Education system in myanmar

1. Ministry of Education
The Ministry of Education is functionally the main sponsor of education and training, especially in the areas of basic education and teacher education. Under the Ministry of Education there are nine departments, viz.

1. Department of Basic Education (1)
2. Department of Basic Education (2)
3. Department of Basic Education (3)
4. Department of Education Planning and Training
5. Department of Higher Education (Lower Myamnar)
6. Department of Higher Education (Upper Myanmnar)
7. Myanmar Board of Examinations
8. Myanmar Education Research Bureau
9. Myanmar Language Commission

As regards decision-making process at the ministry level, a special coordination committee (referred to as the Executive Committee) is formed with Directors-General and Chairmen of the nine departments as members in addition to the Minister and the two Deputy Ministers; Decisions made at these committee meetings are implemented by responsible personnel at different levels. The following departments are affiliated to the Department of Higher Education (Lower Myanmar):

1. Universities Historical Research Centre
2. Universities Central Library
3. Universities Press
4. Department of Applied Geology
5. Department of Translation and Publications
6. Myanmar Educational Material s and Equipment Centre

2. Basic Education

The Administration and management of basic education is undertaken by the three Departments of Basic Education and the Department of Education Planning and Training. The departments are responsible for matters concerning primary education, secondary education (middle school and high school); teacher training (for primary and middle school teachers), the inspection and supervision of schools; educational planning and project management and student affairs.

Structure of basic education

With the promulgation of Basic Education Law, the aims of basic education are laid down as follows:

1. To enable every citizen of the Union of Myanmar to become a physical and mental worker well equipped with basic education, good health and moral character.
2. To lay a foundation for vocational education for the benefit of the Union of Myanmar.
3. To give precedence to the teaching of science capable of strengthening and developing productive forces;
4. To give precedence to the teaching of arts capable of preservation and development of culture, fine arts and literature of the states; and,
5. To lay a firm and sound educational foundation for the future pursuance on university education.

3. Higher Education

The major changes in higher education took place with the enactment of the University Education Law of 1964. This was later repealed and the University Education Law of 1973 was enacted. The existing unitary system of higher education in the form of the University of Rangoon (Yangon) and the University of Mandalay ceased to exist and numerous university-level institutes came into existence. In order to administer and coordinate the work of these institutions, the Office of the Universities Administration was formed in 1964. In 1972, it was renamed the Department of Higher Education.

There are now two Departments of Higher Education-one for Lower Myanmar and one for Upper Myanmar. These departments are thus the executive branches of the Ministry of Education with the responsibility for administration and coordination of higher education institutions under the Ministry of Education. Academic and administrative policy matters relating to higher education are managed by the two councils chaired by the Minister of Education. These are:

• The Universities Central Council and
• The Council of University Academic Bodies.

The Universities Central Council is mainly responsible for the framing of broad policy and coordination of the work of universities and colleges while the responsibility of the Council of University Academic Bodies lies in the adoption of all academic regulations and coordination of all academic work. Tertiary education institutions under the Ministry of Education are:

1. Professional Institutes 4
2. Arts and Science Universities 15
3. Arts and Science Degree Colleges (4 years) 11
4. Arts and Science Colleges (2 years) 9

Total 39

a. Professional Institutes

1. Yangon Institute of Economics
2. Monywa Institute of Economics
3. Yangon Institute of Education
4. Mandalay Institute of Education

b. Arts and Science Universities

1. Yangon University
2. Mandalay University
3. Mawlamyine University
4. Taunggyi University
5. DagonUniversity
6. Magway University
7. Pathein University
8. Sittwe University
9. MonywaUniversity
10. Myitkyina University
11. Taungoo University
12. University of Distance Education, Yangon
13. University of Distance Education, Mandalay
14. University of foreign Languages, Yangon
15. University of Foreign Languages, Mandalay

c. Arts and Science Degree Colleges (4 years)

1. Pyay Degree College
2. Bago Degree College
3. Meikhtila Degree College
4. Dawei Degree College
5. Hpa-an Degree College
6. Shwebo Degree College
7. Lashio Degree College
8. Kalay Degree College
9. Thanlyin Degree College
10. Pakokku Degree College
11. Workers College

d. Arts and Science Colleges (2 years)

1. Yenangyaung College
2. Hinthada College
3. Yadanarbon College
4. Botataung College
5. Hlaing College
6. Kyirnyindine College
7. Loikaw College
8. Myeik College
9. Kyaington College

The Ministry of Health is responsible for medical education and other health related education. The Ministry of Agriculture is responsible for the Institute of Agriculture, and the Ministry of Culture and the Ministry of Livestock Breeding and Fisheries are responsible for the respective institutions. The Ministry of Forestry is responsible for the Institute of Forestry; the Ministry of Science and Technology is responsible for the technological institutions, the University of the Development of National Races is administered by the Public Services Selection and Training Board. Since 1994, new cooperative colleges and regional cooperative colleges have been opened by the Ministry of Cooperative.The Ministry of Defense established the Defense Service Academy in 1954. In 1992, the Defense Services Institute of Medicine and in 1993, the Defense Services Institute of Engineering were further established.

4. Aims and Objectives

The Departments of Higher Education have been established by the Ministry of Education for the systematic administration of the institutions of higher education under the Ministry and thus lay the foundation on an education system which is equitable with the traditional, the cultural and the social values and is also in keeping with the economic and political aspirations of the nation.

5. Recent Trends in Education

As the twentieth century draws to a close and the new millennium approaches formidable challenges face education and there is a need to reassess its role and mission, identify new approaches and set new priorities for future development. The following questions are highly pertinent:

• What are the challenges in higher education?
• What will be the responses to these challenges?

The challenges facing education are effectiveness, efficiency, flexibility, and internationalization. From the point of view of Human Resource Development and Manpower Training, the first two challenges of effectiveness and efficiency imply that there be a reduction in the duration of training without compromising standards. Care must be taken to ensure that there is internal as well as external efficiency at all levels of the education system. The third challenge is that of flexibility, this implies that the education system has to be flexible enough to cater for individual needs and to allow for career choice. The fourth challenge is that of internationalization. The importance of regional and international aspects of cooperation and networking in the field of education must be recognized. In answer to the second question, responses to these challenges may be found in the following aspects of education:

• education planning
• problem-solving and task-based-learning assessment
• professionalism of teachers, and
• regional and international networking.

Much work needs to be done in curricula development as part of the educational planning exercise. Vision is needed as plans for the future are drawn up. Learning resources in the form of print formats alone are not adequate; multi-media formats and the use of computers have a major part to play in the learning process and will be integral parts of future oriented classrooms. New learning theories must be explored. The 1996 Report of the International Commission on Education for the Twenty First Century presented to UNESCO has much to offer. This Delors Report, which identifies four pillars as the foundation of education, emphasises the concept of learning throughout life and provided a framework to plan for education in the twenty first century. Appropriate technologies of learning must also be sought. In many parts of Asia rote-learning is still very much the practice. In terms of disciplined learning, rote learning is useful, but for children to be creative thinkers and to have appropriate life skills they must be exposed to problem-solving and task-based learning. The question is how these two types of learning can be blended to bring out the best in children? The third response is assessment. There is no doubt that a powerful determinant of learning is the assessment procedure (i. e, the examination from the point of view of the children). It has been said by many educationists that Assessment is the tail that wags the dog. The teachers must understand the concepts of formative as well as summative assessment; there is still confusion and misunderstanding on their part. Outmoded traditional views of examinations and their use still prevail. The fourth response concerns the training of teachers and their professionalism. Teachers are agents of change in any education system. There is a saying in Myanmar: The lotus rises as the level of the water rise. The teachers are the water and education is the lotus. The final response is regional and international networking. UNESCO, ASEAN and especially, SEAMEO have much to offer in this aspect. Myanmar has a fairly high literate. However, in recent years vigorous effort have been renewed to eradicate illiteracy and to meet the EFA 2000 goals. Non-formal Education, especially targeting out-of-school children is gaining ground. Only by responding to the challenges in these ways will sustainable human resource development be ensured and the objectives set out in the national plan for education sector be.