Education for crisis affected children in Myanmar and Pakistan

Children in Myanmar are enduring a severe a humanitarian crisis due to the military coup in 2021 and subsequent escalating conflict. The displacement of millions has led to severe pressures on the education system, leaving many children throughout the country out of school. Coupled with the impact of the COVID-19 pandemic, Millions of school-aged children are not engaged in any form of learning. 

In southern Myanmar, an increasing number of children are dropping out of school due to safety concerns, political unrest and economic instability.  

VSO is part of a consortium. leading on gender transformative programming through capacity building using the GENkit, carried out a Rapid Gender analysis and support at the community level. The project also focusses on conflict sensitivity and inclusive education approaches, supporting partners to identify and effectively support children with disabilities. As a result, partners are better equipped to support teachers at all levels to deliver basic education to vulnerable children. 

In Myanmar the project aims to:

• Improve education access: The most vulnerable girls and boys will have equitable and continued access to safe and inclusive education. 
• Provide quality education: The most vulnerable girls and boys will receive quality teaching and learning that is context-responsive, equity-focused, and adapted to the evolving situation. 
• System strengthening: Communities and local education partners will have sufficient capacity for resilient, quality education responses. 
• Resource mobilisation: Resourcing for scale-up of quality, inclusive, safe, and equitable education provision is increased. 

In Pakistan an estimated 26.2 million children aged 5-16 are out-of-school.¹ The MYRP addresses the needs of refugee, crisis-affected and vulnerable children and adolescents in the Khyber, Pakhtunkhwa and Baluchistan regions of the country.

The MYRP works to ensure improved access to quality education at all levels, provide mental health and psychosocial support services, implement safe and inclusive learning environments, increase the resilience of the infrastructure and provide support for girls. 

The project aims to improve access to equitable and quality education for 32,400 children, focusing on the most vulnerable girls and boys, including refugees, adolescents, and those living with disabilities. 

In Pakistan the project aims to ensure that:

• The most vulnerable girls and boys including adolescents and those living with disabilities have access to inclusive, relevant, and quality learning, and have improved mental and physical wellbeing.  
• Learning environments are safe, accessible, and conducive to learning for all learners. 
• Education systems in Pakistan are strengthened through sustained capacity development support at national, provincial, community and school levels.  
• The educational outcomes of girls, including adolescent girls, are improved through targeted programming focused on enrolment, retention, and learning.

Volunteering for development in Pakistan

The project works through local and national volunteers who act as education champions, identifying out-of-school children, running catch-up classes, and providing early childhood education support. Volunteers ensure children can transition to formal schooling and ensure children's retention.

Volunteer Big Sisters are local volunteers who support the children through mentoring, being a trusted confidant, they can discuss issues with such as tackling social norms and support on menstrual health issues. 

The project is also supported by the National Youth Volunteer Network, an inclusive group of 25 local youth, multiple representing all genders, ethnicities and regions, who lead on advocacy efforts and engaging with decision and policy makers.

University volunteers are also mobilised to support in addressing teacher shortages in the education system and providing outreach to children in hard-to-reach areas.