Myanmar Spring Chronicle – September 27
Published by MoeMaKa on September 28, 2023
Shrinking Territories Held by the Military Council and the Road Ahead
Over the past two and a half years, as the armed resistance has gained ground, the domains under the control of the military council have witnessed a steady decline. In a recent report by the Karen Peace Support Network (KPSN), it was revealed that hundreds of schools under the Military Council’s Ministry of Education are now within the territory overseen by the Karen National Union (KNU). These schools are located in regions bordering KNU-controlled areas of Karen State, Mon State, and Tanintharyi in southeastern Myanmar. Over 370 schools spanning districts like Thaton, Taungoo, Nyaunglebin, Hpapun, Dooplaya, Hpa-An, and Tanintharyi have transitioned to the Karen Education and Culture Department (KECD) under the KNU.
Notably, the KNU is now tasked with maintaining and managing three times the number of schools compared to the period before the military coup in 2019-2020. A role that initially encompassed managing around 380 schools has expanded to overseeing more than 900 schools.
Many of these areas with newly transferred schools are located in conflict-ridden zones. Simultaneously, the number of war refugees in Karen State has surged to over 630,000, representing an 18 percent increase compared to the pre-coup period. These circumstances pose challenges to establishing peaceful and stable educational environments in regions experiencing a growing number of schools. Furthermore, KNU bears the responsibility of supporting the education expenses for these newly acquired schools.
This situation underscores the critical interplay between the educational landscape, the expansion of armed conflict in Karen State, Bago, Mon State, Tanintharyi, and the extension of KNU-controlled territories. It beckons questions about the state of education in regions like Chin State, Kachin State, Sagaing Region, Magway Region, and northern Shan State, where armed conflicts remain pervasive. In the aftermath of the military coup, armed groups emerged in Sagaing, Magway, Central and Northern Chin State, Tanintharyi, and select areas of Mandalay. The education systems in these regions are highly fragmented, lacking centralized administrative control. The management of education in these areas hinges on various factors, including funding, educational expenditures, qualified staff, and the prevailing security conditions.
As control slips away from the military council, armed organizations occupying these vacated regions must ensure effective administration, education, and financial stability. The pressing question revolves around how they will establish educational, healthcare, and law enforcement frameworks in these newly acquired territories. Given the ongoing armed conflict, armed groups often prioritize military endeavors, leaving limited resources and attention for other essential matters.
A few months ago, in a report about Chin State, it was noted that attendance in military council-run schools in Chin State had dwindled to nearly zero since the coup. The involvement of teachers from military council schools in the Civil Disobedience Movement (CDM) might be a contributing factor to the military council’s inability to maintain the education system. Additionally, the lack of assurance from the administration remains a primary obstacle.
The status of the education sector in Sagaing remains largely unreported, and it is uncertain whether schools are being established on a village or regional basis. Some regions may have areas where opening schools remains challenging or impossible.
Balancing the retention of control in military regions while securing adequate financial support for warfare is essential. Equally important is prioritizing investments in education and policy-making, particularly in protracted conflicts, to foster the advancement of younger generations.