What's New

  • Supporting Non-Formal Primary Education in Thailand and Burma

    Rural, out-of-school migrant and internally displaced children in Burma and Thailand face many challenges that make it difficult to access an accredited education or staying in school. The changing political situation in Burma presents opportunities to return to home communities, but children need support to ensure a smooth transition back into the Myanmar education system upon their return. The Myanmar Literacy Resource Center (MLRC) works to promote quality education and literacy by developing literacy materials, facilitating the exchange of information and resources, and providing training for non-formal education (NFE) teachers. With PLE support, MLRC oversees the administration of  Non-Formal Primary Education (NFPE) centers of education in ...

  • Teaching Science using everyday items

    The Karen Refugee Committee-Education Entity (KRC-EE) promotes improved access to quality education services for refugees from Burma. KRCEE administers both basic education (separately funded) and higher education, through the Institute for Higher Education (IHE) in six of the nine camps. During a needs assessment at a workshop in October 2016, IHE science teachers told us that they hadn’t had the opportunity to learn about conducting experiments. They also told us that they didn’t have many materials to use for experiments in their low resource settings. Furthermore, the textbooks they use had gaps in content and some were misprinted so that the students couldn’t see the diagrams clearly. ...

  • WIDE HORIZONS ENABLING YOUTH LEADERSHIP

    Community based organizations (CBOs) on the Thai-Myanmar border have difficulty finding skilled local staff which makes it a challenge to successfully carry out activities. They require dedicated, energetic staff that can implement plans, document and report on activities, and raise support and funds for their work. At the same time talented young adults from these same communities have limited access to higher level education where they can develop the relevant skills to access employment, including working for these CBOs. Supported by the USAID-funded Project for Local Empowerment (PLE) education partner Wide Horizons Community Development Program annually trains young adult staff in advanced community development, English language and ...

  • Eastern Burma Community Schooling Enabling Ethnic Engagement in Education

    In under-served and conflict-affected areas of Southeast Burma, communities have developed local level education systems for their children. However, challenges remain for community teachers in obtaining adequate in-service and professional development support, and for community-based actors to engage in national level education planning. The Karen Teachers Working Group (KTWG) works to increase access to education for vulnerable populations in the region. Through the Project for Local Empowerment they provide training and support to teachers in schools with the Mobile Teacher Training (MTT) program. KTWG’s MTTs been providing in service training for Karen teachers since 2001. MTT’s visit teachers in their schools, observe their classroom practices and ...

  • Youth Connect Helping Children to Stay in School

    Communities on the Thailand-Burma Border are particularly vulnerable to labor exploitation and trafficking. Once children reach middle school age they often drop out in order to work, increasing their vulnerability to these risks. Youth Connect’s Stay in School (YC-SiS) Life Skills program seeks to support vulnerable children to continue their education. It was founded in 2012 with support from the Project for Local Empowerment (PLE) through World Education. The main goal of the program is to reduce school drop-out rates and increase future opportunities for young people through the provision of Life Skills and Civic and Community Services training. The Life Skills program started in the Mae Sot area with ...

  • PLE providing Quality Teacher Support in Migrant Learning Centers

    The quality of education in migrant learning centers (MLCs) varies in the Mae Sot area due to the lack of a governing body to establish, monitor and uphold standards. In response to this, World Education developed the Master Trainer program, which was noted as a significant contributor to teacher development and teaching quality in MLCs. In recent years, World Education has shifted its strategy from directly implementing these programs to increasing the capacity of local organizations to carry out these functions. When looking for such an organization, World Education quickly identified Mobile Education Partnerships (MEP), who, since 2002, have been providing teacher training in displaced, refugee, and ...

  • Supporting Engagement between State and non-state actors in Education.

    School Committees have the potential to act as key mechanisms in strengthening education services for ethnic minority communities.Recent government-led national education planning has resulted in the development of the Burma National Education Sector Plan (NESP).  Given the focus on the state system, and the lack of reference to ethnic and refugee concerns in the NESP, an increased need for engagement between state and non-state actors is required to ensure that the role of existing providers, and communities themselves, are recognized. Through PLE, the Karen Education Department has increasingly enhanced engagement on behalf of its beneficiaries in national and state level policy discourse, and raised its profile ...

  • Mobilizing and Adapting Resources for an Accredited Education

    Until recently, migrant children from Burma living on the Thai-Burma border studying in migrant learning centers (MLCs) were not receiving an accredited education and older children often did not have access to non-formal education systems such as the Thai Non Formal Education (NFE) program. The NFE Director in Mae Sot expressed concern that it would not be possible for migrant students to study NFE at MLCs as the quality of teaching was not strong enough. This meant that migrant students would have to travel to a more distant NFE center or have no access to an education at all. In addition, migrant students who wished ...

  • Community Led Education Reform in Mon State

    Agreements bring further progress towards the PLE Education Convergence Strategy The Mon National Education Committee (MNEC) is the first ethnic organization to formally collaborate with the Burma Ministry of Education (MoE) via the Mon State Education Department. In 1995 students studying at MNEC supported high schools sat for the National Matriculation Exam for the first time following the signing of the National Ceasefire Agreement. The agreement allowed students from MNEC schools to both transfer to government schools and to sit for the standard matriculation exam, meaning that all students completing education through the Mon National System (MNS) were permitted to take the same accredited exam that students ...

  • Education Leadership for Refugees

    Refugee communities face on-going uncertainty about the future and the education of their children and youth amid the rapid pace of political and social change in Burma. Community-led planning initiatives help to ensure effective solutions in this uncertain climate. With the support of the USAID-funded Project for Local Empowerment (PLE), the Karen Refugee Committee- Education Entity’s  (KRCEE) Department of Higher Education has been able to foster effective solutions by bringing together border and education stakeholders to create community-led preparations for return of refugees and refugee education back to Burma. Through PLE technical and financial support, KRCEE has facilitated cross-border exploratory visits and piloted the moving of one individual ...