WHO IS IN THE NETWORK - ACTIVITIES - NEWS - BACK
Burma has been devestated by military rule for the majority of its post-independance (achieved in 1948). While all people of Burma suffer, it is the Indigenous people, largely living in the border regions, who are, in particular, targeted by the Burmses junta. Documents developed by this network are: National Laws on Indigenous Knowledge and Biodiversity and Rotational Farming (Part 1 and Part 2).
Who is in the Burma Network
Drum Publications - promoting education and preserverving culture for the peoples of Burma.
Karen Environmental and Social Action Network (KSEAN) - supporting Karen and Kachin communities with capacity building, sustainable resource management, environmental protection, and preservation of unique cultural heritages.
Karen Teacher Working Group (KTWG) - providing culturally based teacher training programs and education assistance throughout Karen State, Burma.
Nationalities Youth Forum (NYF) - uniting youth organizations from the ethnic groups of Burma.
Pan Kachin Development Society (PKDS)
Shan Literacy and Culture Commitee (SLCC)
Partners Relief and Development
Ta'ang Student and Youth Organizaton (TSYO)
Pa-oh National Development Organization (PNDO)
Kayan New Generation Youth (KNGY)
Kayan National Development Foundation (KNDF)
Kayan Literacy and Culture Committee (KLCC)
Karenni Education Department (KnED)
Lahu Women’s Organization (LWO)
Mon National Education Committee (MNEC)
Po Karen Literacy and Culture Committee (PKLCC), Mae La refugee camp.
Activities in the Burma Network
News from the Burma Network
December 19, 2012 - Eastern Burma Community Schooling December 2012 Report
September 20, 2012 - Eastern Burma
Mobile Teacher Trainers Begin Their New Cycle
Beginning in 2011, the Eastern Burma Community Schooling Project (EBCS) was established by the Indigenous Knowledge and Peoples Network (IKAP) and the Karen Teacher Working Group (KTWG) who are central member of the IKAP Burma network. The project supports ethnic education organizations to build and strengthen their local education systems inside Burma. The project aims at sharing KTWG’s overall model of improving education in local areas – KTWG’s traditional areas have been in the Karen controlled parts of Eastern Burma. At present, EBCS incorporates elements of KTWG’s pre-service programs, the Teacher Preparation Course, and in-service programs, such as the mobile teacher training program and a Teacher Newsletter. There are currently thirteen EBCS full-time mobile eacher trainers (MTT): threee Shan, two Ta’ang, two Karenni, two Kayan and four Mon. The majority of them graduated from TPC in 2012. These MTT were chosen by their education organizations in order to promote community schooling in their local areas. There are three mobile cycles per year seeing MTT walk from school to schools throughout their areas. During these cycles, MTT responsibilities consist of observing teachers,collecting school data, providing teacher training, giving feedbacks teachers andadvocating for education amongst local communities and leadership. Following each cycle, MTT return to TPC for evaluation and planning workshops before returning to their areas to begin the next cycle. Read Report>>>
May 2, 2012 - 29 Summer Vacation Teacher Training Workshops across Eastern Burma
Throughout March-May 2012, 10 organizational members of the Eastern Burma Community Schooling project are implementing 29 separate summer vacation teacher training workshops. The workshops will take place in Mon, Karen, Karenni and Shan States and will include at least 11 different ethnic groups.
Each training workshop is aimed to develop the skills, knowledge and confidence of local community teachers.
October 7, 2011 - Ethnic Leaders from Across Eastern Burma Meet to Discuss Community Schooling in their Areas
IKAP Burma Network's Eastern Burma Community Schooling project held a meeting of ethnic leaders to discuss ways in which different ethnic community based organizations could cooperate together to improve access, availability and quality of education provided to children in their remote communities. In the meeting, leaders described the current situation of their commmunities and more specifically the status of schooling and other places of learning available to their children. A number o fchallenges including war, security, poverty, lack of qualitified teachers, community participation and others were seen as barriers to children's learning and community development.
All participants expressed the desire to learn from each other and where possible cooperate and collaborate in the future.
September 21, 2011 - Mother Tongue Education and the Burma network's Community Schooling Project
Participants Walking To Class
The Eastern Burma Community Schooling Project has been organized by IKAP's RS and Burma network, primarily the Karen Teacher Working and World Education, an American NGO. Participants have come from across Mon, Karen, Karenni and Shan States Burma. They were selected by the different ethnic community based organizations participating in this project. During the initial ToT workshop after the Water Festival, 75 participants representing 13 ethnic groups from migrant, refugee and IDP regions joined together for an intensive 4 week course.
Participants of different Indigenous Groups (Please note photos are non descript to protect the identities of the students).
Participants from Eastern Burma, to date, represent Shan, Lahu, Ta’ang, Pa-oh, Kayan, Kayah, Kayaw, Karenni, Sgaw Karen, Pwo Karen, Mon and Arakhan ethnic nationalities. There are 17 women and 8 men. They are aged between as young as 17 up to 30 years old. The majority of them have had teaching experience in the past.
Following the ToT, Eastern Burma participants and 21 migrant teachers moved from Hsa Thoolei school to Mae Pa to join the Community Teacher Training Course, a.k.a. Phase 2, a.k.a. Teacher Preparation Course. To date, participants have been studying about educational theory such as child psychology, lesson planning, classroom management, and more. There are 3 core teachers who live at the school. Saw XXXXXXX, WE staff, has acted as the headmaster until a full time person has been identified. He works closely with staff and the advisory team to ensure the curriculum meets the needs of the program. There is also a resource team made up primarily of WE trainers who are ever present in the classroom giving instruction and/or mentoring the core teachers. As the school year progresses, we will focus increasingly on practical knowledge and skills related to providing teacher training to communities in Eastern Burma.
From September 12th through to September 23rd, participants joined a two week training focusing on mother tongue education. This training was facilitated by Khun Anong and Khun Sunchin and supported by Pestalozzi Children's Fund. It is an essential training for future teachers and teacher trainers in remote community schools throughout Eastern Burma where Inidgenous languages are banned from schools. Most often, Inidgenous language instruction occurs after school hours or during the summer vacation period. However, in remote areas where schools and/or traditional learning centres exist outside of government control, local teachers are able to use local languages as a language of instruction and in some cases actually teach local language literacy.
The 9 month teacher training course ends in February 2012, although, it is anticipated that a new course will begin in June 2012.
March 30, 2010 - New Karen Teachers Study Indigenous Participatory Action Research in Wartorn Karen State Burma.
The Karen Teacher Training College (KTTC) is a place for Karen youth from internally displaced communities throughout war torn Karen State, Burma to become teachers for their communities. KTTC itself is located inside Karen State.
This week second year students who are one month from graduation did an intensive week of training in Indigenous participatory action research theory and methods. These new teachers, once they return to their communities, will be expected not only to teach in schools but also play vital roles in community leadership. Indigenous participatory action reaserch is a process embedded in community knowledge and values which seeks to maximize villagers involvement with an explicit call to action to solve problems within the community.
Saw XXXX said, "Before, the word 'research' seemed above me, something I could never catch. But now I understand that we can all do research for the benefit of our people."
KTTC is organized by the Karen Teacher Working Group (http://ktwg.org) which is itself an IKAP member. KTWG is a local Karen education organisation providing teacher training and educaion assistance throughout Karen State, Burma. KTWG places special focuses on developing teacher's interest and capacity to intergrate Indigenous knowledge and local resources into the classroom practices.