ANALYSIS OF SERVIVE DELIVERY OF THE PUBLIC PRIMMARY SCHOOL IN MYANMAR

GOON NAN
A PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF CLASS ACTIVITY COURSEAERS: LGD 211 (SERVICE DELIVERY SYSTEM FOR PUBLIC SERVICE PROF: VELLA ATIENZA (Ph.D)

Oct, 2013

ABSTRACT
This study presents the condition of service delivery in a public primary by analyzing the factors such as management and administration, teacher competence, teaching supporting materials and equipments, then the community participation level. The information is collected and analyzed with a SWOT analysis matrix. Information source is from the Focus Group Discussion (FGD) and Key Informant Interviews (KII) in which the teachers, students and community people are engaged. The findings and answers from the respondents could be not accurate and strong enough for the best recommendation and reference due to the low number of respondents. It is indeed indirect survey and conducted within the tight schedule. However, it can be a good enough sources which provide fully general information and recommendation related to the service delivery factors of the school.

TABLE OF CONTENTS
CHARPTER I INTRODUCTION Background of the study Statement of the study Objective of the study Significant of the study Scope and limitation of the study II REVIEW OF RELATED LITERATURE Theory of public service delivery in terms of public school Incentives for Service Delivery Administrative supports and managerial leadership Teaching methods and curriculum Teacher capacity building and competence Teachers working condition The Quality of Teacher Education Literacy Provision of healthcare Technology for school service delivery Community involvement

Millennium development goal of United Nations (UN) in term of primary education Educational quality in developing countries Present education in Myanmar III CHARPTER III Study frame work Definition of Terms Methodology Unit of Analysis.. Data gathering method Research Instrument Data Analysis

IV RESULTS AND DISCUSSION VI SUMMARY OF MAJOR FINDINGS VII RECOMMENDATIONS

CHARPTER I INTRODUCTION BACKGROUND OF THE STUDY INTRODUCTION AND RATIONAL Myanmar is a country which has educational tragedy due to in appropriate policies and low rate of the national economic development. Tremendously, the conflicts related to the politic, social and economic have emerged since 1962 the time the military government started to rule the country despite possessing the considerable natural resources. In 2010, the country ranked 132nd out of 169 on the Human Development Index. Service delivery in schools is directly managed and supervised by ministry of education (MOE) under national government. There is still no local government and decentralization in Myanmar so far. One of the most challenges is the badness of education service delivery that is not effective and efficient to recipient. For better and positive changes in Myanmar, the accountable and applicable education service delivery is critical. It is impossible to bring sustainable development without public education service delivery. Therefore, the challenge threatening the development of Myanmar should be highlighted and accomplished as quickly as possible.

BACKGROUND OF EDUCATION AND GOVERNMENT Myanmar formally known as Burma is an ASEAN member country and shares borders with China, India, Thailand and Laos. The education system of Myanmar is operated by ministry of education (MOE) and is based on the British education system as Myanmar was a colony of it

from 1886 to 1948. After gaining the independence in 1948, the government remarkably tried to promote the educated pollution and literature rate. Another attempts were to develop the national development significantly and to be a first Tiger in Asian region. Unfortunately, the country expectedly went into the political chaos across the country and military took over the power of it. From that moment, Myanmar had declined of development boldly because of the dictatorship ruling style and isolation to the global economic community under the military government called State Peace and Development Council (SDPC). The education system was highly based on the political influencing and banned the free education system. It was totally Banking Education System which provides the materials for the reading, memorizing and writing only for passing the examination. It did not develop the critical thinking of students but only memorizing and the recitation skills. Regarding the ineffective education system and incorrect government, the university students and the citizens had demonstration to the government. However, it likely allowed the government to hold violence on the demonstrators. As results, so many people were assassinated, killed and sentenced into prisons. And the universities had been suspended for almost 12 years and in 1999, the universities were re-opened. But the university locations were separated and the school terms were decreased as a purpose to prevent the gathering and strike of students. Current state of primary education in Myanmar described by a journal Myanmars population is about 60 million and the number of primary school students in 2011 was around 5.2 million, approximately 8% of total population. The annual population growth rate is 1.1 percentages.

The government aims to enable every individual to acquire basic education. Every child from the age of five attends a primary school. Every child who is eligible is being encouraged to attend. However school enrolment rate has not reached 100% yet. According to 2011 statistics, the enrolment rate was around 85% but the completion rate was just over 81%. Furthermore, to promote greater access to the quality of Basic Education, the Thirty-Year Long-Term Basic Education Development Plan (2001-02 FY to 2030-31 FY) is being implemented in Myanmar. When we discuss access to primary education, there are three types of schools in Myanmar. Those are public schools, private schools and religious-run schools. The number of State-run schools called public schools is over 41,000 in the whole country. As the land area of Myanmar is just over 677,000 sq km, the farthest distance from home to school is about 2 km on average. At this moment, there are about 185,000 primary school teachers and as a result the overall teacher-student ratio is 1:29. However, there are still many challenges in Myanmar to have a better educational environment. When United Nations Millennium Declaration set eight Millennium Development Goals (MDGs) in 2000, every country has to ensure that children everywhere will be able to complete a full course of primary education by 2015. As Myanmar is a member of the international community, it is obliged to fulfill this MDG goal. Meanwhile, the Myanmar population is growing gradually each year and as a consequence we could expect that there would be more children in primary schools. In order to meet this MDG goal, full access to the quality of primary education in Myanmar, there will be more demand on expenditure for education from the State budget, training and recruitment of teachers, a better education standard, the number of schools and its facilities.

Considering all the facts, Myanmar has laid down the policy of compulsory primary education. It has aimed to achieve 100% enrollment of students to enable them to acquire a basic education. In order to have a better education environment, not only public schools but also private and religious-run schools are playing in an active role. According to 2010 statistics, the literacy rate in Myanmar has 92% which is higher than some South East Asian countries. However, there are still some challenges mentioned in the preceding paragraph before meeting the educational goals and if those challenges could be well monitored and undertaken. ( ELTO Accent Learning: http://www.accent.ac.nz/elto/articles/primary-education-myanmar)

Myanmar educational movement and reforming Literacy Movement in Myanmar Literacy campaign in Myanmar was first initiated as a pilot project in 1965. Literacy classes opened during the years from 1966 to 1968 were utilized in determining the strategies and modes of organization, the creation of motivational environment, the search for the methodologies of the teaching learning process, the preparation of text books and learning materials and aids and the methods of assessing the product of literacy classes. The strategy

adopted by the Myanmar Central Literacy Committee in 1969 and the following years up to 1988 was a mass movement with community participation utilizing local resources on voluntary basis in selected area of region on township throughout the year until. The whole campaign area becomes literate. The achievements and the success of these literacy campaigns in Myanmar

were internationally recognized by awarding Myanmar two UNESCO prizes: the Mohammed Reza Pahlavi Literacy Prize in 1971 and the Noma Prize in 1983 by 1988, 247 townships had been declared totally literacy areas. A total of nearly 880,000 volunteer teachers actively

participated and over 2.1 million adult illiterates have become literates.

Since 1996 Township

Nonformal Education Committee [ NFE) have been launching literacy programmes under the guidance and supervision of their respective State/ Divisional NFE committees. Achievements of Literacy Programmes [Townships] [1996-2000]. (Source: MODiNS.NET) No. Year Townships 1996-97 30 1997-98 59 1998-99 49 1999-2000 17 2000-2001 96 Total 251 illiterates 75635 115054 68191 34502 156826 450226 Classes 6786 7195 6379 3268 13984 37576 of No. of Literacy Volunteers 13003 18443 14128 3370 31639 80583 Literates 46226 35190 32475 21052 142652 277635 Newly

Ministry of Education (Ministry borders) Ministry of education was formed in 1950 Here are ten departments under the Ministry of Education. They are as follow; 1. Department of Higher Education (Upper Myanmar) 2. Department of Higher Education (Lower Myanmar) 3. Department of Educational Planning and Training 4. No.1 Department of Basic Education 5. No.2 Department of Basic Education 6. No.3 Department of Basic Education 7. Myanmar Language Commission

8. Department of Universities' Historical Research 9. Department of Myanmar Examinations 10. Department of Myanmar Education Research Bureau (MERB)

They are the Office staff, who supervise the implementation of educational programs, set the educational policies, and are responsible for fiscal planning within the ministry and department personnel and administration of the ministry. The annual budget allocated to education by the government is low; only about 1.2% is spent per year on education. The literacy rate of Burma, according the UNESCO Institute of Statistics (2005) stands at 89.7% (males: 93.7%, females: 86.2%), although there is dispute over the accuracy of the provided literacy rates. Figure of MOEs budget and basic education school enrolment rate.
Education in Myanmar Ministry of Education Minister National education budget (2001) Budget General details Primary languages System type Established Literacy rate (2008) Total 91.9% Burmese, English National 1910 US$97 million Dr. Mya Aye

Male Female Enrollment Total Primary Secondary Post secondary

94.7% 89.2%

8,092,510[ 4,948,198 2,589,312 550,000

(MOE: (http://en.wikipedia.org/wiki/Education_in_Burma).

Public Primary education system Primary education is officially compulsory. It lasts five years, and to continue onto secondary school, students must pass a comprehensive examination of basic subjects. Typically, the students are within age 5 to 11 and grade 1 to grade 7. It is managed by basic education department, under ministry of education under provision of national government.

STATEMENT OF PROBLEM Burma is in the midst of an educational tragedy. The educational sector has suffered tremendously under years of military rule. The major obstacles to the civilian children inside Burma, is the lack of opportunities and the quality of education. The state peace and

development council (SPDC) spends only US$1 per person per year on health and education combined (John Hopkins School of Health, 2006). The following table gives a brief synopsis of the education system in Burma.

Secondary Primary Education

Education
Tertiary Education

(middle and high school) Low number of schools in most areas Classes overcrowded Poorly equipped schools Low maintenance at schools Frequent school closures Rising formal and informal school fees Shortage of teachers Teachers not trained Low teachers salaries Not enough teachers High student dropout rate, estimated at 50% (UNICEF) Private tuition fees are high Rife corruption throughout the Low middle and high school enrolments Shortage of schools Shortage of teachers Teachers not trained Shortage of resources such as textbooks, libraries and laboratories Examination pass rates of students are low Costs for families are high Disruption in attendance as frequent conflicts, mines and forced labor in ethnic areas forces families to flee Frequent school closures Forced military training of students in some areas above 7th standard High student dropout rate, estimated at 50% (UNICEF) Private tuition fees are high Rife corruption throughout the Estimated 4% enrolment Shortage of resources such as textbooks, libraries and laboratories Teachers not trained Frequent university closures to curb student dissent Academic curriculum is out of date All syllabuses for university courses must be approved by the military Courses shortened to push the backlog of students Frequent student arrests due to political activity Restricted academic freedom of university teachers and professors Low standard of education, due to lack of classroom time and

education hierarchy

education hierarchy

poor examination standards University departments moved to suburbs or city outskirts to keep students separate from each other High transportation costs, which keeps students from attending classes Student campus activities frequently restricted

Source: Burma Human Rights Yearbook (2006, NCGUB)

Furthermore, Myanmar is still in period of transition to democracy in which the reformation cannot be done tremendously. Some policy contribute for better education management and development have formulated in new constitution since 2008 which are to empower the local government in the decentralization ways and to transform education system. In reality, however so far, the changes in government and education system have been not meeting the desired goals. As results, the education tragedy is still a big challenge for development. The significant challenges are in the sectors of institutional management and community participation which can prominently help the primary school service delivery improve as much as possible. OBJECTIVE OF THE STUDY

This study generally aims to ascertain the barriers to a primary school service delivery in terms of administration and management of school, and student performance and community participation. It will study the followings; 1. To find out whether the administrative support and school management is effective and sufficient. 2. To find out whether teaching methods delivered are effective and appropriate? 3. To find out the degree of community participation that contributes to the school service delivery for more effective and accountable. 4. To find out if the infrastructure, equipments and facilities are appropriate and adequate in order to meet the good results. 5. To find out whether the students and parents are satisfied on the educational service delivery provided by the school and whether they have received the quality education.

SIGNIFICANT OF STUDY
Within 2001 2002, number of primary school is 36,011, number of primary school teachers is 145,677 and number of primary school children is 4,587,511 across the country. (MODiNS.NET) The school that is to be studied is located in Mingalardon township, Yangon division, Yangon, Myanmar.

The research findings should benefit the service providers those are teachers and staff from the school and office of MOE for potential solutions toward better service delivery. Through research conducting and findings, the community and relative students should be more aware the condition of education service delivery that they are receiving. It would also be supportive to the researchers who explore the educational management.

Scope and limitation of the study This study is mainly focused on an existing education service delivery in the primary school run under department of basic education and located in Mingalardon township, Yangon division, Yangon, Myanmar. The assessment only measures the specific functions of the school within the boundary of their management. It covers only specific operational functions of school in terms of the quality of education that recipients (children and community) have been benefited and the degree of community participation and the capability of the school management and administration. The study does not cover the full phases in terms of corruption and governance and organizational development which involve teambuilding, conflict resolution and total quality Management etc. The analysis and conclusions actually come from the results of key informant interview (KII), those who are school children, parents, community people and teacher. Other source come from the document reviews such as journal, research, article, website and manual.

Shwe nanthar, Mingalard on

CHARPTER II REVIEW OF RELATED LITERATURE

THEORY OF PUBLIC SERVICE DELIVERY IN TERMS OF PUBLIC SCHOOL Timothy Besley* and Maitreesh Ghatak described the following in their article Reforming Public Service Delivery. London School of Economics, London WC2A 2AE, UK Before any service could or should be delivered, it is necessary to nd out whether policies have the desired impact and how citizens respond to them. The main tradition in the analysis of public service provision has been to study how people respond to policies and to gauge who are the beneciaries from various public programmes (Stephens, 1991; p223)

Total Quality Management One of the most interesting questions is Why TQM is important to public service delivery? Probably, one of the most common answers is that it is a very powerful management tool in order to achieve in public service delivery. One main reason of why government exist is to provide the necessary service to public effectively. Nevertheless, if government is not succeed in it, government turns to conflict with public. Actually, TQM is one of the keys for public service providing institutions to bridge the gaps among employees and citizens or customers. Therefore, without using TQM tools, such as institutions would be failed in their transacts and all their

functions might be in vain. (http://www.ehow.com/info_8713566_theories-total-qualitymanagement.html)

INCENTIVES FOR SERVICE DELIVERY Public services are delivered by a nexus of relationships between beneciaries, politicians and service providers (such as bureaucrats, 134 Timothy Besley and Maitreesh Ghatak doctors, teachers etc.). If we want services to match the best interest of the beneciaries, we have to analyse the incentives that govern the behavior of politicians and service providers. Consider the example of health care provision. Do doctors have good incentives to focus on the most socially worthwhile treatments? Are preventative measures in health care given sufficient priority? If no, then what is the best organizational structure to deliver health care that achieves this priority? Three actors are particularly important for service delivery in the African context: politicians, bureaucrats and non-prot organizations. In this section we will focus on these actors and analyze their incentives in service delivery. Only once these are well understood can we have any hope to make recommendations on how a particular services should be provided. http://econ.lse.ac.uk/staff/mghatak/jae.pdf

ADMINISTRATIVE SUPPORT AND MANAGERIAL LEADERSHIP The quality of administrative support and leadership is another critical element in school processes, both for students and for teachers. At a more macro level, ensuring financial resources for education, especially for recurrent budgets is a necessity. Teachers need governments who

are supportive of education systems. Organizational support for teaching and learning takes many forms, including such measures as advocating for better conditions and professional development, respecting teachers autonomy and professionalism and developing inclusive decision-making processes. Such support has been shown to have impact on student learning. In Malawi, for example, supervisors in the schools that showed the greatest learning gains regularly evaluated teachers, contributing to professional development and improved teaching practice (Miske, Dowd et al., 1998). Unfortunately, however, few head teachers and administrators in developing countries have had any formal training in the leadership functions of schools, and promotions may not be based on leadership or management skills. Further, many heads of schools continue to have extensive pedagogical responsibilities in addition to administrative ones. This leaves little time for supervision and support of staff (Carron & Chau, 1996). In spite of practical constraints, programmes designed to increase professionalism in schools through management training, such as one sponsored by SIDA and conducted in disadvantaged districts in Sri Lanka, show that interventions in this area can have a real impact (Perera, 1997).

Administrative support and leadership The quality of administrative support and leadership is another critical element in school processes, both for students and for teachers. At a more macro level, ensuring financial resources for education, especially for recurrent budgets is a necessity. Teachers need governments who are supportive of education systems. Organizational support for teaching and learning takes many forms, including such measures as advocating for better conditions and professional development, respecting teachers autonomy and professionalism and developing inclusive decision-making processes. Such support has been shown to have impact on student learning. In

Malawi, for example, supervisors in the schools that showed the greatest learning gains regularly evaluated teachers, contributing to professional development and improved teaching practice (Miske, Dowd et al., 1998). Unfortunately, however, few head teachers and administrators in developing countries have had any formal training in the leadership functions of schools, and promotions may not be based on leadership or management skills. Further, many heads of schools continue to have extensive pedagogical responsibilities in addition to administrative ones. This leaves little time for supervision and support of staff (Carron & Chau, 1996). In spite of practical constraints, programmes designed to increase professionalism in schools through management training, such as one sponsored by SIDA and conducted in disadvantaged districts in Sri Lanka, show that interventions in this area can have a real impact (Perera, 1997).

Accountable and institutionally controlled According to the research of the scholars; George, T.O. (Ph.D), Olayiwola W.K.(Ph.D), Adewole, M.A. and Osabuohien, Evans S. (Ph.D), the fact that external auditing of schools accounts and private inspection of schools positively influence pupils performance, it is therefore imperative for public primary schools to be more accountable and institutionally controlled.

Effective school discipline policies. Well-managed schools and classrooms contribute to educational quality. Students, teachers and administrators should agree upon school and classroom rules and policies, and these should be

clear and understandable. Order, constructive discipline and reinforcement of positive behaviour communicate a seriousness of purpose to students (Craig, Kraft & du Plessis, 1998).

Pupil-teacher ratio Pupil-teacher ratio is crucial for pupilsperformance due to the fact that the attention of teachers influence pupils class participation and improved performance.

TEACHING METHODS AND CURRICULUM Life skill The term life skills can be broadly interpreted, and is often assumed to include such topics as health, hygiene, etiquette, and vocational skills. In UNICEF, however, life skills are defined as psycho-social and interpersonal skills used in every day interactionsnot specific to getting a job or earning an income. The definition also explains that a wide range of examples exist under the UNICEF working definition of Life Skills, such as assertion and refusal skills, goal setting, decision making and coping skills (UNICEF, 2000). Life skills curriculum focuses on attitudes, values and behavioral change, rather than seeking to provide young people with a body of knowledge about a set of topics. As with literacy, age-appropriate life skills can be incorporated into other areas of study. For example, educators in Rwanda teach life skills as part of courses on conflict resolution, self-awareness, cooperation and communication. In Zimbabwe, aspects of life skills come through HIV/AIDS courses (UNICEF, 2000). Other countries may

address some aspects of life skills through community-based learning. Still others approach life skills topics in courses such as health education, education for development, global education and peace education.

Uniqueness of local and national content The specific content of school curriculum, however, depends on local and national values. In the main subject areas of primary education, which include language, math, science and social studies, little variation is found among different regions in the developing world. Nation states, however, tend to have a high degree of consistency in curriculum emphasis over time, but differ sharply from each other, reflecting unique historical patterns (Benavot & Karmens, 1989, cited in UNICEF, 2000). Local level interests may also have an impact on and contribute to the quality of educational content. Based on community priorities, the Mali Community Schools project, for example, successfully incorporated local knowledge into traditional subject areas (Muskin, 1999). In all countries, however, quality content should include several pivotal areas. These include literacy, numeracy, life skills and peace education as well as science and social studies.

Student-centred, non-discriminatory, standards-based curriculum structures. Research on educational practices and projections about future needs in society contribute to current understanding of the structure of school curriculum. In general, curriculum should emphasize deep rather than broad coverage of important areas of knowledge, authentic and

contextualized problems of study, and problem-solving that stresses skills development as well as knowledge acquisition. Curriculum should also provide for individual differences, closely coordinate and selectively integrate subject matter, and focus on results or standards and targets for student learning (Glatthorn & Jailall, 2000). Curriculum structure should be gender-sensitive and inclusive of children with diverse abilities and backgrounds, and responsive to emerging issues such as HIV/AIDS and conflict resolution. In all content areas, curriculum should be based on clearly defined learning outcomes and these outcomes should be grade-level appropriate and properly sequenced (see, for example, Kraft, 1995).

Continuing support for student-centred learning. Teacher education, both pre-service and in-service, should help teachers develop teaching methods and skills that take new understandings of how children learn into account. Just as curriculum should be child-centred and relevant, so should instructional methods. The limited view of teaching as presentation of knowledge no longer fits with current understandings of how and what students learn. Instead, instruction should help students build on prior knowledge to develop attitudes, beliefs and cognitive skills; as well as expand their knowledge base. Teaching styles in many places, however, remain traditional, teacher-centred and fairly rigid or even authoritarian (Carron & Chau, 1996). When Ethiopian teachers were interviewed about the degree to which their teaching practices were learner-centred and relevant to students lives, about half said they link lessons to the daily life of pupils at least once a week. Almost twothirds, however, said they never or rarely ask pupils what their interests are, or what they would like to learn (Verwimp, 1999). Greater understanding of student-centred learning can be encouraged through programmes such as the Bangladesh project on Multiple Ways of Teaching

and Learning. Begun in 1994, the project helps improve teachers skills by integrating brain research and multiple intelligences theory as the foundation for understanding childrens needs (Ellison & Rothenberger, 1999). Teaching methods that facilitate active student learning rather than promote passivity and rote memorization represent a new and difficult paradigm for many teachers, but one that needs to be understood and put into practice if learner outcomes are to improve. Life skills is a term which UNICEF uses in two main ways, (i) to refer to a broad group of psychosocial and interpersonal skills, and (ii) to refer to the process of teaching and learning about these skills. As such, it is important to discuss life skills in terms of essential content (see section three (III.) of this paper) and processes related to life skill-based education. Teaching and learning about life skills requires interactive, student-centred methods. Since skills are by definition active, competency is unlikely to be developed without active practice.

Active, standards-based participation methods. Education that supports and empowers both teachers and students through democratic processes increasingly defines quality in the 21st century. An example of how schools might organize learning activities around these principles comes from Uganda. With help from USAIDs Improving Educational Quality project, researchers collaborated with teachers in primary

schools in Uganda to develop action research opportunities for students that would exemplify empowering student-centred education. In one school, for example, students identified the problem area of student tardiness and selected it for study. They collected and analyzed data tracking attendance and mapping the homes and routes tardy children took to school. Based on these data, more punctual students teamed up with their slower classmates who lived nearby, and devised systems to encourage them along (Kanyike, L., Namanya, P., & Clair, N., 1999).

Among other things, this type of learning activity promotes critical thinking, problem solving, teamwork, and community involvement. Such activities can build the attitudes and values in children that contribute to democratic societies.

TEACHER CAPACITY BUILDING AND COMPETENCE Teacher feedback mechanisms Good teachers are skilled not only in instructional methods, but also in evaluation and assessment practices that allow them to gauge individual student learning and adapt activities according to student needs. This process should include both performance assessment and assessment of factual knowledge. Observations in Guinea and India found that teachers are very poorly trained in evaluation techniques, and the reality is far from the continuous evaluation procedures recommended by official programmes (Carron & Chau, 1996). Indeed, many teachers and educational systems continue to rely almost exclusively on traditional paper-and-pencil tests of factual knowledge that tend to promote rote memorization rather than higher order thinking skills (Colby, 2000).

Professional learning for teachers The highest quality teachers, those most capable of helping their students learn, have deep mastery of both their subject matter and pedagogy (Darling-Hammond, 1997). The preparation that teachers receive before beginning their work in the classroom, however, varies significantly around the world and even within the least developed countries. In Cape Verde, Togo and Uganda, for example, 35 per cent to 50 per cent of students have teachers who had no teacher training. Yet in Benin, Bhutan, Equatorial Guinea, Madagascar and Nepal, over 90 per cent of

students do have teachers with some form of teacher training. In these latter countries, most teachers have, at least, lower secondary education; this contrasts sharply with Cape Verde and Tanzania where over 60 per cent of students have teachers with only a primary education (Postlewaithe, 1998). Perhaps as a consequence of too little preparation before entering the profession, a number of teachers in China, Guinea, India and Mexico were observed to master neither the subject matter they taught nor the pedagogical skills required for good presentation of the material (Carron & Chau, 1996). This affects educational quality since student achievement, especially beyond basic skills, depends largely on teachers command of subject matter (Mullens, Murnance & Willett, 1996) and their ability to use that knowledge to help students learn. A recent evaluation of the East African Madrasa (Pre-school) Programme noted the importance of mentoring by trainers in the form of continuous support and reinforcement of teacher learning by on-site visits to classrooms following a two week orientation training and alongside weekly trainings in Madrasa Resource Centres. (Brown,Brown & Sumra, 1999).

Teacher competence and school efficiency Whether a teacher uses traditional or more current methods of instruction, efficient use of school time has a significant impact on student learning. Teachers presence in the classroom represents the starting point. Many teachers face transportation and housing obstacles that hinder them from getting to school on time and staying until school hours are over. Many teachers must hold second jobs, which may detract from the time and energy they expend in the classroom. Teachers may miss school altogether. A study in China, Guinea, India and Mexico found that nearly half the teachers interviewed reported being absent at some point during the previous

month (Carron & Chau, 1996), requiring other teachers to compensate for them or leaving students without instruction for the day. Next, when teachers are present, learning occurs when teachers engage students in instructional activities, rather than attending to administrative or other non-instructional processes (Fuller, et al., 1999). As mentioned above, the opportunity to learn and the time on task have been shown in many international studies to be critical for educational quality. Finally, some schools that have been able to organize their schedules according to childrens work and family obligations have seen greater success in student persistence and achievement. In Ethiopia, for example, schools that began and ended the day earlier than usual and that scheduled breaks during harvest times found that educational quality improved. The quality of a school and the quality of teaching of the individual teacher is [sic] higher in schools that are able (and willing) to make more efficient use of the available time of its teachers and its pupils (Verwimp, 1999).

Ongoing professional development (Teacher) Professional development can help overcome shortcomings that may have been part of teachers pre-service education and keep teachers abreast of new knowledge and practices in the field. This ongoing training for teachers can have a direct impact on student achievement. Case studies have provided evidence that ongoing professional development, especially in the early years after initial preparation and then continuing throughout a career, contribute significantly to student learning and retention (Craig, Kraft & du Plessis, 1998). Effective professional development may take many forms; it should not be limited to formal off-site kinds of programmes. Dialogue and reflections with colleagues, peer and supervisor observations and keeping journals are all effective ways for teachers to advance their knowledge (UNICEF, 2000).

A programme in Kenya, the Mombassa School Improvement Project, built on this approach to professional development and showed that teachers supported with in-service as well as external workshop training improved significantly in their abilities to use child-centred teaching and learning behaviours (Anderson, 2000). In India, an effective programme used interactive video technology to reach a large number of teachers who sought professional development. This programme found that training using interactive video technology led to improved conceptual understanding of pedagogical issues for a large number of geographically dispersed teachers (Maheshwari & Raina, 1998).

Teacher beliefs that all students can learn The way time is used is related to school priorities and expectations. Quality education puts students at the centre of the process; student achievement must be the schools first priority. Since schools exist because of students, this would seem self-evident. Perhaps because of the complexity of educational systems, however, teachers may not always believe in the schools ability to help all students. For example, teachers interviewed in Guinea and Mexico had little awareness of the schools role in pupil failure and dropout. Instead, they tended to blame the pupils and their family environment (Carron & Chau, 1996). Research around the world has shown that low expectations for student achievement permeate educational systems. Rather than setting high standards and believing that students can meet them, teachers and administrators in many developing countries expect that up to half the students will drop out or fail, especially in primary grades. Schools committed to student learning communicate expectations clearly, give

frequent and challenging assignments, monitor performance regularly, and give students the chance to participate in and take responsibility for diverse school activities (Craig, Kraft, & du Plessis, 1998).

TEACHERS WORKING CONDITIONS Teachers working conditions affect their ability to provide quality education. Many aspects of school life and educational policy go into teachers perceptions of their employment. As mentioned above, the condition of infrastructure, availability of textbooks and learning materials and class sizes all influence the teachers experience as an educator. Teachers remuneration also matters. In many countries, teacher salaries have declined in recent years, and teachers are not always paid on time. In Bangladesh, Nepal and Uganda, for example, the teachers of 27 per cent, 35 per cent and 60 per cent of all students, respectively, were paid a month or more late (Postlewaithe, 1998). Low and late remuneration may lead teachers to take on another job, which hurts student learning. A study in 12 Latin American countries found that children in schools where many teachers work in other jobs in addition to teaching are 1.2 times more likely to have lower test scores and/or higher grade repetition (Willms, 2000). Effective teachers are highly committed and care about their students (Craig, Kraft, & du Plessis, 1998); they need supportive working conditions to maintain these positive attitudes.

The Quality of Teacher Education (In Myanmar) Myanmar 2010-12 Evaluation UNICEF education program) The quality of pre-service teacher education is constrained by multiple factors which include: a lack of teacher educators with suitable qualifications and training skills, insufficient

instructional time, lack of supervision of teaching practice, inadequate concept acquisition with an emphasis on rote learning, traditional modes of training emphasising the transmission of knowledge rather than skills building, an overcrowded curriculum, little attention to field realities such as multi-grade schools, lack of linkages with schools, lack of professional development opportunities for teacher educators, lack of resources and poor institutional facilities. A child-centered approach (CCA) is promoted, but not practiced. About half of primary schools are multi-grade schools with teachers being responsible for teaching more than 1 grade at a time. Teachers are not adequately prepared for multi-grade teaching which requires special skills.

LITERACY Literacy, or the ability to read and write, is often considered one of the primary goals of formal education. Policies and practices in education for literacy vary significantly among countries. A recent UNICEF study on curriculum showed that in some cases, literacy skills are taught as a separate subject, in a language course, where the instruction tends to focus on teaching the language as an end in itself. Such an approach tends to be linear first teaching aural skills, then speaking, reading and writing skills. Alternatively, literacy skills may be developed through other subjects such as social studies or science. The UNICEF study found that in these cases, there is a greater focus on language as a tool for social development; situations from daily life are incorporated into activities that foster the acquisition of reading and writing skills (UNICEF, 2000). Attention to the way literacy is developed is critical since research has shown that language learning cannot be separated from content. The learning context and

agendas people have for learning to read and write have an important impact on the development of literacy skills (Furniss & Green, 1993).

Provision of health services. The school service environment can also contribute to learning in important ways. Provision of health services and education can contribute to learning first by reducing absenteeism and inattention. Sick children cannot attend school, and evidence from China, Guinea, India and Mexico shows that childrens illness is a primary cause for absenteeism (Carron & Chau, 1996). Today, the potential of school-based health interventions in improving academic performance is becoming increasingly clear as problems of proteinenergy malnutrition, micronutrient deficiency disorders, helminthic infection and temporary hunger among children continue to plague developing countries (Levinger, 1992). School-based deworming programmes in Guinea, for example, led to increased achievement outcomes failing scores fell from 32 per cent to 23 per cent over three years while passing grades improved markedly (Williams & Leherr, 1998). Maximum benefit-cost ratios have been achieved when deworming is combined with sanitation, a clean water supply and health education (Lockheed & Vespoor, 1991). School-based Programmes that address other major health and nutrition problems that can decrease Cognitive functioning including deficiencies of iron, iodine and vitamin A have also been shown to be effective (Dolan, Drake, Maier, Brooker & Jukes, 2000). Guidance and counseling services, the provision of extra-curricular activities and the provision of school snacks are other examples of service provision that contribute to quality school environments.

TECHNOLOGIES FOR BETTER SCHOOL SERVICE DELIVERY

Using technologies to decrease rather than increase disparities The vast diversity of school facilities in the developing world concerns many who believe that technology and students development of technology-related skills will be crucial factors in the 21st century knowledge-based global economy (Denny, 2000). These authors advocate the use of technology to reduce global inequalities through such vehicles as Internet-based distance learning, interactive video and educational television. In areas where electricity and telephone lines are available, such approaches to learning may contribute significantly to improve the quality of educational processes. Outside of areas with relatively developed infrastructure, there are some innovations that use technologies to support priority content and outcome goals such as basic literacy. These include the use of low earth orbiting satellites to send and receive email, the use of CD-ROMs to disseminate Internet downloads where connectivity does not exist, and the use of handheld computers for tasks which were previously confined to desktop computers. Using Internet technologies to assign teachers where they are needed is an innovation that could Be explored further in developing countries (Droste, 2000). As the president and chief Executive officer of Cisco Systems stated: There are two fundamental equalizers in life The Internet and education. E-learning eliminates the barriers of time and distance, creating Universal learningon-demand opportunities for people, companies and countries (Chambers, 2000). There is much to be learned about how technology can reduce rather than reinforce educational disparities, but there is certainty in the fact that technology can be only part of a learning process. As the author of a study on educational television in Cote dIvoire, Niger and Senegal said, the human factor is the most important element in matters related to educational innovation (Egly, 1986, cited in Obanya, 1995).

COMMUNITY PARTICIPATION The establishment of the School Based Management Committees (SBMCs) by the National Council of Education in 2005 is a welcome development. The SBMCs has the responsibility of fostering community involvement in school management by involving cluster of schools with supports from Education Sector Support Programme in Nigeria (ESSPIN). The membership of SBMCs are made up of voluntary representatives from the local community and they are to ensure that available resources are best utilised by participating in school development planning and supporting good management of primary schools. This kind of Committee should be made functional and sustainable in all the local governments of Nigeria.

Supervision and Evaluation supports in public primary school There is the need to provide the platform for the involvement of NSAs in managing the resources of public primary schools in Nigeria. Beyond the provision of school infrastructures, the NSAs should be more involved in adequate supervision and evaluation of supports in public primary schools. For an effective involvement, participatory process that emphasises NSAs participation in regulating public primary schools is very important. To fully maximise this process, the State and NSAs should be willing and able to play their role. This is essential because NSAs involvement will be more effective when they are both socially and politically committed to the participatory process and are willing to form strategic alliances and build relationship of trust with the public providers. Thus, the role of NSAs in public primary schools will become more impact-oriented. A regular school inspection by NSAs is highly

recommended in addition to their role of donations as thiswill enhance quality service delivery in public primary schools. https://editorialexpress.com/cgibin/conference/download.cgi? db_name=CSAE2013&paper_id=185 MILLENNIUM DEVELOPMENT GOAL OF UNITED NATIONS (UN) IN TERM OF PRIMARY EDUCATION Goal 2 is to achieve universal primary education. Target 2.A: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.

Enrolment in primary education in developing regions reached 90 per cent in 2010, up from 82 per cent in 1999, which means more kids than ever are attending primary school.

In 2011, 57 million children of primary school age were out of school. Even as countries with the toughest challenges have made large strides, progress on primary school enrolment has slowed. Between 2008 and 2011, the number of out-ofschool children of primary age fell by only 3 million.

Globally, 123 million youth (aged 15 to 24) lack basic reading and writing skills. 61 per cent of them are young women.

Gender gaps in youth literacy rates are also narrowing. Globally, there were 95 literate young women for every 100 young men in 2010, compared with 90 women in 1990.

In most countries, Primary education is compulsory for children to receive primary education although it is permissible for parents to provide it. The major goals of primary education are

achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences.

(www.un.org/millenniumgoals/education.shtml) (en.wikipedia.org/wiki/Primary_education).

EDUCATIONAL QUALITY IN DEVELOPING COUNTRIES Defining quality in education (A paper presented by UNICEF at the meeting of The International Working Group on Education Florence, Italy June 2000) The situation of primary education in most developing countries is not good. In many countries poverty, child malnutrition and ill-health are advancing again after decades of steady retreat. And, although the reasons are many and complex, overshadowing all is the stark fact that the governments of the developing world as a whole have now reached the point of devoting half of their total annual expenditures to the maintenance of the military and the servicing of debt.

MYANMAR EDUCATION Myanmar education: challenges, perspective and options (Han Tin) The roles of the stakeholders The major stakeholders in education are parents, teachers and students. The success or failure of the education process depends on the interaction of these three groups and the changing roles they play in, or are assigned by, the society in which they live. In addition, they are affected by government policies and the influences of religious institutions such as monasteries, churches and mosques. Most importantly, however, it is the interactions of the child with the teacher in the contexts of the school and the community and with the parents and the family in the contexts of

the home and the community that determine the outcome of the childs education. Such relationships among the stakeholders are pivotal to creating the kind of cultural change necessary to sustain a post-authoritarian society. As such, the roles of teachers, parents and students will be discussed. The role of teachers Philosophies such as Buddhism and Confucianism advocate the enhancement and glorification of filial piety: the respect and devotion of an individual for their parents and teachers. In a predominantly Buddhist country such as Myanmar, teachers have traditionally been regarded as one of the five gems and considered on the same plane as the Buddha (who himself was a teacher), the Scriptures, monks and parents. In such societies, teachers assume the role of substitute parents. This places a great amount of responsibility on them. The social roles of teachers and students are drawn so rigidly that expecting the latter to participate in dialogue and decision making is often deemed inappropriate (Han Tin 2004). Similarly, in other spheres of Myanmar life, especially where hierarchies exist, as in the military, in the monasteries and in instances in which superiorsubordinate relationships occur, the divisions are rigidly drawn. The commands or orders of a superior are almost never questioned or challenged. It is, however, an experienced reality in education that teachers Myanmar education: challenges, prospects and options can, and do, have life-influencing effects on students. Many individuals who have succeeded in life invariably attribute their success to one or more of their teachers, who are remembered with much respect, affection and gratitude. Teachers have great potential to act as agents of change. Teachers are, however, as a group, highly conservative and traditionalist, and tend to resist change. For instance, the two Departments of Basic Education and the Myanmar Education Research Bureau have held training sessions on new methodologies and classroom strategies to counter rote learning but with little success. When the teachers returned to their classrooms, they reverted to their old

methods after a time. This indicates the need to change the attitude of teachers by improving methods of teacher trainingpre-service and in-serviceand further increasing their professionalism. Teachers are crucial players in any endeavour to create a more enlightened population. Kennedy (1998) has pointed out that outcomes of education are affected by the quality of the teaching workforce. Well-qualified and committed teachers will make the difference between success and failure for many students. At a time in Myanmars education system when the dedication, commitment, confidence and high social status of teachers are being eroded by malpractice and corruption, it is clear that corrective measures must be taken without delay to arrest this backslide. As Hattie (2004) remarked, it is what teachers know, do and care about which is very powerful to the teachinglearning equation. Teachers have one of the most significant influences on the learning of students. The function of teachers is essential, as they have to inculcate important values in future generations and ensure the holistic development of their students. The best teachers strive continuously to develop in their students respect for other races, other cultures, other religions, other conventions, other traditions and other points of view. They are aware of the moral or conventional nature of social values that are to be employed in character education and values lessons. It follows that the training of teachers should also include the pursuit of moral, intellectual and aesthetic virtues and their acquisition. The major task of teachers would then be to impart these virtues to their students in addition to the main task of teaching the standard school subjects. Until the early 1960s, school activities included pyi thu ni ti (lessons on civics, ethics and good citizenship). This was very much in line with present-day affective education, values education and character education. To make headway in an attempt to reduce the corruption that exists in all work environments at all levels, lessons on ethics with emphasis on honesty and trust should be reintroduced in schools. Teachers

occupy a unique and influential role in Myanmar society and have the potential to act as agents of social change; imbuing their students with liberal and humanistic values and ideals so that when they become parents they will be less authoritarian and will bring about a movement away from the authoritarian model of social relations that exists in Myanmar. In addition to this, teachers have the potential to use their status in the community to try to interact with parents and influence them in such a way that they will be less authoritarian towards their children. By changing the mind-set of parents, teachers will be making it possible for future generations to move away from the dominator-type of society that exists today. The role of parents/families Children are born into the nation, the religion and the social class with which their family identifies. Few will dispute the power of the family as a socializing agent. Religion and moral codes tend to support traditional views, especially the dominant position of the father in the family and the special reverence accorded to motherhood in orthodox Burmese Buddhist families. In Myanmar, financial constraints often discourage many poor parents from sending some or all of their children to school. Often these parents keep their children gainfully employed to supplement the family income, or keep them at home to look after their younger siblings while both parents are away at work in the fields or elsewhere. Such a scenario is true of many of the poor communities in rural areas. A different picture emerges from the cities and towns. Most urban parents are aware that their children stand a better chance of succeeding in life with an education. Many parents strive (in many cases, beyond their means) to send their children to the best schools to obtain what they hope will be quality education. A worrying feature that is emerging is that some rural families have shifted towards urban areas because of the beliefreal or imaginedthat more job opportunities exist in the cities. This author has previously (Han Tin 1994) pointed out that most of the rural families who leave their

villages often settle in peri-urban areas or satellite towns. Due to the high cost of living in cities, both parents invariably have to work to make ends meet and the children are left to their own devices. Also, the disruption from traditional village life deprives them of the support of the extended family and the village monastery. The resulting disorientation often leads to antisocial behaviour and, ultimately, these children find themselves in the most vulnerable group of the population and their parents expectations are seldom realised. Fortunately, migration from rural to urban areas in Myanmar has not been excessive. Urbanisation in Myanmar still appears to be slow. According to the latest UNESCO Institute of Statistics estimates (based on World Bank development indicators), the rural population for 2005 was still 69 per cent of the total. The role of students The largest and the most important stakeholders in education are the students. According to the UNESCO Institute of Statistics (2007), of a total population of 48 379 000, the group aged from birth to 14 years makes up 25 per cent. Since 1988, when Myanmar emerged from self-imposed isolation of 26 years, the young people of Myanmar have become increasingly aware of what life has to offer. At the post-school level in the cities, the expectations of these young people are more varied as well as being more focused than previous generations. Most feel that the schooling they have received has failed to prepare them for the world of work. With the support of their families, they are willing to invest in courses that provide them with learning and skills that will enable them to strive for upward mobility. This is attested to by the popularity and success of private, non-government educational establishments, which have sprung up throughout Myanmar (see chapters by Lorch and Lall in this volume). Though such institutions have taken up the slack in educational provision, the motives of some of these privately run establishments are rather dubious. Quality control is a necessity in these circumstances.

Accreditation and recognition must be given by a professional body, which should be nongovernmental, but with Ministry of Education representation.

The education process The process of education is concerned chiefly with the interaction between the teacher and the child together with the classroom practices that occur within the school environment. Peer pressure is also an important factor in shaping a childs behaviour. Parents within the context of the family and home provide the child with the security, support and guidance necessary for his or her proper intellectual and moral growth. Religion, in the form of monasteries, churches and mosques, also has a great influence on the socialisation of the young. There are close interconnections between the institution of family, the institution of religion and the institution of education. They act as partners in reinforcing the social education of the young. Teachers, parents and religious leaders have a moral responsibility to pass on values and principles to children. Most interventions in the provision of education occur at the policy, structural, school or home levels. More importantly, however, it is what the young people learn from the home and school environments that shapes their personality and character.

Issues in Myanmar education Myanmar education: challenges, prospects and options The Education Sector Study (ESS), a collaborative effort of the Ministry of Education, UNESCO and the UN Development Program (UNDP), was a watershed in the development of education in Myanmar. The ESS was begun in 1990 and Phase IFinal Report (of the diagnostic phase) was completed in 1992. In 1993, Phase IIProposals for Education Sector Development (volumes one and two)

were published. The ESS identified a number of key issues for reform and Dictatorship, disorder and decline in Myanmar presented them in terms of broad priority areas. The eight key issues identified for development of the education sector in Myanmar are: redefining the role of primary education strengthening curriculum development to meet changing needs creating a fair and efficient selection system making evaluation learning oriented linking education to life after school and the world of work improving the quality of teaching and training of teachers providing appropriate facilities and instructional materials improving sector management. Although efforts have been made to address the issues identified by the ESS, they have mostly been inadequate. New methodologies and school textbooks have been introduced and tried, but rote learning is still the method preferred by teachers and students. The existing examination and assessment systems still encourage memorisation of facts, which has stifled attempts to instil analytical and creative thinking. The 11 years of primary and secondary education culminate in the matriculation examination, which is conducted on a nationwide scale. Due to attempts to control malpractice and corruption, things have improved; however, rote learning still exists, although to a lesser extent. It is detrimental to the integrity of the system when candidates still scramble to buy sets of questions for approaching examinations. Curriculum reform is an issue that also needs to be addressed urgently. The current curriculum is so overloaded with factual knowledge that it lends itself to rote learning. Classroom practices also do not allow for analytical, creative thinking or free discussion and expression of thought. There has, however,

been an important improvement to the school curriculum. With the support of the UN International Childrens Emergency Fund (UNICEF) and the Myanmar National AIDS Program, a HIV/AIDS prevention and healthy living curriculum has been introduced in primary and secondary schools nationwide, helping millions of children gain knowledge and develop skills that can help them stay healthy. As a result, thousands of lives that would otherwise have been lost will be saved. Education in Myanmar still faces issues identified by the ESS and only massive investment by the government and international organisations will enable the education sector to contribute positively towards national development.

Conclusion on literature review According to the literatures stated previous paragraphs, the parts of management sector, the teaching methods and community participation are very important toward better education service delivery. Depending on the findings that previous researchers have done, it is apparently a sense of that the research regarding to public education service delivery have not been ascertained before in terms of the operational functions. This study covers some gaps in order to fulfill them.

CHAPTER III STUDY FRAME WORK

Primary school service delivery is a key factor which generate the brighter future to the children and society. Primary education is standing between failure and success depending on the condition of school service delivery. The students obviously attain long term advantages of education through good service delivery. This framework consist of three variables, namely 1) school service delivery, 2) strengths and weakness, and 3) effectiveness and efficiency of service delivery. The first group contains administrative support and school management, quality of teacher or competency of teacher, incentives for teacher and staff, teaching methods and curriculum, adequate of infrastructure and equipment community involvement. The assessment would be done on the above variables by analyzing the strengths (S), weakness (W), opportunity (O) and threat (T). This SWOT analysis would lead to approximately reliable results. The strengths and weakness are from inside of the school and state holders. Another opportunity is from external factors and it can maximize the range

of service delivery. The last one, the threat is also a external condition that limits the functions of service delivery. The third variable is effectiveness and efficiency of service delivery for long term period by assessing the inputs to outputs, process and satisfaction of recipients gaining the positive benefits from the school service delivery.

Study Framework
Government policy to school

Primary School Service Delivery (Functions)

Administrative support and school management Educational quality Incentives for teacher and staff Teaching methods and curriculum Adequate of infrastructure and equipment Community involvement

Strength

Weakness

Primary school service delivery growth Effective & Efficiency of Primary school service delivery
Outputs/results Process Satisfaction of recipients gaining the positive benefits from the school

Opportunity External factor Threat

Methodology Based on the stated objectives, the data and information collection would be conducted using the Key informant interview (KII), focus group discussion (FGD) and the document reviews. The data gathering period is 1-30 June, 2014.

KII with school teachers, students and community members using the formal questionnaires and ranking tool.

FGD with school teachers, FGD with students and FGD with community members using the SWOT analysis tool (different from the ones who involve in KII.

Secondary data review on relevant documents such as annual reports on school to township level educational office. Qualitatively collected data is described in SWOT analysis figure and the quantitative data is described in statistic figure. The summary finding is on the descriptive form. The findings and recommendation provide an overall picture of school service delivery situation with focus on reforming them in future.

FINDINGS It contains two sessions which are morning session and afternoon secession. Morning session start from 9 am to 12 am and afternoon session from 1 pm to 4 pm. Every pupil has to attend the school the whole day, 5-days a week.

RESULTS AND DISCUSSION Obej: 1

Regarding the school administration and management, the management circle is highly focused on making sure the teacher performance in terms of attendance, teaching, leading the pupils as role model on school compound cleaning activities. For instance, every teacher has to involve in every working group for school activities including cleaning the school compound. Besides, the teachers have to and set up and submit the lesson plan. The examination system is subject to maintain the collaborative and accountable way. But on the other hand, the teachers have to come up for performing as a gate security even during the holidays. They have to teach two subjects although some are not their specialized ones. As results, the teaching is not affective to pupils and overwhelming to them as well. It has not assigned some special employees for art, sport activities and music. Necessarily, teachers who already have teaching tasks have to take care of those kinds of additional responsibilities, so these issues are big challenges to school

management and administration. As recommendation on these parts, school management is so important as a gear of itself. The teachers should mainly focused on the teaching to produce the better educational service rather than participating in other additional activities which can disturb the teaching process. Other more employees should be appointed for additional tasks for better teaching service. Besides, the teachers should teach their professional subjects so that they can perform more effectively and efficiently.

Obej: 2
Regarding the educational quality expressed by respondents, the teaching method is not affective because the teachers deliver teaching in private tuition more than in public school. The tuition is another one of income source for teachers, so most of the teachers do that as well as the students also take tuition for better educational service. But the pupils have exam in school as well as in tuition. It generate overwhelming and stressful condition to students. There are around 70-students in one class which one teacher take cares in the mean time. This is a disturb for effective teaching and attention on work. The potential solutions of the issues mentioned are that the national government or ministry of education should formulate appropriate policy for primary school that can stop or control the tuition issues. Probably it takes place because of the insufficient employee salary and the parents do not aware of how to manage their childrens education life. Therefore, the educational aware raising should be conducted in this provine. According to the community and student, it is low community participation level in any school matters. The parents are less interested in process of their childrens and schooling and learning. It seems to be that they think that the teaching process is only related to teachers not to themselves. only so few parents come to consults with teachers about their children performance.

They never initiate and come up to school for any purpose except attending some meetings only if the school related employees invite. Therefore, to improve this situation, there should be a platform providing a opportunity to community people for participation and contribution in school activities.

Obej: 3
According to the teachers, there are adequate of chair, blackboard, teaching supportive materials, water purified machine, practical lab, playground, toilets parking area and the school canteen. It is obvious that the school has adequate infrastructure, equipments and materials benefiting the teaching service. But on the other hand, the answers of students are different from the answer of teachers. They said that the classrooms were sufficient but the teaching materials was not enough and the teachers did not apply those materials and only carried out the school lessons in even the physical session. Therefore, adequateness of infrastructure and facilities are big advantages and strengthens for school service delivery. Actually, the management sector or high level employee should be responsible about managing these things effectively. the willingness and capability are crucial to be able to manage them successfully.

Obej: 4
On satisfaction on the quality of education delivered, the service recipient responded that the educational system was not good enough to be able to meet good results, it seemed to only for passing the exam not for qualified and skilled, and if failed in examination, the students could be passed grading on the other parts such as school attendant rate etc. the students in this school were not motivated and worked hard compared to other schools, and more paying attention on

playing. But the other respondents (teacher) said confidently that the teaching was very affective because of teaching according to curriculum to students for their next step learning process and covered the all round development of students such as physical, intellectual and morally. Based on these findings, it senses that there is no measurable educational standard and system. The teaching method is too focused on passing examination rather than the quality. Curriculum should be modern and appropriate with the local context. The teaching supportive materials should be used successfully. The teacher competence is one of the most important aspects which can maximize the educational quality. The national government and ministry of government are also keys which can provide the administrative and financial supports.

The statistic show the condition of all school operational functions. Minimum refers to 25% good, the Fair 50%good, the Good 75% good and the Excellent 100% good in terms of school service delivery related functional parts. The sense of this outputs show that the respondents express their insights and understanding depending on what they are doing and receiving. Therefore, there should a policy or mechanism which can enhance the community participation. Without community participation, the school employees would be less accountable and effective. Community people should have ownership and voluntary spirit on the school and the school also should have transparency which allows the people to more participate.

This table is description of the degree of the applicability in terms of school service delivery. Question Teachers / Community/ Students/ parents pupils

employees Obj 1: How will you rate the sufficient of salary Fair (50%) amount? 1. Minimum, 2. Fair, 3. Good, 4. Excellent Obj 1: How will you rate the condition of teacher Fair (50%) management in school management circle? Obj 2: To find out whether teaching methods Fair (50%) delivered are effective and appropriate? (Question for parents, teachers & students) Obj 3: To find out the degree of community Poor (25%) participation that contributes to the school service delivery for more effective and accountable. Question for; parents and teachers
Obj 4: To find out if the infrastructure, equipments and facilities are appropriate and adequate in order to meet the good results. Obj 5: To find out whether the students and parents are satisfied on the educational service delivery provided by the school and whether they have received the quality education Fair (50%)

Fair (50%)

Good (75%)

Poor (25%)

Poor (25%)

Fair (50%)

Fair (50%)

Fair (50%)

Fair (50%)

Fair (50%)

Rank of Capability in terms of management/administration, Teaching method, teaching supporting materials and community participation. Lowest 10%, strongest 100%)

THE SWOT ANALYSIS

The table below shows the condition of school service delivery in terms of strength and weakness internally, and the opportunity and threat externally.

STRENGTHS
Adequate infrastructure and teaching supportive materials. The examination system is subject to maintain the collaborative and accountable way. Teacher set up and submit lesson plan The teaching package contains physical, metal and intellectual sessions. Teachers evidence commitment by performing any tasks assigned. No school fees

WEAKNESS
There are around 70-pupils in one class room and one teacher control them in certain session. The teachers do not apply the teaching supportive materials necessarily. Inadequate employee salary Low community participation Not applicable and appropriate administrative and management system No school library

THREAT

OPPORTUNITY

Adequate National government is trying to Adequate Banking education system is still begin decentralization and empowering the running in public primary school currently local government No local government and decentralization in United Nation agency and other noneducational hierarchy. government organization are trying to Low capability in terms of teaching, contribute the school management and administration Huge number of tuition service. Inadequate of financial supports from national government