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We have our
- Rationale
- Aims
- Solutions
- Sources

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2. We will be presenting and while we do so 

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2. We will be presenting and while we do so 

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You can leave comments and questions on our padlet
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Education Aside...
- Forced Labour
- Child soldiers
- Human Trafficking
- Extrajudicial killings
- Ethnic Cleansing

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Join us in celebrating Blog Action Day 2013 - Human Rights with our Top Ten List of Human Rights Abuses in Burma. Over the course of 2013, Burmese government officials have reached out to western nations to convince them to lift sanctions and invest in Burma. But these very same government officials continue to be responsible for ordering human rights abuses. Which human rights abuses have been particularly egregious in 2013? Keep reading to find out...

New foreign investment has led the government to confiscate millions of acres to use for mega development projects (e.g. mining, dams, pipelines). Two 2012 farmland laws stripped Burma's farmers of the right to property - the government owns all "private" land, and farmers who protest seizures face severe penalties. Private, military, and government enterprises have been allowed to forcibly relocate entire towns, and destroy homes, religious buildings, and land without providing compensation. See where the government has seized land on our interactive Development & Development Map.

The Burmese government symbolically releases prisoners of conscience before international trips, using them as pawns, but it simultaneously continues to detain local activists and over 1,300 ethnic people, mainly Kachin and Rohingya men and boys. From June-September 2013 alone, 61 new activists were arrested, and as of the first week of October, around 130 people were awaiting trial for charges under the notorious 2012 Peaceful Assembly and Peaceful Procession Law ("section 18").

These new arrests prove that the Burmese government actively monitors the activities of its civilians, because not only are many activists being arrested under old laws, they are also being arrested for "offenses" that were committed years ago. One example is the July arrest of Daw Bawk Jar, a Kachin female activist known for providing legal advocacy to Kachin farmers whose land was confiscated by US-sanctioned tycoon Tay Zaw and the Burmese military. She was outrageously charged with homicide under the government's absurd allegation that she treated a Kachin IDP last year who later died.

The problem of endemic forced labor and of widespread child labor plagues Burma's most disadvantaged. The US State Department's 2013 Trafficking in Persons report highlights forced labor practices in Burma, particularly in state agricultural and commercial enterprises, and in ethnic and border regions. The UN special rapporteur on the human rights situation in Burma has repeatedly documented forced labor cases, and communities affected by land confiscation or in conflict/post-conflict areas are most at risk. Ethnic people - in 2013 those particularly in Shan, Kachin, and Karen States - are forced by the Burmese military to serve as porters, human shields, landmine sweepers, and construction workers.

Burma is consistently regarded as one of the world's most extreme in terms of child labor violations, and has remained obstinate about addressing child labor. Nearly one in five children in Burma between the ages of 10 and 14 are victims of forced labor, according to a UNICEF report, including many children who are sex trafficked.

The Burmese military is notorious for its use of child soldiers. More than 5,000 children are currently serving in the military, not including those who were recruited as children but are now past their 18 th birthdays. Poor and uneducated children are the most likely to be recruited, and recruiters have been known to use threats and force against them. Children who refuse can be shackled and fettered; many will never see their families again. Children who do manage to escape from the armyare detained and treated as adult deserters.

Military perpetrators enjoy total impunity, and the government continues to fail to comply with terms agreed upon in a 2012 joint action plan with the UN that aimed to end the use of child soldiers. Learn more on our child soldiers page.

6. Torture

The Burmese government, military, and police use torture and severe beatings to interrogate, intimidate, and discriminate against rural protestors, ethnic civilians, and prisoners. Last month, the Burmese military tortured a 16-yr-old Kachin boy who was coming home from a soccer game. The military also tortured ten male villagers in Nhka Ga village, northern Kachin State. The men were tied up, hung from their feet, and beaten inside their church. Two of the villagers, a church deacon and a young man, were killed, and their bodies were dumped alongside a road; others, including the village's pastor, are in critical condition but are being held as hostages and denied medical care. Instances of torture in Kachin State have increased since August - beating and killing villagers is how the military prepared for the early October peace talks between the Kachin and the government, which unsurprisingly did not lead to a ceasefire agreement.

Labor and sex trafficking have escalated in Burma's most vulnerable areas. Displaced Kachin women and girls on the China-Burma border are extremely vulnerable to sex trafficking; as are Rohingya Muslim women who have been rendered stateless by the government. Those who flee Burma for safety or economic reasons are often looped into trafficking rings on Thai or Malay fishing boats or factories. This year, the Thai navy has reportedly participated in trafficking Rohingya who are fleeing religious violence. Refugees from Burma in the Thai fishing industry are among the most defenseless victims of human trafficking worldwide; nearly 60% of migrants interviewed in a recent UN survey reported having witnessed a fellow worker being murdered. But the trafficking of Burmese migrants has not given our stomachs pause: most of our shrimp and canned tuna in the US comes from Thailand's trafficking-driven fishing industry.

The US government, along with the US stomach, also turns a blind eye to trafficking in Burma, and falsely upgraded Burma's ranking in the US State Department's 2013 Trafficking in Persons report so that the US could avoid imposing mandatory sanctions. Find out more about human trafficking in Burma on our interactive Conflict & Human Rights map.

4. Needlessly Creating IDPs & Refugees

Hundreds of thousands have fled to live in refugee camps or communities in Thailand, Bangladesh, and Malaysia, all countries that refuse to ratify the UN Convention on Refugees and severely limit the basic rights of refugees. In addition, over 250,000 people have been internally displaced since 2011. These currently include...

140,00 people in Arakan State, mostly Rohingya, have been confined to apartheid-style internally displaced persons (IDP) camps due to ongoing anti-Muslim violence. The Rohingya are victims of what the UN is calling a deliberately dire humanitarian crisis because the government has blocked humanitarian aid.

10,000 Burmese Muslims in central Burma are also confined to camps, and due to the government's perpetuation of anti-Muslim sentiment and policies, they will likely never be able to return to their property. When the UN special rapporteur attempted to visit these IDPs in August, his convoy was attacked by a Buddhist mob; the government ludicrously denied the attack.

1,000 Shan were displaced when the military broke a ceasefire agreement around a government hydropower project along the Salween River in spring 2013.

100,000 Kachin have been confined to camps along the Burma-China border. The government blocks international or domestic humanitarian aid from reaching the majority of IDPs who live in Kachin-controlled areas. Take action - ask the US Government to direct humanitarian assistance to Kachin IDPs.

3. Rape & Sexual Violence

Rape and sexual violence have long been used as weapons of war in Burma. On September 3, Burmese soldiers gang raped a group of women and girls in northern Kachin State. The soldiers then abandoned the women naked in the forest. Rohingya women are also being targeted for rape and sexual violence by Burmese security forces, and the US State Department has reported that Rohingya women are being kept as sex slaves on Burmese military bases in Arakan State.

Burma calculatedly refused to sign the Preventing Sexual Violence Initiative at the UN in September 2013. The international community, despite committing to end sexual violence in conflict zones around the world, has not placed any coercive pressure on the Burmese government to sign and has instead continued awarding the Burmese government further diplomatic legitimacy and economic concessions without preconditions.

2. Extrajudicial Killings

Over the past year, Burmese soldiers have murdered many civilians - men, women, and children - with impunity. At the end of September, troops fired at two farmers sitting in their homes in Shan State; one escaped but the other, 50-yr-old Loong Sai Lek, was bound up and later found dead on the road. Rohingya Muslims held captive in IDP camps over the past year have also been shot dead with impunity by security forces guarding the camps. The Burmese military has murdered many Kachin civilians over the course of the past year, and there have been many reported disappearances.

1. Ethnic Cleansing

Burmese authorities and Arakanese groups have committed crimes against humanity and imposed an ethnic cleansing campaign against Rohingya Muslims since June 2012. There are about 800,000 Rohingya left in Burma, and they mainly live in Arakan State, western Burma. Hundreds have been killed in domestic attacks, though the exact number is unknown because the government blocks international access to the Rohingya. Since the attacks began, thousands have fled Burma by boat, and at least hundreds have drowned. President Thein Sein, who has said the "only solution" to anti-Muslim violence is to deport all Rohingya or put them in camps, is ostensibly seeking to push all Rohingya out of the country by subjecting them to a fabricated and completely avoidable humanitarian crisis. Rohingya IDPs now languish under an imposed system of apartheid, and humanitarian aid workers assisting the Rohingya are intimidated and threatened.

The government discriminatorily considers Rohingya to be illegal Bengali immigrants and rendered them stateless through the 1981 Citizenship Law. The government has long exercised anti-Rohingya policies, including restrictions on travel, employment, education, worship, construction of religious buildings, marriage, childbearing, etc. The government's discriminatory policies have served to legitimize attacks and massacres against Rohingya, and since March 2013, against other Muslims throughout Burma. Muslims are targets of the "969 campaign," which in the name of the Buddhist faith, promotes anti-Muslim hate and stigmatizes people who sell goods to Muslims.

Take action - tell President Obama to support an international independent investigation into ongoing mass atrocities against Muslims.

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The Burmese government's systemic impunity and the military's independence from civilian control exacerbate human rights abuses - perpetrators of violence are not held accountable for their actions, and the corrupt legal code allows abuses to continue unabated. We hope that the international community will choose to hold the Burmese government accountable for its crimes and that in 2014, there will be no need for a top ten list for human rights abuses in Burma. How can we realize genuine peace in Burma? Take action - call on the UN to strongly condemn the Burmese government for ongoing human rights abuses and impose measurable benchmarks for reform.

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TOP TEN HUMAN RIGHTS ABUSES IN BURMA 2013

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Join us in celebrating Blog Action Day 2013 - Human Rights with our Top Ten List of Human Rights Abuses in Burma. Over the course of 2013, Burmese government officials have reached out to western nations to convince them to lift sanctions and invest in Burma.

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While reforms have been underway in many sectors of Myanmar the the nation's Health Ministry's aim of achieving universal health care coverage for citizens over the next 20 years may be too ambitious a goal for a medical system that has spent less than $1 per person under decades of military rule.

Until the civilian reform government can overhaul health care, the burden of payment falls on the patient. At Yangon General Hospital, one of the nation's biggest and best hospitals patients pay for any equipment used during their treatment. In a country where the average person earns about $2.50 per day many have to forego care or seek other options, according to Thailand-based Myanmar news outlet the Irrawaddy.

"For [Myanmar's] public hospitals, which are completely under-resourced by the government, patients often have to pay for everything themselves-IVs, medications, dressings, cleaning, food," said Dr. Vit Suwanvanichkij, a public health researcher who has worked with migrants from Myanmar on the Thai border for more than a decade and who visited hospitals in Myanmar last year.

Photo: REUTERS/Minzayar

"It's probably the most privatized health system in the world," Suwanvanichkij added. The government plays an almost negligible role in providing health care. According to National Accounts Data from the Ministry of Health, the ministry was responsible for just 10 percent of all health care spending in 2008 to 2009, while households accounted for about 85 percent, with additional funding from other ministries and NGOs.

There are a few charity hospitals and clinics in Yangon, Myanmar's biggest city, including the Muslim Free Hospital and the Thukha Charity Clinic that serve patients with limited income for free. The head surgeon of the Muslim Free Hospital, Dr. Tin Myo Win, is the the personal physician of opposition leader Aung San Suu Kyi. The relationship has helped draw donations from abroad and money also comes through religious donations from local Muslims in the city, the Irrawaddy reported.

Patients in the hospital's surgical and outpatient wings said they avoided public hospitals because they could not afford them, and had heard stories about poor treatment. "I've never been to any other hospital because I only trust this hospital," said U Ne Win, a surgery patient.

The hospital has limited resources despite the esteem of its head surgeon. The surgical unit offers just 25 beds, at least theoretically, and is unequipped to handle some difficult cases like heart, brain and kidney operations.

"Sometimes we have to put [patients] in between the beds, so we can accommodate more than 35 or 40 if necessary," Dr. Tin Myo Win said, adding that he often performs 10 to 15 surgeries in a single day. "You should only perform about five major operations a day as a surgeon. Sometimes I have to stay late into the evening."

In rural areas many rely on midwives to perform a wide range of duties. In some states they are responsible for about 3,000 patients, according to the Ministry of Health. "They're expected to do everything-primary health care, ante and postnatal care, pediatrics, delivering babies, collecting health data. Rural health-care providers joke that the midwife does everything except have the baby," said Dr. Suwanvanichkij.

A shortage of doctors drives the problem. Availability varies from about six doctors per 100,000 people in Mon state to about 60 doctors for the same number of people in China state, according to statistics from the Ministry of Health.

The lack of reliable health care in rural regions takes a a heavy toll. Malaria is a leading cause of death and tuberculosis occurs in more than 500 for every 100,000 people, nearly twice that of the rate of the Southeast Asian region according to 2010 data from the World Health Organization. For HIV, the prevalence is 455 cases per 100,000 people compared to the regional average of 189 cases.

As the country emerges from nearly 50 years of military dictatorship health experts are calling for an overhaul of the health care system. Aung San Suu Kyi has made health and education reforms her two major platforms since winning a seat in Parliament last year and she is spearheading a project to upgrade Yangon General Hospital.

Her personal doctor Win is developing a national health policy with a National health Network that he formed this year, with plans to create a mobile clinic with surgeons, specialists and emergency medical technicians traveling to remote areas.

Starting this year, some public hospitals have begun to offer limited financial aid. Yangon's North Okkalapa General Hospital began offering aid for patients who could not afford to pay for medicine or IVs, according to an assistant medical officer at the Muslim Free Hospital who completed an internship at North Okkalapa General last year.

In the meantime, the Ministry of Health's goal of achieving universal health care coverage in 20 years will be difficult with such a limited budget, according to Win.

"For the Ministry of Health, we can understand. With the amount they have in their hands, they are doing quite a good job for the people," said the doctor. "But how can you [fix everything] with this limited budget?"

According to the latest figures, health care spending still only accounts for about 3 percent of the total national budget, the Irrawaddy reported.

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In Myanmar The Government Spends Less Than $1 Per Person Annually On Healthcare

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While reforms have been underway in many sectors of Myanmar the the nation's Health Ministry's aim of achieving universal health care coverage for citizens over the next 20 years may be too ambitious a goal for a medical system that has spent less than $1 per person under decades of military rule.

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3b. This is the DTM, on which Burma is in Stage 3

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3b. This is the DTM, on which Burma is in Stage 3

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Brief on history:

In the past years, Burma was looked up to for their high-quality education system due to the British colonisation. After gaining Independence in 1948, Burma had the highest literacy rate in Asia with the expected results of being the fastest developing country. However, currently Burma’s Education system is one of the worst in the entire world.

The country is ranked 164th out of 168 countries for public expenditure on education (United Nations Development Programme).

ISSUES FACED
Economic deprivation and lack of schools (people in rural areas and poor people)

Drop out rate is high because:

1. There are only 5 years of compulsory education, after which many students drop out because it isn’t always economically viable to get further education, and even if they do get this...

2. The government decides what your subjects are, based on their matriculation exam in further education and therefore their field of work. They do not always factor in the economic needs of their country. Many people get put into fields where they may not be interested in and where they may not even be employed.

3. Secondary fees are more than most can afford

50% of Burmese students do not enrol in secondary education

The government spends 1.3% of their GDP on education and due to this lack of financing schools have outdated academic resources and are poorly equipped.

Monastic Education is well funded and allowed by the regime under the Ministry of Religious affairs, unlike other religious groups (oligarchy in education

Primary education is “free” but parents are charged for amenities for the teachers

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4b. The budgetary allotment for education in Burma, as a comparison

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4b. The budgetary allotment for education in Burma, as a comparison

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5a. Current education Systems and their Effects

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5a. Current education Systems and their Effects

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a. IN PUBLIC SCHOOLS
- textbook based curriculum
- importance to discipline and obedience
prevents children from learning to think
b. IN MONASTIC SCHOOLS
- help those who cannot afford private schooling
- regular school subjects + Buddhism
- do not need government funding, but are allowed to operate by the regime under MRA
c.  IN PRIVATE SCHOOLS
The pass rate in Yangon (ex-capitol of Myanmar) is approximately 97%. This is greatly in contrast to Chin State, located in a rural area of Myanmar, in which the pass rate is only 30%.

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this is a basic overview of the basic idea of education in Burma

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5c. Elaboration on Current Education Systems in Burma and their effects 

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5c. Elaboration on Current Education Systems in Burma and their effects 

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Aims or goals to achieve with the educational policy

CURRENT EDUCATIONAL POLICY

1. Public school:

Teachers are trained improperly

Curriculum is textbook based

“Teachers use an authoritative role in teaching. It seems that the regime uses education as a political tool by preventing children from learning how to think. ”

Discipline and Obedience

b.   Monastic Education:

Theocratic but “ can still learn the three R’s in monasteries”

Usual school subjects + buddhism

Supported by buddhist communities and the regime, don’t need the budget. They are allowed to operate and are allowed by the regime under the ministry of religious affairs

Other religious communities are not allowed to open schools officially (religious propaganda?)

(schools should be fairly supported by the government or should be able to operate with other financial support)

c. Private Schooling:

Do not receive quality education in public school

Private school: western and qualified local teachers

Discrepancies between the quality of education between different social classes (classicism)

Only focus on english language: send them to english speaking countries for work or further education (cultural brain drain)

d. Further Education:

Only a small percentage of of young people can go to university.

The government decides what your subjects are, based on their matriculation exam in further education and therefore their field of work. They do not always factor in the economic needs of their country. Many people get put into fields where they may not be interested in and where they may not even be employed.

Priority to military education.

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6. In evaluation of the problems, these are some aims for the Educational Policy of Burma

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6. In evaluation of the problems, these are some aims for the Educational Policy of Burma

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- More attention to life after schooling
- Make longer years of education more economically viable for all classes

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7. These are a variety of possible solutions

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7. These are a variety of possible solutions

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Burma should increase the years of compulsory education from 5- 10 years  (benefits country)

Decrease fees and school hours and increase schooling years; implement recording learning outside the classroom

This would be made possible by increasing the budget for education from 1.3% to 7%

Abolishment of matriculation exams or keep them as a diagnostic tool and begin using them at earlier stages and postpone academic selection (standardised testing question)

Government WON’T decide subjects for you

Decrease school fees

Create employment or provide alternatives that are beneficial to the individual as well as the country

Don’t have the government decide the subjects, but maybe have a quota for certain jobs for people who don’t have too many academic prospects. This would decrease the unemployment rate and benefit the overall welfare of the country.

Provide help for those who fall behind in school

Employ more qualified teachers and give them tax breaks if they can’t be paid much

Have the qualified teachers create programs or head departments and work with teachers who may not be as qualified to still give students a quality education.

Cater to different lifestyles. Some may not be at social/economic advantages but with a quality education, they should be given the opportunity to do so.

Put more importance towards personal growth, concrete benchmarks of success and skills rather than virtues such as discipline and obedience

Engage in learning in and outside classrooms/ provide insight/experience to certain careers towards the stages of secondary education so that one can be prepared.

Universities should increase acceptance by decreasing fees or specialisation to attract people internationally

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This article was written by Ann Wang, who is a journalist for the Frontier, on April 5th, 2016. The purpose of this article is to give details of expressing the disadvantages of the Matriculation exam in Burma and conveys how the country's poor education system effects the results. It targets the Ministry of Education. With the many interviews taken and her background in Myanmar, she provides insightful points. One evident limitation is that none of her sources are mentioned and various facts given could be incorrect.

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It's been a gruelling few weeks for students sitting the all-important matriculation exam, regarded as a crucial step towards achieving a successful life and career.

Words & Photos ANN WANG | FRONTIER

Hundreds of thousands of students throughout Myanmar sit their matriculation exam in mid-March every year. The pass rate last year was a record 37 percent, the highest in five years. Factors such as low quality education, limited access to schools and the exam system itself contribute to the result. However, many believe that passing the exam and entering university is their only option for a better life.

Maung Set Kaung San's text books and practice books are spread across the coffee table in his living room. The 15 year-old-from Bago Region was among the 671,437 students registered to sit the matriculation exam this year. "It's a life-changing exam," said a nervous but excited Set Kaung San. As the son of the teacher, he felt obligated to pass the exam.

Depending on their major, each student takes exams in about eight to 12 subjects over two weeks. It's one exam a day and three hours for each exam. To matriculate, students need to score at least 40 out of 100 in each exam. Students who fail have the choice of retaking the exam in following years until they pass. The results are usually released in June.

About 70,000 students who registered this year failed to attend the matriculation exam, a senior official at the Education Ministry's Examination Department said. There are many reasons why students do not attend their exams, he told the Myanmar Times. Some students do not sit exams because they are not satisfied with their preparation and want to try again the following year.

Set Kaung San, who dreams of majoring in veterinary science at university, is worried about how he will perform in the exams. He said there are too many subjects to study and that compared with the exams he sat during the year, the matriculation exam is much harder.

The exams set during the year are usually based on text books that students are encouraged to memorise, but for Set Kaung San the matriculation exam has been particularly difficult. "For the matriculation exam reading the text books is not enough," he said, adding that some of the exam questions were totally unexpected.

Myanmar's standardised exams and examination system based on rote-learning have long been criticised by education reformers. Cliff Meyers, the head of the education section with UNICEF Myanmar, said the danger of standardised exams was that they involved teaching for a test. Most exams in Myanmar are based on rote memorisation, which has a real impact on what is taught and how it is taught, he said.

Meyers' observation was echoed by Set Kaung San's mother, who has been a high school teacher for 37 years and did not want to be named. "Students don't need to study outside knowledge, have critical thinking skills or the ability to be creative in order to pass the exam. They just need to learn from the textbooks and repeat it in the exam," she said.

"But with this approach, can the students really understand their lessons?" she said.

Set Kaung San is confident he will pass the exam, because he has studied hard during the past year and spent the three-month summer break attending private tutorial classes that can be critical for a student to matriculate.

Of those who sit the exam, only an average of 30 percent will pass. The 37 percent pass rate in 2015 was the highest in the last five years. Ayeyarwady Region had the highest national pass rate, at 36 percent, and Chin State the lowest, at 17.28 percent. For disabled students who sat the exam, the pass rate in six of the 14 states and regions was zero percent.

A 37 percent pass rate is a welcome development for U Myo Nyunt, the director-general of the Examination Department. He said the pass rate had risen in the last few years, a trend he attributed to the efforts of students and the support of parents. However, Myo Nyunt believes it is misleading to place emphasis on the pass rate because students in Myanmar have only one choice of exam.

"Myanmar only has a standardised exam for basic education system, no vocational or technology education nor an exam designed for alternative education," he said. Myo Nyunt believes more channels should be created for students, but acknowledges that the future of exam reform rests with the National League for Democracy government.

Mr Meyers laments the 37 percent pass rate but said the real shock is that so few students were able to complete their secondary education and sit the matriculation exam. UNICEF figures show that 73 percent of pupils complete their primary education but an average of only 25 percent of students complete secondary school.

Tim Aye-Hardy knows first hand what is causing the high drop-out rate among students in Myanmar. Mr Aye-Hardy is the founder of the Myanmar Mobile Education Project, myME, that provides after-hours education for tea shop workers and other child labourers in Yangon and Mandalay. "Poverty has a real impact on the kids," he said.

Some students cannot afford the cost of transport to school and many choose to begin work at an early age to help support their families. Another factor is a lack of access to education because many villages do not have schools. The MyME project focuses on vocational training instead of a formal curriculum, but of its 15 students taking the matriculation exam this year, Mr Aye-Hardy estimates that probably only two have the ability to pass.

Ma Chaw Su Wai, 17, whose family has farmed in Bago Region for generations, is the only one of four siblings to study at high school to matriculation level. She believes that passing the exam will improve her life and her goal is to attend Yangon University of Economics.

Asked if she believed she would pass, Chaw Su Wai paused from reading her chemistry text book out loud and quickly nodded her head, before refocusing her attention on reviewing the book for her upcoming exam.

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Words & Photos ANN WANG | FRONTIER Hundreds of thousands of students throughout Myanmar sit their matriculation exam in mid-March every year. The pass rate last year was a record 37 percent, the highest in five years. Factors such as low quality education, limited access to schools and the exam system itself contribute to the result.

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This website was created by two Oxford students who were former volunteers of the Thai-Burma border. The purpose of this website is to raise awareness about the difficulties in Burma. This specific article focuses on the aspects of the education system which Burma needs to improve on. It is valuable as it contains data to support each point, which is cited in the article. All the sources are verified and accurate. A limitation could be that the article does not say the date of publishing, and could possibly be old and inaccurate.

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Independence & General Aung San 1962 Coup & Ne Win Regime 1988 Uprising & 1990 Election 1990 - 2010: Military Rule Continues Saffron Revolution - 2007 Cyclone Nargis - 2008 2010 Elections Effect of...

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Changes needed to Myanmar's Education (OPVL)

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Changes needed to Myanmar's Education (OPVL)

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This article was written by the Oxford Business Group. The purpose of this article is to communicate to the country the steps Burma is taking to improve their education but also the challenges they face. This news site is world known and bases its information on statistics and facts. This article does not have a specific date of when it was posted and can include outdated news.

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With an increasing need for human capital, the government of Myanmar has made the overhauling of the education system a national priority. With an enlarged budget, a new national education law and the removal of public school fees, major reform of the entire education sector is well under way. However, significant challenges remain.

While the education sector was largely dismantled by the military, leading to student uprisings in 1988, there is a growing sense of enthusiasm for the sector, fuelled by the overwhelming victory of the National League for Democracy (NLD) in the November 2015 election. The NLD's chairperson, Daw Aung San Suu Kyi, has often highlighted the importance of revitalising the local education landscape.

Budget Increase

In an effort to bolster the development of the education system, spending significantly increased during the tenure of the outgoing president, U Thein Sein. In his last approved budget, spending on education increased to $1.3bn, accounting for more than 5% of total government expenditure and up from $1bn in fiscal year 2014/15. This is a significant step up from the days of the military regime, when education only received 1.3% of total expenditure on average over a 50-year period. The latest increase in funding has been earmarked to employ an additional 50,000 teachers, while the free education system launched in recent years has been extended to higher education to assist in the drive to expand the number of graduates entering the workplace. The budget increase will also be allocated to university stipends and scholarships, as well as supplementing fees at technical institutions.

The Challenges

Many of the current educational reforms are aimed at alleviating the damage caused by the military junta. As it stands, the majority of public schools have limited access to textbooks and supplies, and teaching styles are based on rote learning. On top of those constraints, much of the school infrastructure is inadequate, there is a shortage of teachers and classrooms are overcrowded.

Discrimination against ethnic minorities also remains a problem for the education system. Community-based schools have a history of being closed by the government, which only serves to aggravate conflict between rebels and the Myanmar army. In the absence of these schools, minorities are forced to choose state-run schools that do not teach in their native tongue.

Overcrowding remains a major problem that hinders effective teaching, with a pupil-to-teacher ratio of 28:1 in primary schools and 34:1 at the secondary level, considerably higher than in neighbouring Thailand, with a ratio of 16:1 for primary schools and 19:1 at secondary schools. However, the Department of Basic Education seems committed to easing the strain. In August 2015, the department announced that it was relaxing high school teacher requirements as a solution to the massive staff shortage of teachers at high school level. Under the new requirement, middle school teachers with a minimum of 10 years experience can be promoted to a temporary high school post, whilst graduates from any field can teach at high schools under a three-year contract, and graduates with a bachelors degree in education will be offered permanent teaching positions.

According to U Tin Latt, the executive director of Chindwin College, execution of policy is a major concern. "The government has initiated important steps to bring education to international levels, but there is still a lot to do in terms of infrastructure and access to resources, such as libraries in rural communities," he told OBG." Education is moving in the right direction. However, there is a major delay in implementing rules and regulations due to the concerns or actions of certain parties, such as the student union."

Various sector studies and collaborative efforts have been made in the last 25 years to identify key issues and implementation programmes. Challenges in the management and application of curriculum reform are largely due to the complex nature of a diverse population, which is spread among 330 townships and uses more than 100 languages.

Despite the many obstacles to progress, optimism is on the rise, and the influx of foreign investment across a variety of industries has increased the demand for qualified graduates, who in the past struggled to find employment in their field. Those responsible for setting education reform in motion are also demanding more correlation between curriculum and the skill sets required by businesses.

Basic education is divided into four distinct levels, comprising a total of 11 years at the lower primary, upper primary, lower secondary and upper secondary levels. School attendance has traditionally been a problem for students in the country. While basic education at public institutions is free, tens of thousands of children are sent to work on farms and tea shops to support family income. According to statistics in 2000, 85% of children in urban areas attended primary school, compared to 76% in rural areas. Of those enrolled, 26% fell outside the standard age bracket.

At the same time, 69% of children in urban areas attended secondary school - more than double the proportion in rural areas. More recent statistics from the Ministry of Education (MoE) suggest that the situation is improving, with primary enrolment above 98%. However, it is thought that many of those enrolled do not complete the course, with a vast number leaving school around the age of nine to work in the informal sector.

In an effort to integrate young school-leavers back into the system, the MoE is undertaking several initiatives. A noteworthy example is the Non-Formal Primary Education programme, designed to re-engage children who exited the formal system during the primary level. Developed by the Department of Myanmar Education Research Bureau under the MoE in 1998, the program is aimed at children aged 10-14. Students attend classes for 12 hours a week over a two-year period. Upon completion of the programme students can enrol in secondary school To assist in this area, the government mandated in 2011 that primary education be completely free, including textbooks and exercise books. Although local laws would suggest that free education was already in place, most families had to pay $100 in annual fees for each child prior to 2011. Following those progressive changes, lower secondary school was made free in 2014, and free tuition was extended to 40,000 upper secondary schools in June 2015.

Filling The Gap

Monastic schools have long offered primary education to ethnic minority groups and orphans. Established by monks and administered through the Ministry of Religious Affairs, the courses follow the government curriculum, though the schools operate autonomously. There are more than 1700 monastic schools nationwide, providing education to approximately 300,000 pupils, though their facilities usually leave much to be desired.

With little history of government funding, these schools have relied mainly on donations. According to research by the Myanmar Education Consortium (MEC), funded through the Australian and UK Governments, 72% of schools surveyed relied on individual donations the remainder coming from fundraising activities and income generation projects. The MEC has committed $22m to education development in Myanmar, with a special emphasis on monastic and community schools.

According to the department of higher education, there are 163 public higher education facilities in Myanmar under 13 ministries, with the majority of institutions in Mandalay, Yangon and the Shan State. The majority (66 in total) fall under the MoE, and 61 are led by the Ministry of Science and Technology (MoST) in the form of technical vocational education and training (TVET) facilities.

The management of the TVET sub-sector is quite fragmented. Established by outgoing president U Thein Sein in 2014, the TVET Taskforce is responsible for reforming the sector under the MoST. However, the Ministry of Labour, Employment and Social Security is in charge of the Employment and Skills Development law, enacted in August 2013, while the National Skills Standards Authority was established to develop skills standards in 2007. This division of authority, according to industry insiders, has led to a lack of clarity and policy formation.

According to the Comprehensive Education Sector Review (CESR), TVET institutions and universities are falling short in a few areas. First, there is a lack of coordination between skills development and the job market; secondly, the existence of overarching policies is quite limited; and finally, there is a lack of trust in the qualifications on offer. However, a number of international organisations are providing technical assistance and funding to further the development of these vocational education units, which will bolster the talent pool in years ahead. Among these is Japan International Cooperation Agency, which has committed some $24.63m to education colleges. In addition, a number of bilateral agencies have invested large sums in the country's higher education re-emergence, such as Australian aid agency AUSAID, the British Council and the UK Department for International Development, to name a few.

Another notable development is the UNESCO-managed public-private partnership with the MoE and PepsiCo, a first of its kind for Myanmar. The partnership launched its second phase in August 2015 with the aim of providing industry-focused programmes to improve the skill sets of graduates entering the local workforce. The Strengthening Business Skills for Youth Employment in Myanmar programme is a sign of things to come, as more international firms roll out corporate social responsibility projects aiming to bolster education development. The programme helped to establish the Centre of Excellence for Business Skills Development at the Hlaing Campus of Yangon University of Economics.

International Certificates

The market for international schools is expanding fairly rapidly, particularly in the financial capital of Yangon, where there are a growing number of foreign schools and increasing partnerships and collaborations between local entities and universities abroad. Two of many examples are Chindwin College and Myanmar Imperial College, which have partner universities in Singapore, the UK and Malaysia.

With foreign curricula mainly targeted at affluent families and the expatriate community, these institutions offer internationally accredited courses that are in high demand but are out of reach to most pupils due to the high cost of tuition, with fees as high as $25,000 per year. International pre-schools likewise come with a hefty price tag, averaging around $11,000 for one year, while the most expensive school is the British School of Yangon with a total cost of $19,480 a year for pre-school.

Limited government supervision has some industry members calling for a separate law to govern foreign schools, which often impose their own curricula. There is an abundance of so-called international schools in Yangon alone, though the exact number is difficult to attain since they operate outside the control of the MoE. Currently, these schools operate under a company licence issued by the Myanmar Investment Commission (MIC).

The wishes of those calling for a new law seemed to be partially answered when in May 2015 the MoE announced that an international schools law covering areas such as taxation and curricula would be released within a month. However, the draft law was quickly sidelined when the National Education Law was once again met with protest (see analysis). As of early December 2015, no announcement had been made regarding the passing of the law.

Private Schools

During the socialist era, aside from a select few international colleges, all forms of private education were banned in the country. This lasted until 2012, when the government of president U Thein Sein allowed them to reopen in his bid to increase schooling options. The response has been enthusiastic. According to a local report in the Myanmar Times, a local news agency, as of May 2015 there were 100 new applications filed by potential investors to the MIC to build private schools in the Yangon region, adding to the already 160 existing nationwide.

This in turn has led to an influx of native English speakers seeking teaching roles. Locally owned private schools are still too costly for the majority of citizens, but are reasonably priced in comparison to international schools, at least for urban middle-income families, with private primary, secondary and high school enrolment costs averaging around $400, $600 and $800 a year, respectively. Curricula mirror that of the public sector, with extra attention given to English and courses in sport and music. With fewer students per teacher, these schools are an attractive option for the growing middle class.

The erosion of Myanmar's once-prestigious education network began in 1964, when English was abandoned as a core subject under the orders of General Ne Win. This decision to neglect the teaching of English was later reversed, in the late 1980s, yet although it has since remained on the syllabus, the move did little to improve teaching methods.

In the absence of international education standards, many students from wealthy families opted to send their children to schools abroad, with the UK, the US, Australia and Singapore being the most popular destinations. This trend still holds today; however, the rate of departures may well slow, as students previously seeking international qualifications can now obtain them in Myanmar. In addition, many professionals who obtained their credentials at a foreign institution are now returning to Myanmar to capitalise on a growing job market.

Aside from the Ministry of Defence and a select few public departments, limited funding has for a long time hindered government faculties. However, the management abilities of the MoE have been bolstered by international donor support. One project in particular has been hailed by analysts as a critical step to revive education.

The Capacity Development for Education for All (CapEFA) programme, introduced by UNESCO, is aimed at promoting the skill sets of policymakers within the MoE. The programme focuses on several key areas, including decentralised planning, sector diagnosis, education costing, education statistics and education management information systems (EMIS). According to UNESCO, more than 200 MoE officials had been trained under the programme by June 2015. The programme has also played a leading role in the development of the country's CESR, the first of its kind in 20 years (see analysis).

The education budget was increased significantly under the outgoing regime, and will continue to do so under the new government. In the short term, the overhaul of Myanmar's education sector will continue to encounter growing pains as the MoE tangles with capacity constraints. However, with the support of international technical aid, the MoE is in a position to negotiate hurdles - a big stride considering the overwhelming tasks of just a few years ago. In the long term, the education system looks set to gain significant momentum, particularly under a government that is determined to increase the amount of graduates and improve the quality of degrees. The future success of Myanmar's schools will, however, greatly depend on the restructuring of the sector under the National Education Law, a vital building block from which development will be measured (see analysis). While the development of basic education is a key piece of the development puzzle, a great deal hinges on the role of TVETs, particularly to align graduate skills with employer needs in the key growth areas of energy, IT and infrastructure. The promotion of these vocational education centres is likely to accelerate as the influx of foreign firms ramps up, with emphasis being placed on governance and demand-driven courses. While appropriate steps are being taken, it will require considerable time before an adequate level of cohesion between educational offerings and the needs of the local job market is reached, particularly in rural areas.

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Changes to Myanmar's education sector needed

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With an increasing need for human capital, the government of Myanmar has made the overhauling of the education system a national priority. With an enlarged budget, a new national education law and the removal of public school fees, major reform of the entire education sector is well under way.

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This article was written by Jeffery Hays in May 2014. This article gives an overview of education in Burma. The main purpose was to show the problems Burma is facing and the setbacks in their education system. The article has data from sites like BBC, NBC News, Myanmar Times, etc. which are all reliable sources proving accurate information. One of the limitations is that this article was published in 2014 which means that some of the problems could have already been addressed.

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EDUCATION IN MYANMAR

Burmese society has traditionally valued and stressed the importance of education. In villages, secular schooling often takes place in monasteries. Secondary and tertiary education take place at government schools. After Burma (Myanmar) achieved independence in 1948 its schools were regarded as among the best in Asia.

Myanmar missed many advances during 50 years of being shut off from the world by the military junta and has been struggling to catch up since an elected government came to power in 2011. Few people in Myanmar know, for example, that a man walked on the moon.

In the early years after independence, Burma had an extensive network of missionary schools that employed foreign teachers that children English and other subjects. In the 1960s, Ne Win decreed that English was the language of colonizers and should no longer be taught in schools. Foreign teachers were kicked out of the country.

Today, Myanmar lags far behind the developed world in terms of educational standards. Once at its zenith in the region, Myanmar today has unqualified teachers, very little resources, and aging materials. Many universities have been built and scattered throughout cities to prevent students from potential unrest. One exiled Burmese editor told Newsweek, "Knowledge in paralyzed. The most highly educated young people are the children of the military elite who in some cases have attended universities in the United States, Japan, Europe and Australia.

Aung San Suu Kyi said, "The education system event at the school level is so terrible because the teachers are so badly paid. There is no proper equipment in the schools. They will put up a show room of computers while there are children who can not even afford textbooks and there are adequate textbooks for all the schools in Burma."

Education expenditures: 0.8 percent of GDP (2011), country comparison to the world: 172. This one of the lowest rates in the world. Myanmar spends five times more on the military than it does on education and health care combined. In the 1990s, it spent only 28 cents per child on education. Perhaps one reason why government spending on education is so low is that Buddhist monasteries have traditionally educated children.

Literacy (age 15 and over can read and write): total population: 89.9 percent; male: 93.9 percent; female: 86.4 percent (2006 est.). The literacy figures are based on UNESCO Institute of Statistics figures baes on government statistics. There is dispute over the accuracy of the provided literacy rates. In the 1970s Burma was given an award by UNESCO for its literacy campaign. Burma's high literacy rate almost kept the country from getting "least developed country" aid in the 1980s. Burma's high literacy rate of 80 percent is partly due to high regard for literacy by socialism and Buddhism.

History of Education in Myanmar

The education in Myanmar has long been regarded as important and significant. Traditionally, boys were taught at monastery schools, where they would learn Burmese and basic arithmetic skills. In the past, all boys eight to ten years of age would begin attending school in a nearby Buddhist monastery, where they would learn about Buddhism and be taught to read and write. Those schools gradually gave way to public schools, but many young men continue to receive some education in monasteries. Under that system, few women were educated; their education took place mainly at home as they learned how to perform domestic tasks.

Modern education began under King Mindon (1853-1878), who built a school for an Anglican missionary. British colonial rule caused a shift towards a Westernised education system. Christian missionary schools in Yangon, Mandalay and other major cities served as preparatory schools for the upper classes. During this period Burmese universities were thought to be the most prestigious in Southeast Asia.

Under the British, secular education spread and the country achieved a relatively high level of education. During British colonial rule, educational access for women improved tremendously. In the pre-colonial era, male education was emphasized in the traditional Buddhist monastic education system. The number of female students enrolled in school rose 61 percent (by 45,000 students) from 1911-1921, and another 82 percent (100,000 students) from 1921 to 1931 with expansion of the colonial and private education system, primarily in the form of all-girls schools. This was mirrored by an increase in female employment. From 1921 to 1931, there was a 33 percent increase in employment of women in public administration, law, medicine (96 percent increase), education (64 percent increase), and journalism sectors. [Source: Wikipedia +]

In the 1950s, Burma was one of the richest countries in Asia. It had a high literacy rate. When Burma gained independence in 1948, the government sought to create a literate and educated population, and Burma was believed to be on its way to become the first Asian Tiger in the region. However, 1962 coup d'etat isolated and impoverished Burma. All schools were nationalized and educational standards began to fall.Burmese replaced English as the medium of instruction at Burmese universities in 1965, with the passing of the New University Education Law a year earlier. This led to a rapid decline in English proficiency among the Burmese. English was reintroduced as a medium of instruction in 1982. In 1977, the 2 year regional college system was introduced by the Burmese government, as a way to disperse college students until they were about to graduate (the third and fourth years were spent at a traditional university), a system that was ended in 1981. +

Due to students' protest of 8888 Uprising, all universities were closed around Burma for 2 years. Since 1990s, new structure of education system was weak as government faced crisis to universities' clash and set up a 6th months term for an academic year. The SPDC government arranged irregular commencement dates for universities and colleges, however, students were still in que and clash/ Another series of students' strike in 1996 and 1998 resulted in another 3 years of closure. After the re-opening of universities and colleges in 1999, the government scattered universities in different regions. The relocation of certain universities were made under relative ministries. New system had been made that the university term was shortened by one year, providing a bachelor degree for just three year course. However, improvement were rapidly made despite the early disturbances. In 2005, the Ministry of Foreign Affairs officially announced that Burma education was reaching an international standard and the government had fully entitled to 156 universities and colleges in Myanmar. +

Myanmar Education System

According to Myanmar's Ministry of Foreign Affairs: "Every school-age child in school" and "education for all" are the mottoes which guide Myanmar's educational efforts. In order to catch up with the information age all high schools and even primary schools are being equipped with computers to help students become familiar with electronic media. A complementary approach in education is to develop a healthy moral mind in a healthy active body. Schools train pupils in moral and social behaviour. As a further support toward this goal monastic schools have been revied. [Source: The Ministry of Foreign Affairs, Myanmar ++]

Number of Primary Schools: 39,305; Number of Middle Schools: 3,871; Number of High Schools: 1,737; Number of Universities and Colleges - 151. State Expenditure - 31,997.44 (millions in Kyat). [++ Statistics from 1997-1998]

The education system of Myanmar is operated by the Ministry of Education. Lower Secondary and Upper Secondary Schools in Burma are under the Department of Basic Education. Universities and professional institutes from upper Myanmar and lower Myanmar are run by two separate entities, the Departments of Higher Learning 1 and 2, whose offices are based in Mandalay and Yangon respectively. The education system is based on the United Kingdom's system, due to nearly a century of British presence in Myanmar. Nearly all schools are government-operated, but recently, there has been an increase in privately funded schools (which specialise in English). Schooling is compulsory until the end of elementary school. [Source: myanmarventure.com ]

Thu Hein Kyaw of Accent Learning wrote: "There are still many challenges in Myanmar to have a better educational environment. When United Nations Millennium Declaration set eight Millennium Development Goals (MDGs) in 2000, every country has to ensure that children everywhere will be able to complete a full course of primary education by 2015. As Myanmar is a member of the international community, it is obliged to fulfill this MDG goal. Meanwhile, the Myanmar population is growing gradually each year and as a consequence we could expect that there would be more children in primary schools. In order to meet this MDG goal, full access to and the quality of primary education in Myanmar, there will be more demand on expenditure for education from the State budget, training and recruitment of teachers, a better education standard, the number of schools and its facilities. [Source: Thu Hein Kyaw, Accent Learning, ELTO Intake]

Problems with the Myanmar Education System

According to Arohana, Thabyay Education Network: "Despite the high value placed on education in Myanmar culture, the state education system has long been in decline, suffering from a critical lack of resources and skills. Education, particularly higher education, is often perceived as a potential threat by the authorities who exercise strict control over education institutions. Investment in this sector is accorded a low priority by the government. Teachers in state education institutions commonly earn around US$20-30 per month, leading to a lack of motivation, difficulties in recruiting quality teaching staff, and encouraging teachers to prioritize paid private tuition over their school jobs. [Source: Arohana, Thabyay Education Network <>]

"Due to the lack of investment, schools often charge students a range of unofficial fees. Many families, particularly those in poorer rural areas, cannot afford to pay these fees and so are forced to withdraw their children from education. According to UNESCO figures, the average adult in Burma has received only 2.8 years of schooling, and only 36.5 percent of eligible students enroll in secondary education. Today two-thirds to three-quarters of children drop out of elementary school before the fifth grade.

"Corruption is common throughout the state education system; good exam results can be acquired with money and influence. Consequently, state-accredited education has lost much of its credibility in society. Most curricula and learning materials in the Myanmar state education system are desperately out of date and have little practical application to the current context. Graduates lack the necessary practical and analytical skills to tackle Myanmar's immediate humanitarian crisis, and the chronic political, social and economic woes that have blighted the country for two generations. <>

"Universities are kept on a particularly tight leash. Campuses in Rangoon and Mandalay were forced to relocate to isolated locations far from city centers due to security concerns. Campuses are under close surveillance and universities have been forced to close for periods of up to four years. The Myanmar government has discouraged large concentrations of students on campuses, and the development of student networks, by making it illegal for students of one university to enter the campus of another. The government has also prioritized the expansion of distance education programs, where students spend only a few days a year on campus. Although there are a small number of universities that offer courses considered to be of some quality, most tertiary education in Myanmar is viewed simply as a rubber stamp rather than a preparation for effective participation in society. <>

According to the U.S. Department of State: ""The government continued to discriminate against minority religious groups, restricting educational activities, proselytizing, and restoration or construction of churches and mosques. Some Christian theological seminaries and Bible schools continued to operate, along with several Islamic madrassahs. However, a representative of the Islamic community reported the closure of Islamic madrassahs operating as ad-hoc mosques in Thaketa township. Some Christian schools did not register with the Myanmar Council of Churches (MCC), a group representing 14 Christian denominations, but were able to conduct affairs without government interference. [Source: U.S. Department of State, Bureau of Democracy, Human Rights and Labor International Religious Freedom Report for 2011 ^]

Preschools and Primary Education in Myanmar

Primary education is officially compulsory. It lasts five years, and to continue onto secondary school, students must pass a comprehensive examination of basic subjects. Preschools are opened for children over 2 years of age and they are in extensive care or public systems. Kindergarten starts from the age of 5 (not younger than 4 Years and 8 months at the time of school's commencement date).

Thu Hein Kyaw of Accent Learning wrote: "Myanmar's population is about 60 million and the number of primary school students in 2011 was around 5.2 million, approximately 8 percent of total population. In Myanmar the government compulsory primary education policy consists of Grade One to Five. Grade One to Three is called the lower primary level. The children in this level learn the subjects of Myanmar and English languages, Mathematics and Science. Grade Four to Five is called the upper primary level. The children in this level also learn Geography and History in addition to those subjects of lower level. According to the revised primary curriculum started from 2001, natural science, moral and civics, painting and music, physical education and school activities are added. [Source: Thu Hein Kyaw, Accent Learning, ELTO Intake <

"The Myanmar government aims to enable every individual to acquire basic education. Every child from the age of five attends a primary school. Every child who is eligible is being encouraged to attend. However school enrollment rate has not reached 100 percent yet. According to 2011 statistics, the enrolment rate was around 85 percent but the completion rate was just over 81 percent. Furthermore, to promote greater access to and the quality of Basic Education, the Thirty-Year Long-Term Basic Education Development Plan (2001-02 FY to 2030-31 FY) is being implemented in Myanmar. <<

In order to have a better education environment, not only public schools but also private and religious-run schools are playing in an active role. According to 2010 statistics, the literacy rate in Myanmar has 92 percent which is higher than some South East Asian countries. However, there are still some challenges. <<

Types of Primary Schools in Myanmar

Thu Hein Kyaw of Accent Learning wrote: "There are three types of schools in Myanmar that offer primary education: public schools, private schools and religious-run schools. The number of State-run schools called public schools is over 41,000 in the whole country. As the land area of Myanmar is just over 677,000 sq km, the farthest distance from home to school is about 2 kilometers on average. At this moment, there are about 185,000 primary school teachers and as a result the overall teacher-student ratio is 1:29. [Source: Thu Hein Kyaw, Accent Learning, ELTO Intake <

In the private sector, this type of education was accepted from 1948 to 1962. But private institutions were eliminated in the Socialist era between 1962 and 1988. Again since 1990s, those schools have developed. In 2011, the Private School Law was promulgated to enhance the private participation in education sector. Accordingly, 20 private schools so far have been approved to open among the 67 which had sought permission from the Ministry of Education. As a popular private school, Myanmar International School Yangon offers the highest possible standard of education through a broad and balanced curriculum.

In Myanmar, religious-run schools still have a significant role in its education system. These schools play an important part in terms of access to education. They offer free education and especially target orphans or children from poor families who cannot afford to pursue formal education. They follow the official primary curriculum. These schools supervised by the Buddhist monks are very significant. In 1946, the Buddhists started a monastic education project with the aim of opening more monastic schools in remote regions. It was finally formalized in 1992 with permission from the government. There are now more than 1400 monastic schools in 250 townships through Myanmar. The primary students in those schools numbered over 160,000 by the year of 2005-06.

School Life and Curriculum in Myanmar

School life expectancy (primary to tertiary education): total: 9 years (2007). Children in primary education: 85 percent. The school year starts on June 1. Level/Standard and Typical age: Preschool: Pre-Kindergarten 4-5; Elementary school: Kindergarten 5-6; Standard 1 6-7; Standard 2 7-8; Standard 3 8-9; Standard 4 9-10; Middle school: Standard 5 10-11; Standard 6 11-12; Standard 7 12-13; Standard 8 13-14; High school: Standard 9 14-15; Standard 10 15-16;

In the mid 2000s, teachers were paid the equivalent of $8 a month, doctors, $15. A bag of rice can eat up two thirds of teacher's monthly pension. Even today, schools are so underfunded that donations from parents are sought to buy desks and chalkboards. With schools often closed and in such poor condition parents that can afford it send their kids to private after-school schools that offer computer and English classes.

Throughout Myanmar there is a shortage of good schools. Small private schools have long waiting lists or charge tuition fees much higher than what most people can afford. When the U.S. Information Service began offering classes in the late 1990s, fistfights broke out among those anxious to get in.

According to Arohana, Thabyay Education Network: "Throughout the education system, there is prevailing culture of rote-learning which discourages the development of analytical thinking. Students are considered as vessels to be filled with pre-ordained 'knowledge' which they must learn by heart. There is little or no emphasis on understanding the information being committed to memory, or being able to practically apply it. The curriculum is scrutinized by the military regime, and it often is forbidden to teach in languages other than Burmese. [Source: Arohana, Thabyay Education Network]

According to the U.S. Department of State: ""Buddhist doctrine remains part of the state-mandated curriculum in all government-run elementary schools. Students at these schools can opt out of instruction in Buddhism and sometimes do, but all are required to recite a Buddhist prayer daily. Some schools or teachers may allow Muslim students to leave the classroom during this recitation, but there does not appear to be a centrally mandated exemption for non-Buddhist students [Source: U.S. Department of State, Bureau of Democracy, Human Rights and Labor International Religious Freedom Report for 2011 ^]

School uniforms are mandatory throughout public schools in Burma, from kindergarten until the 10th standard. From kindergarten to the 4th standard, the compulsory boy uniform is a white shirt and green pants, which can be short or long. Shoes and Burmese sandals may be worn. The girl uniform is similar, consisting of a white shirt and a skirt or pants. From 5th standard until matriculation, traditional Burmese attire is considered appropriate school uniform. The boy uniform is a white shirt (with a Mandarin collar or uncollared) and a green sarong called a paso, along with Burmese sandals. For girls, a traditional Burmese blouse (either the yinzi, with a front opening, or the yin hpon, with a side opening) and a green sarong called a htamein are worn, along with Burmese sandals. [Source: Wikipedia +]

Secondary Education and High Schools in Myanmar

Secondary education is divided into middle schools (standards 6 - 8), and upon passing the Basic Education Standard VIII Examination, students continue onto high schools, which cover standards 9 -10. At the end of standard 10, students must pass the Basic Education Standard 10 Examination (matriculation exam) in order to receive their diplomas. Students who do pass the matriculation examination receive either Diploma A or Diploma B. Those with Diploma A are allowed to continue their educations at university. [Source: Wikipedia +]

Secondary schools are usually combined, containing both middle and high schools. Children of military personnel and those with military connections are often given easier access to the more prestigious secondary schools. There is much corruption in educational equality. But in both primary and secondary schools, the system is "no-failure education system". Only at the end of the high schools or at the entrance of the college/university, the system is changed. +

High schools students choose one of 2 tracks upon entering high school: science or arts. All high school students take Myanmar, English, and mathematics. However, Science-specialized students also take 3 additional subjects: chemistry, physics and biology as part of their coursework, while arts-specialized students take geography, history and economics. These routes also determine what matriculation subject exams they are administered and what tertiary schools they can apply to. +

At the end of Standard 10, students take the University Entrance Examination , commonly referred to as the matriculation exam in English, administered by the Myanmar Board of Examinations annually in mid-March. High marks in a subject garner a distinction known as gondu . Students who achieve distinctions in five or more subjects (or a combined total of approximately 500/600) are generally guaranteed placement in one of Myanmar's medical universities, the most selective of universities. Test score results are released at testing sites throughout the country in June. Since 2007, Mon State has had the highest matriculation pass rates in the country. +

Students who attend international English-language schools or other private schools are not eligible to sit for the matriculation exam, nor are they allowed to enroll in Burmese universities. Instead, they typically study overseas, at destinations such as Singapore, Malaysia, Australia, United Kingdom and the United States. In 2010, 695 Burmese international students studied in the United States, particularly in private liberal arts colleges.

Universities and Higher Education in Myanmar

There are forty-five universities and colleges and 154 technical and vocational schools. In 2004, the Myanmar government said that between 1989 and 2004 the number of colleges and universities increased from 32 to 154 with student enrollment rising from 120,000 to 890,000.

Most of Myanmar's universities and colleges are under the control of the Ministry of Education. The university school year is less than six months. The new university semester begins in mid June. The school year ends in October.

Post-secondary education (typical ages). University;: 1) B.Sc./B.A. (16-20); 2) M.B.B.S. (16-22); 3) Master's (20-22); 4) Ph.D. (22+). Many students attend universities in other countries such as Singapore and Thailand for a Master's degree.

Major universities include the University of Yangon (formerly known as Rangoon Arts and Sciences University, founded in 1920), Yangon Technical University, University of Yangon and the University of Mandalay. Military academies, engineering schools and medical schools in many cases remained open even while the other universities were They offer the most modern and up-to-date facilities. Students attending these universities are often not allowed to speak freely, to write freely or to publish freely.

Problems with Universities in Myanmar

Often times only the well-connected and elite get into universities. Some students get into university by paying teachers for good grades and good test scores. The pay for professors sometimes is so low they have been forced to take jobs sewing clothes on the streets to make ends meet. After they graduate there are few jobs for university graduates. There are stories of graduates with degrees in physics or chemistry cleaning toilets or working as prostitutes at Five-Star hotels

There has been a steady erosion of higher education since 1962. After the civil unrest in 1988, during which many students were involved in antigovernment activities, there were widespread closures of universities and colleges. Since that time there has been a repeated cycle of opening and closing the universities and colleges that has made serious study virtually impossible. The universities and colleges were closed in 1996, and only a few were reopened in 2000.

Universities have been closed about two thirds of the time between 1988-when they were closed after anti-government demonstrations left hundreds dead and were regarded as breeding grounds for dissent-and 2003. They were only open 30 months between 1988 and 2000 and shut down completely between 1996, when there was another round of demonstrations, and 2000. In 2003, universities were closed after Aung San Suu Kyi was placed under house arrest as a precaution against unrest. They were reopened shortly afterwards.

These university have produced an uneducated generation with ho hope for the future. People who want to be school teachers can't even get training. When universities have reopened, to avoid trouble, classes have often been scheduled at locations away from the campuses. In some cases students study in classrooms set up near military bases far out in the countryside or students that once studied in Rangoon study in Mandalay or Prome.

Paul Watson wrote in the Los Angeles Times, Since 1988, the government has treated universities not as sources of higher education crucial to the country's development, but as potential threats to its rule. So the generals have reduced college campuses to facades. A typical university student in Myanmar takes classes by correspondence, never enters a library and attends class only for 10 days of cramming before exams. Kit Young, an American volunteer who teaches at the music school, has asked university students what they do with themselves on an ordinary day, and usually the reply is: "Sleep," she said. "Or they go out to tea shops with friends. They may go for some private tuition. There are exams only once a year -- and no classes." It's frustrating for young people desperate to get ahead in a stagnating economy dominated by the generals and their cronies. And that's the way the government likes things -- it doesn't need intelligent people asking too many questions. [Source: Paul Watson, Los Angeles Times, January 30, 2008 **]

History of University Education in Burma-Myanmar

Burmese replaced English as the medium of instruction at Burmese universities in 1965, with the passing of the New University Education Law a year earlier. This led to a rapid decline in English proficiency among the Burmese. English was reintroduced as a medium of instruction in 1982. In 1977, the 2 year regional college system was introduced by the Burmese government, as a way to disperse college students until they were about to graduate (the third and fourth years were spent at a traditional university), a system that was ended in 1981. [Source: Wikipedia +]

Due to students' protest of 8888 Uprising, all universities were closed around Burma for two years. Since 1990s, new structure of education system was weak as government faced crisis to universities' clash and set up a 6th months term for an academic year. The military government arranged irregular commencement dates for universities and colleges. Another series of students' strike in 1996 and 1998 resulted in another three years of closure.

After the re-opening of universities and colleges in 1999, the government scattered universities in different regions. The relocation of certain universities were made under relative ministries. New system had been made that the university term was shortened by one year, providing a bachelor degree for just three year course. However, improvement were rapidly made despite the early disturbances. In 2005, the Ministry of Foreign Affairs officially announced that Burma education was reaching an international standard and the government had fully entitled to 156 universities and colleges in Myanmar.

Myanmar Universities, Political Activism and Government Control

Salai Bawi Lian of the Chin Human Rights Organization wrote: "The military regime in Burma has violated the right to education by closing universities and colleges in the country for about 9 years within the past 16 years because the military regime views students as a threat to their dictatorial rule as students are the only vocal group that have been standing fearlessly against the military regime." [Source: Salai Bawi Lian, Executive Director, Chin Human Rights Organization, April 2005]

Universities have traditionally been hotbeds of education since the British colonial era. Under Myanmar's military regime, in many cases, only students who studied technical subjects and promised to stay out of politics were welcome.

According to Arohana, Thabyay Education Network: "Universities are kept on a particularly tight leash. Campuses in Rangoon and Mandalay were forced to relocate to isolated locations far from city centers due to security concerns. Campuses are under close surveillance and universities have been forced to close for periods of up to four years. The Myanmar government has discouraged large concentrations of students on campuses, and the development of student networks, by making it illegal for students of one university to enter the campus of another. The government has also prioritized the expansion of distance education programs, where students spend only a few days a year on campus. Although there are a small number of universities that offer courses considered to be of some quality, most tertiary education in Myanmar is viewed simply as a rubber stamp rather than a preparation for effective participation in society. [Source: Arohana, Thabyay Education Network]

See Protests and Demonstrations.

Image Sources:

Text Sources: New York Times, Washington Post, Los Angeles Times, Times of London, Lonely Planet Guides, The Irrawaddy, Myanmar Travel Information Compton's Encyclopedia, The Guardian, National Geographic, Smithsonian magazine, The New Yorker, Time, Newsweek, Reuters, AP, AFP, Wall Street Journal, The Atlantic Monthly, The Economist, Global Viewpoint (Christian Science Monitor), Foreign Policy, burmalibrary.org, burmanet.org, Wikipedia, BBC, CNN, NBC News, Fox News and various books and other publications.

&copy 2008 Jeffrey Hays

Last updated May 2014

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EDUCATION IN MYANMAR Burmese society has traditionally valued and stressed the importance of education. In villages, secular schooling often takes place in monasteries. Secondary and tertiary education take place at government schools. After Burma (Myanmar) achieved independence in 1948 its schools were regarded as among the best in Asia.

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Many unhappy with the changes in Myanmar (OPVL)

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Many unhappy with the changes in Myanmar (OPVL)

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This article was written on April 22, 2017, by Alice Bryant. This article was addressed to the Government of Myanmar to show how the changes in the Education sector may not be helping the country. This is a recent article written in Myanmar itself, where the author could have interviewed families and collected reliable information. Although, the author only focused on the bad aspects and did not mention any good changes, showing a slight bias.

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Myanmar is launching a long-term plan to improve its education system after years of neglect under its former military leaders.

The National Education Strategic Plan (NESP) aims to improve teaching and learning for all education levels, from kindergarten to universities. The plan runs through 2021.

The plan seeks to extend basic education by two years to a total of 13 years. Other changes include new curriculums, child-centered learning and interactive classrooms.

Many have praised the plan as an important start for developing a modern education system. But education experts note that there will be issues, including high costs.

Some experts have criticized the plan for failing to include educators, civic organizations and ethnic minorities in the decision-making.

The plan took more than three years to develop and has received financial assistance from international donors and education advisors.

Myanmar leader Aung San Suu Kyi presented the plan in February. She said the changes will be extremely important to Myanmar's social and economic development. And she asked everyone to think about what is needed to help the plan succeed.

Bertrand Bainvel is the Myanmar representative for the United Nations International Children's Emergency Fund, or UNICEF. He said the launch was "a historic moment" for the country's education system.
Costly improvements
Myanmar's education system was one of Asia's best until the military took power in 1962. The military government sharply reduced spending. It also made rote learning the main learning style. And, it made huge cuts to higher education to avoid the possibility of student political movements.

It will be costly for the Myanmar government to launch the new education plan. It will cost more than $2.1 billion a year for just 80 percent of the proposed plan. Last year, the Myanmar government spent $1.13 billion on education.

Mael Raynaud is an expert from the Enlightened Myanmar Research Foundation. He said finding the financial support and professionals needed to start the plan will be a long-term challenge.

Raynaud explained that it took 20 years for Indonesia, for example, to provide money for education comparable to East Asian and Western countries. Myanmar will also need time to train teachers, professors, and educational employees, he said.
Many educators not included
Raynaud said another major issue will be inclusion.

In Myanmar, many Buddhist schools and civil and ethnic organizations offer education to poor students and children in rural ethnic areas. And rebel groups, like the Kachin, Karen and Mon, teach their own languages and culture in areas under their control.

Thein Lwin is a former member of the democratic government and an education expert with the National Network for Education Reform (NNER).

According to Lwin, the government provides very few ethnic language teaching programs and curriculums.

"The difficulties are that ethnic languages are taught only in evening class, not in the school hours; Myanmar reader texts are translated into ethnic languages for teaching; and [there is a] lack of teachers for ethnic languages," he wrote.

Lwin said teaching ethnic languages greatly reduces the problem of students dropping out - a big problem in Myanmar's ethnic regions.

Kim Jolliffe is a political researcher who studied laws on social services for ethnic groups.

Jolliffe said the new education plan's "clear strengths" are its move to child-centered learning and learning that centers on results. He said this could help all civic and ethnic education programs.

I'm Alice Bryant.
Paul Vrieze wrote this story for VOA News. Alice Bryant adapted it for Learning English. Hai Do was the editor.
Words in This Story

inclusion - n. to make someone or something a part of something

curriculum - n. the courses that are taught by a school, college, etc.

interactive - adj. requiring people to talk with each other or do things together

rote learning - n. the process of learning something by repeating it many times without thinking about it or fully understanding it

text - n. the words that make up the main part of a book, magazine, newspaper, Web site, etc.

drop out - v. to stop going to a school, college or university before finishing

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Myanmar Has New Education Plan, But Not All Are Happy

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Myanmar is launching a long-term plan to improve its education system after years of neglect under its former military leaders. The National Education Strategic Plan (NESP) aims to improve teaching and learning for all education levels, from kindergarten to universities. The plan runs through 2021.

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