Education Reform in Post-Coup Myanmar: Federalizing or Federating?

• Published in: Contemporary Southeast Asia Vol. 46; no. 2; pp. 318 - 341
• Main Authors: South, Ashley, Stenning, Emily, Schroeder, Tim
• Format: Journal Article
• Language: English
• Published: Singapore ISEAS–Yusof Ishak Institute 01-08-2024; ISEAS - Yusof Ishak Institute
• Subjects: Community; Conflict; Coups d'etat; Decentralization; Education reform; Educational systems; Higher education; Military regimes; Minority & ethnic groups; Non-state actors; Ownership; Resilience; Students; Myanmar (Burma)
• ISSN: 0129-797X; 1793-284X
• DOI: 10.1355/cs46-2f

Since Myanmar transitioned from direct military rule in 2011, successive governments have attempted to decentralize the primary and higher education systems through top-down "federalizing" initiatives. However, these efforts have largely failed. However, following the February 2021 military coup, the absence of a credible central education authority has led ethnic armed organizations (EAOs) and non-state actors, including local communities, to provide education to up to one million of the most vulnerable and conflict-affected children. This represents a new "federating" moment for education in Myanmar, where capacity and alliances are built from the bottom up and which could potentially endure after the ongoing conflict ends. This article explores Myanmar's complex and contested education system since the coup, analysing the difference between "federalizing" and "federating" approaches. It compares the preand post-coup approaches to illustrate the importance of an adaptive, bottom-up approach based on local ownership and resilience.