Education for Crisis Affected Children in Myanmar (Multi-Year Resilience Program, 2025)

This report presents the baseline results of a large‑scale ASER literacy and numeracy assessment conducted between August and October 2024 under the ECW‑funded Multi‑Year Resilience Program (MYRP) in Myanmar. A total of 1,117 children aged 5–14 across 38 locations in Chin State, Shan State (North), and Shan State (South) were evaluated using Myanmar‑contextualized tools aligned to Grade 2 curriculum competencies. Findings reveal significant foundational learning gaps: only 38% of students achieved Grade 2 literacy proficiency and 47% achieved Grade 2 numeracy proficiency. Learning outcomes varied markedly by grade, age, gender, disability status, mother tongue, location, displacement status, and prior schooling gaps. Over‑age children and those attending community‑based education spaces performed better than their peers, while non‑Burmese speakers, children in Chin State, and displaced children showed the lowest competency levels. The study highlights systemic challenges—including multilingual barriers, disrupted schooling, and regional disparities—and provides targeted recommendations to strengthen teaching quality, deliver remedial support, enhance inclusion of children with disabilities, and improve monitoring and data use. These findings establish a critical evidence base for improving foundational learning for crisis‑affected children in Myanmar.