Papers by Catherine Johnston
The baseline team wishes to acknowledge, with gratitude, the valuable contribution of several ind... more The baseline team wishes to acknowledge, with gratitude, the valuable contribution of several individuals and organisations that supported this assessment. This report was funded by the Global Partnership for Education and the Australian Government. We are grateful for their continued support for education in Papua New Guinea.
This report examines the specific teacher education model implemented in Karen areas of Myanmar, ... more This report examines the specific teacher education model implemented in Karen areas of Myanmar, a model overseen by the Karen Teachers Working Group (KTWG) since 2002 and one that has extended well beyond support to teachers. The report draws upon evidence accumulated over the past decade showing the impact of the KTWG’s work in addressing significant gaps in education quality in areas
throughout South-Eastern Myanmar, many of which are isolated, rural, and hard-to-reach. The study reflects on the relevance of such a model in
supporting ethnic teachers and students in the rapidly-changing Myanmar context and draws on external literature to validate the approaches used in terms of teacher professional development,
teacher quality, and student learning. As part of the reform process, there is an opportunity for government and education policy-makers to better understand the local systems that already exist, as well as the comparative advantages and technical strengths that existing approaches may have for meeting the educational needs of children in these areas. It is hoped that this report will promote the recognition and acceptance of existing ethnic education systems that nurture and foster ethnic, linguistic, and language dimensions critical to the maintenance and sustainability of ethnic minority groups in contexts such as these.
The "Educating Indigenous Children in Myanmar: 2018 CASE+ Education Study Baseline Report on Teac... more The "Educating Indigenous Children in Myanmar: 2018 CASE+ Education Study Baseline Report on Teaching and Learning" provides an independent assessment of the status of teaching and children's early-grade literacy and numeracy skills in schools currently supported by Myanmar's Indigenous providers of education.
This study is unique because it provides a representation of the current state of teaching and learning in education services available to Indigenous children in Myanmar.
The "Educating Indigenous Children in Myanmar: 2018 CASE+ Education Study Baseline Report on Out ... more The "Educating Indigenous Children in Myanmar: 2018 CASE+ Education Study Baseline Report on Out of School Children" provides an analysis on the situation of out-of-school children (OOSC) in remote conflict-affected areas of Myanmar with the intent to develop an understanding of the profile of Indigenous OOSC and the specific barriers to education they face.
These reports will serve as a source of information in refining the national campaign within the Myanmar context.
Books by Catherine Johnston
Porticus, 2019
An assessment of the education needs of displaced children in South and South East Asia: A study ... more An assessment of the education needs of displaced children in South and South East Asia: A study in Bangladesh, Malaysia, Myanmar and Thailand
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Papers by Catherine Johnston
throughout South-Eastern Myanmar, many of which are isolated, rural, and hard-to-reach. The study reflects on the relevance of such a model in
supporting ethnic teachers and students in the rapidly-changing Myanmar context and draws on external literature to validate the approaches used in terms of teacher professional development,
teacher quality, and student learning. As part of the reform process, there is an opportunity for government and education policy-makers to better understand the local systems that already exist, as well as the comparative advantages and technical strengths that existing approaches may have for meeting the educational needs of children in these areas. It is hoped that this report will promote the recognition and acceptance of existing ethnic education systems that nurture and foster ethnic, linguistic, and language dimensions critical to the maintenance and sustainability of ethnic minority groups in contexts such as these.
This study is unique because it provides a representation of the current state of teaching and learning in education services available to Indigenous children in Myanmar.
These reports will serve as a source of information in refining the national campaign within the Myanmar context.
Books by Catherine Johnston
throughout South-Eastern Myanmar, many of which are isolated, rural, and hard-to-reach. The study reflects on the relevance of such a model in
supporting ethnic teachers and students in the rapidly-changing Myanmar context and draws on external literature to validate the approaches used in terms of teacher professional development,
teacher quality, and student learning. As part of the reform process, there is an opportunity for government and education policy-makers to better understand the local systems that already exist, as well as the comparative advantages and technical strengths that existing approaches may have for meeting the educational needs of children in these areas. It is hoped that this report will promote the recognition and acceptance of existing ethnic education systems that nurture and foster ethnic, linguistic, and language dimensions critical to the maintenance and sustainability of ethnic minority groups in contexts such as these.
This study is unique because it provides a representation of the current state of teaching and learning in education services available to Indigenous children in Myanmar.
These reports will serve as a source of information in refining the national campaign within the Myanmar context.