An early grade reading assessment (EGRA) conducted by the World Bank found that only 23% of students in Grades 2 and 48% in Grade 3 met expectations for functional reading levels and Myanmar students were performing worse than in the Philippines, Indonesia, Vietnam, and some parts of Central America and Africa. Studies have also found consistently low levels of basic numeracy skills. A considerable proportion of the differences in students’ early reading skills is determined by non-school factors, such as socio-economic status, and support at home, and these are highly correlated with the mother’s education level. In Myanmar, only 23% of children age 36-59 months have attended an organized early childhood education program, and 5% of children under age 5 have three or more children’s books at home.
STRATEGIC GOAL 4: ALL CHILDREN IN MYANMAR CAN ACCESS, LEARN AND THRIVE IN QUALITY LEARNING ENVIRONMENTS FOR ECCD AND BASIC EDUCATION
FOCUSING ON: The most marginalized children from remote, rural areas, especially girls, children with disabilities and from the poorest households, conflict-affected and displaced children and those from minority ethnic groups.