Disrupted Education System and Ongoing Conflict in Myanmar: An Analysis of the Education Situation in Pekon Township

MST UMME HABIBA FAHMINA KARIM, Tin Hla — Mon, 02 Dec 2024 00:00:00 +0700

Despite being a fundamental right, access to education is compromised in conflict settings. Pekon Township in Myanmar became a conflict zone following the coup in May 2021. Since then, frequent clashes have occurred between the military and armed resistance groups. The ongoing conflict disrupts the education system and adversely affects children's formal and informal education. The prolonged state-run conflict that disrupts the national education system forced local civil society, monastic schools and community-sponsored schools in Pekon Township, to initiate alternative education where state schools are unavailable. With qualitative data, this research collected data through 20 semi-structured interviews with parents, education providers and educators, and a literature review. This paper explores education dynamics in Pekon Township, shedding light on how education becomes a conditional right in a conflict setting. Using the 4As tool, this study analyzes the following: The first A (Availability) (the state has ignored resuming education), the second A (Accessibility) (the conflict has disrupted school operations and made learning inaccessible), the third A (Acceptability), and the fourth A (Adaptability) (with school closure, community-based education by communities and religious organizations without accreditation and recognition) or no acceptability and adaptability. This study found that prolonged conflict, including targeted attacks on schools, universities, teachers, and students, and continued state neglect of education services have turned education into a conditional right in Myanmar. The study recommends immediate state action to resume safe education services for all in Myanmar and to stop targeted attacks on educational institutions, academics and pupils.

The Achievement of Using the Process of Creating Inner Peace through Non-Harming as Buddhist Integration

winchana mopattamthai — Mon, 16 Dec 2024 00:00:00 +0700

The research entitled "The Achievement of Using the Process of Creating Inner Peace through Non-Harming as Buddhist Integration" is a study of an Eastern philosophical approach, specifically Buddhism, with the following objectives: (1) to study the meaning of forgiveness (non-harming), Peace, and the relationship between non-harming and inner peace in Theravada Buddhism, (2) to create the process of practicing non-harming for inner peace, and (3) to synthesize the achievement of creating inner peace using the process of non-harming, as Buddhist integration. This research uses action research based on Stephen Kemmis' theory, which is aimed at creating change in individuals. Peace, in Theravada Buddhism, is "calmness," which is peace of mind, stillness, the abandonment of anger, irritability, and delusion; while "Abhaiyadana" (forgiveness) is the intention of "non-harming" oneself and others, which unlocks the unrest within the emotions or mind of the person, thus creating "Inner Peace". Forgiveness as "non-harming," through practice, has a deeper meaning than the usual understanding of "to forgive," which is primarily the intention not to seek revenge. As for the research findings, the achievement of using the process of creating inner peace through non-harming, with 30 people are as follows: (1) Regarding changes of emotions: 26 experienced much change, 3 were not sure, 1 experienced little change; (2) Regarding changes of thoughts and attitudes: 30 experienced much change; (3) Regarding changes in relationships: 25 experienced much change, 3 were not sure, and 2 experienced little change.

Journal of Human Rights and Peace Studies

Disrupted Education System and Ongoing Conflict in Myanmar: An Analysis of the Education Situation in Pekon Township

The Achievement of Using the Process of Creating Inner Peace through Non-Harming as Buddhist Integration