Mid-Term Review Report for the SEAQE 2 project - Myanmar

Several high-level findings have been extrapolated. These are:
• COVID-19and the political crisis in Myanmar severely impacted the projects’ ability to support distance learning.
• Most schools and teachers were unable to provide or support distance learning opportunities.
• Cooperation and coordination with the government education sector, including engagement on education reform issues and TVET partnerships, have been compromised by the military coup.
This brings into question the continued validity of the SEAQE 2 Theory of Change (ToC), which is founded on ADRA maintaining neutrality and working with both the MoE and Indigenous providers of education to promote and facilitate positive dialogue in support of inclusive education reforms.
• Support for teacher stipends is a critical issue for community teachers in Myanmar. SMC members reported that more advocacy was needed to increase stipends and benefits and improve teacher housing. Linked to a similar concern, SEAQE 2 does not support ACS community teacher stipends and local communities struggle to support their teachers.
• The findings suggest that teachers need support in wellbeing and Teacher Professional Development (TPD). Education authorities have recommended TPD on how to assess gaps in learning and how to adapt the curriculum. Teachers highly value in-service teacher training but only 35 percent of teachers had access to this. There are a lot of new teachers. Turnover is
high so the need for refresher training is a continuous challenge.
• Teacher salaries and housing are strongly associated with teacher wellbeing.
• Parents have an appetite for more information about their children's learning and more discussion with their teacher.
• SMC members suggest that more teacher professional development, teaching and learning resources and booster/remedial classes are priorities to improve student learning.
• SMC members shared their interest in more training and support in school leadership and governance, management, and financial management.
• Little has surfaced about the issues facing girls and children with disabilities and whilst it is apparent that girls do not face the barriers seen in other SEAQE 2 countries, we expect that children with disabilities may. Evidence from the MTR suggests that more can and should be done to improve gender and disability inclusive infrastructure within SEAQE 2 schools.
• The referral mechanism for responding to child protection, safety, health and wellbeing cases has yet to be established in Myanmar and will need to be a focus for the project moving forward.
• ADRA finance and procurement policies do not provide the flexibility needed to respond efficiently and effectively in times of emergency. The need to follow strict procedures was cited as a reason for delays in the procurement and distribution of teaching and learning materials.
• ADRA’s approach to conflict sensitivity in Myanmar needs further consideration and greater engagement with local staff and partners. 50 percent (or 2 out of 4) partner staff disagreed withthe statement that ADRA is conflict sensitive. ADRA Myanmar staff are concerned about their
personal safety and security and the implications of signing a Memorandum Of Understanding (MoU) with the military regime.