The Mon Forum
Issue
No. 6 August 30, 1998
The
Publication of Human Rights Foundation of Monland
SPECIAL
REPORT
Military
Regimes' Constant threat against Mon National Education System and Schools
CONTENTS
I. SUMMARY OF THE REPORT
II. HISTORY BACKGROUND
AND CREATION OF MON EDUCATION SYSTEM
II.
1. The preservation of Mon literature
during British and parliamentary democracy era
II. 2.
The initiative of Mon education system
III. THE SITUATION OF
MON NATIONAL SCHOOLS BEFORE AND AFTER NMSP-SLORC CEASEFIRE
III. 1. New military deployment and oppression
against Mon schools and activities
III.
2. Ceasefire agreement and discussion on education program
III.
3. Disagreement on ODA program and failure of building a high school
III.
4. The teaching of Mon language in government schools
IV. THE THREAT TO MON
EDUCATION AND SCHOOLS IN 1996 AND 1997
IV. 1. Disturbance against Mon national schools
IV.
2. Prohibition of the teaching of Mon language in government schools
V. THE RECENT
PROHIBITION OF MON NATIONAL EDUCATION
V. 1. The opening of Mon national schools
V.
2. Orders to close down Mon national schools
V.
3. The current situation of Mon schools and defiance from Mon community
VI. CONCLUSION
Education
shall be directed to the full development of the human personality and to the
strengthening
of respect for human rights and fundamental freedoms. It shall promote
understanding,
tolerance and friendship among all nations, racial or religious groups, and
shall
further the activities of the United Nations for the maintenance of peace.
(Article
26, Universal Declaration of Human Rights)
Military
Regimes' Constant threat against Mon National Education System and Schools
I. SUMMARY OF THE REPORT
In July and August, 1998, the Mon State PDC officials have instructed to their
township and village levels authorities to close down about 170 Mon National
Schools, which have been run by the local Mon community. Almost these schools
are in area under control of SPDC and were accused as illegal schools and the
teaching of Mon language and literature in these is a competitive activity
against the government education policy. Following the order, the SPDC
officials including military intelligence units tried to arrest Mon teachers,
Mon education supporters and the students. Many Mon teachers have to flee to
escape from the arrest and the running of the schools are automatically
stooped. Therefore, over 10,000 Mon students lose access to education. But the
whole Mon community is still acting in defiance against the Mon State PDC
official order.
Historically,
the using of Mon literature descended from earlier Mon kingdom and it had
developed many century and also well-known as oldest literature in Southeast
Asia. Despite encouraging to preserve this oldest literature, the racist
military governments has planned to destroy and attempted to disappear forever
over the world.
The
successive military governments in
In
the period before NMSP-SLORC ceasefire, the government officials and their
local troops have instructed various orders including arrest, detention,
killing of Mon education supporters in implementing the assimilation policy.
The Burmese soldiers also closed down many Mon national schools and forced Mon
teachers to leave schools. After ceasefire, although the teaching of Mon
language was allowed in government schools for one year of school time, later
the government officials stopped it again. The Mon community also built many
Mon schools to run Mon education system in government control area. At the end,
Mon State PDC have attempted to close down all Mon national schools.
The
HURFOM has learnt all situation development and also conducted interviews with some
concerned persons from community. This report will provide an example that how
the Rangoon ruling governments have adopted and implemented assimilation policy
systematically over all ethnic
nationalities
of
II.
HISTORY BACKGROUND AND CREATION OF MON EDUCATION SYSTEM
II.
1. The Preservation of Mon Literature during British and Parliamentary
Democracy Era
The
Mon literature was preserved and promoted in Buddhist monasteries, royal
classes, and administrative office since the ruling era of Mon kings. For many
centuries, the writing of Mon literature have developed from stone scripture to
palm-leaves scripture during the
In
1885, the British imperialist occupied the whole Burma with three Anglo-Burmese
wars. In British era, the Mon people attained more chance to preserve their
literature because the British rule was guaranteeing the fundamental democratic
rights. The missionaries also helped creating literature with western style for
many non-Burman ethnic peoples in mountainous area of eastern and northern
parts of Burma. Similarly, the Mon people also have opportunity to found a Mon
education system and the teaching of Mon language and literature in the
monasteries was also transferred to official vernacular schools. The British
government also officially recognized the teaching of Mon literature in schools
which were almost built in Mon area situated in lower part of Burma. The Mon
community was encouraging the Mon education system and supported in building
schools, finding teachers, providing school materials and stationeries. The Mon
textbooks curriculum committee was also formed and provided textbooks to these
Mon national schools. Mon press was also founded and Mon language newspapers
were also officially published. The teaching of Buddhist scripture in Mon
literature was also done by the Mon monks in most monasteries in Mon area.
Therefore, the Mon literature was survived for many years during British era,
in which the community monks and Mon leaders from "All Rehmonnya Mon
Association" had actively participated in this struggle in preserving and
promoting Mon literature. When the time most Burman leaders tried to liberate
from the British colony, the
Only
in second world war, the Mon leaders had participated in revolting both British
and Japanese imperialist with Burmese leaders hand in hand with expectation the
Because
of no guarantee for political rights of greater autonomy for the Mons, the
implementation of literature preservation and promotion was also oppressed by the
Burman dominated government officials after Burma retained Independence from
British in 1948. However, during the parliamentary democracy ruling era from
1948 to 1962, the Mon community inside continued the struggle for their full
rights of creation of Mon education system by means of non-violence, while
other Mon political organization, MPF (Mon People Front), was taking arms and
fought the Burmese Army and claimed for the creation of independent Mon State.
Because of constant increasing of struggle, later the
In
1958, MPF agreed with U Nu led democratic government to participate in general
elections and demanded equal racial rights in parliamentary democratic system.
Then, the whole MPF abandoned armed struggle. Soon after the surrender of MPF,
the NMSP (New Mon State Party) was formed under the leadership of Nai Shwe
Kyin. In 1962, Gen. Ne Win led Revolutionary Council abolished the MPF and
arrested all Mon political leaders including three Mon MPs. This military
government also ordered to prohibit all teaching of Mon literature in both
government schools and Mon monasteries. It started adopting assimilation policy
and rejected for non-Burman ethnic nationalities' demand for equal racial
rights with Burman and recognition of their ethnic identity.
II.
2. The initiative of Mon Education System
Revolutionary
Council's new oppression against the preservation of Mon literature forced many
hundreds of Mon activists and students to join NMSP and its military force,
MNLA (Mon National Liberation Army), to revolt against the Burmese Army. The
NMSP was getting stronger and it could also move into larger Mon area and
created administrative body in district and township levels. In every district
and township level, education officials were appointed and they went into
grassroot community and encouraged for the initiative of Mon education system
in its firm control area and also in government's loose control area. Under the
management of NMSP's Education Department and strong community participation,
many Mon national schools were established in rural area and the Mon education
system, which was modelled from government system but translated into Mon
language, was initiated. The education department have taken responsibility' to
train teachers, provide the needed teachers to schools, stationaries,
curriculum textbooks, and etc., while the Mon armed forces provide protection
and community provide salary as rice supplies to the teachers.
Therefore,
since 1970s, the numbers of Mon schools were gradually increased in the Mon
area and the running and maintenance expenses were provided by both NMSP and
local villagers. However, because of earnest and active participation of the
local Mon community, no school was stopped operating, but some schools were
destroyed and some teachers were forced to leave from villages' schools when
the government troops reached to the villages.
There
are about 300 schools in the whole Mon area in the current time. The Mon
community and Mon National Education Committee (MNEC) have taken responsibility
to run all these schools. The types of Mon national schools are categorized as
below:
(1)
Mon national vernacular schools,
(2)
Joint Mon and Burmese teaching schools,
(3) Mixed schools teaching unrecognized languages
as well as Mon and Burmese.
In
Mon vernacular schools, NMSP's Education Department adopted its own curriculum
and text books and the teachers are also appointed by concerned education
department in district and village levels. In these schools, the teachers teach
students especially with Mon language in all subject except Burmese. Mon
language and literature is the main subject of the schools and other subjects
such as basic mathematics, geography, history, science and etc., are taught in
Mon language. Under the management of NMSP, the teachers are hired mostly from
Mon State and salary is more than the government teachers. Many educated Mon
teachers who received degrees from the colleges and universities have also
joined as teachers in these schools.
In
the joint Mon and Burmese teaching schools, the students are taught with two
languages, Mon and Burmese, and the school times are also divided into two,
morning and evening. If the Mon teachers take morning time, the government
teachers must take in the evening time. Initially, almost this type of schools
were built by Mon community and later the government also sent their teachers
and its troops forced the local community leaders to allow the government
education system. In some places, the NMSP was unable to protect and when the
Burmese troops came into the area, they could control and then put their
teachers in Mon schools to share the school time with Mon teachers. But they
did not dare to move Mon teachers, because the Mon troops could make trouble to
their teachers any time. Both sides of teachers have to agree each other to
share the school time and no one was threatened by any side of armed forces.
When
the government authorities tried to adopt and extent government education
system, they have used a very clever way. Township and State authorities
appointed Mon ethnic teachers and sent to the villages where the Mon national
schools were operated. The Mon community also sympathized to those ethnic Mon
government teachers and let them teach some subjects especially Burmese, Math
and English in the Mon schools. Or the government authorities also wrote a
threat letter to community leaders to allow government teachers to teach one or
two subjects in Mon schools. Similarly, in very few villages, NMSP also organized
the local community, to allow the teaching of Mon literature and Mon history as
main subjects in government schools. The village headmen were Mons and they
also allowed the Mon teachers in the villages' schools. Hence, the joint Mon
and Burmese teaching schools have been occurred in many villages under loose
control of government or NMSP.
In
the type of mixed schools, the government or NMSP Education Department tried to
put only one teacher in their unrecognized schools to teach only one subject
Mon or Burmese. The NMSP also tried to organize in all government teachers or
community leaders in Mon area to allow the teaching of Mon language as a minor
subject in government schools. It was not a matter to share the time with
government teachers, the Mon teachers could take any time which was agreed by
government teachers. The NMSP wanted the Mon students to learn Mon language. It
was a difficult process for Mon education officials because the Mon teachers
were always in the government control area and they could be arrested any time.
Anyhow, the local community supported the idea of the NMSP and agreed to allow
Mon teachers in their own villages' schools and did not report about it to
higher authorities or Burmese soldiers. Hence, this type of schools were also
operated in Mon area.
Although
the curriculums of both education systems have small difference, the objectives
of each education system are opposite. The government education system aims to
implement government's protracted assimilation policy by pushing the non-Burman
ethnic students to learn and speak Burmese language and abandon the own mother
language. The students have to learn Burman history and to accept identity of
Burman people and etc. The main objectives of Mon education system are to preserve
and promote Mon literature in modern time, to realize about Mon culture and
history, to not forget the Mon identity under the racist military rule, and
etc. Especially in History Subject for schools, the Mon and government
education systems have absolute different background of historical information
and providing idea. In government history, it claims the great and wise Burmese
kings organized all ethnic nationalities in founding three Burmese Empires
during the period from 10 to 18 century. The Mons and other ethnic
nationalities never agreed on the facts of history and have always accused
Burman kings who led the serial invasion to their homelands. It does not
publicize about the peace and prosperous Mon, Shan and Arakanese kingdoms that
were ruled by their own wise kings and had ever exercised the rights to
self-determination according history. In Mon history, Burman kings annexed the
Mon kingdom and occupied by forces and additionally the conquerors also
conducted "ethnic cleansing" battles against the Mons and have
implemented ethnic assimilation policy, the so-called Burmanization policy by
non-Burman ethnic nationalities.
Therefore,
to against the adopted assimilation policy, the Mon community itself encourages
the Mon education system and it has been remained only one choice for the
survival of Mon literature and language. This education system have been
supported by the community with morally and financially for many years.
Although the education system and the running of Mon national schools are
always under the threat of government officials and their troops, the Mon
people had ever make various defiance against the authorities and continued
their struggle.
III.
THE SITUATION OF MON NATIONAL SCHOOLS
BEFORE
AND AFTER NMSP-SLORC CEASEFIRE
III.
1. New military deployment and oppression against Mon Schools and activists
After
the fall of its General Headquarters in Three Pagoda Pass in 1990, the NMSP
also lost many liberated area and the SLORC also intensified military
offensives against NMSP. Whenever the SLORC troops entered into many Mon
villages, which were recently under the administration of NMSP, they dismissed
many Mon village headmen and appointed new village headmen and tried to keep
the area under their firm control. They also deployed new troops in many parts
of NMSP previous control area and also tried to abolish the Mon education
system. Many Mon teachers were forced to design from the schools and some were
also arrested and detained by soldiers.
In
1992-1993, the SLORC deployed over 10 new battalions in southern Ye township
area of Mon State and Yebyu township of Tenasserim with objectives to build new
Ye-Tavoy railway road and protect proposed Yatana gas pipeline. In the 1992-93
offensives, the SLORC troops could occupy many Mon villages and the Mon troops
had to withdraw from these two township area and moved to other area. Hence,
the Mon schools in the area became under loose protection by Mon troops. Many
Mon community leaders were forced by local SLORC troops to allow government
teachers to teach in Mon schools and share the school time.
As
an instance, a Mon school in Khawza village, which situates in southern part of
Ye town, was established about 20 years ago and Mon education system has been
in process for several years. In 1993, one SLORC military base from LIB No. 343
was also built in the village by forced labour of the villagers nearby. After
the SLORC troops took base in the village, they forced Khawza villagers to
build a new school for government teachers. But the village leaders did not
agree with commanders and complained that the villagers were unable to build a
new school because they are poor. At the end, SLORC troops would not like to
push more to the community because
they also needed support from the villagers. As they were newly deployed troops
in the area, they would like to keep better relationship with villagers.
Instead of reaching an agreement to build new school with village leaders, the
SLORC troops forced the Mon teachers to leave from the Mon school. At the end,
the village leaders agreed to allow government teachers to teach in Mon school
and share school time after the villagers repaired the old structure of school
and extent some buildings. The schools changed from vernacular school to joint
Mon and Burmese teaching school. Many Mon schools in the whole area also became
as joint schools like Khawza village after many offensives of SLORC troops.
At
the beginning of 1994, the NMSP started dealing in ceasefire talks with SLORC
in Moulmein. After three rounds of ceasefire talks in 1994, both sides did not
reach for an agreement and the SLORC had given more pressure to local community
militarily to demand Mon leaders to agree for ceasefire. The SLORC intensified its
military offensives against NMSP and burnt down or destroyed many Mon villages,
which were accused as rebel bases or the villagers were as NMSP-supporters. The
SLORC troops also instructed the Mon villagers to demand NMSP leaders to agree
for ceasefire as quickly as possible. In July, 1994, one section of Mon refugee
resettlement camp was also burnt down and thousands of Mon refugees fled into
Thailand. At the end, they were forcibly repatriated back to their unsafe
campsite again. In February, 1995, one big fishing village in Yebyu township,
Kyauktayan, was also burnt down. Similarly, many Mon national schools and
supporters were also effected from this pressure.
In
September, 1994, SLORC's No. 5 Unit of Military Intelligence Service (MIS), bases
in Moulmein, also arrested two Mon education supporters from Kamawet village,
Mudon township of Mon State. These two men were Nai Min Thein (35 years) and
Nai Pan Maung (46 years) and they were accused of having link with NMSP. They
were detained in No. 5 MIS center and then Moulmein jail for several months
until NMSP reached for ceasefire agreement. Since the government schools were
opened in June, these two campaigners had approached local village headmen to
allow the teaching of Mon language as a minor subject in government schools in
area southern part of Mudon town. Some village headmen also allowed in their
village school. However, the No. 5 MIS township officials have closely cared
the activities of the two men by instructing the village USDA (Union Solidarity
and Development Association) members to inform their activities in detail. Some
USDA members also gave false information that these two men had links with NMSP
and they have been active to introduce the teaching of Mon language in government
schools with NMSP instruction. However, the two men never introduced NMSP
published textbooks for schools but they ask to teach basic Mon language
textbooks, which were officially printed by Mon monks with permission of the
government, in schools. Although they did not get any evidence of having links
with NMSP, because of their activities against the government education policy,
they were arrested. While they were detaining and interrogating by MIS
officials, they had been also subject to inhumane torture. Alleging any Mon
activist of having links with NMSP is the most common means used by local
government officials or their agents to stop Mon literacy movement or other
activities.
In
January 1995, while the Mon students were preparing for final exams, the
respective local SLORC troops closed down over 90 Mon national primary schools
in about one hundred of Mon villages in Kyaikmaraw and Mudon townships of Mon
State. Normally, many rural parts of these two townships were under loose
control of SLORC and the Mon community have established and run Mon national
schools but most village schools were not so far from the towns. When the SLORC
troops tried to put more pressure to villagers, they have launched offensives
to almost these villagers and tried to arrest Mon teachers and supporters of
Mon education system. Many village leaders and teachers had to flee from the
villages to avoid from the arrest of the soldiers. Because of forcible closing
down of Mon national schools, as a result, a total of more than 5,000 local Mon
students attending these schools have lost their access to education. Almost
these schools were established in 1989 after a Mon political party, MNDF (Mon
National Democratic Front), was formed and most community leaders thought they
would accept the rights of running Mon national schools again like
parliamentary democracy era. About 200 volunteer Mon teachers were in these
schools and when the SLORC closed down these schools, they went into hiding in
fear of possible abuses by local SLORC
battalions.
III.
2. Ceasefire Agreement and Discussion on Education Program
NMSP
reached ceasefire agreement with SPDC on June 29, 1998, and the occasion was
celebrated in Moulmein, capital of Mon State. In about five rounds of ceasefire
negotiation before ceasefire agreement was reached, the Mon leaders discussed
several points regarding to Mon Education System. All the points were discussed
in the field of border area development program as usual the SLORC had
discussed with other ceasefire groups. In brief, all these proposed educational
points were indeed connected with objectives of the Mon people to preserve and
promote the old Mon literature role. These points were:
(1)
To allow the teaching of Mon language in government schools in Mon State as a
subject,
(2) To build more government schools in Mon State
and promote the levels of the schools in various Mon villages and provide more
education assistance to those schools,
(3)
To assist for a building of Mon National High School in undeveloped area inside
Mon State,
(4)
To officially recognize the teaching of Buddhist scripture in Mon language and
final examinations in Mon monasteries of the whole Mon State.
Many
parts of Mon State were under firm control of SLORC and the regime has not
allowed the teaching of Mon language in these schools and absolutely
prohibited. The NMSP Education Department and its supporters could organize
only some schools in the area under loose control of the regime, for the
teaching of Mon language by coordinating unofficially with local community
leaders. The Mon leaders also wanted to allow the teaching of Mon language in
all government schools like parliamentary democracy era before Gen. Ne Win
seized power from civilian government.
Because
of protracted civil war and fighting for many years between the Burmese Army
and MNLA troops, most rural part of Mon area has been in undeveloped situation.
Hence, the NMSP requested to build more government schools in rural area
whether these new built schools will allow the teaching of Mon language or not.
The Mon community needs more schools for their children to get access to
education. Similarly, more government school levels in Mon rural area were not
upgraded for many years and they have remained as a same level, primary or
middle level, for many years. Because of this discrimination, most Mon students
lost education access after the passed all grades in their villages' schools.
For example, many middle schools in Mon villages such as Kalawthaw (of Mudon
township), and Panga, Htinn-yu, Htitkayin (of Thanbyuzayat township) were in
the same level for many years and the government did not upgrade the level of
these schools. Other similar over one hundred primary schools in Mon villages
are not also upgraded by government for many years. Although these schools have
over-crowded student numbers and the village communities agreed to build new
schools for their students, the government have always ignored or rejected.
When NMSP talked with regime for ceasefire, many village community leaders approached
to Mon leaders and discussed to upgrade these schools. On behalf of Mon
community, the NMSP also put this issue in the meeting.
Regarding
to the teaching of Buddhist scripture in Mon language in several monasteries in
Mon State, it was prohibited since over 15 years in BSPP era. The Mon monks
have been constantly forced by government's religious ministry to learn
Buddhist scripture in Burmese language and enter every year official final
exams in Burmese held by government. About 90% of Mon Buddhist monks of the
whole Mon State have boycotted the government's plan and did not enter exams
held by government. At the beginning of the boycott, several Mon monks who led
this defiant struggle were also arrested and detained. However, the monks never
stopped their struggle and the teaching of scripture in Mon language has been
continued. Since then, the government religious authorities did not confer the
official degrees, or recognition of passing of exams to Mon monks.
III.
3. Disagreement on ODA Program and Failure of Building a High School
After
ceasefire, in August, 1995, the Mon leaders from NMSP also participated in
second round discussion with Mon State LORC officials to plan and then some
border area development projects. In the meeting, the Mon leaders also proposed
to build a Mon national high school in Ye township area, to provide education
access to Mon students who passed the middle level exams from various Mon
vernacular middle school in NMSP liberated area. Before the meeting was taken
place in Moulmein, Japanese government also already announced to resume its ODA
(Overseas Development Assistance) to Burma again because of SLORC release
democratic opposition leader and Nobel Peace Laureate Aung San Suu Kyi in July
1995. SLORC received about 1 billion Japanese Yen in August as a new resumed
ODA development fund. This 1 billion Japanese Yen fund was also equal to 1
billion Kyat of Burmese currency. The SLORC also had to agree to use this fund
especially in development projects of grassroots population, to build schools,
hospitals and etc.
From
this fund, SLORC also agreed to provide 10 million Kyat to build a high school
for Mon students accordingly to proposal of NMSP on border area development
program. The NMSP must take responsibility to build this school by coordinating
with engineer team assisted by the SLORC. In the discussion, the NMSP also
proposed to recognize this high school as Mon National High School and the NMSP
Education Department will run the school, after it was completely built. Both
sides agreed to build this school in Ah Gani village of Ye township, which is
situated on the Ye river bank. The local SLORC commanders from the Southeast
Military Command also said, it was not a main matter to recognize this school
as Mon national school, but to complete it first. Therefore, the NMSP carried
out their responsibility in launching land survey and planning to build the
road to get access to construction site.
In
October, the NMSP Central Committee also asked to SLORC via its liaison office
in Moulmein to ensure that this high school will be recognized as Mon national
school or not. But the Education Ministry clearly replied to NMSP that the high
school must be recognized as a school under the program of border area
development office and it must be run by the Border Area Development Ministry.
The Mon leaders were also confused to the comment of SLORC leaders and
disagreed on the establishment of government school and allow the permanent
access of government officials to work in NMSP control area.
The
NMSP also accused that the SLORC and its government troops tried to get control
close to NMSP main base and whenever, the ceasefire agreement was broken, they
could occupy NMSP bases easily. Therefore, at the beginning of 1996, NMSP leaders
officially replied a letter to SLORC that it will not give permission of
building a high school, if the government did not recognize it as Mon national
high school. The plan of building school was come to a standstill after the
NMSP's official response.
Later,
SLORC tried to continue building school again and ignored the official reply of
NMSP. However, the NMSP stopped the government engineer team which tried to
build road to get access into school site. At the end, the news of NMSP-SLORC
argument on building this high school was spread out. According to the source
of NMSP officials, as a result, the ODA fund for the high school was withdrawn
by Japanese government. The NMSP Education Department itself a high school for
their students in a refugee resettlement area.
III.
4. The Teaching of Mon Language in Government Schools
Concerning
to the NMSP's proposal to allow the teaching of Mon language as a subject in
government schools, SLORC cabinet also considered about it with plan to reach
for a ceasefire agreement with NMSP soon. On June 28, 1998, one day before
cerebrating NMSP-SLORC occasion, SLORC's the most powerful intelligence chief,
General Secretary (1) of he military clique, Lt. Gen. Khin Nyunt met with Mon
State LORC officials and gave a directive orders to allow the teaching of the
Mon language outside of school time, if the Mon children were interested to
join the classes. On June 29, on the day when the NMSP agreed for ceasefire,
Lt. Gen. Khin Nyunt also explained about the teaching of Mon language in
government schools to Mon leaders in the meeting when the two sides discussed
several things about border area development program.
Following
the discussion and agreement, SLORC's Education Ministry officially issued an
directive instruction to
The
Government of the Union of Myanmar
Education
Ministry Department for Basic Education
Lt.
No............................
Dated:
SUBJECT:
Allowing the teaching of Mon language outside of school time. REFERENCE:
SLORC's directive letter no. 349/3-2/Na Wa Ta, on date
1. When State Law and Order Restoration
Council's General Secretary (1) Lt. Gen. Khin Nyunt,
Ministers,
Deputy Ministers and many Departmental chief officials investigated about the
development projects of
Sub
Head (A) Concerning to the proposal to allow the teaching of Mon language, the
government already adopted education policy to only allow the teaching of
government published curriculum. If (the students) would like to learn Mon
language, to allow and manage the teaching of it (for them) outside of school
time.
2.
Therefore, we informed to all basic government schools that if some students
among all in the schools are interested to learn Mon language, to arrange and
allow it outside of school time.
Signed/-------
(on
behalf of) Chief Directorate U Tin Aung, Director
To:
Director, State Education Department, Mon State, Moulmein,
cc:
- Minister, Education Ministry,
-
Chairman, Sub-committee for Education Service,
-
Headquarters, Border Area Development Implementing Committee,
-
Other concerned department
- Office copy.
After
the
The
Mon people also welcomed this positive move and supported the teaching of Mon
language in their respective villages. Many community leaders, including Mon
monks, found Mon teachers for the Mon language class and paid salary for those
teachers. The official government school time is from 9:00 a.m. to 3 p.m. and
hence the Mon teachers took normally from 3:00 to 4:00 p.m. evening time to
teach Mon language in government schools.
Many
Mon students also earnestly attended the Mon language class and the parents
also encouraged their children to learn Mon literature. The Mon teachers also
taught to students with basic Mon language textbooks published by Mon monks,
which are officially permitted by government, or textbooks made by Mon National
Education Committee (MNEC). However, the teaching of Mon language was not
smooth under the rule of racist military regime.
IV.
THE THREAT TO MON EDUCATION AND SCHOOLS IN 1996 AND 1997
IV.
1. Disturbance against Mon National Schools
After
NMSP-SLORC ceasefire, some Mon troops from some area also withdrew to the
permanent troop location zones according to agreement. Because of withdrawal of
Mon troops, the Mon community in previous control area of NMSP became weak to
protect Mon national schools. When the SLORC troops reached into this area,
they also forced concerned village headmen to build new government schools with
villagers' own expenses to be competitive schools against Mon national schools
and also forced to allow operating government's education system. Sometimes,
the commanders also promised to village community that they will provide some
donation and but after schools were built no donation came.
Most
commanders insisted that if the NMSP have chance to build Mon national schools
or mixed Mon and Burmese teaching schools, they also have the same chance to
build government in every village. For example, in April, 1996, Maj. Maung Toe
of LIB No. 343, based in Ye, called a meeting with village headmen from several
villages of Ye township's northern part area, in which a few government schools
were operated. In the meeting, he forced the village headmen to build the
government schools as soon as possible. As the Mon education system was in well
process for many years, all village headmen in the area would not like to build
separate government schools. If they agreed to build the school, they will have
to collect cash from own villagers and they have to complete school buildings
within two months during summer holiday. Even a small village, the villagers
had to build a school with at least 100,000 Kyat worth.
The
Mon community leaders always informed and discussed about new instruction to
NMSP officials. Sometimes, the NMSP officials also protected the villagers from
having to build government schools and informed the nearest SLORC military
battalions about poverty of villagers and it was impossible to build another
school. However, the NMSP could not protect all. In some villages, the schools
were changed as mixed school of teaching Mon and Burmese language. In some
schools, the Mon teachers had to allow at least one government teacher in each
Mon national school. Sometimes, SLORC troops forcibly confiscated all school
materials and stopped running schools.
Related
to Mon education system, the SLORC local officials also made disturbance to Mon
teachers, NMSP officials and its supporters. In August, 1996, SLORC LIB No. 343
's Maj. Maung Toe came to Aru Taung village, Ye township, and made disturbance
to Mon education system and tried to move Mon teachers from school. When they
arrived to school, he told to all teachers, including Mon teachers, that the
teaching of Mon language was illegal and he will not allow anymore. The Mon
teachers also asked the NMSP officials, whether they shall continue or stop.
According to NMSP officials, this school was recently established as Mon
national school and later the SLORC troops forced the village community to be a
mixed school. Therefore, the NMSP instructed that since this school was Mon
national school, the Mon teachers have more chance to run the school. And, the
Mon teachers continued their teaching as usual. The government teachers also
informed about the activities of Mon teachers to Maj. Maung Toe.
Step
by step, the commander instructed new type of tactics to disturb the Mon
teachers with objective to move them from many mixed schools in many Mon villages
in October, 1996. In Aru-taung village school, the government teachers accepted
teaching time in the morning and Mon teachers have in the evening. On October
5, after the teaching of Burmese language, all school materials such as
blackboards, desks, tables and others were kept in the store by government
teachers. When the Mon teachers started teaching Mon language, they could not
get any materials in the evening. On the next day, there was a strong argument
occurred between the Mon and government teachers. The government teachers
returned to Ye and informed about the problem to Maj. Maung Toe.
On
October 7 in the morning, Maj. Maung Toe led 200 Burmese troops came into
village and tried to arrest Mon teachers. Soon after they reached close to
village, they surrounded outside and entered into village. At that time, the
NMSP local officials were also in there and informed the SLORC commander that
if they would like to discuss about school, they could meet each other.
However, besides discussing about the school, Maj. Maung Toe arrested four NMSP
officials along with them and accused those Mon officials that they threatened
government teachers by guns to move from schools. They also took the guns from
Mon officials. Although the Mon officials refused the accusation and said they
never made any threat to any government teacher, the SLORC troops brought those
Mon officials to Ye. When they arrived Ye, they sent those four Mon officials
to Township police station. The SLORC commander told to police chief that he
arrested four suspects with arms and asked him to detain them. The Mon
officials also complained to police chief that they were not suspects for any
crime and as the polices knew they were NMSP officials and did not detain them.
On the next day, NMSP liaison officers came and picked them.
On
the same day, while the SLORC troops took Mon officials, some of them still
remained in Aru-taung village. The commanders called all village headmen and
asked them why the allowed the teaching of Mon language in school and brought
Mon officials into village to made threat to government teachers. The headmen
also refused the accusation and most of them were severely beaten. A leader of
village youth organization was severely tortured for nearly one hour by soldiers
with accusation as supporter of Mon education.
On
October 30, Maj. Maung Toe called a meeting with the government teachers of the
whole Ye township at No. 2 primary school and warned to stop the teaching of
Mon language again. In the meeting, he gave a speech and announced to halt the
Mon teaching in all schools of Ye township. But he did not mention how many
schools were established by government and said all schools must become
government schools. He also warned that "If I met someone teaching
Mon language in any school, I will kill (him or her) with my hand at the place
I met", and instructed all government teachers to give the names
of Mon teachers and their native places.
According
to the source from government officials in Ye, the military already instructed
to halt the teaching of Mon language since the ceasefire was agreed. The
military has called several rounds of meeting with township LORC officials and
government servants and adopted plan to move all Mon teachers from schools.
Because of most township officials and government servants were Mons, the plan
was not implemented. Later, the military, especially LIB No. 343's Maj. Maung
Toe, angered to those government officials and he himself interfered and abused
to halt Mon education system. This is an example of Ye township, and similarly,
the other townships' Mon education system has been also constant disturbed by
regime.
IV.
2. Prohibition of the Teaching of Mon language in Government Schools
Although
the directive order came from Education Ministry, most government and military
officials did not like the teaching of Mon language in government schools even
outside of school time. These officials have always make disturbance against
the teachers of each school and also instructed the government teachers to keep
informed about the activities of Mon teachers to nearest military battalion or
MI unit. The officials always worried that the Mon teachers put patriotic
spirit to the children and expressed speeches against the government.
In
addition, the officials and government teachers would not like the Mon teachers
to use school materials and buildings which were owned by the government. In
some school, government school headmasters also instructed to Mon teachers that
if the teachers or students broke chairs or desks in Mon language school time,
the Mon teachers must have to pay for the price of broken materials. Sometimes,
school headmasters or the nearest military officials also threatened the Mon
teachers to not teach the children about Mon history or politics. Although the
Mon teachers faced various restriction from the authorities, they have
continued teaching Mon language for children.
In
July, 1996, Kyaikmaraw township LORC also gave an instruction to village
schools that the teaching of Mon language will be not allowed longer in
government schools and even outside of school time. The Township LORC also
insisted that the teaching of Mon language in government was illegal because
the Mon teachers used school materials and building, which were not provided by
those Mon teachers or NMSP, and suggested that if the Mon teachers would like
to teach Mon language, they should have separate places. After this
instruction, about 50 government schools stopped the teaching of Mon language
and Mon teachers also have to leave from the schools. Similarly, most village
school headmasters in Mudon township and
In
fact, the NMSP leaders considered that the government local authorities did not
listen the directive order of Lt. Gen. Khin Nyunt. In February, 1997, NMSP
urgently requested Mon State LORC officials to explain the reasons why they had
stopped the teaching of Mon language in government schools. The NMSP also had
an official meeting with Maj. Gen. Ket Sein, Commander-in-chief of Southeast
Military Command and Chairman of Mon State LORC, and other commanders. In the
meeting, Maj. Gen. Ket Sein said the teaching of Mon language even outside of
school time was considerably illegal because all Mon teachers used school
materials and they also made students to be tired because of too many hours
they have to study every day. He said many local school masters reported that
the Mon teachers in many schools did not take any responsibility for the
maintenance of school materials and the use of school chalks, blackboards and
buildings were also illegal. He also added that there was no government policy
and agenda allowing the teaching of ethnic language in government schools in
other ethnic area, and so other ethnic groups could possibly requested the same
rights as ethnic Mon. He suggested that if the Mons really would like to teach
Mon language, they must build their own schools and run by themselves. At the
end of the meeting, NMSP also had to satisfy with the new suggestion of Gen.
Ket Sein.
The
NMSP leaders also informed to Mon community about their discussion with Gen.
Ket Sein and the Mon community also accepted the suggestion and planned to
build separate Mon national schools. The ordinary Mon villagers also thought
they still had chance to encourage their children to learn Mon language and
literature in the new built schools. Therefore, for the preparation of teaching
of Mon language in coming 1998-1999 education year, the Mon community help and
built Mon national schools in many Mon villages by providing with fund and
manual labour. Then, the community leaders and Mon education workers have
continuously coordinated in preparation of opening schools and launched
activities such as finding Mon teachers, collecting school materials,
completing school buildings, organizing school students. Therefore, the Mon
national schools were successfully opened at the beginning of 1998-1999
education year, which was started in first week of June, 1998.
V.
THE RECENT PROHIBITION OF MON NATIONAL EDUCATION
V.
1. The Opening of Mon National Schools
When
the Mon national schools were opened in June, many Mon children in the
villagers entered and joined these schools. The community itself supported
these national schools and encouraged their children to attend and learn Mon
language including other subjects such as mathematics, geography, Mon history,
English and Burmese. The students could learn the same level and subjects that
government schools have. And this was other reason why the parents encouraged
their children to attend Mon schools.
Another
the best reason is all subjects were taught in Mon and the students could
easily understand the lessons. In government schools, all non-Burman ethnic
students are forced to learn Burmese language without translation into their
ethnic language. Therefore, they could not understand the lessons very well.
Many non-Burman ethnic students also resigned from the government schools in
their respective State because of communication problem in classes. There have
been less non-Burman ethnic educated persons since 1962 after the government
stopped allowing to learn all ethnic languages in schools.
When
the government schools allowed the teaching of Mon language during
parliamentary democracy era, they could easily understand Burmese language well
or if they did not understand, they could approach and ask their Mon language
teachers who were always in the schools. Under the rule of the military regime,
all national or individual schools were closed down and only government schools
have been allowed to operate. For the ethnic students they have no choice
except attending government schools.
Hence,
when the Mon children have chance or new choice to select between national and
government schools, most of them join their own national schools. In addition,
if they joined the government schools, they had to pay various expenses such as
school fee, costs for books and others. The government teachers received low
income and they have to find extra income from the students. After they
received copying books and textbooks at low price from the government, they
also sold these books two times price to the children. Similarly they did the
same for other school stationarics. Most percentage of teachers also open
special classes, the so-called "tuition" classes and organize the
students from the schools to attend these special classes. On the other hand,
for the students who do not join these special classes, they will have very
little chance to pass the final exams. Since the government education system
has been deteriorated from university up to basic education level, the parents
have to spend a lot of expenses for the children to pass the yearly final
exams. This was other main case that the Mon children joined the Mon schools.
In
Mon schools, the teachers also received salary from Mon National Education
Committee (MNEC) or from the villagers. The salary is more than the government
teachers received and the Mon teachers also received free foods from village
community. The students who attend the Mon national schools did not have to pay
school fees, for copying books and other stationaries which are provided by
community or MNEC. And the students do not have to attend the tuition class and
pay special fee to pass exam. MNEC and NMSP education department have also run
many independent national schools in their own liberated area and the Mon
community under the control of the regime also knew the structure of Mon education
system well and welcomed it.
When
the Mon schools opened, these received more student numbers than the government
schools. Some schools received slightly more students than the government
schools while some received over estimated students. In Set-thawe village of
Mudon township, when the Mon primary schools received about 120 students, the
government school had only 30 students. Similarly, in Winsein village of
Thanbyuzayat township, when the Mon primary school received over 100 students,
the government school have only 4 students. In many village schools of Ye
township, the government teachers could not run their schools because there is
no student. In the Mon middle school of Kawdort of Ye township received over
300 students and there were only fifty students in government school.
Because
of more students attended Mon national schools, the local government officials
and teachers have dissatisfied on Mon community including Mon teachers and
villagers. Therefore, they have found the way to close down these schools.
V.2.
Orders to Close Down Mon National Schools
After
the government schools opened, the education officials also visited around some
schools to know the real situation of their schools. In the last week of June,
Director of education department of Mudon township arrived to Set-thawe village
school, in which he met only 30 students. He was surprised why the student
numbers reduced and asked the government teachers. The teachers also explained
him about the Mon national school. After he arrived to Mudon town, he also
reported about school situation to Township PDC office. And this report also
reached township MI unit.
The
military intelligence also accused the opening of Mon national schools is
educational competitive activities of NMSP and recognized the Mon teachers as
public organizers of NMSP again. The officials strongly opposed the Mon
education activities and Mudon intelligence unit and military tried to arrest
the Mon teachers in Set-thawe. So the Mon teachers escaped from village. On
July 1, Battalion Commander of No. 5 MI Unit, Col. Myo Myint, wrote a letter to
NMSP President, Nai Shwe Kyin, and strongly opposed the operating of Mon
national schools and persuaded him to close down all kind of these schools.
The
full translation of letter is: (See the original letter in Burmese in
Appendix. C)
Confidential
No.
5 Military Intelligence Unit Moulmein
Letter
no. 400/68-2/ U 4
Date:
July 1, 1998.
To
Chairman,
New
Mon State Party
Moulmein
SUBJECT:
Informing to close down (Mon National Schools).
1. Since second week of June, two
members from Public Relations Department of NMSP's Moulmein District
Administration Body, Mi Lyi Htaw and Min Ha Pong Non, have run a Mon national
school which is competing with the government school, in Set-thawe (old) by the
help of NMSP's Mudon township's administrative committee.
2. The operating of such this school
competing with government school is against the government education
policy. Therefore, please close down
this school as soon as possible.
Signed/........................
(Commander)
After
the military intelligence unit wrote this letter, the military and local town
ward/ village PDC officials were instructed to close down the Mon national
schools in their respective wards/villages. Among many townships in Mon State,
Mudon township PDC officials started issuing a directive order to their town
ward/ village officials to take action against the Mon national schools.
In
their order, they do not allow any teaching of modern subjects such as Burmese,
English, Sciences, Geography, History etc., in any private or community's
schools. If such schools are operated, these must be recognized as illegal
schools. The activities are also against the government existing laws, and so
the concerned persons who participate in the activities must be arrested and
imprisoned.
The
full translation of the order is as below: (See the origin directive order
of Mudon township in Appendix. D).
Township
Peace and Development Council
Mudon
township, Mudon
Letter
no. 083/2-5/Ma Ya ka
Date:
July (6), 1998.
To
Chairman
Ward/
Village Peace and Development Council
Mudon
Township
SUBJECT:
On the matter of opening illegal schools
1. State government is still implementing
the adopted political, economic and social objectives to become a modernized
and developed country (Burma). Among
four social objectives, for the healthy of the whole nation and upgrading of
education qualification, the Education Ministry runs and operates many basic
education schools permanently.
Besides, it also encourages the study of Religious Pariyati and Patipati
Buddhist scripture in monasteries.
There is no permission for the teaching of modern subjects in other
established schools except State government schools.
2. State is not only recognizing the
respective traditions, cultures and identities of all ethnic races, but State
leaders are also encourages and praises for these cases.
3. Therefore, the State must not allow
the establishment of unregistered illegal schools and teaching in there in any
region and village. We will take action
against whom do not follow according to this order. And if the teachers, the students and
supporters consider or plan against the laws and order and implement into
action, they must be completely taken action according to emergency acts.
4. We additionally let the local
government officials, concerned persons and the people in the area know about
this directive order. We also inform
and explain before hand that if the concerned officials take action someone who
break this directive order, the officials must not give complaint that they do
not see, do not know, do not hear about the activities of that person who
against the order.
5. After receiving this directive order,
we also inform you that you must report back about the situation development
and your implementation.
Signed/Chairman)
copy
to:
-
Southeast Military Command,
-
Chairman,
Mon State PDC
-
Chairman, Moulmein District PDC, Moulmein,
-
Commander, No. 2 Engineer Regiment,
-
Police Chief, Mudon Town,
-
Township Judge, Township Court, Mudon Town,
-
Township Law Official, Township office, Mudon Town,
-
Township Education Director, Township Education Department, Mudon Town,
- Office Copy
On
10 July, 1998, Mudon township's MI unit also issued an order to all village PDC
chairmen in the township, to collect the information about the activities of
the teaching of Mon language in monasteries, separate Mon national schools, and
other buildings. The MI also instructed these village chairmen to meet them on
July 18, to inform detail situation of the teaching of Mon language. These
chairmen were instructed to collect information, (1) the complete names of
teachers both in Mon and Burmese, parents' names, previous and current
occupation, education qualification and address, and (2) the teaching places,
time, and student numbers of every class. (See original order in Burmese in
Appendix. E)
On
the same day, the Mudon township education director, Saw Kwae Htoo, also issued
an order to his school headmasters in all levels of school in township. In his
letter, he also instructed to listen the orders of Township chairman's July 6th
order and to report detail situation of the teaching of Mon language to the
Township's PDC. He also asked for the signature of all teachers in the schools
to promise that they must inform about activities of Mon education. (See
origin order in Burmese in Appendix. F)
In
addition, every village chairman in the township also ordered the Mon teachers,
students, parents who support Mon education and other community leaders to halt
their activities supporting the running of Mon national schools. In their
order, they must not allow any place to use as center or school to teach Mon
language and act as Mon national schools. (See an origin order from Taung-pa
village chairman in Burmese in Appendix. G)
Similarly,
in the third and last weeks of July, the Township PDC officials of Thanbyuzayat
and Kyaikmaraw township by coordinating local MI unit and military have also
prohibited the teaching of Mon language and warned to arrest all participants
supporting Mon national schools. Sometimes, SPDC troops rushed into village, by
cooperating with village militia, and tried to arrest Mon teachers.
In
August, Ye Township PDC also took actions against Mon national schools in Ye
township. All these schools were accused as competing schools and the village
PDC officials were ordered to halt the activities of these schools as soon as
possible. On July 4, 1998, had SPDC meeting and decided to prohibit the
teaching of Mon language in any place. The directive order was issued on July
5. (See the original order in Burmese in Appendix. H)
V.
3. The Current Situation of Mon Schools and Defiance from Mon Community
When
the local villagers and the teacher are in situation to be arrested and
detained according to emergency acts by the SPDC and the military, they also reported
about the activities government officials to NMSP leaders and requested for
protection. The NMSP leaders also closely learned the situation and requested
Mon State PDC officials and Southeast Military Commanders to hold an official
meeting concerning to Mon national schools.
On
July 16, 1998, the NMSP delegation led by Vice-Chairman also met with SPDC
officials including Mon State PDC Chairman, Maj. Gen. Myint Aung,
commander-in-chief of Southeast Military Command in Moulmein. In the meeting,
although NMSP leaders explained about the speech of Lt. Gen. Khin Nyunt in the
meeting after ceasefire celebration allowing the teaching of Mon language in
Mon State and latest discussions with Maj. Gen. Ket Sein about the building of
Mon national schools, the commanders constantly refused to allow the running of
Mon national schools. SPDC officials just responded that the running of Mon
national schools was against the existing laws and the using of Mon language
and curriculum made by NMSP were also illegal. They continuously said the
running of these schools were competitive action of NMSP against the government
schools and made disturbance to government education policy. There was no
improvement and agreement resulted from the meeting. However, the NMSP requested
them to not arrest the teachers and other supporters. Then, the NMSP had plan
to discuss about this more in Rangoon with higher SPDC key leaders.
After
without improvement from the meeting, SPDC local officials and MI unit have
tried to arrest Mon teachers and supporters. Because of serial orders and the
accompanying actions, the Mon teachers have to close their schools and hide to
escape from the arrest. The village community has also provided safety to those
teachers by helping them to hide in safe place. Among three hundreds schools
run by NMSP and MNEC, about 170 schools are effected under the SPDC directive
order to be closed down. Therefore, about 350 teachers from these schools are
in dangerous situation and some of them have gradually moved into NMSP control
area. If all these schools were closed down, over 10,000 Mon students will lose
access to education. Very few numbers of them will re-attend government schools
and most of them are waiting for the re-opening of Mon national schools.
However,
in many Mon villages, the community especially Mon monks have acted defiance
against the officials. The monks allowed the teachers and students into their
monasteries and continued the teaching of Mon language as usual. When the
officials came to the village to check about the Mon national schools or tried
to arrest the Mon teachers, the monks also gave protection to those teachers
and students. And the village leaders also cooperate with monks to protect the
teachers. On the other hand, the SPDC officials and MI units are later busy to
oppress NLD and MNDF members to halt their activities from attending the
National Assembly called by Daw Aung San Suu Kyi and other NLD key leaders.
In
August, many Mon national schools have been re-opened in the monasteries'
compound under the protection of the monks. However, the community leaders and
monks have to care the activities of SPDC officials and whenever they came to
the villages to check about the Mon schools, the teaching of Mon language is
stopped for some days and later continued again. Therefore, it is not permanent
solution for the community and the supporters are always in fear to run these
schools.
VI.
CONCLUSION
Under
the military rule, which has constantly restricted the rights of freedom of expression,
and its additional racist assimilation policy, the identity of each non-Burman
ethnic nationality has been slowly disappeared over the world. Because of this
policy, the civil war has been protracted about fifty years and accompanying
lack of communication among national races, the misunderstanding and revenge
against each other could possibly be happened. It is negative sign for future
of Burma. Therefore, the political settlement by means of negotiation is the
only solution for genuine peace and unity among all national races. Although
SPDC constantly claims there is a strong unity among all national races already
established in their every day control media, the actual Burma nowadays is full
with political oppression and racial discrimination from military government to
all ethnic people.