family members and environment

Schemata: Parents, teacher, community and government will

send children to the school to encourage their confidence level,

education, having professional skills and knowledge to bale able to

survive their lives without depending on others

Norm Abandonment: Children with disabilities are not capable to learn and work in society and

they cannot survive without their families’ member support and they cannot provide any

contribution to society..

Schemata: People always help and assist to disable children

not only providing services but also planning strategically to

deliver and facilitate based on requirement of long and short

term survival.

Script Parents send disable children to appropriate schools to learn not only literacy but also vocational trainings and Teachers and officials prepare

everything for institution readies.

CHANGE : InterventionNorm 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

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.

Social Norms

Study on Knowledge, Attitudes and

Practices towards Education of Children with Disabilities: to

find out current norms

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

Inclusive Education Policy

Development: to raise awareness and create norm

expectation

To advocate Education.

Development and participation rights

for Children with Disabilities while

developing Education Laws in Myanmar

Harmonization between Interventions and Norms and

Abandonment

• Norm Creation• Norm

Abandonment

• Norm Abandonment

• Norm Creation

Policy Level Dialogue/Ad

vocacy Package/Tool Kit for Policy

Makers

Children/ ages of schooling

target groups (Urban and

Rural) by print key messages

in students exercise books

Dialogue while

developing Education Laws in country

A Study on Knowledge, Attitudes and Practices towards Education of

Children with Disabilities in Myanmar :

•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

To Develop Comprehensive Inclusive Education Policy together with all stakeholders and fostering private and public partnership for job creation

• 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

• 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

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

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.

Core Groups :

Technician Level : State/District/Township Education Officials, Education college officials, experts and technicians

Development Right

Focused advocacy to inform 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

Harmonizing Legal Norms/framework and Social Norms

Lgeal Norms: Myanmar Constitution of

2008eRight of Children (1991),

Convention on Elimination of all forms of

Discrimination Against Women (1997),

Convention on the Rights of Persons with Disabilities (CRPD

), (2012)-National Education Law

-Basic Education Law

Moral Norm

• We should try to include children with disabilities in society

• They are capable

• Treated with respect full citizens

Social Norms:Everyone 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.

Reference Network Nodes

Community level

State and Regional/Middle level and National level

National Level and UNICEF In-House

Central: UN agencies, NGOs and civil society

Bridges ETWG, JESWG, ECWG, DPCG

High Minister of MoE and senior education officials from Central government

Entire Network Nodes

ETWG, JESWG, ECWG, DPCG

UN agencies, NGOs and civil society

Minister of MoE and senior education officials from Central government

UN, NGOS and civil society

regional authority and regional ministries

Ministry of Education officials –SDE, SDSE

community volunteer, social workers, civil

society

teachers and head teachers

authority, religious leaders and most

powerful

Social

Norms

EXPECTED OUTCOMES with time lines

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

THANK YOU!