Naw Htwe, a 12-year-old girl from the village of Lat Pan Kone, is just one of 16,461 children who benefited from the Education Cannot Wait (ECW) programme, which worked to improve both access to education and the quality of learning in conflict‑ and crisis‑affected areas across Myanmar.  

Naw Htwe’s words capture what this programme was about: providing children with safety, belonging, and the chance to learn, even in the most difficult circumstances.  

As the programme comes to a close, Programme Manager Andrea Finnegan shares her reflections on the successes and challenges of the Education Cannot Wait Programme.  

There were many ways that the ECW programme encouraged and promoted education in Myanmar.

One of the most successful initiatives was the creation of community reading clubs. Teachers and community members were supported in creating reading corners to help promote literacy skills in children. These reading clubs provided a safe space for children to read together, develop friendships, and encourage a love of learning. We also provided children in these clubs with education kits, including books, pencils, crayons, and school bags, helping to reduce the financial barriers that can prevent children from staying in school.  

Aung, a reading club student in Shwe Pyi Soe village, said, "I really enjoy attending the reading club. I get to listen to stories, draw pictures, colour them, and even receive student kits. It makes me so happy." Her words are a reminder of the impact even simple educational activities can have on children in emergency settings.

These reading clubs have real potential beyond Myanmar. Similar ideas are already being explored through our Irish Aid-funded EMPOWER programme, in partnership with Fighting Words, where children write stories together to support collective wellbeing. Expanding reading clubs and creative learning spaces into more programmes could have a powerful impact. 

Encouraging and protecting children’s right to education requires work from the whole community. We worked directly with parents, educators, and community leaders to ensure that children were able to access the education they deserved.  

To help create positive attitudes towards education for parents, we hosted Reading Awareness Workshops and Parenting Under Pressure sessions. Over 17,000 parents took part in these activities, which promoted positive parenting, inclusion, child protection, and the importance of education. Some went on to join Education Management Committees, helping mobilise their communities to get children into school and keep them there.

U Biak Lian Nawl, a father living in Zomual village, expressed that “after attending this training, I started spending more time with my children and showing them love in more open ways. I can now see that they are happier, and their learning has improved as well.” His changed perspective shows how important it is to engage with parents and community members to protect children and promote their education.

To increase the quality of education that children received, teachers were also supported through targeted training on curriculum planning, classroom practice, psychosocial support, and preventing gender‑based violence. Strengthening teacher skills was essential to improving education quality and building community trust.

By engaging with educators and parents, the ECW Programme was able to encourage entire communities to support and protect children’s access to education.

As the Education Cannot Wait programme in Myanmar comes to an end, its impact is clear. More than 16,000 children were supported to return to school and stay there. Over 17,000 parents gained knowledge and tools to protect their children and support their education.

Delivering the programme was not without challenges. Ongoing conflict and political instability made access difficult, slowed implementation, and disrupted staffing. Recruiting and retaining qualified teachers in remote and conflict‑affected areas was an ongoing struggle. The 2025 earthquake further increased needs across the country.

Along the way, valuable lessons were learned, particularly around disability. Not all disabilities are visible, which required us to tailor our programmes and activities to be more flexible and responsive. Through this programme, we helped 457 children with disabilities access formal and informal education, including many who had never been to school before.  

Despite these obstacles, the programme exceeded expectations. Access to education improved for more children than originally planned, and communities and local education structures became more resilient in the face of ongoing shocks.

Many challenges remain for Myanmar’s children. But this programme has helped communities better withstand crises, and reaffirmed that even in the most difficult circumstances, education matters, and children deserve the chance to learn, grow, and belong.