BRITISH ASSOCIATION FOR
INTERNATIONAL & COMPARATIVE EDUCATION
Education, Peace, and Sustainable Development: The ‘Left Behind’ in Myanmar Conflict Region
Sustainable Development, Education, and Myanmar
When the 17 Sustainable Development Goals (SDGs) were established in 2015, one significance of the agenda, which differentiate itself from all previous development agendas, was to leave no one behind. A holistic, comprehensive, and sustainable development of all sides of society was pictured to help the current and future generation to build and live in a sustainable world. Now, the 2030 deadline is only 6 years away, and we have only achieved 15% of the SDGs (as of 2023)[i]. This is not because we haven’t worked hard enough to make the world better; rather, it is the complexity of social-political factors in many countries, both developed and developing countries, which have hindered progress toward these goals. In particular, countries experiencing prolonged conflicts, like Myanmar, face a unique set of challenges that significantly obstruct efforts to achieve sustainable development, peace, and inclusive education.
Myanmar’s conflict regions, particularly in Kachin State, highlight the grim reality of people who are not only physically displaced but also systematically left behind by education systems and sustainable development. The long history of conflict between local ethic armed groups and the Myanmar army has created an environment of instability, where access to basic infrastructure and services, including education, is severely limited. Together with the military coup in 2021, the situation has worsened. Universities and schools across the country have been shut down, occupied by military forces, or rendered unsafe for both students and teachers. This has particularly devastating effects in conflict regions like Kachin State, where educational access was already fragile and disrupted. The instability not only halted academic progress but also compounded the fear and uncertainty among communities, as education became yet another casualty of political upheaval.
Teaching SDGs in Kachin State
Between August and October 2023, I had a chance to work with a local institution, who was desperately in need of education resources and aids to deliver education for local communities, to teach a course about the SDGs. The course was adapted from the Massive Open Online Course, Global Inequalities and the Just Transition, and used regional mining activities as a case study to teach a group of 18-year-old students about sustainable development. Although it was the first time for the students to hear and learn about sustainable development, they immediately spotted the importance of education in addressing the pressing challenges their communities face. Their enthusiasm and engagement in the course were a powerful reminder of how education can ignite a sense of agency, even in conflict-affected areas. They questioned how sustainable development can be achieved in regions like Kachin, where conflict and resource exploitation are so deeply intertwined.
‘We need to study hard to become educated individuals who can contribute to the development of various sectors in society [in Myanmar]. However, the issue is that no one has the opportunity to pursue their ambitions.’ – Focus group interview
Students also identified key SDGs that they believe could potentially restore peace and stability in the region, including the goals of ending poverty (SDG 1), ensuring quality education (SDG 4), achieving gender equality (SDG 5), and promoting peace, justice, and strong institutions (SDG 16). For them, the learning experience of the SDGs was not an abstract concept, but a vital tool for envisioning a different future—one where their communities are free from poverty, have access to education, and are no longer exploited by external forces. Instead, they could benefit from more responsible and equitable development practices that prioritise their well-being and growth.
Reflections and Future
This experience underpins the transformative power of education, even in the most difficult circumstances, and highlights the urgent need for increased support in conflict-affected regions like Kachin, where the commitment to ‘leaving no one behind’ remains far from realised. Since the 2021 military coup, sustainable development in Myanmar has shifted from being an actionable goal to a mere symbol. The country’s formal development agenda was abruptly derailed, and its continuity remains uncertain as key development indicators continue to decline in the wake of the coup. In regions like Kachin, where progress was already precarious, political instability has only deepened existing inequalities, making sustainable and inclusive growth even more elusive. The situation has recently worsened, with state-wide communication blackouts due to the military operations in Kachin State, where internet and telephone services have been cut off since July 2024[iii]. This loss of communication not only hampers the delivery of ongoing educational aid but also raises serious concerns about the safety of the colleagues and students I worked with during my teaching. The blackout serves as a stark reminder of the vulnerabilities faced by those living in conflict zones, and the critical importance of maintaining open channels of support, education, and connection in the face of such adversity.
This situation calls for targeted interventions and renewed commitment to rebuilding stability, peace and engagement, which are the foundations of sustainable development in the region. The young people I taught in Kachin State are eager to be part of the solution, but without adequate resources, safe learning environments, and continuous support, their potential will remain unrealised. As we move closer to the 2030 deadline for the SDGs, it is critical to remember that achieving these goals requires more than just policy frameworks and international agreements. It requires concrete and on-the-ground efforts to ensure that the most vulnerable—those like the students in Kachin—are given the tools they need to contribute to a sustainable, peaceful and educated future. Only by addressing the specific challenges faced by communities in conflict zones can we truly hope to meet the promise of leaving no one behind.
[i] United Nations. (2023). The Sustainable Development Goals Report 2023. Available at: https://unstats.un.org/sdgs/report/2023/
[ii] Feb 11, 2021 Myanmar’s military coup. Available at: https://unsplash.com/photos/a-group-of-people-holding-red-flags-in-front-of-a-tree-i6SbB28vLXo (Free to use under the Unsplashed License)
[iii] RFA Burmese. (July, 2024). Northern Myanmar cut off by state-wide communications blackout. Radio Free Asia. Available at: https://www.rfa.org/english/news/myanmar/kachin-telecoms-blackout-07302024064424.html
[iv] Quality Education (SDG 4). Available at: https://unsplash.com/photos/person-holding-red-and-white-card-NhlIPS1L9pI (Free to use under the Unsplashed License)
