Education for Crisis Affected Children in Myanmar (Education Sector Program Implementation Grant, 2025)

This report presents the baseline findings of a large-scale literacy and numeracy assessment conducted with 2,527 crisis‑affected children across seven states and regions in Myanmar under the GPE‑ESPIG–funded Education for Crisis‑Affected Children programme. Using contextualized ASER tools aligned to Grade 2 national curriculum competencies, the study measured foundational reading and mathematics skills among children in Grades 2–5. Results show significant learning gaps: only 30% of assessed children demonstrated Grade 2–level literacy, and 32% achieved Grade 2–level numeracy. Performance varied widely across demographic groups. Girls outperformed boys; over‑age learners scored higher than at‑age and under‑age peers; Burmese mother‑tongue speakers performed substantially better than speakers of other languages; and children with disabilities showed the lowest proficiency levels. Location- and displacement‑based disparities were also evident, with Mon, Rakhine, and northern Shan states showing the weakest results. Children in community‑based education tended to outperform those in formal and TLS settings. The findings underline urgent needs for targeted remedial support, strengthened teacher capacity, inclusive education approaches, and improved assessment and data‑use practices to address foundational learning deficits among Myanmar’s crisis-affected children.