This presentation indicates the history of Karen educational background and students ideas towards the journey of future Karen education transformation

1. Prepared By:
Saw Nay Kaw Say ( JOHNSON)
SPHERE INSTITUTE
Topic: KECD and Future
Education Transformation

2. KECD AND FUTURE
EDUCATION
TRANSFORMATION

3. INTRODUC
TION
• Pedagogy of the Oppressed thus
represents a fresh expression of a
work that will continue to
stimulate and shape the thought
of educators and citizens
everywhere. If students are not
able to transform their lived
experiences into knowledge and to
use the already acquired
knowledge as a process to unveil
new knowledge, they will never be
able to participate rigorously in a
dialogue as a process of learning
and knowing.

4. CONCEPT OF
EDUCATION
• Theoretically education is about the process
of learning and teaching that equip the
learners’ knowledge and intellectual capacity.
There were ancient and modern education
which had its advantage. The advantage was
that the schools felt (justifiably) that they
were teaching not only academic subjects
but also an ability to lead and rule
responsibly. (Alan Macfarlane, A Modern
Education, 19).
• According to psychologist there are two
types of education such as formal and
informal education. At present formal
education centered on schools, colleges as
the core of the education system while the
informal deal with the external environment
by observation and self-innovation.(Raja Roy
Singh, Education for the 21st Century: Asia
Pacific Perspective (Thailand: UNESCO
Regional Office, 1991), 52.

5. CONCEPT OF
EDUCATION
Learning
Teaching
Leading

6. TYPES OF SCHOOL
• There are only two types of school such as government school and private school. But many
of the way which public and private schools differ reflect differences in their student
populations as public schools tend to have more racially and ethnically diverse student
populations. (Richard W. Riley, Public and Private School: How do they differ? (Washington:
MPR Associates, Inc., 1997), 7.

7. TWO METHODS OF LEARNING
• There are two methods of learning and
teaching such as students’ center
education and teachers’ center education
system. Mostly in western countries the
education is students center and in eastern
countries teachers center but some
countries they upgrade it to contextualized
system. The modernization handles this
system and influence the eastern world by
the western system so in 21st century the
education system in eastern world has
changed and bring the development for
the sustainable world and global
interaction.

8. Brief history of KECD
 In history of education in Myanmar and ethnic education, the Karen people
had been suffering from conflict with Burmese military that threated the
education system in Kawthoolei. In 1962 General Ne Win took all missionary
and private schools and made it as Burmese schools and abolished all the
system of ethnic system. (www.washingtonpost.com)
 Founded in 1947, provides education access to the Karen children and youth
in Southeast Burma by working closely with the community teachers, leaders,
parents and educational administrators at the district, township, and school
levels. KECD administers schools in the seven districts under the administration
of the Karen National Union (KNU): Doo Tha Htu, Taw Oo, Kler Lwee Htu,
Mergui Tavoy, Mu Traw, Doo Pla Ya, and Hpa An.
 Founded by KNU ( Hunter Tha Mwe was the first minister of education).

9. BACKGROUN
D AND
HISTORY
• KECD was formed to provide education and training while preserving
the Karen language and culture. It also provides access to education
with indigenous knowledge, language and skills for Karen children.
• In 1962 Under Ne Win’s regime, the education system in Burma dropped
and the Burmese education policy was changed to illuminate ethnic
language in schools and close ethnic schools in Burma.
• In May 2000, the KED was re-initiated in its current capacity to oversee
the standardization, structuring and monitoring of the educational
activities in the Karen refugee camps as well as inside Karen state in the
absence of government support.

10. KECD
CURRICULU
M HISTORY
• If we investigate Karen history, the Karen people
started loss their own education system started from
the administrative of U Nu and followed by Nay Win
then the Karen people lost all their own education
system and
curriculum.(https://biography,yourdictionary.com )
• When Nay Win hold the administrative roles in
governing Myanmar the Karen people had to abolish
their own schools and curriculum then they had to
learn Myanmar language.e, literature, culture and the
history of Burmese people.
• From 1991-1999 the KED chairman was Pa Doh
Shwe Ya Hae who worked hardly for the
development of Karen Education Department and its
education system with dependable Curriculum.

11. KECD CHALLENGES IN
DEVELOPMENTAL PROCESS
• The problems about Karen education are not only during the
beginning of refugee camps but also the foundation started
from Myanmar after the British gave away the independence
to Burmese government. Historically started from 1977 to
1996 the Karen people had faced hard conflicts with
Myanmar armies so the schools and education in Kawthoolei
areas were not run smoothly.
• Learning and Teaching Obstacles
• Lack of Human Resources
• No Legal Recognition
• Foreign Aid Decreased.
• Foreign Affairs Restriction
• Board Exam Issues
• Funding
• Political situation( Movement)
• Capacity

12. AIMS AND IDEALS OF
EDUCATION
PHILOSOPHY
• Education critically evaluates the different
aims and ideals of education. These aims
and ideals have been prorogated by
various philosophers in different times.
They are character building, man
making, harmonious human
development, preparation for adult
life, development of citizenship,
utilization of leisure, training for
civic life, training for international
living, achieving social and national
integration, scientific and
technological development,
education for all, equalizing
educational opportunities,
strengthening democratic political
order and human source
development.

13. NATURE The characteristics or salient features of
education can be described as follows
 A lifelong process
 A bipolar process
 Tri polar process
 A multipolar process
 A purposeful process
 A continuous
 A deliberate
 A psychological
 Sociological
 A process of individual development
 A dynamic process
 A process of individual adjustment
 Theoretical as well as practical
process
 A child-centered process
 Not mere information and knowledge
 Not mere instruction
 Education is not training
 All round development
 A science
 An art
Shri Nijunja Ranjan Dash, Philosophical foundation of education, p-24-26

14. THEORY OF
KNOWLEDGE
• Education is related to
knowledge. It is determined by
the source, limits, criteria and
means of knowledge. Therefore,
an important area of the
functioning of philosophy of
education is related to theory of
knowledge.

15. DR. HUSSAIN LAID STRESS ON THE FOLLOWING
AIMS OF EDUCATION
 Education should develop a sense of common
national ethos.
 Education should develop higher values of life.
 Education should develop qualities of
citizenship.
 Education should also derive inspiration from
traditional knowledge and real work experience.
 Education should develop positive attitude.
 Education should develop a sense of social
responsibility.
 Education should develop vocational efficiency.

16. EDUCATION AND LIBERATION
1970 PAULO FREIRE
(PEDAGOGY OF THE OPPRESSED)
• Published in 1968
• Freire asserted that education can
never be neutral. Either it is an
instrument for liberating people,
or it is used to dominate and
disempower them. To avoid being
a tool of oppression, education
needs to involve a new
relationship between teacher and
students as well as with society.

17. Education and practice of
freedom
The practice of freedom," the
means by which men and
women deal critically and
creatively with reality and
discover how to participate in
the transformation of their
world.
To achieve this goal, the oppressed
must confront reality critically,
simultaneously objectifying and
acting upon that reality.

18. RELATIONSHIP BETWEEN
EDUCATION AND
DEMOCRACY
• In new and emerging democracies, schools are considered to have
pivotal role to play in the formation of a democratic citizenry and the
creation of a democratic culture.
• Biesta’s own words, “I conclude that schools can neither create nor
save democracy. They can only support societies in which democratic
action and democratic subjectivity are a real possibility.
• John Dewey especially believed that there is an intimate connection
between democracy and education. Firstly, Dewey holds that
democracy is a form of social interaction that supports and enhances
the “liberation of human capacities for their full development.”
Secondly, for Dewey, a democratic person is a person with
intelligence that comes through one’s participation in democratic life
education through democracy.

19. BERT BIESTA
POINTED OUT
THREE WAYS IN
WHICH THE
RELATIONSHIP
BETWEEN
DEMOCRACY
AND
EDUCATION IS
SEEN AND
UNDERSTOOD:
To teach about democracy and democratic
processes (the knowledge component),
To facilitate the acquisition of democratic skills such
as deliberation, collective decision making and
dealing with differences (the skills component), and
To support the acquisition of a positive attitude
towards democracy (the disposition or values
component).

20. THE ACT OF
CONSCIENTIZ
ATION
• A key concept in Freire`s approach
is conscientization, meaning the ways in which
individuals and communities develop a critical
understanding of their social reality through
reflection and action.
https://historyofsocialwork.org/eng/details.php?cps
=23&canon_id=157
• The act of conscientization is important for both the
oppressed and the oppressors as well. On the other
hand, the oppressors will need to regain their stolen
humanity by reclaiming the knowledge in them that
they are enjoying their lives by oppressing others.
• The term consctentizagdo refers to learning to
perceive social, political and economic
contradictions, and to act against the oppressive
elements of reality. conscientized does not lead
people to "destructive fanaticism."

21. DEPOSITORIES & DISPOSITOR
Education thus becomes an act of depositing, in which the students
are the depositories, and the teacher is the depositor. Instead of
communicating, the teacher issues communiques and makes de-
posits which the students patiently receive, memorize, and repeat. This
is the "banking" concept of education, in which the scope of action
allowed to the students extends only as far as receiving, filing, and
storing the deposits.
problem-posing education involves a constant unveiling of reality.
Education as the practice of freedom as opposed to education as the
practice of domination
In problem-posing education, people develop their power to perceive
critically the way they exist in the world with which and in which they
find themselves; they come to see the world not as a static reality, but
as a reality in process, in transformation.

22. Oppressor and Oppressed
In Freire’s own words, “The term ‘conscientization’
refers to learning to perceive social, political, and
economic contradictions, and to take action against
the oppressive elements of reality.
For oppressors, it means breaking through the
downward spiral of selfishness by identifying the
contradictions in their experiences, and by choosing
to become a part in the process of positive change.
The oppressed, on one hand mashed by injustices,
exploitations, oppression and the violence of the
oppressors. will have to put up a fierce struggle to
recover their lost humanity.

23. Teaching for
freedom and
transformation
The aim and objective of
education is to safeguard
against fundamental
human values. Within this
framework, the act of
education must be
focused on the
humanizing of the
marginalized, to promote
changes, to sustain
development and to
better meet the needs of
the ever-changing human
condition in the constantly
progressing world.
The aim of education is to
make people realized that
a better tomorrow is
possible.
Aim of
education

24. BANKING
CONCEPT OF
EDUCATION
AND
PROBLEM-
POSING
Problem-posing education where "men and women develop their power
to perceive critically the way they exist in the world with which and in
which they find themselves; they come to see the world not as a static
reality but as a reality in the process of transformation.“
And the more the oppressors control the op pressed, the more they
change them into apparently inanimate "things.“
Banking concept` of education, "knowledge is a gift bestowed by those
who consider themselves knowledgeable upon those whom they consider
to know nothing". This results in a dichotomy between teacher and
students: the teacher talks, and the students listen. Therefore, both are
dehumanized.

25. BANKING AND PROBLEM-POSING
Banking education treats students as objects of assistance; problem-posing education makes
them critical thinkers.
Problem-posing education, as a humanist and liberating praxis. teachers and students to
become Subjects of the educational process by overcoming authoritarianism and an
intellectualism.
denunciation is impossible without a commitment to transform, and there is no
without action.
"banking" concept of education as an instrument of oppression
problem-posing concept of education as an instrument for liberation

26. FREIRE’S VIEWS ON EDUCATION
1
He encouraged teachers to make their class more
democratic-students become active learners while
maintaining mutual respect.
2
Empowerment of the learner, encouraging people
to be masters of their own destiny
3
Learners must work towards maximizing their skills
and abilities and see how they can change the world
in which they live.
4
Teachers must respect the students and never
manipulate them
5
Curriculum must be chosen in a democratic fashion
by both teachers and students, teacher must
establish that they are teaching with the students
not to the students

27. DIGESTIVE
OR
NUTRITIVE
This concept corresponds to what Sartre calls
the "digestive" or "nutritive" concept of
education, in which knowledge is "fed" by the
teacher to the students to "fill them out.
Because banking education begins with a
false understanding of men and women as
objects, it cannot promote the development
of what Fromm calls "biophily," but instead
produces its opposite: "necrophily."

28. The aim of
sadism and
necrophiliac
The aim of sadism is to transform a
man into a thing, something
animates into something inanimate,
Sadistic love is a perverted love a
love of death, not of life. One of the
characteristics of the oppressor
consciousness and its necrophiliac
view of the world is thus sadism. As
the oppressor consciousness, in
order to dominate, tries to deter the
drive to search, the restless ness,
and the creative power which
characterize life, it kills life.

29. NECROPHILIAC
PERSON
While life is characterized by growth in
a structured, functional manner, the
necrophilous person loves all that
does not grow, all that is mechanical.
The necrophilous person is driven by
the desire to transform the organic
into the inorganic,is necrophiliac; it is
nourished by love of death, not life.
The banking concept of education,
which serves the interests of
oppression, is also necrophilic.

30. WHAT A
BURMESE USE
EDUCATION
• Civilians living in ethnic areas are the worst affected by the
country’s 60-year-old war, constituting most of its victims. The
Special Rapporteur says that between 1996 and 2006 the war
generated an estimated 1 million internally displaced persons
(IDPs) many of whom were drawn from ethnic nationalities.
According to the Thailand Burma Border Consortium and local
partner organizations there are currently 503,000 IDPs in surveyed
sites in eastern Burma and Human Rights Watch estimates that
there are around 150,000 refugees living in 10 border camps in
Thailand. Humanitarian assistance is denied to IDPs as the SPDC
does not allow UN agencies or humanitarian organizations to gain
access to this population.

31.  Gen. Saw Maung
 “I tell you, if anyone wants to enjoy the human rights they have in USA,
England or India provided that country accepted them, I will permit them
to leave but in Myanmar I can only grant things suitable for the Myanmar
people”.
 In political tactics, there are such things as dialogue and so forth, but in
our military science there is no such thing as dialogue. Someone might
say, “look friend, please do not shoot. Well, that is not the way it works”.
 Tin-Oo
 “In our country, human rights mean security, food, clothing and shelter,
non-disintegration of the country and perpetuation of the country’s
sovereignty. There is nothing more important than these national
interests”.
 Gen. Khin Nyunt
 “The time has now come to expose and exclude those who look up to
other countries and want to rely on and regrad foreigners as their
teachers. Those who pine for an aunt instead of their own mother are
national traitors. There is no other method but to take severe action
against these persons who are found to be traitors.”
 In 1989, the military government changed the official name of the ethnic
and the state from Karen to Kayin.
 The SPDC is tring to pressure the groups to conform to the 2008 constitution,
which states that all armed forces in the union shall be under the command of
the defense services.
 Ne Win’s
 Ne Win’s claimed “ Federalism is impossible, it will destroy the Union.( as
in the constitution of 1947 and 1974, ethnic and majority rights will be
guaranteed on paper, but officials admit that the term federal is likely to
be rejected by Ne Win’s.

32. SELF-DEPRECIATION OF THE
OPPRESSED
Self-depreciation is another characteristic of the oppressed, which derives from their
internalization of the opinion the oppressors hold of them. The peasant feels inferior to the
boss because the boss seems to be the only one who knows things and can run things.
This total emotional dependence can lead the oppressed to what Fromm calls necrophiliac
behavior: the destruction of life.

33. DIALOGIC AND ANTI-DIALOGIC THEORY
the theory of antibiological action and its
characteristics: conquest, divide and rule,
manipulation, and cultural invasion
the theory of dialogical action and its
characteristics: cooperation, unity,
organization, and cultural synthesis.
fundamental goal of dialogical teaching is
to create a process of learning and knowing
that invariably involves theorizing about the
experiences shared in the dialogue process.

34. Generative theme
To investigate the generative theme is to investigate peoples thinking
about reality and people's action upon reality, which is their praxis. See
the reality and don’t fear of freedom and change.

35. PEDAGOGY
OF
HUMANISM (
FIERIE’S
BOOK)
The students no longer docile listeners are now
critical co-investigators in dialogue with the teacher.
The teacher presents the material to the students for
their consideration and re-considers her earlier
considerations as the students express their own.
To glorify democracy and to silence the people is a
farce; to discourse on humanism and to negate
people is a lie. Nor yet can dialogue exist without
hope.

36. DRIVING DEEP CHANGE
• The greatest educational impact occurs when schools embed ICT
(Information and communication technology)within a comprehensive initiative
focused on student success. In addition to equipping students and teachers
with mobile devices, those involved in an educational technology initiative
must also:
• Envision new ways of learning and teaching that prepare students for
21st century success
• Align policies, curriculum standards, assessment, teaching strategies,
and professional learning to support the full and effective use of digital
platforms and resources
• Lead and manage complex changes throughout the system
• Develop sustainable resources to ensure long-term viability
• Evaluate the initiative’s success, build understanding of the changes, and
push for further improvements

37. METHODS OF TEACHING
ACCORDING TO
KRISHNAMURTI
• We should not teach the student what
to think‘ and how to think‘. Allow him
freedom to think for himself.
• Study the child thoroughly and
employ such methods that suit him
best.
• The student should be treated as an
equal partner.
• Problem solving and explorative
methods should be encouraged.
• Repetition encourages the mind of
the child to be sluggish.

38. z ROLE OF THE TEACHER
 In Plato‘s plan of education , the educator is considered
to have greatest importance. He is like torch bearer
who leads a man lying in the dark cave, out of the
darkness into the bright light of the outside world. The
teacher is thus the constant guide of the students. The
teacher must be a person of high integrity and must
possess high self worth. He must have pleased
personality, indepth knowledge and professional
training. He should be deeply committed to his
profession, have high sense of responsibility and a true
role model. Teachers should lead a true moral life.

39. METHODS OF TEACHING
• The following principles of methods of teaching have been
stressed by Sri. Aurobindo.
1. Love and sympathy for the child
2. Education through mother tongue
3. Education according to the interests of the child
4. Education through self experience
5. Emphasis on learning by doing
6. Education through co-operation of teacher and students
in the education process
7. Education according to the nature of child- considering
the divinity in the child and latent gifts of mind and spirit
8. Freedom of child- free environment to gain more
knowledge through his own efforts.

40. Sri Aurobindo has assigned a very
important place to the teacher
One must be a saint and a hero to become a good teacher.
One must be a good yogi to become a good teacher.
He should be absolutely disciplined and have an integrated
personality.
He should be absolutely disciplined and have an integrated
personality.
One must have the perfect attitude in order to be able to exact a
perfect attitude from one‘s pupils.
A teacher who does not possess a perfect calm, an unflinching
endurance and who are full of self-deceit will reach nowhere.
He should be able to eliminate his ego, master his mind and develop
an insight into human nature.
The most important thing in a teacher is not knowledge but the
attitude.
The teacher also should grow along with the pupils.
If a teacher is to be respected, he must be respectable.

41. Perennialism curriculum
Teach evergreen ideas. Ideas and
concepts that haven’t changed.
about the past impacts the future. They
said, the past solved the problem,
therefore it will solve the same problem
now.
Essentialism
curriculum
Relearn the history,
culture, can be seen as
conservative curriculum.
Progressivism curriculum
Believing that people learn best
from what they consider most
relevant to their lives, progressivists
center their curricula on the needs,
experiences, interests, and abilities
of students.
Reconstructionism
Individuality, progress and change are
fundamental to a student’s education.
Education should be a process of
ongoing growth.
Different theory of
education curriculum

42. Reconstructivism
Purpose of Schooling
• Critically examine all cultural and educational institutions and recommended
change and reform as needed.
• To teach students and the public not to settle for “what is” but rather to dream
about what might be.
• Prepare Students to become agents for change
Nature of Learner
• Students are a critical element in bringing social change
• Students can initiate and adapting to change especially if they are influenced by
appropriate adult role models
• Students are the future of Society, so schools should educate them not only by
standards but also with what could help them to help the society

43. Curriculum
• Reflect democratic ideals and emphasize civic education
• Opportunity for students to gain firsthand experience in studying real social problems and controversial issues
• Students consider societal problems such as place of ethics in improving quality of life, conserve natural resources, and issues of foreign policy
and naturalism.
Instructional Methods
• Cooperative learning, problem solving, critical thinking
• Focus on active learning and activities outside of school
• Students spend time in the community to learn its problems
• Would analyze research and link issues to place in the community and larger society
• Act or responsibility in planning for change
Teacher
• Must be willing to engage in ongoing renewal of their person and professional lives
• Criticize and evaluate work conditions and extend educational role outside of the classroom
• Must be comfortable with constant change
• Dislikes the status quo and views school as a particular culture in evolution
• Willing to engage and form alliances with the community and parents to make the school better.

44. Classroom Management
• Teacher and students question the assumptions of the status quo and examine social
issues and future trends.
• Organize classroom in a classless nonsexist and nonracial manner
• Less emphasis on management and control and more on focus community building
• Atmosphere promotes analysis, criticism, and research would best describe the
classroom environment
• Conflict resolution and differences in world views would be encouraged and reinforced.
Assessment
• Students can think in critical terms and expose their assumptions and practices
• Oppose standardized test of both students and teachers.
• Should only if mandated by local, state, or federal authorities.

45. The scientific
Revolution
(Enlightenment
thinkers)
 Francis Bacon and the
Scientific Method
 Isaac Newton and the
Scientific Method
 Marquis de Condorcet
 French Salon
 Deism ( Deists believed in
God but rejected organized
religion- Morality could be
achieved by following
reason rather than the
teachings of the church)
 Rene Descartes
 Voltaire
 Thomas Hobbes
 John Locke
 Jean-Jaques Rousseau
 Baron de Montesquieu
 Mary Wollstonecraft
 Olympe De Gouges
 Frederick the Great
 Catherine the Great
 Maria Theresa
 Joseph II
 Gustav III
 Napoleon I
 etc.

46. Immanuel Kant
 According to the 18th century
philosopher Immanuel Kant, the
“ Motto” of the enlightenment
was “ Sapere aude ( dare to
know)! Have courage to use our
own intelligence”

47. ENLIGHTENMENT
• The Enlightenment was an intellectual
movement in Europe during the 18th
century that led to whole new world
view.

48. FOCUS OF EDUCATION IN 21ST CENTURY
 under the chairmanship of Jacques Delors in the year of 1996 which mention the four pillars of
education for holistic development are discussed below.
 Learning to Know (Learning to know means having the ability to direct and take responsibility
for one’s own learning, for keeping one self up-to-date, for knowing where to look for
knowledge).
 Learning to Do (This pillar of learning implies in the first place for application of what learners
have learned or known into practices; it is closely linked to vocational-technical education and
work skills training).
 Learning to Be (Learning to be means the discovery of true human nature, and encounter
with the essence of oneself, which goes beyond the psychic apparatus of thoughts and
emotion. It is learning to belong to the whole).
 Learning to Live Together(This means learning to live responsibly, respecting and cooperating
with other people and, in general, with all the living organisms on the planet).

49. Five basic
approaches to
values
education
1. Inculcation – Often teach students or children how to live
or value others.
2. Moral Development – Understanding of morality to live
the lifestyle as adult.
3. Analysis - to help students use logical thinking and the
procedures of scientific investigation in dealing with values
issues.
4. Values Clarification -help an individual increased awareness
of any values that may have a bearing on lifestyle
decisions and actions. This technique can provide an
opportunity for a person to reflect on personal moral
dilemmas and allow for values to be analyzed
and clarified.
5. Action Learning- Michael Prince explains, “Active learning is
generally defined as any instructional method that
engages students in the learning process. In short, active
learning requires students to do meaningful learning
activities and think about what they are doing”

50. OBJECTIVES OF STUDYING EDUCATIONAL
PHILOSOPHY
• To find out the solution for various educational
issues.
• The purpose of studying educational philosophy is
to make education according to the need-based life
and society.
• To determine the aim of human life, aim of
survival.
• To produce better citizen by fostering democratic
attitude in behavior.
• To make teaching learning process more effective
and attractive according to the need, interest and
ability of child.
• To discern the different philosophies and choose
any one of them to lead a fruitful life in the society.
• To expand our knowledge and experiences and
implement them in the educational practices.
• To bring out all round personality development in
child and prepare him to stand on his own feet.
• To make education flexible in order to achieve the
goals of a country-national integration,
international understanding and globalization.
• To develop education as a powerful instrument to
bring about social, cultural, political and
economical change in society.

51. RECOMMENDATION AND FUTURE
CURRICULUM FOR KECD
KECD curriculum
must transform and
reconstruct
technical education
vocational training
use of digital
technology
Creative
Playful
Dynamic
A leader Moral
Spiritual
Ethic
Teaches thought, not
content
Behavior
Physical education
Lifelong learning

52. • The curriculum should help students
understand that knowledge is socially
constructed and reflects the social,
political, and economic contexts in
which they live and work.
• Schools should provide all students
with opportunities to participate in
extra- and co-curricular activities that
develop knowledge, skills, and
attitudes that increase academic
achievement and foster positive
interracial relationships.
• Students should learn about the values
shared by virtually all cultural groups
(e.g., justice, equality, freedom, peace,
compassion, and charity).

53. TEACHER & STUDENT
• Student and teacher must learn together
and share in classroom
• Ambitious
• Intelligent
• Curious
• Friendly
• Well-trained teacher
• school adapts quickly to social change.
• working together with a ‘global
community’ to grow
• share with others.
• produces students that can empathize,
critique, protect, love, inspire, make,
design, restore, and understand almost
anything and then do so as a matter of
habit.
• grow great teachers who seek to grow all
students to shape and change their world.
• Capacity building
• Community building
• Teachers should help students
acquire the social skills needed to
interact effectively with students
from other racial, ethnic, cultural,
and language groups.
• Construct curriculum according to the
need, ability and interest of the child.
• Curriculum should be matched with
the value and environment of Karen
people
• Etc.

54. • “I liked the way the lessons
ended up with the students
examining their own college
majors and career
paths.” Richard P.,
Sacramento, CA
• Education needs to be
rethought. Education doesn’t
just happen in college but
happens in developing skills
which will enable people to
contribute to our society as a
whole. Peter Thiei
• “It is critically important to attract
good teachers, support and
encourage their professionalism,
continue to invest in them, and
align assessment and rewards to
support innovation in teaching.”
Andreas Schleicher
• “We want to capture students’
imagination and interest, help
them take ownership of their
learning, and enable them to
learn in meaningful ways.”
Michael Golden, Ed.D.
• “Teachers, supported by the
relevant technology tools and the
right professional learning, can
make magic in the classroom.”
Anjlee Prakash, Ph.D.
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55. Conclusion
 Thus, as the term "pedagogy" illustrates, education is inherently directive and must
always be transformative.
 In his work and in his life, Paulo teaches us and the world with his hallmark humility—
what it means to be an intellectual who fights against the temptation of be- coming a
populist intellectual. As always, he teaches us with his penetrating and unquiet mind
the meaning of a profound commitment to fight social injustices in our struggle to
recapture the loss of our dignity as human beings. Education is once again a subversive
force. FINNALY I WOULD SAY THAT SKILL-BASED EDUCTAION IS THE NEED OF THE
FUTURE OF KECD (KAREN EDUCATION CUTURAL DEPARTMENT).

56. z
INTERNET
SOURCES/BOOKS
 A Personal voice on Democracy and education by: Dr. Saw Wado( philosophy
of education)
 PAULO FREIRE PEDAGOGY of the OPPRESSED (1968)
 PHILOSOPHICAL FOUNDATION OF EDUCATION (Author Shri Nikunja
Ranjan Dash)
 Paulo Freire: Teaching for Freedom and Transformation ( Emery J. Hyslop-
Margision and John Dale)
 https://www.tamaqua.k12.pa.us/cms/lib07/PA01000119/Centricity/Domain/119/
TheScientificRevolution.pdf