2

Education budget b
AUNG SHIN
koshumgtha@gmail.com

The government is taking some positive steps in the education sector notably budget inc But is this enough to lift Myanmars education standards out of the doldrums?

UNTIL 2012, only about one percent of the budget was allocated to education. Last year the government raised the allocation for education to 4.3 percent, and this figure has increased by a further 1.54pc this year, bringing it to 5.84pc of the national budget. The education budget is still low compared to the number of students. The government should increase it further, said Dr Thein Lwin, an education expert from the NLD Education Network. In cash terms, the percentage increase means a leap from about K643 billion to K908 billion an increase of more than K260 billion, out of a total national budget of about K7721 billion adopted in the 2013 union budget law of March 29. The government has estimated the income for the Ministry of Education at only K14 billion, which includes K2.7 billion from international aid. This means that the budget deficit is K83 billion. Were going to increase the education budget every year to ensure improvements are made in education, said U Thein Nyunt, Pyithu Hluttaw representative for Thingangyun township, and a member of Pyithu Hluttaw Education Promoting Committee. In March, the education minister also pledged to reallocate K31.27 billion from the budget for the

Children at a school in eastern Shan State. Pic: Aung Htay Hlaing basic education sector to office expenditure of the ministry. Any budget increase for education is good but it must bear fruit. There are a lot of needs in education, such as teacher training, transportation and other support for teachers in remote areas, as well as for teaching materials in the classroom, said Dr Thein Lwin. Despite a history of opacity, the education ministry is now sharing more information with the public as well as engaging more with it although contacting high-ranking officials remains a drawn out process. Starting this financial year, the ministry introduced free compulsory primary education, which also includes disbursing free textbooks. The government provided textbooks and exercise books worth K2.87 billion to more than 5.2 million primary students in the 2011-2012 academic year. A total of 5.5 million primary students received free textbooks and exercise books in 2012-2013 too, according to the ministry. The ministry is also going to appoint at least 10,000 junior assistant teachers (JAT) for primary schools around the country, and will renovate 1000 basic schools and offices at district level. There are already 52 district education offices, 18 state and regional education offices and 300 township-level offices. District education officers offices are unnecessary. Its enough to have school administration boards involving teachers and community leaders. The money should be spent in other education sectors, said Dr Thein Lwin. Education minister Dr Mya Aye told a seminar in April that the ministry would renovate schools and build new infrastructure, appoint more teachers, and fund teacher training. The ministry has added one year to the duration of higher education degrees starting from the 2013-2014 academic year. We need more infrastructures for this extension, said Dr Mya Aye, adding that the ministry will need to spend more on reform in order for it to be effective. The government will also use K3 billion to support 6303 teachers across 1579 monastic schools at the primary, post-primary, middle and high school levels. The allocation was discussed at a meeting in Yangon on April 28 between the ministry of religious affairs and supervising sayadaws in monastic schools. Monastic school teachers will receive a government salary for the first time this year. Administration, inferior infrastructure, technology and education policy are key issues that international engagement could help resolve. Lack of funds is one of the major hindrances in accomplishing education development goals, and the Ministry of Education is trying to engage with the international community more than ever. UNICEF, Japan International Cooperation Agency and AUSAID are working on educational projects in Myanmar.

BACK TO SCHOOL 2013

Editors: Myo Lwin, Jessica Mudditt Writers: Shwe Yee Saw Myint, Jessica Mudditt, Cherry Thein, Noe Noe Aung, Thiha Toe, Zon Pan Pwint, Aye Nyein Win Cover photo: Yadanar

A Myanmar Times Special Report

Photographers: Kaung Htet, Noe Noe Aung, Jessica Mudditt, Aung Htay Hlaing Cover & Layout Design: Tin Zaw Htway, Ko Pxyo, Khin Zaw For enquiries and feedback: myolwin@myanmartimes.com.mm jess.mudditt@gmail.com

boost: is it enough?
Education Highlights
Budget allocation for education Education Budget Budget Deficit Budget Allocation to Monastic Schools Number of schools to renovate and rebuild Number of teachers to appoint for primary education Number of basic education school (Basic Education) Number of institutions (Higher Education) Number of students (Basic Education) Number of school teachers (Basic Education) Number of students (Higher Education) Number of teachers (Higher Education 5.84 percent K908 billion K83 billion K3 billion 1000 10,000 40,876 (2011) 163 (2012) 8 million (2011) 0.3million (2011) 0.5million (2011) 20,000 (2011)

creases and introducing free and compulsory education.

A child rides a water buffalo to school in Shan State. Pic: Aung Htay Hlaing

Source: Ministry of Education

Building schools, brick by brick

JESSICA MUDDITT
jess.mudditt@gmail.com

TRACY COSGROVE has been helping disadvantaged children for the past 18 years, after she and her husband decided they wanted a way to show their young children another side of Asia. Following the tragic death of her husband in a car accident in 1998, Tracy continued her voluntary activities and in 2003 founded the Melissa Cosgrove Childrens Foundation, a not-forprofit organisation named after her daughter. Along with countless healthrelated projects in Thailand, Tracy has initiated the building of 30 schools and orphanages in Myanmar, with the first opening in 2005. The most recent was a school for 120 children in Rakhine State, which at the end of February was handed over to the education department. In the past, the foundation has worked with street children, trafficked children, children whose parents are migrant workers and those with HIV/Aids. It is now focused on health and education related activities. An interior designer by profession, Tracy personally identifies and chooses the projects that are supported: her interest in Myanmar was piqued when she assisted a trafficked Myanmar boy to return to his family from Thailand. She told The Myanmar Times, Im not a big NGO and I wouldnt call it charity work its about empowering people. Tracy is a no-nonsense person the type who sees a tragic situation and simply gets to work improving it. One gets the feeling that No isnt in her vocabulary. She said she doesnt get over-

Phyo Wai and Tracy Cosgrove at the orphanage in Dalla. Pic: Jessica Mudditt whelmed by thinking about the number of people who need assistance she tries not to focus on that, but instead concentrates on what can be achieved. During her first visit to Myanmar in 2004, a friend took her to a village in Bago Region, which is about 3 hours from Yangon. She with the then British ambassador to Myanmar, Vicky Bowman, and pleaded for financial assistance to get the project started. Three months later, the job was done, and she set about rebuilding a kindergarten in the same township. She also supports a monastery in the same area. photo and posted it on Facebook. A doctor friend diagnosed it as a cancerous tumour and the teenager was promptly flown to Yangon for an operation. She is grateful to Air Mandalay for flying the girl free of charge. While traveling on the ferry to Dalla village on 6 May, Tracy said:

I wouldnt call it charity work its about empowering people.

Tracy Cosgrove

travelled in a Flintstones car, past a lot of checkpoints while being followed by a policeman on a motorbike. Although the local police initially wouldnt allow her to get out of the car, when Tracy took one look at the local orphanage she resolved to rebuild it from its dilapidated state. She immediately set up an appointment

Due to the fact that the foundation isnt encumbered by the red tape that can surround many non-government organisations, the scope of her work is flexible. Tracy is building a school in a village located an hour by boat from Ngapali, and when she happened to see a girl with what appeared to be a spot her eye, she took a

The last time I was on the ferry, I saw a boy who looked really, really sick. He was grey. It turned out that he needed a heart transplant. Thanks to Tracys compassion and powers of persuasion, she raised the necessary funds for the operation and the boy has successfully recovered. When we arrive at Hope Or-

phanage, Tracy swings into action asking her assistant Phyo Wai to find out the childrens needs and how best to provide help on an ongoing basis. Though businesslike when doing the organising, she puts her notebook down towards the end and stops to take photos of the children, saying Pyone! (Myanmar for smile). She laughs and kids around with them with such ease that it seems as though shes known them for years. Although this orphanage in particular is being supported by a family in Australia, Tracy said that Facebook is an excellent means of obtaining funding from overseas supporters. Peoples generousity is such that she often has to tell people to wait until the next projects presents itself she doesnt fundraise unless there is a specific goal in mind. The network [of supporters] is growing and growing, she said with a smile. Tracy also has a policy of hiring locals to build the schools and orphanages, in order to boost employment opportunities in the areas she works. Her son and daughter also help her with projects in Myanmar and Thailand, and she said that her own parents are also active supporters. Tracy repeatedly states how her work has been aided by the kind-heartedness of Myanmar people whether its a taxi driver that returns part of his payment to contribute to a youngster in need, or people banding together to achieve a common goal all without financial reward. She said, It was a close community when I was growing up in Manchester, but it wasnt like this. Ive never seen anything like it. In 2003, The Evening Times gave Tracy the Scotswoman Award, in recognition of personal courage and dedication towards others. Its not difficult to see why.

Tracy Cosgrove with children in Myanmar. Pic: supplied

Is school cool?
Ma Paing Aye MyaThu, 20 I liked school because I had a lot of friends and its great because my old school friends go to the same university as I do. But I didnt like school when teachers discriminated against the poor students by treating the wealthy ones a lot better. Kyaw Kyaw Tun, 13 I loved school, but I had to drop out two years ago because my family doesnt have any money. It was really disappointing. But now I want to earn money for my family by selling books on the streets.

Myanmar Times' reporter Shwe Yee Saw Myint hit the streets to ask people whether school is a drag or something to savour.

Nay Lin Aung, 12 I like school now that I am in eighth grade. I go to school in Kyauktada township, which is close to my house. I have lots of friends and its fun playing at break time. I love my teachers and I enjoy my classes.

San Myint Tin, 26 I liked school, but some things about it were difficult. I live in Magway Region in upper Myanmar and I lived in Saw Hla village. We didnt have enough teachers and it took me a really long time to travel to the city where school was. A lot of students were in the same situation. I passed the matriculation exams and got a distinction in physics, but overall I dont think the quality of teaching was very good.

Thi Ha Moe Oo, 24 I enjoyed primary school but high school life wasnt so good. Theres less time to spend with friends and I was under so much pressure to pass matriculation exams. I am happier now than I was at school.

Aung Paing Phyo, 24 I went to a small primary school and the teachers were so nice. It felt like everyone knew everyone and it was a really friendly place. My favourite part was playing in the play ground. It was the best time of my life.

Against the cane: corporal punishment in Myanmar

UNICEF has provided alternative discipline training to 60,000 teachers, but corporal punishment remains legal.
JESSICA MUDDITT
jess.mudditt@gmail.com

A FEW years ago, an expat living in downtown Yangon noticed a distressed young girl on the balcony opposite his apartment building. She had been doing calisthenics under the hot sun for hours, quite clearly against her will. The expat was so concerned that he called the ward councilor, but was shocked to find himself being reprimanded rather than the girls parents. The ward councilor made the man sign a document stating that he would never intrude on other peoples business again. According to a teacher who spoke to The Myanmar Times on condition of anonymity and who will be referred to as Mr Smith, there is a widespread belief in Myanmar that what happens in the home stays in the home. The author of a parenting book, Aung Thein Kyaw, said that violence towards children is common practice and an accepted part of Myanmar culture including at schools, where teachers use caning and other painful techniques to discipline students. In a 2009 Myanmar Times article, Aung Thein Kyaw said that a teacher from Aung Lan in Magwe punched a student so hard that it broke his tooth. Another died from injuries after being beaten by a teacher at a school in Pwin Oo Lwin. Corporal punishment appears endemic: In a 2001 study by UNICEF and Research International Asia (Thailand), 40pc of the 10,073 children surveyed in Myanmar said that their parents beat them. A 2002 study by UNICEF found that 17pc of respondents were unhappy at school because their teachers used corporal punishment. However despiterepeated calls from the United Nations Committee on the Rights of the Child (CROC) to repeal or amend a number of laws, including the implausibly titled Whipping Act (1927), the government is yet to do so. As recently as 2011, it rejected recommendations to make corporal punishment in the home unlawful. And although the government has issued directives that corporal punishment should not be used at schools, no law expressly prohibits it.

Pic: Kaung Htet The Child Law allows for a form of admonition by a parent or teacher which is for the benefit of the child, while the Penal Code states that: nothing which is done in good faith for the benefit of a person under 12 years of age... is an offence by reason of any harm which it may cause. Although Myanmar is a signatory to CROC, campaigners seeking to end corporal punishment interpret local laws as eroding the rights of Corporal punishment remains a global issue to date, only 30 countries have made it illegal in the home. In such places, television and radio campaigns have proved highly effective in changing societal values about the perceived benefits of corporal punishment chiefly, that its effective. As Mr Smith explained, Sometimes parents believe that giving the child a beating is being a good parent: Its the way they leads to higher incidences- of truancy and drop-out rates. The Pediatrics journal states that: Children who are spanked, hit, or pushed as a means of discipline may be at an increased risk of mental problems in adulthood from mood and anxiety disorders to drug and alcohol abuse. Mr Smith said that in his experience, those who are subject to corporal punishment inevitably start to bully others. We all have a heal but if [children are] given negative verbal messages, their belief structure is affected. In the long-term, that can be more damaging. UNICEF has been advocating for the elimination of corporal punishment in schools in Myanmar since 2001. It continues to work with the Ministry of Education to promote Child Friendly Schools (CFS), which aim to provide learning environments that are physically and mentally healthy, safe, psycho-socially supportive and protective of children, said Mr Bainvel. UNICEF assists schools and teachers in finding alternatives to corporal punishment, which are known as positive discipline. More than 60,000 teachers at 15,000 schools have undergone training programs to date. Alternatives such as timeout where a child is removed from the situation for a short period and remains quiet, or temporarily removing privileges such as watching television, is more effective than corporal punishment in deterring undesired behavior, according to the American Academy of Pediatrics: The child may act out more in the short run, but these strategies are highly effective if used consistently. Such alternatives are worth trying particularly when there's so much at stake.

Sometimes parents believe that giving the child a beating is being a good parent.
Teacher

children under the UN Convention. For example, CROC outlines a governments responsibility to take all appropriate measures to ensure that school discipline is administered in a manner consistent with the childs human dignity, however existing laws permit the contrary. UNICEFs representative to Myanmar, Mr Bertrand Bainvel, told The Myanmar Times that, corporal punishment and verbal threatening are very common and deep-rooted forms of discipline in schools in Myanmar. Unfortunately, changing attitudes to a well-established practice in homes and schools will be difficult.

themselves were taught to do well at school and to respect their elders. Its important to introduce alternatives. Although parents undoubtedly want the best for their children, extensive research has found that corporal punishment produces exactly the opposite. In April 2011, the Global Initiative to End All Corporal Punishment of Children stated that: Studies show that discipline at school through either physical or emotional humiliation hinders a childs ability to learn, undermining the very purpose of education. International studies have also found that corporal punishment

certain capacity to hold hurt: When were holding too much, we have to get rid of it and so we impose it on others. The child who is being hurt will hurt others. Mr Smith said he believes that verbal abuse can be even more damaging than inflicting physical pain a position echoed in the UN Convention. CROC states that some non-physical forms of punishment are cruel and degrading and, thus, incompatible with the Convention. This includes punishment that belittles, humiliates, denigrates, scapegoats, threatens, scares, or ridicules the child. Mr Smith said, The body can

Wearing the white and green: students and teachers discuss compulsory school uniforms
ZON PANN PWINT
charge us, he said. Daw Hnin Hnin Wai, who is a high school teacher at BEHS (2), said a mother of a 7-year-old girl came to her recently to enrol her child at the school. The mother originally wanted to send her to an international school, called the International Language and

Students in uniform take a break for snacks in Bahan township in Yangon. Pic: Kaung Htet At my school, students love wearing uniforms, they dont mind it one bit that the colour is the same at every school, Daw Hnin Hnin Wai said. Outside school hours, they wear what they like and they are free to choose any fashionable clothes, so wearing a school uniform during uncomfortable for teachers, too. But Daw Myint Myint Cho said she has never heard a student complain. During 20 years of teaching experience at high school, I have never experienced a pupil having a problem with wearing a uniform, she said. However some students in ties at the waist with a fastener. If students do not comply with the uniform if they come to school with a designed or patterened longyi, there is no fine or punishment, but they will be asked to go home and change. Ma Yoon Nwe, a middle school student at BEHS (2) in Yankin said she doesnt like wearing a longyi, because it clings to her body and restricts her freedom of movement when she goes outside at lunch time. The uniform doesnt make it easy to play and run. If I wear trousers, I can run really well, she said. I also feel hot in a long-sleeved jacket. However it seems that the white and green is here to stay and something to be proud of.

zonpann08@gmail.com

FOR most Myanmar people, white and green are beloved colours that signify a time in life to learn and study. They are the colours of the traditional Myanmar school uniform, which is compulsory for students at state schools. Girls in secondary school wear a white traditional jacket with long sleeves, accented by a long, green skirt called a longyi, on special occasions (most of the time they wear short sleeves). Boys wear long-sleeved white shirts with a mandarin collar on Mondays and Wednesdays, and short sleeves on other days, matched with green trousers, or a longyi. Teachers also wear a version of the uniform. Middle school teacher Daw Myint Myint Cho, who has worked as a teacher for 27 years, and currently teaches at BEMS (9) South Dagon, said that wearning the uniform earns her a great deal of respect. When I started working as a teacher, I preferred different clothes rather than a plain and unadorned uniform, she said. But as the years passed, I began to notice a marked difference in how people relate to teachers in uniform, she said. When she takes the bus wearing her uniform, passengers will give her a seat or offer to carry her basket. When I go to the market, the seller will even throw in extra things for free, she said. Daw Myint Myint Cho said she believes that people are very respectful to teachers in uniforms because teachers create a feeling in them that he or she might be their sons or daughters teacher. Even when we go to celebrations or weddings, we wear the white and green uniform, she said. Some students also say they are treated with more respect when wearing a school uniform. I love wearing my school uniform, said Maung Ye Htet Aung, a ninth grade student at BEHS (2) Dagon Seikkan. Maung Ye Htet Aung said young students can take the bus free of charge when wearing a school uniform in that area. The bus conductors never

Even when we go to celebrations or weddings, we wear the white and green uniform.
Daw Myint Myint Cho, Teacher

Business Centre, but the young girl refused to go there, and told her mother she wanted to go to the state school because she specifically wanted to wear a white and green uniform.

school hours doesnt matter to them, she said. Of course, she and Daw Myint Myint Cho said that not every student enjoys wearing the uniform, and that sometimes, it can also be

middle school level have difficulties wearing a longyi, Daw Myint Myint Cho said. They are still young, so they arent accustomed to fastening a longyi tightly. At that age, students wear a special longyi that

Education takes a hit in Kachin State

TRADITIONAL Kachin music fills the community hall as a troupe of singers bellows out a song for family and friends at the Teacher Training College in the town of Mai Ja Yang. It is a night of celebration for 65 graduates who have upgraded their teaching skills in Myanmars northern Kachin State, not far from the Chinese border. Elsewhere in this remote, mountainous region, which has more than 83,000 internally displaced persons (IDPs), there is little to celebrate. A 17-year-old ceasefire between the Burmese government and the Kachin Independence Army (KIA), who have been fighting for greater autonomy for the past six decades, collapsed in June 2011. In December we had to postpone studies at the school I was working at for a few months because of the fighting around Laiza, 22-year-old Aung Gam Haundang, who will resume teaching next month at the middle school in the de-facto capital of the Kachin Independence Organization (KIO - political arm of the KIA), told IRIN. The biggest problem is we need more teachers. However, many who are qualified are afraid to work in the area because of the ongoing conflict and the recent attacks, Haundang said. Some 47,000 people are in IDP camps in KIA-controlled areas, with thousands more staying with host families, the UN Office for the Coordination of Humanitarian Affairs (OCHA) reported on 18 April. Thousands of school-age children have been affected by the conflict, with varying access to education facilities. In KIA-controlled areas, volunteer teachers have been used to maintain education services for the displaced. However, financial support for this effort is lacking. A comprehensive assessment of the education sector is urgently needed to better determine the number of children in need of education support, gaps in school supplies, and the absorption capacity of existing schools, OCHA said. School closures Before the ceasefire collapsed, there were 262 state schools in KIA-controlled areas. Today there are 229, many of them overcrowded and under-resourced, local authorities say; many have been forced to close due to nearby fighting. In Mai Ja Yangs only high school, classes operate in two shifts, starting at 6.30am, and mid-afternoon. Prior to the conflict, just 600 children were enrolled at the school. However, an additional 700 teenagers from the camps have since joined - 200 of them from Northern Shan State, currently staying at a boarding house on the edge of town. More teachers are needed We heard fighting and gunfire near our village last year so we fled the area, running in all directions, 14-year-old Saing Toya from Northern Shan State told IRIN. My parents wanted me to continue my studies in a safe area and promised that I could return home once the village is more secure. The newly graduated teachers are being assigned to several recently constructed primary and secondary schools near Mai Ja Yang and Laiza. Headmaster La Raw at the Teacher Training College says 1520 of the graduates will be posted to IDP camps where assistance is needed most. Recently, the college sent two teachers to Yangon to attend a peace-building training course, joining representatives from other ethnic groups in Myanmar. As the singers finish their song, La Raw points out that music is a big part of Kachin culture, but also represents the harmony that is now needed to maintain peace. We hope to have peacebuilding training implemented in future school curriculums, La Raw said, adding, and we hope that some of the Burmese generals will attend. Meanwhile, Yaw Sau of the Central Education Department in Laiza expressed concern over recent policy changes in Myanmars education system which no longer recognizes official matriculation exams taken at schools in KIA-controlled areas - a move which could have serious repercussions for children once a peace deal is finally reached. One hundred and thirty-six students just completed their exams earlier this month, but the Myanmar government no longer recognizes the tests as official national level exams, Yaw Sau said, noting that prior to June 2011, such exams were recognised. - IRIN

Three minutes with Richard Johnstone, Principal of Myanmar International School

Myanmar International School opened in 2009 and currently has 329 students, from nursery to Year 11.
What made you decide to work in education? When I was younger, I was a wildlife biologist working on a wildlife refuge and one day, a teacher brought his students to do outdoor studies. After their visit, the teacher asked me, Have you ever considered teaching? You are a natural with those kids. What is the most satisfying aspect of your job? Being a mentor and model for good teaching practices and working with students to realise their dreams. What is the one gadget you cannot live without and why? My iPod - because I love music. Whats your favourite holiday destination? Ngapali Beach. Does your work involve a lot of travel? No I live two minutes from my office. Whats your favourite restaurant in Yangon? Alamanda Inn in Golden Valley its French cuisine. What was your very first job? I had a newspaper route and mowed lawns for people in my neighborhood. I was 10-yearsold and had money! Describe yourself in three words: Dependable, spontaneous, loyal. What was the last book you read? The Soul of Baseball: A Road Trip Through Buck ONeils America, by Joe Posnanski What is your advice for young people who seek a successful career in the education sector? Be open to learning on the job. There is no recipe out there for creating a perfect teacher: Its an ongoing project.

A school for internally displaced people in Kachin State. Pic: Kaung Htet

Great expectations for reforming the education system

CHERRY THEIN
t.cherry6@gmail.com

THE only way to turn around the education system in Myanmar, experts say, is to put decisionmaking power back in the hands of the teachers, students, and educational policy makers invested in its success. About 60 years ago, after independence from the British, Myanmar's education system was ranked among the highest in the region. However during Ne Wins government, private schools were closed and missionary schools nationalised, and the whole education sector fell under government control. Years of underfunding, restrictions and weak administration have resulted in a poorly functioning system. Former governments were also highly wary of students, because most political movements in Myanmars history began with student protests from the time of General Aung San to the protests of 1988, when Daw Aung San Suu Kyi rose to prominence. To maintain control of the country, the military felt it was necessary to control the education system. The worst time for Myanmars higher educational system, experts say, was after 1988. All universities in the country were closed for several years at that time. Under President U Thein Sein, the government has recognised the need to address the situation, and change is evident with the country poised to double its education budget for the present school year. Still, challenges remain. Step one: Decentralise the system The first step is to decentralise decision-making with regard to educational issues. The private sector should have the chance to cooperate with the government in the education sector to strengthen policy, and international organisations should be consulted to discuss best practices. An educationfor-all policy should be put into effect at the grassroots level and policies need to be more practical. Dr Thein Lwin, an educator from the Education Network said: The state education system is in a state of malaise which results from former governments

A student in Rakhine State studies by candlelight. Pic: Kaung Htet misconstruction and misuse of education. The system should be managed by professional educators, teachers and scholars, he said, and teachers should have a chance to administer their own schools. Dr Thein Lwin also stressed that universities should be free from being overly centralised. He acknowledged that the new government is trying to address the problem by cooperating with international organisations and local experts, as advised. Myanmar is being courted by universities abroad, who are seeking to help the country develop its higher education sector. On April 30, in Nay Pyi Taw, the deputy minister for education, Dr Ba Shwe, met with a Japanese educational delegation that included members of the Japan-Myanmar Friendship Federation, and the Tokyo Metropolitan Assembly to further cooperation between Japanese and Myanmar universities. The deputy minister also talked with the Austrian ambassador to Myanmar, Dr Johannes Peterlik and a delegation from the Proximus Corporate Advisory of Austria to discuss distance education, tourism management and scholar exchange programs between the two countries. With all the interest, experts say, expectations are high for effective reform of the educational system in the country. However, much work remains to bridge the gap between where Myanmar once was and where it wants to be in the future, to be competitive once again. The way forward for teaching and learning U Zaw Htwe Oo, who is a teacher in Kyeemyindaing township, said he has seen the educational system go through many ups and downs and noted that educators have less freedom now than in the past to teach what they feel is best for their students. Teaching methods are focused more on test results than learning, more rote memorisation than studentcentred teaching. Dr Thein Lwin and U Zaw Htwe Oo said the current system of teaching does not support either students or teachers. The only thing they have to do is sit their exams without digesting the subjects let alone insightful learning with reference to additional subjects, U Zaw Htwe said. They can get high marks for the subjects taught at school but lack life skills. This focus on simply passing exams is the result of years of bad habits from teachers and parents, as well as students. Students themselves are often reluctant to ask questions in class, which hampers their involvement and interest in the learning process. Dr Then Lwin said the curriculum should be reformed to inspire teachers and students with subjects which are relevant and wherever possible, practical. The subjects should provide students with critical thinking, problem solving and team work skills. Teaching methods should also inspire students interests and enthusiastic teaching practices can encourage selfreliance and creative thinking. Teachers must have the chance to sharpen their skills. For the better qualified teachers, they should have moderate salary, accommodation and education support for their children. If they have no worries about meeting daily expenses, they can give more attention to teaching, Dr Thein Lwin said. Education for all: disparity increases Dr Thein Lwin said that one decade ago after more than 20 years of prohibition - the government began allowing private schools to introduce international education standards. Although it offered alternatives for some, Dr Thein Lwin said it has also created further disparity allowing wealthy children access to alternative learning styles, but leaving children who attend government schools without the same opportunities. The government, he said, needs to address the problems within the state education system itself and help all students reach the same standards. Private schools provide specific learning but not all families can afford the high cost. Some schools in Yangon charge US$5000 to $10,000 a year, and fees are often higher for secondary education. Private schools are also run by their own budgets, do not rely on government money and often employ foreign teachers, whose housing is usually subsidised by the school. Before the introduction of free education this year, public schools while much more affordable than private schools cost about K10,000 ($12) a year, but there are additional costs. Students are asked to pay for their own books, uniforms, and supplies. Students also have to give extra money every day for a variety of things including teachers pensions.

10

Left behind: stories of working children on the Thai-Myanmar border

Education is compulsory in Myanmar, but only until the age of nine. With changing economic opportunities, many parents are choosing to send their children to work instead but as these kids reveal, missing out on an education is a heavy price to pay.
NOE NOE AUNG
children travel by motorbike. About three years ago, the girl dropped out of school after her family moved from their home in a small village in Ayeyarwaddy region. I went to school up until fourth standard I stopped going when we moved. My mother also works here and if things are calm, she works on the other side. The other side is Thailand. As its easy to cross the border illegally via Thaungyin River, large numbers of Myanmar people risk everything to find better job opportunities. When I asked her if she wants to go back to school, she didnt answer. She just kept staring at the notebook in my hands. I wondered The pagoda board of trustees pays children to collect donations from tourists for the upkeep of the pagoda. I cant earn that in Yangon, at least not honestly. But here, if my mother and I work hard, we can live better than when we were there, said Khin Moe Htay. Though I miss school life sometimes, I dont want to go back, she added. Khin Moe Htay said that people from all across Myanmar come to the border area in the hope of earning a better living, as everyday life is getting more and more pricey. Children who move with their parents to work here often move to Thailand to earn more money when they get older, said a resident who travelled with our group. According to Thailands Labour Ministry, there are more than a million Myanmar people working legally in Thailand, while millions more lack the necessary paperwork. Virtually none of the children working on Myanmars side of the border in Myawaddy attend school. Although the short term financial benefits of pulling children out of school appeal to many struggling families, the number of people who will grow up to become adults with limited job prospects is worrying.

noenoeag@gmail.com

AFTER stopping at a rest station in the Daw Na mountains en route to the Thai-Myanmar border town of Myawaddy, a small group of children sidled up to the car. Do you want to buy some water? I have icy cold drinks, another said. Each was carrying a large bucket full of ice and drinks and they all wore thanaka to protect themselves from the burning May sun. I bought a Coke and asked if I could hold one of the buckets to judge its weight. It was heavier than it looked and would have been a burden to an adult, let alone a child. I come here every day at about 10am to sell cold drinks. I dont need to have lunch if I have a heavy meal before I get here, said a 13 year-old girl who didnt want to disclose her name. She said the journey from her home in Thin-Gang-Nyi-Naung to her workplace in Kyauktalone is long, and that she and the other

How can I make money if I go back to school?

A years vendor waits for customers in Myawaddy near Thai-Myanmar border. Pic: Noe Noe Aung because he works in Thailand. I attended school regularly until the move at the time I quit I was in eighth grade, he said. Ko Htoo shook his head when I asked if hed like to finish school. How can I make money if I go back to school? I need money to help support my family, he said. Ko Htoo can up to K20,000 a day if a lot of people stop at the rest station. Khin Moe Htay is 15 and has a different, more lucrative job she collects donations for Kyauktalone pagoda. There are five of us girls. We collect about K200,000 a day, she said. Of that, she is paid K60,000.

Ko Htoo, 15

whether she could read or write. Ko Htoo is 15-years-old and also sells water at the rest stop, far away from his home in Thaton, Mon State. We came here three years ago. We dont live with my father

Teachers talk: why I teach

THIHA TOE
in 2000 for five years while working. Ive got a lot of experience in teaching methods and I know how to manage students, because I worked as a primary teacher before attending Mandalay Teacher Training Centre, she said. She continues her training with support from UNICEF . Another teacher, 28, working in private education in Yangon Region, said: I like teaching and reading. Ive worked as a private teacher since I graduated. Children parents. However hard teachers push, the future of graduates usually depends on themselves, and on their parents. Parents should cooperate with teachers as educators to educate the students, the government primary school teacher said. I wonder about the future of the education system. From primary level to graduate level there is a lot of parrot-fashion rote learning. How well does this equip a child? said the private school teacher.

thihatoe.tht@gmail.com

ITS hard work and the pay is low. But theres a certain satisfaction to be had in being a teacher, professionals have been telling The Myanmar Times. They shared their experiences on condition of anonymity. I really enjoy my life as a teacher. Interest, goodwill and sacrifice, these are the three things that motivated my career decision. Thats why I chose this job for life, said a 45-year-old government primary school teacher from Mandalay Region with 18 years experience. After graduating in 1995, she trained at a basic education primary school in Mandalay. She attended distance training at Mandalay Teacher Training Centre

Teachers have not only to educate the students, but to instruct them in moral and general

Most students are only learning because of pressure from their parents.
Teacher

prosper only if they have enough education, and Im happy to help them get it. Thats been my motivation for the past five years. She attended courses and workshops taught by foreigners before she became a private school teacher. Some students work very hard. But most are only learning because of pressure from their

Mathematics cannot be learned by rote, nor can English, which requires constant practice. Moreover, there arent enough jobs for graduates. This is a great loss to our country. Graduates have a future only if they try very hard, or take extra courses. Or if they have a lot of money, she added. Inspirational the work may be, but it can also be tiring, and low-paid.

knowledge. Its very detailed and sometimes tiring work, and a huge responsibility, she added. A six-day week is common. The primary teacher works 40 hours a week, divided into eight 35-minute periods a day. She earns K102,000(US$113) though teachers salaries have recently been increased. Its enough for a single person,

but very difficult to support a family, she said. Most Myanmar teachers are women. There are few male teachers in Myanmar. Most schools need male teachers to act as role models for male students, but the income doesnt support a family comfortably. So men dont tend to enter the profession, she said. What about the professions reputation? Im sad when people criticise teachers mistakes and call them bad teachers. Nobodys perfect, but some critics attack the entire profession. The main thing is cooperation between teachers and parents.

11

Back in my day: education in the 1960s

Well-known journalist and author U Pe Myint talks exclusively to The Myanmar Times about his education and why he feels its important to be able to study in two languages.

AYE NYEIN WIN

ayenyeinwin.mcm@gmail.com

education system at that time? A: I honestly dont think the system was good enough back then. Some teachers were very smart, but not many. Perhaps three or four knew their subjects well. They were confident, and trusted themselves. Q: As a journalist and author, what made you first decide to study medicine? A: People who got the highest scores at matriculation were entitled to attend medical college. My parents also encouraged me to do so. I wasnt sure what I should be doing at that time. The system seemed to shape ones life to that end. If you got good grades, you become a professional, a doctor or an engineer, with a guaranteed job. If you chose other subjects like maths, physics, chemistry and so forth, you were less likely to get a job. These subjects were not thought suitable for professionals. If you chose different subjects altogether, the chances of getting a job were even slimmer. But later on, even medical school graduates and engineers werent sure of getting a job. Q: What did you do after finishing your education? A: I practised medicine until 1988. After about 10 years I stopped and began writing. Ive been writing books since I was in school.

Q: Is English important? A: It depends. If there are 100,000 books in Myanmar and 200,000 in English, English speakers have the chance to learn more. If you want to know something in depth, you need English. If all you know is Myanmar, you wont learn as much. Q: What about learning history at school? A: I didnt realise how important history was when I was young. But we should learn a lot about history. From past experiences in the world and in Myanmar, we can learn useful lessons for the present. Author Dr Than Tun said history is taught to prevent us being dumb. Those who know history can judge the present better. Its empowering. Q: What is your opinion on the reinstatement of political science as a subject at universities? A: Its an important subject. Politics means leading a nation and running political machines. We need to know about politics, especially if we are developing a democratic country. Democracy is the rule of the people, and the people need to know how the country is ruled. If there are flaws, we must be able to point them out. We must be able to speak out. Like learning history, its a way of avoiding thinking too simply.

Q: You finished school at an early age please tell us about that. A: I enrolled in primary school at an age younger than the other children. When I passed ninth standard, I was only 13 years old. I graduated from Thandwe State High School in Rakhine State at 15 years of age, in 1966. I had to wait for two years before I could begin university. I studied at the Institute of Medicine in Yangon and got my degree in 1975. The system at that time was rigid you couldnt change your course. One of my friends tried to quit medical school to do an English major. They wouldnt let him. Q: Did you learn in Myanmar or English or both? A: In primary school, all subjects were taught in Myanmar. English was compulsory from fifth standard to matriculation, or tenth standard. At medical college, the subjects were taught in English. Q: How would you judge the

U Pe Myint spoke to The Myanmar Times in Yangon last week. Pic: Aye Nyein Win Q: How do you view the present educational system? A: The educational level of universities just after independence was high. But 10 years ago, the system was bad. Schools and universities were closed whenever there were political protests. The government then reopened universities in remote areas. Schools and universities lacked teaching aids and materials and the government couldnt afford to provide them. This remains a problem. Q: How could the system be improved? A: There should be a system that looks after the students properly. When I was a student, we were able to have career counselling with faculty members. We were able to attend the course for a while, and if we didnt like it we could change our course. Todays students should have this opportunity also. If there are 100 people enrolled in medical school, there should be 100 graduates. Now, out of 300 enrolled, 50 will drop out. Students should choose subjects that interest them, because then they will succeed. This is good for them, their families, and the country. - Translated by Myo Lwin

Yangon and Mandalay universities to offer undergraduate degrees

AFTER being closed to undergrads for 16 years, Yangon University and Mandalay University will offer undergraduate degrees, according to a report in The Voice on May 6. It quoted the Universities Central Council members as saying that the universities will accept 600 students and give courses on 20 subjects, including political science, from the next academic year. The decision to reopen the universities came following the council meeting in Nay Pyi Taw on May 4. The classrooms will accommodate about 25 students who will be provided with accommodation. The cost will also be reasonable, the paper quoted the council as saying. Chairman of the Universities Central Council, Deputy Minister for Education Dr Mya Aye said students will get the chance to improve English as native English speaking teachers will be employed. The two universities were established during the colonial time but following the student protests of 1988, stopped offering degrees other than masters. The universities will accept only students with the highest matriculation examination results, the council said.
MYO LWIN

Students at Kyaing Tong in Shan State. Pic: Aung Htay Hlaing