Peace and Development Initiative (PDI) Post-Secondary ... · Melanie Walker -...

No.214, Strand Road, Mi Zan Ward, Sittwe, Rakhine State/ Phone:09424392406/Email:[email protected]

Peace and Development Initiative (PDI)

Post-Secondary Education Program

Needs Assessment Report

Thet Kay Pyin Village and IDP Camp,

Sittway Township, Rakhine State, Myanmar

February - March 2018

Consultant: Melanie Walker

Melanie Walker - [email protected] Peace and Development Initiative – Post-Secondary Education Program Needs Assessment Report 2018

2

1. ACRONYMS 3

2. INTRODUCTION 5 3. RESEARCH METHODOLOGY 6

4. RESEARCH FINDINGS 8

4.1 Rakhine State Context 8 Conflict in Rakhine State 8 Social Cohesion 9 Rakhine State Education 10 IDP Camp and Education Management 11 IDP Youth 11 Relevant Rakhine Commission Recommendations 11

4.2 At a Glance: Thet Kay Pyin IDP Information 14 General Camp Situation 14 Secondary Education Situation 14 Post-Secondary Education Situation 15

5. RECOMMENDATIONS 16

5.1 Programmatic Recommendations 16

5.2 Long-Term National Social and Economic Plans for Sittway Township Muslim Populations 17 Integration and Conflict 17 Humanitarian and Development Assistance, and Livelihoods Opportunities 18

5.3 Curriculum and Post-Program Pathways 18

5.4 Ensuring Educational Inclusion for Marginalized Students 20 Gender Inclusion 20 Inclusion for Youth with Disability (YwD) 20

5.5 Residential Program and Meals 20

5.6 Entry Criteria / Student Recruitment 21

5.7 Teacher Challenges 21

5.8 Corruption 22

5.9 Security 23 Student Security 23 Teacher Security 24 Security of Buildings and Materials 24 Overall Program Security 24

5.10 Donor/INGO/UN Partnership and Avoiding Undermining Community Rights 24

5.11 Additional Opportunities for PDI Involvement in IDP Education 26 6. ANNEXES 27

Annex 1: Stakeholder Meeting List 27

Annex 2: Literature Review Document List 28

Annex 3: Stakeholder Views 30

mailto:[email protected]


3

1. Acronyms

AISS Akyab Institute for Social Studies

ARSA ArakanRohingya Salvation Army

ASEAN Association of South-east Asian

Nations

CCCM Camp Coordination and Camp

Management

CMC Camp Management Committee

CSO Civil Society Organisation

CwD Children with Disability

DRC Danish Refugee Commission

DRR Disaster Risk Reduction

EIE Education in Emergencies

FGD Focus Group Discussion

GBV Gender-based Violence

GAD General Administrative Department

ICLA Information, Counselling and Legal

Assistance

IDP Internally Displaced Person

INGO International Non-government

Organisation

LWF Lutheran World Federation

MoE Ministry of Education

MoU Memorandum of Understanding

NESP National Education Strategic Plan

NFI Non-food Items

NGO Non-government Organisation

NRC Norwegian Refugee Council

NVC National Verification Card

PDI Peace and Development Initiative

PTA Parent-Teacher Association

RRD Relief and Resettlement Department

SCI Save the Children International

SEO State Education Officer

SEZ Special Economic Zone

TEO Township Education Office

TLS Temporary Learning Space

TKP ThetKayPyin

UEHRD Union Enterprise for Humanitarian

Assistance, Resettlement and

Development in Rakhine

UNHCR United Nations High Commission for

Refugees

UNICEF United Nations Children’s Fund

WASH Water, Sanitation and Health

WFP World Food Program

YEP Youth Empowerment Package

YwD Youth with Disability



5

2. Introduction

This report is the documentation of the education needs assessment conducted for PDI

between 20th – 26th February 2018 by independent consultant Melanie Walker.This

assessment was the second study conducted on behalf of PDI to assess the need for a post-

secondary education program with a liberal arts curriculum for Muslim students in Rakhine

State. The first was conducted in April 2017.

The first assessment identified:

A lack of post-secondary education for Muslims in Rakhine State. (125 Muslim

students were expelled from Sittway University after the 2012 crisis and have not

been able to continue their education.) This defines the need for and justification

for a post-secondary program for this community of students who are denied

access to most forms of higher education.

Community members including expelled university students and community educator

KyawHla Aung (nominated 1990 MP, imprisoned before election; retired lawyer)

affirmed high need for a post-secondary program.

ThetKayPyin Government High School is the only government high school providing

secondary education to Rohingya students in Myanmar, and therefore could act as

a feeder for any post-secondary program.

However, PDI previous experience in central and northern Rakhine State had been with

implementing much smaller programs in rural locations for settled populations. Therefore they

lacked experience with gaining authorizationfrom Sittway township administration to operate

larger programs for IDP populations located in close proximity to Sittway town, and it was felt

that they wouldn’t be successful at that time.

Instead, PDI opened the Akyab Institute for Social Studies (AISS) as a residential

program in downtown Sittway in June 2017 for 23 Rakhine, 1 Burmese, 1 Thet and 5 Chin

students from urban and rural areas in central and northern Rakhine State, and neighbouring

Paletwa township in Chin State. Curriculum consisted of material aimed at Myanmar youth

developed by Myanmar-based Mote Oo and Thabyay Education Foundation, with syllabus

development guidance provided by a curriculum professional who established Kant Kaw

Education Center in Yangon in 2008. The first batch has 9 months of classroom study of social

science subjects (including global issues, civics and human rights education, gender, democracy

studies, peace and conflict studies, politics, environmental studies), English, computers, life and

learning skills, includes a student exchange program and is followed by 2 months service

learning with INGOs, NGOs, CSOs and schools. Further opportunities will involve employment

with some of the service learning providers and with other education providers such as Kant

Kaw Education Center in Yangon, and TheikHar in Taunggyi, and scholarship opportunities for

overseas study.



6

3. Research Methodology

The needs assessment was conducted by Melanie Walker, a Yangon-based

independent consultant with extensive experience in education for displaced youth from

Myanmar in Thailand, Myanmar and Bangladesh. Melanie has worked with PDI since inception

of the organization (2013) in different capacities,including as an independent consultant. In

2017, for MA-UK Myanmar, Melanie conducted a needs assessment for education of

displaced students in Sittway Township.

The aim of the needs assessment was to assess the need for, and suitability of, a

duplicate AISS program for Muslim students, to be located somewhere nearThetKayPyin

village, Sittway Township, in order to target the IDP camp and village student populations who

had attended ThetKayPyin High School. Aspects to be assessed included desirability of

curriculum, the situation of students expelled from Sittway University as a result of the 2012

violence, community views on education of teenage girls, potential resistance towards the

program and recommended solutions, and likelihood of attendance by students with disability

and challenges to their full participation.

Limitations of the needs assessment are that question fields regarding security, the

need for a residential aspect of program and student foodneeds weren’t identified by PDI

prior to the assessment, so therefore interviewees weren’t questioned on this. However, certain

conclusions on these points have been drawn from the analysed data, and these have been

presented in the recommendations.

Conceptual frameworks of human rights, vulnerabilityand educational inclusion were

used to identify the types of marginalization which lead to exclusion from education in this

context. Interview questions were developed with these lenses, and recommendations made to

take into account PDI’s resources for programmatic implementation.

Interview questions were developed by the consultant based on discussions with PDI

Director in January and February 2018, and shared with PDI Director, Program Manager and

Education Officer prior to finalization.

Data collection took place in Thet Kay Pyin IDP camp and Sittway City,Sittway

Township, Rakhine State, between 20th – 26th February,and in Yangon between 1st – 3rd

March 2018. This included the collection of qualitative data from primary sources (stakeholder

interviews) and secondary sources (available literature). Primary data was collected by

methods of interview and focus group discussion (FGD), with semi-structured

questions.Stakeholder meetings took place with a range of stakeholders including female and

male potential students and their parents, community educators, local authorities and INGOs.

(See Annex 1 for the stakeholder meeting list.) A young male interpreter from the IDP

community with INGO experience was used for respondents in Thet Kay Pyinand a male PDI

staff member interpreted for the State Education Officer.

Information was collected on the context of post-secondary education for Muslim IDP

students, and to guide the development of the methodology of the study, through the review

of a range of literature including:



7

Education situation of IDP students in Sittway township

Situation of IDPs with disability in northern Rakhine State

Government recommendations for education in Rakhine State

Needs assessment documents for PDI’s AISS program

Curriculum documents of PDI’s AISS program

PDI’s reports on the progress of AISS to donor

Relevant information collected in the literature review is incorporated into this report in

the section Rakhine State Context, below, and the document list is presented in Annex 2.

Annex 3 contains stakeholder views raw data. (Attached as a separate document.)



8

4. Research Findings

4.1 Rakhine State Context

Conflict in Rakhine State

In June and October 2012, there were two waves of inter-communal conflict between

the main ethnic and religious groups in Rakhine State: Buddhist Rakhine and Muslims.1The first

wave of violence in June, which was centred on Sittway, left an estimated 78 dead, over

4,800 public and private buildings destroyed and an estimated 64,000 Muslims and 5,000

Rakhine displaced. The second wave of violence left 89 people dead, destroyed over 5,300

public and private buildings, and displaced a further 36,000 people. (UNOCHA, 2013:9)In

late 2016, insurgent attacks and the ensuing military response led to the displacement of an

estimated 90,000 people in Northern Rakhine State. (UNOCHA, 2017:1)

At the height of the crisis in 2012, the Government segregated the two communities in

order to prevent further violence and to reduce tensions. Within Sittway Township, a section of

rural Sittway on the outskirts of town was effectively cordoned off, with movement into and

out of the area controlled by a series of military checkpoints. By the end of 2012, an

estimated 84,000 Muslims displaced by the crisis had moved to the Sittway rural area, while

some 5,000 Rakhine Buddhists remained displaced within Sittway Town. The bulk of the

displaced population - 64 per cent - was based in Sittway Township. (ibid:4)

Image 1: Population of SittwayIDP camps (in households), 2017(CCCM 2017:26)

At the beginning of 2017, four-and-a-half years after the first wave of inter-

communal violence, an estimated 121,000 people displaced by the 2012 crisis remained in

36 camps or camp-like settings. (ibid:1) The majority of these people were living in camps in

Sittway (16 camps). While movement between the camps and villages in the Sittway rural

1For the purposes of this report, the term Muslims is used to refer to the population the Government refers to as “Bengali” and who refer to themselves as “Rohingya”. The labelling of this group in Rakhine State is a contentious issue and continues to fuel misunderstanding.Other ethnic groups professing Islamic faith reside in Rakhine State, including the Kaman, a group who are acknowledged as Myanmar citizens under the 1982 Citizenship Law.



9

area is not restricted, severe movement restrictions remain in place for Muslims outside of the

Sittway rural area including to downtown Sittway. (Additional to the displaced, are

approximately 4,000 non-displaced Rohingya segregated in their own homes under

apartheid conditions in Aung Mingalar ward, downtown Sittway.) (USAID, 2016)

The emergence of the ArakanRohingyaSalvation Army (ARSA)in 2016 and its two

subsequent attacks on Myanmar military posts in October 2016 and August 2017, led to the

Myanmar military conducting mass “clearance operations” in northern Rakhine State over the

next months which saw countless thousands of civilians killed and raped, and over 680,000

people (some90% of the population), fleeing to Bangladesh. Reports of mass graves surfaced,

and at the time of report writing, satellite imagery was circulating of vast areas of burned

villages which had then been bulldozed, along with the evidence of the mass atrocities. The

surviving 10% of the Muslim population of Rakhine State is now primarily that residing in the

IDP camps in Sittway township.

Social Cohesion

Social cohesion is considered here through the lens of integration of the conflicting

communities. So we consider levels of interaction between Rakhine and Muslim populations and

the barrier towards integration of Muslims not being able to speak Rakhine and Burmese

languages.

There is a striking lack of interaction between Rakhine and Muslim target populations

in the Sittway township camps. One per cent or less of Rakhine households report having some

interaction with someone from the Muslim camps or villages on a weekly basis. This was mainly

for trade and business or social relations, there do not appear to be any common community

groups. The proportion of households from Muslim camps and villages reporting to have

interacted with Rakhine was somewhat higher at 13 per cent and 11 per cent respectively; this

was mainly for social relations and business/trade. Rakhine humanitarian staff working in the

camps was one of the key groups with whom Muslims could interact. (CCCM 2017:131)

Even when they were not asked about relations with Muslims, some Rakhine express

fear and mistrust of Muslims. However, other Rakhine participants were more positive. They

expressed a desire to build mutual understanding of each other and develop a better

relationship. Muslims from the camps and villages expressed desire for improved relations

with the Rakhine. The declining levels of Rakhine language spoken in the camps will make it

more difficult to improve inter-communal relations in the future. (ibid)

Ability to speak Rakhine language is an important requirement for employment in

certain sectors within the Muslim camps. Everyone working for the Government (typically camp

management committee members) and 95 per cent of those working for humanitarian

organisations were able to speak Rakhine language. Ability to speak Rakhine language was

more strongly correlated with more stable jobs than literacy, including 92 per cent of people

in full time employment.(ibid:38)

However, among Muslim populations there has been a steep decline in the proportion



10

of younger men that are able to speak Rakhine language. 2 The rate of male Rakhine

language speakers in the Muslim camps drops from 84 per cent for men aged twenty years

and older to just 63 per cent of those aged 15 to 19. For the same age brackets, the rate of

male Rakhine language speakers from the Muslim villages drops from 76 per cent to 54 per

cent for the same age brackets. Far fewer females across all age groups speak Rakhine

language compared with males (29 per cent from Muslim camps and 19 per cent from Muslim

villages).(ibid:36)

Rakhine language was spoken more widely in the Muslim camps and villages than

Myanmar language. Less than one-third of males and less than 15 per cent of females from

the Muslim camps and villages were able to speak Myanmar language. Thet Kay Pyin had

much higher rates of people speaking Myanmar language. There was a large gender divide

with males speaking Myanmar at more than twice the rate of females. (ibid:38)

Rakhine State Education

The Myanmar national basic education system is ten-year grade structure with a three-

cycle system, the first cycle being the primary cycle (Grades 1-4), followed by middle

(Grades 5-8) and high school (Grades 9-10) cycles. The school year runs from June to March.

As part of the ongoing democratic transition, the system is undergoing reform in the form of

the implementation of the 2016 National Education Strategic Plan (NESP). (MoE, 2016)A key

task of the NESP is to convert the original ten-year basic education grade structureto a

twelve-year structure (incorporating one year of kindergarten). This reform is planned to take

place gradually, year-on-year, but at the time of this report, the reform hadn’t yet begun.

Rakhine State’s education sector performs poorly compared to the national average.

The adult illiteracy rate is approximately 50 percent higher than the national averageand

primary school enrolment and completion rates are among the lowest in the country.

Educational shortcomings stem from many interrelated issues, including high levels of poverty,

shortage of adequate school facilities (including infrastructure and teaching materials), and

limited teacher training opportunities. Many families struggle to cover education-related costs,

which results in a high drop-out rate. (Rakhine Commission 2017:40)

Following the wave of inter-communal violence in 2012, the lack of security has

dissuaded many government teachers from working in rural areas – especially in Muslim

villages – thus reducing the number of educational staff in areas that were already poorly

covered. Many communities have come to rely on non-governmental institutions that also teach

the government curriculum, such as community-funded schools, monastic schools, and temporary

learning spaces (TLS) organized by NGOs. There are also parallel education structures

entirely separate from the Government, such as madrasas and church schools. (ibid) As of

October 2017, only 50 of the 426 schools in northern Rakhine State had reopened after the

August violence.

2Information was collected on speaking Rakhine and Myanmar as these are considered to be central to humanitarian response and potential reintegration efforts. Information was not collected about how commonly the local Muslim language is spoken as initial discussions indicated that the vast majority in the camps could speak at least basic Muslim language. However, more research is required to understand the different levels of ability in the camps and how this affects the situation faced by camp inhabitants.



11

IDP Camp and Education Management

The IDP camps in Rakhine State and are managed by local and INGO camp

management bodies. These are the local Camp Management Committees (CMC), the structure

of which is provided by the Myanmar Government’s General Administration Department

(GAD). Each has twenty-five members (including approximately four women), headed by a

chairperson (all men), working across five sub-committees of audit and office, health and

education, food and NFI distribution, safety and security, and infrastructures (WASH, shelter

etc.).These structures apparently function to more or less degrees in different camps.3

The INGO Camp Coordination and Camp Management structure is that of the Global

Shelter Cluster.4 Services are delivered by the Myanmar Government and INGOs, with sectors

including health, food, nutrition, education, protection, child protection, gender-based violence

(GBV), non-food items (NFIs), water, sanitation and health (WASH), and shelter. The delivery

of sector-specific services is coordinated through Clusters, including Education in Emergencies

(EiE) Cluster, and is overseen through the CCCM Cluster. Cluster management is conducted

monthly at the sub-national level in Sittway, and quarterly at the national level in Yangon.

Primary education is provided in IDP camps by INGOs through grades 1-5 in what are

known as temporary learning spaces (TLS). To manage the TLS it runs, Save the Children (SCI)

creates parent-teacher associations (PTAs) comprising a number of parents, teachers and a

small number of CMC members. The PTAs are utilised to manage TLS processes including

teacher recruitment.

IDP Youth

An estimated half of the people surveyed in Sittway camps are 17 years or younger,

10 years younger than the Myanmar median of 27 years. (Rakhine Commission Report,

2013:27) Overall, only 12% of 14-15 year old Muslim boys in IDP camps attend high school,

and high school-aged girls from Muslim camps were 31 percentage points less likely to be

attending school than boys. (CCCM 2017:47)

Vulnerability of IDP children in Rakhine State has been defined in research conducted

by INGOs operating in the area, and includes girls and children with disability (CwD). The

DRC research shows that an average of 2.8% people self-report having difficulties with daily

tasks, and 2% report having a disability. Of these, 22% (272) were children, of which 53%

(146) were girls and 47% (126) were boys. (DRC 2017) The CCCM research showed that

within the Muslim camps in Sittway township, high school-aged children with disabilities were

thirty-two per cent less likely to be attending school than those without disabilities. (CCCM

2017:44-45)

Relevant Rakhine Commission Recommendations

Rakhine Inquiry Commission (2013) Recommendations

3Description of CMC structures can be found in two documents attached separately, written by Richard Tracey, CCCM Cluster Coordinator, UNHCR, Sittway. 4www.sheltercluster.org



12

4.2. Short and long-term strategies to reconcile differences:

Civic education must be implemented to counter extremist teachings, especially in

religious schools for Muslim communities in Rakhine State. Additionally, these Muslim

communities must be able to function in the Myanmar language; to this end, functional

literacy courses need to be implemented among these communities.

All groups must be able to speak the Myanmar language, and understand Myanmar’s

traditional cultures. Measures to promote such learning need to be implemented.

Communication and interaction should be promoted between the Rakhine and Bengali

peoples.

4.3. Measures towards reconciliation and peaceful co-existence:

The Government should foster encounters between representatives of the Rakhine and

the Bengali communities in order to help them to find means of peaceful co-existence.

8.4.7. To foster peaceful coexistence based on longer term mutual understanding, both sides

must change their political and social views. In Bengali communities…special education

initiatives are required to ensure an education that is more appropriate for a

Myanmar citizen. Similarly, the government, NGOs and other social organisations

should organize trainings and orientations for the Rakhine to reduce resentment and

mistrust of Bengalis and minimize the influence of past conflicts. Civic education needs

to be implemented in all schools. Literacy courses, also, need to be implemented

amongst communities who cannot function in the Myanmar language.

Rakhine Advisory Commission (2017) Recommendations

33. The Union Government and the Rakhine State Government should ensure – and

publicly state – that all communities in Rakhine have equal access to education,

irrespective of religion, ethnicity, race, gender, or citizenship status. The Government

should remove movement restrictions that reduce access to education, and reverse

discriminatory practices that inhibit students without citizenship from higher education.

34. To give the education sector in Rakhine a major lift, the Government should develop a

comprehensive plan for the strengthening of the state’s education sector, focusing on

equal access, improved quality of education, and upgrading of physical facilities and

teaching material. International partners should be ready to support Myanmar in these

efforts both technically and financially.

35. The Government should … ensure that all children in the state have access to education

in Myanmar language.

37. The Government should expand access to post-primary education for children from all

communities (including IDPs), and – for instance – explore the possibility of increased

IT-based solutions, as well as government-matched pupil bursary schemes.

38. To support the reconciliation process, the Government should initiate activities that help

create an environment conducive for dialogue. These may include:

Providing opportunities for Muslims and Rakhine to engage informally through joint

activities, such as vocational training, infrastructure projects, or cultural events.

Fostering tolerance through cultural mediums, civic education, and awareness-



13

raising activities to dispel misinformation about religion.

Establishing joint youth centres in areas accessible to both communities, which should

promote joint activities such as sports, music, and arts.



14

4.2 At a Glance: Thet Kay Pyin IDP Information

General Camp Situation

Thet Kay Pyin (TKP) IDP camp was established next to the existing TKP village, a few

kilometres east of Sittway town centre, after the 2012 violence in Sittway. As of

January 2018, it has 5,855 residents, with 910 12-17 year olds (49.5 females) and

1,087 18-25 year olds (57% females). (Shelter Cluster 2018)

Of the 5,855 residents of the camp, 72% had been displaced from Set Yone Su

Quarter of urban Sittway, with another 16% from other urban areas and the

remaining fromSittway rural areas. (CCCM 2017:30)

Norwegian Refugee Council (NRC) is the agency responsible for Camp Coordination

and Camp Management (CCCM) in Thet Kay Pyin IDP camp andSave the Children

International (SCI) is responsible for education.

Image 2: Service Delivery Actors, Thet Kay Pyin Camp, January 2018 (Shelter Cluster

2018)

In February 2018, Myanmar government released plans for “closure” of Thet Kay Pyin

camp and Aung Mingalarward in Sittway, although further details weren’t released.

(UEHRD 2018, points 22 and 23)

Secondary Education Situation

The only high school accessible to IDP youthisThet Kay Pyingovernment high school,

located in the village, which has grades from one to ten (plus one year kindergarten).

The school is attended by primarily Rohingya (Muslim) from TKP camp and village and

some Kaman (Muslim), but no Rakhine (Buddhist) attend the school.

In the 2017-18 school year, 477 boys and 136 girls are currently enrolled in grades 9

and 10,5but only about 56 and 36 respectively are of the correct age. This equates to

approximately 12% and 6% respectively of the IDP high-school age population.

(CCCM 2017:47)

Among high school-aged girls, the most frequently citied reasons for not attending

5 Data from Khin Maung, Thet Kay Pyin High School Head Teacher, 22nd February 2018.



15

schoolis that “girls do not go to school in our culture” and because families would not

allow their girls to attend school.(CCCM 2017:47)

Post-Secondary Education Situation

Of the 1,087 young people aged between 18-25 residing in the camp, 471 are male

and 616 female. (Shelter Cluster 2018.)

There is high demand for improvement of English language among youth and adults:

45 private English language students reside in Thet Kay Pyinvillage and 11 in the

camp. Of these 56, 15(27%) are female.6

The Department of Higher Education opened a distance learning department in Thet

Kay Pyin High School for Muslim students enrolled in Yangon University’s distance

education program at Sittway university. Subjects are Myanmar studies, history,

geology, English. (Myanmar Times, 2017)

6 Data collected by the consultant from Headway Tutor in August 2017.



16

5. Recommendations

PDI’s program concept was understood and encouraged by all Thet Kay Pyin village

and community leaders met with by the consultant. Enough parents allow the genders to study

together to achieve close equity, and entry criteria of 10th grade study (but not necessarily

matriculation) could be met by both males and females. Many community members were very

positive about education for youth with disability. Youth with mild physical disability have

been attending middle and high school without environmental adaptations, but may need the

entry criteria to be reduced to 8thgrade and teachers trained on inclusion concepts.

The State Education Office outwardly indicated interest in the program. Norwegian

Refugee Council, as camp management agency of Thet Kay Pyin IDP camp, is supportive of

the potential program as a peacebuilding and social cohesion initiative, as is Save the

Children, responsible for basic education in the location. The national-level Education in

Emergencies Cluster at Save the Children and UNICEF in Yangon are also in agreement.

Discussions raised not only access of AISS(2) for residents of Thet Kay Pyin IDP camp

and village, but access of both AISS(1) and AISS(2) for residents of the Rakhine villages

surrounding Thet Kay Pyin and the Muslim residents of Aung Mingalar Ward in downtown

Sittway city.

The greatest areas for concern are with corruption and internship placements.

Norwegian Refugee Council and Save the Children stressed major potential for corruption in

all processes, particularly securing of buildings, student recruitment and internship placements.

Onward pathways are going to be different to AISS(1), and might necessitate curriculum

adaptation to lead more heavily towards vocational training for small business, which will be

more sustainable thanemployment in INGOsleading on from internship placements.

5.1 Programmatic Recommendations

The long-term goal of the program should be integration of Rakhine and Muslim

students. To achieve this, PDI should broaden its view of the two programs AISS(1) and AISS(2)

to combine them as one program, split across two branch locations, one urban branch in

downtown Sittway city and one rural branch in Thet Kay Pyin village. (The official name of the

overall program could be “AISS” with “AISS Urban Branch” and “AISS Rural Branch”.

However, as Rakhine society has started to develop respect for AISS(1), it could cause

problems between the communities in the early years to name both schools as AISS. Therefore,

to avoid misunderstanding towards PDI, the programs should be named differently.)

However, it’s possible that the school years won’t align this year, as dependent upon

funding, AISS(2) is planned to open in-line with the national school year in June 2018, whilst

AISS(1) is planned to re-start with its second batch in August 2018. (This can be combated by

AISS(1) planning ahead to open earlier in 2019.) Also, the short-term goal for AISS(2) in the

first school year of 2018 may need to be a Muslim-only program. This will enable the

program to establish and build relationships in the host Muslim community of Thet Kay Pyin

village and IDP camp. Planning for integration could then start immediately with activities such

as:



17

Community consultations in Rakhine villages surrounding TKP before the

establishment of the rural branch, to inform them of the plans, gather and answer their

concerns, and conduct student recruitment for the urban branch. (See student

recruitment section.)

Continual outreach within the first year to the surrounding Rakhine villages to sensitize

them to the program and encourage them to join a mixed program in the second year.

Program exchange visitsbetween the two branch programs in Term 3 (dependent on

securing travel permission for the Muslim students to visit downtown Sittway). If not,

again depending upon permits, AISS(1) students could attend AISS(2) program in Term

3 for combined daily or weekly classes.

If the 2019 school year can be planned for both programs to open in June 2019, the

student recruitment process for both programs could be combined, targeting general

Rakhine and other youth in central and northern Rakhine, and Muslim youth in Aung

Mingalar ward in downtown Sittway and the IDP camps in Sittway township. Students

would state which program they preferred to attend.

5.2 Long-Term National Social and Economic Plans for Sittway Township Muslim

Populations

This section considers the long-term plans for populations of not only Thet Kay Pyin IDP

camp and village, but the residents of the Rakhine villages surrounding Thet Kay Pyin and the

Muslim residents living in apartheid conditions in Aung Mingalar Ward in downtown Sittway

city. Social, economic and conflict aspects are included.

Integration and Conflict

In February 2018, Myanmar government released plans for “closure” of IDP camps in

Sittway township, starting withThet Kay Pyin IDP camp andthe apartheid ghetto of

Aung Mingalar Ward in Sittway city, although further details weren’t released.

(UEHRD 2018, points 22 and 23)

INGOs have heard that the government may have reneged on plans for TKP being the

first location for “closure” and that instead the first location may be another smaller

camp in the same area. They predict that the strategy for “closure” will be that there

will be no return to original locations but that fences will be dropped and

infrastructure provided (incl. longhouses being removed and replaced with four-storey

houses) so that people who accept NVC can remain where they are. But restrictions

upon movement won’t be lifted and return to original locations allowed won’t be

allowed. Essentially, this population will continue to live under a system of apartheid.

According to NRC, the government has begun their plan to “close” Aung Mingalar

Ward in downtown Sittway by providing security-escorted twice-weekly visits for

residents to the downtown market with the intention of trust-building to enable the safe

removal of fences around Aung Mingalar. But there is high potential for conflict due to

this strategy, as the Muslims who lost buildings and businesses to the Rakhinesafter they

were enclosed in Aung Mingalarwill most likely want to reclaim their property. Without

access to justice to address this issue, the two groups could again descend into violent

conflict on the streets of downtown Sittway.



18

However, reintegration could be thwarted by a group known as the Ancillary

Committee for Reconstruction of Rakhine National Territory in the Western Front

(ACRRNT), locally known as CRR, lead by Rakhine historian Dr. Aye Chan, which was

established in September 2017 to resettle Rakhine from other areas on land in

northern Rakhine State. CRR resettled the first groups before the new year, and they

met in Sittwe on 24 February to further discuss Rakhine resettlement into Muslim areas

in NRS and resisting Muslim repatriation from Bangladesh.

Students in Aung Mingalar Ward could be considered for AISS(1) if they are allowed

to move freely around Sittway after “reintegration”. DRC’s protection cluster members

may have early ideas about this.

Humanitarian and Development Assistance, and Livelihoods Opportunities

The INGOs believe that special economic zones (SEZs) will be created just north

ofSittway in Ponnagyun, at the Indian Kaladan project site (with UEHRD backing), and

further north in northern Maungdaw. Apparently, the government has said there will be

factories, including textile factories, which will need labour.

A great deal of humanitarian and development assistance is planned or has already

been secured for Rakhine State,including from Japan and UN agencies. (UNICEF

2018)

SCI has declared that the Rakhine State government needs to develop a 5-10 year

plan for development of the region. All strategy needs to be long-term, starting with

infrastructure and basic facilities.

Rakhine State Government strategy towards INGOs activities is tightening. The

Security Minister convened a meeting with the INGOs on 7th February and declared

that all INGO MOUs will be checked and no operations allowed without MOU, plus all

activity plans and materials (incl. training agendas, handouts) etc., in Burmese

language, are to be submitted to government-initiated public-private partnership

organization the Union Enterprise for Humanitarian Assistance, Resettlement and

Development in Rakhine (UEHRD) and agreed before operations are allowed to

commence. Therefore, UEHRD is being promoted as the government humanitarian

department to closely scrutinize and manage INGO activities.

5.3 Curriculum and Post-Program Pathways

Currently the post-program pathways of AISS(1) are:

1. Internships in Rakhine State and around Myanmar leading to

o Community development jobs with CSOs, NGOs and INGOs;

o Teaching in non-formal education programs;

2. Further education opportunities around Myanmar, some of which will lead to

international scholarships.

However, the movement restrictions upon the target group of AISS(2) will mean that

their post-program pathways will be limited to:

1. Employment options within the restricted surrounding area with:

a. INGOs (not sustainable after INGO phase-out);



19

b. Teaching in primary and middle schools in Muslim villages around Sittwe

township, temporary learning spaces (TLS) in IDP camps, as primary

teachers in TKP High School and as private tutors;

c. Own small business (will need start-up funding);

d. Factory work in SEZ to be developed in Kaladan project zone (monotonous

work for students with academic skills);

2. Establishing small community development activities such as community libraries,

story-telling groups, civic funeral groups.

3. Very few pathways to further study through EPOP (Headway Tutor has plans to

implement this) and higher education programs around Myanmar, very few of

which will lead to international scholarships (the major barrier will be with lack of

travel documents for this target group);

4. Risky migration to other Asian countries.

INGOs are predicting difficulty to secure 20+ internships in mid-2019 with their

organisations in TKP, and that after the internships, there will be little job continuation.

Additionally, sustainability of employment needs to be considered after the INGOs phase out,

which is expected to happen after the “integration” of the community. Therefore, it is

suggested that curriculum should be targeted to support the needs of other post-program

pathways into vocational training, apprenticeships and small-business start-up. Additionally, it

should be expected that some of these students will migrate to overseas countries, so therefore

material on “safe migration” should be incorporated into the curriculum.IT livelihoods might be

worth exploring as IT will be relevant for a long time to come. IT support that INGOs in the

area need include filming videos for learning platforms, and teaching how to use tablets and

computers for learning. If considering education to lead to small business start-up, then

business and financial skills will need to be included.

Contradictory information was received from NRC and SCI on the length of planning

time that INGOs need for planning internships in TKP. NRC in Sittway said that budget

planning for the internship period of mid-2019 will start soon (March 2017) and that

internship requirements need to be included in these discussions, However, SCI Yangon

declared it could be raised just 2-3 months in advance. However, consider that the Sittway-

based staff will have a better understanding of the necessary processes than the Yangon-

based staff.

Market analysis for VT and apprenticeships may be needed to ensure that only

essential skills are identified and developed. However, PDI doesn’t have the knowledge

resources to do this, and it’s costly to hire a someone skilled enough to conduct it. Instead,

reach out through the EIE Education Cluster to discover if any INGO has conducted it recently

and if PDI can access it.7

Consider certification of AISS programs through the ASEAN post-secondary education

certification system. (Lindsey will inform about this.)Never mention travel documents when

discussing potential scholarships as it could lead to prosecution for people trafficking!

7Be aware that the data collected through market analysis quickly becomes irrelevant as the market situation changes. You need to try to access one conducted within the past year.



20

5.4 Ensuring Educational Inclusion for Marginalized Students

In this situation in Rakhine State, Muslim students are marginalized not only by their

ethnicity (Rohingya) and religion (Islam) but in other ways including gender and levels of

physical and mental ability.

Gender Inclusion

Parents and female students claimed they could study together with male students if

their safety can be guaranteed, from sexual harassment from male students and

teachers, and from danger on the journey to/from the program.

Initially, recruitment of female students should be aimed at those whose parents allow

mixed study. But continual outreach should be conducted regularly within the duration

of the first year to more conservative/less educated parents to encourage their girls to

join the programthe following year.

Don’t consider gender-segregated classes for this program as it would be too difficult

to manage as it would be like teaching two programs.

Inclusion for Youth with Disability (YwD)

This community seems not to recognize mild physical disability as such, and many

people can access services.

Any strategy to integrate YwD onto PDI programs should be gradual, aiming first at

youth with mild physical disability and taking time to understand and meet their needs

before attempting to reach out to youth with more serious disability.

All four camp management agencies (NRC, DRC, LWF, SCI) have programs for

“People with Special Needs”, so they can distribute the program application form to

YwD in TKP camp and village.

Reduce the grade requirement for youth with disability providing they can pass the

entry exam.At least 3 young males with mild disability (lameness) were identified by

stakeholders who thought they could pass the entrance exam. No females with

disability were identified, so additional outreach needs to be conducted to locate

them.

Consider the TLS teacher with mild disability and good English as for the position of

AISS(2) English teacher as he could be a good role model for students.8

Gain local expert advice on educational inclusion for YwD from national People with

Disability (PwD) organisations such as Myanmar Independent Living Initiative (MILI) and

Shwe Min Tha Foundation (SMTF), both Yangon-based and with Sittway presence.

Review Kant Kaw Education Center’sforthcoming assessment (May 2018) and

recommendations on simple strategies for educational inclusion for YwD.

5.5 Residential Program and Meals

AISS(1) is a residential program as students were recruited from urban and rural

areas in central and northern Rakhine State and neighbouring Paletwa township in

Chin State. However, it is not expected for there to be a need for AISS(2) to be

8This person could be located by the interpreter Brights.



21

residential, as the students will be recruited from the immediate vicinity within the

restricted/apartheid area. Additionally, it is doubtful that Muslim parents would allow

daughters to leave home to stay in a dormitory. However, the consequences of students

not living in a dormitory are that they may be less available in the evenings and

weekend for additional study and clubs, so the curriculum will need to be adjusted to

take this into account.

It is recommended to provide daily meals (lunch and dinner if possible), equally to all

students from camps and villages. IDP camp residents receive rations from WFP but

village residents in the area (Muslim and Rakhine) do not, so they have to work to get

money for food. So if PDI doesn’t provide food, it could be difficult to recruit village

residents. And providing meals only to village residents but not camp residents has the

potential for creating conflict. (WFP has informally said that if camp youth receive

meals at school, their rations won’t be reduced.) Additionally, if PDI decides to provide

meals, cultural dietary requirements will need to be made. (For examples, Muslim

people don’t eat pork and may need other food to be prepared to Halal standards.)

5.6Entry Criteria / Student Recruitment

For males and females, grade 10 study (but not necessarily passed) should be

acceptable. If problematic, reduce to grade 9 for youth who have been unemployed

for a year or more (to avoid recruiting youth who should continue to grade 10). Drop

the grade requirement for youth with disability providing they can pass the entry

exam.

Some students will want to attend the program part-time to enable them to continue

working, so communicate program information (full-time program) and entry

criteriavery clearly (students are expected to attend full-time, 5 days/week, 9am-

4pm), and develop policy to immediately exclude any students who miss too many

classes.

All students will need free education but to create a sense of community ownership,

consider approaching wealthy community businesses for contribution. However, be

aware of and avoid creating opportunities for corruption.

Be aware that students who were previously from urban areas had better education

than students from village areas and this may be reflected within the student group.

For example, more camp youth than village youth may have jobs already, so the

village youth proportion may be larger.

To reduce the chance of corruption, PDI could consider following the SCI TLS

management model of forming a parent-teacher association (PTA), including some

parents, teachers and a small number of CMC members. This PTA can then be utilised

to manage program processes including student recruitment and internship

placements.Ensure transparency of all processes, including paper and verbal

dissemination to inform the community of the process beforehand.

5.7Teacher Challenges

This program is going to present many different challenges to teachers than experienced in

AISS(1).



22

Teachers will need to be confident not only in teaching but also in working in the

Rakhine conflict context, to be able to manage the number of day-to-day social and

environmental challenges that are going to arise from being based in TKP.

Muslim community teachers in TKP high school receive no teacher training from the

government, so it shouldn’t be expected for them to have communicative teaching

methods.

All teachers will need to receive pre-service training on:

o Islamic and community cultures including gender, to ensure that teachers can:

Identify and know how to quickly stop sexual harassment of female

students by male students;

Adapt the gender syllabus to be culturally sensitive.

o Disability, to ensure that they can identify and know how to quickly stop

discrimination of YwD which will exclude them from learning.

o Security, to understand the sensitivities of the community, language to avoid

(such as “Bengali”, etc.)

Non-Muslim teachers will need to be based in Sittway so will need daily transport to

TKP.

Rakhine teachers who are inexperienced with working together with Muslims may

initially be afraid to teach here, and non-Rakhine teachers may find the environment

more challenging. But for social cohesion purposes, both should be encouraged and

receive greater support in the early phase.

Therefore, as it is expected for AISS(2) to be a much more challenging program than

AISS(1), it is recommended that PDI positionsits most-experienced teachers in AISS(2) and less-

experienced teachers in AISS(1). Additionally, AISS(2) should have a manager/education

officer based on site full-time, to be able to deal with all issues immediatelyas they arise. This

staff member should not be expected to split this role across locations with AISS(1).

PDI management should facilitate risk assessment with teachers prior to their position

starting, so that everyone knows and understands all potential risks and agreed responses.

The risk management plans should be printed and everyone given a copy. Copies should be

displayed on the walls of both offices and updated regularly.

5.8Corruption

Major issues with corruption by CMCs in TKP camp and village will affect all PDI

planning, implementation and monitoring, from securing buildings for the program, through

teacher and student recruitment to internship placements. (All INGO services should be free,

but CMCs try to make money from all individual processesby charging for these services,

giving jobs to their family members, charging non-family members fees to get jobs, etc.)It is

highly advised to never pay CMC for anything.

INGOs have developed strong anti-corruption methods to deal with corruption there

and can assist PDI through most processes if you coordinate with them early to plan strategy.

Their methods include:



23

SCI designed an awareness poster to inform the community that all programs, including

education and other assistance, are free and that people should use the complaints

mechanism if they encounter corruption. The poster is displayed in many locations

around TKP camp and village.

NRC CCCM interacts with CMCs and requests assistance for small activities, like

information sharing. Whilst their time is taken up with this, larger more sensitive

activities take place without their knowledge.

Save the Children (SCI) creates parent-teacher associations (PTAs) comprising a

number of parents, teachers and a small number of CMC members to manage process

such as student recruitment and reduce chance of corruption.

Both NRC and SCI have very fast corruption mechanisms for beneficiaries to report

corruption issues. PDI should understand how they work and possibly duplicate.

Additionally, PDI should:

Take CCCM Cluster offer of assisting with corruption issues if necessary.

Use Education Cluster support if necessary to get permissions for the program.

5.9Security

Security of students and staff needs to be the firstpriority of all aspects of this

program. Points on security were raised by stakeholders in relation to students, teachers,

buildings and material, and the overall program.

Student Security

The authorities permit movement of Muslims within the restricted/apartheid area

including Thet Kay Pyin, Bu May, Thae Chaung, Da Pai, so general security of students

shouldn’t be problematic.

However, as Muslim parents won’t allow daughters to travel far to and from their

homes without guaranteed security, which PDI may not have the resources to provide, it

should be anticipated that only female students from the immediate area around the

where the program is located will be allowed to attend. (For example, female students

from TKP may only be allowed to attend a program nearby TKP, not in Bu May which

may be considered too far.) It is assumed that the highest number of female students

who studied in TKP High School live in close proximity to the school (TKP village and

camp), so locating the program in this vicinity could guarantee better chance of

meeting gender equity goals (50% female students), but locating the program further

from TKP High School will make the goal more difficult to achieve as fewer qualified

females live in those areas. Therefore, it is recommended that a further assessment is

taken of numbers of potential female students, in locations other than TKP where PDI

may be considering locating the program, to check potential for meeting gender

equity goals.

If the program is to be planned anywhere outside of the restricted area, then authority

permission will be needed to transport the students out of the camps. This could raise a

number of security problems:



24

o Transport could be attacked by Rakhines from the villages surrounding the

restricted area if they feel that they’ve not been consulted or offered

placement on the program.

o Due to fear of this, Muslim parents won’t allow girls to attend the program.

If Rakhine village youth are invited to join the program, they may not feel safe to

attend if the program is in TKP camp, but may feel safer in TKP village. However, their

security from the Muslim population as they walk to/from school will need to be

guaranteed.

Teacher Security

INGOs say there should be no difficulties for the Muslim community to accept Rakhine

or other Myanmar teachers as they are used to interacting with Rakhine INGO staff

members.However, Rakhine teachers who may be inexperienced with interacting with

Muslims may be afraid to teach in this program.

If concerned about acceptance of Rakhine or other Myanmar teachers, discussions

should be held with the community prior to the hiring of the teachers, and formal

introductions made before the program starts.

Security of Buildings and Materials

INGOs warn that program materials, including computers and teaching materials,

maybe stolen if left in buildings overnight, so nightguards will need to be hired or staff

required to sleep over, although authority permission may be required for this.

Partnering with an INGO to locate the program in their buildings may be a security

strategy to explore. (Suggested by NRC.)

Overall Program Security

Village and camp authorities (heads of camp management committees, CMCs) assured

assistance for security for teachers, but overall security strategy needs to be wider.

Any security strategy should be based on a policy of transparency and ongoing

coordination with all stakeholders, including:

o Village and camp authorities (CMCs),

o Respected community members such as educators KyawHla Aung, Headway

Tutor, and Thet Kay Pyin High School Head Teacher,

o Surrounding Rakhine villages,

o TKP camp management agency NRC, Education Cluster, CCCM Cluster.

The Rakhine villages surrounding the restricted area in which TKP is located need to be

assessed for inclusion on to PDI programs, and if they’d like to attend, then the Muslim

community needs to be consulted also. If they’d like to attend the school but wouldn’t be

accepted by Muslims, PDI should develop a communications strategy to ensure that this

Rakhine community knows that entry to AISS(1) is available to them. Overlooking their needs

could fuel Rakhine accusations that aid is for Muslims only, which could lead to further conflict

between the two communities in this area and animosity towards PDI which could affect the

security of the program.

5.10 Donor/INGO/UN Partnership and Avoiding Undermining Community Rights



25

The majority of INGOs in Rakhine State have traditionally relied upon a direct-

implementation model whereby the directly implement in the target communities without

involvement of local NGOs. However, the Rakhine State Government is limiting their power to

do this, so they are needing to identify local NGOs to work through. This is resulting in INGOs

negotiating partnership for their agendas, not local agendas. Additionally, INGOs

understandably perceive the environment in which they work through their perspective and the

advice they give to local NGOs may not be so practically relevant to local NGOs.

This is raising a number of challenges for local NGOs:

Understand that INGO agendas guide all discussions and don’t feel that PDI needs to

believe or follow all INGO advice.

Resist partnership with INGOs who promote their needs over PDI needs. If they really

want to partner with PDI, they should partner on your needs first, theirs later.

Be careful of partnering with INGOs who will only work with NVC accepters and

ensure that INGO partners don’t tell the community that PDI will only work with NVC

accepters. You may need to develop a transparent communications strategy around

this to inform communities that you will work with both NVC & non-NVC accepters.

Be aware that to accept INGO staff/volunteers seconded (borrowed) to PDI as staff,

the INGOs can’t change their salary structures which will mean that PDI will have

unequally-paid staff.

Be careful of partnership with INGOs who don’t understand the need to maintain an

unbiased position between the Muslim and Rakhine populations and the government as

it will affect how PDI is perceived amongst these stakeholders. (For example, NRC

demonstrated in two separate incidents during the data collection period a total lack

of understanding for the need to avoid referring to the population as “Bengali”, once

throughout the duration of a three-hour meeting with the consultant, and once in a job

advertisement which was noticed and condemned by the international advocacy

community.)

Partnership opportunities include:

For security, consider partnering with NRC to locate the program in their buildings.

Consider requesting SCI for WASH facilities (toilet blocks, etc.) for AISS(1) and

AISS(2), if necessary.

Link with INGOs for post-program inputs such as VT, apprenticeships, small-business

start-up rather than PDI implementing these programs directly. However, if necessary,

NYMCA can give advice on donors for this.

Stakeholders still to consult with prior to program implementation are:

Tin Hlaing, Muslim businessman, private education donor in TKP. (Can be contacted

through interpreter Brights.)

TKP religious leaders: Islamic University Chairman MV Amir Sharib, Secretary MV

Hafiz

Marta Ricci, DRC Child Protection Specialist, Sittway. [email protected] (for

whether Aung Mingalar students could attend AISS(1) after government “closes” or

“re-integrates” Aung Mingalar)




26

Hla Aung Thein, SCI Child Protection Program Manager (to discuss protection issues

regarding female students and availability of existing empty structures in TKP).

[email protected]

People with Disability organisations Myanmar Independent Living Initiative (MILI) and

ShweMinnTha Foundation (SMTF). Aye KhaingHla, MILI Sittway Field Coordinator, 09

254300936. Khin Aye Naing, SMTF Sittway Field Coordinator,

[email protected] (Both can be contacted through their organisation’s Facebook

pages.)

5.11 Additional Opportunities for PDI Involvement in IDP Education

Throughout the assessment process, a number of other opportunities presented

themselves for alternative ways in which PDI could support education of this population and

others. These are listed here.

Women’s literacy classes

Women’s English & computer classes (not in TKP, to avoid overlap with Headway Tutor)

Teacher training for TKP High School

Outreach to uneducated parents to allow girls’ education

The Myittar Waddy Blind Education Centre in Sittway9 has at least one blind youth

with very high English language speaking skills who the consultant met in October

2017. This young Rakhine man could be asked to volunteer to conduct English speaking

circles for PDI office staff and AISS(1) students, and then asked to consider what

supports would be necessary for peers to join the program. (Obviously he can’t read

printed text, but he makes his own braille, so something could be possible if he was

partnered with a seeing peer.)

Inclusion of Hindu students from Sittwe City should be considered on AISS(1). As their

ethnic background (from the Indian sub-continent) is very similar to that of the Muslims

in Rakhine State, inclusion on AISS(1) will help a great deal with expanding Rakhine

views of “the other”. Recruitment procedures may need to be lengthened to give

greater time to reach out to their community in Sittwe. Dietary requirements of

accepted students will need to be considered equally alongside those of all other

students. (Particularly, they may require vegetarian-onlymeals and are unable to eat

beef.)

Consider NRC’s offer to partner in Buthidaung, maybe for LDP inputs incl. psychosocial,

civics, peace negotiation and mediation skills, mobile vocational training (NVC).

9The MyittarWaddy Blind Education Center has a vocational training center (massage) in the Viewpoint Hotel on Strand Road. ShweKyawTha, Director, 09 423987388. Student Zaw Lin Aung 09 423126989.





27

6. Annexes

Annex 1: Stakeholder Meeting List

Date Location Stakeholder

Type Details

20.2.18 Thet Kay

Pyin

village

Potential

students

1. 6 young Muslim males

21.2.18 2. 4 young Muslim females

Parents 3. 4 male parents of male and female students. Holil Rahman,

Abdul Khadir, Mohammed Iqbal, MaungPhyu.

Community

Educators

4. Karim (Headway Tutor), provider of youth English and

computer classes, 09256332282. [email protected]

Thet Kay

Pyin

village

5. KyawHla Aung, community leader (education)

09401537915

6. KhinMaung, Head Teacher, Thet Kay Pyin High School

Authorities 7. Hla Min, Thet Kay Pyin village administrator

8. ShweMaung, Thet Kay Pyin camp administrator

23.2.18 Sittway

City

9. Sein TunHla, 2nd State Education Officer

09458033311

10. Thein Kyaw, Township Education Officer

095680241

24.2.18 INGOs 11. Denise Holland, Area Manager NW Region; Vincent

Trinidad, Acting Education Program Development Manager;

Norwegian Refugee Committee.

[email protected] 09458582593

[email protected]

26.2.18 12. PamatheesanKopalapillai, Head of Regional Office, Save

the Children, 09425450543,

[email protected]; Wai Zin

Aung, Education Program Manager,

[email protected]

13. Yasmine Colijn, CCCM Project Coordinator, Norwegian

Refugee Committee. 09250526637, [email protected]

14. Nu Mya Zan / Anna; Information, Counselling and Legal

Assistance Program Manager, [email protected] Jose

Arraiza, ICLA Specialist, [email protected], 09

776310548, Norwegian Refugee Council

1.3.18 15. Elisa Radisone, National EIE Sector Co-Coordinator, Save

the Children, Yangon; [email protected]

Lindsey Shearer,National EIE Sector Co-Coordinator,

UNICEF, Yangon;[email protected]

3.3.18 16. Richard Tracey, Rakhine CCCM Cluster Coordinator,

UNHCR, Sittway. [email protected] 09448027896.

(telephone conversation)














28

Annex 2: Literature Review Document List

Children, Youth and Education

The Republic of the Union of Myanmar. The 2014 Myanmar Population and Housing Census, Thematic

Report on Education, Census Report Volume 4-H

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4H_Education.pdf


Report on Children and Youth, Census Report Volume 4-M

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4M_Children_and_Youth.pdf

REACH. Joint Education Sector Needs Assessment in North Rakhine State, Myanmar. 2015.

http://www.reachresourcecentre.info/system/files/resource-

documents/reach_report_rakhine_joint_education_needs_assessment_november_2015.pdf

The Government of the Republic of the Union of Myanmar, Ministry of Education, National Education

Strategic Plan 2016-21

http://resources.mmoe.myanmarexam.org/docs/nesp/NESP_SUMMARY_English.pdf

Myanmar Times, 26 October 2017. New agency for Rakhine Muslim Students.

https://www.mmtimes.com/news/new-agency-rakhine-muslim-students.html

Disability


Report on Disability, Census Report Volume 4-K

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4K_Disability.pdf

UNICEF. Situational Analysis of Children with Disabilities in Myanmar. 2016.

https://www.unicef.org/myanmar/Full_report_in_English.pdf

Danish Refugee Council. Disability and Access to Services in IDP camps, Rakhine State, Myanmar.

2017. Internal document, soft copy stored with the consultant.

Gender


Report on Gender Dimensions, Census Report Volume 4-J

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4J_Gender_Dimensions.pdf

Rakhine Conflict Documents

Republic of the Union of Myanmar. Final Report of Inquiry Commission on Sectarian Violence in Rakhine

State. 2013. http://www.burmalibrary.org/docs15/Rakhine_Commission_Reporten-red.pdf.2013

Advisory Commission on Rakhine State. Towards a peaceful, fair and prosperous future for the people

of Rakhine, Final Report of the Advisory Commission on Rakhine State. 2017.

http://www.rakhinecommission.org/the-final-report/

Centre for Diversity and National Harmony (CDNH). Rakhine State Needs Assessment. 2015.

http://www.cdnh.org/publication/rakhine-state-needs-assessment/

Gabrielle Aron and David Gilmore, Navigating Change: Crisis and Crossroads in the Rakhine State

Context, CDA Collaborative Learning Projects. 2017. http://cdacollaborative.org/wordpress/wp-

content/uploads/2017/04/Navigating-Change-Crisis-and-Crossroads-in-the-Rakhine-State-Context-

2017.pdf

Center for Development and National Harmony. Building Resilience to Communal Violence: Lessons

from Rakhine State. 2017.

http://www.cdnh.org/publication/building-resilience-to-communal-violence/

Union Enterprise for Humanitarian Assistance, Resettlement and Development in Rakhine, 2018.

http://rakhine.unionenterprise.org/latest-news-en/309-the-report-to-the-people-on-the-progress-of-

implementation-of-the-recommendations-on-rakhine-state

Humanitarian Organisational Documentation


http://myanmar.unfpa.org/sites/default/files/pub-pdf/4H_Education.pdf

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4M_Children_and_Youth.pdf

http://www.reachresourcecentre.info/system/files/resource-documents/reach_report_rakhine_joint_education_needs_assessment_november_2015.pdf

http://www.reachresourcecentre.info/system/files/resource-documents/reach_report_rakhine_joint_education_needs_assessment_november_2015.pdf

http://resources.mmoe.myanmarexam.org/docs/nesp/NESP_SUMMARY_English.pdf

https://www.mmtimes.com/news/new-agency-rakhine-muslim-students.html

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4K_Disability.pdf

https://www.unicef.org/myanmar/Full_report_in_English.pdf

http://myanmar.unfpa.org/sites/default/files/pub-pdf/4J_Gender_Dimensions.pdf

http://www.burmalibrary.org/docs15/Rakhine_Commission_Reporten-red.pdf.2013

http://www.rakhinecommission.org/the-final-report/

http://www.cdnh.org/publi-%20cation/rakhine-state-needs-assessment/

http://cdacollaborative.org/wordpress/wp-content/uploads/2017/04/Navigating-Change-Crisis-and-Crossroads-in-the-Rakhine-State-Context-2017.pdf



http://www.cdnh.org/publication/building-resilience-to-communal-violence/

http://rakhine.unionenterprise.org/latest-news-en/309-the-report-to-the-people-on-the-progress-of-implementation-of-the-recommendations-on-rakhine-state

http://rakhine.unionenterprise.org/latest-news-en/309-the-report-to-the-people-on-the-progress-of-implementation-of-the-recommendations-on-rakhine-state


29

CCCM 2017: Camp Coordination and Camp Management (CCCM) Cluster, Sittway Camp Profiling

Report, 2017.

http://www.jips.org/system/ckeditor_assets/attachments/493/Sittway_camp_profiling_report_lq.pdf

UNOCHA 2013. Rakhine Response Plan: July 2012 – December 2013. p.6.

http://reliefweb.int/sites/reliefweb.int/les/resources/Snapshot_Rakhine_UNOCHA_12_Aug2013.pdf

UNOCHA 2017. Myanmar Humanitarian Response Plan – Monitoring Report (January to March 2017).

2017. p.1 http://relief-web.int/report/myanmar/2017-myanmar-humanitarian-response-plan-

monitoring-report-january-march-2017.pdf

USAID 2016. Burma-Complex Emergency. Fact Sheet #3, Fiscal Year (FY) 2016. July 5,

2016.https://www.usaid.gov/sites/default/files/documents/1866/burma_ce_fs03_07-05-2016.pdf

Shelter Cluster 2018.Thet Kay PyinCamp Monitoring Info-Graphic, NRC Report January 2018.

https://www.sheltercluster.org/rakhine/documents/thet-kay-pyin-camp-monitoring-info-graphic

UNICEF 2018. Press release: New partnership to reach half a million people in Rakhine with

humanitarian and development aid. 22 February

2018.https://www.unicef.org/myanmar/media_27432.html


http://www.jips.org/system/ckeditor_assets/attachments/493/sittwe_camp_profiling_report_lq.pdf

http://reliefweb.int/sites/reliefweb.int/%20les/resources/%20Snapshot_Rakhine_UNOCHA_12_Aug2013.pdf

http://relief-web.int/report/myanmar/2017-myanmar-humanitarian-response-plan-monitoring-report-january-march-2017.pdf

http://relief-web.int/report/myanmar/2017-myanmar-humanitarian-response-plan-monitoring-report-january-march-2017.pdf

https://www.usaid.gov/sites/default/files/documents/1866/burma_ce_fs03_07-05-2016.pdf

https://www.sheltercluster.org/rakhine/documents/thet-kay-pyin-camp-monitoring-info-graphic

https://www.unicef.org/myanmar/media_27432.html


30

Annex 3: Stakeholder Views

(Attached as a separate document.)


Peace and Development Initiative (PDI) Post-Secondary ... · Melanie Walker -...

Documents

Transcript of Peace and Development Initiative (PDI) Post-Secondary ... · Melanie Walker -...