Myanmar Spring Chronicle – Scene of November 2
(MoeMaKa) November 3, 2024
Impact of Prolonged Internal Conflict on Youth Education
As Myanmar’s decades-long internal conflict, often referred to by experts as “armed conflict,” extends over 70 years, the intensity of fighting has sharply escalated over the past three years. Since the end of April and early May 2021, the clashes initially began in localized areas, spreading widely by late 2021. By the end of 2023 and into 2024, over 70% of the country has experienced conflict, displacements, or other direct effects of the unrest.
Examining the situation regarding the education of young students reveals significant disruptions. Prior to the military takeover on February 1, 2021, schools were already facing closures and interruptions due to the COVID-19 pandemic. After the coup, many teachers, professors, lecturers, and other educational staff joined the Civil Disobedience Movement (CDM), refusing to work under military rule. This created considerable challenges for the junta in reopening schools. Participation in the CDM extended beyond educators; many high school and university students also chose to boycott classes or join the movement, with some parents opting not to send their children to schools under military control.
During the early stages of the conflict, even urban schools faced safety concerns due to shootings and explosions, further discouraging school attendance. In rural and conflict-affected areas, schools could not open due to ongoing battles.
Amidst this backdrop, the National Unity Government (NUG) has promoted a Federal Education System based on federal democratic principles. However, these NUG-approved schools, primarily conducted online, rely on CDM teachers for instruction. Access to these online schools is risky for residents in junta-controlled regions, and with the internet frequently disrupted in some areas for months or even years, many students struggle to participate in any form of structured education.
A fraction of older students and some university students have taken up arms to fight against the junta. However, on a national scale, the number of students involved in armed groups remains limited. Those who have chosen this path may be unable to return to their studies until the revolution concludes.
Some parents who can afford it have opted to send their children to private schools rather than military-controlled institutions, although this remains a small minority. Most parents in junta-controlled areas have either re-enrolled their children in junta-run schools or sent them to schools in liberated areas under the control of opposition forces. A percentage of students, however, continue to face complete disruption of their education due to the conflict.
At the onset of the coup, those leading anti-junta forces did not anticipate a lengthy armed struggle, and no substantial long-term educational policies were established for young students. The current circumstances reflect this initial lack of foresight and planning for the education of youth amidst a prolonged crisis.
For students in conflict zones, learning often takes place in makeshift classrooms in forests or mountains. For others in less affected areas, access to education, qualified teachers, and well-prepared curricula remains scarce, and media coverage on educational conditions in these regions is limited.
The statement that “we all need to endure this period” is often heard, with many acknowledging that building a foundation for future national reconstruction is closely tied to educational development.
The struggle is viewed by some as a temporary measure, while others see it as a life-long commitment. It is essential for organizations, teachers, and students to understand that investing in education goes beyond a mere movement—it is a continuous dedication necessary for lasting progress.