EduCentre

LEARNING WITH

MONTHLY Education PULLOUT - MAY 2017

The most important day of a persons education is

the first day of school, not graduation day.
Harry K Wong
U.S. educator, educational speaker, author

2 LEARNING WITH
An economics degree opens
doors of opportunities
As Myanmars economy develops, the nation needs people with expertise in the
subject to manage its vast resources
Graduates in economics can potentially contribute to the country as they play an important role in international business and collaborations. Photo: Shutterstock
TAZAR BHONE MYINT
A
GROWING and developing
economy needs, among
others, highly skilled
economists who are more than mere
bureaucrats.
Myanmar is no exception. As
a developing nation, a vibrant
and thriving economy is needed
to harness the nations economic
resources as well as people who
can manage it in a dynamic and
changing environment.
Economics, as subject, has
acquired new importance in the
development and future progress of
Myanmar.
As such, the role of economists
becomes increasingly important
to a nation that depends on foreign
investments and the construction of
infrastructure as the nation propels
itself forward.
Economics, as subject, came
under the broad category of the
social sciences over the last half
century.
However, things have changed.
Noting the critical role economics
plays in nation building, the
Yangon Institute of Economics
(YIE) offers graduate degrees and
diplomas, mostly in commerce,
statisticsandeconomics.
But to earn a place at this
prestigious and competitive
institute, potential students have
to achieve excellent scores in their
matriculation exams. In addition,
as the number of applicants
increases yearly, it becomes tougher
to gain entry as the minimum
requirements are raised, say
lecturers and teachers at YIE.
According to several YIE
students, economics is taught as
a professional subject and getting
a qualification from the institute
paves the way for job opportunities.
Ma Thiri Tun, a fourth year
YIE student said, Theoretically,
the LCCI [London Chamber of
Commerce and Industry] courses
are similar to the accounting
subjects that we have to study at
YIE. We can work as accountants
in the private sector after we
graduate.
As Myanmar opens up its
doors and economy, the number
of banking concerns and foreign
investment companies coming
in have increased and job
opportunities for graduates from
YIE is going up exponentially.
Potential students who want
to earn an economics degree have
two routes: full time on-campus
study and distance learning to
receive a government-accredited
qualification.
Two routes, one goal
Those who attend the institute as
EduCentre
MAY 2017
full-time day students will have to
take eight major subjects and will be
conferred degrees according to the
subjects majored.
Currently, the YIE confers
Bachelor of Commerce, Bachelor of
Economics (Economics), Bachelor
of Economics (Statistics), Bachelor
of Business Administration,
Bachelor of Arts and Bachelor of
Public Administration degrees after
taking a four-year course. Honours
in these degrees will be granted
after an additional year of study.
These degrees will be conferred
only to the students who attend YIE
full-time.
Students who choose distance
learning will be conferred a
Bachelor of Arts and Business
Management degrees only.
Salaries and the positions of
work will depend on the degree
earned. Students who wish to
pursue a course at YIE should look
carefully into the courses offered
before embarking on their studies.
If they achieve commendable grades
in subjects taught during their
undergraduate degree they will be
allowed to pursue a Masters degree.
PhD students will be required to
submit a written thesis after three
years of post-graduate research.
A basic degree in economics
opens doors to many job
opportunities in both the public
and private sectors. After finishing
a doctoral degree, a State-level
advisory position may even be in
the offing.
An economics degree differs
in subject matter and details.
If students choose to major in
accounting, job opportunities in the
accounts section of major business
and finance companies are open to
them. If they choose banking as a
subject, bank manager positions are
open. Those who study management
 EduCentre
Myanmar experts in economics discuss at a public sector budget forum. Photo: Staff
Yoshihiro Francis Fukuyama, US political
economist and political scientist. In one of
his books, Fukuyama acknowledges that
culture cannot be cleanly separated from
economics. Photo: EPA
usually work as lecturers at
economic institutes.
U Kyaw Ko Ko, a 2015 B Econ
(Hons) graduate said, As my degree
is a professional qualification, it
is a little different from an arts or
science degree and opens the door
to more job opportunities. It has a
very high education standard and is
practical orientated and meets the
needs of the economy.
Institutes specialising in
economics are not available in all
states and regions in Myanmar.
There are only four institutes of
MAY 2017
economics in the countryMonywa
Institute of Economics in Sagaing
Region, Meiktila Institute of
Economics in Mandalay Region,
Yangon Institute of Economics
(Ywar Thar Gyi) and Yangon
Institute of Economics (Main) in
Yangon Region.
Students from Kayin, Mon
and Rakhine states, Tanintharyi,
Yangon and Ayeyarwady regions
have to go to the two Yangon
Institutes of Economics, while
students from northern Shan,
Kachin and Chin states and Sagaing
Region are allowed to attend
Monywa and Meiktila Institutes of
Economics.
Competitive entry
Only the students from southern
and eastern Shan and Kayah states,
Magwe and Mandalay regions can
apply to the Meiktila Institute of
Economics. However, if students
want to attend schools outside
their regions, they must send
their applications directly to the
institutes.
The institutes will selectively
accept those who meet the entry
requirements which is up to 10
percent of the total enrollments.
The applicants are required to fill
LEARNING WITH
in the names of the institutes they
want to attend in order of priority.
The entry requirements for
these institutes differ. According
to the official statements,
prospective students who pass their
matriculation exams with at least
50 marks in each subject and have
a total score of a minimum 350 will
gain entry. However, the minimum
entry scores may be adjusted and
differ from one place to another,
depending on the available seats at
the universities.
Daw Thin Thin Htwe, assistant
lecturer at YIE said, We have
to increase the minimum entry
scores because there are more and
more university applicants. The
students are getting better every
year. Different universities require
different entry scores as universities
accept a fixed number of students
and the entry scores are adjusted
based on the number of applicants.
YIE accepts only 1200 students
each year, although the number
of undergraduate applications
continues to rise. The minimum
entry marks for the YIE was set at
a total score of 420 this year, she
added.
Economics institutes all over
Myanmar produce more than 4000
graduates from full-time courses
attendance and over 1000 from
distance learning, according to
lecturers at the institute.
Previously, the economic
institutes awarded degrees after
three years of study. However, since
2002, students need to study four
years to earn a degree. Visiting
lecturers from YIE go to various
universities to cater to students who
undertake the distance learning
method. The lecturers from Yangon
Economics Institutes will visit
different regions to teach their
subjects.
Critical role
Entrepreneurs we spoke to
agreed that for the business
and finance sector to prosper in
Myanmar, economics graduates
will be critical for growth and
development. To boost the
countrys economic growth,
economists are necessary and the
role of such graduates cannot be
more emphasised.
We do not dare to hire people
without economics degrees to
work in finance because even
a minor accounting error can
have dire consequences. We can
only employ qualified experts
3
with economics degrees, said
entrepreneur Ko Zay Thiha.
There are many job opportunities
available for the economics graduate
in Myanmar. Economics graduates
can work in government banks,
private banks, the immigration and
national registration department,
department of development affairs
and trading departments, according
to business experts.
Also, economics graduates can
apply for jobs in international
companies and find work overseas.
Myanmars economy is
changing at a rapid rate. There are
many opportunities for economics
graduates. They do not even need
to apply for them. They should
work in foreign companies to gain
experience. They have good salaries
too, said economist Daw Ye Ye
Myint.
Economics students can
potentially contribute to the
country. These graduates play an
important role in international
business and collaborations.
The prospective economics
graduate, after completing the
Bachelors degree, will be a valuable
asset not only to family businesses
but also to the countrys economy.
Translation by Win Thaw Tar and Swe Zin Moe

4 LEARNING WITH
High marks for monastic school
Aung Myay Thukha is giving children in rural areas a holistic and free education
Thanks to the monastic education, the people of Myanmar had acquired literacy even before the Rosetta Stone era. Photo: Staff
USAWWIN
I
T'S 4.30am and the morning
is off to a beautiful start. The
weather on this day was cool and
pleasant, serene, quiet and peaceful.
Although most people in the
neighbourhood were still in bed, the
little monastery that doubles up as a
monastic school was already awake
and bustling with young novices,
staff and helpers performing their
tasks and duties.
The young monks and novices
were already in the large zayat
(open structure used for social and
religious events), sitting rows upon
rows in the half knee-bent posture
with their hands clasped in
prayer. The high abbot, deputies
and others were chanting the
ceremonial morning mantras and
prayers. The voices, in unison,
sounded pleasant and soothing.
After a short while, the
morning prayers ended with
everyone reciting holy verses
and spreading metta (Buddhist
virtue of loving kindness) to all
living beings at the ten strata of
the universe, ranging from the
celestial abodes to the human
world, as well as to the animal and
insect worlds and to those paying
penance in the lower abodes.
After the prayer session, there
was a five-minute silence when
everyone sat cross-legged, with
straight and erect backs and eyes
closed, concentrating in breathing
in and out a basic preliminary
exercise that is part of meditation.
At the end of the prayers and
the breathing meditation exercise,
the group stood up and dispersed
to their respective classes for
lessons, some reciting loudly their
lesson and some quietly taking
notes.
Breakfast is at 5.30am. The
novices and young monks started
queuing and walked slowly,
silently in single file towards the
dining hall. At the entrance of the
dining hall, two helpers scooped
steaming rice on plates or alms
bowl.
Prayer of thanks
The gravy to go with the rice was
placed on a small round table set
for four to five persons. When
everyone was at their places, the
group clasped their hands together
in prayer and recited two verses.
One verse was to remind them
to be grateful and give metta to the
teachers and to the benefactors
and helpers at the monastery and
the second verse was to remind
them of the purpose of taking
the meal, which is to achieve
knowledge and wisdom.
During the meal, the dining hall
was quiet and still.
After breakfast, there is
about half an hour of leisure
and rest where the children and
novices take strolls or play in
the monastery grounds. This is
followed by a session of light duty
where children clear up litter or
sweep the compound.
Lessons begin at 8am and end
at 3pm, with an hours break for
lunch in between. However, for the
young monks and novices, 8:30am
signals the time that they have to go
out to the neighbourhood and begin
collecting alms and food for their
lunch.
The classes range from
kindergarten to standard
eight when students sit for the
government examination. On
passing the standard eight exams,
they have to continue their
education at other schools that have
ninth and tenth standards.
Monastic education has had a
rather long and turbulent history. It
played a dominant role during the
era when Myanmar kings ruled the
land.
The high priests and high abbots
were very learned and wise, in both
Buddhist scriptures and Myanmar
literature. They were strict
disciplinarians and were able to
train, guide and produce renowned
scholars and intellectuals from
among their pupils.
Vital role
The Honorable Maharsi Sayadaw,
Honorable Withotedaryone Yaw
Sayadaw, who passed the Tripitaka
highest examination, was among
the outstanding intellects who owed
their brilliance and scholarship to
the monastic system of education.
It was thanks to the monastic
education that the people of
Myanmar acquired literacy even
before the Rosetta Stone era
as evidenced by the discovery
of numerous stone and bell
inscriptions, palm leaves and
parabaiks -- which are the ancient
manuscripts found throughout the
country.
Monastic education has endured
and survived the turbulent times
under the British colonial period.
It faced competition as Christian
missionary schools began sprouting
all over the country, especially in
the hilly parts of the northern and
eastern regions as well as in the
delta area.
After the country gained
independence, monastic education
once again received attention and
was supported and subsidised in
EduCentre
MAY 2017
part during the parliamentary
period.
But when the socialist
government subsequently came
into power, monastic education
was ignored and rejected. However,
during former president U Thein
Seins tenure, monastic education
was revived and encouraged.
The government recognized the
importance and role that monastic
education plays in the education of
the community, especially among
the lower income group in rural
areas and hilly regions where many
ethnic minorities live.
In March 1993, the Aung Myay
Thukha monastery was selected
and invited to meet local education
officials to help establish a local
monastic school in Yangon.
The school first opened with 45
students, mostly from poor families
who could not afford full tuition
fees. Word spread fast and many
children at other monasteries
started moving to the Aung Myay
Thukha school.
As expected, these young
children were mostly from ethnic
minority families and were from
single-parent families or orphans.
The majority of them were
mostly Pa-O, followed by the
Palaung, Shan, Kayin and Naga
ethnic races. It is interesting to
note that although they came from
different ethnic families, these
children were all cheerful and
lovable, full of enthusiasm and
energetic. They were a happy lot and
appreciated what was being done for
them at the school.
A long journey
News of how the high abbot of
the school was struggling to keep
things going to ensure that the
disadvantaged children received
an education spread quickly. Offers
started pouring in from people who
volunteered their time to teach the
students. Donations in cash and
kind as well as meals also started
coming in to the school.
Meanwhile, the number of
students started increasing,
reaching around 450. There is
now a newly built double storey
brick building to accommodate
several classrooms which was
donated by a prominent cardiac
physician. Another building was
recently constructed, this time
the main donor was a retired lady
obstetrician-gynecologist.
Aung Myay Thukha monastic
school has come a long way. Starting
with just a few old benches and
study tables, it has flourished to
become a fully established middle
eighth standard monastic high
school.
The academic achievement of
the students also reflects the high
standards of education at the school
as many receive high marks in
the government eighth standard
examination regularly.
Four students from ethnic
minority families, who continued
their studies in state schools, passed
their matriculation with high
marks.
One student from a Naga family
even qualified to enter the dental
institute.
A visitor to the monastic school
will be impressed by the excellent
and successful work which the
school committee and the local
community have put in.
But, the work is far from
finished. There is still a lot to be
done for the children and the
school.
 EduCentre

MAY 2017
LEARNING WITH 5

The National University of Singapore offers scholarships each year to nationals of ASEAN
member countries.

STUDYING AT ASIAS TWIN CITIES

Part 1 of this article appeared in March EduCentre.

Thompson Chau

H
The National University of Singapore, a global leader, is ranked 12th in the QS World University Rankings 2015-16. Photos: NUS
ONG Kong and Singapore are both well-developed economies
with an advanced education system. Due to both the quality of
education system and the upsides of studying at an international
city, their university programs have long attracted students from
neighbouring countries. Apart from a much-sought after city life,
studying at leading universities in the two cities offer the professional
training, multi-cultural environment and international network which
are increasingly important for people working in the knowledge economy
and beyond. This months EduCentre focuses on what Singapore has to offer.

SINGAPORE
The city state boasts a very cosmopolitan population with large
populations of Chinese, Malay and Indians. Its colonial history as a
trading centre and entrepreneurialism hub positions it closer to the West
than its ASEAN neighbours. While Chinese, Malay, and Tamil are also
official languages, English is widely spoken and understood by 75 percent
of the five-million population, and is the officially designated language for
the education system.
Singapores two most prominent universities are very competitive
and internationally recognised. The National University of Singapore,
a global leader, is ranked 12th in the QS World University Rankings
2015-16. Of its other five national universities, Nanyang Technological
Universityhas stunned the sector with its rapid rise to prominence,
reaching 13th in 2015-16.The government supports three other public
institutions: the Singapore Management University, the Singapore
University of Technology and Design and the Singapore Institute of
Technology.
Singapore is very supportive of students from its ASEAN neighbours.
Myanmar nationals are welcome to apply the following scholarships.

ASEAN Scholarships for Myanmar (Pre-University)

The ASEAN Scholarships for Myanmar is tenable for four years leading to
the award of the Singapore-Cambridge General Certificate of Education
Advanced Level (GCE A-Level) certificate. The scholarship is for studies
in selected Singapore schools from Secondary Three to Pre-University
Two and is renewed annually, subject to the satisfactory performance
of the scholar. Students from Myanmar are nominated by the Myanmar
Ministry of Education for the scholarships.

NUS Graduate Scholarship for ASEAN Nationals (NUS GSA)

The National University of Singapore (NUS) offers scholarships each year
to nationals of ASEAN member countries who read full-time coursework
graduate degrees at NUS. These awards are financed by the people of
Singapore and the university. Scholars have no obligation or bond to NUS
or Singapore but are expected to complete the graduate degree and return
to their home country to assist in its progress and development.

ASEAN Undergraduate Scholarship (NTU)

The ASEAN Undergraduate Scholarship is offered by the Nanyang
Technological University (NTU) for non-Singapore citizens or
permanent residents from the ASEAN. Successful awardees should read
a full-time undergraduate degree program leading to a first degree, with
some exceptions. The award covers up to the normal program duration
on condition that the scholarship-holder maintains a record of good
academic performance and exemplary conduct. It includes full coverage
of subsidised tuition fees. Living allowance of S$5,800 per academic year
is also covered.
Prospective candidates and interested applicants should refer to the
website of respective universities and institutions for details of individual
degree and scholarship programs, application methods, eligibility
requirements and other information.

6 LEARNING WITH
From cradle to college,
Dulwich has the answers
UK-based premium independent school offers a comprehensive all-round
education that inspires students to reach further
Music is an important part of the curriculum at Dulwich College and each student is encouraged to learn an instrument from an early age. Photo: Supplied
TIN YADANAR TUN
D
ULWICH College Yangon
(DCY), which officially
opened in August 2016 at
Pun Hlaing campus, Yangon will be
expanding its student intake soon.
It currently has classes that cater
to the Toddler age group (two-year
olds) to Year 7 (11-year olds) at the
Pun Hlaing campus.
The campus is undergoing a
major expansion of its facilities for
the August 2017 session and is in the
process of opening a new campus
in Star City, Thanlyin township,
Yangon.
Both campuses will offer classes
for the Toddler age group to Year 8
(13-year olds) next year.
The senior students will have the
honour of being the first graduating
class, who in five years will be taking
their pre-university exams as the
college will have completed its
growth to encompass the whole two-
to-18 age range.
Since taking over the operations
of the Pun Hlaing campus from the
previous operator, Dulwich College,
which has its headquarters in the
UK, has more than doubled the
number of students and added more
facilities and staff at the school.
What is a College?
Headmaster Daryl Orchard said:
There is sometimes confusion
overseas over our use of the term
College, as in many countries this
is a term used to refer to tertiary
education. In the UK, it has
traditionally been used for younger
aged children by a small group of
select private schools.
Dulwich College Yangon will
offer a premium independent
school education for students
aged two years until they graduate
after turning 18, prior to entering
university. Both campuses
will initially offer facilities for
students aged between two and
13 from August 2018. We add an
additional year of classes each year
until we cover whole primary and
secondary age ranges (two to 18
years old).
The schools philosophy is built
around its motto, Inspiration
Starts Here. All projects and
programs must meet the
fundamental message of inspiring
students to reach the highest of
their abilities, both academically
and in terms of a broader,
rounded education developing
confidence, knowledgeable,
being internationally aware and
conscientious students.
The school offers an Early Years
Foundation Stage and an enhanced
version of the English National
Curriculum that is tailored for
international students.
The program will lead to the
International General Certificate
of Secondary Education (IGCSE)
in addition to a challenging
international curriculum that is
recognised by leading universities
around the world.
Dulwich believes that academic
success is firmly rooted in the
classroom, but that a truly strong
education engages students
beyond textbooks.
Variety of lessons
There is a variety of activities that
children can choose from on most
afternoons after school.
This includes opportunities
to take part in activities such as
kendo, fencing, archery or a film
club that teaches members to
EduCentre
MAY 2017
produce their very own movies for
the Dulwich Film Festival which
has its own Oscar awards, the
DOscars!
Students will also have the
unique opportunity to join world-
class events such as the Dulwich
Music Festival, the Dulwich
Olympiad in London, the Vienna
Boys Choir or workshops with the
Royal Shakespeare Company.
There are also requests from
two internationally famous
football clubs to open a soccer
academy in Yangon in cooperation
with Dulwich.
Inside the classroom, specialist
subjects for next year include
English, Mathematics, Science,
the Humanities, English as an
Additional Language (EAL),
Physical Education (PE), Music,
Art, Myanmar Studies and French,
as well as differentiated first,
second and native-level classes
in Mandarin and Myanmar
languages.
We are a selective school and
unashamedly academic and this
is reflected in our exam results
across the group. These results
are achieved through a balanced
curriculum and having specialist
teachers. For example, our
primary school children are given
their own stringed instrument in
Year 3, which is theirs for two years,
which is then followed by the use
of a wind instrument for the next
two years. This gives them the time
and opportunity to experiment with
a variety of different instruments
before specialising in their senior
school years, Orchard said.
Teachers from UK
DCY currently employs 16
teachers, most of whom are from
the UK. This includes specialists
in science, art, maths, Mandarin
and Myanmar, amongst others.
The Dulwich College International
(DCI) network of schools employs
1300 people, the majority of whom
are teachers, primarily from
Britain.
For the next academic year, the
majority of new teachers have been
recruited from Dulwich colleges
across its world network.
We are opening the doors with
teachers who have an average of
over 7 years experience and with
Continued on page 7
 EduCentre

MAY 2017
LEARNING WITH 7

Continued from page 6

strong knowledge of how a Dulwich
education works. It is important to
note that the Pun Hlaing campus
will have a hundred percent
retention rate for its current
teachers, said Orchard.
Whilst Dulwich College
Yangon is a new school, we draw
on the expertise of our founding
school, Dulwich College in London.
Dulwich College is one of the oldest
independent schools in the UK with
nearly 400 years of excellence in
teaching and learning.
As we are also a part of a family
of ten international schools in
Asia, we have full access to bring
over experts for a range of different
subjects to support our current
staff. DCI is a proven leader
in international, independent
schooling over the last 13 years.
It has eight colleges and two
international high schools in Asia.
There are six colleges in China: two
in Shanghai (2003 & 2016), Beijing
(2005), Suzhou (2007), a college in
Seoul (2010) and one in Singapore
(2014.)
I therefore feel we have all the
advantages of a new school in terms
of modern resources and brand-new
facilities, but few of the challenges
that a stand-alone school would
experience in its foundation years.
Many extra-curricular activities
Orchard added that DCY will have
extensive extra-curricular programs
to develop students abilities.
We seek to inspire students
and upon leaving our school, they
will have discovered one true
passion or interest and a lifelong
love for learning.
The costs for each class differ
depending on the year level.
However, our investment across
the college reflects the quality of
the education on offer, with nearly
all the equipment and books being
sourced from overseas, he added.
Music is an important part
of the curriculum and each
student is encouraged to learn
an instrument from an early age.
Music lessons are compulsory up
to Year 9 with each child having
a string instrument provided by
the school until Year 6. From Year All projects and programs at Dulwich College must meet the fundamental message of inspiring students to reach the highest of their
abilities. Photo: Supplied
7 they are introduced to a second
instrument, woodwind or brass to
Year 9. current efforts and investment as the recently launched Magic Dulwich has a long history with
DCY encourages competitive in the country. When we open a Bus Myanmar, sponsored by the Myanmar. U Tin Tut, the countrys
sports to instill the value of school, we look at the long term Dulwich International Schools first Minister for Foreign Affairs
teamwork and fair play. Students and Dulwich College Yangon sees Foundation with a US$400,000 and Minister for Finance from
will learn how to win and lose itself as a part of the community, initial contribution. January to September 1948, was
graciously. Orchard said. The Friends of Dulwich, its educated at Dulwich College
At present we are fully The DCY community engages in Parent Teacher organisation, is in London. U Tin Tut is part of
concentrating on developing and with the local community in a active in all the schools programs a select group of notable Old
our new schools in Yangon, and variety of areas, not least of which in supporting initiatives within Alleynians, the name given to the
this is the sole focus for all our will be charitable initiatives such the local communities. Dulwich College alumni.

Deputy Editor-in-Chief: Myo Lwin

Editor: Clovis Santiago

Staff writers: Tazar Bhone Myint,

Thompson Chau, Tin Yadanar Tun,
Zaw Zaw Htwe, Ei Shwe Phyu,
Aung Kyaw Nyunt, Kyi Tha Maung

Contributors: U Saw Win,

Thin Thin Hlaing

Photography: Aung Htay Hlaing,

Aung Myin Ye Zaw, Aung Khant,
Naing Wynn Htoon, Shutterstock, EPA

Cover photo: Shutterstock

Layout design: Ko Htway, Khin Zaw

For feedback and enquiries, please contact
c.santiago@mmtimes.com

Contributors
Welcome!
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launched The Myanmar
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chance for you. We are inviting
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 EduCentre

MAY 2017
8 LEARNING WITH

Internet opens world for Myanmar students

Education is being given a broad boost as students embrace the Net

Ma Gadae Wai Phyo Ma Htet Nadi Aung Ma Su Phyu Zin

Maung Lin Khant Maung Min Thiha Kyaw Maung Win Htet Kyaw

THIN THIN HLAING between 11pm to midnight. I have lessons that are hard to understand affecting my community. I want understand. We can witness news

W
ITH the internet
revolution finally
connecting with the
shores of Myanmar, schoolchildren
and students are embracing this
technological game changer to learn
as well as interact with one another.
Statistics from the United
Nations Population Fund (UNFPA)
show that there has been an
explosion in the number of internet
users in the country over the last
two years.
In 2014, Myanmars population
stood at 51.4 million and the
number of internet users was
estimated to be around two million.
However, with the explosion
of mobile phone penetration
that began in 2014, the number
of internet users has increased
exponentially to 39 million in 2016.
In a survey to gauge internet
use among students,The Myanmar
Times EduCentrespoke to several
of on how the cyber revolution has
affected their lives.
While many of those interviewed
said that the internet has helped
them with their studies, others had
reservations about the unsavory
aspects of connecting with the cyber
world.
Good and bad
One student, Maung Win Htet
Kyaw, who is a Grade 10 in
Basic Education High School 1,
Mayangone township, Yangon,
saidhe hasbeen using the internet
for the past eight months to make
new friends from around the world.
He said that heuses social
network Facebook to connect and
chat with others from across the
country and the world. However,
he said that he does not visit any
websites or has created an email
account.
I use the internet after tuition
met many people in cyberspace
whom I would never have had the
chance to get to know. I also watch
football and other sports. I like the
Eleven Sports Journal,he added.
Maung Win Htet Kyaw said that
he also gets to know about current
and world affairs from Facebook
postings.
It is a good tool to acquire
knowledge but excessive use can
lead to addiction, he warned fellow
school mates.
Improving English
Another student, Ma Gadae Wai
Phyo, a Grade 10 in Basic Education
High School 2, Mayangone
township, Yangon, said thatshe
usesthe internet to improve her
English.
I have been using the internet
for over a year. I usually connect
with the world on Saturdays and
Sundays after returning from
tuition. I do not use email or visit
websites. I use Facebook to browse
through current or world affairs. I
usually watch English lessons and
comedy channels,shesaid.
Ma Gadae Wai Phyo also said
that she goes online to look for
answers to tough school homework
questions.
By going online, I can find
what I don't understand at school.
On the internet I can search for
English lessons that I have difficulty
grasping. If I do not know how to
solve a mathematics problem, I ask
my friends and my teachers via my
Facebook account.
We become friendlier with
each other. Once you ask Facebook
account holders some questions, we
become friends.
You can make friends with some
people whom you have never met
and this is an exciting aspect of the
internet. The good thing is that I
make plenty of friends. I can learn
in class from Facebook. In addition,
I can share things that others may
not be aware of, she said.
Unsavoury content
But Ma Gadae Wai Phyo said that
there is much bad content posted on
Facebook.
There are some rude people on
the internet. What is worse is that
unsavoury photos are uploaded, she
added.
Grade 7 student Maung Min
Thiha Kyaw, who is in Basic
Education High School 4, Ahlone
township, Yangon, toldThe
Myanmar Times EduCentre that
he began using the internet after
the sixth grade.
I started using internet
during summer holidays after
the 6thgrade exam. It is almost
one year and my usage time is
very little. I use Facebook and
Messenger but I do not visit
websites.
I get knowledge from
educational programs on
Facebook. I read jokes, listen to
new songs, and watch new movies.
Maung Min Thiha Kyaw said
that while he also likes YouTube,
there are other bad aspects of the
internet.
It is good if you use the
internet for good reasons. But
some people are using it for
socially or morally objectionable
purposes, he said.
Food for thought
Maung Lin Khant, a Grade 7, Basic
Education High School 6, Ahlone
township, Yangon, said that he
began using the internet about 8
months ago.
He said that he occasionally uses
the internet for about three hours
during his free time in a week.
I use Facebook and Viber
and I read about health issues
to eat healthy food and try to avoid
things that may cause an upset
tummy. I want to learn about
food that has healing properties
for various illnesses. I can live a
healthy life from this knowledge,
he added.
However, Maung Lin Khant
said that he had friends tell him
that they were visiting sites that
were not good.
Using the internet to enrich
life is a good thing. I feel good
when using the internet because
I get useful knowledge. When
I heard some friends at school
were watching bad things on the
internet, I was shocked. Watching
appropriate things is good. It is
good to read knowledgeable and
beneficial websites, he said.
For Ma Htet Nadi Aung, a Grade
10, Basic Education High School 1,
Mayangone township, Yangon, the
internet came to her when she was
in Grade 9.
I started using the internet
around the 9thGrade. It has been
two years now and I use it at night
but not regularly because of exams.
When there are no exams, I use
it more regularly. I use Facebook,
Bee-talk and Viber, she added.
Ma Htet Nadi Aung says that she
reads news on fashion and the arts.
Sometimes, I read about
literature and I am also interested
in design. As I am in matriculation,
it helps my studies reading about
10thGrade lessons.
Lessons are sometimes turned
into songs and are posted on
Facebook. How to solve chemical
equations and how to calculate
formulas are also posted, she said.
News and current affairs
Ma Htet Nadi Aung said, With
news, we see world events unfolding
live in front of us. We can search
and study for things that we dont
and events from other regions.
However, she also said that
many of her friends have got into
trouble by engaging in unsavoury
relationships.
There are interesting things
on the internet. You have to be
discerning and choose what is
beneficial and what is not, Ma Htet
Nadi Aung said.
Using Google and other social
network applications, Ma Su Phyu
Zin searches for answers to tough
school questions.
Ma Su Phyu Zin, who attends
Grade 9 in Basic Education High
School 2, Sanchaung township,
Yangon, said, I search for English
idioms and meanings of words that I
am not sure of.
She also said that she reads about
celebrities and follows the links in
Google for topics she would like to
learn about.
I use Viber communicating
with friends as I dont spend much
time on Facebook. Sometimes I
post about things that interest me
and look at what my friends have
posted, she said.
Ma Su Phyu Zin said the internet
has opened a completely new world
of knowledge to her and others in
Myanmar.
The internet offers a huge
library of knowledge at the click
of a mouse. In the days before
the internet, we had to look for
people who could give the answers
to questions that were not in
textbooks, she said.
For Ma Su Phyu Zin, and many
students in Myanmar, the internet
has opened the doors to the
worldwide network of knowledge,
news and stories that were hitherto,
unknown.
But many know that the internet
is a double-edged sword, fraught
with dangers.
Translation by Zaw Nyunt
 EduCentre
Swiss help in developing vocational education
Technical assistance will continue for as long as necessary
Swiss Ambassador meets the press on February 24. Photo: Zaw Zaw Htwe
Summer holidays -- balancing lessons with play
Opinions are sharply divided as to what schoolchildren ought to do during the school break
EI SHWE PHYU
A
LL work and no play makes
Jack or Jill a dull boy or girl
is an adage being pondered
by parents today as they confront
the question of what to do with their
school-going children during the
summer holidays.
One school of thought has it
that schoolchildren ought to take a
break and recharge their batteries
after a year of grueling studies,
assignments, tests and final exams.
Another suggests that
schoolchildren will be able get a
head start if they embarked on
preparatory classes for the coming
academic year.
But others suggest that children
would benefit by attending courses
or classes that emphasise other
skills that are not taught in schools.
According to a survey by The
Myanmar Times EduCentre,
parents are divided as to how they
want their children to spend their
summer break.
Break from routine
One parent The Myanmar Times
EduCentre spoke with, Daw Soe
Soe Myint, a mother of a school-
going child, said that she sends her
daughter to a Buddhist ethics course
every year.
My daughter has no interest
in sports and music and so I dont
see the necessity for such classes.
However, I do send her to Buddhist
ethics so that she will acquire
knowledge and become more aware
of religion and ethics, she said.
Some experts, however, say that
parents need to encourage their
children to indulge in a hobby and
be absorbed in things that interest
them during summer holidays
instead of continuously bombard
them with lessons and studies in
MAY 2017
order to develop a well-rounded
character and personality traits.
The survey by The Myanmar
Times EduCentre also revealed
that while some parents allow
their children to attend courses
that explore hobbies and non-
academic interests, others allow
their children to take a complete
break from studies without forcing
anything on them.
Daw Si Si Cho, a mother of two,
said she is going to send her son to a
gym after the examinations.
My son is interested in
attending a gym and so I want to
arrange this for him. My younger
daughter is not very well. I let her
just relax at home. She has been
exhausted after a whole year of
studying, she said.
Creative activity
The Myanmar Times EduCentre
spoke to Dr Tin Maung Win,
Professor and Head of Department
at the Department of Psychiatry,
Sagaing Education University,
who strongly believes that
children have active minds and
if channeled properly, can lead to
creativity.
By nature, children are active
and this fact must not be forgotten.
Depending on their age and stage
of development, children will
not remain quiet for long. So, in
accordance with this active and
inquisitive nature, giving a break
to the rigours of the classroom, will
provide a chance for their brains to
recharge by providing them with
opportunities to participate in
activities that interest them instead
of focusing on studies.
Most of the children we spoke
with, said they preferred to pass
their summer holidays by just
playing.
When school closes, I am happy
LEARNING WITH 9
ZAW ZAW HTWE programs.
S
Speaking to The Myanmar times EduCentre, he
WITZERLAND will help in developing vocational said We will start planning the programs for the next
skills for as long as Myanmar requires it, four years. We will consider increasing the number of
according to Swiss Ambassador to the country, trainees to about 8000 to 10,000 youths. We plan to
Paul R Seger. expand our programs, he said.
Our experiences in other countries show that we
have helped in the development of such skills for up to Program expansion
ten years or for as long as it takes to achieve the desired To promote the training programs, Switzerland is
goals. Again, we are here to help Myanmar for as long planning to go on road shows in Pathein township,
as the government requires our help. It is not for a Ayeyarwady Region, Mawlamyine township, Mon
mere four years. It is much longer, Ambassador Seger State, and Mandalay city, and to instill public
told the media on February 24. awareness among the local community in order to
emphasise the importance of vocational skills.
Five areas Ambassador Segersaid, Over the last few years,
Switzerland has been helping Myanmar in vocational we have trained hundreds and hundreds of young
education and training since 2013 with four-year long- people in Myanmar. Because of these programs,
term projects and spending US$5 million per year. It is many get good jobs, good salaries and have a bright
providing vocational training for Myanmar youths in professional future. I can tell you right here, we are
five sectors: electrical, hospitality, sewing, carpentry ready to continue with this commitment over the next
and beauty parlors. few years.
In 2017, some 6000 to 7000 Myanmar youths Switzerland began assisting Myanmar since 2012
have been identified to attend these four-year Swiss- and they have been providing vocational training
ledcourses, according to U Nay Myo Zaw, the national since 2013 by providing courses for Myanmar youths
program officer in charge for Swiss vocational skills wanting to upgrade their skills.
Most of the children say they preferred to pass their summer holidays by just playing. Photo: Aung Htay Hlaing
because I can play, said Maung It shouldnt be like that. This this is the inherent weakness in the
Aung Thiha. does not happen in other countries. system, he said.
Younger students may like It happens only in Myanmar By not allowing for breaks from
playing but those who are about because of the exam system and the studies and depriving children of
to enter high school, especially 9th pressure to pass them. time to develop their hobbies or
graders, are eager to attend tuition When asked to comment on the interests, parents run the danger of
classes in preparation for the move by parents to send children for raising maladjusted individuals who
upcoming matriculation exams. matriculation tuition even before lack social skills or the ability to be
As the matriculation is the 9th Grade results were out, he better future citizens, Dr Tin Maung
important, we send the children to said this was not good for children. Win warned.
tuitions in advance. My daughter But Daw Than Than from Twante
herself wants to attend, said Daw Lessons learnt at play township, seems to have broken
Thida from Yankin township. Parents worry a lot and they make ranks with many parents and said
The Myanmar Times EduCentre out exams to be the devil in their she did not send her children for
survey revealed that group tuition kids young lives. The overemphasis tuition or other training courses
for the matriculation classes have on an exam oriented system leads during the summer holidays.
already started in some townships to a rat race in education and the Only when the school opens, I
since the beginning of the summer need to finish at the top puts undue send them to school. I never send
holidays. pressures on young minds, he them for any tuition or any other
But Dr Tin Maung Win disagrees added. courses. During the summer, I let
with the idea of filling up the In addition, the emphasis on my son and daughter just play at
summer holidays with more appraisals based on purely exam home, she said.
academic lessons. results leads to rote learning and Translation by Zaw Nyunt

10
Education in brief
EI SHWE PHYU
ISM 5th graders tour The
Myanmar Times
Teacher Jade Gardner and
her students from Grade 5,
International School of Myanmar
(ISM), visited The Myanmar Times
newsroom on March 21 to study the
process of creating a newspaper
-- from reporting to publication.
The class is working on a project
where the students intend to create
their own classroom newspaper
with a focus on how humans have
impacted our environment.
Myanmar Times deputy editor-
in-chief U Myo Lwin explained to
the group the day-to-day operations
of a newsroom and veteran reporter
Lun Min Mang, who took some
time off from his busy schedule,
answered questions on the
challenges faced by reporters.
The tour seemed to be
productive, as noted by teacher
Jade later: It really was wonderful
for the class to see firsthand what
it means to be a journalist. It will
be a memory they wont forget!
And from the students themselves:
Myanmar Times deputy editor-in-chief U Myo Lwin explains to the ISM group the day-to-day operations of a newsroom. Photo: Aung Htay Hlaing
LEARNING WITH
Letting us ask questions about your
newspaper is a huge help for us
since we want to start writing in our
newspaper about how humans have
impacted the environment. It was
very kind of you to take time out of
your busy schedule and give us the
tour of your office!
Five-year National Education
Strategic Plan unveiled
The five-year National Education
Strategic Plan (2016-2021) was
recently unveiled by the Ministry of
Education at a ceremony held at Nay
Pyi Taws Myanmar International
Convention Centre 2.
State Counsellor Daw Aung San
Suu Kyi, in a keynote address, urged
educators and teachers to have
a paradigm shift in the nations
education philosophy over the next
five years.
Speaking at the event on
February 23, Dr Myo Thein Gyi
said that the aim of the National
Education Strategic Plan (2016-
2021) was to improve the learning
process with better pedagogical
methods and improvement in
the development of vocational
education, research and innovation
in education.
Australian Ambassador to
Myanmar, Nicholas Coppel,and
UNICEF Representative to
Myanmar, Bertrand Bainvel,
on behalf of Allied Educational
Organizations, explained in detail
what the National Education
Strategic Plan (2016-2021) entails.
The goals of the plan include
focusing on a significant
improvement in student proficiency
in all educational institutions
by adopting advanced teaching
methods.
Japanese grant for better school
facilities
Japan is providing a US$501,075
grant to Myanmar for the
construction of several schools and
upgrading of a road under its Grant
Assistance for Grassroots Human
Security Projects (GGP) Scheme.
Japanese Ambassador to
Myanmar and construction
committee chairs of states and
regions signed the contract providing
for the grant on February 21,
according to a statement released by
the Embassy of Japan.
The grant will allow the upgrading
of facilities and infrastructure in
Sasana Yaung Chi and Zayar Thiri
monastic schools in Mon States
Kyaikmaraw and Mawlamyine
townships and Shwe Zedi monastic
school in Rakhine States Sittwe
EduCentre
MAY 2017
township.
In addition, a road at Tatkone
village in Magwe Regions Aunglan
township will also be upgraded.
The Japanese government
established the GGP scheme in 1993
in Myanmar and a total of 811 projects
for education, health and social
welfare services as well as several
environment and infrastructure
projects have been carried out so far.
Meeting to appraise education
programs
A meeting to gauge and assess current
and future educational programs was
recently organised by the Amyotha
Hluttaw Government Guarantees,
Pledges and Undertakings Vetting
Committee.
The meeting, held on February
28 in the Amyotha Hluttaw, was
attended by Speaker U Mahn Win
Khaing Than and Deputy Speaker U
Aye Thar Aung
Union Minister for Education, Dr
Myo Thein Gyi held discussions with
MPs during a Q&A session.
Reforms in teaching methods
debated
A DVB debate with the theme how
to start reform in curriculum and
teaching methods took place on
February 18.
Among those who attended the
discussion was Dr Yin Yin Nwe,
presidential education advisor
from 2014-2016 and a member
of the Education Promotion
Implementation Committee.
Also present were U Naing Ngwe
Thein from the National Network
for Education Reform, U Kaung
Set Naing, a retired teacher as well
as a writer, and Saw Lar Say from
the Kawthoolei Karen Education
Department.
The discussions touched on
curriculum development and
teaching methodology, the need for
qualified teachers, federal plan on
education, mother tongue-based
education for ethnic communities,
an educational assessment system,
budgeting for education and
education in ethnic minority areas.
Increase in matriculation exam
students in 2016/17
More than 760,000 students
throughout the country took the
matriculation exams this year.
According to the Department
of Myanmar Examinations, the
number of students sitting for the
exam was about 100,000 more than
the previous year.
The examinations were held
between March 8 and 17.
 EduCentre

MAY 2017
LEARNING WITH 11

What it takes to be a computer hardware expert

Hardware architects complement software engineers in making the whole system work
AUNG KYAW NYUNT, expertise in the overall function of a Those who want to begin a career
KYI THA MAUNG computer. in hardware can start with studying
While computers and mobile self-study books or attend online

S
OFTWARE engineers and
designers have been in
the forefront of computer
technology creating applications
that have changed the way we play,
work and do business.
But it also takes hardware
engineers to make a computer
system work.
For a computer system to work
well it takes both hardware and
software experts to make it all come
together.
The hardware component is
just as important as the software
and it takes time for one to acquire
the skills to pursue a profession in
hardware engineering.
Hardware tech
Generally, hardware entails
repairing and maintaining the
physical components of a computer
in order for it to function well. It
includes knowledge of raw computer
components and their accessories,
networking, troubleshooting and
phones are fast replacing paperwork
in the Myanmar economy, job
opportunities in the hardware
sector are not forthcoming.
There are two types of hardware
job openings: hardware expert and
the freelance professional.
A freelance professional is one
who runs his or her own service
center and gives hardware-related
services to individuals, video
game shops and to small or large
companies.
Permanent professionals are
sometimes called IT experts or IT
managers. They are often given
the job title of Network expert or
Network professional.
Expert knowledge
They have to deal with the
installation of an operating system
and the related software as well
as provide total solutions for
networking performance and issues.
They are especially responsible
for networking and troubleshooting
issues that crop up.
tutorials.
They can also attend the training
courses and get on the job training
(OJT) at professional hardware
service centers.
After being trained, an
individual will have the basic
knowledge and experience to run
a small service center. However, to
become a professional who can take
charge of big tasks, one needs to
pass relevant examinations and get
the related certification.
Where and what Hardware experts are especially responsible for networking and troubleshooting issues that
There are over 30 training schools crop up. Photo: Naing Wynn Htoon
that teachA+ hardware courses in
Myanmar. hardware, mobile hardware, (single and multiple response) and
For local jobs, A+ certificate or networking, troubleshooting and drag and drop options.
any Microsoft OS certificate will network connection. In order to be a good professional
do. However, for overseas careers, It also covers cyber security hardware expert, individuals
Linux OS certificates and related and cloud computing issues in need to constantly update their
certificates are required. addition to installing, repairing and knowledge base and keep attending
To become an A+ certified maintaining operating systems like courses on the latest developments.
technician, one will have to sit Windows, iOS, Android, Apple OS X This may open doors to the
for CompTIA A+ 220-901 and and Linux. international market where such
CompTIA A+ 220-902 subjects. The The A+ exams are conducted via jobs are in high demand.
901 subject deals with computer a set of multiple choice questions Translation by Zaw Nyunt

State Counsellor Daw Aung San Suu Kyi views a photography exhibition during the ceremony launching of the The Japanese grant will allow the upgrading of facilities and infrastructure in some monastic schools across the
National Education Strategic Plan (2016-2021) in Nay Pyi Taw. Photo: EPA country. Photo: Supplied

Participants at the DVB debate discuss on curriculum development and teaching methodology, among Students leaving an exam centre in Yangon after sitting for the matriculation exams. Photo: Aung Khant.
others. Photo: Aung Myin Ye Zaw
 EduCentre

MAY 2017
12 LEARNING WITH

Education key to the future: StateCounsellor

All stakeholders need to lead and have a vision for success, says Daw Aung San Suu Kyi

S
TATE Counsellor Daw Aung
San Suu Kyi has urged all
stakeholders to make a
change in the countrys education
philosophy within the next five
years.
Speaking during a keynote
address at the unveiling of the
National Education Strategic Plan
(2016-2021) on February 23 at the
Myanmar International Convention
Centre 2 in Nay Pyi Taw, she said
that everyone must have the desire
to a lifelong learning.
To encourage lifelong learning,
the change must start in the
education system. We all need
to consider what the main needs
are for the success of the National
Education Strategic Plan which has
been adopted.
The learning process must be
continuous for both young students
and adults, she said.
In order to encourage a mindset
that is conducive to learning,
teachers and administrators, she
said, must inculcate the desire
to learn. They themselves have to
have the desire to learn in order to
spread this learning culture.
The desire to learn is most
important in education so that
all leading implementers who
set up policies and teachers
must encourage the desire to
learn mindset, she said.

Desire to learn
Teachers must be desirous of
learning and have the desire
for life-long learning so that
all learners will become
inspired. Therefore, whatever
plan is to be developed, all
par ticipants need to lead and
have a vision for success,
State Counsellor Daw Aung
San Suu Kyi said.
It is very important for
all leading implementers
in education projects to be
reminded that they have a lot to
learn.
People who think they know
everything cannot learn. Only
teachers and project leaders who
keep upgrading themselves can
lead to a nationwide mindset
change. The learning will start
State Counsellor Daw Aung San Suu Kyi delivers a speech during a ceremony detailing the National Education Strategic Plan (2016-2021) at the Myanmar International Convention Centre 2
in Nay Pyi Taw on February 23. Photo: EPA
when we humble ourselves and
say we need to learn a lot more,
she added.
State Counsellor Daw Aung
San Suu Kyi also said that in
order to encourage young people
to constantly learn, parents
and teachers had to set a good
example.
We need to be confident that
we are capable of doing things
by ourselves. For the children
to have this mindset, parents
and teachers must encourage
this desire for learning. The
problem with older people
is that they think they are
perfect and do not want to learn
anymore, she said.
Learning never stops. We
never stop pursuing education
and everyone should have a
mindset to continue learning as
long as they live.
The National Education
Strategic Plan will not be
difficult to comprehend for
the young and for adults if we
understand the fact that we must
learn, and that we continue to
learn. We want to learn and know
how to learn.
Self-improvement vital
It is true that the State will lead
in this sector. When the State
leads, it is important to extend
physical and mental support as
much as possible. By practising
self-learning, I wish teachers can
support the country in this policy.
Children and adults must want to
continue to learn and must also
have the same vision.
State Counsellor Daw Aung
San Suu Kyi said, I can serve
effectively for the benefit of the
country only after I have learnt
about the needs and the challenges
facing us and believe that my
friends would also have the same
mindset for the country.
I wish all the participants at
todays ceremony will serve future
generations and must believe
that they must learn and have the
desire to learn mindset. This will
go a long way to enable the nation
to improve its education system by
embracing inclusiveness which is
very important for the development
of the country.
Translation by Zaw Nyunt
(Based on Myanmar News Agency report)

Australia A
USTRALIA has committed plans to improve access to quality Education Quality Improvement
a further $71.5 million education across Myanmar, said Program, which will assist
over four years (2017- Senator Fierravanti-Wells. Myanmars Ministry of Education
2020) to support the Myanmar Of Australias new funding, $51.5 to better monitor education reforms
Governments implementation million will expand the support and improve management across

pledges more
of its new National Education
Strategic Plan.
This will help children in
Myanmar stay in school and receive
a better quality education.
to the Myanmar Governments
Decentralizing Funding to
Schools Project. This project, in
collaboration with the World Bank
Group and other donors, will fund
the sector.
Australias support for the
Myanmar Governments National
Education Strategic Plan
contributes to achieving inclusive

support for
Australias Minister for
International Development and the
Pacific, Senator the Hon Concetta
Fierravanti-Wells, announced the
new support on March 15, 2017
a new teacher mentoring program
and nation-wide early grade
learning assessments.
It will also extend the successful
school grants and stipends program,
and sustained economic growth and
the prosperity of our region.
The Minister also opened the
Australia-Myanmar 2017 High Level
Consultations on Development

education
during her meeting with Myanmars
State Counsellor, HE Daw Aung San
Suu Kyi.
I was very pleased to meet
with Daw Aung San Suu Kyi to hear
about the Governments ambitious
which has provided grants to over
47,000 schools and stipends to
help over 158,000 disadvantaged
children stay in school.
Australia will also provide $20
million for the new Myanmar
Cooperation.
Senior officials from both
countries discussed development
priorities, including education, the
peace process, job creation, and
rural development.