by Marie Lall

8^th November 2020 was a historic date for Myanmar. The NLD win was never much in doubt, not least because the only real alternative amongst the 92 contesting parties is the USDP, the party that is home to the former military generals who used to rule the country. The day is historic, not because the NLD won but because by power remaining in NLD hands, Myanmar is a step closer to embedding its participatory system, and taking a step further away from military rule. The military remains part of politics, but it no longer calls the shots.

In light of this historic achievement, it is paramount to remember that Myanmar has challenges and that many citizens, despite their support of the NLD, are deeply disillusioned with how the NLD has managed key issues over the past five years. Given the lack of success in making major changes, it is important to review what remains in effect a laundry list to be tackled between now and 2025.

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http://edc75y.ioe.ac.uk/

Introduction Click here for video introduction by Angela Little. (Click here for text of video script.)

2002 marked the centenary of the Institute of Education and the 75^th anniversary of the Institute’s academic work on education and developing countries. For this 75^th anniversary staff and students of the Education and International Development (EID) group and its predecessor departments gathered for a celebration. This celebration had two elements. The first, on November 22^nd, was an international conference on Education for All (EFA), co-organised with the Education Committee of the UK’s UNESCO National Commission.  The second, on November 23^rd, was a gathering of students and staff. Formal academic study of education and developing countries started at the Institute in 1927 in what was known as ‘The Colonial Department’, long before the term ‘developing countries’ had come into existence.  The Colonial Department was succeeded in 1952 by the Department of Education in Tropical Areas (ETA), in 1973 by the Department of Education in Developing Countries (EDC), in 1985 by the Department of International and Comparative Education (DICE) and in 1995 by Education and International Development (EID). This site (and CD) commemorates the 75 years of the Institute’s work on education and developing countries carried out by staff (see full lists of staff) and students over the period 1927-2002.

It will be of interest to many: current and former students and staff, prospective students and staff,  students and staff in sister institutions worldwide and those who work in a wide variety of capacities in education in developing countries and in international and comparative education more generally.

It has several sections containing papers discussing the history of the five departments, recollections of former and present staff and students, reprints of inaugural professorial lectures, a collection of academic resources, a photo gallery and information about the Institute’s current work in the field.

Dr. Tejendra Pherali, Senior Lecturer in Education and International Development and the research theme leader for Education, Conflict and Peacebuilding at Centre for Education and International Development (CEID) led a workshop on Education, Conflict and Peacebuilding at Chulalongkorn University, Thailand from 6-9 November 2017.

Chulalongkorn UniversityFaculty and graduate students who participated in the workshop

The workshop was hosted by the Institute of Thai Studies at Thailand’s leading Chulalongkorn University, which is conducting a research study to design a peace education curriculum for schools in conflict-affected Southern provinces of Thailand. The workshop aimed to develop researchers’ theoretical knowledge about the interrelationship between education, violence and peace and participatory approaches to curriculum design and implementation in Thai schools.

Reflecting on the workshop, Dr Pherali said, ‘Colleagues in Chulalongkorn University were very keen to design an effective peace education curriculum which could promote a culture of peace in Southern provinces of Pattani, Yala and Narathiwat. The workshop was instrumental in exploring issues around learners’ cultural identities, language of instruction and processes of educational decision-making which need to be accounted for while designing a peace education curriculum. We were also able to draw upon few examples from other conflict-affected contexts which I hope would provide useful insights into Chula’s important work in this area.’

Dr. Pherali with workshop participants and Peace education researchers in Chulalongkorn University

Dr. Pherali speaking at the workshop