Over 40 schools closed in Nanyun Township, depriving children of education: ENWA Survey

Mizzima

Over 40 schools in Nanyun Township of the Naga Self-Administered Zone in Sagaing Region have closed, depriving local children of educational opportunities, according to a survey conducted by the Eastern Naga Women’s Association (ENWA).

The survey, conducted over three months prior to the current academic year, reveals that while over 20 schools failed to open last year, the number of closed schools and affected villages has risen significantly this year among Nanyun’s 110 schools.

“Teacher shortages affect not only Nanyun but the entire Naga region. Some primary schools teaching up to Grade 5 are running with just a single teacher. It functions more like a Day Care centre than an actual school,” an ENWA official told Mizzima.

Respondents cited conflict, security instability, teacher shortages, poor infrastructure, transport difficulties, and economic hardships as key factors hindering school operations, ENWA noted.

With schools in some villages closed for over four years, many children have either dropped out or never attended school, threatening long-term literacy and educational development.

Educational disruption has led to rising illiteracy, academic delays, child labour, early marriage, drug abuse, and recruitment into armed groups.

The ENWA official stated that while those governing Myanmar bear primary responsibility for ensuring children’s education, local community leaders and parents also share this responsibility too.

ENWA urged the immediate provision of safe learning spaces, teaching materials, practical alternative education, and material support.

The association pledged to continue assisting with children’s educational needs and conducting ongoing data collection regarding regional conditions.

Dr. Einwei Seingnyu, a Naga literature and culture scholar, warned Mizzima that this widespread educational deprivation threatens future human resources.

“With children out of school and youth working to support families, this prolonged deprivation is highly alarming. ENWA’s study serves as an early warning. We must consider what kind of human resources we will have in five to ten years,” she said.

Prolonged closures also risk erasing distinct indigenous mother tongues, folklore, and cultural heritage, she added.

She advocated for regional education policies that balance modern education with traditional indigenous knowledge.

To improve access, she recommended establishing community-based temporary schools and learning centres, training local teachers, and utilizing offline learning tools—such as phones, tablets, SD cards, audio lessons, books, and radio—due to internet limitations.

She also suggested tailored curricula for overaged or illiterate children, raising awareness to prevent child labour, and providing livelihood support to families.

Educational disruption traps communities in cycles of poverty, fuels brain drain, and erodes cultural and national identities.

“A child’s lost education impacts the human resources of the entire community. Without urgent intervention, this prolonged closure will lead to a severe future human resource crisis,” Dr. Einwei Seingnyu warned.

She emphasized the urgent need for a comprehensive educational strategy that goes beyond rebuilding school structures to incorporate emergency/alternative education, catch-up programs, and local teacher training.