Consultancy for Teacher Professional Development Guidelines

Rural Indigenous Sustainable Education (RISE) is looking for an experienced and collaborative consultant to complete the final draft of RISE’s Teacher Professional Development (TPD) guideline.  RISE’s TPD was first developed in 2019.  The Candidates are invited to apply as per below described process. The deadline for submitting the application is Wednesday 7 October 2020.  ToR_TPD_Consultant

RISE Seeking Financial Consultant

RISE is pleased to share our ToR for a Financial Consultant, estimated at 100 days  (ToR_Financial_Consultant).  The Financial Consultant will provide support to RISE to ensure adequate Financial implementation and Management of Financial resources in line international best practices and adaptive to the unique environment in which RISE works.  As such, the Financial Consultant is required to:

Task 1:           Review and assess existing RISE Financial policies and procedures (Finance, Procurement, cost share and HR) including performing RISE financial risk assessment

Task 2:           Develop financial strategies by guiding RISE to establish goals; and matching goal with appropriate financial plans (financial reporting, record keeping, accounting standards, partner agreements, financial software, and more).

Task 3:          Develop and support implementation of capacity development for RISE staff on financial management.

Task 4:          Design and implement policy and regulations to improve RISE’s financial activities with relevance to budget spending.

Task 5:          Support and guide RISE staff in monitoring its budget, analyzing plan results and evaluating new financial strategies and recommending changes in goals and plans.

Task 6:          Develop strategies to strengthen RISE partners financial capacities.

Click the link below to view the Financial Consultant ToR.

ToR_Financial_Consultant

Teacher Compensation For Non-Government Teachers

RISE is pleased to share our Issues Paper on Teacher Compensation for Non-Government Teachers. RISE_NonGov_Teacher_Compensation_Paper_210220

Significant progress is being made to meet the Myanmar government’s ambition to leave no child behind. As the government reviews its progress in the first phase of the Myanmar National Education Strategic Plan (NESP) 2016 – 2021, there are visible signs of progress and the quality agenda is certainly on the map. Yet hidden from the preview of most spectators, Indigenous provision; the backbone of education services in rural, remote and conflict affected areas of Myanmar is struggling to pay its teachers a basic wage. Despite the generous commitment by development partners to the Indigenous education sector, a financial model and long-term plan that ensures no one donor or development partner is left responsible to pay Indigenous teacher salaries on their own, does not exist with any sophistication. It is imperative that steps are taken during this Interim period to ensure Indigenous teachers receive a basic salary when the delicate process of forming a partnership with the Ministry of Education (MOE) and Indigenous providers of education is just beginning to be establish.

In recent years, the interest and investment by Development Partners in the capacity development of Indigenous providers of education has increased and diversified. This is helping to strengthen the quality of their education services and their capacity to meaningfully engage with the MOE on issues pertinent to Indigenous children’s education rights, including the recognition of Indigenous education systems, non-government teacher accreditation, the recognition of children’s learning and government transfer systems and mother tongue language in education policy. While Indigenous providers of education are certainly committed to system strengthening and increased policy engagement with the MOE, the annual pressure to focus on fundraising for teacher stipends compromises and undermines these efforts.

It is within this context, that this Issues Paper on non-government teacher compensation is presented. It is hoped that a solution for this Interim period will pave way for a more sustained and equitable financial model with the Myanmar government in the future.

To continue reading, you download the paper here:
RISE_NonGov_Teacher_Compensation_Paper_210220

Research, Policy and Advocacy Consultant with RISE

The purpose of the consultancy is to build the policy advocacy capacity of ethnic education providers so that they can meaningfully engage on key education reform issues with the Myanmar Ministry of Education(MOE) and work collaboratively with each other and the MOE to support the development of a coherent national education system that ensures that marginalised children’s rights to a relevant quality education are upheld. This will
directly lead to more inclusive development outcomes in conflict affected areas and in so doing will support, rather than hinder, peace building efforts at the local and national levels. The consultancy also aims to identify and define key contentious education issues where evidence is missing for effective advocacy.

ToR_C2L_Research_Policy_Advocacy

EMIS/Data Consultancy Position with RISE

It is expected that the consultant will support the design of digitized data collection forms (in Burmese and Karen) to capture data on schools, villages, students and teachers within the RISE network. The data collection forms will be integrated with the current RISE network database so as to recall all information that has been collected so far and avoid
duplication of effort. They will also include validation checks to ensure completeness ofdata collection.
Secondly, the consultant will train the RISE network staff over a period of two weeks in designing data collection forms and updating the forms that already exist (so that further consultancy support isn’t required). The consultant will also use this time to help the staff get acquainted with the data dashboard and analyse the data as it comes in, in real time.
Finally, the consultant will provide support to the RISE network with data analysis and helpthem update their database based on the data collected between September – Novemberof 2019.

ToR_C2L_Research_Policy_Advocacy ToR_EMIS_CASE2Learn

ထိုင္းႏိုင္ငံခ်င္းမိုင္၌ေဒသတြင္း႒ာေနတိုင္းရင္းသားေခါင္းေဆာင္မွဳသင္တန္းႏွင့္ လူငယ္ကြန္ဖရက္က်င္းပ

ထိုင္းႏိုင္ငံခ်င္းမိုင္၌ေဒသတြင္း႒ာေနတိုင္းရင္းသားေခါင္းေဆာင္မွဳသင္တန္းႏွင့္ လူငယ္ကြန္ဖရက္က်င္းပ

ယူနက္စကို၊ ကမၻာ့ကုလသမဂၢဖြံ ့ျဖိဳးေရးအစီအစဥ္ႏွင့္ အာရွ႒ာေနတိုင္းရင္းသားလူမ်ိဳးမ်ားအဖြဲ ့မ်ား၏အစီအစဥ္ျဖင့္ ေဒသတြင္း႒ာေနတိုင္းရင္းသားလူမ်ိဳးမ်ားအဖြဲ ့အစီအစဥ္ျဖင့္ ေဒသတြင္း႒ာေနတိုင္းရင္းသားေခါင္းေဆာင္မွဳသင္တန္းႏွင့္ လူငယ္ကြန္ဖရက္ကိုဇြန္လ၅ရက္ေန ့မွ၁၂ရက္ေန ့အထိ ထိုင္းႏိုင္ငံခ်င္းမိုင္ျမိဳ ့၊ ေဟာ္ရီဇြန္အပန္းေျဖစခန္းတြင္က်င္းပခဲ့ပါသည္။

ယခုႏွစ္သင္တန္းအတြက္ ေခါင္းေဆာင္မွဳပံုစံ၊ လူလူခ်င္းေျပာဆိုဆက္ဆံမွဳအတတ္ပညာ၊ ဆက္သြယ္ေရးမီဒီယာႏွင့္အတူ ႒ာေနတုိင္းရင္းသားမ်ားလက္ရွိၾကံဳေတြ ့ေနရသည့္ျပသာနာႏွင့္ ယင္းျပသာနာအားမည္သို ့ေျဖရွင္းရမည္မ်ားအားသင္ၾကားပို ့ခ်ခဲ့ပါသည္။

သင္းတန္းသို ့၏ကိုယ္စားလွယ္တစ္ဦးျဖစ္သည့္ ေစာျပည့္ျဖိဳးေမာင္က “ဒီသင္တန္းတက္ေရာက္ခြင့္ရတာကြ်န္ေတာ့္အတြက္မေရတြက္ႏိုင္တဲ့အေတြ ့အၾကံဳဗဟုသုတေတြအမ်ားၾကီးရရွိတယ္။ ႒ာေနတိုင္းရင္းသားမ်ားအေနနဲ ့ေျမာပိုင္ဆိုင္မွဳ၊ နယ္ေျမႏွင့္သယံဇာတ၊ လူသားမ်ားလြတ္လပ္ခြင့္၊ တင္ျပေတာင္းဆိုခြင့္၊ ကိုယ္ပိုင္ျပ႒ာန္းခြင့္၊ ယဥ္ေက်းမွဳ၊ ဘာသာစကား၊ ပညာေရးႏွင့္က်န္းမာေရးႏွင့္ ေမြးရာပါအခြင့္အေရးမ်ားကိုေတာင္းဆိုခြင့္ရွိတယ္။ ေနာက္တစ္ခုက ႒ာေနတိုင္းရင္းသားမ်ားအေနနဲ ့မိမိကိုယ္တိုင္ မီဒီယာကိုအသံုးျပဳျပီး လူေတြေထာက္ခံလာေအာင္ျပဳလုပ္လို ့ရတယ္။ ဒီသင္တန္းအတြင္းမွာ သတင္းနည္းပညာပိုင္းဆုိင္ရာအေတြ ့အၾကံဳလည္း ကြ်န္ေတာ္သင္ယူရရွိခဲ့တယ္။”

ဤသင္တန္းသို ့ အာရွႏိုင္ငံမ်ားျဖစ္သည့္ ဘဂၤလာေဒ့ရွ္၊ နီေပါ၊ ျမန္မာ၊ ထိုင္း၊ ကေမၻာဒီးယား၊ ဗီယက္နမ္၊ ေလာ၊ မေလးရွား၊ အေရွ ့တီေမာႏွင့္ ဖိလစ္ပိုင္ႏိုင္ငံမွာကိုယ္စား ၄၃ဦးတက္ေရာက္ကာ ၎တုိ ့၏အေတြ ့အၾကံဳမ်ားအားအျပန္အလွန္မွ်ေ၀ဖလွယ္ၾကသည္။

ကိုယ္စားလွယ္ေနာက္တစ္ဦးျဖစ္သည့္ နန္းေအးသီတာကလည္း “ဒီလိုသင္တန္းတက္ခြင့္ရတာအရမ္းေကာင္းတယ္။ ႏိုင္ငံအသီးသီးကလာတဲ့ကိုယ္စားလွယ္မ်ားရဲ့အေၾကာင္းေတြကိုလည္းေလ့လာခြင့္ရတယ္။ ကြ်န္မတို ့႒ာေနတိုင္းရင္းသားအသီးမွာရွိတဲ့ မတူညီတာေတြနဲ ့တူညီတာေတြကိုမွ်ေ၀ခြင့္ရတယ္။ ကြ်န္မတို ့႒ာေနတိုင္းရင္းသားမ်ားလက္ရွိၾကံဳေတြ ့ေနရတဲ့အခက္အခဲျပသာနာမ်ားျဖစ္တဲ့ လူ ့အခြင့္အေရး၊ က်ားမအခြင့္အေရး၊ ႏိုင္ငံေရးတြင္၀င္ေရာက္ပါ၀င္မွဳႏွင့္ပညာေရးမ်ားကိုမွ်ေ၀ဖလွယ္ၾကတယ္။ ႒ာေနတိုင္းရင္းသားမ်ားကိုယ္ႏွိဳက္လည္း ခုနေျပာသြားတဲ့အခြင့္ေတြကို ကိုယ္တိုင္ကိုယ္က်စိတ္အားထက္သန္စြာလုပ္ေဆာင္ေနၾကတာသိရေတာ့ တကယ့္ကိုဂုဏ္ယူစရာေကာင္းတယ္။”

ေဒသတြင္း႒ာေနတိုင္းရင္းသားေခါင္းေဆာင္မွဳသင္တန္းႏွင့္ လူငယ္ကြန္ဖရက္ကို ယမန္ႏွစ္၂၀၁၈ႏွစ္အား ထိုင္းႏိုင္ငံခ်င္းမိုင္ျမိဳ ့ ခ်င္းမိုင္ယူနီဗာစီတီတြင္ပ႒မဦးဆံုးအၾကိမ္ျပဳလုပ္ခဲ့ျပီး ယခုႏွစ္အတြက္လူငယ္ေခါင္းေဆာင္မွဳသင္တန္းႏွင့္လူငယ္ကြန္ဖရက္သည္လည္း ထိုင္းႏိုင္ငံတြင္သာဆက္လက္က်င္းပခဲ့ပါသည္။ လာမည့္တတိယအၾကိမ္ ေဒသတြင္း႒ာေနတိုင္းရင္းသားေခါင္းေဆာင္မွဳသင္တန္းႏွင့္လူငယ္ကြန္ဖရက္ကိုမူ ႏိုင္ငံ၊ ေနရာႏွင့္ရက္မ်ားသတ္မွတ္မွဳမျပႏိုင္ေသးေၾကာင္း သင္တန္းႏွင့္ကြန္ဖရက္တက္ေရာက္သူမ်ားထံမွသိရသည္။

 

Baseline Report on Teaching and Learning and Baseline Report on Out of School Children (OOSC)

RISE နွင့္ ADRA မွ ပူးေပါင္း၍ ထုုတ္ျပန္ထားေသာ တုုိင္းရင္းသားေဒသအ၀ွမ္းရွိ ပညာေရးဆုုိင္ရာ အေျချပဳ သုုေတသနမ်ားကုုိ ေအာက္ပါ လင့္ခ္မွ တဆင့္ ကူးယူ ဖတ္ရႈနုုိင္ပါေၾကာင္း သတင္းမွ်ေ၀လုုိက္ပါတယ္။ လတ္တေလာတြင္ ဘာသာျပန္မရရွိနုုိင္ေသး၍ အဂၤလိပ္လုုိ ပဏာမ ထုုတ္ျပန္ျခင္းျဖစ္ပါတယ္။

Dear All,
We are very happy to share the two baseline reports that published recently last week as follows;

1. Baseline Report on Teaching and Learning

Download here;

https://drive.google.com/open…

2. Baseline Report on Out of School Children (OOSC)

Download here:

https://drive.google.com/open…

Thanks Everyone for your support!

ေႏြရာသီေက်ာင္းဆရာ၊ ဆရာမစြမ္းရည္ျမွင့္သင္တန္းအားအေရွ ့နာဂခႏၱီးျမိဳ ့တြင္ေအာင္ျမင္စြာက်င္းပျပီးစီး

အေရွ့နာဂဖြံ ့ျဖိဳးေရးအဖြဲ ့အစည္းမွၾကီးမွဴးက်င္းပသည့္ေႏြရာသီေက်ာင္းဆရာ၊ ဆရာမစြမ္းရည္ျမွင့္သင္တန္းဆင္းပြဲကိုခႏၱီးျမိဳ ့၌ ျပီးခဲ့သည့္ ဧျပီလ ၂၀ရက္ေန ့သင္တန္းဆင္းပြဲတြင္ သင္တန္းသူ၊ သင္တန္းသား၈၃ဦးတက္ေရာက္ေအာင္ျမင္ခဲ့ပါသည္။

သင္တန္းကာလအတြင္းသင္ၾကားပို ့ခ်သည့္ဘာသာရပ္မ်ားမွာ ေက်ာင္းဆရာတစ္ဦး၏တာ၀န္ႏွင့္အခန္းက႑၊ စာသင္ၾကားမွဳနည္းနာ၊ သင္ယူမွဳပံုစံ၊ အတန္းစီမံခန္ ့ခြဲမွဳ၊ အခ်ိန္ဇယားေရးဆြဲျခင္းႏွင့္နာဂစာေပဘာသာစကားမ်ားအားသင္ၾကားပို ့ခ်ခဲ့ပါသည္။ 

၎သင္တန္းကာလအတြင္း သင္တန္းပို ့ခ်ေပးေနသည့္နယ္လွည့္ေက်ာင္းဆရာ ဆရာခိုင္၀င္းက ဒီလိုေႏြရာသီေက်ာင္းဆရာ၊ ဆရာမစြမ္းရည္ျမွင့္သင္တန္းေပးရတာ ဒါကြ်န္ေတာ့္အတြက္ပ႒မဦးဆံုးဆိိုေတာ့ စိန္ေခၚမွဳေတာ့အနည္းငယ္ရွိတာေပါ့ေလ။ အထူးသျဖင့္ ဘာသာစကားေပါင္းမ်ားစြာျခားနားေနၾကတဲ့သင္တန္းသားေတြရဲ့ၾကားမွာေပါ့။ သိတဲ့အတိုင္းပါပဲ ကြ်န္ေတာ္တို ့နာဂလူမ်ိဳးဆိုတာကလည္း မ်ိဳးႏြယ္စုအမ်ားၾကီးကြဲျပားေနၾကတယ္။ အဲဒါေၾကာင့္ အဂၤလိပ္ဘာသာစကားကိုအဓိကထားျပီးသင္တန္းပို ့ခ်ရတာေလ။

၎မွဆက္လက္ေဖၚျပရာ၌ ေႏြရာသီသင္တန္းတက္ေရာက္လာၾကသည့္သူမ်ားအေနျဖင့္ စိတ္အားထက္သန္စြာပါ၀င္ေဆြးေႏြးျခင္းႏွင့္ေမးခြန္းမ်ားအျပန္အလွန္ေမးျမန္းျခင္းမ်ားျပဳလုပ္ခဲ့ၾကသလို သင္တန္းအတြင္းမွသင္ယူရရွိသည့္အတတ္ပညာမ်ားကိုလည္း မိမိနာဂေက်ာင္းသူ၊ ေက်ာင္းသားကေလးသူငယ္မ်ားအတြက္ျပန္လည္အသံုးခ်သြားမည္ဟုတထစ္ခ်ယံုၾကည္ေၾကာင္းေျပာသြားပါသည္။

တစ္ခ်ိန္တည္းမွာပင္ အေရွ ့နာဂဖြံ ့ျဖိဳးေရးအဖြဲ ့အစည္းမွဦးေဆာင္သည့္အျခားေႏြရာသီေက်ာင္းဆရာ၊ ဆရာမစြမ္းရည္ျမွင့္သင္တန္းတစ္ခုကို ေလရွီးျမိဳ ့၌ဆက္လက္ျပဳလုပ္ေနဆဲျဖစ္ျပီး ဧျပီလ၂၆ေန ့တြင္ သင္တန္းျပီးဆံုးမည္ျဖစ္ေၾကာင္းသိရသည္။