The integration of a new kindergarten curriculum in Myanmar: gaps between policy and the engagement of personnel in real settings

Abstract

ABSTRACT This study explored the gaps between new kindergarten curriculum and engagement of personnel in real settings of Myanmar. We applied qualitative multi-level analysis through semi-structured interviews with 41 participants (curriculum team members, regional/township administrative staffs, school principals, in-service kindergarten teachers, instructors and students from education colleges and parents) who were participated in the curriculum distribution. The findings indicated that the mindsets of personnel in real settings could not be congruent to the new kindergarten curriculum mainly because of the challenges in the real kindergarten classrooms and their adherence to the old subject-centred curriculum, however, only less effect of cascade curriculum distribution.