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Curriculum reform must be teacher centred: experts

A teacher helps a student with their work. Myanmar Times archive

By Cherry Thein

n February 7, Lower House Speaker Thura U Shwe Mann presented a motion to parliament to raise all salaries of government employees to encourage clean government and prevent corruption. This echoes sentiments expressed by experts when it comes to the current malaise in the state education system, that supporting teachers needs to be at the centre of reform. Under President U Thein Sein, the government is pushing a reform agenda, evident in this months proposal to double the education budget, but reform needs to accurately address the main problems. The current state curriculum needs more than money poured into it, there needs to be an awareness of how to reform it, said an official from the Education Ministry, who asked not to be named. "I was impressed when the president spoke about reducing poverty in the country but you cant feed the poor everyday; a donation is just pouring water in the hole. For me the best way to lift the country out of poverty is by providing better access to education; encourage more people to believe in education," he said. In a country where standards were, more than 60 years ago the highest in the region, years of underfunding, restrictions and weak administration have resulted in a

poorly functioning system. U Aye Cho, chairman of the board from Yangon Institute for University Studies (YIUS), a pre-university level studies institute, said that the governments sole approach to education used to be creating universal access through subsidy. In the past, the government subsidised education, limiting what financial resources it had. They were unable to afford supporting additional learning programs, he said. The previous government began allowing private schools to set up and introduce international education standards by themselves. But this can create further disparity, where it is important for the government to address those problems within the state education system itself to help all students reach the same standards, said U Aye Cho. "If the curriculum was perfect then every student in Yangon and other Regions would pass their exams but why dont students from the countryside qualify under the same curriculum? There are many reasons but one central reason is a lack of teaching capacity," he said. "Teachers in the cities and countryside teach the same curriculum, so if neither can teach it then there is a problem with the curriculum that we need to change, but it is not like that. The problem is that the capacity of teachers is not the same between the cities and countryside," he said.

"To get qualified teachers, we must train them first. Without qualified teachers, we cant foster a bright new generation. And for a qualified generation, we cant be content with a rote learning based education because our children wont be able to compete with other countries. We need them to be more intelligent, diligent, creative and communicative," he said. "For me, a teacher must always be happy to learn new subjects. If they can teach a student to be happy while learning, the process of education will surely progress," he said. These comments are reinforced by teachers. Daw Su Su Aye, a teacher at a school in Sangchaung, Yangon, said that the current system of teaching does not support either students or teachers. "I cant say todays system is a teacher centred approach or student centred. Actually it is just rote learning. The only thing they have to do is sit their exams without digesting the subjects let alone insightful learning with reference to additional subjects," she said. They can get high marks for the subjects taught at school but lack life skills. This focus on simply passing exams is the result of years of bad habits from teachers and parents, as well as students, she said. Students themselves are often reluctant to ask

questions in class, which hampers their involvement and interest in the learning processes. "The whole situation surrounding these habits should be changed. I cant change that but I can change my students. "For me education is a never ending learning process. I have to reference related subjects when I teach social science like history and health so that I can inspire my students interest and to answer their questions," she said. Teachers need support through the freedom and skills to teach more than the curriculum, as "students are much more enthusiastic to learn not only subjects but also life skills," said the official from the education department. To achieve this, capacity building, training, scholarships and international exchange programs for teachers should be developed, he said. The official also said there should be more of an awareness of education and learning beyond the state system. When people say 'education' they think only of school and university but students should be more familiar with libraries, enrich their creativity using different references and build up their capacity, at the same time they have to develop their morality, he said. If someone cant get an academic education, they should be able to get

a professional education. If someone cant go to school, they should be able to get learning opportunities at home, he said. And this reinforces the issue of how to improve access to education for all though inclusive and supportive policies. For access to education, there is no law that stops children going to school, including children living with a disability, said U Hta Oke, managing director and founder of Eden Education Centre for the disabled. Everyone in the country has the right to gain an education regardless of age, religion or social status. The disabled also have that right to learn but awareness of and encouragement for education for the disabled is still weak, he said. U Hta Oke called for greater involvement between the state and private initiatives to improve educational initiatives. For better transformation, the private sector should have the chance to cooperate with the government in the education sector to strengthen policy, U Hta Oke said. An education-for-all policy should be effective even at the grassroots level, he said. There are many policies that boost higher education. I am impressed with that but it should be more practical. If they wish to make a new education system, listen to the voices and needs of the public, he said.

New education budget stimulates debate

By Sandar Lwin
HE importance of development choices was brought into focus this month as the government publicly debated a new budget for the first time in 40 years, including a significant boost to education and health sectors, while an international conference focusing on strategies for inclusive and sustainable development was also held in nay Pyi Taw. This new openness in the ability to discuss development issues received praise among local and international experts. It is important to recognise that budget allocations are not merely financial exercises, but also reveal the priorities that the government sets for the country, said Dr Aung Tun Thet, Senior Advisor at the Un Resident Coordinators Office to Myanmar. The budget, which was proposed to parliament from January 31 amounted to 13.04 trillion kyat for the year starting from April, an increase of 63 percent from the current years 7.98 trillion, according to parliament officials. Spending on education was expected to almost double to 617 billion, up from 310 billion, while health would see 368 billion kyat, four times the 92 billion from the last budget. It is difficult to say if five percent is enough. I raised this question with former Malaysian PM Mahathir when he visited Myanmar and he indicated that in Malaysia they spent 25pc on Education. Education and health are seen as key drivers to ensure development, evident in the fact that countries who have higher spending in social sectors achieve better human development, Dr Aung Tun Thet said. What is the goal of development? For me it is very clear, it is human development. The government has indicated a shift in thinking towards this view, with speaker of the Pyithu Hluttaw, Thura U Shwe Mann stating that the education sector should be seen in a much larger context of human capital formation. It means that they [people] must

be healthy, educated and earn a decent standard of living. Education and more importantly learning and development is crucial if we want to see true change in Myanmar, Dr Aung Tun Thet said. Dr Zaw Oo, Director of the Faculty of Social Sciences at Chiang Mai University welcomed the governments decision to propose a significant increase in health and education. In order to promote development, he said that education is the most important foundation of our efforts. Human capital is the best asset a country should invest in; even though it will never be sufficient. This government obviously recognises the importance of such investment, and we should all

of the Administration for Basic Education no (1) said there is never a limit for education in the budget. But currently we have to implement the agenda with the budget that is given. However, others questioned solely focusing on the budget as questions remain about education policy and what kinds of reform where being discussed. Dr Thant Myint U said that while he welcomed the rise in education spending in the new budget, it was more important how the budget would be spent, as well as providing more opportunities for graduates in order to stop the brain drain of students looking for work in other countries. "While we need an education sys-

education sector first, he said. The conference itself focused on strategies that provide for inclusive and sustainable development, with special reference to education and health. Participants heard that the objective of inclusive, sustainable development rested on three pillars: economic development, social development and the protection and preservation of the environment. Speakers emphasised that achieving the objective would help to ensure that all Myanmar shared equitably in the nations wealth, had access to education and health care of a high standard and were encouraged to consume nutritious food, embrace healthy lifestyles and

Dr Aung Tun Thet encourage a sustained increase in the future. Speaking on the sidelines of the Development Policy Options conference, educational experts spoke to The Myanmar Times about the budgets attempt to boost education and the need for more investment. The education sector needs a powerful energizer to improve, that is the budget. I heard the budget allocation for education will be doubled. This is good news but of course I want more, said U San Lwin, headmaster of Sagaing Educational College. U Win, assistant director of the Department of Basic Education 1 said that It will only be possible to improve the education sector once the budget is increased, while U Aung Chein, Deputy Director General

Dr Zaw Oo tem that uses the budget effectively, we also need to create good jobs for those who are qualified," he said. Dr Tin Maung Maung Than, senior fellow and coordinator of the Institute of South East Asian Studies (ISEAS), Singapore echoed this saying that everyone appears to be focusing on the budget. Although it is not wrong, efficient utilisation is also important. At the moment I feel the education sector is opaque. I would like to know more about what they are doing in the education sector and what are the plans for the future. The 30 years education plan was supposedly being implemented, but I havent heard any more detailed information about that project. There may be good points in that project too. So I want transparency in the

Dr Thant Myint U to protect and preserve the natural environment. The key sectors in need of greater investment were education and health, said some speakers. They said the government needed to do more to significantly increase its budget allocations to these two sectors for the nation to develop a highly educated and healthy population necessary to contribute to a brighter future. The conference was held over four days from February 13 and brought together specialists from a range of institutions, organisations and backgrounds. They included academics from Asia, Britain and the United States, representatives from European Union countries, Un organisations and international non-government

organisations and Myanmar community-based organisations and senior officials from the Union and state and regional governments. The participants clearly welcomed the opportunity to discuss ways of implementing development concepts in Myanmar, with some highlighting the advantages of spurning strategies that focus too heavily on achieving GDP growth or on income-oriented development concepts. The downsides of pursuing such strategies included an unequal distribution of wealth and the widespread destruction of the environment. As well as highlighting the policy mistakes and weaknesses that their countries had encountered as a result of implementing such strategies, many speakers offered suggestions on how they could be avoided. Some speakers praised the Gross national Happiness concept embraced by the government of Bhutan. Referring to the early stages of the reform process launched by the Government headed by President U Thein Sein, many speakers said Myanmar had a valuable opportunity to avoid the pitfalls encountered by other countries at a similar stage of their development. For Myanmar, the timing is wonderful, said a speaker from an ASEAn member country. The conference closed with some acknowledging Myanmars enormous potential but were careful to stress the challenges that would need to be overcome for it to be realised. Our country is at an important juncture right now, Dr Zaw Oo told The Myanmar Times. Internally, the government is introducing reforms, externally we are also preparing to integrate ourselves with ASEAn by 2015. Our commitment to fulfil the millennium development goals by 2015 is also fast approaching. These are just a few benchmarks in our long-term endeavour to catch up with our neighbours. We need all capable people to realise these goals in a short period of time, he said.

New freedom for academic subjects offers improved teaching methods

By Aung Si Hein
S Myanmar embarks on a new democratic project of government, a crucial prerequisite is an education system that can support this process, as well as address the countrys much needed development. Democracy is a system of government based on wisdom and intellect. If democracy is to flourish in Myanmar, education is crucial, U Phyo Min Thein, coordinator of nLDs educational network, told The Myanmar Times. The education system in Myanmar has long struggled under heavy restrictions, poor administration and lack of funding. Universities regularly closed down or moved campuses during the 1990s, and many crucial subjects were not taught. But as the governments process of reform continues to take hold, the education sector is slowly seeing a greater freedom to teach previously restricted subjects, and bringing with it new approaches to teaching. A number of non-governmental educational institutes are now able to teach political studies as a discipline, such as Myanmar Egress and the nLDs Bayda Institute, established last year. Other, new subjects are also being intro-

Students study by candlelight in Rakhine State. Kaung Htet duced, including journalism, disaster prevention, environmental studies, and social conflict prevention studies through private institutes, such as Shalom Foundation as well as government institutes. We considered what kind of education was suitable to offer, and then we established Bayda Institute, said U Phyo Min Thein. Bayda institute extends the nLD's commitment to education. For years the nLD undertook social education projects in poor communities as part of its educational network. With greater freedom for its activities under the new government, the nLD set up the Bayda institute to train students in political science studies, social sciences, teamwork and leadership training. But even with greater freedom the nLD is enjoying under the new government, its attempts to legally register Bayda have not yet been granted by the government. U Phyo Min Thein said the nLD educational network also arranges seminars on disaster prevention and environmental studies because we are seeing such a significant impact on the countrys natural resources because of ongoing

exploitation. People have as yet little awareness of ecology and what this will mean in the future, he said. Bayda offers not just new subjects, but also provides a new approach to learning for students. A democratic style of education must not use rote learning methods for students. To change this, we need an education system to abide by the rules of learning, teaching, and responding, U Phyo Min Thein said. He said that by introducing new and relevant subjects for students to study, it helps students to match their studies to a preferred career path. Students should also be able to apply what they have learned. For example, at the moment you can see a science student working as a journalist." Another aspect of the reform process has seen gradual censorship leniency and greater press freedom in the local media industry, which has seen an influx of new journals to the scene. Journalism was not permitted as an academic subject in Myanmar for years, but in 2007 the government set up new journalism courses at the Yangon national Management College. I joined the journalism college because the media is important for our country and I wanted to work according to international standards, Aye Thin Zar Aung, a journalism student at the national Management College, said. Since it [media] is the fourth pillar as the government put it, it is essential for the other pillars [executive, jurisdiction, and legislation] to operate effectively., he added. said. Renewed growth in the sector however, has meant that demand for properly trained journalists continues to rise as companies attempt to establish international media standards. Most journals are still having to provide internal training for staff. The national Management collages initial three-year program was extended to four years, combining class studies with work placement training but to improve standards across the sector such training needs to develop further. Although we are provided with practical training in the college, there are many things lacking, said Kay Thi naing, another student of the journalism course. I do not understand when the teacher explains the parts of a camera on the blackboard because there is no camera at hand. They need more facilities, he said.

Language power is earning power

By Myo Lwin
HE importance of the English language has never been greater with ever increasing regionalization and globalization. English, as a global language, is crucial not only in academia, but also everything from business to diplomacy. While not yet a global city on the scale of new York, London, or Singapore, even in Mandalay, the idea that language power is earning power, is fully understood, according to U Khin Mg Soe, an English teacher. One of the best examples of this growing awareness is that language teaching is becoming a more lucrative business here, said U Khin Mg Soe, a lecturer at the privately owned Chindwin College. People now realise that foreign languages are powerful tools in their life, he said. Almost all international schools in Mandalay such

as ILBC, MCTA, and Horizon have English as their core curriculum. In our college, English is the medium of instruction. Students are offered various opportunities to improve and polish their language skills, said the lecturer. Students can enjoy the benefits of exposing themselves to foreign teachers and well-experienced local teachers who have a good command of the language. Students learning English at Chindwin College have unique access to audio-visual aids which makes learning more interesting and memorable, he said. Even in government institutions such as the Yangon University of Foreign Languages and Mandalay UFL, language learning is achieving popularity more than ever, he said. Improving English will be a key issue for Myanmar as it becomes increasingly involved with its regional neighbours.

Dr Chamnian Yosraj, president of Maejo University in Chaing Mai said English will be essential in many sectors as ASEAn transitions to a free trade community in 2015. There will be a lot of interactions among people within the area and English will become very useful, he told The Myanmar Times during a visit to Myanmar last month. The [Thai] government is now encouraging Thai people to speak English and have designated this year as an English Speaking Year, he said. The initiative aims to prepare Thailand to be a part of the ASEAn community in 2015 because the language is the main medium of communication among ASEAn countries, according to a Thai government statement. Also, the program hopes to raise Thai peoples awareness of ASEAn. The program will be initiated in schools and involve plenty of academic activities facilitating teachers and

Students browse a selection of books at International Langauge and Business Centre (ILBC) in Tarmwe township. Yadanar students with more opportunities to speak English and build their confidence in using it, the statement said. In Myanmar, there has not as yet been any official preparation for language training for the coming ASEAn Free Trade Area but the government is encouraging staff to improve their English language skills. Similarly, the hope is that more private education centres and businesses will spur greater English learning in the run up to 2015. This is evident in the imminent growth of the tourism industry. Employees of tourism companies are aware of the urgent need to improve their English language ability. Ma Aye Aye Mon, an 18-year old employee at Aureum Palace Resort by Inle lake, Shan state, said they have daily English language training. We have a manager who teaches us English every day. She focuses more on speaking. But I am not a very good speaker of English, said Ma Aye Aye Mon. Depending on the time available and the number of visitors, we learn English every day. Its continuous learning," she said. Realising the better opportunities working in the tourist sector, she said she had attended a seven-month English language course in nyaung Shwe township before joining the hotel three months ago. The English instructor and manager at the hotel said she was always learning the language from visitors. I teach English to my staff but I also learn from the visitors and can speak six different languages, said the manager.

Summer schools attract children with alternative teaching

By Noe Noe Aung

UMMER schools were originally set up in response to demand for greater English learning, but their freedom of curriculum has inspired innovative teaching methods that has students preferring to stay in the classroom to being outside in the summer holidays. Of course I want to play in summer. But I dont want to play all the time, I want to improve my English, said Ma Win Win Htet, a 12-year-old girl in Grade 8 at the Basic Education High School no 1 in Thingankyun township. There are now 20 private schools in Yangon, and the Ministry of Education is keen to see broader education initiatives divested into private entities. In summer school, the way we learn English is different from our school text books, she said. We are given exercises to think about. Its difficult and sometimes frustrating but it will help a lot when I go back to state school after the summer holidays, said Ma Win Win Htet. The perception that overzealous parents are pushing their children into more schooling, eager to improve their standard of education is

Children learn to use computers at Yangon International School (YIS) in Hlaing Tharyar township. Boothee a concern but doesnt always appear to be the case. Its not only my parents that want me to attend, I am also willing to join the summer English course, she said. Another student said that she isnt sure if she wants to join summer English class or not as she has regular classes during school time. I normally have English class over the weekend at nelson English Learning Center (nELC). In the summer I have to attend summer courses from Monday to Friday, 11-year old, Ma Myat noe Thwel a student from Basic Education High School no 2, Kamayut township, said. When I was in the lower levels I had more time to play. But as the level gets higher, my free time is less, she said. I think this year will be like last year. I will have to attend summer courses because my parents want me to; I am also interested, she said. The necessity for summer schools to provide an alternative learning approach for the children in their holidays has proved a success, say teachers. Daw Myat Su Khaing, vice-president of Glory Hope education centre in Lanmadaw township, said that there were increasing numbers of students wanting to join each year. We are getting more and more children in our summer courses. Most of the children are willing to attend the summer courses because they enjoy the interesting teaching methods, she said. They can sing, they can dance and they can learn many things by playing games together. We dont use any force, we just stimulate their willingness to learn by supporting their creative thoughts and ideas. Thats the key of informal education, said Daw Myat Su Khaing. In my own opinion, we cannot say a child is really clever just by getting good grades in school. We cant only rely on school lessons as around the world the arts and other activities are also considered important for a childs education. And this approach has a notable effect on the students. After the summer, children tend to be more confident, more active and smarter. They gain a broader knowledge base and also good social skills, she said. The open approach to teaching allows students from both state schools and private schools who have different

strengths and weaknesses to thrive. She said that most government school children are shy and weak in painting and English speaking but good at grammar, whereas private international school children tend to be weaker at grammar and knowing Myanmar history but better at speaking English. We try to balance and fulfil each weakness, said Daw Myat Su Khaing. Another 11 year-old girl, Melody, who attended a summer course at Total Learning Academy last year said the reason she wanted to join summer school was due to the interesting teaching methods they use. We have dancing and painting time. And we learn many things while we play games, she said. I am happy painting too. In the class, we have painting competitions. The teachers stick the winners painting up on the wall and award them, she said. And the growth of summer schooling seems to know no bounds in seeking to provide new initives for study. The RV Centre Myanmar has introduced a three week trip to new Zealand for 12 to 18 year-olds during the coming summer holidays. The centre said their students will get the chance to immerse themselves in English learning at Edenz College in Auckland, while having the opportunity to visit other educational facilities and other local sights in the country, the centre said in a statement. The students will also be able to meet other students from China, Brazil, South Korea, Japan, Pakistan, Thailand and Vietnam, it said.

Private education society aims to improve standards

By Ei Ei Toe Lwin
RIVATE sector teachers are currently trying to officially register the first Private Teachers Society, after the government enacted a Private Schools Law on December 2 2011, in order to support development of the education sector. Myanmar has long had an unregulated system of private tuition teaching that shadows the state education system, with parents looking to boost their childrens chances to pass their exams. This causes a number of problems as teachers seek to skew the situation in favour of supplement their low earnings. Conflicts are always occurring between us but there is no one to solve these problems. If MPTS can create unity, it will improve the private tuition sector, said U Min Htaik Aung, a teacher at Learners Choice tuition, Thanlyin township, Yangon Region. With groups such as the Myanmar Medical Association(MAA) and Myanmar Engineering Society(MES) already established, Dr Soe Win Oo, also known as Dr Bio, and chairman of the Myanmar Private Teachers Society (MPTS) felt there should also be a private teachers society to improve the private education sector. We're trying as much as we can for MPTS to emerge officially in order to develop the private education sector. We urge other teachers to par-

ticipate in our activities, said Dr Soe Win Oo. If we want to upgrade the education sector we must have unity and cooperation with the state sector. The most important point we need to do first is to upgrade the quality of private teachers as I think the teaching quality of private teachers is too low, said MPTS was first set up on 11 September 2011, bringing together members from around the country, organised around nine committees within different academic subjects. Its aims are to first improve the teaching quality of private teachers, to achieve greater cooperation and if any conflicts occur in the private sector, to solve them. Weve already had around 1000 members join around the country, they are not only well-

An NELC teacher conducts an English class in Yangon. Lwin Maung Maung finish the matriculation exams. We will teach them international teaching methods, said Dr Soe Win Oo. I welcome this society being set up and I think it can only support the improvement of private teachers . Those eachers who live in remote areas do not get the chance to attend capacity building programs and cannot receive up to date teaching methods. If they get the chance to join this society, they can attend knowledge sharing workshops and capacity building programs. They can share their experiences with their colleagues, said U Htay Liwn , Gone Htoo Shwe Sin Tuition in Mandalay Region.

If we want to upgrade the education sector we must have unity and cooperation with the state sector.
known private teachers in the cities, but also teachers from towns and villages are interested in our activities, said Dr Soe Win Oo. MPTS members are already doing activities such as open free teaching for poor students out of school time under the name Save our Students (SoS). Some have also opened camps for poor matriculation students in Bago Region and Yangon region. MPTS plan to hold capacity building programs in Yangon at the Leader Institute in April. We have invited 100 private teachers from rural areas and will start in April, after they

Here is a list of our some places to learn the skills you need for career advancement.
Language Courses

French
Alliance Francaise de Rangoun 340 Pyay Rd., Myay ni Gone (northern) Ward, Sanchaung, Yangon. Ph: 536900, 537122. Email: alliance@cccl-rgn.net.mm

Business, Computer, and Other Courses ACE Data Systems no. 50, 31st Street, Pabedan Township, Yangon. Ph: 204-009, 246-582, 652-270, 652-239. Email: ace@mptmail.net.mm KMD 55-57, First Floor, Seik-kan-thar Street, KTDA, Yangon. Ph: 249-264, 249-265 Website: www.kmd.com.sg Email: kmd-ygn@mptmail.net.mm MAA Professional Training Center (They have student loans and internship programs.) 337 Shwe Bon Tha Ye Yeiktha, Units 12 and 24, First Floor, Shwe Bon Tha Street, PBDn. Ph: 250-501, 250-502 Email: maa@mptmail.net.mm Management and Accountancy Training (MAT) 165 Shwe Bon Tha Street, Ward 4, PBDn, Yangon. Ph: 242-431, 241-713, 296-781. Email: Drtinlatt@mat.com.mm MCC Third Floor, Shwe Dagon Pagoda Rd., Theingyi Zay, Shed (C), Ward 2, PBDn, Yangon. Ph: 280-699, 243-758, 703-204. Email: mcc@mptmail.net.mm Thames Management Center no. 220-222 Botahtaung Pagoda Rd., KTDA, Yangon. Ph: 200-343, 203-188, 296-829. Email: bizcom@ue.com.mm

English
Take as many classes as you can. No single teacher/ place will give you all the knowledge you need to become proficient. A general rule of thumb is that plenty of exposure to the language is good. Below are just a few good places to start. There are so many other good schools that we cannot possibly list here. American Center Library 581, Merchant Street, KTDA, Yangon. Ph: 282-055. American English Center 69 (A) Room 24, First Floor, Yangon-Insein Road, Hlaing Township, Yangon. Ph: 640-225. Email: yobzar@mptmail.net.mm British Council, Cultural Center 78 Strand Rd., Corner of 40th Street, KTDA, Yangon. Ph: 256-290, 256-291, 254-658, 245-345. Cyberenglish Center Yangon Institute of Education, Pyay Rd., Yangon. Ph: 527075, 722932 Ext. 222 USIS Information Resource Center 14 Taw Win Rd., Dagon Township, Yangon. Ph: 223-106, 223-140 Y.E.S. Language Education Center 119 Bogalayzay Street, Botahtaung Township, Yangon. Tel: 245-821.

Informatics Computer Center no. 70 (B) Shwegonedaing Rd. Bahan, Yangon. Ph: 558-360, 706-740. no. 220-222 Botahtaung Pagoda Rd., KTDA, Yangon. Ph: 200-343, 703-181. Email: cm.mtilinf@ue.com.mm Nawarat Education (They have scholarships to go to UK.) 82, Third Floor, Anawrahta Street, Ward 8, KTDA, Yangon. Ph: 250225, 243974, 250150. Email: nayla@mptmail.net.mm

German
If you have a degree from an accredited university and pass the DSH, which is the German University Entrance Exam, you can work on your Masters or PhD. in Germany without paying any tuition. Dr. Kyin Pine 149 Third Floor, Lanmadaw Street, Ward 7, LMDW, Yangon. Ph: 245-785, 245-842. Email: AGE@mptmail.net.mm Hoshi Foreign Languages and Education Center 10, First Floor, Hledan Street, Ward 3, Kamayut Township, Yangon.

Education Consultation Services If you are totally clueless about education abroad but would like to get more information, you should consult these consultation services. Some of them are free of charge but some may ask for a small fee. The ones below have free consultation services. Overseas Studies Management Center no. 220-222 Botahtaung Pagoda Rd., Pazundaung, Yangon. Ph: 200-343, 203-188, 703-181. Unique Educare 150/C Dhamazedi Rd., Shwe Gone Daing West Ward, Bahan, Yangon. Ph: 526-340, 282-407, 524-640. Email: chitchit@mptmail.net.mm Source: finitesite.com/sanchaung2/myanmar

Japanese
Win Japanese Language School (They can advise you on studying in Japan with scholarship opportunities.) no. 278, Theinbyu Rd., Botahtaung Township, Yangon. Ph: 294-613 Email: winjapan@baganmail.net.mm Multi Japanese Language School by Mr. Seiichi Nakamura no. 11, 5th Floor, Seitta-thuka Street, Kyauk-myaung, Tamwe Township, Yangon. Ph: 540-721

Education Expenditure and Percentage Used in Basic Education Sector

350000 300000

Number of Higher Education Institutions under 13 Ministries in 2011

Sr. No 1 2 3 4 Education Health Science & Technology Defence Culture Forestry Agriculture & Irrigation Livestock Breeding & Fisheries Co-operatives Union Civil Service Board Religious Affairs Border Affairs Transport Total Ministry Number 64 15 61 5 2 1 1 1 5 1 1 2 2 161

No of schools, teachers under Basic Education

Number of Schools Primary school Pre primary school Middle school High school 41287 28968 6761 3163 2399

m million kyat

250000 Total Budget of MOE 200000 Budget for Basic Education 150000

5 6 7 8 9 10 11 12 13

Number of Teachers primary teacher Junior teacher Senior teacher

276180 184170 7398 26612

100000

50000

Number of Students Pre primary Middle High

8.2 Million 5.1 Million 2.3 Million 0.67 Million

0 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12

Academic Year

Holocaust awareness lost in translation

By Myo Lwin
HE security guard at the only entrance to Yangon Universitys Diamond Jubilee Hall reported loudly into his cell phone: Its a German meeting. Many people are coming here, including the ones in cars with white number plates. Its the morning of January 27 and more than 1000 people have turned up for the International Holocaust Commemoration Day, which was being held for the third time in Myanmar. Recognising the need to raise awareness and to promote education about the Holocaust, the Ministry of Education organised the event in partnership with the United nations Information Centre and the embassies of Israel and Germany. The French Institute, British Council and American Centre also provided support. The photo exhibition was the most interesting aspect of the event, held on the third floor of the hall. Pictures depict the tragic events of the Holocaust how six million Jewish people were killed, how people resisted the nazis, how they were caught and executed alongside the harrowing testimonies of survivors. While the majority of the crowd was students from different universities under the ministry, there were also faculty members, Un representatives and diplomats. The students constituted the biggest portion because the main speaker was deputy minister for education, U Ba Shwe who gave a short speech describing the Holocaust and explained that citizens had a responsibility to not only remember the event but also draw lessons from the killing of six million Jewish people more than 60 years ago. Holocaust, or Shoah in Hebrew, is the name given to the 12-year period in which the nazis implemented their scheme to exterminate European Jewry. Beginning in 1933 when Adolf Hitler became chancellor of Germany, millions of Jews were subjected to humiliation, discrimination, slave labour, torture and death. Its one day 70 years ago when 10 German officials decided to annihilate Jewish people. One third of our people were annihilated, said the Israeli ambassador in Yangon, Mr Yaron Mayer. Of course, the legacy of the holocaust will live on in the minds of people throughout the world. But the term itself is still strange to many people here in Myanmar and even among some university faculty members who attended the seminar. I was a little curious as to

A representative of the Israeli embassy lights a candle next to a representative of the German embassy for International Holocaust commemoration day in Yangon on January 27. supplied how much the audience understood when a Jewish historian, Professor Dan Michman, gave an hour-long lecture on Why is the holocaust considered to be such a significant event? As the head of the International Institute for Holocaust Research and Incumbent of the najmann Chair of Holocaust Studies at Yad Vashem, he spoke in either a raised voice or a low voice. But in one corner of the hall, a few students could be seen taking a nap. I jotted down a few questions on a sheet of paper and passed it to a couple of students sitting next to me, asking them to answer only after the lecture had finished. However, they quickly began writing on the paper and returned it to me in about 15 minutes. A 19-year-old second-year geology student, Ma Theingi Moe Pwint, said she attended the event after hearing about it at her university. The nazis had tortured and slaughtered Jewish people in millions. I have read that they also burnt the books written by Jewish authors. It is not to be forgotten by the Jews, she answered on the paper. This is the first ever seminar I attended. As the speakers used English language, I did not catch up very much. But I know they are talking about the slaughter of Jewish people during World War II. I dont know much how to comment. But one thing I know is people should not bully not only to other people but also to animals. If someone bullies another one, he or she will be bullied one day. Another student enrolled in a geology honours course said during the session that she understood that millions of Jewish people were destroyed during World War II. The 21-year-old student said she could only understand the lecture to a limited extent but she had read extensively about the Holocaust. Another speaker at the event, Mr Oliver Bientzle, the deputy head of mission at the German embassy in Yangon, said at one point in his address that he was surprised and sad to see some young people wearing t-shirts with the swastika, the nazi insignia. Actually they did not realise what the symbol means, said Mr Bientzle. The discussions were followed by a candle lighting ceremony and screening of a short film. The last sentence in a pamphlet distributed by organisers at the event said it was incumbent on us to remember, not to forget the Holocaust. I would like to add that while events such as this are welcome, teenagers in Myanmar would be better-placed to comprehend these important topics if at least a partial translation can be provided. This does not apply only to the International Holocaust Commemoration Day ceremony. All international ceremonies require some degree of translation depending on the language proficiency of those in the audience.

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Education helps improve awareness of disabilities, say experts

By Yamon Phu Thit
REATER awareness of disabilities through appropriate education is needed in order to improve the lives of disabled children as equal members of society, say experts. Understanding disability still has a long way to go in Myanmar. Disabled children suffer from a general lack of educational support, but equally demand remains low as parents often do not realise the benefits of educating their children. Greater cooperation among stakeholders is needed to change perceptions and raise the quality of life of disabled children, to help them independently manage their own life and ensure a brighter future. Rather than regard them as disabled, they need to be recognised as people who also have ability despite being disabled, said U Hta Oke, founder of Edan Care centre for disabled youth. As a human right they have the right to an education whatever ability they have to learn; they should have an education as members of society, he said. But it is because we believe in the notion that one person may be bad at doing one thing, but they may be good at doing another, we are able to support it, bring it out, he said. The challenge is to overcome the perception that disability is a disease that cant be healed, and instead teach independence by enhancing their natural ability, said Dr Tin Ma Phyu, programme head of new World, a training centre for disabled youth. Its not something that can

Disabled students learn with teaching aids at a centre in Yangon. Myanmar Times archive be cured, but providing the right teaching is effective, she said. The main aim is to enable them to independently manage their life. When their parents are gone they will have to deal with their problems by themselves. When a family has a disabled child, they may be considered a burden. They dont know how to deal with the problem, Dr Tin Ma Phyu said. When we realised our child had [autism], we couldnt accept it at all, U they can interact with people in a normal manner and the tendency is for them to improve to a greater level. And in this the parents role remains essential, only by accepting their childs condition and working towards providing the best possible support can a child develop. Parents have to collaborate. Parents should be training their children at home in the same way they are trained at school. Only if parents and teachers collaborate can the students improve, said Daw naw Hae Kalay. By providing an appropriate education, children are more able to work within their condition and improve their own abilities, said Daw naw Hae Kalay, head of special education division at Eden Care centre. Teaching children with disabilities requires a completely different approach than standard education and teachers need to go through specific training. Teachers need to have confidence in the students. They have to learn the value of the life of the children and identify the ability of the students by choosing individually catered teaching methods, said Daw naw Hae Kalay. It requires a different conception of the child and how to value them for who they are, added U Hta Oke. Teachers should not have an expectation of a students

If we want to upgrade the education sector we must have unity and cooperation with the state sector.
Aung naing Oo, father of an autistic child, told The Myanmar Times. We were so shocked. We didnt know why the child got it or who was responsible for it. now our son is going to a training school and we support everything for him. We dont expect so much from him, we think it is OK if he is healthy and happy. By involving children with disabilities in everyday society

performance. They cannot give up in despair if they find a student is unable to learn Kagyi after being taught for a week. U Htar Oke said. There are only a few such centres like Edan or new World training school in Myanmar that focus on disabled education. Eden Care Centre opened in 2000 and accepts disabled children ranging from newborn babies to 18 years olds. They include autistic children, hyperactive children, children who have downs syndrome and children with cerebral palsy. There are five rooms in the centre, arranged by age with a total of 180 students. As such, each students learning difficulty varies, which requires different ways of teaching to be used. Teachers are taught to focus their attention on where the students advantage is, rather than on their disadvantages. Sometimes the students themselves become our teacher. We have to learn how to make teaching easy depending on their ability to learn, said Daw naw Hae Kalay. Students are mainly taught daily movement lessons called adaptive daily living. They are taught to deal with daily routines without having to seek help from parents and teachers, she said. All the students are taught via five senses. We need to enhance their ability to understand by stimulating their senses, Daw naw Hae Kalay said. However, teaching relies mainly on the sense of sight. If the sense of hearing is emphasized, the students get confused once they lose concentration on the things being taught. So teaching and everyday living are generally taught based on the sense of sight, Dr Tin Ma Phyu said. Besides using specific teaching aids, they are taught Myanmar, English, maths, reading, writing, drawing, poem recitation, story telling and dancing, as well as self-management. Lessons like changing behaviours, increasing awareness, training in communication with other people, assignments, musical movement, arts and general play are taught depending on the needs and development of each student. Some people may think that specially designed education isnt formal education, but that isnt true. They are taught depending on their ability to learn, U Htar Oke said. Translated by Thit Lwin

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Parents face risks with overseas education agencies

By Cing Don Nuam
BOOM in education agencies in Yangon, promising greater opportunities overseas, reflect an increase in education choices, but also the lack of domestic options. With many students struggling to find a job after graduating from public universities at home, even from the University of Medicine, thought to be the most highly prestigious university in Myanmar, the chance to study abroad is increasingly being seen as more promising in the eyes of both students and their parents. Capitalising on this, overseas education agencies have grown in Yangon, but many have found that paying agencies to go to a college in foreign coun-

tries is a risky process. Parents say that some agencies have not supported them on issues such as taking foreign exams and unfamiliar admission processes, as well as future costs that have meant they pay out initially without knowing the full costs. The process to get their children abroad is often opaque and unregulated, for example having relatives abroad improving the chance of securing a visa to that country. U Zam Za Dal, who sent his daughter to Singapore for nursing school, said he found the standard of many agencies quite low, and had to try many before finding a good one. I tried several agencies for my daughter and most of them just wanted money, he said. The last agency I contacted

for my daughter was quite trustworthy. It had an official contract with the Singapore government and now my daughter is taking classes at the university she planned to go to, living on campus and is able to send money back to the family every month as well, he said. This isnt always the case, with some students promised one thing by the agency and arriving to find it isnt the case. I heard from one of my friends that a certain agency convinced students that they could study business but when they actually reached the university, they didnt offer that major. It was such a waste of time and money for both the parents and student. However, he said it was up to the parents to make sure it

Students in discussion in Yangon. Myanmar Times archive works for them. This also happens because of the parents, especially those who were not well-informed. Whether agencies are effective or not is actually in the hands of the customers. If their children really want to go abroad for their education, it is important to try and contact trusted agencies, he said. Others felt that what is more important is the desire of the students to study in making a success of going abroad than the agencies. I appreciate the fact that we are seeing more and more agencies helping students to go abroad and get into schools which guarantees a future career. But it is the students and their parents themselves that should be sure going abroad is the right thing and really work for it, said U Dai Lian Pau, a father of three daughters who lives in Bahan Township. All three of his daughters have gone to Singapore universities. You shouldnt rely too much on the agencies although they are the mediators and somewhat important, he said. It is understandable from the parents perspective that the costs and the expenses needed are too much, which makes it risky. But sometimes we need the courage to risk the Kyat 100 we have for K1000 in the future, he said.

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Flexible learning opportunities need support

By Aye Sapay Phyu and Htoo Aung
YAnMAR needs to support a more flexible educational system, beyond a school to university transition, to help more people gain an opportunity to study and improve the countrys low level of education, say students and teachers. Distance learning and continuous learning are two such potentials that needs greater support as they can offer work related study for people who would otherwise be unable to. Ma Moe Thuzar, an English graduate from UDE, said the course helped her from suspending her education because of financial constraints. "At first I joined the University of Foreign Languages as a day student after passing my matriculation exam. But my parents struggled to support me along with their two other children on their government salaries as prices increased, she said.

I decided to change to distance education and fund it with my own earnings in the second year. By taking distance education, I was able to graduate without missing any school years," she said. Although day student graduates from the University of Foreign Languages are favoured over graduates of UDE, she believed that it comes down to the students ability and interest in the subject. Ma Kaythi nwe, another graduate of the University of Distance Education (UDE) majoring in Economy, said that being a UDE student she had more time to gain work experience, to take care of her sick father and to successfully pass her exams. "I intended to join Industrial Chemistry subjects as a day student. But, unfortunately, my father was taken seriously ill and I had no choice but to join UDE as it didnt require me to go to university everyday, she said. My father passed away when I was in my second year but I continued my three year

distance course. It meant that at the same time I could study languages, accounting, computers, as well as earn some money doing a part time job. Despite gaining a Bachelor of Arts (Eco) from UDE as a distance learner, as well as an internationally recognised diploma from the London Chamber of Commerce and Industry (LCCI), she struggled to find work. When I tried to get a permanent job with my graduate diploma, the employers said they preferred a Bachelor of Commerce from full time students," she said. The preference for full time students is because distance learning students get less training in the course, she said. "The university only gave distance students 10 days pre-exam training per year. Most of the students had to take tuition in private training centres to understand the course," she said. She said that without having an international recognised certificate such as LCCI it

would be harder for distance graduates to find a good position in a company. But distance education can help students who have financial difficulties to continue their education, she said. "I think distance education system is essential system for a country such as Myanmar where most families have financial difficulties. Most of the students who do distance education have to work to pay for their education expenses. Distance education creates opportunities for those who would not normally be able to graduate," she said. Distance Education was pioneered in Myanmar by Yangon Institute of Education which began offering a diploma in education by mail correspondence in 1973 and a Bachelor of Education (B.Ed) program in 1981. Yangon University was the first university to offer its own correspondence courses in the arts, sciences, economics and law. Mandalay University began its own correspondence education in 1979.

By 1981, all universities and degree colleges were allowed to offer correspondence courses. The University of Distance Education was established in July 1992, with Yangon and Mandalay as its hubs in lower and upper Myanmar. UDE has consistently increased its intake of students seeking alternative ways to complete a degree, but a lack of consistent support has seen its status lower than other degrees. Education opportunities for older people can also offer a chance for those who were unable to attend university after school, or to improve their work situation. I continue to study because I believe we should keep learning as much as we can, said Daw Khin Lay Soe, information and documentation officer at the Southeast Asian Ministers of Education Organisation (SEAMEO) regional centre in Yangon. I study English because there are many new subjects that are being written in English. "As a librarian I have to continue studying a variety of new subjects. I try to keep up with every new subject in my spare time so I can then work with them. U Thet Lwin, an English language teacher in Yangon, said that people should not stop studying otherwise they may find themselves unable to do what they really want or regret it too late. "There is a difference with the students continue to study and those who study again at a later stage in life or go back to study to do something different in life. The latter struggle more compared with say doctors who are usually involved with many lectures in their profession even if they have not previously taken an English course. "Most older students cannot

study hard because of their age and busy career, he said. "Students attending speaking courses could not properly focus on their study because they are usually busy. They usually cant attend all the courses and they cant do any homework," the teacher said. But he said the number of people aged between 40 and 50 returning to study is on the rise. "We generally see two groups of people that attend our classes, for their own personal aims or to aid them in their work. Middle-aged people over 40 and 50 usually study for the latter," said U Thet Lwin. Language learning needs to be continuous to keep improving and benefit a career, he said. "Among our students are doctors, seamen, government officials and businessmen. Most of them are studying English to aid them in their work, but each have a different focus, such as writing, speaking, listening or reading," he said. Doctors tend to study English to communicate with foreign patients. Seamen come to our classes because they want to improve their reading of law books while businessmen study English to help gain business opportunities with foreigners as well as improving their writing skill. Likewise, government officials need English to communicate with other foreign officials. This is only likely to increase as opportunities increase along with greater engagement with the world, requiring greater support from the government. "I study English for my job so that I can engage with the international community," U Tun Tun Kyaw, a businessman in Yangon said.

Translated by Zar Zar Soe