Objective: 

To offer a second chance of education to younger age group who missed the opportunity of completing primary education and who have never attended schools.

 

Implementing organization: Ministry of Education (MOE), dbe (Department of Basic Education), MLRC, UNICEF

 

Partner organization: UNICEF, national donors

 

Year of launch: NFPE was initiated in 2000 by MOE, and was reintroduced as an MOE/UNICEF joint project in 2008/09

 

Policy Support Mechanism: 30 years long term basic education development plan

 

Target Learners: out of school children aged 10-14 years

 

Curriculum

  • The curriculum has been developed to cover the most essential basic learning competencies of the formal primary education.
  • It is skills-based curriculum covering Myanmar, English, Mathematics and General Studies.
  • The curriculum includes training on quality of life improvement focusing on income-generating activities and integrative workbook.

 

Duration: 2 years

 

Integration into formal Education/Accrediation Certification system

Level 2 completion certificate is recognized as the completion of primary education. NFPE graduates are eligible to join the secondary level of formal education.

 

Teachers’ Recruitment and Training

  • Local persons who have interest in NFPE and have required minimum qualification are recruited as NFPE teachers. In a few cases, teachers from basic education schools take the role of NFPE teachers.
  • Currently in each academic year, the training is provided twice in three respective zones for newly recruited teachers of extended townships.

 

Students’ Assessment of learning

  • Performance in class work is assessed based on the accomplishment of integrative workbook.
  • A terminal examination, level-end examination is conducted at NFPE centres at the end of each level by using level-end achievement test developed by the Technical Team.

Monitoring/Evaluation system

  • Regular monitoring and evaluation is conducted by NFPE regional monitors, township monitors and education officers of respective township.
  • Field visits for periodic monitoring are undertaken by central monitors 3 times in each academic year.

 

Community Involvement

  • At the township level: NFPE launching ceremony, well-wishers donate cash, stationeries, etc.
  • At the centre level, learners are provided with food, clothing, stationeries by the well-wishers and NGOs.
  • Members of the Centre Management Committee take care of the learners’ welfare, security and transportation.

Positive aspects

  • More access to primary education for out-of-school children
  • Opportunity to pursue formal secondary education after completing NFPE level 2
  • Improving quality of life by achieving academic skills and psychosocial skills in NFPE
  • Development of human resources

 

Challenges

  • Regular attendance of learners cooperation among NFPE partners
  • Maintaining quality assurance
  •  Sustainability of the NFPE programme