UNION OF MYANMAR. Strengthening and Upgrading of Teacher Training Colleges and Teacher Training Schools. Project Findings and Recommendations

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U N D P / M Y A / 9 0 / 0 0 5 Terminal Report

UNION OF MYANMAR

Strengthening and Upgrading of

Teacher Training Colleges

and Teacher Training Schools

Project Findings

and Recommendations

Serial No. FMR/PROAP-ED/93/01(UNDP)

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION

UNITED NATIONS DEVELOPMENT

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STRENGTHENING AND UPGRADING OF TEACHER TRAINING COLLEGES AND TEACHER TRAINING SCHOOLS

Project Findings and Recommendations

Report prepared for the Government of the Union of Myanmar by the United Nations Educational, Scientific and Cultural Organization (UNESCO) acting as Executing Agency for the United Nations Development Programme (UNDP)

United Nations Educational United Nations

Scientific and Cultural Development

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Page

List of Acronyms and Abbreviations 1

Summary 2

Part I: PROBLEMS

Section 1: Development Problems and Immediate

Problems Attacked 5 Part II: OUTPUTS

Section 2: Outputs Produced and Problems Encountered ... 7 Part III: OBJECTIVES

Section 3: Objectives Achieved or Likely to be Achieved

in the Near Future 9 Part IV: FINDINGS

Section 4: Findings and Lessons Learned 11 Part V: RECOMMENDATIONS

Section 5 : Recommendations 14

APPENDICES

A. List of UNESCO Experts, and Consultants 17 B. List of Government Project Personnel 18 C. List of Fellowship and Study Tour Participants 21

D. List of Documents and Publications Arising from

the Project 26 E. List of In-country Workshops Conducted at the Yangon

and Mandalay Teacher Training Colleges 28 F. List of Mobile Training Team Workshops in Teacher

Training Institutions 31 G. List of Development Workshops Conducted by the CTA

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H. List of Equipment Distributed to TTCs and TTSs 39 I. D.G.'s Directive Regarding Implementing Project

Reforms 45 J. Supply List for Border Area Schools 46

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ANPM ATEO CTA DBE ERC ESS KEDI MTT MTTC MYA NPR SEAMEO-INNOTECH TEO TEP TPR TTC TTS UDNR UNDP UNESCO

Assistant National Project Manager Assistant Township Education Officer Chief Technical Adviser

Department of Basic Education Education Resource Centre Education Sector Study

Korean Educational Development Institute Mobile Training Team

Mandalay Teacher Training College Union of Myanmar

National Project Manager

Southeast Asia Ministry of Education Organization-Centre for Educational Innovation and Technology

Township Education Officer Teacher Education Project Tripartite Review

Teacher Training College Teacher Training School

University for the Development of National Races United Nations Development Programme

United Nations Educational, Scientific and Cultural Organization

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Summary

Budget

a) Total Government Contribution (1990-92): Kyats 40,233* (local currency, Kyats in thousands, in kind)

b) Total UNDP Contribution (1990-92): US$1,012,186

* (Note: In mid-1992 the Government of Myanmar announced that it will also spend an amount of Kyats 42 million on the building of a separate Education Resource Centre at Yangon Teacher Training College which will house books and equipment procured for the Education Resource Centre established at YTTC as part of HYA/90/005. This ERC will also become a centre for teacher development programmes, utilizing resource persons trained under MYA/90/005.) Brief Statement

a) Objectives (intended and achieved)

The development objective was to upgrade TTCs and TTSs in order to contribute to the qualitative improvement of basic education and so to strengthen social infrastructure in Myanmar, one aspect being education. More specifically, Teacher Education Project MYA/90/005 (TEP) sought to:

1) Improve the capabilities of TTCs and TTSs to produce competent, motivated and committed teachers;

2) Improve the quality of training in TTCs and TTSs through supplying audio-visual aids and establishing two Education Resource Centres; 3) Promote a high quality basic education for all through developing closer co-operative efforts between teacher educators, teachers, curriculum d e v e l o p e r s , school a d m i n i s t r a t o r s and inspectors/supervisors; and

4) Improve the capability of border area schools to provide a good quality education through teacher development and the upgrading of school facilities including teaching and learning materials, this initially to occur on a pilot study basis involving 13 schools. (A Project revision was signed in July 1992 to incorporate this additional objective.)

Objectives 1-3 have been largely achieved, while objective 4 is likely to be achieved during the first half of 1993. The extent to which these achievements are sustained over the longer term depends upon follow up activities implemented by the Department of Basic Education in the Ministry of Education, Union of Myanmar.

b) Outputs sought and produced

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2) Follow up large scale in-country output-orientated workshops; 3) Equipment procurement to upgrade TTCs and TTSs;

4) Establishment of two ERCs, with books and other teaching/learning materials donated by UNESCO, UNICEF and the Australian Government; 5) Mobile Training Team workshops being held in every TTC and TTS,

involving a total of 7,144 participants for each of three workshops; 6) Staff development workshops conducted by the Chief Technical Advisor of the TEP at individual TTCs and TTSs involving 990 participants; 7) Upgrading schooling in the border areas of Myanmar with regard to

teacher development, the improvement of school infrastructure and teaching/learning materials;

8) Improved basic education to increase pupil completion and promotion rates.

Outputs 1 to 6 have been achieved. For outputs 7 and 8 it is too early to ascertain the extent to which these have been achieved since this depends on the mounting of successful follow up activities, mainly by the Department of Basic Education, after full national execution of the TEP occurs from January 1993.

c) Findings, recommendations and lessons learnt

1. The upgrading of teacher education has the capacity to be an effective catalyst for the qualitative improvement of teacher training and schooling, as long as a rigorous programme is mounted to institutionalize the proposed reforms.

2. The various activities initiated during the first two years of the TEP have proved successful in achieving their aims and so, with some adjustments and additions, should be continued over the next two to three years.

3. If follow-up national implementation activities for the TEP are to be effective in 1993 and beyond it is essential that a full-time National Project Manager (and Assistant National Project Manager) are appointed who are energetic scholars fully committed to the aims of the TEP, and who are effective communicators with a high professional credibility amongst teacher educators and other educationalists. In addition to overseeing organizational matters, most importantly they themselves should actively participate in the workshop programme and other activities organized by the TEP.

4. If the upgrading of teacher training in Myanmar is to be an effective long-term vehicle for change, the length, content, structure and approach of the current teacher education programme is in need of substantial modification.

5. For a sustainable qualitative improvement in schooling to occur a holistic systems approach should be adopted involving not just teacher training but other key variables such as changes in the school curriculum, in the assessment procedures adopted and so on. Anything less is just 'tinkering with the system' and is unlikely to reap long-term benefits.

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6. Successful implementation of proposed reforms in teacher training and the school system in Myanmar will not occur without appropriately worded written directives from top ranking Government education authorities.

7. Resource books published in the Myanmar language distributed at both the large scale and MTT workshops have proved useful and successful, and so ways should be found to distribute modified versions of these resource books as textbooks to all trainees and those undertaking correspondence teacher education courses.

8. During the next phase of the TEP (1993 and beyond), TTC, TTS and township based workshops should be organized to communicate the reforms and new ideas being proposed amongst classroom teachers and education administrators. These should be organized and conducted with the assistance of the resource persons trained under MYA/90/005.

9. The Toyota Landcruiser vehicle procured for MYA/90/005 should be kept at YTTC, largely to be used to transport resource persons and others conducting workshops for the project to the various TTCs and TTSs.

10. Ways should be explored for UNDP to fund a follow-up project to MYA/90/005 to help ensure that the types of changes proposed by the TEP are effectively institutionalized in TTCs and TTSs, and are also institutionalized at the grass-roots level in schools and classrooms throughout the country. At such time as follow-up projects are envisaged, a rigorous evaluation should occur of the outcomes of the TEP including an assessment of the effectiveness of follow-up activities mounted from 1993 onwards by the Department of Basic Education after full national implementation occurs.

11. Since over 60 per cent of primary teachers are uncertificated, most of whom will not have the opportunity to attend a TTC or TTS for teacher training, effective ways should be found to communicate the new ideas and skills proposed by the TEP through the use of distance (including correspondence) education.

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PART I: PROBLEMS

Section 1: Development Problem and Immediate Problems Attacked

The purpose of Teacher Education Project MYA/90/005 (TEP) has been to assist the Government of the Union of Myanmar to qualitatively improve their system of basic schooling by strengthening and upgrading facilities and programmes at the four Teacher Training Colleges (TTCs) and 13 Teacher Training Schools (TTSs) located in various parts of the country. This approach has been based on the view that the teacher is the linchpin of successful educational development; the ultimate aim of the project being to enhance the crucial role of teachers in human resource development and so help education contribute more to socio-economic development efforts.

The Project reflects the belief that for education to be an effective contributor to national development, it must be responsive to the changing manpower, socio-economic and cultural needs of Myanmar as it seeks an effective pathway to sustainable economic development.

Several important problems exist with regard to the current system of basic education in Myanmar which need to be addressed by teacher educators and other educationalists, particularly when training individuals to work in primary and middle schools. These are:

a school curriculum which is more subject centred than pupil centred in approach, that does not take into account the psychological maturation and developmental stages through which children pass with regard to the sequencing and level of difficulty of the material being taught, and which does not include certain important subject areas such as science education as part of the curriculum;

a formal examination system and medium of instruction that inhibits the adoption of progressive teaching methods by encouraging rote learning on the part of students, and which stresses end-of-year examinations rather than the use of assignments and continuous assessment;

a shortage of up-to-date teaching and learning materials such as suitable textbooks and visual charts;

These characteristics of the school system have contributed to creating the problems of a high drop-out rate and a high level of grade repeating, full details about these matters being provided in the 'Working Paper Series' recently published by Education Sector Study MYA/90/005.

Many of the problems applying to the system of basic education also apply to TTCs and TTSs. Thus they have acted as a conservative agent to reinforce rather than help change existing practices, and as such have presented a poor role model for trainees.

A further problem addressed by the TEP is that the Myanmar education system is fragmented with there being little interaction or dialogue between the various vested interest groups. For instance, there is infrequent contact between the

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teacher training institutions, members of the inspection/supervisory teams and ATEO's. Even though the supervisory teams and ATEO's are concerned with assessing the competency of teachers at the school level they provide TTCs and TTSs with little feedback on the success of their teacher training programmes, and outputs.

In July 1991 MYA/90/005 was revised to provide special assistance (on a pilot study basis) to upgrade and strengthen teacher development, school facilities and teaching/learning materials in the Border Areas of Myanmar. In doing this it sought to find ways of achieving greater equity in the school system by addressing the particular schooling needs of disadvantaged population groups living in remote parts of the country.

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PART II: OUTPUTS

Section 2: Outputs Produced and Problems Encountered

The strategy developed to improve teacher education in Myanmar to overcome the types of problems referred to above involved measures to improve the capacity of TTCs and TTSs to train more competent, motivated and committed teachers especially at the primary and middle school levels. The approach adopted proved

to be effective.

The following activities (and outputs) as outlined in the initial project document were undertaken to improve the quality of training and teaching in TTCs and TTSs:

a total of 47 teacher educators were sent on overseas fellowships or study tours to upgrade their knowledge and skills in the areas of teaching methodologies, evaluation and assessment, research, educational technology, documentation, computer use, teacher education via distance learning, and improved management of education systems (Appendix C ) ;

a series of follow-up in-country workshops were conducted by fellowship holders on their return to Myanmar (Appendix E ) , initially with the assistance of international consultants with whom they studied abroad (see Appendix A ) , to enable the new knowledge and skills acquired to be spread amongst a large number of teacher educators throughout the country. Groups of educational administrators such as TEOs and ATEOs, policy-makers, curriculum developers, etc. were also invited to take part in these workshops. Thus an improved dialogue was established between these groups by the project which did much to enable the exchange of views and experiences, each group coming to better understand the point-of-view of the other, to the benefit of all concerned. A total of 1,372 teacher educators and other educationalists attended these workshops;

basic items of audio-visual equipment and library books were supplied to TTCs and TTSs. Before these were distributed in-country workshops were conducted on the effective use of this equipment and materials (see Appendix H ) ; and

two Education Resource Centres were established, in Yangon (for Lower Myanmar) and Mandalay (for Upper Myanmar), the intention being that these will become centres for a long-term country-wide teacher development programme.

As a result of experience gained during the implementation of the TEP two additional activities were identified:

five Mobile Training Teams (MTTs) were established consisting of those teacher educators who studied overseas as part of the fellowship programme. MTT workshops on 'Improved Teaching Methods',

'Improved Evaluation and Research' and 'Materials Development, Educational Technology and Documentation' were conducted in all

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teacher training establishments to assist in the institutionalization of the new ideas and reforms proposed by the TEP during the in-country workshop programme (Appendix F ) . A total of 844 teacher educators, 5,955 trainees and 345 staff in practicing schools attended workshops on each of the three topics examined; and two series of staff development workshops were conducted in TTCs and TTSs, initially (at the commencement of the project) to undertake a needs analysis of teacher training in Myanmar and later to discuss with teacher educators the best ways to institutionalize reforms proposed by the TEP (Appendix G ) . This involved a total of 990 participants.

With the revision of MYA/90/005 in July 1992 to provide additional assistance to upgrade border area schooling, the following further activities were included in the project:

the procurement of building materials and teaching and learning materials to help upgrade, on a pilot study, 13 border area schools

(Appendix J ) ;

conducting of a needs analysis of border area schooling;

a fellowship programme for border area educators to study ways of improving schooling for disadvantaged population groups; and

the fielding of international consultants to conduct workshops for teachers from border area schools on multigrade teaching, low-cost and no-cost teaching and learning materials development, and on meeting the needs of disadvantaged population groups.

All the expected outputs outlined above have been achieved. Due to financial constraints workshops planned (with the assistance of foreign consultants) for border area teachers on multigrade teaching, the development and use of low-cost and no-cost teaching/learning materials and the educational needs of disadvantaged population groups were not conducted as part of MYA/90/005.

No major problems were encountered in producing these outputs apart from inevitable delays regarding the recruitment of suitable consultants, customs clearance of equipment and books ordered from overseas, time taken for Government selection of individuals to goon fellowships, issuing of passports and the like.

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PART III: OBJECTIVES

Section 3; Objectives Achieved or Likely to be Achieved in the Near Future

The expected outcome of the Project as stated in the original project document is that teacher education in Myanmar will be considerably strengthened, modernized and revitalized, with the result that it will have a substantial impact on encouraging teachers to adopt more progressive, child-centred methods of instruction in schools. In doing this it is hoped that the Project will also contribute to a reduction in the current high rates of drop-out, non-enrolment and grade repetition amongst pupils, especially at the primary level, and so to improving human resource development in Myanmar.

It was also anticipated that the Project could have a multiplier effect which goes well beyond the specific strategies and groups of individuals referred to in the project document, so helping to sensitize people to the value of more widespread educational changes, in areas such as teaching and learning materials, curriculum content and the assessment methods used in school. In doing this it is likely to help make schools more attractive to their clients.

The question naturally arises, to what extent have these objectives been achieved?

As the Report of the Tripartite Review of the TEP held in July 1992 points out, MYA/90/005 has achieved conspicuous success. This has resulted in teacher training establishments moving towards changing many current practices such as adopting a greater variety of student centred teaching methods, and the greater and more effective use of audio-visual aids with trainees. If one walks into a TTC or TTS one can see the changes that have occurred over the two year period of the Project, in that desks and chairs are no longer set in rigid rows but are clustered to enable trainees to participate in group work, teacher educators no longer simply lecture from the front of the classroom but mingle with students as they undertake their own assignment work, students are now encouraged to express their opinions and ideas on the material being taught rather than sitting passively listening to lectures by their teacher, and there are more teaching aids displayed on the walls of the classrooms.

Some desirable changes in teacher education, such as the provision of a more relevant teacher education curriculum, and changes in the ways in which trainees are formally assessed with less stress on formal examinations, are beyond the scope of this Project to promote. These are policy matters which require proposals for change and a directive from the Ministry of Education if they are to occur. This Project has highlighted (as has the Education Sector Study) the need for substantial changes in the content, length and placement of teacher training courses if teacher education institutions are to fully realize their potential to be agents of change and betterment for the school system as a whole.

Although the TEP has contributed to bringing about change and improvement in teacher education, it is too early to say how sustainable these changes will be in the long term, and how much impact these changes will have on contributing to more widespread change in the school system, in terms of the adoption of more child centred teaching methods, a relevant curriculum and less harsh assessment

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procedures. The reason is that trainees involved with the TEP were first exposed to these new ideas during 1992, and will not themselves return to their schools until 1993. Thus there is some time lag before the extent to which the new ideas have been implemented at the school and classroom level can be ascertained.

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PART IV: FINDINGS

Section 4; Findings and Lessons Learnt

The Project shows that teacher education has the potential to be an important agent for bringing about changes in an education system, as long as this is done with the explicit support and co-operation of other parties in the education system.

Although the original design of the Project has generally proved to be effective, over time it become apparent that several adjustments and additions were necessary if the main problems addressed by the Project were to be effectively overcome. These matters are:

The need to include all teacher education institutions in Myanmar, such as the Institute of Education at the University of Yangon, UDNR and the Technical Teachers Institute, rather than just TTCs and TTSs, if the Project is to have the greatest impact on improving the system of basic schooling through improving teacher education. Thus teacher educators from all these institutions were invited to attend workshops.

It was realized that trainees, on returning to the particular school in which they work as teachers, will not be able to implement the new knowledge and skills they have learnt unless they have the support and encouragement of key education administrators both at the central and township levels, and from their school principals. It was therefore decided to invite as many as possible of these key personnel to attend in-country workshops.

The Department of Basic Education is a highly bureaucratic organization. This, when combined with the Myanmar tradition of deferring to those in authority positions, means that change will not occur without a clear directive from those in top authority positions indicating that such change is acceptable. Although this support was always implicit, in that it would have not been possible for the TEP to have commenced without prior government approval, it because clear from discussions with participants at workshops that they were not willing to implement the new ideas without a written directive to do so from government authorities. The Director-General of Basic Education eventually gave such a written directive

(Annex I) in which he requested the full co-operation of teacher educators and others to implement the ideas discussed in workshops. The effective institutionalization of proposed reforms to teacher training in individual teacher education establishments was seen as essential if the Project was to be effective in achieving its aims. Thus a series of Mobile Training Teams were established to work with teacher educators, trainees and teachers from practicing schools (at the level of the individual teacher training establishment) to encourage and assist in the institutionalization of reform proposals.

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All workshops were conducted in the Myanmar language, and the resource books produced for these workshops were also published in Myanmar. This proved to be a vital ingredient in contributing to the success of the in-country and mobile training team workshop programmes.

With direct UNDP inputs to, and UNESCO implementation of, the TEP terminating by the end of 1992, in terms of the move to national execution an increasing emphasis should be placed on the institutionalization of the proposed reforms in teacher education establishments, and also on their institutionalization in the schools and classrooms where children are taught. Although teacher training has the potential to be an important catalyst for change, steps need to be taken to ensure that this is realized in that the new ideas and approaches are actually implement in Myanmar schools at the classroom level. What can be achieved by teacher education alone is, however, limited, in that some of the most important changes required for the qualitative improvement of the school system require other major policy changes. Teacher education is generally concerned with training teachers to work in a particular type of school system, and until there is actual change in that school system the changes being promoted by teacher education are likely to be limited in their affect in terms of actual implementation. For example, trainees may be encouraged to move away from an over reliance on rote learning towards a more child-centred education but if the school system continues to be dominated by formal paper and pencil exams which stress rote learning then teachers are not going to implement the progressive ideas when they return to their individual schools since to do so would be to disadvantage the performance levels of their students in the exam system.

It is clear from the experience of the TEP that the current system of teacher education needs to be substantialy reorganized if it is to equip trainees to work in a changing school system. For example, as the ESS has commented, the current system where teachers attend in-service courses several years after commencing teaching, doing this on a full pay basis, is very expensive and not cost effective. In addition, it is quite conceivable that pre-service courses of a shorter duration could be more effective in preparing teachers to teach effectively. The content of such courses need to be carefully considered.

Over the length of the TEP the person appointed as National Project Manager was, at the same time, Principal of YTTC, being half time in each position. Given the amount of work and responsibilities expected in both roles, the experience of the TEP shows that it is not possible for one person to devote the time and effort required to the NPM role if, at the same time, they are Principal of YTTC.

It is believed that overall the Project was a cost effective response to the problem it was directed at solving, with a few caveats, these being:

1. There is a concern that with the ending of UNDP funding that some of the consumables required for items of equipment such as the photocopiers may not be readily available, in which case this

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equipment will not be able to be fully utilized in future. In addition, if any of the equipment malfunctions there could be some problems with regard to securing spare parts. This is something to which the Ministry of Education needs to address its attention since an inability to solve such problems would result in the under-utilization of valuable equipment.

Although the E R C s have been established and the UNICEF donated books arrived in Myanmar, these have not as yet become fully functioning teacher development centres and lending libraries. This is something which needs to be carefully examined.

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PART V: RECOMMENDATIONS

Section 5: Recommendations

The Project has entered a crucially important stage, with the institutionalization of the reforms discussed in the 31 in-country output-orientated workshops held todate, which have been attended by over 2,000 teacher educators, teachers and education administrators. In order to achieve this institutionalization of reforms, several Mobile Training Teams were established in the areas of improved teaching methodologies, evaluation, assessment and research, and low cost materials development. These mobile teams have been working with teacher educators, trainee teachers and others at the grassroots level to implement change.

Thus changes have occurred in the teacher training institutions themselves, with considerable progress being achieved with regard to the institutionalization of reforms. However, the next stage is particularly important: to ensure that the reforms being proposed are also institutionalized in the school system as a whole. In order to enable this to occur and to maximize the likelihood of success, the following recommendation for future activities are made:

1. With the cessation of UNDP funding and UNESCO implementation of Teacher Education Project MYA/90/005 at the end of 1992, the Project should continue through national implementation and funding. The infrastructure of equipment and training that has occurred as a result of UN inputs during 1991 and 1992 can now be used by the Ministry of Education in Myanmar to continue the programme of upgrading and strengthening of teacher education throughout the country.

2. The Project should continue basically along the lines established during the first two years, with adjustments being made to satisfy changing needs and constraints. The approach adopted involving large scale in-country workshops to involve as many people as possible in the shortest possible time, to introduce new ideas and develop skills, followed by Mobile Training Teams to assist those who have attended the large scale workshops to actually institutionalize reforms, and to provide diagnosis and assistance during the period of institutionalization, has proved to be highly successful.

3. The focus of the TEP is on the qualitative improvement of the system of basic education in Myanmar in terms of the quality of teaching and learning that occurs in classrooms. The upgrading of the system of teacher training is simply a means to achieving this end. It is therefore strongly recommended that for 1993 and beyond the various teacher training institutions (with the assistance of resource persons trained under the TEP) commence a series of workshops for classroom teachers and education administrators working in their immediate geographical vicinity in order to support the institutionalization of the reforms at the school level. Thus TTC, TTS and township-based workshops should be conducted to introduce classroom teachers, township education administrators and appropriate others to the new ideas and skills being proposed as

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part of the TEP.

The success of follow-up activities will largely rely on the energy, drive and vision of Myanmar national TEP staff assigned the responsibility of organizing and conducting future workshops and related activities. Thus the future success of the Project will stand or fall according to the characteristics of those appointed to lead the TEP from 1993 onwards. It is strongly recommended that those Myanmar educators appointed to be responsible for the TEP are scholars with a high credibility amongst members of the teaching profession and with an enthusiasm to help bring about change and improvement. In this regard, if the Project is to maintain its momentum during national implementation it is important that a full-time National Project Manager (and Assistant National Project Manager) be appointed since experience shows that it is difficult for one person to be both the Principal of YTTC and at the same time an involved and effective NPM.

The Education Resource Centres, particularly the one in Yangon, should be further strengthened. The new resource centre to be build by the Government of Myanmar at YTTC will be an important facility. Further attempts should be made to obtain books and other teaching and learning materials for the ERC, through approaching organizations such as UNICEF.

An attempt should be made to publish the resource books developed for the in-country workshops and MTT workshops, in modified form, for use with teacher education trainees throughout the country. They could also be an important resource for those undertaking correspondence courses.

It is too early to tell whether the improvement in teacher education sought by the TEP will actually trickle down to improve practices in schools. In planning further activities initiated by the teacher education project special attempts should be made to ensure that the ideas are actually implemented at the grassroots level. Thus, at an appropriate time (such as 1994) an evaluation should be undertaken to see the extent to which these reforms have actually been implemented at the school level.

Subject to the availability of funding from UNDP sometime in the future, another project could be usefully developed with the assistance of UNESCO which builds upon the gains achieved by the teacher education project and which follows up further aspects of teacher development for the qualitative improvement of the system of basic education in Myanmar. Based upon the experience of MYA/90/005, the following types of activities are recommended as being ones which are most likely to further contribute to the qualitative improvement of the system of basic education through improved teacher development:

Improvement of teacher education through distance education in order to reach (in a cost effective way) the large backlog of uncertificated teachers;

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Teacher Education Project MYA/90/005 functioned within the current characteristics of the teacher training system in Myanmar. A major finding of this Project (which is backed up by the ESS) is that major structural change is needed in the system of teacher education in terms of the content of courses, length of teacher education programmes, the relationship between theory and practice, etc. Thus it is recommended that a major inquiry be conducted into teacher education, which examines fundamental matters such as: teacher recruitment; the length, content and placement of courses; career opportunities, etc.

A desktop publishing capability could be usefully established to produce high quality materials for distance education correspondence courses, textbooks for trainees which are based upon the resource books developed under the teacher education project, discussion papers and a newsletter for teacher educators, etc.

9. The border area revision to MYA/90/005 explores viable ways of upgrading the quality and relevance of education in the border areas of Myanmar, this being undertaken on a limited pilot-study basis. The report 'Needs Analysis of Border Area Schooling: An Explorary Analysis' demonstrates the need for these disadvantaged population groups to be provided with further support in their schooling; and also highlights the fact that in addition to those individuals who are strictly in parts of the country defined as 'border areas', that there are also many other population groups in isolated rural parts of the country who are also in great need of assistance. It is therefore recommended that further support be provided for these population groups.

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Name of Expert/ Consultant

Appendix A

List of UNESCO Experts and Consultants

Field of Specialization Duration of Contract

From to 1. R. Maclean (Australia) 2. M. Inoue*** (Japan) 3. N . R . Balroores (Philippines) 4 . L . Penano-Ho (Philippines) 5. M . Inoue (Japan) 6. P.P. Lynch (Australia) 7. K. Lee (Rep. of Korea) 8. J. Docker (Australia) 9. R.A. Kerrison* (Australia) 10. T. Intarakumnerd (Thailand) 11. L.C. Gregorio* (UNESCO PROAP) 12. D.J. Laird (Australia) 13. N.R. Balmores (Philippines)

Chief Technical Advisor E n g l i s h L a n g u a g e Teaching Teaching Methodologies Teaching Methodologies E n g l i s h L a n g u a g e Teaching Science Education

Curriculum and Materials Development

Evaluation and Research Process-Based Learning P l a n n i n g a n d Administration

Process-Based Learning Distance Education Border Area Education

04.01.91 - 04.09.92** 09.03.91 - 18.03.91 31.05.91 - 09.07.91 05.07.91 -04.08.91 01.08.91 - 19.08.91 14.09.91 - 30.09.91 24.09.91 - 04.11.91 10.10.91 - 23.11.91 13.10.91 - 26.10.91 14.10.91 - 31.10.91 21.10.91 - 30.10.91 11.01.92 - 14.03.92 17.04.92 - 31.05.92 + ** ***

In chronological order to date of arrival Financed by UNICEF, Yangon

05.09 - 31.12.92 Maclean was employed as Senior Specialist on Basic Education with 20% of his time devoted to concluding actions for MYA/90/005

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+Name Yangon '

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2. 3. 4. 5. 6. 7. 8. 9.

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Gyaw** Htun** Yin** . Than .H. Aye , Cherry M. Kh M. Hla line Kyin 10. U.K.M. Kywe 11. D.Y. Mya 12. D.M.M. Nwe 13. D.T.T. Than 14. D.P. Thida 15. D.T.T. Win 16. D.C. Cho 17. D.S.S. Hlaing 18. U.Y. Lwin 19. D.A.A. Myint 20. D. Onmar Appendix B

List of Government Project Personnel Position Held

NPM (06.09.90 - 28.06.91) NPM (29.06.91 - 24.05.92) NPM (25.05.92 to date) ANPM (01.11.91 - 26.08.92)

ERC Co-ordinator (Acting ANPM from 27.08.92)

Project Co-ordinator Equipment Room Assistant Typist Workshop Co-ordinator In-charge of Finance Project Officer Secretary to CTA Typist

Equipment Room Assistant Clerk

Specialist (Computer Use)

Specialist (Curriculum & Materials Development)

Specialist (Documentation) Specialist (Methodologies) Specialist (Distance Education)

Qualifications

M.Ed. (USA) B.A., B.Ed.

B.A., B.Ed., M.Ed. B.Sc, B.Ed., M.Ed. B.Sc, Dip. Ed.

M.Ed. (Manchester) 8th Standard

B.A.

B.A., Dip. Ed., Dip. TEFL (AUS)

B.Ed.

B.Ed., M.A. (UK) M.A. TEFL (AUS) B.E.H.S.

B.Sc.

B.Econ. (Hons.)

B.Ed., Dip. Math. (JPN)

B.Ed., M.Ed.

B.Ed., Dip. Sc. (JPN) B.Ed., M.Ed.

B.Ed.

+ Alphabetical by surname and departments ** A concurrently Principal of YTTC

(23)

+Name 21. D.M.L. Swe 22. U.A. Myint 23. D. San 24. D. Shwe-mi 25. U. Khin 26. U.H. Shwo 27. U.T.A. Win Mandaiay TTC 1. U.T. Aung** 2. D.S.M. Ka 3. U.C.K. Lay 4. U.S. Lin 5. U.S. Nyunt 6. U.T.M. Than 7. D.S.S. Win 8. U.H. Aung 9. U.K. Maung 10. U.T. Myint 11. D.K.T. Nwe Position Held

Specialist (Evaluation & Research) Press (In-charge) Cleaner Cleaner Watchman Watchman Watchman Project Co-ordinator at MTTC Asst. Project Officer

ERC Asst. Co-ordinator Project Officer

Asst. Project Officer ERC Co-ordinator

Finance (In-charge)

Specialist (Documentation)

Specialist (Curriculum & Materials Development)

Specialist (Distance Education)

S p e c i a l i s t ( T e a c h i n g Methodologies) Qualifications M.Ed. (Manchester) J • A • 1 • U • B.Sc, B.Ed.

B.Ed., M.A. (ESL) B.Sc.

B.A.(Ed), B.Ed. B.E.H.S.

B.Sc, Dip. Ed., Dip. Sc. (JPN)

B.Ed.

B.Sc, Dip, Ed. B.Sc, B.Ed.

B.A., B.Ed.

B.Ed., Dip. Math. (JPN)

+ Alphabetical by surname and departments ** Concurrently Principal of MTTC

(24)

+Name Position Held Qualification 12. D.H. Waing Specialist (Computer Use) B.A., Dip. Ed.

13. U.B. Maung Watchman 14. U.T. Tun Watchman 15. D.T. Than Cleaner

Alphabetical by surname, and by department

Total Counterpart Staff

Yangon : 27 Mandalay : 15

(25)

Appendix C

List of Myanmar Fellowship and Study Tour Participants Place of Study Period of Study Name of Fellow Field of

Study U Tin Oo U Thein Lwin D. Khawn Lum D. Khin Thein Win U Nyunt Lwin U Kyi Soe D. Nwe Yi (Total: 7)

Edn. Systems JPN, MAL, THA

Position upon Return to Myanmar 29.10 17.11. II •• it ll •l ll .90 91 to Principal, TTC Principal, TTS Principal, TTS Principal, TTS Principal, TTS Principal, TTS Principal, TTS Mawlamyine Meitktila Myitkyina Sagaing Pakhokku Taunggyi Myaungmya U Ye Lwin U Tin Mg Than U Htay Aung D. Khin Hlaing Myint Documenta-tation SEAMEO INNOTECH, Philippines 07.01.91 to S p e c i a l i s t 01.02.91 (Documentation) (Total: 4)

(26)

Name of Fellow Field of Study

Place of Study Period of Study Position upon Return

D. Cho Cho

D. Hla Waing U Htun Oo Kyaw U Khin Mg Kyi

(Total: 4)

Computer Use 07.07.91 to Specialist (Computer 01.02.91 Use) U Htay Win* T e a c h i n g M e t h o d o l o -gies University of Ph il i pp i ne s , Co l i e g e of Education 07.01.91 to Specialist (Teaching 05.04.91 Methodologies) D. Aye Aye Myint D. Khin Than Nwe D. Mya Thida D. Khin Mar Yin** D. Kyi Kyi Myint D. Aye Aye Kyaing** U Kan Win (Total: 8)

(27)

Name of Fellow

D. Su Su Hlaing***

D. Mya Mya Kyi D. Kyi Kyi Myint D. Myint Myint Thein D. Khin Than Win D. Htwe Htawe Tin D. Sao Than Kyi U Kyin Mg (Total: 8) Field of Study Curric. & M a t e r i a l s Dev.

Place of Study Period of Study Position upon Return

Curric. & M a t e r i a l s Dev. KEDI, Rep. Korea KEDI, Rep. Korea

of

of 25.03.91 01.06.91 25.03.91 01.06.91

to

Resource person ( C u r r i c u l u m & Materials Dev.) Resource person ( C u r r i c u l u m & Materials Dev.)

* Now Principal of Pakokku TTS ** Now Assistant Lecturer at UDNR *** Now Head of Division, DBE

(28)

Name of Fellow D. Khin Myat

Swe

D. Khin Than

Nwe

D. Cho Cho Oo U Setkya D. San San Myint D. Ni Ni San D. May Lay Swe D. Myint Myint Field of Study Evaluation & Research ii •i H •• M II II Place of Study university of T a s m a n i a , Australia •ï •ï •ï •ï •ï •ï •ï Period of Study 27.05.91 to 16.08.91 tl •1 II •l II •l II Resource person ( E v a l u a t i o n & Research) (Total: 8) D. Khin Thein Myin U Sa Aung Ba U Soe Min U Tin Mg Maw D. Mya Kyi D. Than Than Htay U Thein Myint D. Onmar D i s t a n c e Education University of New England, Australia 01.09.91 to Resource person 30.11.91 (Distance Education) (Total: 8)

(29)

Name of Fellow U Aye Myint U Sa Paing Mone U Khin Maung Ohn U Sai Aike Thane

U Sai Kyaw Hla

U Por Htun U Kyi Ü Khon Ba Yin Field of Origin Border Area Education

Place of Study Period of Study Position upon Return

China Thailand 2 4 . 1 1 . 9 2 09.12.92

to

Head of ( B o r d e r Development) Division A r e a

Township Ed. Officer, Kyaingtone A s s i s t . Education Kownlone T o w n s h i p Officer, Headmaster, State Pri m a r y S c h o o l , Namtit, Hopun Township Education Officer, Techelake Township Education Officer, Hopun Headmaster, State P r i m a r y S c h o o l , Yankyane, Kyaingtone Sta te E d u c a t i o n Officer, Shan State

(Total: 8)

(30)

Appendix D

List of Documents and Publications Arising from Project MYA/90/005 Title Remarks

1.

2.

5.

6.

10.

11.

Report by Consultant Dr. Balmores on Teaching Methodologies Workshop (1)

(Jul. 91)

Report by Consultant Dr. Penano-Ho on Teaching Methodologies Workshop (2)

(Aug. 91)

Report by Consultant Dr. Tanom on Planning & Administration Workshop

(Oct. 91)

Report by Consultant Mr. Kerrison and Mrs. Gregorio on Process-Based Learning Workshop (Oct. 91)

Report by Consultant Prof. Inoue on English Language Teaching Workshop

(Oct. 91)

Report by Consultant Dr. Lynch on Science Education Workshop (Nov. 91) Report by Consultant Dr. Lee on Curriculum Workshops (Nov. 91)

Report by Consultant Dr. Docker on Evaluation & Research Workshops (Nov. 91)

Report by Consultant Dr. Laird on Distance Education Workshops (Mar. 92) Project Performance Evaluation Report

(Feb. 92)

Proposed Supply List for Border Area Schools (Feb. 92)

English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final

English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final

English: Distributed to Government of Myanmar; DBE; UNDP; UNESCO. Final English: Distributed to UNDP, Yangon; UNESCO PROAP; UNESCO HQs, Paris; DBE, Government of Myanmar

English: Distributed to DBE; UNDP; UNESCO. Draft

(31)

Title

12. Resource Book: Training & Teaching Methodologies (Jun. 91)

13. Resource Book: Educational Technology (Sept. 91)

14. Resource Book: Basic Principles of Curriculum (Sept. 91)

15. Manual: Some Evaluation and Research Strategies in Education (Oct. 91)

16. Manual: Data Collection (Oct. 91)

17. Manual: Some Examples of Evaluation and Research in Education (Oct. 91)

18. Resource Book: Teacher Education via Distance Education (Jan. 92)

19. Mobile Training Team Handbook: Improved Methodologies (May 92)

20. Mobile Training Team Handbook: Educational Technology & Documentation

(Jan. 92)

21. Mobile Training Team Handbook: Evaluation & Research (Jul. 92)

22. Needs Assessment of Border Area Schooling in Myanmar: An Exploratory Analysis (Oct. 92)

23. Progressive Reports on Project Activities (monthly)

Remarks

Myanmar: Distributed to teacher educators, DBE Library, TTC/TTS Libraries

English: Distributed to Ministry of Education, DBE, UNDP, UNESCO

Myanmar: Distributed to Ministry of Education, DBE

(32)

Appendix E

List of In-country Workshops conducted at Yangon and

Mandalav Teacher Training Colleges

Name of Workshop

Venue

Duration

Participation

A. With UNESCO consultants

Exploratory Workshop on ELT

in Teacher Education

Workshop on Training &

Teaching Methodologies in

Teacher Education

Workshop on Training &

Teaching Methodologies in

Teacher Education

Workshop on Teaching

Methodologies & Materials

Development in ELT

Workshop on Current Trends

in Science Education

Workshop on Curriculum &

Materials Development for

Teacher Education

Workshop on Training of

Teacher Educators for

Process-Based Learning

focused on "Facts for Life"

Workshop on Evaluation &

Research in Education

Workshop on Educational

Planning & Administration

for Teacher Education in

Myanmar

Workshop on Curriculum and

Materials Development for

Teacher Education

Workshop on Evaluation &

Research in Education

YTTC

MTTC

YTTC

MTTC

14.03.91 to

15.03.91 06.06.91 to

27.06.91 11.07.91 to

30.07.91 08.08.91 to

14.08.91 19.09.91 to

23.09.91 24.09.91 to

12.10.91 15.10.91 to

28.10.91 17.10.91 to

02.11.91 17.10.91 to

30.10.91 17.10.91 to

04.11.91 05.11.91 to

20.11.91

45

112

106

26

44

92

29

83

21

40

62

(33)

Name of Workshop

Venue

Duration

Participation

Workshop on Teacher

Education via Distance

Education

Workshop on Teacher

Education via Distance

Education

B. Without UNESCO

consultant

Workshop on Documentation

in Teacher Education

Workshop on Computer Use in

Teacher Education

Workshop on Documentation

in Teacher Education

Workshop on Computer Use in

Teacher Education

Workshop on Computer Use in

Teacher Education

(Advanced)

Workshop on Training &

Teaching Methodologies in

Teacher Education

Workshop on Documentation

in Teacher Education

Workshop on Computer Use in

Teacher Education

Workshop on Training &

Teaching Methodologies in

Teacher Education

Workshop on Materials

Development, Educational

Technology & Documentation

for Teacher Education

YTTC

MTTC

YTTC

MTTC

YTTC

21.01.92 to

08.02.92 13.02.92 to

29.02.92 06.05.91 to

24.05.91 06.05.91 to

24.05.91 08.07.91 to

30.07.91 08.07.91 to

30.07.91 17.09.91 to

21.10.91 25.09.91 to

11.10.91 26.11.91 to

14.12.91 26.11.91 to

14.12.91 10.02.92 to

28.02.92 20.04.92 to

09.05.92

91

50

8

11

10

14

71

10

48

42

(34)

I

! No.

r

Name of Workshop

Venue

Duration

Participation

24. 25,

Workshop on Evaluation &

Research in Education

Workshop on Evaluation &

Research in Education

Workshop on Curriculum &

Materials Development for

Teacher Education

Workshop on Teacher

Education via Distance

Education

Workshop on Curriculum &

Materials Development for

Teacher Education

Workshop on Materials

Development, Educational

Technology & Documentation

for Teacher Education

Workshop on Teacher

Education via Distance

Education

Workshop on Learning

through Distance Education

MTTC

YTTC

MTTC

YTTC

23.04.92 to

14.05.92 18.05.92 to

05.06.92 19.05.92 to

06.06.92 08.06.92 to

19.06.92 11.06.92 to

01.07.92 06.07.92 to

25.07.92 16.07.92 to

29.07.92 10.11.92 to

20.11.92

25

49

40

47

71

81

46

80 T o t a l N u m b e r o f PairticdLpants :

1 , 4 5 2

(35)

Appendix F

List of Mobile Training Team Workshops in Teacher Training Institutions

Teaching Methodologies

No.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Workshop Date 29.06.92 - 03.07.92 06.07.92 - 10.07.92 20-07-92 - 24.07.92 03.08.92 - 07.08.92 10.08.91 - 14.08.92 17.08.02 - 21.08.92 24.08.92 - 28.08.92 07.09.92 - 11.09.92 14.09.92 - 18.09.92 21.09.92 - 25.09.92 28.09.92 - 02.10.92 19.10.92 - 23.10.92 01.11.92 - 06.11.92 11.11.92 - 17.11.92 30.11.92 - 04.12.92 07.12.92 - 11.12.92 Institution Thingangyu TTS Hlegu TTS Pyay TTS Thegon TTS Toungoo TTS Meiktila TTS Taunggyi TTS Mandalay TTC Sagaing TTS Pakhokku TTS Yangon TTC Myitkyina TTS Bogalay TTS Kyaukpyu TTS Mawlamyine TTC Myaungmyu TTS *Participation S 31 30 23 21 33 37 30 70 21 31 84 26 39 27 51 24 T 300 165 250 150 350 365 185 540 200 175 520 250 200 250 400 225 P 8 8 10 8 12 12 8 14 8 8 38 8 8 10 »

Jd

(36)

No.

17.

18.

19.

20.

Workshop Date 14.12.92 - 18.12.92 25.01.93 - 29.01.93** 15.02.93 - 19.02.93** 11.01.93 - 15.01.93** Institution Pathein TTC Institute of Edn. TTTI UDNR *Participation |

S

77

120

16

53 T

540

560

30

400 P

14

139 -8

* S = Staff; T = Trainee Teachers; P = Practising School Staff ** To occur in first year of National Implementation

Total (Teaching Methodologies) Staff : 844 Trainees : 5,955 Prac. School : 345

(37)

Evaluation and Research (Team 1)

No.

21. 22. 23. 24. 25. 26. 27. 28. 29. Workshop Date 20.07.92 - 24.07.92 03.08.92 - 07.08.92 10.08.92 - 14.08.92 07.09.92 - 11.09.92 21.09.92 - 25.09.92 26.10.92 - 30.10.92 02.11.92 - 06.11.92 07.12.92 - 11.12.92 11.01.93 - 15.01.93** Institution Yangon TTC Hlegu TTS Thingangyun TTS Mawlamyine TTC Bogalay TTS Myaungmya TTS Pathein TTC Kyaukpyu TTS TTTI *Participation S 84 30 31 51 39 24 77 27 16 T 520 165 200 400 200 225 540 250 30 P 38 8 8 14 8 10 14 10

-S = -Staff; T = Trainee Teachers; P = Practising -School -Staff To occur in first year of National Implementation

(38)

(Team 2)

1

No.

I

30 '

31. 32. 33. 34. 35. 36. 37. 38. 39. | 40. Workshop Date 06.07.92 - 10.07.92 20.07.92 - 24.07.92 27.07.92 - 31.07.92 17.08.92 - 21.08.92 24.08.92 - 28.08.92 14.09.92 - 18.09.92 21.09.92 - 25.09.92 26.10.92 - 30.10.92 11.11.92 - 17.11.92 25.02.93 - 29.01.93** 15.02.93 - 19.02.93** Institution Toungoo TTS Meiktila TTS Taunggyi TTS Mandalay TTC Sagaing TTS Pyay TTS Thegon TTS Pakhokku TTS Myitkyina TTS UDNR Institute of Edn. *Participati( S 33 37 30 70 21 23 21 31 26 53 120 T 350 365 185 540 200 250 150 175 250 400 560 an | P 12 12 8 14 8 10 8 8

8 I

1

8 I

139 |

S = Staff; T = Trainee Teachers; P = Practising School Staff To occur in first year of National Implementation

Total (Evaluation & Research) Staff : 844 Trainees : 5,955 Prac. School : 345

(39)

Materials Development. Educational Technology and Documentation (Team 2) No. (Team 1) No. 41. 42. 43. 44. 45. 46.

**1 *7.**

Workshop Date 10.08.92 - 14.08.92 21.09.92 - 25.09.92 26.10.92 - 30.10.92 23.11.92 - 27.11.92 07.12.92 - 11.12.92 < 14.12.92 - 18.12.92 11.01.93 - 15.01.93** Institution Yangon TTC Myaungmya TTS Kyaukpyu TTS Pathein TTC Pyay TTS Thegon TTS Institute of Edn. *Participation | S 84 24 27 77 23 21 120 T 520 225 250 540 250 150 560 P 38 10 10 j 14 10 8 139

Workshop Date Institution

48. 31.08.92 - 01.09.92 Thingangyun TTS 31 200 49. 14.09.92 - 18.09.92 Hlegu TTS 30 165 50. 26.10.92 - 30.10.92 Mawlamyine TTC 51 400 14 51. 11.11.92 - 17.11.92 Tounggo TTS 33 350 12 52. 30.11.92 - 04.12.92 Bogalay TTS 39 200 53. 25.01.93 - 29.01.93** TTTI 16 30 * **

(40)

(Team 3)

No.

54. 55. 56. 57. 58. 59. 60. Workshop Dato 03.08.92 - 07.08.92 07.09.92 - 11.09.92 19.10.92 - 23.10.92 26.10.92 - 30.10.92 02.11.92 - 06.11.92 07.12.92 - 11.12.92 15.02.92 - 19.02.93** Institution Pakhokku TTS Myitkyina TTS Mandalay TTC Meiktila TTS Taunggyi TTS Sagaing TTS UDNR

- "1

*Participation

S

31 26 70 37 30 21 53

T

175 250 540 365 185 200 400

P

»

8

14 12

8

Total (Materials Development) Staff : 844 Trainees : 5,955 Prac. School : 345

(41)

Appendix G

List of Teacher Development Workshops Conducted by the CTA at TTCs and TTSs

No.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Name of Workshop

Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Needs Analysis Teacher Edn. Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Venue Pakokku TTS Meiktila TTS Taunggyi TTS Mandalay TTC Toungoo TTS Pyay TTS Bogalay TTS Pathein TTC Yangon TTC Thingangyun TTS Toungoo TTS Meiktila TTS Mandalay TTC Date 21.03.91 24.03.91 26.03.91 30.03.91 02.04.91 08.05.91 13.05.91 30.5.91 12.06.91 13.06.91 25.06.92 26.06.92 27.06.92 Partici-pation 32 43 35 84 53 44 41 96 110 44 33 37 70

(42)

Name of Workshop Venue Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Institutionalization of Edn. Reforms Sagaing TTS Pakokku TTS Taunggyi TTS Pathein TTC Myaungmya TTS Bogalay TTS Pyay TTS Thegon TTS

(43)

Appendix H

Equipment Distributed to TTCs and TTSs

List of Machines, Equipment and Materials Distributed to each TTC Item No.

1.

2.

d

-4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Description Computer

Computer IBM PS/2 Model 50Z-031 with Keyboard IBM Model No-M Monitor IBM 8512. Colour 14" VGA Display

Computer Dust Cover for IBM PC-003 D

Diskette Container YU-DS 40L for 40 Pes 3.5" Diskette Genius GM-F302 Mouse, 2/3 button with PS/2 Adaptor Disk Drive Cleaner Kit for 3.5" Diskette. Model 2001 Computer Software

Maxell MF2-2HD 3.5. 1.4MB Diskette. Blank Diskette. 10 Pc/box

Maxell MF2-2HD 3.5. 1.4MB Diskettes. Programmed System and Backup Diskettes 10 Pc/box

Transformer for Computer. Pulse UPS 500 VA. Computer Printer

Printer Epson LQ-1060 Printer Ribbon for LQ-1060

Printer Ribbon for LQ-1060 (Colour) Printer Dust Cover for LQ-1060

Qty

1 Set 1 Unit 1 Set 1 Unit 1 Set 1 Unit 1 2 Boxes 1 Box 1 Unit • 1 Unit 5 Pkg 1 1 Pkg 1 Pc

(44)

Description

Qty

Reference Books and Manuals

IBM Quick Reference and Reference Diskette Microsoft MS-DOS Ver. 4.01 MS.DOS, GW BASIC.

MS DOS Shell and 5.25" System Disk (6 Nos) Package Wordperfect Instant Reference

Wordperfect Tips, Tricks and Traps Macro and Templates

Wordperfect 5.1 Quick Start User Guide for Printer LQ-1060

Video Camera Recorder and Accessories Video Camera Recorder. National NV-7EN Character Generator. National VW-CG2EN Pause Remote Control. National VW-RM1EN Line Adaptor. National VW-KM3EN

Rechargeable Battery Pack. National VW-VBM7EN Car Battery Cord. National VW-ACM1E

Shoulder Pad. National VW-SHM7EN

System Carrying Case. National VW-SHM7EN Video Cassette Recorder Set

TV Monitor. National TC-2187XR21. Colour TV

Video Cassette Recorder Panasonic with Wireless Remote Control. Multi-System. Model NV-J700AM

Video Cable

Video Cassette Tape. VHS JVC E-120XR E-120 min

1

1 Set

Set

No.

1

2

1

30 Pc

Pc

Pes

Pc

Set

Pes

(45)

1

I Item

I No.

1

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

Description

Plain Paper Photocopier and Accessories Photocopier. RICOH FT-2260

Master Unit for Photocopier Paper Sorter. CS 1060. 10 bins RICOH FT Toner for Photocopier Overhead Proiector and Accessories Overhead Projector ELMO-HP-A380. Zoom Writing Roll Attachment 11"

Writing Roll Film. Fuji 11" Spare lamp 36V/400W EVD

Projector Screen. Bretford 376 m 60 x 60 (matt-white) Tripod Screen

Slide Proiector and Accessories

Slide Projector. Kodak Carousel SAV-1050 Kodak Lens Vario Rectiner 75-120 mm. F3.5 Kodak Carousel Tray (80's)

Spare Lamp. 300 W/24V. Osram EHJ 250 W/24V Tape Recorder. Kodak SAV-200. Cassette Recorder Cassette Tape. TDK-D46

Camera and Accessories

Canon Camera T-50 SLR 35 mm. Body Canon FD 35-70 mm. F/3.5-4.5 Lens Qty I 1 1

1

1 Unit 1 Unit 1 1 Unit 1 Box 1 Unit j 2 Pes 8 Pes I 1 PC 1 Set 1 Unit 1 Unit 2 Units 5 Pes 1 Unit 60 Pes 1 Unit 1 Unit

(46)

Item No. Description

Qty

50. 51. 52. 53. 54. 55. 56. 57. 58. 59.

Camera and Accessories (cont'd) Canon 244T Flash Gun

Camera Case. Point SD-70 Film Kodak GH 135

Hard Carrying Case

Stencil Duplicator and Accessories Gestetner 4130

Typing Stencil 50/box Stencil Ink (Black) Transformers

AVS-1 Automatic Voltage Regulator. 1000W Power Supply 220V, 50 HZ, Manual in English

Papers

Plain Paper for Photocopier. A4 Size (Brazil) Plain Paper for Photocopier. Letter size (Brazil)

1

15

1

8

Unit

Pc

Unit Unit Boxes Bott. 4 Units 30 Reams 30 Reams

(47)

List of Machines, Equipments and Materials Distributed to each TTS Item No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

1 „ i

Description

Overhead Projector and Accessories Overhead Projector ELMO-HP-A380. Zoom Writing Roll Attachment 11"

Writing Roll Film. Fuji 11" Spare Lamp 36V/400W EVD

Projector Screen. Bretford 376 m 60x60 (matt-white) Tripod Screen

Slide Projector and Accessories

Slide Projector. Kodak Carousel SAV-1050 Kodak Lens Vario Rectiner 75-120 mm. F3.5 Kodak Carousel Tray (80*s)

Spare Lamp. 300W/24V. Osram EHJ 250W/24V

Tape Recorder. Kodak SAV-200. Cassette Recorder Cassette Tape. TDK-D46

Camera and Accessories

Canon Camera T-50 SLR 35 mm. Body Canon FD 35-70 mm. F/3/5-4.5 Lens Canon 244T Flash Gun

Camera Case. Point SD-70

1

Qty 1 Unit 2 Pes 8 Pes 1 Pc 1 1 Set 1 Unit 1 Unit 2 Units 5 Pes 1 Unit 50 Pes 1 Unit 1 Unit 1 Unit 1 Pc

(48)

Item No. 16. 17. 18. Description

Camera and Accessories (cont'd) Film Kodak GH 135

Hard Carrying Case Transformers

AVS-1 Automatic Voltage Regulator 1000W, Power Supply, 220V 50 HZ, Manual in English

Qty

1

15 Pes 1 Unit 3 Units 1