9. Rights to Education and Health

 

9.1 Background

 

Burma has suffered nearly fifty years of civil war, economic mismanagement, thriving corruption and more recently international sanctions. The result has been a steady decline in education and increasingly poor healthcare, ranking Burma as having one of the lowest standards of living and poorest healthcare records in the developing world. Widespread poverty means access to both healthcare and education is strictly limited to those with financial means. Geographical location and individual, family or ethnic group relations to the military also have a considerable impact on access to these services. For those who can meet the cost, poor infrastructure and an extremely low level of government investment has meant that there are little or no facilities to adequately provide the population with these essential services. A combination of low salaries and a lack of transparency and supervision have meant that corruption in these sectors has flourished. As a result, academic qualifications and the quality of healthcare in Burma have been considerably devalued.

 

The political situation in Burma, along with detrimental government policies and practices, continue to deprive the population of health and education services.  During 2004 there were continuous allegations of human rights violations in respect of the rights to health and education. On 19 October 2004, Prime Minister Khin Nyunt was removed from power and Lt Gen Soe Win was appointed in his place. However, the changes in government, as of the end of 2004, appeared to have had little or no effect on the situation of health or education within Burma.

 

In respect of the government fulfilling its obligations under international human rights law in relation to the rights to health and education in Burma, there was no improvement in 2004. Plans and programs for reform in the sectors of health and education have failed to achieve their goals and the government measures its success in these areas in quantity, not quality. Although there have been reports of increased government cooperation and a willingness to engage on the issues of HIV/AIDS and education with some UN agencies and international NGOs, meaningful reforms have yet to materialize. 

 

It is clear that the Burmese government has continued to both abuse the educational and cultural rights of students and deny the people the right to health. During 2004, Burma continued in failing to meet its international human rights treaty obligations. Current plans to reform the health and education sectors fall short of international standards.

 

Government Spending on Health and Education

 

“Government spending on health and education is still perilously low, with the military seriously mismanaging the economy.”

 

(Source: Myanmar: Update on HIV/AIDS Policy, Asia Briefing N°34, 16 December 2004, International Crisis Group)

 

Since 1990, the Burmese government’s spending on the social sector services has steadily declined. As a result, Burma has one of the lowest levels of public investment in social services in the world (source: www.dfid.gov.uk). Conversely, Burma has one of the highest rates of military expenditure, in comparison to health and education spending, of any other ASEAN nation. During the year, the government continued to allocate minimal financial resources to both the education and health sectors. Consequently, the government’s under-spending on health and education remains a serious issue.

 

Official expenditures for all civilian education in the fiscal year 2003-2004 were equivalent to 1.3% of the government budget. Despite the government doubling its budget for the Ministry of Health during the same period, spending on health still amounted to only 1.2% of total government expenditures. (Source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005)

 

Disproportionately large military spending at the expense of social and infrastructure spending remains a major issue. 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: “Even Animals Are Starving,” Asian Human Rights Commission, April 2002)

 

9.2 Situation of Education

 

“... New universities and colleges have been opened and postgraduate courses have been established. The number of institutes of higher learning in the country has increased from 32 in 1988 to 154. Greater educational opportunities have been created and as a result the number of students studying at institutes of higher learning has increased from 130,000 to 890,000 at present. Likewise, the numbers of professors and instructors have grown. The number today totals 16,600. The Yangon University, Mandalay University and the Yangon Institute of Education presently offer doctorate courses (PhD courses) and 30 Dr Med Sc courses, the technological universities five doctorate courses in engineering and 16 architecture and engineering doctorate courses; and one IT doctorate course.”

 

- Statement by Gen Khin Nyunt at the opening session of a seminar on understanding Myanmar, held in Rangoon on 27 January 2004 (Source: www.karen.org)

 

Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

 

- Article 25(1), Universal Declaration of Human Rights

 

Prior to the military coup in 1962, Burma had a reputation as being one of the most highly educated countries in Southeast Asia. For years, parents had sent their children to Monastic schools and education was always private and free for all. However, after the 1988 military takeover, most Monastic schools were abolished or banned. Since then, Burma’s education system has been in the hands of the military.

 

In 1993, a National Education Committee was formed to tighten the military’s control over the education system. The National Education Committee now controls all education institutions and there are no independent education institutions in Burma. Therefore, education is completely monopolized by the government. The education system in Burma has been widely criticized by human rights organizations as being grossly inadequate and at the thirty-sixth session of the Committee on the Rights of the Child, the committee expressed serious concerns about the low quality of education in Burma in their concluding observations. The situation is even worse in many rural and ethnic minority areas, where villages have suffered the effects of years-long government offensives against its own people. Government policy towards education continues to severely limit people’s opportunities and development.

 

Despite government promises to promote free and compulsory primary education, many students are unable to receive any education as they are unable to meet educational costs. Others cannot attend school due to periods spent in hiding or fleeing attacks from government troops, or through forced relocation or labor demands by the government, which cause massive disruption to children’s education. The obstacles, preventing many from attending school, have meant that some students are taking matters into their own hands and risking their lives fleeing Burma in pursuit of education in neighboring countries (source: “Students Flee Burma in Pursuit of Education,” Irrawaddy, 17 June 2004).

 

Others have developed an attitude of indifference towards education. Under present conditions many see making sacrifices in order to receive an education as pointless, as there are no decent jobs available with or without a diploma, other than to those with economic status, influence or military connections. For many, the financial costs of investing in an education are not worth making with employment opportunities so scarce. Many international institutions do not recognize the standards applied in Burmese institutes of higher education and corruption within the education system has devalued academic qualifications awarded by Burmese universities.

 

The government has been implementing a short-term four-year education program since 2001, alongside a 30-year long-term plan for basic education. The four-year plan (2000-2004) had six main targets, including the revision of the basic education curriculum, the introduction of a new assessment system and redefining the completion of basic education as well as a matriculation system. It also involved the introduction of multi-media classrooms, upgrading the quality of teacher education and supporting all-round development activity, and finally the universalization of primary education (UPE). The 30-year long-term education plan for basic education (2001-2031) aims at improving the quality of basic education.

 

Despite these plans, the government is failing in the realization of their goals to improve the education system and necessary reforms to implement the changes have not been made. During the implementation of the first four-year program the government claims that a total of 4,788 post-primary schools were opened and 1,257 basic education schools upgraded. However, there have been continuing accounts of new schools being rendered useless through a lack of teachers. (Source: “Students Flee Burma in Pursuit of Education,” Irrawaddy, 17 June 2004)

 

Educational fees in Burma vary according to state and township. There is no consistency or government regulation of these fees and no available remedy for those who are denied an education through failure to meet with schools financial demands. Many parents are forced to pull their children out of school when they are unable to afford the compulsory fees. The government claims the school enrollment rate has risen from 92.5% in 2001 to 95.05% in 2003, according to official government statistics (source: “Myanmar Strives for Education Development Under New Special Plan by Yunfei,” Xinhua, 29 September 2004).

 

However, despite the government's claims regarding the rate of school enrollment, a February 2004 statistical report released by UNESCO indicated that almost half these children will not reach grade five. In the report, it stated; “In India, the Lao People's Democratic Republic and Myanmar (Burma), only half of children who enter primary school will reach grade five, indicating a dropout rate of 53%, 47% and 45% respectively.” (Source: “Asia Has the Highest Number of Children Out of School: UNESCO,” AFP, 10 February 2004)

 

Many teachers are not properly qualified to teach. An average teacher salary is lower than subsistence wages. Therefore, teachers are either forced to leave the profession or make extra financial demands from students, making a free education inaccessible to most. In some communities local authorities have forced local people to pay teachers’ salaries. A local commander of southern Ye Township, Mon State, for example, ordered the village headmen to collect funds for government teachers from September 2004 (source: “Villagers Taxed to Pay Teachers' Salaries,” Kao Wao News, 8 September 2004).

 

With corruption thriving, many teachers pay money to the education administration in order to get a position in a specific school, in an ideal location. In some areas where parents cannot afford extra payments, teachers cease work altogether, or the students who cannot afford to pay the fees are expelled. Some students have reported being forced by teachers to pay to attend extra tuition classes. In Falam Township, Chin State, students reported being charged 300 kyat per month for tuition classes and 500 kyat per month in Thang Tlang and Haka Townships (source: “Students Distressed by Educational Officials in Chin State,” Khonumthung News Group, 21 August 2004).

 

Students have discredited government claims that it is focussing on improving education in border areas. In recent years the government has taken extreme measures to limit the possibility of student unrest. Campuses have been moved to remote areas and most on-campus dormitories closed. Students are forced to find their own accommodation. In Arakan State this can cost students around 30,000 kyat per month, three times the average monthly income of a civil servant (source: “University Student Condemns the SPDC’s Education System,” Narinjara News, 5 May 2004).

 

In some areas the government has confiscated school land with no regard to the effect on local students’ access to education. According to a source from Ye Township, Mon State, the authorities confiscated school land belonging to a Mon National School, in order to build government offices. The military had been confiscating land in the area since April 2004. Sources said a Colonel Myint Aung accused the school of competing with the SPDC’s school. The 425 students from the school were then out of class for an indefinite period (source: “Mon Forced Out of Their Schools,” Kao Wao News, 15 May 2004).

 

Despite a legal ban on private institutions, a limited number of private academic institutions are allowed to function. However, the government tightly controls what these institutions are allowed to teach. Likewise, instruction at faith-based organizations such as Buddhist monastery-based schools, Christian seminaries and Sunday schools, Muslim Madrassas and other private community-based groups is regulated.

 

Adult Illiteracy

 

Prior to the military takeover in 1962, Burma had one of the highest literacy rates in Southeast Asia. Since then, literacy rates, especially among women and those living in ethnic border areas, have steadily declined. The government has made attempts to reverse the decline in literacy and in recent years has claimed the literacy rate is steadily increasing.  

 

There are several reasons for low literacy in Burma. Two significant contributing factors are non-attendance at school and high drop out rates. According to government figures, in 2002-2003 the percentage of pupils completing primary school was 63.8% and the percentage of pupils completing school at the secondary level was just over 64%. However, a February 2004 statistical report released by UNESCO reported that only half of the children who enter primary school will reach grade five, indicating a dropout rate of 53%.

 

Government figures claim Burma’s literacy rate grew to 93.3% in 2004, an increase from only 91.5% in 2001. The implementation of a summer literacy campaign by the government supposedly increased the number of illiterate people transitioning to literate during the year. Burma targets to attain a literacy rate of 95.5% in the next three years through literacy programs that mostly cover remote border areas where some ethnic groups have been denied access to education and the opportunity to learn to read and write for many years. (Source: “Myanmar Strives for Education Development Under New Special Plan by Yunfei,” Xinhua, 29 September 2004)

 

The accuracy of the above government literacy figures is debatable, and with the absence of accurate demographic information, UN agencies and NGOs vary in their estimates. At the time of the 1983 census in Burma, literacy rates measured 82% for men and 71.3% for women. However, literacy rates in the ethnic states were 65% and 50% respectively. In 1995, UNICEF estimated that the literacy rate had dropped to about 55%. Surveys conducted in the mid-1990s in refugee camps along the Thai-Burma border showed that less than 50% of Mon women between the ages of 20 and 30 were literate, 40 to 50% of Karenni women of all ages were literate, and 60% of Karen women between the ages of 20 to 40 were literate. However, some community leaders in ethnic border areas claim literacy among women to be as low as 20%. In all areas, male literacy is notably higher than female literacy by 10% or more.

 

With the teaching of ethnic languages banned by the government, illiteracy is prevalent in ethnic areas where the use of ethnic languages is common. In these areas, education is inaccessible to many. For those who do have access, studying in a second language often creates difficulties and obstacles in passing their exams and receiving an adequate education. Therefore, language sometimes becomes a reason for students dropping out of school.

 

Primary Education

 

Government figures indicate that there were 40,505 basic education schools throughout the country in 2004, an increase from 33,747 schools in 1988, while the number of students has grown from 5.24 million to 7.55 million. Basic education school teachers number at 224,000. According to these figures, school enrolment rates for 2002-2003 were 93.1% at primary school level. The percentage of pupils completing primary school, during this period, was 63.8%. The government report also stated that the average percentage of dropouts, at the primary level, was 7.2%, for the same period. (Source: “Myanmar Strives for Education Development Under New Special Plan by Yunfei,” Xinhua, 29 September 2004)

 

However, international agency figures do not paint such a positive picture. A statistical report released by UNESCO in February 2004 stated that only half of children who enter primary school in Burma will reach grade five. These figures indicate a 45% drop out rate. UNICEF figures state that 50% of primary school students drop out before finishing the fourth standard. During the year, attendance rates continued to fall, largely due to the increase in educational fees (source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005).

 

Burma became a party to the UN Convention on the Rights of the Child (CRC) in August 1991. Having ratified the convention, Burma is obligated to make primary education compulsory and free, and available to all, as stated in article 28, paragraph 1(a) of the convention. Burma is also required to put in place domestic legal measures in line with the convention. These domestic measures were enacted in Burma in 1993. Child Law, Section 20 states that; “Every child shall have the right to free basic primary education in state schools and that the Ministry of Education shall implement a system of free and compulsory primary education.” At the same time, under Section 20 of Burma’s 1993 Child Law, “the Ministry of Education shall implement measures as may be necessary to ensure regular attendance at schools, to reduce dropout rates, and make arrangements for children, who are unable for various reasons, to attend schools opened by the state.” Yet, in its 2004 Education Report, the All Burma Federation of Student Unions (ABFSU) reported that few children enroll for primary education and nearly half of those who enroll do not finish primary education (source: Year 2004 Education Report, ABFSU-FAC, September 2004).

 

Under article 28, paragraph 1(e), of the CRC, the government is obliged to take measures to reduce dropout rates from schools. The government claims that they have taken action to reduce dropout rates among students. There are a limited number of education centers located in special areas where students can learn part-time. However, for these the government relies solely on NGO programs, funded by foreign governments. The ABFSU contends that high dropout rates contribute to increased recruitment of child soldiers and child laborers as well as an increase in migration to neighboring countries or refugee camps in search of an adequate education (source: Year 2004 Education Report, ABFSU-FAC, February 2005).

 

Statistics have shown that around 84% of all children who dropout of primary school are from rural areas (source: On the analysis of the situation of women and children in Rangoon, UNICEF, August 1999). In Karen, Karenni and Shan States, for example, the percentage of children attending school is only 10% (source: Belak, Brenda, Gathering Strength: Women from Burma on Their Rights, Images Asia, January 2002). Lack of security and the distance of most schools from rural villages are also contributing factors. Children are not usually forced into labor. However, when parents are conscripted for laboring on government construction projects they are unable to support their livelihoods. This leads to financial difficulties that prevent them from sending their children to school. If parents are unable to fulfil their work obligations to the government, they may also choose to send their children to labor projects instead of themselves, again interrupting education. In addition, it is estimated that over 70,000 of all soldiers in the Burmese army, out of a total of around 350,000, may be children under the age of 18, also causing interruptions to education (source: Child Soldiers Global Report 2004: Myanmar, Coalition to Stop the Use of Child Soldiers, 17 November 2004).

 

In reality, education fees, in the form of enrollment costs, tuition fees and other extra costs such as donations to parent-teacher associations, the Union Solidarity and Development Association (USDA) and other local events, makes governmental claims that there is free primary education in Burma nothing more than a government slogan and lip service to the international community. In June 2004, it was reported that at the start of the 2004-2005 school year, the enrolment fees for a primary school pupil ranged between 5,000-8,000 kyat in rural areas and between 10,000-14,000 kyat in urban areas and cities. Some of the more reputable schools in Rangoon charge fees as high as 600,000 kyat. An average primary school teacher’s salary is between 4,700-4,900 kyat per month, a middle school teacher earns between 5,000-5,500 kyat a month and high school teachers earn on average 5,500-6,000 kyat a month. (Source: Year 2004 Education Report, ABFSU-FAC, February 2005)

 

Corruption, rampant at every level of education, poses another challenge to the promotion of free and compulsory primary education. People are forced to pay bribery money to school teachers, headmasters or local education authorities in order to enroll their children in schools of their choice. Teachers also have to pay bribery money to education authorities to get jobs at good schools in the cities. With all these financial demands, poverty has become the greatest impediment to children receiving a free primary education in Burma, making primary education inaccessible to most.

 

High School Education

 

The Ministry of Education claimed that there were a total of 1,748 high schools in the country in 2003. According to government figures, school enrolment rates for 2002-2003 were 40% at secondary school level and 96.5% in the transition stage from secondary to tertiary level. The percentage of pupils completing school at the secondary level was just over 64% (source: “Myanmar Strives for Education Development Under New Special Plan by Yunfei,” Xinhua, 29 September 2004). These figures are a sharp contrast from figures released by the military authorities in 1999, which indicated that 26% of 14 and 15 year olds attended school (source: Growing Up Under the Burmese Dictatorship, ICFTU, August 2003). Most educational institutes are disproportionately concentrated in urban areas. They have insufficient facilities and insufficient study material. Schoolbooks and books in the schools libraries are often very outdated and politically biased. Therefore, the quality of high school education has continually declined.

 

There are several contributing factors to the steady decline in the quality of education in Burma. Many teachers are not sufficiently qualified due to poor teacher training programs. In turn, the education system suffers from the absence of well-trained teachers and active learning techniques. Those teachers, who are qualified, frequently flee to neighboring countries in order to carry out their profession for a higher salary and without restrictions. The average high school teacher makes a salary of 7,000 kyat (US$ 7) a month, far below subsistence wages. In order to supplement their wages, teachers are forced to demand extra tuition fees from their students. High school students reportedly pay 3,000-20,000 kyat per month for private tuition. One report estimated 50-80% of students attended these private classes (source: Growing Up Under the Burmese Dictatorship, ICFTU, August 2003).

 

As students and professionals have limited participation in drafting school curriculum, the military’s influence and control over education policy also continues to have a negative impact on the education system. The school curriculum is entirely defined by the military government and it promotes the role of the army, while criticizing democratic structures, the role of political parties and independent civil institutions. Instead of fostering respect for human rights, the curriculum promotes the militarization of the country. In addition, the system of assessment is riddled with corruption, with many students paying bribes in order for teachers to pass them in their exams. A policy of achievement based on merit has been eliminated and replaced with one that awards only those students with financial means. (Source: Year 2004 Education Report, ABFSU-FAC, February 2005)

 

The quality of education in ethnic border areas is particularly low. Lack of government investment in these areas and government policies on relocation and language have all contributed to a steady decline. All schools are obliged to teach in the Burmese language and tuition in ethnic languages is prohibited. This prevents the development of indigenous cultures and continues to infringe on the cultural rights of ethnic minority people. Teaching in ethnic languages, even as a second language, is prohibited, with the exception of the Mon language which students are permitted at their own expense and arrangement to learn outside school hours.

 

Conscription for forced labor and child soldiers also continues to contribute to the deterioration in students’ ability to complete their high school education. Moreover, forced relocation is another factor which prevents children from attending school. Relocation sites often do not have adequate schooling and villagers are required to pay the full cost of schooling, causing very few children to actually attend school. According to Ministry of Information statistics, only 88,277 students are attending the basic-education level in ethnic regions. Government statistics state that only 1.6% of the population living in ethnic border areas attend school, while 32.7% of the population is under the age of 14 (source: Xinhua, 11 July 2003).

 

University Education

 

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

 

- Article 25(2), Universal Declaration of Human Rights

 

According to the government, at the start of 2004, Burma had 156 universities and colleges compared with only 32 in 1988. The number of students studying at these institutions was 777,174, as reported by the regime in 2003 (source: “Myanmar Makes Progress in Higher Education,” Xinhua, 9 July 2003). Yet, just one year before in 2002, Images Asia, a Thai based media and advocacy organization, estimated that only 374,112 students between the ages of 15 and 24 were attending post-secondary education (source: Belak, Brenda, Gathering Strength: Women from Burma on Their Rights, Images Asia, January 2002). Accounts from students during 2004 and the continuing obstacles that students’ faced in receiving higher education in Burma supports this lower estimation.

 

The military claims there is a high standard of education within higher institutions of learning. However, personal accounts from university students contradict this claim. Saw Bhone Tun, a graduate from Akyab University in Sittwe, Arakan State, reported that the university only graduated five students with Master degrees in a year and that there are less than one thousand undergraduate students. The academic year lasts only four months, therefore, most students require extra private tuition. Teachers guarantee to pass those students who pay for the extra tuition, however, private tuition fees are about 15,000 kyat a month (source: “University Student Condemns the SPDC’s Education System,” Narinjara News, 5 May 2004).

 

Frequent school closures, a short academic year and poor facilities and educators all contribute to a diminishment in quality of education in universities. In the period after the 1988 military coup, up until the December 1996 student uprising, universities and colleges in Burma were only open for a total of 30 months. Universities were allowed to reopen in August 1998 for a period of one month and students were called to take examinations. However, following this, the universities remained closed until June 2000. Upon the reopening of the universities in 2000, the military implemented some key changes to minimize the possibility of students engaging in political activities or demonstrations on campus. Courses were shortened considerably and many are even only offered by correspondence. On enrolment, students have to pledge not to be politically active and they are given no choice to which campus they are assigned. In 2000, only 1/3 of previously enrolled students re-enrolled due to these new oppressive measures.

 

These frequent disruptions to higher education have prevented many students from graduating, and those who have been allowed to continue their studies and to take rush exams have been unprepared. Examination papers are often leaked to students for a price beforehand. With this kind of corruption rife in institutions of higher education, academic qualifications have been devalued as there is no guarantee that graduates will be awarded diplomas based on merit. It seems the regime is more interested in limiting the time students spend at university, in order to limit the risk of student unrest, than in providing the population with legitimate opportunities to study. Since the beginning of military rule in 1962, the government has placed severe restrictions on students and there has been an ongoing history of government violence towards students in their attempts to suppress student activism. Students are often forced to participate or join military sponsored committees, for example, the Union Solidarity and Development Association (USDA), a government sponsored social organization, or local women affairs committees. Failure to comply often leads to persecution or expulsion.

 

The government also began implementing a policy to build new universities and move existing ones to areas away from urban centers and near military barracks. The main campuses of Rangoon University and Rangoon Institute of Technology, which had been centers of student demonstrations in the past, were moved 20 km outside the city. The newly built campuses in suburban areas are too far away from the city center and as a result they do not cater for the basic needs of the students. There are no government hostels, no adequate public transport, no subsidized restaurants or shops and there is a total lack of security on university grounds. This means the living costs for university students is augmenting, making higher education even more inaccessible to most. (Source: Year 2004 Education Report, ABFSU-FAC, February 2005)

 

In addition, there are severe restrictions on academic freedom in Burma. Freedom of expression and assembly in universities is strictly prohibited in order to prevent possible student demonstrations against military rule. As a consequence, there is no freedom of expression in the academic community. Not just students, but teachers and professors also face restrictions on their freedom of speech, political activities and publications. Teachers are routinely warned by the Ministry of Education against criticizing the government and are banned from discussing politics while working, from joining or supporting political parties or from engaging in any political activity, with the exception of joining the government sponsored USDA, which is compulsory for all teachers. Teachers must obtain advanced approval for meetings with foreigners, and foreigners are not permitted to attend any meetings involving students. Military officers are appointed in every educational institution to ensure compliance. Teachers continue to be held responsible for the political activities of their students. Choices in academic study also remain severely constricted. (Source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005)

 

The education system, absent of academic freedom and rights, fails to support critical thinking in students. The serious roles of scholars and professionals are ignored. Scholars, who fail to comply with state regulations, face arrest, torture or even dismissal from their positions. As a result of government restrictions on academic freedom, creative thinking is seriously hindered and an education that encourages respect for civil institutions, human rights and democratic values is not possible (source: Year 2004 Education Report, ABFSU-FAC, February 2005).

 

Disparity between Civilian and Military Education

 

Despite civilian education institutes suffering through government mismanagement, the regime continues to promote military institutions that provide a quality education with extremely good facilities. Military universities are the only qualified institutions in the country. The government began establishing these institutes after the 1988 pro-democracy movement as a means of strengthening military power. The government does not disclose information about these institutions. Therefore, statistics on enrollment and budget allocation to these institutions are unknown. However, a comparison between civilian and military institutes reveals most government financial assistance goes only to these highly privileged schools and universities. (Source: Year 2004 Education Report, ABFSU-FAC, February 2005)

 

The military runs 15 primary schools reserved only for the children of military elite. Unlike civilian schools, these schools run summer camps with computer-training courses, English tuition and field trips. Students from these schools are easily accepted into military institutes for higher education upon completion of high school and are then eligible for scholarships and scholastic awards. International scholarships are more often than not awarded to those with military ties. The selection process for international scholarships is not based on the level of competence of a student, but on a student’s connections with government officials.

 

Facilities at these institutes, such as computer access, modern libraries and well-equipped science labs, far outweigh the poor resources of most civilian centers of education and students are sometimes allowed to attend short-term training seminars given by foreign scholars. Since the 1988 coup, military institutes have remained open despite the frequent closure of civilian institutes.

 

In 1955, the military established the Defense Services Academy, where many of the ruling generals received their education. Since then, the Defense Services Institute of Medicine, the Defense Services Institute of Nursing, the Defense Services Technological Academy and the Defense Services Technical College have been established. In addition, the military opened the Maritime University in 2002, under the auspices of the Ministry of Transportation. Here, a number of bachelor degrees are offered, including naval architecture, marine engineering, river and ocean engineering, marine electrical systems, electronics, and nautical science. The Aerospace Engineering University, also opened in 2002, under the Ministry of Science and Technology, and offers courses in engineering with concentrations in aerospace propulsion and flight vehicles, and aerospace electronic systems and instrumentation. Each program accepts 100 students annually, therefore entrance is highly competitive. The selection boards are made up of military officials and therefore those students who are able to obtain military recommendations are at a distinct advantage regardless of their academic ability.

  

As the civilian education system has deteriorated, an increasing number of civilian students have become interested in applying to study at military institutes. While this is feasible, the strict application process to these institutes, requiring students to obtain mandatory recommendations from government officials, including military officials, discriminates against many civilian students. Those with a family history of political opposition are disqualified and applicants must pledge they will not be politically active and will serve in the army or government for a number of years upon graduating. In many cases, when civilian students are accepted at military institutes, they are forced to pay tuition fees unlike their military counterparts who benefit from monthly salaries and free tuition. This makes education at a military institute inaccessible to most as the financial costs prohibit enrolment for most civilian students.

 

Graduates from these institutes are eligible for education and employment opportunities not open to the public. Many graduate programs at civilian universities are only open to graduates from military institutes, and in some cases those with military connections are provided with financial support from the Defense Services. It is clear that the promotion of military institutions by the government is used as a mechanism for the long-term rule of the military regime. Students at the military universities receive a higher quality education and are perceived as the future political, economic, military and social affairs leaders.

 

Universities Supported by the Military:

 

1.                  Sagaing Regional Co-operative College

2.                  University of Development of National Races, Sagaing

3.                  Mandalay University of Foreign Languages

4.                  Defense Services Technical College, Mandalay

5.                  Nationalities of Youth Resource Development Degree College, Mandalay

6.                  Defense Services Academy, Maymyo, Mandalay

7.                  Defense Service Technological Academy, Mandalay

8.                  Mandalay Regional Co-operative College

9.                  Myanmar Aerospace Engineering University, Meikhtilar, Mandalay

10.              Yangon University of Foreign Languages

11.              Defense Services Institute of Medicine, Yangon

12.              Yangon Co-operative Degree College

13.              Central Co-operative College, Phaunggyi, Yangon

14.              Nationalities Youth Resource Development Degree College, Yangon

15.              Defense Service Institute of Nursing, Yangon

16.              Myanmar Maritime University, Yangon. (Source: ABSFU)

 

Access to IT Education

 

The government began introducing multimedia classrooms in 1998 and claimed that 1,300 of these rooms had been installed in public high schools by 2002. While these government figures remain unverified and are often inaccurate, the presented figure represents only 2.2% of all government high schools. However, the financial burden for these rooms has been placed on the parents of the students, not on the government. Nearly all these rooms remain closed, with the exception of when government dignitaries make visits to schools. This is because the maintenance costs of running the facilities are too much for schools and parents to cover.

 

The government has also established E-learning centers. However, like the multimedia classrooms, they are just for show. Few people are involved in the programs and only a few elite students and privileged schools in the Rangoon area can access the centers. In border areas, access to IT facilities is non-existent. Since 1988, the government has claimed to be functioning 51 E-learning centers, 143 computer training centers, 49 E-education resource centers, multi-media lecture rooms, conference rooms and computer aided centers. The government also claims there is access to email, the Internet, intranet and video conferencing systems, such as VSAT Networks, have been installed in 56 locations in education departments, universities and colleges. (Source: Year 2004 Education Report, ABFSU-FAC, February 2005)

 

The government claims that there are computers at universities and opportunity to study computer related subjects. However, in reality these facilities are only open to the elite. An account from a graduate of Akyab University in Sittwe, Arakan State, reveals that computer related subjects at Akyab University are taught from textbooks and computers are only permitted to be used by Computer Science students. Those who are allowed to use computers are restricted to two hours usage, two days a week. (Source: “University Student Condemns the SPDC’s Education System,” Narinjara News, 5 May 2004)

 

Burma receives the greatest amount of assistance in IT education through the Center for the International Cooperation for Computerization (CICC) in Japan. The CICC regularly holds IT training courses for Burmese students in Japan. However, as with all educational opportunities abroad, preference is given to those applicants with military connections. (Source: Education Report 2002, ABFSU-FAC, May 2003)

 

Updates on Education

 

Rising education fees

 

Entrance fees in Mon State continued to rise in 2004, with fees varying in different townships. Some schools in Mudon and Thanbyuzayat Townships, Mon State, charged 2,500 kyat for primary school, 2,980 kyat for middle school and 3,600 to 41,000 kyat for high school. However, students in Hnee Pa Daw village in southern Mudon Township were required to pay about 6,700 kyat. In addition, some students were required to pay extra fees for building and repair work on school facilities and it is also common for parents to have to pay the cost of textbooks and other necessary materials on top of school entrance fees. (Source: “Poor Forced to Pay for Basic Education,” Kao Wao News, 15 June 2004)

 

Fees in Pa-an Township, Karen State, were reported to be substantially higher than in Mon State, with middle school fees as high as 5,250 kyat per student. Likewise, students in Three Pagodas Pass, a Thai-Burma border town, pay the higher fee of 180 baht for primary school, 250 baht for middle school and 300 baht for high school. In addition to these fees, students must pay the extra costs of textbooks, amounting to up to 1,000 baht.

 

In Arakan State, it was reported that there has been a sharp decline in the number of students enrolling for school and an increase in the number of dropouts due to increased fees and educational expenses in 2004. Fees, not including the cost of textbooks and other materials, were around 4,000 kyat for primary school, 7,000 for junior high school and 10,000 kyat for transfer admission fees. (Source: “Tuition Increases Lead to Decreased Enrollment in Arakan,” Narinjara News, 29 June 2004)

 

Students fleeing Burma in pursuit of education

 

In May 2004, 100 Karenni students fled to Thailand in pursuit of education in refugee camps after months of teacher strikes in their own villages. The dangerous journey by foot took 14 days through the jungle. Despite new schools being built in some Karenni villages in 2003, they have remained empty with no teachers or supplies. (Source: “Students Flee Burma in Pursuit of Education,” Irrawaddy, 17 June 2004)

 

Introduction of compulsory dress code for students

 

In August 2004, educational authorities introduced a compulsory dress code for all university students. The uniforms, based on traditional Myanmar outfits, must be worn at all times on campus. No public explanation was offered for the move, however, it has been speculated that the move is one intended to make sure students are easily identifiable should there be any student related disturbances, such as protests or demonstrations. (Source: “New Burden Riles Myanmar Students: A Dress Code,” AP, July 29)

 

New government education development plans.

 

2004 saw the start of another new four-year short-term special education promotion plan in an effort to keep up with Southeast Asian educational standards. Under the plan, Burma will supposedly upgrade 6,000 schools and add over 21,000 more teachers. Future education plans include cooperation programs between higher educational institutes in Burma with others in Japan and Thailand. (Source: “Myanmar Strives for Education Development Under New Special Plan by Yunfei,” Xinhua, 29 September 2004)

 

Discrimination of Rohingya

 

It was reported that Rohingya Muslims, residing in the northern part of Arakan State, have been denied access to state run schools beyond primary level and have continued to experience violations of their rights. On 4 June, the UN Committee on the Rights of the Child stated, “many of their rights are denied, including the rights to food, to healthcare, to education, to survival and development, to enjoy their own culture and be protected from discrimination.” (Source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005)

 

9.3 Situation of Health

 

Everyone has the right to a standard of living adequate for the health and well being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the vent of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control

 
- Article 25(1), Universal Declaration of Human Rights

 

Geography, poverty, low levels of education on health issues, poor infrastructure and low government spending on the health sector have all contributed to Burma being labeled as having one of the poorest healthcare systems in the world. Despite the government doubling its budget for the Ministry of Health during the year 2003-2004, spending on health still amounted to only 1.2% of total government expenditures (source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005). Life expectancy in Burma is 54.6 years for men and 59.9 years for women, according to the World Health Organization’s (WHO) World Health Report 2000. The same report claimed that the government spent a minimal four international dollars per year on health for each citizen, a substantially lower amount than neighboring Bangladesh and Thailand who spend 17 and 136 dollars per person respectively. 

 

The causes of poor health in a country like Burma are numerous. A low level of education on health and safety issues, poor sanitation, ongoing armed conflict between the government and various ethnic minorities and a dramatic rise in HIV/AIDS cases have all exacerbated health problems within the country. The use of landmines and military violence in conflict areas and the use of citizens as forced porters and laborers by the military have continued to result in illness and injury. Workers are often forced to work in hazardous conditions through the government’s failure to enforce health and safety regulations in the workplace, further affecting Burma’s health situation. The political situation has a direct impact on migration and thousands of people have been internally displaced or forcefully relocated by the government, causing widespread malnutrition. 

 

Although there have been no accounts of discrimination between men and women in access to healthcare, women, children and ethnic minorities continue to be disproportionately affected by the lack of healthcare. UN sponsored agencies’ figures, taken in 2001, show that, on average, 109 out of 1,000 children die before reaching the age of five. Leading causes of death among children are acute respiratory infections, diarrhea related diseases, TB, malaria, measles, hepatitis B and AIDS. (Source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005)

 

The same survey also revealed that a doctor attends only one out of twenty births in rural areas. The number of women who die during childbirth is estimated at between 100-580 deaths per 100,000 live births. The lack of resources in government hospitals is apparent as a third of these deaths happen in government facilities. During the year, the government drew up a five-year strategic reproductive health plan, funded by the UN Population Fund and the WHO, aimed at improving basic reproductive healthcare and reducing maternal mortality (source: “Myanmar Draws Up Reproductive Health Plan,” Xinhua, 6 September 2004). A number of women also die from unsafe abortions each year, which are illegal in Burma.  

 

Prisoners have continued to be denied access to adequate healthcare. However, 2004 saw the creation of a central medical service for all prisoners by a joint working group consisting of the ICRC, the Department of Prisons and the Ministry of Health. HIV/AIDS infection rates in prison were reportedly high due to communal use of syringes and sexual abuse among prisoners. (Source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005)

 

Access to Healthcare

 

Despite government claims that the regime has established two new medical institutes and 140 new hospitals since 1988, an improvement in the health sector has not been apparent. Lack of resources is the primary reason why most people in Burma cannot gain adequate access to medical treatment. Patients may only receive medical attention if they have the financial means to pay for care and treatment. Therefore, many people in need of attention go untreated, increasing the risks of transmission of diseases that are otherwise treatable and preventable. Those who do have the economic means to be treated still have to contend with insufficient facilities, an inadequate number of doctors and medical staff, inappropriate or inadequate treatment and a complete lack of services in rural areas. (Source: “Myanmar Makes Achievements in Health Sector,” Xinhua, 25 November 2003)

 

Huge disparities in access to health services and information continue to exist as a result of a person’s financial status, ethnicity, connection to the military and geographical location. It is particularly difficult to get access to healthcare in border areas, which have only one hospital for every 132,500 people and one rural health center for every 221,000 people. (Source: Growing Up Under the Burmese Dictatorship, ICFTU, August 2003) 

 

WHO statistics from 1999 showed that Burma has 29.7 physicians, 26.1 nurses, 22.1 midwives and 2.1 dentists per 100,000 people, placing Burma on par with Cambodia, but far below countries like India, which has 48 doctors per 100,000 people. A consultation with a doctor and an injection or prescribed medicine reportedly costs between 1,000-2,000 kyat. An operation in a private hospital costs a minimum of 150,000 kyat. Giving birth in a hospital costs approximately 25,000 kyat. These costs make hospital care inaccessible to many due to the high financial burden that comes with care and treatment.

 

Access to medicines is another obstacle to adequate healthcare in Burma. Not only are medicines expensive, but they are often very difficult to obtain. The government-owned drug manufacturer, Myanmar Pharmaceutical Factory (MPF), produces high quality drugs. However, the quantity of drugs produced is by no means sufficient. Approximately 95% of all medicine is smuggled into Burma from Bangladesh and India and then sold on the black market. These unregulated medicines are often produced by unregistered companies and are not tested for quality. Many are just imitations of popular drugs that are sold as the original product. These drugs are found in pharmacies and in government hospitals. They are often ineffective in treating illnesses due to their fake or substandard ingredients, which can lead to a patients’ death. (Sources: “WHO Steps Up Action Against Fake Medicines,” AP, 11 November 2003; “Bad Medicines,” Irrawaddy, January-February 2003)  

 
Malnutrition
 

“…while other factors such as natural disaster or mere incompetence may contribute to or exacerbate [food] scarcity… none can override the state’s role in denying the right to food.”

 

(Source: Voice of the Hungry Nation, The People’s Tribunal on Food Scarcity and Militarization in Burma, AHRC, October 2000)

 

Burma is a signatory to the Convention on the Rights of the Child, placing it under an international obligation to combat disease and malnutrition among children. Despite this, the right to food in Burma continues to be denied by the regime and government practices continue to be directly responsible for the exacerbation of food insecurity. People are denied their right to food in several ways, through the denial of the right to work, government pursuit of aggressive agricultural expansion policies, compulsory paddy purchase programs, heavy taxation, confiscation of land and repeated demands for unpaid forced labor. The government frequently denies fluctuations and rising prices of rice and food shortages as fabrication spread by merchants to increase the market value of their product. However, there were credible reports of both food shortages and high basic commodity prices in some areas of Burma. Counter insurgency operations against ethnic minorities are also responsible for violating people’s right to food as stocks of food are often destroyed and whole communities relocated by government sanctioned forces. All these factors have lead to millions of people in Burma suffering from malnutrition.

 

Despite Burma’s abundance of arable land, a study carried out by the Ministry of Labor and the UN Population Fund in 2001 showed that 7.9% of children under the age of five were severely malnourished. A report conducted by UNICEF and the Ministry of Health in 2000 revealed 35.3% of children under five are moderately to severely underweight, 33.9% are moderately to severely underdeveloped and 9.4% are moderately to severely emaciated. (Source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005)

 

Access to Clean Water and Sanitation

 

Lack of sanitation and access to clean drinking water remains a major concern and a major contributing factor to the high rate of mortality of among young children in Burma. Water and excreta-related diseases such as diarrhea, dysentery and trachoma are common in Burma as a result of unsanitary methods of waste disposal, unhygienic practices and unsanitary environments. Access to safe drinking water is estimated at 39% for rural populations and 36% for urban populations. Only 39% of urban dwellers have sanitary living conditions compared with 35% of the rural population. (Source: UNICEF)

 

Malaria

 

Malaria remains a major cause of death and illness in Burma. Official government figures from 2001 showed that 1.2% of the population contracted malaria and that it accounted for about six deaths in every 100,000 people. Recent government statistics claim there are on average around 600,000 malaria cases a year and 2,500 fatalities. This is a decline from government figures for the period of 1989 to 1991, which reported that there were 1.5 million malaria cases per year and over 5,000 fatalities (source: “Malaria Epidemic Situation Remains Normal in Myanmar,” Xinhua, 20 August 2004).

 

Whether these government figures are accurate or not is debatable. Many deaths from malaria go unrecorded and UN statistics state that annual fatalities could be as high as 30,000. However, there are signs that the government is becoming more active in its fight against malaria and during 2004 the government collaborated with the WHO, the UN Children’s Fund and neighboring countries in its fight against the disease. In August, it was reported that the UN Global Fund had allocated US$ 9.4 million to Burma for the purpose of combating malaria for a one-year period, as well as a total of US$ 27.4 million over a five-year period (source: “Agreement Signed to Bring Funds to Fight TB,” Myanmar Times, 9 – 15 August 2004).

 

As well as receiving international funding, the government, along with the cooperation of the WHO and donations of medicine from Germany, launched a new two-year treatment program in July 2004 in the country’s three central divisions. The government has also allegedly given out tens of thousands of insecticide-treated mosquito nets for people in high-risk areas, mainly along the border with Thailand. (Source: “Myanmar to Launch New Malaria Treatment Program,” Xinhua, 25 May 2004)

 

Tuberculosis

 

TB, like malaria and AIDS, is a leading cause of mortality in Burma. According to a study carried out by the WHO in 2002, approximately 20,000 people die annually from the disease and about 85,000 people contract it each year. The WHO estimates 4.5% of TB patients are HIV infected and 60-80% of AIDS cases also suffer from TB. Since 1997, the government has adopted the Directly Observed Treatment Short Course (DOTS) strategy in treating TB, as recommended by the WHO. The strategy has so far covered over 300 townships. Under the strategy, 60% of TB patients receive treatment annually and 82% of them are cured (source: “Myanmar to Get Huge Global Fund for Fighting Deadly Diseases,” Xinhua, 25 July 2004).

 

The UN Global Fund has provided the country with US$ 4.2 million to fight TB for the year 2004. A total of US$ 17.12 million from the fund will be distributed in the fight against TB over a five-year period and money will be put into strengthening the human resource capacity of the National TB Program, expanding its coverage and improving infrastructure. Burma hopes to achieve the global target set by WHO of detecting 75 out of every 100 TB cases and administering treatment to 85% of those detected by 2005. (Source: “Agreement Signed to Bring Funds to Fight TB,” Myanmar Times, August 9-15)

 

HIV/AIDS

 

The HIV/AIDS virus was first detected in Rangoon in 1988. However, Burmese authorities were slow to acknowledge the seriousness of the epidemic claiming that Burma’s impeccable morals would protect the nation from the disease. As late as 2000, police were still routinely confiscating condoms as evidence of prostitution. Since then, the movement of migrant laborers, new transport routes, a lack of prevention services, the sharing of needles among drug users, poor healthcare and a lack of adequate knowledge about AIDS and reproduction have all contributed to HIV spreading at an alarming rate.

 

Since the government relented and accepted it must take action against the disease, it claims it is doing everything it can, given its meager resources, and has allowed local and international health organizations to become active in the fight against AIDS. In 2003, the government committed US$ 3.2 million to its National AIDS Control Program in cooperation with UNAIDS. Since then, it has initiated prevention campaigns through billboard advertisement, an exhibition, community health centers, and promotional activities to encourage 100% condom use and prevention of mother-to-child HIV transmissions. Despite these delayed efforts to curb the epidemic, Burma is still “One of the top three countries in Southeast Asia in terms of infection prevalence,” as stated by Eamonn Murphy country coordinator for UNAIDS, and the country remains ill equipped to deal with the growing numbers of HIV/AIDS cases (source: “Myanmar Threatened by AIDS Epidemic: UN,” AFP, 15 July 2004).

 

Women, children and intravenous drug users are particularly vulnerable to contracting HIV/AIDS in Burma. Children are at greater risk of becoming infected as many are forced to drop out of school by parents who cannot afford to pay their children’s tuition fees. With few life skills and a lack of employment opportunities, many women and minors are exposed to drugs or enter the sex industry, increasing their vulnerability to infection. UN figures estimate a 20-30% infection rate among sex workers (source: “Myanmar Threatened by AIDS Epidemic: UN,” AFP, 15 July 2004). Others estimate the infection rate among sex workers to be as high as 50-60%. Sentinel surveys in Kachin State have shown an incidence rate of 95% among intravenous drug users, 73% in Rangoon and 84% in Mandalay (source: “Edging Towards Disaster,” Irrawaddy, 4 May 2003).

 

There is no free treatment in Burma for those with HIV/AIDS. Therefore, most of those who suffer from the disease do so without medication or treatment, and as a result, their life span is significantly shortened. Those who can afford to pay bribes to health workers may receive treatment at clinics or hospitals while others pay for a doctor to visit their home. Medecins Sans Frontieres (MSF) introduced the country’s first anti-retroviral (ARV) treatment in February 2003. Only 80 people are currently under treatment, however, MSF aims to treat 500 by 2005 and the government aims to increase capacity to be able to treat up to 12,000 by late 2005. The lack of ARV treatment in the country is likely to profoundly affect the future of Burma. (Sources: MSF International homepage; “Myanmar Threatened by AIDS Epidemic: UN,” AFP, 15 July 2004)

 

Those who are infected with HIV/AIDS often suffer from social discrimination, and as a result are forced to hide their condition. A Shan woman reported that her friend, who had contracted HIV from her husband when they were living in Thailand, returned home to her village in Shan State only to be effectively murdered on the orders of village elders because of her condition. According to her friend, she was “tied up, wrapped in a garbage bag and taken to the local rubbish tip to be buried.” The women claimed her friend was still breathing when she was being buried (source: “Just Wrapped Her Up in a Black Plastic Bag,” Irrawaddy, 13 July 2004).

 

There is very little counseling available to those infected and according to a CARE Myanmar health worker, no preventative education on AIDS is reaching marginalized communities. During the year, regions that gained attention as being particularly affected by the epidemic included; Ye Township, in southern Mon State, Aung Ban in Central Burma and Shan State, where U.S. AIDS expert, Dr. Chris Beyrer, estimates that more than 10% of adults are HIV positive. (Sources: “Aids Threat Growing in Southern Mon State,” Kao Wao News, 6 April, 2004; “Burma at the Crossroads of HIV Epidemic,” Financial Times, 2 July, 2004; “AIDS Spreads Unchecked in Parts of Asia as Ignorance Remains: UN,” AFP, 6 July 2004)

 

Statistics on AIDS in Burma are very difficult to verify and government, NGO and international agency figures vary greatly in their estimations. Governmental records claim 177,279 people in Burma were HIV infected by mid-2002. In December 2004, Burma’s Ministry of Health estimated 338,911 people were infected with HIV (source: “Burma Confronts Taboo, Educates Villagers About HIV Prevention,” The San Francisco Chronicle, 14 May 2004).  In addition, official figures by Burmese authorities reported 6,727 AIDS cases in March 2003 and the total number of AIDS deaths at 2,843 for that year. A government survey indicates 68% of AIDS cases resulted from heterosexual sex, the remaining percentage from drug use and mother-to-child transmission (source: “Myanmar Steps Up Fight Against 3 Communicable Diseases,” Xinhua, 17 February 2004). Government data from 2002 showed that 2% of military recruits were HIV positive, as well as 1.23% of blood donors and 2.13% of pregnant women (source: “The British Solution,” Irrawaddy, 4 May 2003).

 

Conversely, non-government sources indicate infection, mortality and other statistics to be much higher. According to a December 2004 International Crisis Group (ICG) report, Myanmar: Update on HIV/AIDS Policy, 1.3% of adults in Burma are infected with HIV. UNAIDS released a report in July 2004, estimating that between 330,000 and 620,000 people are infected. At the end of 2003, adult HIV prevalence was estimated at 1.2%, with the range of rates being anything from 0.6% to 2.2% of the adult population, although, some UN officials believe it to be as high as 4% (sources: “Burma at the Crossroads of HIV Epidemic,” Financial Times, 2 July 2004; “AIDS Spreads Unchecked in Parts of Asia as Ignorance Remains: UN,” AFP, 6 July 2004). According to the United Nations Economic and Social Commission for Asia and the Pacific, or ESCAP, 30% of infected adults in Burma are women and the number is rising (source: “HIV/AIDS Incidence Rising Faster Among Women in Mekong Region Than Men,” Aids Weekly, 29 March 2004).

 

In recent years few donors have been willing to assist the military dictatorship in its fight against the disease. However, the attitude of the international community has been changing and increasingly more funding has become available for Burma’s battle against AIDS. The Joint Programme for HIV/AIDS: Myanmar, 2003-2005, was established to strengthen the supporting capacity for prevention and care of HIV/AIDS in Burma. The program is in support of Burma’s National Strategic Plan for the expansion of HIV/AIDS prevention and care related activities, which will run from 2001-2005. As of October 2003, more than US$ 48 million has been confirmed to fund the program (source: Joint Programme for HIV/AIDS: Myanmar 2003-2005).

 

The government’s prohibition on HIV/AIDS testing by western aid groups and its failure to substantially increase funding for combating the disease indicates that the regime aims to hide the scale of the problem. In addition, this raises doubts over the regime’s commitment or ability to successfully reverse the spread of the disease. The government’s failure to take sufficient action, release accurate information about the disease and educate the people has resulted in the spread of the disease, not just within Burma but to neighboring countries, such as Thailand, China and India.

 

Mental Health

 

A June 2001 assessment of mental health problems among Karenni refugees residing in refugee camps in Mae Hong Son, Thailand, indicated elevated levels of depression, anxiety symptoms and post-traumatic stress disorder amongst residents. (Source: “Karenni Refugees Living in Thai-Burmese Border Camps Experience Trauma and Poor Mental Health,” Health & Medicine Week, 12 July 2004)

 

Such studies indicate a sizeable portion of Burma’s population may be suffering from mental health disorders as a consequence of the ongoing civil war and violence in Burma. The government has not addressed the issue of mental health and the situation is exacerbated by a lack of resources and an inability to effectively care for and treat many of those who suffer from mental health disorders. 

 

Support for People with Disabilities

 

There are very few resources assisting persons with disabilities in Burma. There is no active discrimination against those with disabilities, however, there are also no laws in place to ensure such things as accessibility to buildings, public transportation etc. for those who have a disability.

 

There are a limited number of local and international organizations assisting people with disabilities in the country, but the majority of those who suffer from a disability have to rely exclusively on their families for support. Official assistance to persons with disabilities includes two-thirds of pay for up to one-year for a temporary disability and a tax-free stipend for a permanent disability. Military veterans with disabilities usually receive a civil service job at equivalent pay. However, the government fails to provide any private sector job protection for persons who become disabled.

 

The rehabilitation of persons with disabilities falls under the responsibility of the Ministry of Health and vocational training is under the responsibility of the Ministry of Social Welfare. There are three government operated schools for the blind, two for the deaf, two rehabilitation centers for adults and two for children. In addition to those run by the government, there are four schools for the blind run by NGOs. The ICRC runs clinics and outreach programs in conflict areas to provide orthopedic assistance to those who have lost limbs to landmines (source: Country Reports on Human Rights Practices-2004, Bureau of Democracy, Human Rights, and Labor, U.S. Department of State, 28 February 2005).

 

International Humanitarian Aid

 

International Non-Governmental Organizations (INGOs) began entering Burma in the early 1990s, despite controversy over whether they would fall prey to the regime’s manipulation and provide the government with credibility and legitimacy. The government’s post-1989 shift to a more open policy to foreign investment was accompanied by a willingness to allow humanitarian agencies to respond to the needs of the population. Many INGOs defended their imperative to respond by arguing that many health issues, particularly the spread of HIV, could not wait for a change in the political climate. The government has shown a preference in working with organizations such as the WHO, UNICEF and UNDP, and in many cases these organizations have prevented the effective collapse of many health and education programs.

 

INGOs wanting to operate in Burma must have prior agreement from the authorities, with the exception of Red Cross national organizations. The issuing of a Memorandum of Understanding (MOU), allowing the INGO to work in Burma, is normally only granted after lengthy negotiations with government ministries and the approval of the Foreign Affairs Committee. Once a MOU is issued, the INGO is then allowed to establish a presence in Burma through the opening of an office. However, individual projects may only be implemented after a written agreement is reached with the relevant ministry, usually the Ministry of Health.

 

Interference in political affairs by INGOs is strictly prohibited, a restriction that affects who the organizations can associate with. Other problems these organizations encounter during their work include a lack of accurate information and figures, lack of access to parts of the country and an inability to address the underlying problems that affect health.

 

The debate over how humanitarian aid should be dispersed in Burma has continued. The NLD and other political opposition groups continue to argue that humanitarian aid cannot be separated from politics, as the problems that international agencies and INGOs are trying to address are at root political. Aung San Suu Kyi has continued to recommend that those providing aid work closely with the NLD. These calls have been largely ignored due to the restrictions placed on INGOs working in Burma and NLD supporters continue to be excluded from programs. Since many ethnic opposition groups have signed ceasefires with the government, they have subsequently called for aid and development assistance despite the NLDs stance that aid should generally be postponed until a change in the political system. (Source: Strengthening Civil Society in Burma, BCN & TNI, 1999)

 

9.4 Personal Accounts

 

Personal Accounts Related to Education

 

Matriculation Exams

 

Interview #1

 

Source:                         PYAN

Date of Interview:         2004
Name:                          Lway Sein (name not complete)
Age:                             22 years

Address:                       Xxx Xxx village, Namkham Township, Northern Shan State

Ethnicity:                       Palaung

Sex:                              Female
School:                         Namkham High School
 

 

Q. How many times have you tried to pass the matriculation exam?

A. I have tried four times since the year 2000.

 

Q. Have you attended extra tuition and which subjects did you focus on?
A. Yes, I studied all subjects especially Mathematics.

(Extra tuition is not provided by the government. It is officially illegal but recognized by the government as necessary due to its extra income earning capacity for teachers from schools. These teachers would otherwise not be able to support themselves on the meager government wages.)

 

Q. Do you think you can go to the Matriculation exam without attending tuition? Are you satisfied with lectures at government schools?

A. No, I don’t think I could pass the exam without tuition. There are so many weak points in government school’s lectures. Unfortunately even after tuition I failed to pass the exam.

Q. Did you attend the special education camp and how much did it cost for a year? (Special camps are run independently of the government by teachers and academics who try to provide an alternative method of education. It is compulsory for students to attend government school in the daytime and so they must study in the camps on evenings and weekends.)
A. Yes, I did. I joined Aung Min Galar special camp and I had to pay 10,000 kyat per month, it was the cheapest one. (Estimated US$ 12. The salary of a teacher in a healthcare school is between 5,000 and 8,500 kyat per month.)

 

Q. Were you able to see a copy of the questions before the exam?
(Often bribes are paid to see all or some of the questions before an exam takes place. This information is then communicated around the country to friends and relatives.)

A. No. Communication is so difficult for us, we live in such a remote area.

 

Q. In which subjects have you faced the most difficulty?

A. I would say English is the most difficult subject for me.

 

Q. How do you prepare for your exam?

A. I have studied hard day and night for the whole year to pass my exam, I have to struggle as we have no electricity and poor candle light at night.

 

Q. Did you give a bribe to the educational authorities to help you pass the exam?
A. I wanted to give a bribe, especially as I know I have difficulty with English and Science. However, it was a really high amount and unaffordable for poor people like me. Some of my friends, they gave 150,000 kyat per subject. (Estimated US$ 175)

 

Q. As a Palaung, what kinds of problems do you have in school?

A. One of the biggest problems is discrimination because we are poor and from an ethnic minority. Most of the teachers favor military officers’ relatives and rich people.
 

Q. What is your opinion on the current education system of Burma?
A. I would say that the education system in Burma is getting worse and worse. Most of our teachers are not focused on their tasks and lectures because of their painfully low salaries. Many have other jobs to supplement their measly wages. At the same time some teachers are not qualified to teach students. Some obtain their positions by paying bribes or because of family ties with those in positions of power.

 

Q. Do you want to further your education and what is your future plan? Do you have a plan to attend other institutional training?

A. I would like to further my education but I can’t because of the cost. If I want to further it I have to spend 10,000 kyat per month for the camp tuition and at the same time at least 17,000 kyat per month for food; 5,000 kyat per month for normal school fees; and also more money for materials like books and pens. So if I want to continue my education, I have to spend at least 400,000 kyat for a year. My parents can’t provide this amount of money and I have no way to obtain these funds myself.

 

Interview #2

 

Source:                         PYAN

Date of Interview:         2004
Name:                          Mai Aik (Name not complete)
Age:                             21 years
Address:                       XXXX Village, Namsan Township, Northern Shan State

Ethnicity:                       Palaung
Sex:                             Male

School:                         Namsan High School
 

 

Q. How many times have you tried to pass the matriculation exam?

A. I have tried two times in 2002- 2003 and 2003- 2004. Luckily, I passed the exam the second time. However many of my friends failed the exam repeatedly.

 

Q. Have you attended extra tuition and which subjects did you focus on?

A. Yes, I studied all subjects especially Science and English.

 

Q. Did you attend the special camp and how much did it cost for a year?
A. No, I couldn’t afford to attend. It was really expensive; it cost at least 500,000 kyat (US$ 585) for one year. This was only to cover costs of staying and studying at that special camp. If you join that camp, I would have to pay additional costs for study materials such as note books, pens, pencils, text books etc...

 

Q. Were you able to see a copy of the questions before the exam? (Cheating is so common that most students who can afford it pay bribes to see the exam questions before the exam. They understand that by not doing this it puts them at a disadvantage to their peers)
A. Of course we always try to do this if we can afford it, some of my friends and I gave a bribe to one of our teachers in high school to get a copy of the questions. Luckily, nearly 65% of these questions were included in our exam. This gave us a big help.

 

Q. Which subjects have you found most difficulty?

A. I would say English and Science are the most difficult subjects for me.

 

Q. How did you prepare for your exam?

A. I tried hard for the whole year to study for the exam; I spent most of my time in special tuition rather than school. I tried to memorize all of the lectures that were expected to be in exam.

 

Q. Did you give a bribe to the educational authorities to pass the exam?

A. I wanted to give a bribe, as I know that I have difficulty in English and Science. However, I couldn’t afford it. I have heard some people gave more than 100,000 kyat per subject to pass. 

 

Q. What kinds of problems did you have in your school at that time? 

A. I think we didn’t have enough teachers and even those we had were not qualified to teach us very well. As well, some of our teachers favor military officers’ relatives and the children of rich people. They know that by helping these students they will be able to receive extra benefits.

 

Q. What is your opinion on the current education system of Burma?

A. The situation of education in Burma is really bad. The matriculation exam doesn’t test the knowledge of the students, just their ability to afford the bribe payments and memorize the answers to questions. We didn’t have a chance to access books from a library and learn critical thinking about the subjects we were studying. We were taught like parrots in such a way that we missed out on the process of learning for ourselves.

Q. Do you want to further your education and what is your future plan? Do you have a plan to attend other institutional training?

A. Firstly, I want to attend a university even it is very expensive and closed frequently. Now, I am helping my parents in our tea farm before university opens again for those of us who passed the 2003-2004 exams. I think we have to wait at least one year to attend the university. On the other hand, I don’t want to attend the university and try to a degree because there are too many people that have no job even though they got a degree from university. So, sometimes, I think it is better to carry on my tasks with my parents in our tea farm business, let’s wait and see what our future brings.

 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

5

Go to Top

Table of Contents

Facts on Human Rights Violations