Summary of Terminal Evaluation
1. Outline of the Project
Name of country: The Union of the Republic of Myanmar

Issue/Sector: Basic Education

Division in charge: JICA Myanmar office

Period of Cooperation: (R/D) 25.11.2004
13.12.2004 – 12.12.2007(4 years)

Project Title: The Project for Strengthening Child Centered Approach

Cooperation scheme: Technical Cooperation Project

Total Cost

: (4.9.2007 at present) 391,635 (thousand Yen)

Partner country’s Implementing
Organization: Ministry of Education (MOE)

Supporting Organization in Japan: JICA

Cooperation of another Organization :1.1 The background of the ProjectThe primary education of Myanmar, although the side on schooling rate : net rate 93%(beginning school entrance rate, 2002/ 2003 annual announcement by government) is a highstandard, but for primary education (Grade 5) the completion rate is approximately estimated at
40% and so centralizing on the side of quality, the primary education reform is demanded.
The government of Japan has focused the primary education field of Myanmar continuously
from 1997 to present. From 1997 to 1999, the expert of basic education curriculum reform wasdispatched to the Ministry of Education (MOE) :(1) restoration of science, (2)consolidation of history and other reason to social studies, and (3) new introduction of synthetic
learning are suggested. From March 2001 to March 2004, development planning" Myanmar
Basic Education Sector Study" (MBESS) was implemented: (1) Child Centered Approach(CCA) introduced and spread the development for the teachers’ guide books (science, socialstudies, synthetic learning), (2) Education College (EC): proposal for its device reinforcement,and (3) the plan for primary school preparation are supported. Those supports provided impacton the education reform of Myanmar obtained the high evaluation from MOE inside and outside
Myanmar. MOE notified the child centered approach is a standard teaching and learning method(1)

in primary schools to the whole country. Basic Education Resource Development Centre(BERDC) is started up as the central organization for the dissemination.
The Myanmar Government requested the support from the Japan Government for aiming at
the spread of child centered approach to the whole country. Receiving this request, JICA, fromDec 2004, carried out the project of Strengthen Child Centered Approach (SCCA) training toimprove BERDC staff and present post teachers, reviewing the curriculum concerned with thechild centered approach in Education Colleges (EC) and the evaluation method in line with
“Child Centered Approach”.
Having a necessity of confirmation on the degree of attainment and activity result putting theproject completion in Dec 2007, Terminal evaluation was performed. According to the request of
the Myanmar Government for supporting the project phase2 and the necessary information wascollected for the cooperation policy plan based on the attainment of this project.

1.2 Cooperation content(1) Overall goal
CCA is implemented in primary schools in the neighboring townships of the designatedareas of the Project through BERDC and Education Colleges.
(2) Project purpose
CCA is implemented in primary schools of the designated areas through BERDC andEducation Colleges.
(3) Outputs(i) BERDC functions as the central training and supporting center for CCA
extension.
(ii) Teacher educators in all Education Colleges gain enough knowledge and skills onCCA.
(iii)Cluster trainers and supervisors (TEO/ATEO/principal) gain enough knowledge
and skills on CCA.
(iv) Teachers in primary schools gain enough knowlegde and skills on CCA.
(4) Input 4.9.2007 at present

Japanese side
Long term experts; NilShort term experts; 6 fields ( 60.23 persons monthly)

Trainees received; 41 people (21.20 persons monthly)

Equipment; Total 36,159 thousand Yen

Local cost

; Total 24,444 thousand Yen

Myanmar side
Counterparts; 16 people (full time 7 and part time 9)(2)

Local cost

; 47,009,800 Kyats(planned)

Facilities

2. Evaluation Team
Members of evaluation teamTeam leader

Umezaki Michiko: Chief Representative, JICA Myanmar OfficeTeacher Education

Masuda Tomoko: Senior advisor, human development department,
JICA

Evaluation plan 1

Sugawara Minako : Representative, JICA Myanmar OfficeEvaluation plan 2

Honda Yoshiko: Project formulation advisor, JICA Myanmar

Cooperation planning

Higuchi Hajime: Basic Education Division 1, Human Development
Department, JICA

Evaluation analysis

Sekiya Takeshi: President, Crystal Intelligence Co. Ltd.

Period from 19.8.2007 to 4.9.2007 (Consultant member was from 7th August to 4th September.
Kinds of survey: Terminal evaluation.

3.

Outline of evaluation result

3.1 Confirmation of Achievement
The activity of project, although CCA assessment was rather delayed, was operated asplanned. To guarantee the result expected, the necessary activities such as follow up training,
complementary training to EC teacher, CCA assessment guide book and monitoring activity aretaken in flexibly.
Result 1: BERDC functions as the central training and supporting center for CCA extension.
The capacity of counterpart has been developed by OJT, they can operate trainings inconcerning with CCA plan, preparation and implementation. However, it cannot say having
adequate knowledge, monitoring and evaluation connected with the text book content. It isnecessary to transfer knowledge and skills to conduct all operations by BERDC itself.

Result 2: Teacher educators in all the Education Colleges gain enough knowledge and skills onCCA.
According to the knowledge test for EC teachers in the central training, the expected
result was almost obtained. It can say the effect of regional CCA trainings is obtained that EC(3)

teachers have enough knowledge, skills and learning ability from the questions to the primaryteachers attended. It is reported that there is wide gap in instructional abilities in EC teachers bythe result of CCA practical monitoring.
Result 3: Cluster trainers and supervisors (TEO/ATEO/principal) gain enough knowledge andskills on CCA.
Because of problems in the measuring method in some of indexes, there is no appropriate
evaluation. In the monitoring of the project, the Education Administrator acquires the leastnecessity of knowledge and skills to support CCA practice. It is confirmed that support can bedone to present schools through regular cluster training workshops.
Result 4: Teachers in primary schools gain enough knowledge and skills on CCA.
According to the test of intelligibility, primary school teachers attained the level
expected. The sufficient result of monitoring is also obtained. Teachers notice the necessity tochange the class, and can understand CCA concept of technique. From now on, it needs to think
about the practical method of class for further improvement.
Achievement degree of project purpose: CCA is implemented in primary schools of
the designated areas
From the monitoring result of the project, the level expected has been generally achieved.
CCA practice in lesson has reached the level for introduction and from now on the strength ofbasic course technique and way of activity complying in aim shall be desired. Concerning thechange of attitude of the children teachers observed that they had become well activated in class,interested in learning, and parents reported that the children had talked about school with family
and had made many questions “ Why? ” .

3.2 Outline of evaluation result(1) The reasonable condition: very high
SCCA project is in consonance with the education development plan of MOE. Japanese
Government, from 1997 to present has been continuously operating to support the primaryeducation field, and that fundamental attitude has not changed.

(2) The effective condition: very high
The aim of the project standing on the achievement of the results, it is accomplished insome extent, as a system. As the activity of the project, follow up training and cluster training are
flexibly intake, then CCA introduction system into present schools might be considered to beconstructed. There was the effective approach that making combination of cascade system forcovering extensive object, and the cluster training system for keeping quality.
(3) Efficiency condition : high(4)

In the project, 7 people full-time c/p and 9 people part-time c/p of BERDC, 483 people ofEC teachers, 134 people of education administrators received training for becoming the lecturerof CCA introduction. Then, up to the point of time 20.7.2007, 20,644 primary teachers attended
the lecture of CCA introduction training. This is considered to be 11.8% of the teachers ofMyanmar and 11.7% of schools. The children as indirect beneficiaries are 636,373 andconsiderable as 12.6% of the country. The cost of project was 5% increased as to the supplementof monitoring and follow up activity but it was within expected amount from beginning. Because
the effective training in casket system was carried out, the minimum input and activities could
reach expected result.
(4) Impact : high
The continuity of country policy and establishment of CCA spread system is confirmed.
The overall goal of the project shall be achieved either CCA practice will be taken in the present
teachers education system or Ministry allocates the enough budget.
(5) Independent development condition : middle extent
In regardless of EC exit or not, cluster training shall continuously be carried out, that iswhy, it can be expected that CCA course shall be continued in the objected township of thispresent project. Moreover, for spreading CCA techniques to the whole country, the following
points should be taken into account.
1) Policy system aspect
To understand the deep CCA concept EC teachers and lecture attendant the curriculum ofuniversities complied with CCA concept is important, and the approval of university module anew and developed in project is quickly needed.
2) Organization and finance aspect
BERDC is the central organization for CCA spread. Although there is ad hoc situation on
this present point it is needed, in the future to establish the division under the Department of
Educational Planning and Training(DEPT) with holding definite mission, own budget and fulltime staff. Furthermore, it is necessary that either the combination of the present teachers
education system, or counting the enough budget for saving the spread activity to keep
development for promulgation of the CCA.
3) Technical aspect
BERDC members have the clear spirit on the ownership and responsibility as the central
human resources of CCA. Their capacities progress in some extent, therefore, even without theexternal support, they are needed to lead CCA, supply the suitable information and technique tothe present schools. EC teachers and lecturers are also important that they are continuously
requested to have capacities progressed. Reform shall be hopeful when the way of basic course
technique of the primary school teachers is improved, they need to obtain the appropriate advice
from EC teachers as well as BERDC staff.

3.3 Factors contributed in present effect(1) Concerned with plan content(5)

To guarantee the results expected, follow up training, complementary training to EC
teachers, CCA assessment guide book preparation, monitoring activity and so on, the activity
considerable as necessary is advanced while having flexibly intake.
(2) Concerned with the implement process
DEPT, as the superior and supporting organization, has strong authority, and its introduction
and reform plan possessing effectiveness, smooth joint information of c/p side project manager
and department leader, as proclaimed of project. In connection with DEPT, Japanese side
dispatched individual expert and conducted development survey. In this point, it is considerable
as the factor to enhance the understanding and commitment of the Japanese side.

3.4 Factors which causes problem points and obstacles(1) Connected with the plan content
Connecting with the development of the education evaluation method, implementation
training and the improvement content of CCA assessment carried out parallel at the same time,
content connected with assessment in training became different based on the progress of everyyear. Accordingly headmasters and cluster heads and representative are gathered to amend thetraining by the content renewal in the last year. This brought about the disorder among theparticipants and was the factor which had a harmful influence on the efficiency and confused
simultaneously.

3.5

Conclusion

The project attained the goal and brought the significant impact on the teaching study
method and the consciousness of the teachers practising. The effective training model and cluster
training system introduced in the project were carried out in all townships objected and the effort
for class performance implying with the teachers’ guide was verified in all townships. To
maintain the present condition and expand CCA in other townships, all persons connected needto improve their technical capacities and consolidate the CCA to the existent system.

3.6 Suggestion
Four tasks to be carried out in project period were pointed out as follows.
(1) The spread plan is necessary to prevalence CCA in all of Myanmar by using
experiences of this project with supporting DEPT to settle on the plan.
(2) In the project part of the curriculum of EC is revised into the form implying withCCA. It needs the approval of not only DEPT but also curriculum committee forpractical use. Before the termination of this project, it needs to perform enoughexplanation and agreement form to the persons connected.
(3) Because they will have arrangement to deliver CCA assessment guide book after
finishing all training, paying attention is needed to be able to use enough materials inpresent place at monitoring time.
(4) It is suggested to open the experience joint seminar before the termination of project.
It is preferable that and the persons connecting with the project such as townshipeducation officer (TEO) and EC share the experience and announce their activity,
calling for other donators and participants wide.
(6)

After the termination of the project, the following four items are indicated as theissues must be continuously taken in.
(5) From now on, the central point in CCA is BERDC which was organized before thestart of this project. At the present it is not recognized as the official organization, in
the future it is important to become BERDC or some organization which has the samefunction and position in definite is accompanied with own budget and staffs underDEPT.
(6) In this project, it made EC teachers as trainers in township in where there is educationcollege and the high qualified teachers such as cluster head as trainers in othertownships. In future, on the occasion of thinking to spread to all of Myanmar,
analysis is needed how teachers of 20 education colleges shall be involved inspreading CCA due to the efficiency. In addition, analysis is also needed into how
CCA training keeps on position in the present teacher education system (pre-serviceand in-service training).
(7) This project is a step of beginning CCA dissemination. The count of the school
objected is exceeded ten per cent of the whole country, but thinking on the wholecountry of CCA, more and more continuous effort is needed to spread. For thisfulfilment, the development of ability of the staffs of BERDC and teachers of EC isnecessary. The quality of present class is not exactly enough in CCA practice ofpresent field too. To be able to support the progress of quality continuously, more
improvement of core level is requested.
(8) The relation of CCA practice in school with not only DEPT which is the present c/p
but also the understanding and participation of department of basic education DBE isessential. For this the extensive involvement of the persons connected of DBE state
district education officers including township level and the share of appropriate
information to those from BERDC are requested.

3.7 Instruction(1) The course of the teachers carried out by one way of explanation and memorize
centrally is widely changed through the introduction of “Child CenteredApproach” CCA. The comment of the teachers is that “In the past I didn’t
confirmed the understanding degree of the child and thought teaching course waseasy”. It was confirmed the introduction of CCA gave the large impact to thequality progress of education.
(2) Receiving the one training on individual teacher is difficult to practise but it isclear that the meeting and cluster training for all teachers of schools introduced by
the project made teachers read teacher’s guide deeply, make a class plan incooperation with others.
(3) The practice of CCA and making basic teaching technique, the method of writingon blackboard and the way of conclusion etc, can improve the class. CCA spreadtraining didn’t take up this point but intensification is needed.
(7)(4) JICA office together with project team carried out the project flexibly andcarefully, added activities and reviewed trainings of every year for guaranteeing
the result. Those contributed to success of the project.
(5) This project planned in premise to disseminate the guide book developed informer project development investigation but it needs to revise the guide book,
teaching materials and improve the training materials again. Then it is confirmedthat project should keep enough time for development and dissemination.
(6) Supporting to the education field of Myanmar began from the dispatch ofindividual experts after that development planning and technical cooperation was
conducted continuously in the same direction. To introduce a new system such as
CCA, the novel approach is necessary to build relationship in long term andtransfer techniques with deep understanding of Myanmar officials.
(7) As the indication of the result of project foal, the attitude change of teachers andchildren is cited but in the comparison between end line and base line survey it
stopped at little positive change. On the other hand, it says the change of teachingquality has enough positive change compare with the case of other countries. It
can be thinkable that indication setting itself was something unreasonable. In
future careful decision is necessary when setting up the indication of the quality.

(8)