Prospects of education in Myanmar (r)

[OKKAR66129@xxxxxxx]

Subject: Prospects of education in Myanmar  ( 2 )

The New Light of Myanmar
Thursday, 23 December, 1999

Prospects of education in Myanmar  ( 2 )

Myanmar tradition in Education

Efforts are being made not only for quantitative progress but also for 
widening the scope of education and improving its quality. Work is under way 
to head for extending the teaching of technology and applied sciences with a 
view to making the future generations appreciate the value of a family, that 
of Myanmar society and that of the world ' s human society imbued with the 
will to work for peace and safeguard and build the nation.

A study of Myanmar education programme will show that the nation has regarded 
education as the very 6asis for human resource development. Despite the 
efforts for economic progress and development of human society with emphasis 
placed -individually, it will not be wrong to say that education is integral 
in all developments.

The emphasis placed on education in Myanmar society may be cited or evaluated 
with reference to history or to international standards.

Since early stages of history, priority has been given to education. In AD 
1700, Nicolo Manucci, a Venetian, arrived in Myanmar and remarked that 
Myanmar was a kingdom ruled with the pen. It was because one would not go to 
another village unless one brought along a piece of paper or something to 
write on. Similarly, travellers from the West were impressed by Myanmar 
education. A situation that was non-existent in Europe at that time existed 
in Myanmar. The situation was that education was almost compulsory for all 
male youths. It was the way of life of Myanmar society to be organized based 
on a village. The concept of extended family was it's way of life. Each and 
every Myanmar village constituted as a society with sufficient agricultural 
base for-its existence. The monastery of the village also was like the- 
cultural and education centre. It was like a centre where the children were 
taught the three R's. Greater  emphasis was placed on obtaining education and 
thought than economy. It was accepted by Myanmar people right from the 
beginning that education was their life. This concept indicates that man is 
not merely a tool of the economy. Ancient educational concept of Myanmar 
people indicates that education is not merely a preparation for life.

In the Western nations, there has been a gradual decline in individual and 
family values. Only after greater realization of the need to learn more about 
the environment and the world that went back steadily to the concept that 
education in itself is the life, preparation for life is insufficient and 
that even life itself is education.

In dealing with literacy for everyone, some instances on the fine traditions 
of education of Myanmar have to be cited.

In Myanmar, with fine traditions in the field of education, national seminars 
were organized in succession in 1998 and 1999 to carry out extensive 
promotion programmes in the basic education and higher education sectors. 
These seminars have already laid down programmes capable of implementing 
education promotion programmes. Every observer of the education field should 
be informed of these programmes.

Initial Myanma higher education sector

The initial Myanma higher education sector should be stated in brief before 
the programme of the seminars is presented.

The university education regarded as higher education was first introduced in 
Myanmar in 1878. The Rangoon College, the first ever college which provided 
university education, was opened in 1884-85. It was affiliated to the 
Calcutta University in India and the students were taught only for the 
examinations held by that university. In 1920, the first Yangon University, a 
combined institution of university college, the name of which was changed 
from Yangon College, and Judson College was established as the first 
university in Myanmar.

In 1925, Mandalay College was established under Yangon University. In 1930, 
the Teachers Training College and the Medical College, two affiliated 
colleges, were established in Yangon again. The Agriculture College was 
established in Mandalay 1938. In 1942 when the Second World War was going on, 
the five affiliated colleges, namely, the university college, Judson College, 
Medical College, Teachers Training College and Agriculture College plus 
Mandalay College under the control of Yangon University were in existence. 
Education of that period was influenced by the system conducive to 
bureaucracy administration and the percentage of attention given to 
vocational education was very few

At the Yangon University organized under unitary system, medical department, 
engineering department and education department-were set up in September 1946 
and law department, science department and arts department in May 1947.

After Myanmar had regained independence, the Yangon University Act was 
amended. Under the Act amending the Rangoon University Act, Yangon University 
became a self-administered university beginning from July 1949. In 1948, 
agriculture department was set up, and in 1958 social science department and  
forestry department were established t hereby totalling nine departments.

Mandalay College which was set up during the war was reopened in 1947. In 
1958, Mandalay University College affiliated to Yangon University was opened. 
It could confer degrees on the successful candidates. In 1958, it became as 
Mandalay University independently.

In addition to the two universities, ' the colleges opened were Mawlamyine 
College in 1 953, Kyaukphyu College, Yankin College and Htidan College in 
1954, Magway College in 1955 and Pathein College in 1958.

Those colleges were affiliated to Yangon University. Intermediate (a) first 
year classes were opened at Yankin and Htidan Colleges. The Officers Training 
School opened at Bahtoo in 1953 was affiliated to the Yangon University. In 
1958, Magway College became affiliated to Mandalay University.

A study of the university education system after regaining independence will 
show that it was just a revised version of colonial education. Research work 
was weak. Party politics was found to be interfering in universities and 
colleges.

Author: Ko Yin Aung