Crisis and Continuity: Evaluating Teacher and Community Strategies for Sustaining Education in War-Torn Areas of Myanmar

Abstract

This study evaluates the strategies used by teachers and communities to sustain education in conflict-affected areas of Kayah (Karenni) State and Pekon Township in Myanmar. Utilizing resilience theory and program evaluation, the research explores the motivations and challenges faced by teachers, the role of community support, and the impact of capacity-building activities. Key findings reveal that teachers are driven by empathy and a sense of duty, facing significant obstacles such as insecurity and resource scarcity. Community support is crucial, with high levels of parental cooperation and trust within the community facilitating educational resilience. Capacity-building initiatives significantly enhance teaching effectiveness, while student engagement remains resilient despite the conflict. The study highlights the critical need for local and international educational organizations to recognize community-led educational efforts, provide basic educational resources, and establish intermediary programs for higher education access. The paper contributes to the understanding of educational resilience in conflict zones, offering practical recommendations for sustaining education amidst adversity.