Rethinking educational equity in the Global South: Alternative pathways for Myanmar students in conflict-affected contexts

Abstract

Educational equity remains a pressing challenge in the Global South, particularly for students affected by conflict and migration. In Myanmar, disruptions to formal schooling have led many students to seek alternative education pathways that offer flexibility and international recognition. This study examines the role of General Educational Development (GED) programs as an alternative model for fostering educational resilience and equity among Myanmar students. Drawing on qualitative data from focus group discussions with educators and administrators, the study highlights key barriers, including language difficulties, legal constraints, and resource shortages, and explores community-driven strategies to overcome these challenges. By framing the discussion within post-colonial and decolonial perspectives, this research underscores the significance of flexible, non-traditional education models in ensuring access to learning for marginalized students. The findings contribute to broader discussions on education policy in the Global South, offering insights into how alternative credentialing programs can bridge educational gaps in conflict-affected regions.