Photo: Gail Fisher Media







The Center for Promotion of Monastic Education (CPME) is committed to improving the monastic education systems in Myanmar. The majority of monastic schools are situated in rural areas and provide education for poor and marginalized children in society. These monastic schools support the underprivileged and poor children to benefit from basic education with an opportunity to become an educated person, see value in their lives, which are still sustainable, and become social agents who will develop and support growth and change within their own communities.


The Buddhist monastic institution in Myanmar has both currently and historically played an important social and cultural role in Burmese society.  Through its network of monasteries extending from urban centers to remote villages in almost all townships, the monasteries provide critical spiritual and emotional solace to the majority of Buddhists, as well as welfare and protective services, especially education and health services, to families too poor to access state-run services.


In particular, monastic schools offer free education to children who are unable to afford even basic public education in Myanmar. The monastic schools collect no school or supplementary fees, and often provide free textbooks and basic stationery, and in some cases, have a school lunch program for the children. Although the majority of students come from needy Burman and Buddhist families, many schools have diverse student bodies with children coming from various ethnic and religious backgrounds. The schools operate at the elementary level, although several schools have now been granted permission from the government to reach into secondary and high school levels. The schools operate mostly on local donations and the teachers and other schools staff receive only limited stipends of approximately US$35-50/month. Currently, the network of 1,600 monastic schools enrolls up to 8-10% of primary education enrolments, or approximately 250,000 children. There is currently an increase in enrollment at monastic school every year due to difficulty of poor families to afford even the basic fees required in government schools in Myanmar.


However, the quality of monastic education within the country is generally inadequate and at a minimal standard. Very few of the abbots and teachers have experience in school management, only basic understanding of education principles, and developmental needs of children. Even with limited knowledge, experience and skill, senior abbots and their teachers do the best they can with the resources and skills they have available. Unfortunately, the schools are poorly resourced and are mostly over-crowded with very large class sizes of 70-80 children cramped into a room that would normally fit 40-45 children.  All of the abbots and teachers are in desperate need for teacher training, teaching aids, school and vocational equipment as well as basic support for meals for the children.


Due to the extreme challenges that monastic schools, their abbots and teachers are faced with as mentioned above, the Center for Promotion of Monastic Education (CPME) was established in order to improve the quality of monastic education for poor children and their communities in Myanmar. CMPE’s Teacher Training program has been developed to operate as a “model” for monastic education which goes beyond literacy and numeracy, but fosters in ethical values, self-esteem, critical thinking and life-skills to build better lives for the abbots, teachers, students, parents and their communities.





The Center for Promotion of Monastic Education (CPME) provides teacher training designed to provide quality and relevant skills development to enhance the quality of monastic education in Myanmar for the poorest of the poor children. Focusing on increasing critical thinking and practical life skills, CPME aims to support the development of Myanmar’s teachers and students with the hope of strengthening the next generation of Myanmar’s youth.


CMPE initially started in 2009 under the umbrella of Phaung Daw Oo Monastic School in Mandalay as the main center for training of monastic school teachers and abbots for the management and implementation of the program.  CPME strongly believes that the monastery is still the starting point to promote quality education of children, especially the poor and marginalized who constitute the majority of the population. Education should not only be book learning but needs to be holistic and concerned about the development of the whole child, especially during this critical turning point in Myanmar history.


CPME’s program aims to provide children with the necessary critical thinking skills that will help in all aspects of their lives. The program also emphasizes the importance of food consciousness and organic farming in order to protect the environment. These skills will help preserve the environment, instilling basic principles of sustainability in Myanmar’s youth and ultimately supporting a balanced peace in the world.


To bring about the systematic transformation envisioned, the initiators of the CPME program believe that change must come from within; it must be organic, culturally relevant and driven not only from the head but also from the heart. Therefore the CPME program is designed to do more than just address the problem of poor quality of teaching but aims to create an innovative teacher training program which incorporates a balance of holistic education with an emphasis on practical life skills which are rooted in sustainability, by improving pedagogical and management practices in the monastic schools.


The program also focuses on leadership transformation, starting at the top with the most senior abbots.  As the head of the monastery and school, the abbot must lead by example, he must provide support for the teachers and parents to acquire and practice the necessary skills which will facilitate each child’s learning and at the same time he must be actively engaged in the development of the entire community. This holistic approach is believed to be the most effective and sustainable way to break the cycle of ignorance, poverty, and isolation that plagues the poor communities in Myanmar. In other words, the project aims to build upon Myanmar’s twin pillars of Respect of Learning and Faith in Buddhism to bring about the type of social, economic, and psychological change needed to gradually empower poor children and their families to become more self-reliant and confident members of society.


This is obviously an enormous task and will take a long time to achieve. In order to begin the process of change, it was decided that the CPME should first develop a practical and replicable “model” of holistic teaching and learning in a few selected monastic schools to serve as demonstration sites where other interested monastic schools would be able to learn from. Thus, the Center for Promotion of Monastic Education (CPME) came into existence, with an initial timeframe of 3 years in Phase III.       



To strengthen Monastic Schools and their local communities in Myanmar by building capacity of monastic school principals/abbots and school teachers through trainings and exposure visits which promote democratic, holistic and culturally relevant education and community development.




  • To strengthen the capacity of monastic schoolteachers and their senior abbots/principals through hands on, practical in-service training focusing on participatory learning, holistic education and sustainable life skills which supports both students and teachers development of critical thinking skills
  • To support and strengthen the governance, administration and management of monastic schools by providing trainings and follow up in these key areas
  • To support and strengthen systems of in-school coaching, mentoring and monitoring within monastic schools through regular the establishment of mentoring programs, regular school visits and guidance to monastic school teachers


CPME is also a national program supporting the promotion of Monastic Education and Monastic Schools in Myanmar. The program has now completed teacher capacity building training their 12th batch and offers support to the monastic schools through:


  • Teacher Capacity Building Trainings twice a year for 60 participants ( each 10 weeks duration )
  • Principal School Management Trainings for 15 principals ( 5 days )
  • International Abbot Exposure Trips ( once a year for alumni schools principals )
  • International Monastic School Teachers Exposure Trips
  • Monitoring and Mentoring to alumni and perspective schools
  • Initiated for advocacy of Township Network Monastic schools’ principals and teachers
  • Peace Awareness Training ( three time a year )
  • In country teacher exchange visits
  • Library support for books and teaching material to alumni schools
  • Annual Gathering and Sharing of Alumni teachers


The program has already trained 340 teachers from 111 monastic schools in Myanmar. The original grant was supported by Pyoe Pin, AFSC (American Friends Service Committee), CCFD (Comité Catholique contre la Faim et pour le Dévelopement) and Open Society Foundations. All of these grants are core funding to implement the program activities and, unfortunately, being reduced every year.


Teacher Capacity Building Training

Teacher Training Design


The CPME program emphasizes teaching methodology and uses RWCT (Reading and Writing for Critical Thinking) and CCA (Child Centered Approach) methods, which are designed to help students think reflectively and become independent, life-long learners. The trainings have tangible results in terms of building the teachers’ motivation, self-confidence and more understanding about effective education methodology. The program is also unique in that it introduces the teachers to eco-friendly skills during the Life Skills Training section where they receive hands on practical life skills training which in turn are passed on to students, parents and community members which promote not only critical thinking skills but self-reliance and sustainability.


The ability of teachers to put their new skills into practice depends on the understanding and support of school principals. Participants were given insight into the value of using participatory and experiential learning techniques which give children the freedom to develop their own knowledge.


CPME is continuously providing the training to monastic school teachers to apply the CCA and RWCT methodology in their classroom and to develop the children’s thinking skills. The children are happy to learn in their school and due to the participatory methods used, the students are able to generate and feel confident to ask questions.


The Center for Promotion of Monastic Education (CPME) was formed under the umbrella of Phaung Daw Oo Monastic Education School, and is officially registered with the Ministry of Religious Affairs and Ministry of Home Affair. The Principal, Ven. U Nayaka, is the Chair of the CPME’s Board of Directors. The CPME provides holistic, eco-friendly, child-centered teacher training.


In order to provide further support to the teachers who participated in the training, the CPME Mentoring and Monitoring Teams were established. These Mentoring and Monitoring teams visited 9 clusters for mentoring throughout the year. The Mentoring and Monitoring Clusters were held in: Sagaing Division, Mandalay Division, Ayerawaddy Division, Tanantharyi Division and Kachin State. The mentors noted changes in teaching methods and attitudes in the cluster schools visited which had teachers from nearby schools joining the meetings. They discussed each other and find out their strengths and weaknesses. Moreover, together they prepared the lesson-plan and practice teaching in classrooms and then gave feedback to each other. In addition, some schools had begun life-skill practices as extra-curriculum of school activities, e.g. vegetable gardens and shared information on eco-friendly life skills to other teachers and within the community.


The mentoring and monitoring process encourages alumni teachers to meet regularly, and requested the principals to support and help them. Three of the areas started to make township alumni gathering meetings where they discuss with each other and are organized to participate together at regular meetings.


Advocacy workshop for Networking Approach in each Township


The program tried to emphasize the Networking Approach among the teachers to meet regularly that to share their experience and to support each other.  It needs to lead and involve the Chief Monk of Township Monastic School Supervisor Committee and other principals.  The most important, all teachers need to participate in regular networking meeting by stimulation of the principals. CPME team advocates to all principals and teachers to understand in regular meeting process and give the guide line what should to share and what should to do.

CPME program provided the teacher capacity building training number is limitation. It could not cover to all monastic school teachers. Majority of the schools have new teachers, have not received yet. CPME believe that the networking meeting might be improved teaching skills, become strong network and good relationship among the schools of each township.


At the advocacy networking meeting, CPME team explained about the education process and changing about the Ministry of Education ( MOE ) policy. The Government will extend schooling level that learning period will increase into 13 years ( KG+12 years ) instead of currently 11 years ( KG+10 year). That process will complitaly change within (2016-2020) and also the curriculum will be change in future. Thus, CPME team encourage to all teachers, we have to work hard to improve for our skills.


All the Chief of Township Supervisors are willing to do the networking meeting while CPME team contacted to them. Normally, there is no any teacher coordination in their township and no negotiation in teaching process. The monks said that we got the message to make the meeting in each township from Monastic School Conference, but it could not implement. Now, it is time to implement to stimulate our teachers.


Project Activities Timeline


Training Title

Training Duration


Teacher Capacity Building Training Batch-13th

28 Jan 2016

8 April 2016


Teacher Capacity Building Training Bactch -14th  

25 April 2016

3 July 2016


School Library Support

30 April 2016

3 July 2016


Advocacy workship for Networking Approach in each Township

July 2016

Dec 2016


Monitoring to alumni schools

July 2016

Dec 2016


Peace Awareness Training ( 3 Times )

 Aug 2016

 Sept 2016


Regular Encourage to Township level

August 2016

November 2016


Local experience exchange

August 2016

September 2016


Alumni Teachers Exposure visit

6th Aug 2016

17th Aug 2016


Abbot Exposure visit

2nd Nov 2016

14th Nov 2016


Abbot Management Training

15th Nov 2016

20th Nov 2016


Alumni Gathering and Sharing

25th Dec 2016

27th Dec 2016










Estamated Budget of Main Activities

Line item


Total (local currency)




Transportation for staff






Equipment & Supplies



Supply and Equipment (printer, computer, funiture & Others)



Office supplies (stationary & Otherthing )

12 months x 30000 kyats





Monitoring & Mentoring



Mentoring for teachers and follow-up

15 cluster school


Regular Technical Support to Township

20 township visit


Annual Gathering and Sharing Workshop

1 time for 220 pax


Annual External Audit fee






Student Projects



Teacher Capacity Building Training ( first training )

 training for 30 pax


Teacher Capacity Building Training ( second training )

 training for 30 pax


Abbot Management Training

1 training for 15 pax


Peace Awareness Training

2 trainings for 90 pax


Local experience exchange

3 times visit for 42 pax


External Study Visit for Abbot

1 trip to for 15 pax


External Study Visit for Alumni Teacher

1 trip for 32 pax


Basic School Support to Alumni Schools

16 school x 500000 Ks





Grant Total




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