TY - JOUR
T1 - Sustainable Development Goal 4 in Myanmar: Analysingthe Effect of Global Policy at National and Local Level
AU - Myo Htet, Nay
PY - 2021/6/30
Y1 - 2021/6/30
N2 - In planning and enacting Myanmar’s National Education Strategic Plan (NESP) (2016-2020), the United Nation’s Sustainable Development Goal 4 (SDG 4) was adopted by policymakers to outline its educational challenges and issues towards implementing equitable and inclusive quality education. Using a theoretical framework of human capital, neoliberalism and world system theory, this paper offers an analysis of how the adoption of SDG 4 in NESP policy addresses the goal of equitable and inclusive quality education in Myanmar. The analysis indicates three nuances. Firstly, this policy focuses hugely on neoliberal perspectives of education, i.e., to equip individuals with 21st century global economic competency and make Myanmar a middle-income country. This paper argues that applying global education policy (SDG 4) for solely economic purposes, further reinforces the potential of global capitalist society, to sustain its power and influence on Myanmar’s economy as peripheral to world labour division. Secondly, the policy lacks ethnic and civil society participation in both policy planning and enacting. This neither fulfils its aim of inclusivity nor addresses the existing gap of power, control and quality of education between the central government and ethnic groups. Thirdly, the policy lacks clear guidelines in assessing students’ achievement in practice, and this raises concerns that it will not meet its aims. The analysis then considers ways forward to equitable and inclusive quality education in Myanmar’s social, political and economic context.
AB - In planning and enacting Myanmar’s National Education Strategic Plan (NESP) (2016-2020), the United Nation’s Sustainable Development Goal 4 (SDG 4) was adopted by policymakers to outline its educational challenges and issues towards implementing equitable and inclusive quality education. Using a theoretical framework of human capital, neoliberalism and world system theory, this paper offers an analysis of how the adoption of SDG 4 in NESP policy addresses the goal of equitable and inclusive quality education in Myanmar. The analysis indicates three nuances. Firstly, this policy focuses hugely on neoliberal perspectives of education, i.e., to equip individuals with 21st century global economic competency and make Myanmar a middle-income country. This paper argues that applying global education policy (SDG 4) for solely economic purposes, further reinforces the potential of global capitalist society, to sustain its power and influence on Myanmar’s economy as peripheral to world labour division. Secondly, the policy lacks ethnic and civil society participation in both policy planning and enacting. This neither fulfils its aim of inclusivity nor addresses the existing gap of power, control and quality of education between the central government and ethnic groups. Thirdly, the policy lacks clear guidelines in assessing students’ achievement in practice, and this raises concerns that it will not meet its aims. The analysis then considers ways forward to equitable and inclusive quality education in Myanmar’s social, political and economic context.
KW - SDG 4, NESP, Myanmar, Comparative Education, Policy Analysis
UR - https://educationstudies.org.uk/journal/tf/vol-4-1-2021/sustainable-development-goal-4-in-myanmar-analysing-the-effect-of-global-policy-at-national-and-local-level/
M3 - Article
SN - 1758-2199
VL - 4
JO - Transformations
JF - Transformations
IS - 1
ER -
