EOUCA 0 SECTO TUD OJ C

( YA I 90 , 004)

0.1.3

Tee

eU~II_'

by

U ai 9

and U un aun

MYi.nn,., E .on Re uY on

Fe ry • 1992

Performance Indicators

in Technical, Agricultural

and Vocational Education

by

U Myat Naing (MERB)

and U Nyunt Maung (DTAVE)

Acknowledgement: This paper is the outcome of the collaborative effort of ESS Working Group No.1(Education Data Review and AnalysIs). The working group, chaired by U Tun Hla (DBE), Included the followingmembers: U Myat Naing (MERB), U Saw Win (Institute of Economics), U Nyan Myint (Institute of Economics),U Thein Htay (DHE), U Nyunt Maung (DTAVE), Dr. Tracy Sein (Institute of Medicine 1), U Thein Wan (MERB),Daw Nge Ma Ma Than (Institute of Computer Science and Technology).

ABSTRACT

The type and characteristics of technical, agricultural and vocational training is outlined in thispaper. The study of the Department of Technical, Agricultural and Vocational Education and itsinstitutes and schools shows among other things that the curricula, equipment and facilities needto be revised and upgraded. The teachers in these fields need upgrading in their specialized areas.

PREFACE

The Ministry of Education, UNDP and UNESCO are engaged in a joint effort to review the presentstate of education and manpower training in the Union of Myanmar. This review is being carriedout under the Education Sector Study project, which began in mid-1990. The objective of theproject is to help improving Myanmar's education system so it can make contribute moreeffectively to the country's social and economic development. The' first phase of the EducationSector Study (ESSI, a detailed diagnosis and analysis of the needs of the education sector, is nowcompleted. A synthesis of the main findings has been issued in a separate report.

This paper is one of a series of working papers produced by Myanmar ESS participants. The seriescovers various important aspects of education, such as quality and efficiency, linkages betweeneducation and employment, costs and financing, school facilities, and sector organization andmanagement. The ESS Working Papers series addresses itself to all professional staff in theeducation sector, as well as to interested researchers. It is hoped that these papers will contributeto stimulate a national discussion on ways and means to improve Myanmar's education system.

Khin Maung KyweNational Project Director

Antoine SchwartzChief Technical Adviser

AGTIAHSAYBEHSBOCOBEDHEDTAVEESSETCETECGBGTIMERBMOEMRMSOJTSAlTHSTTTITTTU

LIST OF ABBREVIATIONS

Associate of Government Technical InstituteAgricultural High SchoolsAcademic YearBasic Education High School ExaminationBurma Oil CompanyDepartment of Basic EducationDepartment of Higher EducationDepartment of Technical, Agricultural and Vocational EducationEducation Sector StudyEvening Trade CoursesEngineering Technology Evening ClassesGoverning BodyGovernment Technical InstitutesMyanmar Education Research BureauMinistry of EducationMachinery Repair and Maintenance SchoolsOn-the-Job TrainingState Agricultural InstituteTechnical High SchoolsTechnical Teacher Training InstituteTechnical Teacher Training Unit

-TABLE OF CONTENTS

Page

I.

11.

INTRODUCTION .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1

GENERAL DESCRIPTION OF THE INSTITUTIONS OFTECHNICAL, AGRICULTURAL AND VOCATIONAL EDUCATION 3

Ill. TECHNICAL EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5

IV. AGRICULTURAL EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 18

V. VOCATIONAL EDUCATION 27

VI. OTHER ASPECTS OF TECHNICAL, AGRICULTURALAND VOCATIONAL EDUCATION 29

VII. PROBLEMS AND ISSUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 33

VIII. CONCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 34

234

5

6

7

89

10

11

121314

15

16

17

18

19

20

21222324

LIST OF TABLES

Growth in the Numbers of Applicants, Selected Candidates and Those

Actually Enroled in the GTls

Intake by Type of Course and Sex in the GTls: 1986/87

Enrolment and Graduate by Type of Course in the GTls: 1986/87

Rate of Internal Efficiency of the GTls: 1986/87-1987/88

Teaching Staff of the GTls by Rank, Type of Subject Taught and Sex: 1990/91

Age-sex Distribution of the (Technical/Academic) Teaching Staff of the GTls

1990/91

Teaching Staff of the GTls by Educational Qualifications 1990/91

Teaching Staff of the GTls by Length of Service and Sex 1990/91

Foreign Trained Teaching Staff of the GTls by Duration of Training Abroad

1990-91

Average Numbers of Students and Teachers per GTI;and Teacher-student Ratios

in the GTls

Growth in the Numbers of Applicants, Selected Candidates and Those

Actually Enroled in the THSs

Intake by Type of Course in the THSs

Enrolment and Graduates by Type of Courses in the THSs: 1986/87

Rates of Internal Eff~fiency of the THSs

Teaching Staff of the THSs by Rank, Type of Subject Taught, and Sex:

1990/91

Age-sex Distribution of the (Technical/Academic) Teaching Staff of the THSs:

1990/91

Teaching Staff of the THSs by Educational Qualifications: 1990/91

Teaching Staff of the THSs by Length of Service and Sex: 1990/91

Average Numbers of Students and Teachers per THS; and Teacher-student Ratios

in the THSs

Growth in the Number of Applicants, Selected Candidates and those Actually

Enroled in the SAls

Intake by Type of Course and Sex in the SAls: 1986/87

Number of Students and Graduates by Type of Courses in the SAls: 1986/87

Rates of Internal Efficiency of the SAls 1986/87-1987/88

Teaching Staff of the SAls by Rank, Type of Subject Taught and Sex: 1990/91

Page

67

7

7

8

9

910

10

11

11

121212

13

14

14

15

15

18

19

19

19

20

25

262728

29

30

31

323334

353637

iii

Age-sex Distribution of the (Agriculture / Animal Husbandry / Academic) Teaching

Staff of the SAls: 1990/91

Teaching Staff of the SAls by Educational Qualifications 1990/91

Teaching Staff of the SAls by Length of Service and Sex: 1990/91

Foreign Trained Teaching Staff of the SAls by Duration of Training Abroad

1990/91

Average Numbers of Students and Teachers per SAl and Teacher-student Ratios

in the SAls

Growth in the Numbers of Applicants, Selected Candidates and Those Actually

Enroled in the AHSs

Number of Students in the AHSs

Rates of Internal Efficiency in the AHSs: 1986/87-1987/88Teaching Staff of the AHSs by Rank, Type of Subject Taught and Sex: 1990/91

Age-sex Distribution of the (Agriculture/Animal Husbandry/Academic) Teaching

Staff of the AHSs 1990/91Teaching Staff of the AHSs by Educational Qualifications: 1990/91

Teaching Staff of the AHSs by Length of Service and Sex: 1990/91

Average Numbers of Students and Teachers per AHS; and Teacher-student Ratios

in the AHSs

202121

22

22

23232424

252526

26

CHAPTER I

INTRODUCTION

Need for the Review

Achievements of economic growth and industrial development are dependent to asignificant degree on the availability of well-qualified manpower with the necessary technical andmanagerial knowledge, skills and competencies. This in turn is dependent on the efficiency andeffectiveness of the education and training sectors. The type and characteristics of technical,agricultural and vocational training will be outlined in this working paper.

The implementation of the Government Policy of Industrialization with a view todeveloping a balanced economy in Myanmar and utilizing to the fullest our vast natural resourcesrequires as a necessary and indispensable corollary that adequate measures are taken in advanceto train in sufficient numbers of technicians of all grades to man the industries, and to createamongst the people of Myanmar a scientific and technical attitude of mind.

An emerging priority of the education system in Myanmar is to aid the transitionfrom school to work (of early school leavers) and also to encourage students having the inclinationand potentialities to join the technical and agricultural institutes rather than seek enrolment inuniversities, colleges and institutes of higher learning. This is in recognition of greater manpowerneeds in technical, agricultural and vocational areas, as evidenced by employment opportunitiesand the lop-sided small numbers of technicians and support staff in relation to professionals withhigher qualifications. This shift entails a major effort and technical, agricultural and vocationaleducation is to be expanded and strengthened to cope with it. Prior to the expansion andstrengthening, it is opportune at this very juncture of socio-economic transition to review theexisting situations of technical, agricultural and vocational education in Myanmar. Accordingly, themain objective of this paper is to have a comprehensive review of this sub-sector of education.

Historical Developments

The Union of Myanmar is basically an agricultural country. Farmers and peasants,which constitute about 65 per cent of the population, form the backbone of the country'seconomy. During the period preceding the Second World War middle level technicians, skilled andsemi-skilled workers for the industrial sector and large enterprises were recruited from India andother neighbouring countries.

The period after the Second World War witness the Union of Myanmar engaged ina hectic rehabilitation programme, but basically being an agricultural country, it found itself shortof skilled workers, craftsmen, middle-level technicians and engineers. This was mainly the resultof the pre-war education system which encouraged the youth of the country to pursue aneducation which led to clerical and junior administrative positions in the civil service. As aconsequence, the whole education system had to be revamped and a technical education systemwhich was in line with the economic and industrial development pattern of the country wasintegrated into the main education system. During this period the main source of skilled manpowerwas the apprenticeship and on-the-job training programmes provided by the large enterprises suchas the Burma Oil Company (B.O.C) and Burma (Myanmar) Railways. By the 1950s the ArtisanTraining Centres, a Technical Institute at Insein and the Faculty of Engineering at the University

2

of Yangon were the main institutions under the Mini.stry of Education (MOE) which were partiallyfulfilling the manpower needs of the country in the industrial sector.

As far as the agriculture sector is concerned, only one Agriculture College, thatoffered a B.Sc.(Agri.) degree, was opened in Mandalay, Upper Myanmar. There was a great needfor middle-rung technicians in the agriculture sector. To fulfil this need, the Myanmar Governmentin 1954, with assistance of the Ford Foundation, established a State Agricultural Institute whichoffered a three-year diploma course in agricultural technology. There was also a great need forskilled workers in the agriculture sector. Consequently, the Government with further assistance ofthe Ford Foundation opened two Agricultural and Animal Husbandry High Schools; one in UpperMyanmar, Myittha and the other one in lower Myanmar, Myaungmya. By 1972 there were twoState Agricultural Institutes (SAls) and eight Agricultural High Schools (AHSs) in operation in thecountry.

With the main objective to fulfil the requirement of producing skilled workers,craftsmen, middle-level technicians and tradesmen, the Department of Technical, Agricultural andVocational Education (OTAVEl was founded in 1972 as a separate department under MOE.

CHAPTER 11

GENERAL DESCRIPTION OF THE INSTITUTIONS OFTECHNICAL, AGRICULTURAL AND VOCATIONAL EDUCATION

Department of Technical, Agricultural and Vocational Education (DTAVE)

By the 1950s the Artisan Training Centres, a Government Technical Institute atInsein and a Faculty of Engineering at the University of Rangoon (Yangon) were the onlyinstitutions under the Ministry of Education which were partially fulfilling the manpower needs ofthe country. Even then, teaching staff for the institutions had to be brought in from abroad oncontract basis. Thus, DTA VE, which is one of seven major departments under the Ministry ofEducation, has been, since its inception in 1972, responsible for the training of middle-rungtechnicians, skilled and semiskilled manpower of the country. DTAVE is thus the main supplier ofthe country's educational and trained work force. It operates now 66 institutes and schools(including one Technical Teacher Training Institute) with an annual output of about 24,000graduates ranking from technician to semi-skilled worker level, excluding engineers. For the last15 years the expenditure on Technical, Agricultural and Vocational Education have increased fromapproximately Kyat 17 million in 1971/7.2 to about Kyat 50 million in 1988/89 fiscal year (currentprice cost).

DTAVE functions within the policy framework laid down by the Technical,Agricultural and Vocational Education Council chaired by the Minister of Education. Under theCouncil, three educational committees, viz. Technical Education Committee, Agricultural EducationCommittee and Vocational Education Committee, are operational to help in the development of itscourses, assess demands for students and plan its educational activities. Three different curriculumcommittees, viz. Technical Education Curriculum Committee, Agricultural Education CurriculumCommittee and Vocational Education Curriculum Committee are formed, along with the threerespective examination committees, to design, develop, implement and monitor progress in thesethree distinct types of education offered under DTAVE.

The principal objectives of DTAVE are:

• To train technicians, skilled and semi-skilled workers.• To formulate programmes to link teaching with on-the-job experience.• To set priorities for occupations and skills which will be most useful in

practical fields.• To organize training programmes in vocational subjects for students who

dropped out at various levels of the formal education system.• To train and nurture skilled technicians and experts who are imbued with

a sense of consciousness and convictions to cherish the state.

The functions of DTAVE may be enumerated as follows:

• To implement policies and guide-lines laid down by the Ministry.• To plan for the expansion of technical, agricultural and vocational

institutions.• To plan for the attainment of highly qualified and proficient teaching staff.• To be responsible for matters relating to budget allotment, purchase of

tools, equipment and other teaching aids.

4

• To implement work procedures as laid down by the Technical, Agriculturaland Vocational Education Council.

At the central level, the decision-making process of DTAVE is mainly steered by theExecutive Committee which holds its meetings weekly or fortnightly, while at the institutional levelthe principals concerned are also endowed with some decision-making powers.

Currently, DTAVE has under its jurisdiction, the following:

No. of Institutions

Government Technical Institutes (GTls) 11State Agricultural Institutes (SAls) 7Technical High Schools (THSs) 14Agricultural High Schools (AHSs) 9Commercial Schools (Comm. Sch.) 3Machinery Repair and Maintenance Schools (MRMSs) 2Handicraft Schools (Hand. Sch.) 11Schools of Home Sciences 6Schools of Fisheries 2

Total 65

There is also a Technical Teacher Training Institute (TTTI) in Insein, Yangon for staffdevelopment in technical, agricultural and vocational education. At the moment, the TTTI providesa 4-month in-service tr<lining course for teachers from various schools and institutes under DTAVE.In addition to these full-time courses, DTA VE offers evening courses of the following types:

•••

Government Technical Institute Evening ClassesEngineering Technology Evening Classes (ETEC) andEvening Trade Courses (ETC)

CHAYfE~ III

TECHNICAL EDUCATION

Technical education is a prerequisite for the industrialization and mechanization of thecountry. The production of technicians and skilled workers· has thus been given priority.Accordingly, technical education for the training of middle-level technicians, skilled and semi-skilledworkers is being done by DTA VE through its 11 Government Technical Institutes (GTls), 14Technical High Schools (THSs) and 7 evening Trade courses. (See Technical, Agricultural andVocational Education Scheme in the Union Of Myanmar)

Figure 1TECHNICAL, AGRICULTURAL AND VOCATIONAL EDUCATION

SCHEME IN THE UNION OF MYANMAR

E T E C

Max.age 25

GTI/SAI

I~ Comm.Sch

> ====1=====:.L- > 19 MonthsMin.age 16

~

Ent.Exam.

T

102

91

UNIVERSITIES/COLLEGES

HIGH [ Fl AH: ~SCH. >~JI-----1-L>C:±=j

MID.SCH.

8

7

Ent.Exam.<---Maximum age 20---> (for workers)

6

5 MRMS Hand.Sch. Home

_______>r==J >c=J >c=J6-m 6-m 3-6m

Fisheries ETC

>c=J >r==J9-m 5-m

m(PT)4 <

PR!.SCH. 3

2

1

KG

Source: DTAVE

Minimum age 16 -------->

6

Government Technical Institutes (GTls)

For the industrial sector, technician training courses of 3 years' duration are offeredin 11 GTls. A new GTI is planned to be opened in Taikkyi. The Institutes offer three-year trainingcourses for those who pass the Basic Education High School (BEHS) Examination in the"A" or "B"list for employment as middle-level technicians in various industries and economic enterprises. Theyprovide courses in (1) Civil Engineering, (2) Electrical Engineering (Power), (3) Electrical Engineering(Electronics and Communications), (4) Mechanical Engineering (Power), (5) Mechanical Engineering(Machine Tools), and (6) Mining Engineering. By the academic year (AY) 1991/92 two morecourses, viz. Plastic and Rubber Technology and Food and Chemical Technology, are to beintroduced. The 11 GTls, granting AGTls diploma after the successful completion of thecorresponding three-year course, are located at Chauk, Hinthada, Insein, Kalaw, Mandalay, Pyi,Mawlamyine, Meiktila, Monywa, Toungoo and Maubin and the admission requirement is a pass inthe BEHS examination plus a pass in the entrance examination. .

In line with the increase in the number of GTls during the period 1981/82­1986/87, the numbers of applicants, selected candidates and those actually enroled doubled.During this period, out of the total number of applicants only 9 to 12 per cent were selected andonly 9 to 11 per cent were actually enroled. During the period under study, there were increasesin the number of applicants, selected candidates and those actually enroled (Table 1).

Table 1Growth in the Numbers of Applicants, Selected Candidates

and those Actually Enroled in the GTls

1981/82 1986/87 IncreaseNumber %

- Applicants 10,324 27,702 17,378 168.3- Selected candidates 1,247 2,397 1,150 92.2- Those actually enroled 1,154 2,394- 1,243 107.7

As of AY 1986/87, the intake breakdowns by type of course indicate that of the6 types of courses offered in the GTls, Mechanical Engineering (Power), Civil Engineering andElectrical Engineering (Power) were the most popular ones. Out of the total enrolment of 2,394 or90.7 per cent were males (Table 2). The capacity in AY 1982/83 and AY 1986/87 were 1,560 and2,400.

7

Table 2Intake by Type of Course and Sex in the GTls: 1986/87

Type of course

Civil Eng.Electrical Eng. (Power)Electrical Eng. (Electr. & Communications)Mechanical Eng. (Power)Mechanical Eng. (Machine Tools)Mining Eng.

Total

Male

421473153633375116

2,171

IntakeFemale Total

189 61013 48621 174

633375116

223 2,394

Totalper cent

25.520.3

7.326.415.74.8

100.0

As of AY 1986/87 the total number of students and graduates by type of coursein the GTls, Civil engineering, Mechanical engineering (Power) and Electrical engineering (Power)were the most popular ones (Table 3).

Table 3Enrolment and Graduate by Type of Course in the GTls: 1986/87

Type of Course Enrolment Graduate

Civil Eng. 1,796 499Electrical Eng. (Power) 1,252 338Electrical Eng.(E&C) 316 58Mechanical (Power) 1,292 297Mechanical (MT) 757 80

5,721 1,419

The internal efficiency of the GTls in 1986/87-1987/88 were significant(Table 4).

Table 4Rate of Internal Efficiency of the GTls: 1986/87-1987/88

Rate

PromotionRepetitionDropout

1sI Year

93.94.71.4

2nd Year

86.113.6

0.3

3'd Year

96.23.70.1

8

In the first year the curriculum differentiates between electrical and mechanicalengineering (including mining engineering), emphasizing mathematics and sciences. Specializationtakes place in the second and third years, most of the time being devoted to engineering theoryand respective workshop or laboratory practice. Graduates from the GTls enter industry as skilledworkers, but most of them become supervisors and charge-hands quickly. Besides, every year 60per cent of the students are given monthly stipends of Kyat 240 each.

The curriculum of the GTls are designed with a theory and practical ratio of 40:60(per cent). However, the curriculum and syllabus as well as instructional materials still in use in theGT.ls are based on technology outdated by some 30 to 40 years. The students are being trainedwithout any textbooks on technical subjects.

Out of the GTls' total teaching staff of 533, the teachers in technical subjectsformed 78.6 per cent. Those teacher in Academic subjects were 21.4 per cent only. Men-teachersfar outnumbered women-teachers (66.2 per cent compared to 33.8 per cent). Women-teachersconstituted 26.3 per cent and 61.5 per cent respectively in technical and Academic subjects.Assistant Lecturers and Instructors formed the majority of the total teaching staff (Table 5).

Table 5Teaching Staff of the GTls by Rank, Type of Subject Taught and Sex: 1990/91

Rank Technical Academic Total Total Total ofper cent which female

Lecturers 12 12 2.3 4(K 1250-25-1350)

Asst. Lecturers 24 8 42 7.9 15(K 1250-25-1350)

Instr.uctors 138 64 202 37.9 67(K 1125-25-1225)

Asst. Instructors 142 32 174 32.6 85(K 1000-25-1100)

Demonstrators 93 10 9 19.3 103(K 875-25-975)

Total 419 114 180 100.0 533

The age sex distribution of the (technical/academic) teaching staff of the GTls, inwhich those teacher aged 35 years and below accounted for 56.0 per cent; and on the other hand,those teachers aged over 55 years constituted 2.8 per cent of the total teaching staff of the GTls(Table 6).

9

Table 6Age-sex Distribution of the (Technical/Academic) Teaching Staff of the GTls 1990/91

Age group Technical Academic Total Total Total of(Years) Per cent which female

Under 31 178 20 198 37.2 9031-35 85 15 100 18.8 2736-40 68 27 95 17.8 3541-45 35 19 54 10.1 1746-50 21 13 34 6.4 551-55 22 16 37 6.9 6

Over 55 10 5 15 2.8

Total 419 114 533 100 180

The teaching staff members of the GTls are mainly of two categories: (a) universitygraduates with a first degree in Engineering and (b) graduates from the GTls. The total teachingstaff of 533 in the GTls, if broken down by educational qualification, comprised, among others,172 or 32.3 per cent Bachelor Degree holders and 189 or 35.4 per cent diploma holders. Nearlyall of the members of the total teaching staff were educated locally (Table 7).

Table 7Teaching Staff of the GTls by Educational Oualifications 1990/91

Educational qualification Number of Teachers Per cent

- Master Degree holders 1 0.2- Bachelor Degree plus Diploma

holders(Only one teacher having 80 15.0foreign degree/diploma)

- Bachelor Degree holders 172 32.3- Diploma holders 189 35.4- Certified technicians 91 17.1

Total 533 100.0

Again, the total teaching staff of 533 in the GTls, if broken down by length ofservice, was composed of, among others, 355 teachers or 66.6 per cent having under 11 years'service and 78 teachers or 14.6 per cent having over 20 years' service (Table 8).

10

Table 8Teaching Staff of the GTls by Length of Service and Sex 1990/91

Length of service Teaching staff(Years) Male Female Total

per cent per cent per cent

Under 6 43.1 54.4 46.96 - 10 21.2 16.7 19.7

11 - 15 12.2 16.1 13.516 - 20 5.7 4.4 5.321 - 25 6.8 1.7 5.126 - 30 6.8 6.7 6.7

Over 30 4.2 2.8

Total 100.0 100.0 100.0

Total number = 353

Out of the total teaching staff of 533, only 33 teachers (29 males and 4 females)were trained abroad, thus making 6.2 per cent of all the teachers (Table 9).

Table 9Foreign Trained Teaching Staff of the GTls by Duration of Training Abroad 1990-91

Duration of Training Number of TeachersAbroad (months) Male Female Total

per cent per cent per cent

Under 3 13.8 25.0 15.23 - 6 3.4 3.06-9 3.4 3.0

9 - 12 55.2 50.0 54.512 & above 24.2 25.0 24.3

Total 100.0 100.0 100.0

Total number 29

The average numbers of teaching/learning periods per week prescribed by DTAVEare 32 for a student and 18 for a teacher in the GTls. The average number of students andteachers per GTI and teacher-student ratios for the period 1984/85 are mentioned in Table 10.Except for the AY 1984/85, they were not exacted to the norm ratio 1:22 (teacher-student ratio).

11

Table 10Average Numbers of Students and Teachers per GTI;

and Teacher-student Ratios in the GTls

Academic No.of Teaching Enrol- Average No of Teacher-Year GTls Staff ment of Students Teachers Student Ratio

1984/85 7 202 4,374 625 29 1:221985/86 8 288 4,819 602 36 1: 171986/87 10 424 5,721 572 42 1: 131987/88 10 426 6,493 649 43 1: 15

Technical High Schools (THSs)

For the industrial sector, trade training in the form of a dual course in botheducation and technology is being undertaken by DTAVE through its 13 Technical High Schools.The THSs provide two-year courses for those boys who have graduated from middle schools andare not continuing their education at Basic Education High Schools - to enable them to choose theirown vocation in life after their school career. During the training course, 60 per cent of thestudents are given a monthly stipend of K 240 each. Pass certificates are awarded uponcompletion of the courses.

During the period 1981/82-1986/87, the number of applicants for admission to theTHSs decreased, due to various reasons (decrease in Standard 8 graduates, no opportunity to getproper job, scatter location of THSs etc.), by 51.3 per cent. However, the number of selectedcandidates and the number of those actually enroled increased by 25.7 per cent and 6.0 per centrespectively (Table 11).

Table 11Growth in the Numbers of Applicants, Selected

Candidates and Those Actually Enroled in the THSs

1981/82 1986/87 Increase/DecreaseNumber Per cent

- Applicants 7,588 3,694 3,894 51.3- Selected candidates 1,923 2,417 494 25.7- Those actually enroled 1,738 1,843 105 6.0

As of AY 1986/87, the intake breakdowns by type of course point out that of the8 types of courses offered in the THSs, Auto-Mechanics, Building Construction, Machine Trade,Electrical Trade and Welding Trade were the most popular ones. It is to be noted that the THSsaccept male students only (Table 12).

12

Table 12Intake by Type of Course in the THSs

Type of Course Intake Number Per cent

- Building Construction 384 20.9- Electrical Trade 227 12.3- Radio Mechanics 94 5.1- Auto-Mechanics 415 22.5- Machine Trade 380 20.6- Welding Trade 207 11.2- Plumbing Trade 56 3.0- Fitter Trade 80 4.4

Total 1,843 100.0

As of AY 1986/87 the total number of students and graduates by type of coursein the THSs, Auto-mechanics, Building Construction, Machine trade are the most popular ones(Table 13).

Table 13Enrolment and Graduates by Type of Courses in the THSs: 1986/87

Type of Course Enrolment Graduate

Building 863 181Electrical 483 130Radio 256 72Auto-Mechanics 1,168 362Machine 806 184Welding 412 64Plumbing 98 14Fitter ,149 68

Total 4,335 1,075

The internal efficiency of the THSs in 1986/87-1987/88 were significant (Table 14).

Table 14Rates of Internal Efficiency of the THSs

Rate

PromotionRepetitionDropout

1st Year

80.54.2

15.3

2nd Year

72.910.216.9

OJT (6 month)

99.00.30.7

13

The THSs have a broadly similar curriculum to that of Basic Education High Schools.The technical subjects have been added to the curriculum at the expense of some of the coresubjects provided by Basic Education High School. There are in the main two categories of subjectstaught, i.e. technical and academic, with the respective weightages of 65.6 per cent and 34.4 percent. The ratio between theory and practice is 30:70 (per cent). However, it is evident that theexisting trade courses' at the THSs do not provide adequate trade training to their students andtherefore re-training is often required when they are actually employed.

Thus, just before leaving the THSs, those students who have successfullycompleted the course concerned are prepared for industry by DTAVE by way of a six-monthon-the-job training (OJT) as a third year option. This OJT course concentrates upon thedevelopment of practical trade skills and some expansion of trades theory.

In AY 1990/91, of the total teaching staff of 388 in the THSs, 254 teachers or65.6 per cent taught technical subjects, and 134 teachers or 34.4 per cent academic subjects.Males far outnumbered females (i.e. 69.3 per cent compared to 30.7 per cent). Women teachersaccounted for 14.6 'per cent .and 61.2 per cent respectively in technical and academic subjects.Assistant Instructors formed the majority of the total teaching staff of the THSs (Table 15).

Table 15Teaching Staff of the THSs by Rank, Type of Subject Taught. and Sex': 1990/91

Rank Technical Academic Total Total Total ofper cent which female

Instructors 55 40 95 24.5 27(K 1125-25-1225)

Asst. Instructors 102 70 172 44.3 81(K 1000-25-1100)

Demonstrators 97 24 121 31.2 11(K 875-25-975)

Total 254 134 388 100.0 119

The age-sex distribution of the (technical/ academic) teaching staff of the THSs,in which those teachers aged 35 years and below were 50.5 per cent; and on the other hand,those teachers aged over 55 years were 4.4 per cent of the total teaching staff of the THSs (Table16).

14

Table 16Age-sex Distribution of the (Technical/Academic) Teaching Staff of the THSs: 1990/91

Age group Technical Academic Total Total Total of(Years) per cent which female

Under 31 105 22 127 32.7 4231-35 48 21 69 17.8 2336-40 24 28 52 13.4 2141-45 20 32 52 13.4 2046-50 24 14 38 9.8 551-55 27 6 33 8.5 3

Over 55 6 11 17 4.4 5

Total 254 134 388 100.0 199

The teaching staff members of the THSs fall into two main groups: (a) graduatesfrom the GTls and (b) graduates from the THSs in practical teaching. The staff members are mostlywithout industrial experience. The total teaching staff of 388 in. the THSs, if broken down byeducational qualifications, consisted of, among others, 123 or 31.7 per cent Bachelor Degreeholders, 106 or 27.3 per cent diploma holders and 105 or 27.0 per cent certified technicians. Allof the teaching staff members were educated locally (Table 17).

Table 17Teaching Staff of the THSs by Educational Oualifications: 1990/91

Educational Qualification

- Master Degree holders- Bachelor Degree plus Diploma holders- Bachelor Degree holders- Diploma holders- Certified technicians

Total

Teaching StaffNumber Per cent

1 0.353 13.7

123 31.7106 27.3105 27.0

388 100.0

Moreover, the total teaching staff of 388 in the THSs, if classified by length ofservice, was composed of, among others, 231 teachers or 59.5 per cent having under 11 years'service and 86 teachers or 22.2 per cent hav~ng over 20 years' service (Table 18).

15

Table 18Teaching Staff of the THSs by Length of Service and Sex: 1990/91

Length of Teaching StaffService(Year) Male Female Total Per cent

Under 6 40.9 37.8 155 39.96 - 10 19.3 20.2 76 19.6

11 - 15 10.4 13.5 44 11.316 - 20 5.2 10.9 27 7.021 - 25 15.3 8.4 51 13.126 - 30 6.3 4.2 22 5.7Over 30 2.6 5. 13 3.4

Total 100.0 100.0 388 100.0

The average number of teaching/learning periods per week prescribed by DTAVEare 44 for a student and 29 for a teacher in the THSs. For the average number of students andteachers per THSs and teacher-student ratios for the period 1984/85-1988/89 see Table 19.

Table 19Average Numbers of Students and Teachers per THS; and Teacher-student Ratios in the THSs

Academic No.of Teaching Enrol- Average No.!THS Teacher-Year THSs Staff ment of of Student

Students Teachers Ratio

1984/85 14 399 4,236 303 29 1:101985/86 14 396 4,286 306 28 1:111986/87 12 369 4,335 361 31 1: 121987/88 12 373 4,515 376 31 1: 12

Technical Teacher Training Institute (TTTII

Previously, teachers with at least two to three years experience in industry wererecruited for the GTls. Later, due to the rapid expansion of DTAVE and the increases in schoolsand institutes, fresh graduates had to be recruited. During the middle and latter part of the 1950swhen the Ford Foundation assisted MOE to develop the teaching staff and institutes underDTA VE, most of the staff were sent to the USA for teachership and industrial training. A TechnicalTeacher Training Unit (TTTU) was set up at the Insein GTI in 1972. This unit, was upgraded intoa Technical Teacher Training Institute (TTTI) in 1986, with the responsibility of training all theteaching staff under DTAVE. Since 1972, altogether 24 training programmes have been conductedat the TTTI. The Colombo Plan, the United Nations and other organizations and countries such asthe UK, Japan, Australia, New Zealand, and India are also assisting DTAVE in developing itsteaching staff by offering fellowship and special training programmes.

16

The Institute offers 4-month in-service training for teachers from all schools andinstitutes under DTAVE. The subjects taught are English, Teaching Methods, Student Evaluation,Teaching Aids, and Workshop Organization and Management. Pass certificates are awarded uponcompletion of the courses.

Technical Evening Classes

DTAVE runs evening classes at the THSs and the GTls, especially in Yangon andMandalay: In some instances, those courses offer a full alternative to day-time courses, but indoing so, DTA VE is providing the theory content of Industry Training School programmes. Thethree types of courses are as follows:

GTI Evening Classes: These classes were opened in 1962 at the Insein GTI withthe objective to provide advanced training to successful Engineering TechnologyEvening Classes diploma holders. There is no fixed age for gaining admission andno stipends are granted. The duration of training is 3 years at the end of whichsuccessful candidates are awarded with Associate of Government TechnicalInstitute diplomas.

Engineering Technology Evening Classes IETEC): Prior to 1962, ETEC Classes wereconducted in the premises of the THS No.(1) Yangon only. In the extension of theETEC Classes, another one had been opened at the Mandalay GTI. They are on alevel between a THS and a GTI. In order to attend the ETEC candidate must be anemployee of a state organization in a technical position.

Entry requirement to these courses is Standard 8 pass and selection is made on thebasis of marks obtained in the entrance examination. Duration of each course is 3 years at twohours per day, five days a week. No stipends are granted. The courses offered are aimed atimproving the technical knowledge of persons already employed in industry.

The courses offered are:

• Civil Engineering Technology• Electrical Engineering Technology• Mechanical Engineering Technology

Pass certificates are awarded upon completion of the courses. Unlike former daysthe ETEC certificate holders may continue their studies at a GTI or in the evening classes thereinon passing the entrance examination.

Evening Trade Classes: These courses were introduced only in 1962. Trainingcourses are simultaneously conducted at the THS No.(1) and the THS No.(2) inYangon, the Mandalay THS, the Mandalay GTI and the .Insein GTI. As thesecourses are conducted in the evening by the teachers from the respectiveinstitutions and workshop facilities of the schools are utilized, these courses arebeing successfully conducted on a very modest budget. The courses are openedto workers with low income and unemployed persons. Entry requirement is theability to read and write Myanmar language. Duration of each course is 5 monthswith a training period of 15 hours per week three hours per day, five days a week.

17

No stipends are granted. Pass certificates are awarded upon the completion oftraining.

The courses offered are: Machining, Electrical Trade, Diesel Mechanics, MotorVehicle Mechanics, Fitting, Welding, Plumbing, Masonry, Carpentry and BuildingPainting. Pass certificates are awarded upon completion of the courses.

Overview of evening classes: For the last ten years, the number of evening classeshas not been changed considerably (between 7 and 8) but the number of traineeshas increased from about 2,000 to 3,500.

CHAPTER IV

AGRICULTURAL EDUCATION

Amongst the peasants the transfer of skills and knowledge is, as has been the casetraditionally, from father to son. This skill transfer has produced a high competence in traditionalagricultural techniques, but also a reserved attitude towards change and innovation. As far as theagriculture sector is concerned, Myanmar being basically an agricultural country, there is a greatneed for middle-rung technicians in that sector. To fulfil this need the Myanmar Government in1954, with the assistance from the Ford Foundation established a State Agricultural Institute whichoffered a three-year diploma course in agricultural technology. There is also a great need for skilledworkers in the agriculture sector. Consequently, the Myanmar Government has opened AgriculturalHigh Schools and State Agricultural Institutes.

State Agricultural Institutes (SAls)

For the agriculture sector, technician training is offered by DTAVE through its 7SAls. The Institutes offer three year training courses for those who pass the 8EHS Examination inthe"A" or "8" list. During the training course, 60 per cent of the students· are provided with amonthly stipend of K 240 each. The Institutes offer three-year courses in Agriculture and AnimalHusbandry. The 7 SAls, granting the Diploma in Agriculture after the successful completion of thecorresponding three-year course, are located at Myaungmya, Patheingyi, Pwintbyu, Pyinmana,Shwebo, Thaton and Thayarwady. The admission requirement is a pass in the 8EHS Examinationplus a pass in the entrance examination.

The curriculum of the SAls programmes is designed with a theory and practical ratioof 40:60 (per cent). Moreover, the curriculum and instructional materials used at the SAls arebased mainly on the traditional methods of cultivation, without reference to modern techniques inagriculture and animal husbandry.

During the period 1981/82-1986/87, the number of applicants for admission to theSAls increased by 3.8 per cent only. Nevertheless, the number of selected candidates and thenumber of those actually enroled increased by 146.2 per cent and 80.9 per cent respectively(Table 20).

Table 20Growth in the Number of Appl;cants, Selected Candidates and Those Actually Enroled in the

SAls

-Applicants-Selected candidates-Those actually enroled

1981/82

657221220

1986/87

682544398

Increase Number

25323178

Per cent

3.8146.2

80.9

As of AY 1986/87, the intake breakdowns by type of course point out that of the2 types of courses offered in the SAls, Agriculture accounted for 87.4 per cent of the total

19

enrolment whereas Animal Husbandry accounted for 12.6 per cent only. Out of the total enrolmentof 398, male students outnumbered female students with 53.5 per cent compared to 46.5 per cent(Table 21).

Table 21Intake by Type of Course and Sex in the SAls: 1986/87

Type of Course IntakeMale Female Total Per cent

- Agriculture 177 171 348 87.4- Animal Husbandry 36 14 50 12.6

Total 213 185 398 100.0

Table 22Number of Students and Graduates by Type of Courses in the SAls: 1986/87

Type of Course

AgricultureAnimal Husbandry

Total

Enrolment

70189

790

Graduate

15524

179

The internal efficiency of the SAls in 1985/86-1986/87 were significant (Table 23).

Table 23Rates of Internal Efficiency of the SAls 1986/87-1987/88

Rate 1sI year 2nd year 3'd year

Promotion 90.8 97.8 98.9Repetition 0.9 1.6 0.0Dropout 8.3 0.6 1.1

Out of the SAls' total teaching staff of 398, the proportions of teachers inAgriculture subjects, Animal Husbandry subjects and Academic subjects were 75.5, 18.7 and 5.8per cent respectively. There were a little bit more women-teachers than men-teachers (52.3 percent compared to 47.7 per cent). Assistant Lecturers and Lecturers formed the majority of the totalteaching staff (Table 24).

20

Table 24Teaching Staff of the SAls by Rank. Type of Subject Taught and Sex: 1990/91

Rank Agri- Ani. Acade- Total Total Total ofculture Husb. mic per cent which

female

Lecturers 45 7 52 33.5 14(K 1250-25-1350)Asst.Lecturers 63 20 3 86 55.5 65(K 1000-25-1100)Instructors 9 2 6 17 11.0 2(K 875-25-975)

Total 117 29 9 155 100.0 81

The age-sex distribution of the (agriculture 1animal husbandry/academic) teachingstaff of the SAls. in which those teachers aged 35 years and below accounted for 60.0 per cent;and on the other hand. those teachers aged over 55 years were 3.2 per cent of the total teachingstaff of the SAls (Table 25).

Table 25Age-sex Distribution of the (Agriculture I Animal Husbandry I Academic)

Teaching Staff of the SAls: 1990/91

Rank Agri- Ani. Acade- Total Total Total ofculture Husb. mic per cent which female

Under 31 3g 11 3 40 53 34.231-35 34 5 1 26 40 25.836-40 16 9 1 13 26 16.841-45 16 3 2 2 21 13.646-50 5 1 1 7 4.551-55 3 3 1.9

Over 55 4 5 3.2

Total 117 29 9 81 155 100.0

The total teaching staff of 155 in the SAls. if broken down by educationalqualifications. comprised. among others, 130 or 83.9 per cent Bachelor Degree holders and 10 or6.4 per cent diploma holders. Almost all the teaching staff members were trained locally (Table26).

21

Table 26Teaching Staff of the SAls by Educational Oualifications 1990/91

Educational Qualification

- Master Degree holders- Bachelor Degree plus Diploma holders- Bachelor Degree holders- Diploma holders- Certified technicians

Total

Number of TeacherNumber Per cent

2 1.37 4.5

130 83.910 6.4

6 3.9

155 100.0

Again, the SAls' teaching staff of 155, if broken down by length of service, wascomposed of, among others, 102 teachers or 65.8 per cent with under 11 year's service and 17teachers or 11.0 per cent with over 20 years' service (Table 27).

Table 27Teaching Staff of the SAls by length of Service and Sex: 1990/91

Female TotalLength ofService (Years) Male

Under 6 216 - 10 12

11 - 15 1016 - 20 1521 - 25 726 - 30 5

Over 30 4

Total 74

50191.1

81

Teaching Staff

71312115

854

155

Per cent

45.820.013.5

9.75.23.22.6

100.0

Out of the total teaching staff of 155, only 16 teachers (Le 15 males and 1 female)were trained abroad - hence making 10.3 per cent of all teachers (Table 28).

22

Table 28Foreign Trained Teaching Staff of the SAls by Duration of Training Abroad 1990/91

Duration of Training Number of TeachersAbroad (months) Male Female Total Per cent

Under 3 6 6 37.53-6 2 2 12.56-9 2 2 12.59-12 2 3 18.812 & above 3 3 18.7

Total 15 16 100.0

The course is highly theoretical and science-oriented. The subject" Rural Education" ,which includes farm management and agricultural extension amongst others, accounts for only 9per cent of the total teaching time. Graduates receive a Diploma in Agriculture and are eligible foremployment by the Myanmar Agriculture Service as extension agents at the level of the DeputyTownship Manager. However, experience has shown that graduates lack many of the practicalqualities required for the job. .

The average number of teaching/learning periods per week prescribed by DTAVEare 44 for a student and 22 for a teacher in the SAls. The average number of students andteachers per SAl and teacher-student ratios for the period 1984/85-1988/89 are given in Table 29.In comparing with the norm ratio 1:20 it was very low in 19,85/86-1987/88. The enrolment wasless and less yearly because of lack of interest in joining the SAls and no opportunity to get aproper job after completion of the training period.

Table 29Average Numbers of Students and Teachers per SAl and Teacher-student Ratios in the SAls

Academic No.of Teaching Enrol- Avg. No./SAI Teacher-Year SAls Staff ment of of Student

Stud. Teach. Ratio

1984/85 6 96 1,152 192 16 1: 121985/86 6 140 907 151 23 1: 61986/87 7 155 790 113 22 1: 51987/88 7 170 695 99 24 1: 4

23

Agricultural High Schools (AHSs)

For the agriculture sector, trade training is currently being provided by 9 AHSsunder DTAVE, which are situated at Demauso, Hpa-an, Kyauktaw, Lonpi, Myitkyina, Myittha,Namsan, Thegone and Toungoo. The courses are provided for those youths who have graduatedfrom middle schools and are not continuing their education at Basic Education High Schools - toenable them to choose their own vocation in life after their school career. During the trainingcourse, 60 per cent of the students are given a monthly stipend of K 240 each. Pass certificatesare awarded upon completion of the courses.

For the last ten years, the number of AHSs has decreased from 13 to 9 due to theupgrading of some AHSs to SAl level. Besides this type of school does not seem to be popular andattractive enough among those graduates from middle schools. In consequence the number ofapplicants for admission to the AHSs declined sharply during the period 1981/82-1986/87.Relatively, the number of selected candidates and the number of those actually enroled did thesame (Table 30).

Table 30Growth in the Numbers of Applicants, Selected

Candidates and Those Actually Enroled in the AHSs

1981/82 1986/87 Change in Number

-Applicants-Selected candidates-Those actually enroled

3,1031,1421,054

370279195

(-)

(-)

(-)

2,733863859

The AHSs offer two-year courses in Agriculture and Animal Husbandry for malestudents only (Table 31). These schools have a broadly similar curriculum to that of BasicEducation High School. Those subjects on Agriculture and Animal Husbandry have been addedto the curriculum at the expense of the core subjects provided by Basic Education HighSchools. There are in the main three categories of subjects taught, i. e. Agriculture, AnimalHusbandry and Academic. The ratio between theory and practice is 30:70 (per cent). Under theexisting circumstances, it is evident that the courses currently bei'ng offered by the AHSs do notprovide adequate training to their students.

Table 31Number of Students in the AHSs

Academic year Enrolment Graduate

1984/85 901 5151985/86 613 3321986/87 422 2181987/88 284 176

24

The internal efficiency of the AHSs in 1986/87-1987/88 were significant(Table 32).

Table 32Rates of Internal Efficiency in the AHSs: 1986/87-1987/88

Rate

PromotionRepetitionDropout

1st year

88.70.0

11.3

2nd year

100.00.00.0

In AY 1990/91, out of the AHSs' total teaching staff of 82, the proportions ofthose teaching agriculture subjects, animal husbandry subjects and academic subjects accountedfor 51.2, 9.8 and 39.0 per cent respectively. There was no significant difference in the numberof teachers between the two sexes. Assistant Instructors formed the majority of the total teachingstaff of the AHSs (Table 33).

Table 33Teaching Staff of the AHSs by Rank, Type of Subject Taught and Sex: 1990/91

Rank Agri- Ani. Acade- Total Total Total ofculture Husb. mic per cent which

female

Instructors ·6 2 3 9 11.0(K 1250-25-1350)Asst. Instructors 31 5 27 31 63 76.8(K 1000-25-1100)Demonstrators 5 1 4 6 10 12.2(K 875-25-975)

Total 42 8 32 40 82 100.0

The age-sex distribution of the (Agriculturel Animal Husbandry/Academic) teachingstaff of the AHSs, in which those teachers aged 35 years and below constituted 58.5 percent; and on the other hand, those teachers aged over 55 years were 1.2 per cent of the totalteaching staff of the AHSs (Table 34).

25

Table 34Age-sex Distribution of the (Agriculture/Animal

Husbandry/Academic) Teaching Staff of the AHSs 1990/91

Rank Agri- Ani. Acade- Total Total Total ofculture Husb. mic per cent which

female

Under 31 14 3 11 28 34.1 1831-35 14 2 4 20 24.4 1036-40 7 3 8 18 22.0 941-45 4 4 8 9.8 246-50 3 3 6 7.3 151-55 1 1 1.2Over 55 1 1 1.2

Total 42 8 32 82 100.0 40

The AHSs' teaching staff members fall into two main categories; (a) graduates fromthe SAls and (b) graduates from the AHSs in practical teaching. The staff members are mostlywithout working experience. The total teaching staff of 82 in the AHSs, if classified by educationalqualifications, comprised, among others, 60 or 73.2 per cent Bachelor Degree holders and 14 or17.1 per cent Diploma holders (Table 35). All the teaching staff members except one wereeducated locally.

Table 35Teaching Staff of the AHSs by Educational Qualifications: 1990/91

Educational Qualification Number of Teachers·Number Per cent

-Bachelor Degree plusDiploma holder

-Bachelor Degree holders-Diploma holders

Total

8' (1 with foreign degree/diploma)

8

6014

82

9.7 "'

73.217.1

100.0

Next, the AHSs' total teaching staff of 82, if categorized by length of service,consisted of, among others, 58 or 70.7 per cent teachers with under 11 years' service and 7 or8.6 per cent teachers with over 20 years' service (Table 36).

26

Table 36Teaching Staff of the AHSs by Length of Service and Sex: 1990/91

Length ofService (Years) Male

Teaching StaffFemale Total Per cent

Under 66-10

11-1516-2021-2526-30Over 30

Total

52.414.314.3

7.12.42.47.1

100.0

65.010.017.5

2.55.0

100.0

481013

4313

82

58.512.215.84.93.71.23.7

100.0

The average number of teaching/learning periods per week prescribed by DTA VEare 44 for a student and 15 for a teacher in the AHSs. The average number of students andteachers per AHS and teacher-student ratios for the period 1984/85-1988/89 are mentioned inTable 37. In comparing with the norm ratio 1:14 it was very low in 1985/86-1988/89. Theenrolment was less and less yearly because of lack of interest in jqining the AHSs. Another reasonwas that they had no opportunity to get a job after their completion of school.

Table 37Average Numbers of Students and Teachers per AHS; and Teacher-student Ratios in the AHSs

Academic No.of Teaching Enrol- Average No./AHSYear AHSs Staff ment of Students of Teachers

1984/85 9 85 901 100 91985/86 9 95 608 68 111986/87 9 89 422 47 101987/88 9 93 284 32 101988/89 9 90 110 12 10

---~----------- --~

CHAPTER V

VOCATIONAL EDUCATION

Non-industrial training, including commercial training, is carried out either on-the-jobor in vocational schools that follow a very practical non-academic type of course, without evenadopting the traditional academic years. For the last ten years the number of vocational schoolshas tripled, and total enrolment has increased by four times.

Except for commercial schools, the very type of semi-skilled training provided byDTAVE falls into two basic categories:

• Post-primary schools: which are offering vocational training to those youngpeople who have completed part or all of their primary education; and

• Post-middle schools: for students, who have a middle school certificate.The schools are offering an artisan type of training.

Currently DTA VE has under it the following training schools of vocational education(with the theory /practical ratio in the curricula of 20: 80 per cent):

• Commercial Schools (Mandalay, Mawlamyine - 3 Nosand Yangon)- offering 9 month courses

• Handicraft Schools (Aungsanmyo, Bhamaw - 7 NosDawei, lashio, Mindat, Shwebo and Yangon)- offering one-year courses

• Machinery Repair and Maintenance Schools - 2 Nos(Aungsanmyo and Mandalay)-offering 6 month courses

• Schools of Home Sciences (Mandalay; - 6 NosMawlamyine, Myitkyina, Pathein, Toungoo and Yangon)- offering 3-12 month courses

• Schools of Fisheries (Kadonkani andKyaukphyu)- offering 9 month courses

- 2 Nos

Commercial Schools: The Commercial Schools, of which the one in Yangon wasfounded in 1969, are located at Mandalay, Mawlamyine and Yangon. These Commercial Schoolsoffers training courses in Office (Clerical) Work, Accountancy, Myanmar Shorthand and Typing,and English/Myanmar Typing. The duration of each course is 9 months, out of which 6 months arespent in school and 3 months for the on-the-job training in various departments/ offices to enablethe students to gain practical experience. It is a co-educational institution. There is no fixedage and the requirement for admission to these schools is a pass in the BEHS Examination in either"A" list or "B" list plus a pass in the entrance examination. During the training course, no stipendsare granted. Pass certificates are awarded to the successful trainees upon completion of

28

the courses. In 1988/89, there were 150 students and 21 teachers in the Commercial SChools andso the teacher-student ratio was 1:7.

Handicraft Schools: Located at Aungsanmyo, Bhamaw, Dawei, Lashio, Mindat,Shwebo and Yangon, the Handicraft Schools are altogether 7 in number, offering 6 months trainingcourses only to male students between 16 and 30 years of age in the crafts of Cane/BambooWorking, Leather Working, Book Binding, Wood Working, Metal Spinning, Hair Dressing, GeneralTailoring, Bicycle Repair, Home Electrical Appliances Repair, Office Machine Repair and Sheet MetalWorking. The schools undertake work orders from private and government departments. Thestudents receive income in proportion to the work done by them during the training period. Passcertificates are awarded to successful trainees upon completion of the courses. In 1988/89, therewere 240 students and 55 teachers in the Handicraft Schools, thus making a teacher - studentratio of 1:4.

Machinery Repair and Maintenance Schools: There are 2 Machinery Repair andMaintenance Schools at Aungsanmyo and Mandalay offering 6 month training courses only to malestudents between 16 and 35 years of age in Home Electrical Appliances Repair, Sewing MachineRepair and Key Making, Watch Repair, Office Machine Repair, General Machine Repair, and BicycleRepair. The entry requirement is the ability to read and write Myanmar language. Pass certificatesare awarded to successful trainees upon completion of the courses. In 1988/89, there were 94students and 17 teachers in these schools with a teacher-student ratio of 1:6.

Schools of Home Sciences: Situated at Mandalay, Mawlamyine, Myitkyina, Pathein,Toungoo and Yangon, the 6 Schools of Home Sciences provide training courses mostly of 3months' duration, to both sexes between 16 and 30 years of age, in Women's and Children Wear,Hand Knitting and Women's Wear, Men's Shirt and Jacket, General Knitting and Stitching Bodiceand Brassiere, Western Style Dress Tailoring, Fruit Preservation, Myanmar Cuisine, Bakery, andMyanmar Cuisine and Food Preservation. The course in Western Style Dress Tailoring is for 6months. The entry requirement is the ability to read and write Myanmar language. Pass certificatesare awarded to successful trainees upon completion of the courses. In 1988/89, there were958 students and 96 teachers in these schools, thus giving a teacher - student ratio of 1:7.

Schools of Fisheries: There are two Schools of Fisheries, located at Kadonkani(Bogalay Township, Ayeyarwady Divisior: and Kyaukphyu, offering 9-month training courses onlyto males between 16 and 30 years of age, in Fish and Prawn Breeding, Fishing Net Repair, FishCapturing, and Processing. The entry requirement is the ability to read and write Myanmarlanguage. The students receive stipends at the rate of K 240 per month. Pass certificates are

. awarded to successful trainees upon completion of the courses. In 1988/89, there were 33students and 12 teachers in these schools, thus making a student-teacher ratio of 1:3.

CHAPTER VI

OTHER ASPECTS OF TECHNICAL, AGRICULTURAL AND VOCATIONALEDUCATION

Curriculum Development

All activities relating to curriculum development are initiated by the staff of theschools and institutes concerned. Proposals and rationale for change are put up to the authoritiesof DTAVE, which with its comments and recommendations forward this proposal to the respectiveCurriculum Committees of which the Director General of DTAVE is chairman. These Committeescomprise of personnel from other departments, enterprises, industries, co-operatives, theDepartment of Higher Education and from DTAVE. The Curriculum Committees after carefulscrutiny and discussions put up the proposals through respective Education Committees (of whichthe Director General of DTAVE is also chairman) to the Technical, Agricultural and VocationalEducation Council for discussion and final approval.

DTA VE is in the process of changing the curriculum of its vocational schools fromthe old formal system to the competency based modular approach. This is at the try-out stage insome schools. The effectiveness of the new curricula will be carefully evaluated and revised tomeet the specific needs of the students. The modular approach to classroom instruction for thetechnical high schools and institutes was also introduced by the Colombo Plan Staff College whenit conducted its fourth in-country course at the Technical Teacher Training Institute, Insein,Yangon. The curriculum of all the courses of schools and institutes under DTA VE is updated as theneed arises to comply with the changes in the technologies.

Examination System

Schools and institutions under DTAVE conduct informal and half-yearlyexaminations on their own but the Final and Promotion Examinations are held under the directcontrol of Examination Committees of DTAVE.

Continuing Education

Prior to 1982, students were afforded the opportunity to continue education athigher levels but this was suspended form 1982 to 1989. Starting from AY 1990/91, continuingeducation to higher levels will be allowed for those who are Qualified to enter into the higherinstitutions.

Student Planning

Entrance Examinations are held for those students who wish to enter theGovernment Technical Institutes, the State Agricultural Institutes, Engineering Technology EveningClasses and the Commercial Schools. Technical High School students are selected according totheir grades obtained in the Basic Education Middle School Examinations. There are no entranceexaminations for students who wish to enter the Agricultural High Schools. No academic

30

qualifications and entrance examinations are required for those entering the Machinery Repairs andMaintenance Schools, Handicraft Schools. Schools of Fisheries and Schools of Home Sciences.

Sixty per cent of all students pursuing education at the technical High School,Agricultural High School, Government Technical Institute and State Agricultural Institute areawarded stipends. Housing in the form of hostels is also provided. Recreation and sports activitiesare held in all schools and institutes under DTAVE and inter-school and institute sports programmesare held annually.

Placement of students for the schools and institutes is according to the meritachieved in the entrance examinations to the schools and institutes concerned. Where there areno entrance examinations, as for the THSs, the final grades obtained in the Basic Education MiddleSchool Examinations are taken into consideration. ,

As in every educational establishment rules and regulations are laid down by theschools and institutes concerned and by DTA VE itself for students to discourage them frombehaving or participating in actions that are detrimental to the moral of all students and to thename of the institution.

Staff Planning

Staff members are recruited through advertisement in local newspapers. Writtenexaminations and personal interviews are conducted as part of the selection procedures.

Schools and institutes under DTA VE are all government establishments andremuneration in the form of salaries and allowances are all provided according to the scales laiddown by the Ministry of Education.

Pre-service training was previously required for teaching staff of the schools andinstitutes under DTAVE, but due to the rapid expansion of DTAVE and the increase in the numberof schools and institutes young teachers with no teaching experience were initially recruited andsince 1986 special in-service training programmes have been offered by the Technical TeachersTraining Institute which is also under DTAVE. Teachers are also sent abroad for special trade andteachership training.

Promotion and transfer is on the basis of a time scale laid down by the Ministry ofEducation and on the recommendations of the principals and authorities based on theirperformances in their respective schools and institutes.

Retirement is either at sixty years of age or thirty years service and is the same forall government employees in the country. Pensions are provided according to the pension rules forall government employees.

Facilities Planning

For new schools and institutes, planning for estates and buildings are carried outby the authorities in DTAVE. Further expansion and maintenance requirements of existing schools

31

and institutes are planned by the principal and staff of the schools and institutes concerned andput up to DTAVE for approval and necessary budget allocation.

Libraries are provided at all schools and institutes under DTAVE. Books and otherresources for each school is initially provided by DTAVE and annual funds are allocated for thepurchase of periodicals and books as required by teachers and students of the institutions.

Equipment and tools involving foreign exchange currency is provided by the Ministryof Education either through government funds or through aids and grants provided by friendlycountries and international organizations. Funds are provided to each school and institute for localpurchase of equipment available in the country.

At present there are no computers in the schools and institutes under DTA VE butplans have been drawn up to provide some schools with computers.

Funds for furniture are provided by DTAVE for schools and institutes. In many casesschools and institutes which have facilities and equipment make their own furniture and also offerhelp to other schools and institutes.

Professionally or commercially produced teaching material and aids are acquiredthrough government funds or through grants from friendly countries and international organizations.Funds are allocated to schools and institutes for teaching material and aids produced by teachingstaff or for purchasing locally produced material.

Printed material production is usually done on a contract basis with pressesavailable in the locality. Assistance from the University Press is sought for when the need arises.DTAVE and its schools and institutes do not possess such printing facilities at present althoughplans have been drawn up for setting up such facilities either at DTA VE or at some selectedschools-under DTAVE.

DTA VE plans to provide all schools and institutes with at least one vehicle fortran~portationand even at present most of the schools have at least one.

Financial Planning

Tuition fees - Apart from depositing a small sum as caution money for tools andequipment damaged during the course tuition is free in the schools and institutes under DTAVE.If no complaints or remarks are forwarded by the teachers concerned, this caution money is fullyrefunded to the students on the successful completion of the course. This system may change inthe near future.

Grants and Aids

The Ministry of Education has received grants and aids from friendly countries andinternational organizations for schools and institutes under DTAVE. Those are mainly from theGovernments of Japan, the United Kingdom, Australia, New Zealand, the Colombo Plan and theUNDP.

32

Loans on favourable terms and which are beneficial to the country have beenaccepted in the past. A recently acquired loan is one provided by OPEC through UNESCO. OtherOECF loans and those from the Japanese Government have also been accepted.

Services Income

Education and training as provided by schools and institLrtes under DTA VE are noton an income earning basis. Services are provided by the schools and institutes for their specificcommunities and for other establishments on special requests but these are not meant asfund/income finding projects in the sense that these are not large enough for schOOls and institutesto be undertaken as major work to cover all the expenses incurred by the institutions.

Current Budget Expenditure 1989/90 (in Kyats)

Initial AllotmentActual Expenditure

Capital Budget Expenditure 1989-90 (in Kyats)

Initial Allotmentactual Expenditure

Monitoring, Control and Evaluation

28,300,00044,917,200

19,771,31028,607,040

There are no special sections or organizations within DTA VE responsible for themonitoring, control and evaluation of performance of various sectors under DTAVE. The CurriculumCommittee, the Education Committee, the Examination Board within DTAVE are fed with data andfacts by the principals of the schools and institutes and perform their decision making duties onlywhen the need arises. These do not function as full time monitoring, control and evaluation bodies.The authorities of DTA VE with the assistance of the principals of the schools and institutesperform these duties.

Each School and Institute has its own Governing Body (GB). This body is primarilyconcerned with the management of the school-base activities. In addition, the GB is responsiblefor the welfare of the staff and the students. In some cases, this body is also authorized to takedisciplinary actions against the staff and the students.

The Department of Technical, Agricultural and Vocational Education is committedto the cause of providing technician and tradesmen training to the youth of the country. In doingso, the department will always gear itself to producing the required trained manpower for thedevelopment needs of the country.

CHAPTER VII

PROBLEMS AND ISSUES

Through this Review of Technical, Agricultural and Vocational Education inMyanmar, the following major problems and issues come up accordingly:

Technician Training

Inadequate training facilities: The curricula, equipment and facilities used in the GTlsand the SAls are in urgent need of upgrading and updating. There are also inadequate libraryfacilities, textbooks and instructional aids.

Inadequate teacher quality: Due to inadequacies in training programmes and toon-going technological change and development in the GTls and the SAls, especially teachers ofpractical subjects require upgrading in their own specialized areas and in instructionalmethodol9gies .

Lack of provision for regional needs: All the institutes prepare students for year-endexaminations set centrally by the Examination Committees under DTAVE and no provision is madefor regional needs in relation to the type of technicians required.

Vocational (Skilled) Training

Need for curriculum review and updating: In order to provide skilled training ofa standard required, the curricula used in the THSs and the AHSs need to be reviewed andupdated. There is a great need to ha~e appropriate learning materials.

Lack of vocational guidance and counselling services: For want of vocationalguidance and counselling services, the majority of students entering vocational trainingprogrammes are not well motivated towards acquiring trade qualification up to a satisfactory level.

Need for cooperation among the various Ministries: With a view to establishing acoordinated strategy for training skilled personnel, there is need for cooperation among the variousMinistries operating training programmes.

Semi-skilled Training

Inadequate number of semi - skilled training programmes: The existing programmes,being far and few, cannot fulfil the manpower requirement of semi-skilled type. Accordingly, thereis need for the expansion and extension of semi-skilled training programmps Myanmar.

CHAPTER VIII

CONCLUSION

The findings of this analytical study highlight that the quality of technical,agricultural and vocational education in Myanmar can be improved through:

• revision of existing curricula;

• development of instructional materials and teaching aids;

• upgrading of teaching staff; and

• refurbishing and the provision of essential training equipment and materialsfor the existing and newly established technical, agricultural and vocationalinstitutions.

LIST OF WORKING PAPER SERIES

1. Education Data Review and Analysis

1 .1

1.2

1.3

1.4

1.5

Performance Indicators in Basic Educationby U Saw Win (Institute of Economics).

Performance Indicators in Higher Educationby U Thein Htay (DHE).

Performance Indicators in Technical. Agricultural and Vocational Educationby U Myat Naing (MERB) and U Nyunt Maung (DTAVE).

Quantitative Review of Education Staffby U Tun Hla and U Myint Thein (OBE).

Population Projections (1983-2013) by U Nyan Myint (Institute of Economics).

2. The Quality of Education

2.1

2.2

2.3

2.4

2.5

Teacher Quality by Daw 00 Khin Hla (Institute of Education).

Pedagogy by l1aw Nu Nu Win (Institute of Education).

Curriculum by U Myint Han (MERB).

Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2).

Student Characteristics by U Maung Maung Myint (OBE).

3. Education and Employment

3.1

3.2

3.3

3.4

3.5

3.6

Manpower Demand and Employment Patterns in a Changing Economyby Dr. Thet Lwin (Institute of Economics).

A Tracer Study of Recent Graduates: Implications for Education and ManpowerPlanning by U Kyaw Kyaw (Department of Labour).

Linkages between Training Institutions and Employersby U Tun Aye (Ministry of No.1 Industry), Daw Myint Myint Vi (Institute ofEconomics) and U Van Naing (OBE).

Education and Work Performance (A Survey of Employers' Perceptions) by DawHla Myint (Institute of Economics).

Non-Formal Education in Myanmar by Daw Win Win Myint (Institute ofEconomics) and Daw Lai Lai Yu (MERB).

Labour Market Institutions in Myanmar by U Kyaw Kyaw (Department of Labour).