Community Preference for Children's Education
DOI:
https://doi.org/10.60072/ijeissah.2024.v2i03.015Abstract
In Myanmar, a pressing concern exists regarding the community's preferences and attitudes towards children's education. Despite the country's commitment to improving its education system, a lack of comprehensive understanding of community preferences for children's learning spaces poses a significant obstacle. The community's preferences regarding children's education in Myanmar are very important within the ever-changing educational environment. This study examines community preferences for their children's learning spaces during crises. The study utilizes a qualitative methodology. The results indicate that primary school-age children have the highest attendance rates in community-run educational spaces, whereas formal schools rank second in attendance. Nevertheless, the persistent civil fighting has diminished confidence in conventional educational institutions due to regular aerial bombardments. Temporary learning spaces, educational spaces affiliated with churches or faith-based organizations, and tuition centers have important roles, each with unique attendance patterns. Responses to ethnic, monastic, and vocational education spaces are scarce, suggesting a restricted supply. The study underscores the disparity between educational facilities managed by the local community in villages and those in refugee camps, underscoring the significance of the surrounding circumstances for evaluating access to education. Despite their obstacles, community learning spaces are essential in both stable and critical contexts. The research offers useful insights into how conflict dynamics affect educational decisions in the community and lays the groundwork for intervention efforts to improve education in various community settings.
Keywords:
Community Engagement in Education, Learning Achievement, Security Risk for SchoolingReferences
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