ミャンマーの村落における教育支援の可能性：パオ族の「スクール・コミッティ・アプローチ」

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  • Exploring Possibilities of Educational Support in Myanmar Villages:The “School Committee Approach” in Pao Villages-
  • ナガノショウ ロンブン ミャンマー ノ ソンラク ニ オケル キョウイク シエン ノ カノウセイ : パオゾク ノ 「 スクール ・ コミッティ ・ アプローチ 」

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In Myanmar, 120 years of British colonial rule followed by over 50 years of socialist and military government left educational development almost untouched. With the establishment of democratic government in 2016, educational development was given top-priority on the national agenda. However, for the 135 ethnic monitories estimated to constitute 30 percent of the population, educational development has been notably slow for two reasons: ethnic culture and language and armed conflict with the Myanmar Army, which ended only recently. For ethnic minorities to achieve self-sustainable, intrinsic development without losing their ethnic identity, what kind of approach should international cooperation NGOs adopt in supporting educational development? In the Pao-inhabited area of South Shan State, international cooperation organizations have promoted educational development through the “school committee approach.” Since this was approach developed from the pre-existing village committee rganization, it has the potential to draw out communal strength. This article describes the “school committee approach” with the aim of demonstrating its effectiveness in promoting educational and communal development while also maintaining ethnic identity in Pao community.

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