【世界银行】缅甸的教育机会和差距-2024_45页_1mb

Education Access in Myanmar: Analysis of Trends, Disparities, and Coping Strategies

Executive Summary

• Recent Trends: Myanmar's education sector showed some recovery after disruptions, with primary net enrollment rate (NER) reaching 92% in 2024, surpassing pre-pandemic levels. However, lower secondary NER declined by 14% year-on-year, and overall access gaps widened across income, gender, and conflict-affected areas.
• Key Challenges: Economic hardship is the leading cause of school dropout (41% of respondents), while safety concerns and political instability exacerbate educational losses. Online education adoption remains low (4.0%), with OOSC and disadvantaged groups least affected.
• Disparities: Significant gaps persist between urban/rural areas, wealth quintiles (poorest enrollment drop by 59% in high school), genders (female NER exceeds male at secondary levels), and regions, with conflict-intensity areas showing lower enrollment.
• Coping Strategies: Enrollment shifted toward non-state schools (up 40% in primary for wealthiest), but resource constraints limit quality. Evidence-based interventions like structured pedagogy and cash transfers are recommended.
• Conclusions: Urgent, targeted actions are needed to address inequalities, recover learning losses, and ensure equitable access through collaborations and the RAPID framework.

Main Findings Overview

• Since the COVID-19 pandemic and military coup, Myanmar's education sector faced prolonged disruptions, leading to declining enrollment, especially at lower secondary levels.
• Descriptive and regression analyses highlight demographic factors driving educational inequities, such as wealth, gender, and conflict exposure.
• Mobile data from surveys (MLCS 2017, MSPS 2023-2024) reveal year-on-year changes, with notable gaps emerging or widening across age groups and regions.
• Mitigation efforts include supporting non-state schools, enhancing accessibility for marginalized groups, and investing in psychosocial support.

Detailed Summary

1. Education Access and Changes

• Primary NER increased significantly from 2023 to 2024 (to 92%), rebounding from a decline due to pandemic disruptions.
• Lower secondary NER dropped by 14% to 37%, many students failing to progress or complete education.
• Online learning adoption is limited (4.0%), with access skewed toward urban and affluent households, worsening educational divides.

2. Educational Disparities

• Gender gaps widened at middle and high school levels: female enrollment exceeded male by 28 and 42 percentage points, respectively.
• Wealth disparities are stark: poorest students have 59% lower high school NER than the richest.
• Geographical and ethnic disparities persist; rural enrollment lags urban by 11-14%, and minority groups face underrepresentation.
• Conflict-affected areas show consistently lower enrollment rates.

3. Factors Driving Dropout

• Economic hardship (cited by 41%) is the primary reason for dropout, followed by closure reasons (14%), safety concerns (11%), and disengagement (6%).
• Demographics such as age, gender, wealth, and location influence dropout likelihood.
• Regional and conflict intensity data underscore the correlation between instability and educational disruption.

4. Coping with Disruptions

• Non-state school enrollment is rising among affluent and urban groups, but funding and resource issues persist.
• Online education use is minimal and highly unequal, insufficient to aid widespread catch-up needs.
• Parental engagement and community-based solutions are emerging but inconsistent across demographics.
• Post-crisis cash transfer programs and mobile schooling initiatives could improve access for OOSC and low-income households.

5. Recommendations for Action

• Prioritize equity through targeted support for vulnerable groups (e.g., cash transfers, safe schooling programs).
• Strengthen evidence-based recovery strategies, like the RAPID framework to enhance learning efficiency.
• Address systemic issues via collaborations between state and non-state actors, inclusive policy design, and monitoring frameworks.

Conclusion

The Myanmar education system requires immediate, strategic investments in equity and recovery to reverse declining trends. Long-term stability depends on ensuring access for all, regardless of socioeconomic, geographical or conflict-related barriers.