LEARNING WITH

EduCentre MONTHLY Education PULLOUT - FEBRUARY 2017

Education is not the learning of facts,

but the training of the mind to think.
Albert Einstein
German-born theoretical physicist,
1879-1955
 EduCentre

FEBRUARY 2017
22 LEARNING WITH
QUICK READ

Total number of engineers in Myanmar: 316,144 .

Total number of students graduated from Yangon Technical University (from 1927 to 2014): 25,025
(PhD degree holders 527, Masters degree holders 2556, Postgraduate diploma holders 1041, Bachelor degree holders 20,901)
Total number of private engineering universities and colleges in Myanmar: 6 (Source: Myanmar Engineering Council, May 2016)

Myanmar needs to produce talented engineers to build basic infrastructures and its technology base. Photo: Staff

Good engineers in great demand

Even with elementary education, an engineering career is not a distant dream. Its still
possible to build one without stepping into a university.
Tazar Bhone Myint For students who have completed are 33 THSs in Myanmar, each school exam as an external student school final examination. Company
their 8th Standard schooling admitting about 90 students every and pursue their studies at other executives and businessmen keep

A
S a developing country,
engineering and technical
skills are indispensable
to Myanmar, and what it needs
to achieve democratically and
economically. The country needs
to produce talented engineers to
build basic infrastructures and its
technology base.
For someone to pursue an
engineering career in Myanmar,
there are options to attend either
government technical institutes or
diploma courses offered locally by
overseas-based institutions.
Theres a lot more to do
in expanding our countrys
infrastructure, like roads, bridges,
airports and dockyards. So, we not
only need engineers, we also need
them to be skilful and qualified,
said Tin Latt, a member of the
Myanmar Engineering Society.
(elementary education) in Myanmar,
theres a way to become an engineer
by joining a technical high school
(THS). If a student completes the
two-year course at a THS with high
grades, they can move forward and,
depending on what courses one
takes, join a government technical
institute (GTI) or a government
technical college (GTC) managed
by a government technological
university (GTU).
If high school students wish to
join a GTU directly, they are required
to get a minimum of 360-445 marks
(depending on a specific GTU) in
total for all subjects in the final high
school examination. Those who
obtain 340-380 marks (depending
on benchmarks designated by each
state or region) in total can join
a GTI/GTC opened under a GTU
in some states and regions. There
year.
Technical high schools under
the Ministry of Education are now
open for new student enrollment
for the 2016-17 academic year.
These schools are located in Putao,
Myitkyina, Bhamo, Hkamti, Mindat,
Kalay, Monywa, Pakokku, Lashio,
Panglong, Taunggyi, Kengtung,
Meiktila, Loikaw, Nay Pyi Taw,
Magwe, Pyay, Taungoo, Sittwe,
Hinthada, Maubin, Pathein, Hpa-an,
Mawlamyine, Dawei, Myeik, Pinya,
Myingyan, Chaung-U, Ywama, Let
Khoke Kone, Tiddim and Mandalay.
THS students can also enjoy a
monthly stipend of K30,000. After
graduating with a certificate from
a THS, one can apply for a job in
either the public or private sector.
Whether a student passes or fails
their second year exam at THS, they
can still sit for the ordinary high
universities like others.
Once admitted to a THS, a student
has to undergo a two-year course
there to be admitted to a GTI/GTC,
and then to become a GTU graduate
in engineering.
In 1990, the Rangoon Institute of
Technology or RIT (established in
1963) became the Yangon Institute
of Technology (YIT). Under the
supervision of YIT, the Mandalay
Institute of Technology (MIT)
opened in 1991. Then in 1998, the
institutes were renamed the Yangon
Technological University (YTU) and
Mandalay Technological University
(MTU) respectively.
The YTU and MTU were
designated as Centers of Excellence
in 2012. Students can attend
these universities only if they get
distinctions and high marks (516 for
YTU and 493 for MTU) in their high
an eye on those who are good
enough to attend these institutions,
which means that upon graduating,
they have an easy time securing
their ideal job.
Past governments opened 27
GTUs and one Myanmar Aerospace
Engineering University in different
states and regions. Yangon Region
GTUs are in Thanlyin, Hlaing
Tharyar, Htantabin and Hmawbi
and entry requirements for them
are higher than those in other
states and regions. With the
many technology universities
in the country, there are indeed
opportunities for the many students
who aspire to be engineers.
Even those who fail to obtain
the necessary high school grades
have other means of turning their
dreams into reality. They can still
enroll in courses offered by private
 EduCentre

FEBRUARY 2017
LEARNING WITH 33

international institutions and get a Bachelor of Engineering, Masters in

diploma in, for example, a United Engineering and Doctorate degrees.
Kingdom-linked engineering course According to veteran engineers,
or a Japan-Myanmar GTI. Later on, fresh graduates from technological
they can continue their studies universities are not paid well. For
abroad to become an engineer. higher salaries, they have to pursue
According to a May 2016 listing further relevant studies and gain
by the Myanmar Engineering experience.
Council, the private engineering They have a degree. But they
universities and colleges in have to study more and attend other
Myanmar are California Unitec training. An engineering degree
Institute of Engineering, Chindwin would pay you at most a salary of
College, Victoria University College, K200,000. Only when one learns
STI Myanmar University, Myanmar more, one will get a suitable salary,
Noble College and UMG College. said Moe Gyo, an experienced
The diplomas these private construction engineer.
institutions offer are recognised Opportunities await the future
in other countries. Therefore, generation of engineers because a
students can continue their studies developing country like Myanmar
abroad and acquire a bachelors needs qualified engineers for nation
in engineering degree, said Naing building.
Min Khant, a second year student According to entrepreneur Hla
at California Unitec Institute of Maung Shwe, Only when the Chindwin College students at a barcamp. Opportunities await the future generation of engineers. Photo: Staff
Engineering in Yangon. country starts developing, engineers
Although private engineering will get a suitable pay. Many
universities and colleges charge
sizeable fees, many still enroll due
Myanmar engineers are working
abroad because the country cannot
Top engineering universities in the world
to the international recognition and fulfil their desire with attractive job
the access to job opportunities such opportunities. This is a long-term 1. Stanford University, US 7. Princeton University, US
qualifications offer. But students issue that we have to solve. 2. California Institute of Technology, US 8. ETH Zurich (Swiss Federal Institute of Technology),
have to be aware that if they intend Nevertheless, with Myanmars 3. Massachusetts Institute of Technology, US Switzerland
to return to work here, such degrees economy on a roll and infrastructure 4. University of Cambridge, UK 9. Imperial College London, UK
must be recognised by the Myanmar development being critical to its 5. University of California, Berkeley, US 10. Carnegie Mellon University, US
government. growth, talented engineers will 6. University of Oxford, UK (Source: Times Higher Education)
Undergraduate programs always be in demand.
offered at GTUs and other private Translation by Zaw Nyunt
engineering institutions include
courses in architecture, civil
engineering, mechanical, electrical
power, electronics, mechatronics,
chemical, textile, mining, petroleum,
metallurgical and information
technology.
Some of the technology
universities are linked with
institutions abroad. The YTU, for
example, has collaborations with
universities in Germany, Finland,
Australia, South Korea, Japan, China,
Singapore, Malaysia, Thailand,
Cambodia, Indonesia and with
selected ASEAN institutions.
Once a student successfully
completes a two-year GTI/GTC
program, a diploma is given. To get
an engineering degree from a GTU,
a student needs to study for six
years. The same applies for those
who directly attend a GTU after high
school.
Engineering degrees granted in
Myanmar are the Associateship of
Government Technical Institute (AGTI)
diploma, Bachelor of Technology,

From founding the College in London in 1619

To opening new campuses in Yangon in August 2017
Deputy Editor-in-Chief: Myo Lwin
Inspiration goes a long way.
Editor: Clovis Santiago
Sub-editor: P Vijian
Dulwich College Yangon is opening purpose-built, state-of-the-art campuses in Pun Hlaing and Star City
Staff writers: Tazar Bhone Myint, in August 2017. We are now accepting applications for students from age 2 to 14 for both campuses.
Lillian Kalish, Ei Shwe Phyu,
Tin Yadanar Tun, Kyi Tha Maung
To find out more please visit our website www.dulwich-yangon.com.mm or contact our admissions team
Photography: Aung Htay Hlaing, on (+95) 09 966 423015 or admissions@dulwich-yangon.com.mm. One College, Many Campuses.
Aung Myin Ye Zaw, Zarni Phyo,
AFP, EPA

Cover photo: Shutterstock

Cover design: Tin Zaw Htway
Layout design: Khin Zaw

For feedback and enquiries, please contact DETU R

P O N S MU
NDO

c.santiago@mmtimes.com

LONDON SHANGHAI BEIJING SUZHOU SEOUL ZHUHAI SINGAPORE YA N G O N

 EduCentre
44 LEARNING WITH
Skills needed for Myanmars Class of 2017
To alleviate some of the postgrad unemployment and existential woes, The Myanmar Times has
compiled a list of some of the skills needed to make your resume stand out to employers as well as
some various continuing education programs and the best resources to find jobs
Lillian Kalish
F
OR most recent graduates
of high school and college,
finding employment and what
ones next steps is a daunting task.
In Myanmar, where, according to
2014 figures from data analysts at
Trading Economics, had the highest
rate of unemployment (4 percent)
compared to other Southeast Asian
countries (2.44pc in Vietnam, 0.83pc
in Thailand, 0.3pc in Cambodia), the
challenge is even greater.
But it isnt the students fault
overcrowding in classrooms and
underfunding in the education
system are hangover issues from
previous governments.
According to the Asian
Development Banks (ADB) report,
Myanmar: Unlocking the Potential,
the Myanmar government only
spent an estimated 1.7pc of its GDP
on education in 2013, compared
to 6.3pc in Vietnam and 5.9pc in
Malaysia.
However, with the countrys
opening after the election of the
National League for Democracy
government in 2015, the job
prospects for recent grads are
more and more hopeful. As many
local and foreign NGOs and aid
organisations help build new
tertiary education programs to
provide younger and returning
students the specialised skills
necessary to stand out in todays job
market, todays graduating students
can follow more varied career paths.
According to the ADBs Myanmar:
Unlocking the Potential report, recent
graduates in Myanmar need to
cultivate these following skills:
Flexible knowledge as opposed
to rote knowledge which is the
standard educational practice in
Myanmar, flexible knowledge means
learning more than just the facts
and the figures but understanding
concepts, the whys and hows of
work
Analytical skills when problem
solving in the office, analytical skills
mean not just looking at data but
also at background information
(historical context, trends over time,
etc).
Critical thinking similarly critical
thinking applies both analytical
skills with flexible knowledge to
observe topics from a vantage point
Soft skills the ADB defines soft
skills as better communication and
interpersonal skills. Basically, having
a high level of maturity in the
workplace, public speaking skills,
and the ability to handle high stress
situations with grace are all sought
after characteristics.
In addition, new entrants to the
workforce must also have sufficient
language skills to communicate
with international business and
clients. This means not only having
a high level, professional knowledge
of English, todays lingua franca,
but also of Myanmar language.
Even students who have not completed their secondary school can attend a vocational training course. Photo: Staff
Depending on the nature of the job
if, for example, it involves travel and
collaboration with Myanmar ethnic
minorities, it is important to attain
a high level of ethnic languages as
well.
Post high school, vocational and
tertiary programs
As high school in Myanmar is only
two years long, students have many
options to continue their education
in more specialised ways. The
following is a list of just some of the
various paths that recent grads and
those in the job market can follow.
Pre-Collegiate Program (PCP)
For those drawn to literature, the
sciences, history and philosophy, or
want to explore why global politics
play out a certain way, then the PCP
program may be for you. Founded
in 2003 as a 16-month program
for Myanmar nationals who plan
to study abroad for university, the
PCP program provides academic
rigour, college counselling services,
and a collegiate community to
empower Myanmars youth. In
addition, PCP also offers generous
scholarships to ensure that students
of all backgrounds have a chance to
pursue higher education.
Email precollegiate@gmail.com if
interested.
Center for Vocational Training
(CVT) Since 2002, this Swiss-
run organisation provides a
three-year college training as
well as secondary school option
for students from grades 5 with
programs in commerce, cabinet-
making, metal work, electrical
training, and hospitality and food
service. The CVT also offers courses
in teacher training to ensure
Official launching of the SMVTI last June in Yangons Bahan township. Photo: Aung Htay Hlaing
Myanmars teachers are adequately
prepared to structure classes, give
out homework, and fairly evaluate
students performance. Once
students have completed their
apprenticeships with their partner
training company and coursework
at the CVT campus, they will receive
a Certificate of Professional Capacity
to show to employers.
Email info@cvt-myanmar.com for
more details.
Singapore-Myanmar Vocational
Training Institute (SMVTI) A
relatively new program established
by Singapore President Tony Tan on
his state visit to Myanmar in 2013,
the Singapore-Myanmar Vocational
Training Institute is modelled
after Singapores own Institute of
Technical Education. The SMVTI
was officially launched by Singapore
Prime Minister Lee Hsien Loong on
June 9, 2016, symbolising Singapores
way of making a meaningful
FEBRUARY 2017
Wit Hmone Phoo Pwint Thu
contribution to Myanmars
development and progress. Students
can take courses, each lasting six
months, in hospitality and tourism,
electrical skills and electronics,
facilities management, and
engineering services. The SMVTI will
produce about 800 graduates ready
for the workforce over two intakes
a year.
Check out their Facebook page for
more details!
Yangon Film School (YFS) Since
2005 the Yangon Film School,
a Berlin-based non-profit, has
supported and cultivated the
next generation of filmmakers
and young content creators in
Myanmar. Students participate in a
three-year program in which they
take five courses and create an
original film in order to graduate.
Throughout the three years,
students learn both the technical
skills involved in film and various
artistic aspects. Many students go
on to the teacher training program
to become a YFS instructor and
submit their films to festivals
across Myanmar and abroad. In
addition, the film skills acquired
at YFS provide students with a
basis to freelance, work on their
own projects, and grow Myanmars
growing media industry.
Email country director
Aleksandra Minikiewicz at
minkiewicz@yangonfilmschool.
org or Production Coordinator,
(Tara) for more info: production@
yangonfilmschool.org.
Parami Institute Though the
official opening is set in 2018,
the Parami Institute has already
gained a lot of buzz. When it
opens, Parami will be the countrys
first liberal arts, four-year
residential program. With majors
ranging from philosophy and
literature to computers science
and psychology, Parami will
provide Myanmar students with
a world class education as well
as full and partial scholarships to
ensure a diverse class. The school
will also have a small student to
faculty ratio with one professor for
every twelve students, providing
an intimate and immersive
educational experience.
Until then, recent grads can
attend lecture series and the
Parami Leadership program a
semester-long program with
coursework and workshops to
cultivate critical thinking and
public speaking skills for students
starting in January of 2017.
Email info@parami.edu.mm or
ingyinaung@parami.edu.mm for
more info.
Employment Resources
According to Jemin Popat, the
managing director of MyJobs.com.
mm, the countrys largest online
job recruitment sites, employers
used to rely heavily on print
advertising for jobs.
Now with widespread access
to the internet and new media
companies popping up left and
right, companies rely on social
media and online advertisement
to recruit potential employees.
This is especially true of
telecommunications companies
like Ooredoo, Telenor, and
MPT which advertise widely
across social media platforms.
Often though, with so many
new job openings, the market
becomes oversaturated, salaries
become inflated, and companies
experience high turnover rates.
Regardless, there are more jobs
now than ever before on sites
like http://www.myjobs.com.mm/
and http://themimu.info/jobs-for-
myanmar-nationals and they can
help make the job search less
of a headache. Good luck to all
jobseekers in 2017!
 EduCentre

FEBRUARY 2017
LEARNING WITH 55

Myanmar students in search of quality education

Through its exams, scholarships and education exhibitions, the British Council assists students to enroll
in top-notch UK universities that grant internationally recognised degrees and groom graduates for the
competitive job market

The British Council has been building partnerships between UK and Myanmar universities where academics and others can collaborate in research and teaching. Photos: Supplied

Canada, a growing number of
American and probably some
European universities where they
conduct degrees through English.
Part 1 of this article appeared in You can take that test, if you have
last months EduCentre. the test fee and are 16 and above.
The content of the test would not be
understandable for a younger age.
Clovis Santiago Many people who take the test find
it very challenging. It tests all the
improves quickly.
Myat Lay Tint added, Another
is the Hornby Educational Trust
Scholarship. Its managed by us
but only for specific subjects. This
is for teachers teaching English as
a second language. Its a Masters
scholarship and given once or
twice yearly, depending on how
many scholarships are allotted for
Another scheme is the
Charles Wallace Trust Fellowship.
Its dedicated to mid-career
professionals seeking an
international experience to
enhance their career skills. Offers
are for a maximum of three
months, mostly for professional
development pathways. Currently,
we have agreements with Oxford
Also, we help promote
scholarships offered by UK
education institutions, especially
universities, through our digital
platform, Education UK at www.
educationuk.org. This British Council
site hosts a comprehensive database
of scholarships offered by UK
universities at all levels. Students
in Myanmar can access that link

P
ERHAPS two of the British
Councils most popular
offerings would be its exams
and scholarships programs.
Said Myat Lay Tint, the British
Councils Education Programmes
Manager, The British Council
administers and owns some
scholarships. One of these is the
International English Language
Testing System [IELTS] Scholarship.
To be eligible for the 2017-18 IELTS
Scholarship, candidates must
take an IELTS test at the British
Councils test centre from April
2016 and onwards and must have
received the band scores of 6 and
above in each component [Reading,
Writing, Listening and Speaking].
Applicants must have also received
a conditional offer for either
undergraduate or postgraduate
programs for the 2017-18 academic
year of study. There are two types:
the country level IELTS Scholarship
which offers US$2900, and the
regional level that offers up to
$58,000. Right now, we are coming
into the third round of IELTS
scholarships.
Ginny Rowlands, British Councils
Director English, added, IELTS is a
global exam thats recognised by
universities in Britain, Australia,
four skills, including a 20-minute each individual country annually Universitys Department of Politics to know which universities offer
speaking test and interview. or biannually. Candidates from and International Relations and scholarships at what level.
I would say that people should Myanmar have won Hornby Cambridge Universitys Centre of British Councils Director
do a preparatory course so that scholarships to attend leading South Asian Studies. Cambridge is Education Lynne Heslop said,
theyll understand the test and are UK universities to study English expanding this fellowship into the area
prepared for the types of writing language teaching and learning. of urban planning starting this year. Continued on page 6
and reading that theyll find in the
test. We do that here in the teaching
centre. Theres no requirement for
getting in, but there are certainly
requirements for getting the sort of
score that universities are looking
for. The scores are called bands
most universities would expect
a band score of 6.5 or 7. Many
students who enter the exams only
get about 4 or 4.5, so they come to
us to try and increase their score
to reach the level they require for
overseas study.
The highest band that anybody
can get is 9, which is equivalent to
a native speaker level. This is very
high and it is very rare for a non-
native English speaker to achieve
this. Some Myanmar candidates
have reached an incredible 8.5, but
to go to university, you dont need to
reach this level; 6.5 or 7 will be fine,
depending on the requirements of
the university. When most people go
to a university abroad, they immerse
themselves into the culture and
language and naturally their English
A teacher training session held by the British Council at the Yangon Institute of Technology.

66 LEARNING WITH
The UK, through the British Embassy, offers about ten Chevening scholarships a year. Photo: Aung Htay Hlaing
Continued from page 5
I would also like to mention that the UK,
through the British Embassy, offers the
prestigious Chevening scholarships. There
are about ten scholarships a year at Masters
level. Professionals or students can find out
more through the British Embassy website.
The UK offers this scheme in many countries
throughout the world, including Myanmar.
The British Council promotes this scholarship
and encourages people to apply it is very
competitive and a great opportunity for young
people here. For Chevening, hundred percent
costs are paid.
In the UK, the cost of doing an undergraduate
degree depends on the type and level of the
subject. The most expensive are the clinical
courses, like medicine, which can be more than
35,000 a year; for engineering, its about 16,000-
22,000 a year, and for most other subjects,
including humanities and social sciences, the
fees are around 15,000-18,000, excluding living
costs.
Universities also offer individual scholarships.
Some universities will offer to cover all the fees,
and some universities will give discounted fees
for Myanmar students. Most Masters degrees
in the UK are one-year courses. Overall, its
cheaper than studying for two years, like in
many other countries. The UKs one-year course
is very intensive with no summer holiday break.
The tuition fee is roughly 12,000-18,000 for
international students.
Regarding what Myanmar students are looking
for, Lynne said, The British Council regularly does
research on what students need and what they
The British Council facilitates education exhibitions annually, bringing in representatives from UK universities.
Photo: Supplied
are looking for. Our latest piece of research shows
the quality of education is the most important
for Myanmar students. It doesnt matter where
in the world they go, they look for top quality.
Were lucky in the UK because we have many
high ranking universities, and so Myanmar
students often choose the UK. The second
thing they are looking for is employability,
to get good jobs after that degree. And in the
UK, we have a strong focus on employability
because universities are very strongly linked
to industries and businesses. So what students
learn is really up to date and they can get good
jobs afterwards. UK degrees are internationally
recognised anywhere in the world.
Myanmar high school graduates or
matriculated students here cannot directly get
onto an undergraduate degree in the UK. The
standards and the age levels are different, as
Myanmar is out of sync with other countries
of the world. The matriculates are considered
equal to the General Certificate of Secondary
Education (GCSE) O level. After that, they
need to either take a two-year A level course
or a foundation program to get entry to UK
universities.
The British Council also facilitates education
exhibitions annually, bringing in representatives
from UK universities to help engage with the
students who want to study overseas. They
can give proper counselling and advice to the
students how they should be preparing, what
IELTS scores they should be aiming for, or what
kind of personal statement they should be
writing to get into their dream university. The
next one is in March 2017.
EduCentre
FEBRUARY 2017
How to take
advantage of
British Council
programs
English Examinations
Certificate in English Language
Teaching to Adults (CELTA)
Who can apply: those with little/no
previous English language teaching
experience
How to apply: fill out an application
form at British Councils Customer
Service
Course fee: K2,500,000
Venue: Yangon Teaching Centre/
offsite locations
Contact details: Phone - 01-256290;
Email - enquiries@mm.britishcouncil.org
International English Language
Testing System (IELTS)
Who can apply: aged over 18 (under
18s need to sign consent form)
How to apply: submit online
registration at http://takeielts.
britishcouncil.org; pay exam fee within
two working days after registration at
the British Council
Registration requirements: bring
original national registration card/
passport, a copy (used during
registration)
Registration hours: 8:30am-3:30pm
(Mondays-Fridays)
Examination fee: K260,000 (subject to
change without prior notice)
Venue: 78, Kanna Road (near General
Post Office), Kyauktada Township,
Yangon
Contact details: Phones - 01-256290,
256291, 254658, 370933;
Email - enquiries@mm.britishcouncil.org
IELTS for UK Visas and Immigration
(UKVI)
Who can apply: those requiring IELTS
(one of the approved Secure English
Language Tests for UKVI) test result
as part of UKVI application process
How to apply: submit online
registration for UKVI, collect
recommendation letter from British
Councils Examinations Department,
pay exam fee within two working
days at Myanma Foreign Trade Bank,
present payment slip to the British
Council
Examination fee: IELTS for UKVI -
US$262; Life Skills - $197
Venue: specific test location
authorised by UKVI
Contact details: Phones - 01-256290,
256291, 254658, 370933;
Email - enquiries@mm.britishcouncil.org
Scholarships
International English Language
Testing System (IELTS) Prize
Who can apply: permanent residents
from Myanmar -- for undergraduate
or postgraduate study in 2017-18
academic year
How to apply: register for IELTS test
with the British Council on/after
1 April2016, get minimum band
score of 6 in each of the four test
components, provide acceptance
letter from an institution by 30 June
2017, fill out IELTS Prize application
form at http://www.ieltsasia.org/
ielts-prize/myanmar, email completed
form with copy of IELTS test report to
IELTSPrize@britishcouncil.org by 6pm,
December 31, 2016
Application date: April 1, 2016 -
February 28, 2017
Scholarship value: Regional prizes
- Grand: First year tuition fee up to
US$58,000, Second: $14,600, Third:
$7300; Local prizes three, $2900
each
Contact details: Phones - 01-256290,
256291;
Email - khinphyusin.win@
mm.britishcouncil.org
Charles Wallace Trust Fellowship
Who can apply: mid-career
professionals seeking international
experience
How to apply: applications for two
reserved annual fellowships in
political science (Department of
Politics and International Relations,
Oxford University) and modern
Burmese history and society (Centre
of South Asian Studies, University
of Cambridge) -- posted on British
Councils website when open
Application date: usually September/
October, March/April
Study duration: three months
(maximum)
Scholarship value: 1400 per month
stipend, UK visa fees, return airfare
to the UK
Contact details: education.enquiries@
mm.britishcouncil.org
Scholarships Database
Offered by UK universities and
private sector: http://www.educationuk.
org/global/
What It Costs to Study in the United
Kingdom
Clinical course (e.g. medicine): over
35,000 per annum
Engineering course (three-four years):
about 16,000-22,000 per annum
Humanities and social sciences (three
years): about 15,000-18,000 per
annum (excluding living costs)
Masters degree (one year): 12,000-
18,000 (for international students)
MBA (one year): 17,000-35,000 (for
international students)
On Social Media
British Councils Facebook page has
1.5 million Likes.
1.6 million Myanmar users visited its
English learning websites in the past
12 months
Learn English: http://learnenglish.
britishcouncil.org/en/
For kids: http://learnenglishkids.
britishcouncil.org/en/
For teens: http://learnenglishteens.
britishcouncil.org/
For teachers: http://www.
teachingenglish.org.uk/
Myanmar Network, British Councils
Myanmar language social networking
website, has 68,000 members
Nearly 40,000 Myanmar learners
participated in the free Massive
Open Online Courses hosted on UKs
FutureLearn platform between April
2015 and March 2016
 EduCentre
QUICK READ
Total number of kindergarten teachers trained to teach the new curriculum: 90,000
Total number of KG children across the nation, according to an education consultant: 1,500,000 (approximately) (Source: Myanmar International TV)
School enrolment rate, according to 2011 statistics: around 85%, completion rate: just over 81%.
(Source: The EnglishLanguage Trainingfor Officials (ELTO)program, New Zealand)
Allowing kids to play and learn
While the new KG-12 curriculum encourages critical thinking and creative learning, teachers are also
coming to terms with it and that parents can be part of the challenge
Ei Shwe Phyu
T
HE new KG-12 education sys-
tem kindergarten through
to the 12th Standard imple-
mented by the Department of Basic
Education came into effect in the
2016-17 academic year, introduc-
ing a new curriculum and teaching
methods. The new system aims to
encourage critical, active and crea-
tive thinking.
The Department of Myanmar
Education Research Bureau, under
the Ministry of Education (MoE),
began developing the curriculum in
2012 with the intention of upgrading
Myanmars education level to be on
par with international standards.
The new KG syllabus is built
around six learning areas:
acquiring a healthy body and
mind, behavioural and emotional
development, interaction, keen
observation of basic mathematics,
enjoying and creating art,
and appreciating the natural
environment.
Moreover, the following
objectives included in the teaching
methodology have to be achieved by
the teachers:
1. To put into practice appropriate
teaching methods for the
comprehensive development of
children
2. To employ a result-oriented
method for each learning area
3. To make children better
understand the subject matter that
they are studying
4. To enable children to enjoy
their daily lessons
5. To make children happy at
school and become active learners
6. To have a smooth transition to
the 1st Standard.
Ninety thousand KG teachers
were trained to teach the new
curriculum. The Department of
Educational Planning and Training,
under the MoE, conducted the
training around the country from
January to May, 2016. According
to Dr Win Aung, an education
consultant for the new curriculum,
there are approximately 1.5 million
KG students nationwide.
Daw San San Aye, a KG teacher
from Basic Education High School
(6) Botahtaung, Yangon, taught the
old KG curriculum for the past nine
academic years and has been a
teacher for 32 years. She shared with
The Myanmar Times her observations
on the old and new KG syllabuses.
Her opinion on the new
curriculum introduced in the 2016-
17 academic year:
I like this new curriculum. We dont
have to teach lessons to kids right
from the beginning of the year.
Teachers may be a bit exhausted
playing games, singing and dancing
FEBRUARY 2017
LEARNING WITH 77
taught in Standard 1].
In the past, although children
may be absent from class at other
times, classes would be full during
revision time as they want to do the
exercises. Their attendance would
also be counted as full. At present,
full attendance days are very few. At
least one or two kids would always
be absent. As attendance is now
calculated monthly, there would
be a reduction in the attendance
percentage.
KG teacher Daw San San Aye.
Photo: Ei Shwe Phyu On what was taught at KG teachers
training compared to the past:
to songs and poems with the kids. There were different things. We were
We also need to be monitoring taught the prescribed courses and
them. The syllabus does not have the best approaches to teach them,
many lessons, though. and also had to act out songs and The new syllabus aims to make children happy at school and become active learners. Photo: Staff
We introduce kids to painting and poems. Though we were affected by
colouring, and so its easier to teach the warm weather, we felt happy. At learn lessons, they do it shoddily. have to teach them about that, and we
them writing. In the past, we had our age, we were a bit tired actively They are not worried whether their didnt know [they knew] about it until
to hold each kids hand and help playing games, dancing, singing handwriting is good or not. They we encouraged them to speak up.
them out with writing, especially and acting out poetry. Lessons to be just write their lessons fast and On her expectations for those
those who did not have the chance taught on a daily basis are detailed show them to us. So, we teachers passing KG and will be attending
to attend a pre-school and had to be in teachers guidebooks, and we have have to put extra effort in improving 1st Standard, which will have a
taught separately. to make preparations, like looking for these kids. new syllabus in the coming 2017-
Regarding challenges coming teaching aids. We need to take time On comments by some teachers 18 academic year:
along with the curriculum change: to think about what materials would that the new curriculum makes The KG kids would be ready to
Like always, there are advantages be good for the children based on the kids more active and less bashful attend the 1st Standard as we had
and disadvantages. Teachers would guidebooks, how to use them and to be to ask questions: already prepared them for it. The
be exhausted at the end of the day, creative. We dont need to be worried They are not shy, as we allow them transition would be smooth and
as they would have tried different about test preparations anymore. to ask any question they want convenient for them. With the old
approaches to come up with the best On developments seen in children to. We tell them that if they keep system, some kids would not have
one. But we are fine with it. One major under the new syllabus as an silent, they wont get any marks and learnt all the words where others
challenge is less enthusiasm shown academic year comes to a close: encourage them to say anything would have. But now, all of the kids
by parents, as they think they do not Under the old system, children had they want to, whether its correct or would have learnt the same. This
have to send their kids to school just to focus more because of the many not. When we talk to them about means all the KG kids are set and
to learn these kinds of lessons. We are lessons we had to teach. Now, there insects, for instance, mosquitoes, ready to go. The new syllabus has
trying to make parents understand are only a few lessons and kids are they used to associate them with developed self-reliance in the minds
the benefits of sending their kids more inclined to play. They enjoy dengue fever and malaria, but now of our kids.
regularly to class. In fact, teaching reciting and acting out poems, but they are surprisingly relating them Translation by San Layy,
the class is easier than organising the when they are asked to write or with the Zika virus. We didnt even Emoon and Khine Thazin Han
parents.
Personally, I dont see much
difference between the new and old
syllabus regarding the development
and learning process of the kids. Both
curricula are not exactly the same,
no doubt, but the learning result does
not differ much.
On the assessment of
achievements:
There are daily assessments as to
how much each kid has learnt. We
review them in all the six learning
areas. We tell parents that we have
evaluations every day and persuade
them to send their kids regularly. It is
not fully successful, though.
On whether the parents lack of
enthusiasm is related to experts
warning, when the new curriculum
was introduced, that the syllabus
should not be misjudged just
because it does not have any tests:
Exactly. There are no tests and the
courses are fewer. Of the 33 letters in
the Myanmar alphabet, eight are left
out at this stage [according to Dr Tun
Tint, Myanmar Language Commission
member, these eight letters that are
based on Pali language would not
be appropriate in KG but would be
 EduCentre

FEBRUARY 2017
88 LEARNING WITH
QUICK READ

Agriculture: 4 percent annual growth, stable employment; Manufacturing: 10pc annual growth/employment growth from 1.8 to 7.6 million; Tourism & Hospitality:
17pc annual growth/employment growth from 0.5 to 2.3 million; Construction: 8pc annual growth/employment growth from 0.5 to 2.3 million; Energy: 5pc
annual growth/employment growth from 0.1 to 0.3 million; Telecoms: 23pc annual growth/employment growth from near zero to 0.2 million; Financial Services:
23pc annual growth/employment growth from near zero to 0.4 million. (Source: UK Trade & Investment, June 2015)

Made-in-Myanmar jobs
The target is one million jobs urgently needed and the government and private sector need to do
some handholding and be focused if there is to be any headway

Cottage industries need technology to transform into high-growth production centres. Myanmar needs more foreign direct investment to power its manufacturing sector. Photo: EPA
Photo: Aung Htay Hlaing

Vijian Paramasivam in garment production, according modest demographic dividend may administration] into an economic If this trend prevails, he pointed
to the International Labour evaporate, Janet Jackson, UNFPA miracle so people living in out that skilled foreigners will

M
YANMAR has a Herculean
task to achieve in the next
three years, which is to
create at least a million new jobs by
2020 for its young population.
With all the ingredients land,
manpower, natural resources and
an ideal location in the region
Myanmar should be able to create
enough domestic employment but
its current economic model and
education structure may hinder
its plans. Therefore, some policy
reforms are needed to speed up
further job creation in the country,
say experts.
About 31 million of Myanmars
population are in the workforce
and over 50 percent eke out a living
in the agriculture sector alone, the
nations main employer.
Over the last decade, the
manufacturing and agriculture
sectors have clocked unexpected
momentum to drive its economy,
tipped to grow at 6.9pc this year,
still better than its more developed
ASEAN peers. Its steadfast economic
growth has brought opportunity to
the thousands of youths entering
the job market every year.
Mainly, these jobs are found in
sectors like agriculture, mining,
garments, forestry and fishery,
service and sales, and craft and
many of these jobs fall under the
informal sector.
Collectively, the garment, textile
and footwear industry employs
738,000 workers and slightly more
than half of that number works
Organisations report last November.
The unemployment rate is
hovering at about 4pc, which
is considered low compared
to regional figures. However,
uncertainties gripping the global
economy, plus local economic
conditions, may make it a daunting
task for the authorities to create
enough jobs for new job seekers.
It is very difficult to create jobs.
The global economic trend is not so
positive and China is slowing down.
The government needs to have
proactive and pragmatic policies,
the vice president of the Union of
Myanmar Federation of Chambers
of Commerce and Industries, Ye Min
Aung, told The Myanmar Times.
The United Nations Fund for
Population (UNFPA) predicts one
million new jobs would be needed
over the next four years, and from
2016 to 2030 about 3.7 million jobs
will be required.
According to the agencys 2014
Myanmar Population and Housing
Census Thematic Report on Population
Dynamics, announced in early
January, Myanmar needs to position
itself to harness a demographic
dividend.
The time to invest in jobs,
education and skills training is now.
Without new jobs, young people
who are unable to find their place
in the labour market and in society
may become disillusioned and not
reach their full potential.
Unless millions of new jobs are
created, the prospect of even a
Representative for Myanmar said in
a statement then.
Myanmar could generate a high
level of employment for its people
by encouraging more foreign direct
investment (FDI) and developing
trade by plugging into the global
production network.
With 53.9 million people, a
relatively low-wage labour market,
it is straddled between five fast
growing consumer markets, namely
China, India, Cambodia, Laos
and Thailand, who are potential
importers of products, from food to
electricity.
In addition, Myanmars rich
gemstone industry, garment
production, tourism, and oil and gas
sectors could help generate more
jobs. But the ground reality seems to
suggest otherwise to some extent.
The country is still suffering
from a rudimentary infrastructure
that could hamper fast economic
growth and electricity scarcity that
discourage industries. Big ticket
investments are yet to reach key
sectors like power and agriculture,
especially in remote states, while
education institutions are not
producing graduates with the skills
needed by the labour market, say
observers.
Our strength is location, we
are strategically located bordering
five nations but they are not fully
optimised. We need stability at the
borders to encourage border trade.
We need to turn our political
miracle [the switch to civilian
impoverished areas and in poverty
can enjoy the fruits of this political
miracle, said Ye Min Aung, who is
also the Managing Director of the
Myanmar Agriculture Public Corp Ltd.
He said economic growth is
currently private sector driven,
especially in the area of human
capital development, where
companies spend chunks of their
budget to train new staff, including
university graduates, to fit into the
jobs.
We need drastic change.
Graduates come with outdated
concepts, curriculums are not up-to-
date. Universities and colleges need
to be more practical and modernise,
and we need more vocational
training.
We need public and private
partnership intervention to attract
employment.Our private sector is
still at an infant stage, so we need
a government with strong sense
of business and ideas to drive the
growth, he added.
Suren Verma, country
representative of the ABE Myanmar
(Association of Business Executives,
United Kingdom) said the country is
not ready to create a million jobs in
such a short span of time.
Implementing of policies is
super slow. There is a huge gap
between what the employers need
and the talents produced. There
is a mismatch between what
universities produce and what the
market demands, it is not related,
said Suren.
dominate the labour market and
Myanmar workers will lose out and
have to settle for low wages.
He urged multinational
corporations, especially
telecommunication companies,
entering Myanmar to create more
jobs for local staff and also provide
training.
The government should
encourage foreign investors to do
CSR [corporate social responsibility],
form alliances with local schools to
establish institutions.
According to Ye Min Aung,
agriculture, oil and gas,
manufacturing and tourism will
play a crucial role in creating jobs,
but all the sectors are in need of a
big push from the government.
A report released by the Ministry
of Hotels and Tourism last year
revealed about 870,000 people were
employed by the industry, and the
number of jobs rose by nearly 50,000
between 2013 and 2014.
Myanmar has to rely on foreign
direct investment, especially in
labour intensive industries, to
contribute to the creation of jobs,
the improvement in wages and a
reduction of poverty.
It has managed to attract a steady
flow of investment. In the first nine
months of 2016 FDI stood at US$3.5
billion, compared to $4.9 billion
recorded in the same period of
2015, according to the Directorate
of Investment and Companies
Administration. More, much more, is
needed.
 EduCentre

FEBRUARY 2017
LEARNING WITH 99

Percent of children having access to early childhood care and development centres (ECCD): about 22.9pc (Source: Save the Children Myanmar)
QUICK READ

Number of pre-school children: pre-primary school 23,632, daycare center 2466

Number of ECCDs: 740 Number of daycare centres: 85 (Source: Myanmar Maternal and Child Welfare Association website)
Annual fees for international pre-schools: range from roughly US$4200 to $11,000 (for pre-school children) and from $13,000 to upward of $25,000 (for high
schoolers) (Source: The Myanmar Times, May 18, 2015)

Children, as thinkers and communicators

Early education that offers all-round experiences and makes learning fun is attracting more children. In this months
EduCentre issue, we highlight how a school in Yangon nurtures pre-schoolers.

Tin Yadanar Tun education from kindergarten to

senior years.

T
HE early years in a childs life
are a very significant time and
it helps them develop their
personalities and an understanding
of themselves, and the world around
them. It is also a time when children
develop their academic knowledge
and skills in numeracy and literacy.
During this period, brain
development is the most significant,
as proven by research. It is
therefore critical that the learning
environment, both physical and
human, is that of a very high quality
and one that offers stimulation and
promotes a lifelong love for learning.
Many pre-schools or daycare
centres for children were opened at
the beginning of 2010, and there are
now over 25 international standard
pre-schools in and around Yangon.
Located in Mayangone township,
the Eton House International
Pre-School caters to children from
18 months of age to six years old.
It offers an environment where
learning happens in a natural and
relevant context, where learning is
fun and collaborative and not based
on what the adult wants.
Such a foundation helps a child
to excel in life and in all educational
contexts. It prepares them not only
for primary schooling but also for
their whole life, said Myo Sandi Tun
Thein, vice principal of the Eton
House International Pre-School.
The child develops a love for
learning, positive self-concepts, the
ability to communicate effectively
with children and teachers of
different nationalities as well as
develop academic knowledge and
logical thinking skills, she said.
Moreover, based on international
best practice, the renowned Eton
Houses Inquire, Think, Learn
pedagogy is a holistic and child
responsive approach that develops a
genuine love for lifelong learning in
children.
Children learn numeracy and
literacy through engaging learning
experiences within the inquiry-
based learning approach. The
Early education develops a childs understanding of the
world around them. Photos: Supplied
purposefully designed and well-
organised environment provides
the children with opportunities for
growth of their social, language,
physical and cognitive development.
Young children develop familiarity
with mathematics, science and
technology through their daily
interactions.
Myo Sandi Tun Thein said, In
our pre-schools, we work with an
inquiry-based curriculum, inspired
by the Reggio Emilia approach [an
educational philosophy focused on
pre-school and primary education
and developed after World War II
by a psychologist, Loris Malaguzzi,
and parents in the villages around
Reggio Emilia in Italy]. This
approach is based on international
research on how children learn best
and has been designed to integrate
learning across all areas of the
curriculum, that is children develop
mathematical understanding, as
they cook, like measurements and
counting, or work outdoors to use
spatial language as they climb up,
over, through or access blocks for
height, measurement and geometry.
Teachers are trained in the
observation of children engaged in
play and work experiences. They
access this study of childrens ideas
and interests to determine the
next step in curriculum delivery. As
such, the syllabus is individualised
and highly in tune with childrens
ideas and interests. The Eton House
curriculum positions children as
active participants in their own
learning. We value and support
An inquiry-based approach is built around research on how children learn best.
childrens curiosity and skills
of observation as the basis of a
curriculum which aims to build
skills of exploration and discovery,
investigation and research,
collaboration and team membership
abilities.
At Eton House Yangon
[EHY], children are immersed
in an integrated multi-lingual
environment, where our English,
Myanmar and Mandarin teachers
interact with children in their
respective languages. Language
learning, therefore, takes place
spontaneouslyin a natural
environment, which makes it a
meaningful and relevant process,
said Myo Sandi Tun Thein.
Moreover, we also raise healthy
children as we encouragehealthy
eating by exposing and introducing
them to healthy meals and foods.
Our classrooms and environment
are purposefully designed to
stimulate the curiosity, learning and
development of young children.
At EHY, we strongly believe in
the Image of Child as the first
and singularly most important
consideration, which incorporates
the pedagogy of listening and
acknowledging children as
competent and capable thinkers
and communicators.
Through careful planning
and implementation of child-led
inquiries, children gain knowledge
about the world around them
and develop problem solving and
physical skills that will support
them to become independent in
everyday tasks.
The Eton House International
Education Group started its
operations in 1995. Headquartered
in Singapore, the group is a
global organisation with over 100
schools in 12 countries and over
10,000 children from 61 different
nationalities. Over the last two
decades, the Eton House campuses
have established standards
of excellence in international
Eton House International Pre-
School Yangon began operations in
2015. The integrated and stimulating
program offered at the campus is
inspired by the work undertaken
by colleagues working in world
renowned pre-schools and infant
toddler centres in Reggio Emilia and
hailed by the Newsweek magazine as
the best in the world.
Eton House schools are highly
regarded for the quality of the
Mandarin program offered. We have
started several innovative Mandarin
programs, like the primary bilingual
program. Mandarin early childhood
and integrated programs offer a
strong foundation in learning a
second language. The Mandarin
integrated bilingual program is
offered with a Mandarin teacher
present in the classroom at all
times, Myo Sandi Tun Thein added.
Education is as much as about
acquiring the disposition to learn
as it is about tangible learning
outcomes. We believe we can
support the development of strong,
confident individuals, who are
equipped with the skills, knowledge
and dispositions to make sense of
the world around them.
The EHY offers a range of nursery
sessions for pre-schoolers:
Contact information:
48/B, Kan Yeik Thar Street,
Mayangone township,Yangon
Phone: +951-657225
www.etonhouse.com.mm

Teachers at Eton House are trained in the observation of children engaged in play and work
experiences.

1010 LEARNING WITH
How virtual reality technology is changing
the way studentslearn
Michael Phillips
Lecturer: Digital Technologies in
Education, Monash University
January 11, 2017
F
OR many years, schools and
universities have had to
change the way they work and
teach to fit in with technology.
Software like PowerPoint, for
example, which has long been
used as an education tool, wasnt
designed for education. Nonetheless,
it has been a staple tool in
education settings, used as a way
to present information in template,
bite-size formats.
But this isnt always a good thing.
The use of digital technologies
sees some teachers and students
presenting information using
templates, which means much of
the individual character of teachers
practices can be lost.
Research shows that software such
as PowerPoint can homogenise and
sanitise the way teachers present
information to their students.
Only more recently are we seeing
technology being designed and
utilised specifically for education
contexts, and its changing the way
students learn and understand
things.
Virtual and augmented reality
technology
For a number of years, teachers
have been customising their own
virtual worlds to enhance the way
they represent content.
A virtual world is typically
a multi-user, computer-based
environment in which users
interact with one another through
pre-programmed avatars or digital
representations of the user.
These worlds allow teachers
to take students to otherwise
impossible locations.
Science, medicine and maths tend
to be particularly suited to virtual
environments.
A virtual world allows teachers to take students to otherwise impossible locations. Photo: AFP
For example, some mathematical
and scientific worlds allow users to
represent abstract topics in ways
that would otherwise be difficult or
impossible in real life.
The use of virtual worlds for
simulation of medical procedures
is well-documented, as it allows
for errors to be made without the
catastrophic consequences in real
procedures.
One particularly innovative
initiative was conducted in a virtual
world called Second Life.
The program allows teachers to
design, create and teach in a virtual
world with 100 university students.
A series of collaborative activities
were used to introduce aspects of
Chinese language and culture to
students in Australia before they
spent time on exchange in China.
When the effects of this program
were researched, data illustrated
significant improvements in a
number of key areas including:
different devices that can be worn
1. Reducing apprehension and
embarrassment, which otherwise
impede experimentation in
activities like role-playing.
2. Allowing students to revisit and
repeat lessons multiple times to
reinforce key understanding.
3. Encouraging better social
interaction between students as they
were reacting and sharing a virtual
world, rather than through email.
4. Putting students in control
of their avatar, not the teacher,
which meant they could explore
and interact independently. Unlike
PowerPoint, where everybody sees
the same information in the same
way at the same time, a virtual
world allows students to create their
own understanding.
5. A lack of non-verbal clues,
including body language, gestures
and facial expressions, has been
cited in studies as negatively
impacting communication.
Some students have reportedly
EduCentre
FEBRUARY 2017
said they feel restricted because
they cant use their hands for
gestures. However, in increasingly
sophisticated virtual worlds, avatars
move and respond in more realistic
ways. Improved graphics cards in
computers also allow students to
infer more meaning through these
conversations.
In the classroom
Research is starting to provide
examples of where and when
these technologies may fit into the
pedagogical repertoire of teachers.
Studies have reported increased
student motivation, improved
collaboration and knowledge
construction and enhanced
classroom practices.
In the recent past, students and
teachers were able to access virtual
worlds only through a desktop or
laptop computer.
They are now able to access
Melbourne.
on the users head, allowing for a
more immersive experience.
The release of relatively low
cost, virtual reality headsets such
as the Oculus Rift and HTC Vive
now allow teachers to design
three-dimensional interactive and
individual environments for their
students.
While the technical skills
associated with this kind of work
are beyond the capacities of many
teachers, advances in the way we
can program these kinds of tools
mean this is likely to be a real
option for many teachers in the
near future.
Augmented reality
One of the most recent forms of
technology to enter the educational
landscape is Augmented Reality (AR).
Unlike virtual environments, in
which the real world is obscured
and the user is immersed in a fully
digital experience, AR overlays
digital information on real world
objects utilising the camera on a
mobile device such as a tablet or
smart phone.
In some educational uses of AR,
three-dimensional images, video,
audio or text are triggered to
appear by a printed image.
The potential of this form of
educational technology is beginning
to be realised not only in tertiary
settings but also in secondary
schools.
Research shows that although
this type of technology enhanced
self-directed learning, there are
still technological and pedagogical
challenges such as slow response
times, incompatible softwares and
incompatible environmental settings.
The future
Over the past 18 months, I have
been working on a different
educational AR application for use
in the Royal Botanic Gardens in
This work is grounded in
considerations of the technological,
pedagogical and content knowledge
(TPACK) requirements of teachers.
Research of the TPACK concept
argues that teachers integrate digital
technologies most effectively when
they consider the ways in which
different platforms allow them to
represent content in different ways.
This means they can engage their
students in more comprehensive
learning activities.
My work at the Royal Botanic
Gardens has been designed
to use AR technology with a
particular pedagogical approach
(constructivism) and to represent
particular content (environmental
sustainability and Aboriginal and
Torres Straight Islander histories and
cultures) to students in ways that
would be otherwise difficult to do.
For example, students are
introduced to the concept of
the carbon cycle through an AR
overlay of the cycle triggered by the
geometric shape of specific trees.
Looking through a tablet device,
an animated representation of the
carbon cycle appears over the real
world setting in front of the students,
allowing them to grasp a concept
that cant be seen with the naked eye,
heard, touched or smelled.
Once the students have been able
to grasp this abstract content with
the help of the technology, teachers
then have the choice of other digital
or non-digital activities from which
they can choose to have their
students apply this knowledge.
Emerging digital technologies
such as AR are now being
considered in complex, subtle and
thoughtful ways by teachers.
While considering the technology,
pedagogy and content influencing
their choices, teachers are also
considering the contexts in which
they are working.
These considerations are helping
teachers to make choices other than
just PowerPoint when it comes to
the inclusion of technologies in their
teaching practice.
 EduCentre
Education in
Brief
Ei Shwe Phyu
Myanmar Language celebrated
Yangon Universitys Department
of Myanmar Language
commemorated its diamond
jubilee on December 22-24,
2016 with an opening address
by President U Htin Kyaw. The
President appreciated the efforts of
the department in promoting the
Myanmar language for the past 75
years. He also called for preserving
and simultaneously developing
the countrys own language and
literature.
The founding of the department
was in itself historic in the annals
of education in Myanmar. When
Yangon University began as the
University College in 1920, it did
not have a separate Department
of Myanmar Language and the
teaching of the language was
under the Department of Oriental
Studies. Due to strenuous
efforts by patriotic teachers,
students and others, a separate
Department of Myanmar
Language was established in
1941. The department now
also hosts a number of foreign
students studying the Myanmar
language.
Workshop on alternative
education and lifelong learning
The Alternative Education
Department, under the Ministry of
Education, held its first workshop
to establish a policy planning
framework for alternative
education and lifelong learning
at the MiCasa Hotel in Yangon on
December 19-21, 2016. Discussions
covered six sectors and relevant
professionals in their fields were
involved.
The department was formed on
October 1, 2016. The departments
director general Dr Khine Myae
said a policy can be finalised by
March 31 after ongoing discussions
at respective states and regions,
and at the national level, are
completed.
Get-together for 2016-17
academic year
The Yangon Region held its
education get-together event
for the 2016-17 academic year
on January 3 at the No 4 Basic
Education High School in Ahlone
township. More than 230 teachers
and students from the region
received outstanding awards at the
event.
Monthly educational activities
have been held since 1998 in
an effort to upgrade education
in public schools. Among them,
January 3 of every year has been
designated as the annual day for
holding an education get-together
for parents, teachers and students.
The event also aims to increase
coordination between the welfare
service committee and parent-
teacher associations and regional
authorities.
Students on a six-month
internship in Singapore
Ten outstanding students from the
Singapore-Myanmar Vocational
Training Institute (SMVTI) are on
a six-month internship program
FEBRUARY 2017
LEARNING WITH 1111
from December 2016 to June
2017 in Singapore, studying how
companies there manage their
businesses. The objective is to
give talented students a deeper
understanding of hands-on work
experience as an intern in a
related field and to improve their
skills.
Operational since late last year,
SMVTI offers 10 courses lasting
six months each in hospitality and
tourism, electronic and electrical
skills, facilities management and
engineering services.
The Burma Alphabet book
reprinted
With the objective of making the
learning of the English language
easier, International Friendship
Group chair Daw Ohnmar Tun has
republished the book, The Burma
Alphabet. The original book
was written by Lady Wheeler-
Cuffe Charlotte in 1920 and
was sold then at five rupees a
copy to raise funds for a new Alternative Education Departments director general Dr Khine Myae at the policy planning workshop. Photo: Aung Myin Ye Zaw
hospital, the Queen Alexandras
Childrens Hospital in Mandalay.
Half of the 1000 reprints
of The Burma Alphabet will be
donated to the National Library,
University Library and mobile
libraries. The remaining half will
be sold at US$10 a copy and the
proceeds will be used to support
the International Friendship
Group.
Dulwich College Yangon
accepting students
Dulwich College Yangon is
enrolling new students now for
classes that will begin in August.
Children aged between 2 and 14
are eligible to apply.
The college is a private English
school and the first in Myanmar to
be linked with the Dulwich College
in England. It is among a network
of Dulwich colleges in Asian
cities such as Shanghai, Beijing,
Suzhou, Seoul, and Singapore, plus
a couple of Dulwich college high
schools in Suzhou and Zhuhai. The
two branches of Dulwich College
Yangon are to be found in Star City
and Pun Hlaing estates.
Translation by Kyaw Soe Htet
Students, teachers and parents at the Yangon Region education get-together. Photo: Zarni Phyo
 EduCentre

FEBRUARY 2017
1212 LEARNING WITH

Programming your way into the future HOT

Young IT geeks are fascinated by software engineering, but the learning Skills
process goes beyond books and classrooms in

ICT
Application developers
Analyst programmers
Archivists
Business intelligence analysts
Cartographers
Chief information officers
Cloud computing operators (not available
locally yet)
Communications trade workers
Computer network professionals
Computer games developers
Computer service and repair technicians
Database and systems administrators
Data entry clerks (no specific training
available yet)
Data managers (no specific training
available yet)
Data mining/data warehousing technicians
Enterprise application and integration
professionals
E-learning developers
Forensic computer analysts
Helpdesk professionals
Starcraft, a popular online game, being introduced by its developer. Online game developing is one of special software engineering courses. Photo: AFP
Indexers
Information scientists
Kyi Tha Maung attend a basic course at a training centre or
school. Basic knowledge is needed for self- ICT business and systems analysts

M
ANY of us have watched with admira-
tion and been inspired by characters
in tech movies (Lyle in The Italian Job)
and TV series (Skye in Agents of S.h.i.e.l.d. or
Richard Hendricks in Silicon Valley) and how
they achieved their objectives by using the
global computing network.
On-screen heroics aside, this is a road not
easily travelled. Whether one is a high school
leaver wishing to explore what software
engineering is, or a university degree holder
wanting to switch to software engineering, a
programming course is necessary.
Programming, or a software engineering
course, is one of those subjects that would
seem to be easy at the beginning but is pretty
challenging throughout in fact, the changes
in it are so rapid, there never seems to be an
end to learning programming.
Beginners should start with computer basics
to get thorough basic knowledge. Then they
should choose a programming subject in which
they want to specialise.
Computer programming is the process of
developing and implementing various sets of
instructions to a computer to enable it to do a
certain task. Moreover, different programming
languages can be chosen for the process.
Beginners should consider studying C, C++,
C# or an appropriate programming language.
C and C++ are the most popular languages.
By learning these languages, one can not only
understand programming but also study how
a computer system works. C# is similar to Java
(a general-purpose computer programming
language) and it is more widely used.
Although students can study these
programming languages in classes or
through online tutorial websites and books, it
would be more appropriate if beginners first
study, and if one is trained systematically, it
eventually will be a plus at ones workplace.
Once the basic level is completed,
languages that one wishes to use could
be self-taught through tutorial websites
or books, without depending on training
centres.
There are special courses for those who
are interested in becoming Web developers,
for instance. Basically, Java, .NET (helps
create web applications that run on Windows
devices) and PHP (scripting language that is
especially suited for web development) are
the most popular courses. Books or websites
are available for self-study, although
one should always first complete the
fundamental level at a training centre.
Next, further knowledge and expertise can
be gained through on-the-job-training. Those
wishing to seriously pursue further studies
can sign for advanced courses. These would
be generally termed as software engineering
(SE) courses.
Although SE courses are offered at some
schools only after the basic level is completed,
there are others, more prominent, that offer
both together. It may take from three to
around six months to complete a SE course
and the fees can run up to some hundreds of
thousands of kyats. It is advisable to attend
this course only after learning some skills in
a programming language. If not, even after
finishing this SE course, it can still be difficult
to practise it.
When exploring software engineering,
trainees should study essential subjects such
as advanced database management system or
system analysis and design. It would be best
if books related to these topics are sought and
studied.
ICT managers
ICT support technicians
ICT support and test engineers
ICT trainers
IT project managers
IT support technicians
Library technicians
Media equipment operators
Mobile application developers
Screenshot of an online tutorial website.
Multimedia specialists and web developers
For those who wish to write mobile Network professionals (ICT)
applications, specific training classes have
Programmers
emerged based on what mobile platform one
has chosen to write (e.g. Android or IOS). One Security specialists (ICT)
would be able to create their own applications
Software and application programmers
after going through a mobile developer training
course for a few months and then expanding Systems administrators
their knowledge through online information
Technical sales representatives
and courses.
It is better to start studying programming Technicians (gallery, library and museum)
at a young age. Today, there are programs Telecommunications technical specialists
designed specially for children. Generally,
online tutorial websites are free of charge. Telecommunications trades workers
However, usually, when one desires to have Test analysts (ICT)
certification, fees have to be paid to some
online universities. Technical architects orIT systems architects
And finally, for software engineers, the Technical authors
learning never stops. Not only do software
engineers have to practise what they have Virtualisation operators
learnt but they also have to be alert to the Web content managers
changes that take place in their field of
Web developers
expertise. Do otherwise and you will be left
behind. Web editors
Translation by San Layy and Win Thaw Tar
Windows administrators