Human rights and education
Individual Documents
Topic:
Agriculture, Camp Coordination and Camp Management, Coordination, Education, Food and Nutrition, Health, Logistics and Telecommunications, Protection and Human Rights, Shelter and Non-Food Items, Water Sanitation Hygiene
Topic:
Agriculture, Camp Coordination and Camp Management, Coordination, Education, Food and Nutrition, Health, Logistics and Telecommunications, Protection and Human Rights, Shelter and Non-Food Items, Water Sanitation Hygiene
Description:
"The present Humanitarian Response Plan (HRP) seeks to mobilize assistance for close to 945,000 people in 2021, in support of the efforts of the Government of Myanmar to aid those affected by humanitarian crises and challenges in different parts of the country. As has been the case for previous years, the HRP places protection at the centre of an inclusive response tailored to the particular needs of the most vulnerable women and men, girls and boys.
The outbreak of the COVID-19 pandemic in 2020 further demonstrated the critical importance of localization in Myanmar. In 2021, the Humanitarian Country Team (HCT) will build on the partnerships with national NGOs and local civil society actors that were strengthened as we adjusted to new operational realities in 2020. We will redouble our efforts to put in place robust channels for systematic two-way dialogue and engagement with affected people, and to capitalize on innovations around cash and voucher assistance to further extend our reach.
Humanitarian partners remain committed to contributing to the achievement of durable solutions for displaced people. The National Strategy on Resettlement of Internally Displaced People (IDPs) and Closure of IDP Camps provides a key entry point in this regard. Progress on implementation of the Strategy in 2020 was slowed down by COVID-19 but new opportunities are emerging. Our efforts in this regard in 2021 will seek to create new links across the humanitarian-development nexus, while remaining firmly anchored in the perspectives and concerns of displaced people themselves. In Rakhine, the recommendations of the Advisory Commission on Rakhine State will continue to be an important reference point for engagement between humanitarian organizations and the Government of Myanmar.
Our dialogue with the authorities will continue to emphasize the importance of humanitarian access, so that needs can be fully assessed and analyzed, humanitarian activities can be prioritized on the basis of those needs, and the impact of our efforts can be effectively monitored. The Myanmar HCT remains committed to working in accordance with the humanitarian principles of humanity, neutrality, impartiality and independence, and without any adverse distinction based on region, ethnicity, religion or citizenship status..."
Source/publisher:
OCHA (New York) via Reliefweb (New York)
Date of publication:
2021-01-27
Date of entry/update:
2021-01-27
Grouping:
Individual Documents
Category:
Agriculture in Burma/Myanmar: general and research, Burmese refugees in Bangladesh, Burma: Internal displacement/forced migration of several ethnic groups., Internal displacement/forced migration of Rohingyas, Human rights and education, Food Security and nutrition in Burma/Myanmar, Racial or ethnic discrimination in Burma: reports of violations against several groups
Language:
Format :
pdf
Size:
10.58 MB
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Description:
"Schoolchildren in Baw Du Pha village, Myanmar, have found new reasons to get excited about going to class, thanks to a brand new school building constructed by Islamic Relief.
“Around 80 of us used to huddle in a classroom,” says thirteen-year old Mg Hla Myint, describing the makeshift classroom at her old school in Rakhine state.
The schoolgirl is one of 12,300 people living in one of Sittwe’s two camps for those uprooted from their homes by communal violence.
Thanks to Islamic Relief, she and her classmates now have a new school building with fit for purpose classrooms and brand new desks.
“We shared a small desk. When I moved, I would hit my deskmate’s elbows… [now] our classroom is spacious. I feel fresh throughout the day as it is no longer crowded. I’m so happy!”
The new classrooms can host a student-teacher ratio of 1:55, a huge improvement from the previous 1:90. Head teacher U Chit Swe commended the work of Islamic Relief, adding that children can now thrive in better learning environment.
Islamic Relief, which has been working in Myanmar since Cyclone Nargis struck in 2008, built the school with the support of Organization of Islamic Cooperation Humanitarian Relief Fund (OICHF)..."
Source/publisher:
"Reliefweb" via Islamic Relief
Date of publication:
2019-09-14
Date of entry/update:
2019-09-15
Grouping:
Individual Documents
Category:
Arakan (Rakhine) State - reports etc. by date (latest first), Children, Human rights and education
Language:
more
Description:
"Spend a day in the life of a teacher and student in our virtual reality film, "Learning to Hope," set in a camp in Sittwe, Myanmar.
Education cannot wait for any child, any where..."
Source/publisher:
UN Humanitarian
Date of publication:
2017-04-26
Date of entry/update:
2019-08-16
Grouping:
Individual Documents
Category:
Arakan (Rakhine) State - reports etc. by date (latest first), Children, Human rights and education
Language:
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Description:
"The first National Education Strategic Plan (NESP)
was launched today in Nay Pyi Taw by Myanmar’s State Counselor Daw Aung San Suu
Kyi. The Plan includes a common policy framework which sets the strategic directions for the
next five years; a clear road map for guiding all investments in the sector, both domestic and
international; and a vehicle for coordinated implementation efforts.
“The Plan is based in fundamental principles, namely that education in Myanmar is a right of
every child, regardless of race, sex, socio-economic and citizenship status, and abilities, and
regardless of where they live; as well as that those who were not given the chance to go to
school or dropped out should not be left behind”, affirms Bertrand Bainvel, UNICEF
Representative to Myanmar and Development Partner co-chair. “This is an historic moment for
the country, an affirmation of what Education in Myanmar should always have been - a key to
the country’s development, social cohesion, peace and national unity”.
The Plan reaffirms that creative solutions and partnerships must be built to ensure that everyone
is equipped with the skills to help them to continuously learn, chose and seize opportunities,
and actively contribute to the country’s progress to democracy, peace and prosperity.
Thousands of teachers, headmasters, education experts, civil society organisations and
parliamentarians have been contributing to the nation-wide comprehensive education sector
review (CESR) initiated in 2012. The Plan launched today is a culmination of this effort, and is
based on evidence and inputs through an unprecedented consultation effort in Myanmar’s recent
history.
“The launch of the Plan is the achievement of a long journey which started with the education
sector review, but it is also the beginning of a new one”, affirms Nicholas Coppel, Australia's
ambassador to Myanmar and Development Partner co-chair. “We must continue to support this
roadmap for the benefit of all children in Myanmar, so that it is owned by all stakeholders, and
helps unite all actors in support of education.”
The Plan can be a flexible instrument in the discussions on decentralisation and convergence of
systems between those run by the Government and those run by Ethnic groups; as well as on
performance improvement with full involvement of headmasters, teachers, parents and
children.
“Education is the key that unlocks the potential of individuals and of society as a whole’ ”,
adds Nicholas Coppel
“At the same time, we need peace for ending displacements that interrupt classes and we need
to make schools more respectful of minorities, their identities and their languages to fulfill every
girl and boy’s right to education in Myanmar”, concludes Bertrand Bainvel..."
"ပထမဆုံးသော အမျိုးသားအဆင့် ပညာရေး
မဟာဗျူဟာ အစီအစဉ်အား နိုင်ငံတော်၏ အတိုင်ပင်ခံပုဂ္ဂိုလ် ဒေါ်အောင်ဆန်းစုကြည်က ယနေ့
နေပြည်တော်တွင် မိတ်ဆက်လိုက်သည်။ ယင်းအစီအစဉ်တွင် နောင်လာမည့် ငါးနှစ်စာ မဟာဗျူဟာ
နည်းလမ်းများ၊ ကဏ္ဍအတွင်း ပါဝင်သည့် ပြည်တွင်းနှင့် ပြည်ပရင်းနှီးမြှုပ်နှံမှုများအတွက် ရှင်းလင်းသည့်
လမ်းညွှန်မှုနှင့် အကောင်အထည် ဖော်ဆောင်ရေးလုပ်ငန်းများတွင် အတူတကွပူးပေါင်း လုပ်ဆောင်ရန်
အင်အားများအတွက်ကိရိယာတစ်ခု၊ စသည်တို့ပါဝင်သည့်ဘုံမူဝါဒချက်မှတ်ရေးမူဘောင်ပါဝင်သည်။
“ဒီမဟာဗျူဟာ အစီအစဉ်ဟာဆိုရင် လေးနက်ပြီး အခြေခံကျတဲ့ မူဘောင်တွေကို အခြေခံထားတာ
ဖြစ်ပါတယ်။ အဓိကအနေနဲ့ဆိုရင်မြန်မာနိုင်ငံရဲ့ ပညာရေးအခွင့်အလမ်းဟာ ကလေးသူငယ်တိုင်း ရရှိရမယ့်
အခွင့်အရေးတစ်ရပ်ဖြစ်ကြောင်း၊ လူမျိုးဘာသာ၊ ကျား၊မမရွေး၊ လူမှုစီးပွားရေးနဲ့ နိုင်ငံသား
သတ်မှတ်ချက်တွေနဲ့ သူတို့လေးတွေရဲ့ လုပ်ဆောင်နိုင်မှုစွမ်းအား၊ မည်သည့်နေရာတွေမှာ နေထိုင်တယ်
ဆိုတာတွေကိုကြည့်ပြီး ခွဲခြားမှုမရှိစေတဲ့အပြင် ကျောင်းပညာ ဆက်လက်သင်ယူနိုင်ခြင်း မရှိတော့တဲ့
ကလေးငယ်တွေအားလုံးလဲ နောက်ကျ ကျန်ခဲ့ခြင်းမရှိစေဖို့အတွက်အခြေခံထားပါတယ်။” ဟု ယူနီဆက်မှ
မြန်မာနိုင်ငံ ဌာနေကိုယ်စားလှယ်နှင့် ဖွံ့ဖြိုးမှုမိတ်ဖက်တွဲဖက်ဥက္ကဌ ဘတ်ထရန်ဘိန်း(ဗဲ)လ်က အခိုင်အမာ
ပြောဆိုလိုက်သည်။ ”ဒါဟာ မြန်မာနိုင်ငံအတွက်တကယ်ကို သမိုင်းဝင်စေတဲ့ အချိန်လေးပါ။ နိုင်ငံတော်ရဲ့
ဖွံ့ဖြိုးတိုးတက်မှု၊ လူမှုပေါင်းစည်းညီညွတ်မှု၊ ငြိမ်းချမ်းရေးနဲ့ အမျိုးသား စည်းလုံးညီညွတ်ရေးစတဲ့
အရာတွေအတွက် ပညာရေးဆိုင်ရာကဏ္ဍဟာ အင်မတန်ပဓာနကျကြောင်း အခိုင်အမာ ဖော်ပြလိုက်တာပဲ
ဖြစ်ပါတယ်။
လူတစ်ဦးတစ်ယောက်ချင်းစီအနေဖြင့် စဉ်ဆက်မပြတ် သင်ယူလေ့လာနိုင်ရေး၊ ရွေးချယ်ပိုင်ခွင့်နှင့်
အခွင့်အလမ်းများကို လက်လှမ်းမီနိုင်ရေး၊ နိုင်ငံတော်စည်ပင်ကြွယ်ဝရေး၊ ဒီမိုကရေစီလမ်းကြောင်းနှင့်
ငြိမ်းချမ်းရေး၊ အစရှိတဲ့ကဏ္ဍတွေမှာ တက်ကြွစွာ ပါဝင်ဆောင်ရွက်နိုင်ရေး၊ စသည့်အရာများအတွက်
ဆန်းသစ်သည့် နည်းလမ်းအဖြေများနှင့် မိတ်ဖက်အဖြစ် ဆောင်ရွက်မှုများကို တည်ဆောက်
အကောင်အထည်ဖော်ရမည်ဖြစ်ကြောင်း ယင်းမဟာဗျူဟာ အစီအစဉ်က အခိုင်အမာ ဖော်ပြထားသည်။
ထောင်နှင့်ချီသော ဆရာ၊ ဆရာမများ၊ ကျောင်းအုပ်ကြီးများ၊ ပညာရေးဆိုင်ရာ ကျွမ်းကျင်သူများ၊ အရပ်ဖက်
လူ့အဖွဲ့အစည်းများနှင့် လွှတ်တော်အမတ်များအနေဖြင့် ၂၀၁၂ခုနှစ်မှ စတင်ခဲ့သည့် ပြည့်စုံကျယ်ပြန့်သော
ပညာရေးကဏ္ဍဆိုင်ရာ ပြန်လည်ဆန်းစစ်သုံးသပ်ချက်(CESR)တွင် ပါဝင်ခဲ့ကြသည်။ ယနေ့တွင်
မိတ်ဆက်လိုက်သည့် အစီအစဉ်သည် ယင်းကဲ့သို့ ပူးပေါင်းကြိုးပမ်းခဲ့မှုများ၏ ရလဒ်ကောင်းပင်ဖြစ်ပြီး
မြန်မာနိုင်ငံ၏ မကြာလှသေးသည့် သမိုင်းကြောင်းအတွင်း မကြုံဖူးသေးသည့် ညှိုနှိုင်းဆွေးနွေးတိုင်ပင်မှု
ရလဒ်များကိုအခြေခံထားခြင်း ဖြစ်သည်။
“ယခုလိုမိတ်ဆက်လိုက်တဲ့အစီအစဉ်ဟာ ပညာရေးကဏ္ဍဆိုင်ရာ ပြန်လည်ဆန်းစစ်လေ့လာ သုံးသပ်ချက်ရဲ့
ခရီးလမ်းရှည်ကနေ စတင်ခဲ့တဲ့ အောင်မြင်မှုတခု ဖြစ်ပေမယ့်လည်း နောက်ထပ်ခရီးလမ်းကြောင်း
အသစ်တခုရဲ့ အစပြုခြင်းဆိုလည်း မမှားပါဘူး” ဟု ဖွံ့ဖြိုးမှုမိတ်ဖက်တွဲဖက်ဥက္ကဌနှင့် ပြည်ထောင်စုသမ္မတ
မြန်မာနိုင်ငံဆိုင်ရာ သြစတြေးလျနိုင်ငံ သံအမတ်ကြီး နီကိုလတ်(စ်) ကော်ပယ်(လ်)က ပြောသည်။
”မြန်မာနိုင်ငံက ကလေးသူငယ်လေးတွေအားလုံးကို အကျိုးပြုနိုင်ဖို့ ဒီလို လမ်းကြောင်းချထားပြီးဖြစ်တဲ့
အစီအစဉ်ကို ကျွနု်ပ်တို့က ဆက်လက်ပံ့ပိုးကူညီသွားဖို့ လိုပါတယ်။ ဒါမှသာ မိတ်ဖက်ဖြစ်သူအားလုံးနဲ့
ပညာရေးကဏ္ဍအတွက်ကူညီလုပ်ကိုင်နေတဲ့ကဏ္ဍတွေအားလုံးက သိရှိပိုင်ဆိုင်နိုင်ပြီး တညီတညွတ်တည်း
လုပ်ကိုင်နိုင်မှာ ဖြစ်ပါတယ်။
ဤမဟာဗျူဟာအစီအစဉ်သည် နိုင်ငံတော်အစိုးရနှင့် တိုင်းရင်းသားအဖွဲ့အစည်းများမှ ဦးဆောင်
ဆောင်ရွက်သည့် ဗဟိုချုပ်ကိုင်မှုကို ဖျက်သိမ်းခြင်း၊ ပြန်လည်ဆုံမိနေသော နည်းစနစ်များအကြောင်း
ဆွေးနွေးခြင်းနှင့် စွမ်းဆောင်မှုမြှင့်တင်ရေးတွင် အပြည့်အဝပါဝင် ဆောင်ရွက်ရမည့် ကျောင်းအုပ်ကြီးများ၊
ဆရာ၊ ဆရာမများ၊ မိဘများနှင့် ကျောင်းသားများအတွက် ပျော့ပြောင်းသည့် ကိရိယာတစ်ခုလည်း
ဖြစ်စေပါသည်။
“ပညာရေးဆိုတာ လူတစ်ဦးချင်းစီတိုင်းနဲ့ အသိုင်းအဝိုင်းတစ်ခုလုံးရဲ့ စွမ်းဆောင်ရည်ကို လမ်းဖွင့်ပေးနိုင်တဲ့
အဓိက သော့ချက်ပဲဖြစ်ပါတယ်။” ဟုနီကိုလတ်(စ်) ကော်ပယ်(လ်)က ဖြည့်စွက်ပြောကြားသည်။
”တချိန်တည်းမှာပဲ ကလေးသူငယ်တွေ ပညာသင်ကြားနေချိန်မှာ အတန်းချိန်တွေကို အနှောက်အယှက်
ဖြစ်စေတဲ့ နေရပ်စွန့်ခွာပြောင်းရွှေ့နေထိုင်ရမှုတွေကို ရပ်တန့်သွားနိုင်ဖို့ ငြိမ်းချမ်းရေးလိုအပ်ပါတယ်။
နောက်ပြီးတော့ စာသင်ကျောင်းတွေအနေနဲ့လည်း လူမျိုးအနည်းစုကို လေးစားမှုရှိပြီး မြန်မာနိုင်ငံမှာ
ပညာရေးအခွင့်အလမ်းကို ကလေးသူငယ်တွေတိုင်း ရရှိဖို့အတွက် သူတို့ရဲ့ သွင်ပြင်လက္ခဏာတွေနဲ့
ဘာသာစကားတွေကိုလည်း လေးစားရမှာ ဖြစ်ပါတယ်။” ဟု ဘတ်ထရန် ဘိန်း(ဗဲ)လ်က နိဂုံးချုပ်
ပြောကြားသည်။..."
Mariana Palavra, Jay Frere Harvey, Htet Htet Oo
Source/publisher:
reliefwe via "The MIMU"
Date of publication:
2017-02-23
Date of entry/update:
2019-06-14
Grouping:
Individual Documents
Language:
English
Format :
pdf pdf
Size:
205.31 KB 111.73 KB
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Description:
"?We had never heard about human rights in the village,” Lway Chee Sangar tells me at the Palaung Women?s Organization (PWO) office in Mae Sot, Thailand. Sangar is 23 years old. The ethnic nationality group to which she belongs, called the Palaung or Ta?ang, has been caught in an armed struggle for self-determination against the brutal Burmese regime for the better part of the past five decades.
Sangar began working with the PWO about three years ago when her parents, desperate to give her an opportunity to improve her life, sent her from their tiny, remote village in the northern Shan State of Burma to the PWO?s former training center in China. It took her a combined six months of training at the PWO to begin to grasp the idea that all humans have rights.
Sangar?s story is speckled with brushes with conflict, starting from her birth. She was born on the run, when her parents had to flee their village due to an outbreak of fighting nearby. Today, the Ta?ang National Liberation Army (TNLA), the armed wing of the Palaung State Liberation Front, is fighting off Burmese offensives and combatting opium cultivation in Palaung areas, according to their statement. Civilians are often caught in the cross-fire. Burmese forces have been known to use brutal tactics against civilians in conflict areas, including deadly forced portering and forced labor, torture, killing, and extortion of money, supplies, and drugs."
Source/publisher:
Burma Link
Date of entry/update:
2016-03-18
Grouping:
Individual Documents
Category:
Education of migrants from Burma, Education in Burma/Myanmar - general, Education for Women and Girls - Burma, Human rights and education, Women of Burma -- bibliographies, Women and armed conflict - Burma/Myanmar, Armed conflict in Burma - Impact on village life, including health and education, Armed conflict in Shan State - economic factors associated with the conflict
Language:
English
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Description:
Link to the corresponding area in the OBL Human Rights section
Source/publisher:
Online Burma/Myanmar Library
Date of entry/update:
2014-09-29
Grouping:
Individual Documents
Category:
Human rights and education
Language:
English
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Description:
"...Rampant corruption, a lack of transparency, and severe economic mismanagement has resulted in a steady decline in education and increasingly poor healthcare in Burma. Due to widespread poverty, coupled with an appallingly low expenditure on public welfare, only an elite few are able to receive basic healthcare services or achieve a moderate level of education. Moreover, junta sponsored corruption in these sectors acts to further devalue the academic competency and the quality of healthcare. Burma remains one of the most isolated countries with one of the lowest standards of living and poorest healthcare records in the developing world.
The SPDC continues to fall short of fulfilling its obligations under international human rights law in respect to the rights to health and education. Plans and programs for reform in these sectors have failed to improve conditions. Meanwhile, the junta continues to arbitrarily shut down schools and implement policies that lower rather than raise the standard of living and quality of life throughout the country. Although there have been reports of increased regime cooperation and a willingness to engage with some UN agencies and NGOs, genuine progress in the field of health and education remains marginal.
Since 1990, the junta�?s expenditure on social sector services has steadily declined. According to the British government�?s Department for International Development, Burma has the lowest level of public investment in health and education services vis-? -vis military spending than any other ASEAN nation. Between 1992 and 2003, the SPDC allocated 29 percent of the central budget to defense. Meanwhile only eight percent went towards education and healthcare combined. Published budget figures show that per capita spending on the military is nine times higher than that of health services and twice that of education services..."
Source/publisher:
Human Rights Documentation Unit of the NCGUB
Date of publication:
2006-07-00
Date of entry/update:
2010-09-19
Grouping:
Individual Documents
Category:
Human rights and education
Language:
English
Format :
htm
Size:
92.8 KB
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Description:
"A strong education system has long been seen as the standard pre-requisite of overall
national progress for both developed and developing nations. A country populated with
educated citizens generally results in economic growth, innovation, public health and often a
political system that voices the concerns and needs of its people.
To all outward appearances, the SPDC has made legitimate attempts to position itself as a
patron of education for all. In reality, this position amounts to little more than an elaborate
show performed for an international audience. The disparity between government
propaganda and the actual goals of the Burmese education system is striking. The vision of
the Ministry of Education is stated to be, ?To create an education system that can generate a
learning society capable of facing the challenges of the Knowledge Age.? 1 In October 2008,
the state-run New Light of Myanmar ran an editorial emphasizing the importance of teachers
providing an all-around developmental experience, stating that teachers should ?train and
inculcate the students with knowledge, education and skill as well as with the habit of helping
and understanding others and observing ethics and morality.? 2 Despite these lofty
pronouncements, the SPDC treats the education system as something to be feared,
watching closely as primary school students—when given an opportunity—grow into
university students, who have proven to be some of the government?s most vocal protesters
and opponents. In light of this culture of paranoia and suspicion, the SPDC has erected
multiple barriers to accessing education.
In addition to these obstacles, and despite legislation ensuring free and compulsory primary
education, attending school is often an extravagance families struggle to afford. According
to the United Nations Children?s Fund, while enrolment is high at 80%, less than 55% of
enrolled students complete the primary cycle.3
With this high drop-out rate, the number of children left without significant skills increases,
leaving them highly vulnerable to various exploitive trades, such as forced labour, forced
conscription into the army or the sex trade.
An almost complete lack of free speech and expression results in an environment in which
rote learning is standard, and critical thinking is highly discouraged. If a student manages to
successfully reach the university level, he or she incurs a new level of restrictions from the
junta. University students and their teachers are feared most of all; as a group, they
represent the future of democracy and freedom to their families and the world.
Despite these significant hurdles, the Burmese culture highly values education and parents
place great importance on sending their children to school. The struggle for these families is
in overcoming the junta?s roadblocks in order to achieve their educational goals..."
Source/publisher:
Human Rights Docmentation Unit (HRDU)
Date of publication:
2009-11-23
Date of entry/update:
2009-12-06
Grouping:
Individual Documents
Language:
English
Format :
pdf
Size:
547.2 KB
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Description:
"...The Burmese education sector is plagued by a severe lack of resources, stemming from an extremely small allocation of the national budget, which according to the United Nations Development Program?s (UNDP) Human Development Report, amounts to only 1.3 percent of the Gross Domestic Product (GDP). [1] Meanwhile, the SPDC maintains that 8.9 percent of the national budget is earmarked for education, although this figure is little more that a gross misrepresentation of reality. [2]
However, such a small budget allocation is hardly surprising given the regime?s stated belief that the sole purpose of education is to ?nurture children to develop their mind, vision and living styles in accord with the wishes of the State?. [3] In other words, the aim of education is to indoctrinate the nation?s children to develop a sense of obedience to the SPDC while crushing all views which may be deemed to run contrary to those of the State.
The education sector is also beset by widespread and rampant corruption from military officers, civil officials and even the teachers.
Compounding such an insufficient allocation of public funds to the sector are the misguided and egregious economic policies which have impoverished much of the population to the point where many must struggle just to acquire enough food, let alone pay for the rising costs of education..."
Source/publisher:
Human Rights Documentation Unit of the NCGUB (HRDU)
Date of publication:
2008-09-09
Date of entry/update:
2008-12-20
Grouping:
Individual Documents
Category:
Human rights and education
Language:
English
Format :
html
Size:
71.08 KB
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Description:
"...the education system is so poor that illiteracy levels in rural areas are actually rising. These figures are hardly surprising considering that the SPDC spends only US$1 per person per year on health and education combined...While the state of the education system may not threaten Burma?s neighbours, it certainly threatens Burma?s future. Current estimates from the United Nations Children?s Fund (UNICEF) are that almost fifty percent of children are forced to drop out of primary school because of financial difficulties. With enrolment levels estimated at approximately fifty percent to begin with this leaves a population where only a quarter have completed primary education. On paper the SPDC complies with international standards and has enacted legislation stipulating that primary school is both free and compulsory but the situation on the ground is quite another story. Secondary education has become the preserve of the rich and those who do make it to university enter a system which is openly repressive.
Ethnic minorities fare especially badly in respect of both health and education. Indigenous languages are prohibited, healthcare is barely minimal and human rights violations are routine..."
Source/publisher:
Human Rights Documentation Unit of the NCGUB
Date of publication:
2007-06-00
Date of entry/update:
2008-04-06
Grouping:
Individual Documents
Category:
Human rights and education
Language:
English
Format :
html
Size:
165.91 KB
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Description:
Background...
Situation of Education;
Corruption and Extortion in the Education System;
Primary Education;
Secondary Education;
Tertiary Education;
Disparity between Civilian and Military Education;
Educational Opportunities for Ethnic Minorities...
Situation of Health:
Access to Healthcare;
HIV/AIDS;
Avian Influenza;
Malaria;
Dengue Fever;
Tuberculosis;
Diarrhoea;
Cholera;
Typhoid;
Lymphatic filariasis;
Polio;
Measles;
Foot and Mouth Disease;
Support for People with Disabilities; International Humanitarian Aid.
Source/publisher:
Human Rights Documentation Unit of the NCGUB (HRDU)
Date of publication:
2007-06-25
Date of entry/update:
2007-07-13
Grouping:
Individual Documents
Category:
Burma Human Rights Yearbook 2006 -- pdf versions of individual chapters, Human rights and education
Language:
English
Format :
pdf pdf
Size:
368.34 KB 7.17 MB
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Description:
Government Spending on Health and Education; Situation of Education: Adult Illiteracy; High School Education; University Education; Disparity between Civilian and Military Education; Universities Supported by the Military; Access to IT Education; Updates on Education...Situation of Health: Access to Health Care; Malnutrition; Access to Clean Water and Sanitation; Malaria; Tuberculosis; HIV/AIDS; Mental Health; Support for People with Disabilities; International Humanitarian Aid...Personal Accounts: Personal Accounts Related to Heath -
High cost of medical care in Mon State... Personal Accouts Related to Education - Excessive fees for primary education; The miserable conditions of Mandalay university students;
Source/publisher:
Human Rights Documentaqtion Unit of the NCGUB
Date of publication:
2004-11-00
Date of entry/update:
2005-05-27
Grouping:
Individual Documents
Language:
English
Format :
htm
Size:
116.76 KB
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Description:
"Burma has one of the poorest health records and lowest standards of living in the developing world. Health and education are given incredibly low priorities in the national budget, and lip-service to these issues often takes the place of substantial reforms or programs. The root causes of problems in these arenas, such as the affects of landmines and forced labor on health and the effect of school closings and censorship on education, are not dealt with in meaningful ways because of political considerations. Low salaries and lack of transparent and effective supervision has made it easy for corruption to flourish among medical personnel and educators. Patients more often than not have to pay a bribe to be seen by a doctor, get a bed in a hospital or receive essential medicine. Primary school students can pay to receive better grades or get private tutoring from their teachers. Higher education in Burma is particularly substandard with students, during those times that the universities are actually open, being given rush degrees in order to prevent any political opposition to the military regime from springing up on college campuses.
The political situation in Burma has a direct impact on the poor quality of education and healthcare available to the general public. The level of access a person has to health and education infrastructure depends on economic level, geographical location and individual, family or ethnic group relations with the military regime. For example, a Burmese military officer and his family living in Rangoon have access to education and medical treatment that are unavailable to a family that is part of an ethnic and religious minority group living in a conflict area on the border. As yet, the military regime has been unwilling to address these inequalities to ensure that all people living in Burma, regardless of their ethnic group, religion, political affiliation, economic status or geographical location have access to adequate health care and education. (For more information about the health and education situations of specific populations such as refugees, women, children, political prisoners and IDPs, please see appropriate chapters)..."
Source/publisher:
Human Rights Documentation Unit, NCGUB
Date of publication:
2003-10-00
Date of entry/update:
2003-11-10
Grouping:
Individual Documents
Category:
Right to Health: reports of violations in Burma, Education rights: reports of violations in Burma, Human rights and education
Language:
English
Format :
htm
Size:
70.47 KB
Local URL:
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Description:
"...Burma has one of the poorest health records and lowest standards of living in the developing world. The desire of the military
government to hold on to power at any cost has meant that human rights, including the rights to health and education, are given
scant attention in comparison to political and security issues. Health and education are given incredibly low priorities in the
national budget, and lip-service to these issues often take the place of substantial reforms or programs. Because of political
considerations the root causes of problems in these arenas, such as the affects of landmines and forced labor on health and the
effect of school closings and censorship on education, are not dealt with in meaningful ways..."
Source/publisher:
Human Rights Documentation Unit, NCGUB
Date of publication:
2001-10-00
Date of entry/update:
2003-06-03
Grouping:
Individual Documents
Category:
Right to Health: reports of violations in Burma, Education rights: reports of violations in Burma, Discrimination in language and education: reports of violations in Burma, Human rights and education
Language:
English
Format :
htm htm
Size:
116.76 KB 6.04 KB
Local URL:
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Description:
"...Burma has one of the poorest health records and lowest standards of living in the developing world. Health and education are
given incredibly low priorities in the national budget, and lip-service to these issues often take the place of substantial reforms or
programs. Because of political considerations the root causes of problems in these arenas, such as the affects of landmines and
forced labor on health and the effect of school closings and censorship on education, are not dealt with in meaningful ways.
Low salaries and lack of transparent and effective supervision has made it easy for corruption to flourish among medical
personnel and educators. Patients more often than not have to pay a bribe to be seen by a doctor, get a bed in a hospital, or
receive essential medicine. Primary school students can pay to receive better grades or get private tutoring from their teachers.
Higher education in Burma is particularly substandard with students, during those times that the universities are actually open,
being given rush degrees in order to prevent any political opposition to the military regime to spring up on college campuses..."
Source/publisher:
Human Rights Documentation Unit, NCGUB
Date of publication:
2002-09-00
Date of entry/update:
2003-06-03
Grouping:
Individual Documents
Category:
Education rights: reports of violations in Burma, Right to Health: reports of violations in Burma, General studies and surveys on health in Burma, Human rights and education
Language:
English
Format :
htm
Size:
70.47 KB
Local URL:
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Description:
In June 1990 another important student leader, Min Zeya, chairman of the smaller All Burma Students Democratic Association, was reportedly sentenced to eight years in jail. With the colleges now shut, the SLORC sent university and regional college teachers away on boot camp "re-education" courses at Phaunggyi, organized by the Military Intelligence Service. A standardized system of education was also introduced under the 1966 Basic Education Law and the 1973 Union of Burma Education Law.
Source/publisher:
Article 19 (Censorship News No. 18)
Date of publication:
1992-12-10
Date of entry/update:
2003-06-03
Grouping:
Individual Documents
Category:
Human rights and education, Freedom of opinion and expression: - the situation in Burma/Myanmar - reports, analyses, recommendations
Language:
English
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