Internal migrant children and their access to education : a case study of Hlaing Thar Yar township, Yangon, Myanmar

Abstract

This research explores the accessibility of primary education for children of migrant families within Myanmar, focusing on children who accompanied their families when they have to move to a new location. In doing so, this research analyzes the issues faced by rural-to-urban migrant children in the process of primary school enrollment. The study also reviews Myanmar’s National Education Strategic Plan (2016-2021) to understand the provisions and practices implemented by the government to address the challenges of migrant children’s access to primary education. The research was conducted in Hlaing Thar Yar Township in Yangon, Myanmar, which is an area characterized by settlements of migrant groups. Using qualitative methodology, a total of twelve in-depth interviews were conducted with migrant families in the study area, selected on the basis of being recent migrants with primary school aged children. In addition, another ten key informant interviews were conducted with government officials from the Department of Basic Education, local administrators, teachers, and representatives of INGO/NGOs. The main research findings are that while there is a state policy of free and compulsory education in Myanmar, the number of available schools does not fill the demand. For registered students, the government subsidizes school fees, textbooks, and a school uniform. However, many migrants do not possess the necessary documents to practice their legal rights, including school enrollment, in their new settlement. Some schools accept a recommendation from the local administration, but this is often not possible because parents do not possess their own identity papers. Also, for migrant children to continue their education in a new location, a school transfer certificate must be submitted, which is a major challenge. In addition, the enforcement of documentation requirements are interpreted and practiced in various ways, which has created confusion regarding the standard acceptable documents. This paper concludes that the implementation of free and compulsory education at the primary level in Myanmar is failing to meet the needs of the migrant community. Other than economic barriers there are multiple administrative challenges that make it nearly impossible for children of migrant communities to access primary education.