Education

Providing children with a quality basic education

Real lives

 

Providing children with a quality basic education

© UNICEF Myanmar/2004/Noorani

Education is a key factor in providing Myanmar’s children with opportunities for growth, development and advancement. Since the learning and development process begins the day a child is born, UNICEF works to help families and caregivers meet the psychosocial, intellectual and physical needs of infants and children up to five years of age.  To these ends, UNICEF strives to foster early childhood development by:

  • Providing a range of support to preschools and daycare centers;

  • Training parents, caregivers and teachers in early childhood development and child-centered play methodologies; and

  • Providing learning materials, toys and other basic support to community-based play and child development programs.

Another way UNICEF helps provide children with a quality basic education is through its support of child-friendly schools. UNICEF encourages more children to attend school and works to improve the quality of education in primary schools in some of the nation’s most disadvantaged townships by:

  • Training teachers in participatory, child-centered teaching and learning methods;

  • Providing basic school supplies for children to defray educational costs;

  • Equipping schools with safe drinking water facilities and latrines;

  • Training Parent-Teacher Association members on how to become more involved in their children’s education; and

  • Providing roofing sheets for schools in traditionally disadvantaged communities.

UNICEF also helps children and youth acquire essential life skills such as critical thinking, decision making and problem solving by:

  • Supporting life skills courses in schools;

  • Supporting life-skills-education for out-of-school children and youth;

  • Training teachers in participatory, student-centered teaching and learning methods;

  • Fostering the active participation of students, teachers, parents and community members in life skills activities; and

  • Supporting life-skills-education in teacher training colleges.

 

 
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