Training of Religious Educators
The project is based on three interconnected key issues found in Myanmar society and education system.
1. Religious teachers having insufficient understanding on other religion’s teaching and many having mis-understandings towards other religious groups which can be observed from mis-information spread across by religious leaders about other religion to their followers.
2. A lack of platform for educators in different religious institutions to come and discuss about teaching religious texts creatively. Hierarchy among monks and religious leaders lead the educators/teachers to not question back and even though they have frustration towards teaching and learning methods, they keep quiet.
3. Religious educators not using interactive, critical and dialogue strategies in their lessons which weaken the students in understanding the religious texts critically. Especially in Myanmar Buddhist context, monks were trained mainly through method of lecture and student monks are asked to memorize the religious texts then take exams to test their understanding.
The project brought 44 educators from three different religious institutions: Buddhism, Christianity and Islam, to learn about education topics. In the training program, we have 1) Digital literacy and safe use of internet, 2) Child rights and child protection, 3) Trauma Healing, 4) Dialogue in the Classroom, 5) Child Psychology, 6) Educational Philosophies and Approaches, 7) Lesson Planning and Action Planning. There were a competency checklist that Saya drafted to do pre and post assessments which determined the learning of Participants.
Training of Religious Educators
The project is based on three interconnected key issues found in Myanmar society and education system.
1. Religious teachers having insufficient understanding on other religion’s teaching and many having mis-understandings towards other religious groups which can be observed from mis-information spread across by religious leaders about other religion to their followers.
2. A lack of platform for educators in different religious institutions to come and discuss about teaching religious texts creatively. Hierarchy among monks and religious leaders lead the educators/teachers to not question back and even though they have frustration towards teaching and learning methods, they keep quiet.
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3. Religious educators not using interactive, critical and dialogue strategies in their lessons which weaken the students in understanding the religious texts critically. Especially in Myanmar Buddhist context, monks were trained mainly through method of lecture and student monks are asked to memorize the religious texts then take exams to test their understanding.
The project brought 44 educators from three different religious institutions: Buddhism, Christianity and Islam, to learn about education topics. In the training program, we have 1) Digital literacy and safe use of internet, 2) Child rights and child protection, 3) Trauma Healing, 4) Dialogue in the Classroom, 5) Child Psychology, 6) Educational Philosophies and Approaches, 7) Lesson Planning and Action Planning. There were a competency checklist that Saya drafted to do pre and post assessments which determined the learning of Participants.
Training of Religious Educators
The project is based on three interconnected key issues found in Myanmar society and education system.
Continue Reading..
1. Religious teachers having insufficient understanding on other religion’s teaching and many having mis-understandings towards other religious groups which can be observed from mis-information spread across by religious leaders about other religion to their followers.
2. A lack of platform for educators in different religious institutions to come and discuss about teaching religious texts creatively. Hierarchy among monks and religious leaders lead the educators/teachers to not question back and even though they have frustration towards teaching and learning methods, they keep quiet.
3. Religious educators not using interactive, critical and dialogue strategies in their lessons which weaken the students in understanding the religious texts critically. Especially in Myanmar Buddhist context, monks were trained mainly through method of lecture and student monks are asked to memorize the religious texts then take exams to test their understanding.
The project brought 44 educators from three different religious institutions: Buddhism, Christianity and Islam, to learn about education topics. In the training program, we have 1) Digital literacy and safe use of internet, 2) Child rights and child protection, 3) Trauma Healing, 4) Dialogue in the Classroom, 5) Child Psychology, 6) Educational Philosophies and Approaches, 7) Lesson Planning and Action Planning. There were a competency checklist that Saya drafted to do pre and post assessments which determined the learning of Participants.