Transition of schooling education in Myanmar: a comparative institutional analysis

Eisuke Saito, Naomi Takasawa, Atsushi Tsukui

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Abstract

Pedagogical reform is an institutional change that involves revising the rules of the game in practice, the legitimacy of which depends on political and legislative contexts. In the context of Myanmar’s experience transitioning into a democratic society, this study discusses the changes in theoretical equilibria concerning pedagogical practices with reference to the changes in the links between the national regime, education policies, and teacher preference about practices. As the country transitioned from a junta to a civilian government, education policies became more democratised. However, the coup d’état of February 2021 could retract these changes.

Original languageEnglish
Pages (from-to)276-291
Number of pages16
JournalGlobalisation, Societies and Education
Volume22
Issue number2
DOIs
Publication statusPublished - 2024

Keywords

  • comparative institutional analysis
  • democratisation
  • junta
  • Myanmar
  • transition

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