Summer Vacation Teacher (SVT) Trainingorganized by ENDO(Eastern Naga Development Organization) from 3rd-20th April has successfully completed in Khamti Township with total number of 83 participants.
Teacher Roles and Responsibilities, Teaching Methods, Learning Styles, Classroom Management, Lesson Planning and Nagamese language were provided during the training.
Kaing Win, a Mobile Teacher Trainer, who is one of the trainers during SVT said, “This my first time to give SVT training and it was a bit challenging for me, especially when giving training to trainees those who’re speaking different languages even though we are all Naga but with different dialects. As you know, we, Naga, have many different tribes and dialects. Therefore, I have to use English as a main language during the training”.
He also states that the trainees were very enthusiastic during training with lively discussion and questions. They gained skills and capabilities to become a better teacher for the children in Naga areas when they are back to their schools.
In the meantime, another SVT, organized by ENDO, is still ongoing in Lay Shi Township till 26th April.
The TEES(Teacher Establishing Education Services) training has been conducted from April 1, 2019 at the Warn
Zeing Monastic School in Warn Zeing, Hsipaw Township.
The number of the trainees are 58 : (46 from Namlan area, 10 from Tarnt Yann Township and 2 from Merng Nai (Moe Nai) township. All of them will be committed to work as the TEES in the next coming academic year.
The first period of the training was from April 1 to April 12. The training paused for one week for the water festival and will restarted the training on April 19 for the second period until May 6, 2019. CRED will have the closing ceremony on May 7 in the morning.
Summer Vacation Teacher-Training (SVT) is now happening in Kachin, Kayan, Karen, Chin, Zomi, Lahu, Pa-Oh, Ta’ang, and Shan areas where RISE Partners operate.
This year, the RISE Partners identified the following topics of the SVTs: Learning styles and multiple intelligence, Classroom management, Child psychology /development, Lesson planning, Teacher roles and responsibilities, Teaching and learning materials, Questioning skills, Learning assessment, Teaching cycle, Early childhood care and development, Mother tongue literacy and culture, KG teaching methods, Math and Science teaching methods, SMC and PTA, Communication, Child rights, Time management, Leadership and Human rights.
Summer Vacation Teacher Training in Layshi, Eastern Naga region
According to Sayar Saw Thwee from RISE’sTraining Team who assisted in some of the SVTs, some of the topics identified by the partners were changed based on the training plan of the Government Trainers who were invited to facilitate the SVTs. “The training topics’ title might have been changed, but the concepts were similar”, added Sayaw Saw Thwee.
Sayarma Nan Chaw, a Mobile Teacher Trainer (MTT), who gave a training at Ban Matt, Pa-Oh area said, “I was really excited for this training because it was my first time to do this. This experience made me feel more confident, taught me how to better prepare for similar training activities, and gave me an opportunity to get feedback from the trainees on how I further improve myself as a trainer.”She added, “I also realized that my lesson plan has weak points because I had limited time to prepare but I will definitely improve it for my future trainings.”
The SVTs started last March and will be completed in April with an estimated reach of more than 1,000 trainees from various indigenous areas.
From December 10-12, RISE held its CASE+ project Baseline Research Validation workshop. This research was undertaken from September to November by RISE partners in Kachin, Kayan, Karen, Chin, Zomi, Shan, Ta’ang, Lahu and Pa-Oh areas. Consultants from RISE’s iNGO partner, Adventist Development and Relief Agency (ADRA) Myanmar, supported the analysis of the raw data from the survey.
The survey focused on three key components: 1) Out-of-school Children (OOSC), 2) Student Literacy and Numeracy (grades 2-3), and, 3) Teacher competency. 159 schools participated in the survey including community leaders, parents, teachers and children.
In terms of literacy in the RISE network area, it was found that girls reading and writing comprehension was slightly stronger than boys. Naw Ler Htoo, Director of the Karen Teacher Working Group said, “What the research showed us here is our teachers must give more time to boy students. Majority of the boy are always active and fidgety. They’re bored to site still the whole day in the class. That’s why, we need to think about teaching skills on how to handle the boy students in the future.”
The research also indicated that children are more at risk to become OOSC if their parents are uninterested in their child’s school education or held a generally negative view on the benefits of schooling.
Sayarma Koppi, the focal person from the Zomi Development Foundation (ZDF), expressed that, “When we organized the Education Sensitization Event (ESE), we were focusing on parents to be aware about the importance of their child’s education. The event was successful and we would like to have more for participants who live very far remote and who don’t never have a chance to come to the event.”
In most areas, the Literacy assessments were done for Burmese language, however, in Karen and Shan areas they also did the assessment for their local Karen and Shan mother tongues as well.
This was the very first research of its kind in these indigenous areas and the final report is expected to be released in February 2019.
The Jesuit Refugee Service (JRS), an organization working in education in rural areas visited RISE to explore possible collaboration opportunities. During the visit, both JRS and RISE shared their experiences working in ethnic education, lessons learned, and good practices.
The group also expressed that they are amazed by RISE’s Teacher Preparation Centre (TPC) which is also similar to JRS’s centre. They commented too that the TPC is more diversed; with participants coming from many ethnic communities.
JRS has been supporting Karenni education in Karenni refugee camps since 1997 up to now.
