national profiles in technical and vocational...

NATIONAL PROFILESIN TECHNICAL

AND VOCATIONAL EDUCATIONIN ASIA AND THE PACIFIC

Myanmar

0@UNEV’tBC ‘‘oc’,,#’International Project on Technical and Vocational Education

Projet international pour l'enseignement technique et professionnel

Colombo Plan Staff Collegefor Technician Education

UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC, BANGKOK, 1995

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This volume is one of a series of member country profiles on Technical andVocational Education of the following member countries:

AFGHANISTANAUSTRALIABANGLADESHBHUTANPEOPLE’S REPUBLIC OF CHINAFIJIINDIAINDONESIA

ISLAMIC REPUBLIC OF IRANJAPANREPUBLIC OF KOREA

MALAYSIAMYANMARNEPALISLAMIC REPUBLIC OF PAKISTANPAPUA NEW GUINEAPHILIPPINES

SINGAPORESRI LANKATHAILANDSOCIALIST REPUBLIC OF VIET NAM

© UNESCO 1995

Published by theUNESCO Principal Regional Office for Asia and the Pacific

P.O. Box 967, Prakanong Post OfficeBangkok 10110, Thailand

Printed in Thailand

Copies of this publication are available upon request from (i) Asia-PacificCentre of Educational Innovation for Development (ACEID), UNESCO PrincipalRegional Office for Asia and the Pacific, P.O. Box 967, Prakanong Post Office,Bangkok 10110, Thailand, and (ii) Networking and Information Service Unit, CPSC,P.O. Box 7500, Domestic Airport Post Office, NAIA, Pasay City 1300, Manila,Philippines.


TABLE OF CONTENTS

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part I

Part II

Part III

Part IV

Part V

: Introductory Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Social Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Economic Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.4 Education Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.5 Policy Concern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.6 Human Resource Development . . . . . . . . . . . . . . . . . . . . . . . . . . ..

: Training Modes and Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.1 Organizational Structure . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 2.2 Role of TVET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

: Planning and Management of TVET . . . . . . . . . . . . . . . . . . . . . . . . . ..

3.1 Planning of TVET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.2 Student Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.3 Examination System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..3.4 Continuing Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.5 Staff Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6 Facilities Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.7 Financial Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.8 Grants and Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.9 Monitoring, Control and Evaluation . . . . . . . . . . . . . . . . . 3.10 Management of TVET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.11 Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . .

: Manpower Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4.1 Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 Women in TVET Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.3 International Aid and Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.4 Co-operation between Institution

and Public/Private Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

: Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

i

1

112347

8

812

15

1515151516161717181820

21

212223

23

25


FOREWORD

Technical and vocational education has always been an importantcomponent of UNESCO’s consecutive Medium Term Plans. The basic objective ofthis programme is to support the efforts of Member States to link education systemsmore closely to the world of work and to promote the expansion and improvement oftechnical and vocational education in the light of changing employment needs.

The Colombo Plan Staff College for Technician Education (CPSC) alsodedicates itself primarily to enhancing the growth and development of the tech-nician education systems in its member countries which are located in the Asia andPacific region. Its programmes, projects, and activities are geared to provide theneeded impetus for the professional development of senior level personnel involvedin technician education development efforts.

UNESCO has launched an International Project on Technical and VocationalEducation (UNEVOC) as of 1992 in co-operation with the Government of Germany,ILO, FAO, UNDP and NGOs interested in the reform of technical and vocationaleducation. This project focuses on exchanging information, research andexperiences on policy and programme issues in technical and vocational through anetwork of co-operating institutions

In a spirit of co-operation between UNESCO and CPSC, under UNEVOC, anattempt is being made to compile and publish studies on the development oftechnical and vocational education in Member States in the form of TVE profiles of21 countries. It is hoped that this series will serve as a handy reference informationon TVE systems, staff development, technical co-operation and informationnetworking. These studies have been possible because of the full co-operation toUNESCO PROAP and CPSC by all concerned in the Member States.

The opinions expressed in this study are those of the authors and do notnecessarily reflect the position of UNESCO and CPSC in this regard. This profile onMyanmar was prepared by Dr. Gobporn Intrakamhaeng, Seconded Faculty Memberby the Government of Thailand.

C.K. BasuDirector, CPSC

Victor OrdonezDirector, UNESCO PROAP


Part I

INTRODUCTORY PERSPECTIVES

1.1 Introduction

The Union of Myanmar situated in Southeast Asia lies between Latitudes09° 32’ N and 28° 31’N, Longtitude 92° 10’E and 101° 11’E, covering an area of676,578 square kilometres in the shape of a diamond. It is the largest country inmainland Southeast Asia which stretches 2,093 kilometres from north to south and604 kilometres from east to west at the widest point, and is bordered on the Northand Northeast by China, on the East and Southeast by Laos and Thailand, on theSouth by the Andaman sea and the Bay of Bengal and on the West by Bangladeshand India. The tropic of concer divides the country into two main climatic regions;the temperate north and the tropical south.

The term ‘Myanmar’ embraces all nationalities of the main eight races. (Formore details, see Table 5.1). The country was under the British rule for about onehundred years, having gained its independence in 1948 in the name of the ‘Union ofBurma’. In 1974, the state was redesignated ‘the Socialist Republic of the Union ofBurma’. In 1988, the power of the state was protected by the Tatmadaw, and theofficial title of the state has been changed to ‘the Union of Myanmar’.

1.2 Social Status

In 1992, the population was over 41 million with 21 million over 18 yearsold. Sixty-five per cent of the population lives in the rural area. The annualpopulation growth rate is expected to be 1.88 per cent. The population is likelyreach the 50 million mark by the year 2000. The female population still slightlyhigher than that of the male. Even then, the population density will be quite low.Given the resource endowment and comparatively low population density, thegrowth may in the long run stimulate development.

There are 135 recognized indigenous racial groups which classify in majorethnic groups. They are: Kachin, Kayah, Kayin, Chin, Bamar, Mon, Rakhine andShari. The Union of Myanmar comprises seven states and seven divisions. Theyare:

F — — -

States Capital of States Divisions Capital of Divisions

Kachin Myitkyina Sagaing SagaingKayah Loikow Temintharyi DaweiKayin Hpa-an Bago BagoChin Hakha Magway MagwayMin Mawlamyine Mandelay MandalayRakhine Sittme Yangon Yangon~y ,Shane Taunggyi Ayeyarwady Pathein


Technical and vocational education: Myanmar

There are 14 main administrative entities. The states and divisions aresubdivided currently into 319 townships. The Bamar is the largest ethnic group inpopulation. The other ethnic groups live mainly in the states bearing their ethnicnames with their own languages and dialects. Yangon is the capital city. The mainreligion is Buddhism (80 per cent). The rest are Christians, Muslims and Hindus.The currency is called Kyat.

1.3 Economic Status

The Union of Myanmar is predominantly an agricultural country with itspopulation spread out in the rural areas. The heavily forested areas are the sourceof the world famous teak and other timber while rice produced in excess of localconsumption is exported yearly. Oil and gas are also produced locally. Mineralssuch as lead, silver, tin and tungsten, antimony, copper and coal are found andextracted in many parts of the country. The Namtu-Bawdwin lead-silver-zinc minesis in fact one of the largest underground mines in Asia. Precious stones, especiallyjade and ruby are world famous. The Gem Emporium, held each year, brings manyforeign buyers competing for the best purchase.

Sufficiency in food products and income earned by its forest products andminerals have sustained the country at a much higher level than other developingcountries. The government is endeavoring to boost its agricultural and forestproducts by industrialization and modernization of its production methods.

An unrealistic exchange rate in addition of wiping out 70 per cent ofcurrency in circulation without compensation in 1987 contributed to a negativeeconomic growth-rate of -11.4 per cent in fiscal year 1988-89 (Fareastern EconomicReview, 1990) while the provisional figures indicate 1.5 per cent growth. However,the government has since reviewed the policy.

Since late 1988, the government has changed its economic policy from acentrally-planned to a market-oriented economy and taken a wide range of measuresto liberalize trade and open up investment opportunities. The government has beenstriving hard to promote all round development of the national economy to improveprovisions of food, clothing and shelter for the people so as to ameliorate their livingstandards. In this connection steps have been taken to ensure mass participationwith maximum utilization of the faculties of people and to attract foreign investmenton the basis of equality and mutual benefit.

The government has also envisaged such policy objectives as exploitation ofabundant resources of the country with a view to cater to the needs of the nation inthe frost instance; exporting whatever surplus available; creation of newemployment as the economic activities expand so that especially young people wouldhave better job opportunities and privileges of learning, on-the-job training as wellas technical training both at home and abroad; and economic and social developmentof various regions of the state along with expansion and improvement of transportand communication.

2


Introductory perspectives

The foreign investment policy mainly seeks: to promote and expand exports;to exploit natural resources; to acquire high technology; and to support capitalintensive production and services. Foreign investors who invest and operate onequitable principles would be given the right to enjoy appropriate economic benefits,to repatriate them, and to take their legitimate assets back home on closing of theirbusiness. They would also be given proper guarantee by the Government againstnationalization of their business in operation. All these rights and privileges wouldbe granted in the interest of the Union of Myanmar and its people.

Under the present economic policy of the State Law and Order RestorationCouncil, border trade is being revived and encouraged. The State has also permittedprivate entrepreneurs and co-operatives to undertake business and trading withforeign countries.

The major trading partners are: Southeast Asian Countries; Japan, P.R. ofChina, Pakistan; EEC; North America; Eastern Europe; Africa; and others. Themajor exports are: agricultural products; forest products; animal and marineproducts; minerals and gems; and others. The major imports are: consumer goods;raw materials and spares for inter-industry use; capital goods and unspecifiedcommodities.

The major industries are: sugar, textiles, fertilizers, cement, oil and gas, andminerals and gems. The major agricultural products are: paddy, pulses and beans,cotton fisheries, and teak.

The statistics regarding economy is shown in Part Five, Tables 5.2, 5.3, 5.4and 5.5.

1.4 Education Structure

The pre-second world war education system encouraged the youth of thecountry to pursue education which led to clerical and junior administrative positionsin the civil service. Technicians and skilled workers required the male to work inindustrial establishments and were mainly brought in from India. During the post-second world war, the Union of Myanmar found itself short of skilled workers,craftsmen, middle-level technicians and engineers. This caused the educationsystem to reform and a Technical Education system was begun in line with thesocial economic development pattern of the country, integrating it into the maineducation system. But the 1950s, the Artisan Training Centres, a TechnicalInstitute at Insein and a faculty of Engineering at the University of Rangoon werethe only institutions under the Ministry of Education which were partially fulfillingthe manpower needs of the country. Even then, teaching staff for the institutionshad to be brought in from abroad on contract basis. Since then, the Department ofTechnical, Agricultural and Vocational Education has been responsible for thetraining of middle-level technicians, skilled and semi-skilled manpower of thecountry.

3



Education in the Union of Myanmar is mainly under the responsibility of theMinistry of Education. The educational policy is to provide basic education equatedwith livelihood and within the reach of all. Science is given precedence in highereducation especially for those who have promising potentials and who are indus-trious. The literacy rate in 1992 was 80 per cent.

The educational structure is 5:4:2 with five years at the primary level, fouryears at the middle level and two years at the higher level. Diversification into thetechnical, agricultural and vocational stream was made to provide basic education atall levels see Diagram 1.1. There are seven departments under the Ministry ofEducation. They are:

1. Department of Basic Education which is responsible for generaleducation at the primary, middle and high school levels, teacher trainingcolleges and schools.

2. Department of Higher Education which is responsible for universitiesand colleges.

3. Department of Technical, Agricultural and Vocational Education whichis responsible for technical training at the technical high schools andinstitutes; agricultural training at agricultural schools and institutes.

A technical teachers training institute and a vocational school whichprovide employable skills to students are also under this department.

4. Myanmar Examination Board which administers all GovernmentExaminations.

5. Myanmar Education Research Bureau which is responsible for researchrelated to teaching.

6. Department of Myanmar Language Commission.

7. Central Research Organization

1.5 Policy Concern

The Ministry of Education provides policy formulation and co-ordinationthrough various councils formed under the Ministry. In addition, funding is also themain responsibility of the Ministry of Education though a small measure ofcontributions which is usually done by the respective communities.

Education in Myanmar enjoys a favorable environment as the people havetraditionally given education the highest priority in their lives. Although monasticeducation played a major role in fostering basic literacy among people from all walks

4



of life, it became less prominent under the British rule. Recently, however, themonastic education has been revitalized and is expected to play a complementaryrole especially at the primary level. In addition, the post independence governmentshave always invested heavily in education, leading to more learning and com-paratively higher literacy.

The most noteworthy step was the formation of the Myanmar Naing NganEducation Committee in 1991 to co-ordinate educational policies and plans therebyenhancing the existing environment for education.

Realizing and attaching much importance to education in nurturing andmoulding well-rounded and useful citizens, the development of education activitieshas consistently received special emphasis. Accordingly, the development plansformulated and implemented have invariably accorded priority to the developmentof human resources in general and education in particular. In this context, thesuccessive governments on their part have placed special emphasis on the promotionof education by allocating as much recurrent and development expenditures as itsfinancial resources permit in the development plans.

As a result of such concerted efforts by the State and the active andextensive community participation in the development of educational activities,Myanmar’s educational attainments is fairly satisfactory and is considered on par orin a better position than some other countries of a comparable economicdevelopment.

In assessing Myanmar’s attainments in the education sector, one should takeinto account not only the role played by the government in terms of expenditureincurred and the infrastructure and support facilities given but also the role playedby the communities. Private individuals and communities play active andsignificant roles in promoting every aspect of education by contributing money,material and labour. Monasteries traditionally play a pivotal role in imparting basiceducation to a large sector of the rural populace in informal education situations andnation-wide literacy campaigns are carried out by tens of thousands of individualson a voluntary basis.

Due to consistent and steadfast commitment of the government foreducation, relevant indicators of educational development in particular and humandevelopment index in general indicate improvement. The human developmentindex of Myanmar stood at 0.437 in 1991 indicating that it ranks in the middle lowerincome level despite the fact that in terms of purely economic development it ranksin the less developing group of countries. The recurring expenditure and capitalinvestment incurred by the state for education increased from K 841.4 million andK 215.7 million in 1985-86 to K 3586.9 million and K 1247.9 million in 1992-93,respectively, indicating increases of 4.3 times in current budget and 5.8 times incapital investment. Supplemented by equally significant increases by the privatesector, the record of achievement in education is fairly satisfactory. However, muchremains to be done to improve education in qualitative terms. As a result of theseefforts there is, virtually a school in every village and it may well be that the EFA

6


Introductory perspectives

2000 goals of universal primary education are within reach. Access to education forevery child, even those living in far-flung border areas has been greatly increased.

In recent years seminars, workshops, consultations, studies and researchhave been held to discuss ways and means for improving, strengthening andupdating various levels of education in order to meet the needs of the changingeconomic and political situation. The insights gained from such activities will beincorporated and integrated in the development plans for the education sector.Thus, a blueprint for the education sector is being charted and formulated. Anotable milestone is the completion of the Education Sector Study which wasundertaken by the Ministry of Education in collaboration with UNESCO and UNDP.A number of projects which could be incorporated in development plans for theeducation sector have been identified and technically and economically appraised.The state has continuingly re-affirmed its commitment of according priority toeducation sector in its development plans.

1.6 Human Resource Development

People are always regarded as the wealth of a nation. Effective developmentof human resources, therefore, is a prerequisite for economic growth and improvedquality of Life. The positive contribution of education of the people most particularlyof the labour force to economic achievement and social welfare has been provenbeyond any doubt. Hence, investment in education results in a more educatedlabour force which, in turn, is capable of increasing an economy’s output of goodsand services. As mentioned recently, Myanmar adopted a liberalized economicpolicy in the form of market-oriented economic system generating a host of veryactive economic enterprises. The demands for trained manpower are increaseddramatically both in quantitative and qualitative terms. However, Myanmar, inman y ways, still remains, predominantly an agricultural society. With moremechanized farming and systematic planning for better production of crops andvegetables, increased labour absorption is expected in the industrial and servicessectors which will eventually require trained personnel in the high technology areasto achieve economic modernization of the country.

These situations have created an environment in which planning foreducation requires the right balance between training for the manufacturing sectorand the service sector. The estimated manpower in the recent years also shows thatabout 65 per cent of the labour force is unskilled and 11 per cent is semi-skilled(Khin Maung Win, 1993) indicating a strong demand for in-service training andretraining as well as for more widespread and effective pre-service training. Inreaching these requirements, Technical and Vocational Education and Training(TVET) is a specialized form of human resource development that enable individualsto develop skills needed for productive employment in specific occupations. Thus, itis envisaged that TVET will continue to play a major role in the development ofhuman resources for the country’s economic growth and social welfare.

7


Part II

TRAINING MODES AND SYSTEMS

2.1 Organizational Structure

Technical Vocational Education and Training (TVET) system in Myanmarhas opened opportunities for diversification into TVET at three points viz the end ofprimary level, the end of middle level and on completion of high school level (seeDiagram 2.1). The Pre-technical and vocational education is offered to studentsfrom grades 5 to 8 since 1974/75 in 50 selected Basic Education High Schools. In1977/78, 70 Basic Education Middle Schools are selected and production cumvocational courses were offered to all students in the same grade as mentionedabove. The objective was to improve employability (self or otherwise) of the youngstudents and to foster right attitudes towards production and hands-on income-generating skills. In reality, it was found out that the young students from ruralareas and those employed in urban information sector usually dropped out of schoolearly for unpaid work in family enterprises while most parents and students fromurban areas regarded pre-vocational or skilled employment as of low status andusually continued on to higher education.

The TVET school-based training is under the Department of Technical,Agricultural and Vocational Education (DTAVE) and is responsible for training ofmiddle-rung technicians, skilled and semi-skilled workers. The principal objectivesare: training and formulation of programmes to link teaching with on-the-jobexperience; setting priorities for occupations and skills which will be most useful inpractical fields; organizing training programmes in vocational subjects for studentswho dropped out at various levels of the formal education system; to train andnurture skilled technicians and experts who are imbued with a sense ofconsciousness and conviction to cherish the state. The DTAVE organizationalstructure is shown in Diagram 2.2.

The DTAVE is chaired by the Minister for Education. It has a membershipof seventeen, and a secretariat of three. The membership consists of representativesof relevant Ministries. The council is the decision-making body for TVET under theMinistry of Education. Under the council, there are three Educational Committees:Educational Committee; Curriculum Committee; and Examination Committee (seeDiagram 2.3). These committees are responsible for the design, development, im-plementation and monitoring of the progress in the three distinct types of educationoffered by DTAVE. They are: Technical Education; Agricultural Education; andVocational Education. At the institutional level, Governing Bodies are chaired bythe Principals. The members consist of teachers and officers, representatives fromindustries and enterprises, and the respective communities. The Governing Bodymembers are responsible for the smooth operation of the schools and institutes.

8


Training modes and systems

Diagram 2.1 Technical, Agricultural and Vocational Education Schemein the Union of Myanmar under the Ministry of Education

UNIVERSITIES/COLLEGES

& .1332 Common School

\1

@ @ ● m

Entrance Exam Max age 2S Entrance Exam Min age 16

HighSchnnl

!; ‘_,B._*@=m—

\ ‘~

8 ~Maximwnage20—~(for workers)

Middle7

Schnnl6

5MRMS Handicraft Home Fisheries Evening Trade

.n~~n.~5-m—

4(PT)

Primnry3 1< Minimum age 16 ●

Schnnl2

1v

1’–

KGPre-Prim<iry

SchoolKG

.

GTILSAI

Source: DTAVE 1990

9



Diagram 2.2 DTAVE Organizational Structure

I Technical, Agricultural and Vocational Education Council

TDirector

QTechnicalDeputy Director

PTechnicalEducation Division

t==

l=-kxma

I AgriculturalDeputy Director I

ml+==Academic

t-==

wVocationalDeputy Director

VocationalEducation Division

Academic 1

Account 1

E==lL

AdministrationPersonnel Division I

lsir

e’CivilElectricalElectronic

Source: DTAVE 1990

10



Diagram 2.3

Technical, Agricultural and Vocational Education Council

A

I Staff Members of Institutions and Schools I

Source: DTAVE 1990

11



The industrial/enterprise-based Training is the retraining for changingtechnologies emerging in the industries. Many industries and enterprises havetheir own training wings and programmes to meet the special requirement ofaffiliated factories and workshops.

The training of skilled workers and the initial and further training ofemployed persons are usually undertaken by the departments, boards andcorporations of relevant Ministries. Several Ministries have set up: Group TrainingCentres for workers; Formal In-Plant Service (Enterprise-Based); and Informal on-the-job training. One aspect of industrial/enterprise-based training in Myanmar isthe 3-months on-the-job training undertaken by all students of the technicalinstitutes and agriculture institutes after they have appeared for the finalexaminations in their final years of schooling. All the Ministries co-operate with theMinistry of Education in implementing the yearly programme and students areplaced in industries and enterprises all over the country. Financial support in theform of monthly allowances is provided to all students by the industries andenterprises of the Ministries concerned (see Table 5. 11), sample of a VocationalTraining Centre Organization under the Department of Labour as shown onDiagram 2.4.

2.2 Role of TVET

Technical andunder the Ministry of

Vocational Education and Training was carried out in 1950Education with two Artisan Training Centers, a Government

Technical Institute and a Faculty of Engineering at the University of Rangoon(Yangon). In the area of agricultural education, there were only three institutionsviz, one Agricultural High School, one State Agricultural Institute and oneAgricultural College. But in early 1960, one Technical High School and one moreGovernment Technical Institute were established. Some vocational schools werealso established in the late 1960.

The DTAVE was formally established under the Ministry of Education in1972. Since then DTAVE has been entrusted with training of middle leveltechnicians, skilled and semi-skilled tradesmen. By 1973, there were altogether 30institutions providing technical, agricultural and vocational education and training.This number increased to 52 by 1983 and to 66 by 1992. (See Table 5-6).

Apart from the regular full time courses, DTAVE also operates 11 part-timeevening courses and one mobile training unit (see Tables 5.7 and 5.8). DTAVE is notonly concerned with the training of technicians, skilled and semi-skilled tradesmen,who eventually will be participating in the production activities, but also with thetraining of school dropouts and illiterate youth to become employable.

Under the Department of Higher Education (DHE), there are only twotertiary level institutions for technical education, namely, the Yangon Institute ofTechnology (YIT) and the Mandalay Institute of Technology (MIT), which providehigh level technician manpower to the public and the private sectors.

12



Diagram 2.4 Vocational Training Centre OrganizationDepartment of Labour

Trade Testingand Audio Visual

(Assistant Director)

[ Training Officers I

I Cartographer I

I Operator I

Source: ILO, 1987

13

Centre-BasedTraining

(Assistant Director)

{ Instructors

1 Workshop

{ Draughtsman

4 Tracer

AdministrationDeputy Assistant

Director I



In addition to the Ministry of Education, other Ministries have also set-uptheir own training wings to cater to the needs of affiliated industries andenterprises. It is estimated that some 140 training institutions exist, operated byvarious ministries (see Table 5. 11).

At present, the world is witnessing dramatic changes in industry andeconomy brought about by rapid advances in science and technology. As a result,there is a corresponding transformation in the occupational patterns and jobqualifications. Although Myanmar, being a developing country, is not yet faced withsuch emerging challenges, plans are under way to formulate policies, guidelines andstrategies not only to address the human resource requirements of the future trendsin industry and economy but also to fulfill the current needs by:

1.

2.

3.

4.

5.

6.

7.

8.

9.

developing teaching quality and effectiveness of teachers;

introducing competency-based curricula for TAVE courses and creating aCurriculum Development Centre;

introducing modular training for the informal sector for improvedproductivity and safety of small enterprises and workers;

establishing a Vocational Training Authority for rationalized develop-ment of the TAVE system for the entire country;

reorganizing TAVE system in DTAVE for more effective planning andimplementation of human resource development programmes;

introducing entrepreneurial training to promote self-employment;

providing specialized and short term courses in agriculture;

providing opportunities for retraining;

establishing more training institutions;

10. promoting high technology research and development.

The Ministry of Education with its different types of training institutionsplays a very active role in this endeavour. Equally active in this task are otherministries, departments and enterprises both in the public and private sectors witheach of them implementing training programmes according to their needs. In thelong run, however, concerted effort led by a national body, with legal status andresources, will be required to develop a well trained and flexible labour force to meetthe demands of the emerging technologies in all productive, administrative andservice areas. Thus, it is envisaged that technical and vocational education andtraining will continue to be given a high priority in Myanmar for sustainable humanresource development.

14


PLANNING

3.1 Planning of TVET

The planning ofDepartment of Technical,

Part Ill

MANAGEMENT

Technical and Vocational Education is under theAgricultural and Vocational Education, implementing

policies and guidelines laid down by the Ministry of Education. All plans for theexpansion of schools and institutes, staff development, financial, facilities (building;equipment and tools); and teaching aids, and work procedures are made by DTAVECouncil. The training for employment is planned by the organization and theMinistries involved.

3.2 Student Planning

Entrance examinations are held for students who wish to enter theGovernment Technical Institute, the State Agricultural Institute, EngineeringTechnology Evening Classes and the Commercial Schools. Technical High Schoolstudents are selected according to their grades obtained in the Middle School FinalExamination. There are no entrance examinations for students who wish to enterthe Agricultural High Schools. Sixty percent of all students studying in the schoolsand institutes under DTAVE are awarded stipends. Housing in the form of hostelsis also provided. The number of students is shown in Table 5.8.

3.3 Examination System

Schools and institutes under DTAVE conduct informal and half-yearlyexaminations on their own but the final and promotion examinations are held underthe direct control of Examination Committees of DTAVE.

3.4 Continuing Education

Prior to 1992, students were accorded the opportunity to continue educationat higher levels but this was suspended from 1982 to 1989. Starting from the 1990-91 academic year, continuing education to higher levels was allowed only for thosewho were qualified to enter into the higher institutions.

Graduates of technical schools and institutes are popular both in thiscountry and abroad and employment is assured for them in the departments andenterprises of the industrial and economic sector.

15



3.5 Staff Planning

Staff members are recruited through advertisement in local newspapers.Written examinations and personnel interviews are conducted as part of theselection procedures. Schools and institutes under DTAVE are all governmentagencies and remuneration in the form of salaries and allowances are all providedaccording to the scales laid down by the Ministry of Education. The number ofTVET staff is shown in Table 5.8.

Pre-service training was previously required for teaching staff of the schoolsand institutes under DTAVE. Before 1986, due to the rapid expansion of DTAVEand the increase in the number of schools and institutes, young teachers with noteaching experience were initially recruited. However, since 1986, special in-servicetraining programmes have been offered by the Technical Teachers TrainingInstitute under DTAVE. Teachers are also sent abroad for special trade and teachertraining.

Promotion and transfer are on the basis of a time scale laid down by theMinistry of Education on the recommendations of the principals and authoritiesbased on staff performances in their respective schools and institutes. Retirement iseither at sixty years of age or after thirty years of service and is the same for allgovernment employees in the country. Pensions are provided to all governmentemployees.

3.6 Facilities Planning

For new schools and institutes, planning for estates and buildings arecarried out by the authorities in DTAVE. Further expansion and maintenancerequirements of existing schools and institutes are planned by the principal andstaff of the schools and institutes concerned and submitted to DTAVE for approvaland necessary budget allocation.

Libraries are provided at all schools and institutes under DTAVE. Booksand other resources for each school are initially provided by DTAVE and annualfunds are allocated for the purchase of periodicals and books as required by teachersand students of the institutes.

Equipment and tools involving foreign exchange currency is procured by theMinistry of Education either through government funds or through aids and grantsprovided by friendly countries and international organizations. Funds are providedfor each school and institute to locally purchase equipment available in the country.

Furniture is provided by DTAVE for schools and institutes. In many cases,schools and institutes which have facilities and equipment make their own furnitureand also offer help to other schools and institutes.

16


Planning and management of TVET

Teaching materials and aids are acquired through government funds orthrough grants from friendly countries and international organizations. Funds areallocated to schools and institutes for teaching materials and aids produced byteaching staff or for purchasing locally produced materials,

Printing material production is usually done on a contract basis with pressesavailable in the locality. Assistance from the University Press is sought for whenthe need arises. The DTAVE and its schools and institutes do not possess suchprinting facilities. However, plans have been drawn up for setting such facilities atDTAVE and some selected schools. The DTAVE plans to provide all schools andinstitutes with at least one vehicle. In 1990, most of the schools had at least one.

3.7 Financial Planning

In Myanmar, the Government is the main funding agency for all educationalinstitutions including those under DTAVE. In addition to free tuition for allstudents, the Government also provides monthly stipends (Ks. 187. 50/Ks. 300depending upon the residency) to 60 per cent of students in technical institutionsand 75 per cent of students in agricultural institutions.

Total budget allotment to DTAVE for the fiscal year 1992-93 Kyats 187.72million compared to Kyats 63.28 million for FT 1987-88, indicating strongcommitment by the Government to promote technical, agricultural and vocationaleducation and training as an integral part of human resource development inMyanmar.

The Government’s financial contribution to education has increased from 1.7per cent of GDP in 1981-82 to 2.8 per cent of GDP in 1990-91. The educationexpenditure was 19.4 per cent of Government’s total expenditure in FY 1990-91.

3.8 Grants and Loans

The Ministry of Education has received grants and loans from friendlycountries and international agencies for institutions under DTAVE. DTAVE is atpresent implementing three externally funded projects. These are:

+ OPEC LOAN AGREEMENT 505P - This loan of US$ 7.3 million is forrefurbishing 21 institutions under DTAVE

+ Myanmar/UNDP Project MYA/90/006 is for Strengthening of Technical,Agricultural and Vocational Education. This is a grant by UNDP and iscomplementary to the above project and specifically provided forfellowship training and consultancy services. UNDP input is US$863,789 and the Government’s contribution is Kyats 4,437,000.

+ Skills-based literacy for out-of-school children and youth project is a jointeffort by DTAVE and UNICEF. UNICEF has already provided fundsamounting to US$ 67,000 for stationery and office equipment.

17



3.9 Monitoring, Control and Evaluation

There are no special sections or organization within DTAVE responsible formonitoring, control and evaluation. DTAVE is fed with data and facts by theprincipals of the schools and institutes and performs its decision-making duties onlywhen the need arises. The authorities of DTAVE with the assistance of theprincipals of the schools and institutes perform these duties.

3.10 Management of TVET

1. Vocational and Technical Education

The Ministry of Education is primarily responsible for vocational andtechnical education of young persons, before or after completion of higher-level basiceducation. The activities of the Department of Technical and Vocational Educationare based on the 1974 Vocational and Technical Education Act and guided by theVocational and Technical Education Committee of the Ministry. (1981 Yearbook ofVocational and Technical Training in Asia and the Pacific, ILO).

There are ten types of institutes under the DTAVE which offer three kindsof regular full time study courses. They are tertiary level, secondary level and shortcourse courses (see Table 5.6). Details of courses of study in each type ofinstitute/school are shown in Table 5.7. The Government Technical Institute (GTI)and the State Agricultural Institute (SAI) offer Diploma-Lavel courses and the othereight institutions/schools offer the Certificate level courses.

DTAVE also offers part-time courses. There are two types of part-time courses:the Evening Trade Classes of 5 months duration conducted three hours a day, fivedays a week; and the Engineering Technology Evening Classes (ETEC). The ETECis a level between THS and GTI. This course is intended for the employees of stateorganization (in technical position) who want to upgrade their theoretical knowledgein the respective engineering technologies. The course duration is three years attwo hours per day, five days a week. For the courses offered in these two classes,please see Table 5.7. There are other relevant training activities for countrywideapplication. They are Mobile Vocational Training Team and Skill-based LiteracyTraining programme to the people in the township. The duration of training variesfrom one to three months. The modular approach has been practised since 1992.For the Skill-based Literacy Training Programme with the technical assistance ofUNICEF, DTAVE is planning to start this programme using the same modules ofMobile Vocational Training. The modules also have Literacy and Facts for Lifecomponent incorporated in it. By the end of June 1992, fourteen teachers’ modulesand seven learners’ modules had been prepared and processed. The training isbased in the respective institutions where facilities for skill training are readilyaccessible.

The training of technologists and professionals leading to a degree isundertaken by the universities and institutes which are under the Department ofHigher Education.

18


Planning and management of TVET

2. Training of Skilled Workers

The Labour Ministry’s Department of Labour established a NationalVocational Training Centre to train key personnel such as training officers,supervisor-trainers and craft instructors required for carrying out trainingprogrammes in industry. The Centre also serves as the secretariat of the VocationalTraining Committee and at the same time provides consultancy and other servicesto the industry concerning implementation of training programmes for workers.

An objective of the National Training Programme is to establish anoccupational skills standards and set up a system of trade testing and certificationfor skilled workers. This is at the initial stage. The activity is being undertaken inco-operation with the relevant industries under the guidance of the NationalVocational Training Committee.

There are two vocational training centres under the Ministry of Labour.These centres conduct nine types of training courses as follows:

a. Training Officers’ course. This course is designed for personnel who willorganize, implement and manage various types of training courses forworkers in industry. The course lasts six weeks and two such coursesare held each financial year.

b. Supervisor-instructor course. This course is for personnel who will trainvarious grades of foremen and supervisors in industry. The course lastssix weeks and four such courses are held each financial year.

c. Productivity Improvement course. This course is aimed at higher-levelsupervisors and mid-level managers, who could directly influence theorganization of work and improvement of methods, and thus help inraising labour productivity. The course lasts six weeks.

d. General Instructional Technique course. This course is designed to imparttraining and teaching methodology to training personnel and instructorsfrom various organizations. The course lasts three weeks.

e. Trade Skill Testing Methodology course. This course is for personnel,administrators and instructors from training centres who conducttheoretical and practical tests for workers, either for promoting or forassessing their skills and knowledge at the end of training. The courselasts three weeks.

f. Trade Instructor courses. “These courses are designed to train instructorswho will train apprentices and skilled workers in their tradespecializations. The courses take four to six months, depending on thetrade, and includes theoretical and practical instruction for upgradingthe knowledge and skills of would-be instructors. The important part of

19



the course is training methodology and the practice of the variousmethods of instruction. At present, four trade courses are being held:Machinist Trade Instructor; Welding Trade Instructor; AutomotiveMechanic Trade Instructor; and Electrical Trade Instructor.

g. Conducting tailor-made courses at the request of the enterprises.

h. Providing advisory services in pedagogy to enterprises.

i. Providing part-time lectures.

3.11 Curriculum Development

All activities relating to curriculum development are initiated by the staff ofthe schools and institutions concerned, Proposals for change are sent to DTAVEauthorities. The DTAVE with its comments and recommendations forwards theproposal to the respective Curriculum Committees. The Curriculum Committeesafter careful scrutiny and discussion put up the proposals through respectiveEducation Committees (see Diagram 2.4) to DTAVE and Technical, Agriculture andVocational Education Council for discussion and final approval.

In 1990, the schools and institutions under DTAVE were in the process ofchanging the curriculum from the old formal system to the competency-basedmodular approach. In 1992, they were on the try-out process. The TechnicalTeachers Training Institute has assisted the staff of vocational schools in developingtheir curricular offerings. The effectiveness of the new curricula are carefullyevaluated and revised to meet the specific needs of the students. The curricula of allthe courses of schools and institutes are updated as the need arises to comply withthe changes in the technologies.

20


Part IV

MANPOWER DEVELOPMENT

Because of rapid changes in political, social and economic sectors of thecountry, the country needs more technicians and skilled workers. The DTAVE isone of the main agencies that supply technicians and skilled workers to fill thelabour force demands. The majority of the youth who attend technical andvocational schools and institutes mainly seek employment in government-ownedindustries, and other economic enterprises. When they have gained enoughexperience in their work, some of them turn to do business on their own.

4.1 Entrepreneurship

The manpower development plan puts great importance on middlemanpower of technician, skilled workers and semi-skilled workers. The prioritiesare dependent on occupations and skills which are most useful in practical fields.Formal and informal education are provided to develop the manpower. This policydoes not only serve the labour market but also emphasizes the need to raise thestandard of living of citizens of the country. The Ministries of Mines and Energy;Agricultural and Forests; Transport and Communication; Trade, etc., together withtheir departments and enterprises are all endeavoring to increase production intheir respective fields. In-service training and upgrading are provided to developemployees for quality work and raise the standard of living. The Ministry of Tradehas allowed the registration of 168 companies, twenty-eight foreign companies and362 partnerships. The other ministries also established the joint-ventures andprovided more employment opportunities for graduates of the schools and institutesunder DTAVE. The successful trainees of commercials schools also easily findemployment in co-operatives, industrial establishments, banks and economicenterprises of the country.

The Ministry of Co-operatives encourages young graduates to form co-operatives and funds are provided by the Ministry in the form of soft loans for theprocurement of machinery and materials. Construction co-operatives and metalwork co-operatives have already been established and are profitably operating underthe management and direct control of the young graduates themselves.

Since a very large number of graduates of technical and agricultural schoolsfind employment largely in industrial and economic enterprises owned by thegovernment, there is a plan on strategies for integrating entrepreneurship traininginto the curricula at present. The objectives of DTAVE include providing skills andknowledge not only for employment by industrial and economic enterprises but alsoto enable young graduates to stand on their feet as self-employed individuals. No

21



law exists to force small scale enterprises to employ trained graduates of the schoolsand institutes. However, special in-service training programmes have been offeredin 1986 by the Technical Teachers Training Institute. Teachers are also sent abroadfor special trade and entrepreneurship training.

The future plans for entrepreneurship training in polytechnics andsecondary level institutions are as follows:- (Daw Sandar Myint: 1992).

1. Introduce modern mechanization in TAVE teaching areas.

2. Establish new technical and agricultural institutes and high schools.

3. Use more teaching aids and demonstration plots.

4. Introduce new technologies and practices in entrepreneurship training.

5. Pave the way for the introduction of practical skills among agricultural, technical and vocational students.

6. Arrange excursions to the small scale enterprises and other related areas.

Statistics on manpower are shown in Part V Table 5.14.

4.2 Women in TVET Development

The constitution of the Union of Myanmar, article 22 states that there are nodifferences between a male and a female in case of individual rights and ofresponsibilities to the state. Equal opportunity under article 148 also states thatmale and female shall have the right to freely undertake any vocation permitted bythe state.

There are no special woman technician development programmes at presentin the country. In-service training and on-the-job training schemes for techniciansand skilled and semi-skilled workers are regularly conducted by the departmentsand enterprises concerned with the objectives of developing or upgrading their skillsand knowledge. As stated earlier, male and female technicians participate togetherin these training schemes and are rated according to their abilities.

In the work situation, women usually join industries as sub-assistantengineers, draft persons, laboratory technicians, etc. With regard to employmentopportunities, there is no discrimination between the sexes but where fieldworkrequiring endurance, physical strength, stamina and very close contact with menare involved, employers still hesitate to employ women technicians. Equal pay andallowances for work of equal quality have always been guaranteed. Equalopportunities for advancement also exist and many women hold high positions inindustry. Women in state enterprises also enjoy special medical care and treatmentduring pregnancy and childbirth and are entitled to three months maternity leavewith full pay in addition to other kinds of leave enjoyed by men. Since there is nodiscrimination in law and practice, problems regarding the status of womentechnicians are virtually non-existent. Old traditions and attitudes regarding

22


Manpower development

women at work-sites sometimes appear to create some problems but womentechnicians are enjoying the respect and esteem of their peers and employers.

For education and training, education at all levels is open to both males andfemales. The right of all citizens to education is guaranteed by the constitution.There is no discrimination on the basis of sex from enrolling in any generalvocational and technical institution. It depends only on one’s abilities to attainthem.

Specific data regarding women technician is not available. However, thereare some statistics regarding women in Part V Table 5-13 and 5-14.

4.3 International Aid and Assistance

In 1993 to 2000, there are three programmes that will be formulated forfurther planning under UNDP/UNESCO co-financing which provided forarrangement of teacher training in country and abroad. These projects will cover 21schools and institutes out of DTAVE. The projects in programmes 1 are DevelopingTeaching Quality and Effectiveness of Teachers Project (1994-1996); CurriculumDevelopment and Reform Project (1994-2000); and Modular Training for theInformal Sector Project (1994- 1996).

Programme 2 is about Strengthening Management and Organization ofTechnical, Agricultural and Vocational Education Programme. There are twoprojects under this programme namely: Establishment of Vocational TrainingAuthority Project (1994- 1996); and Reorganization of Technical Agricultural andVocational Education in DTAVE Project (1995-1997).

Programme 3 deals with Improving Agricultural Education and TrainingProgramme. The two projects under this programme are: IntroducingEntrepreneurial Training Project (1994- 1997); and Provision of Specialized andShort Term Courses in Agricultural Institute Project (1995-1997). More details areseen in Table 5.15.

4.4 Co-operation between Institution and Public/Private Sector

In 1991, the Myanmar Naing Ngan Education Committee was formed todevelop and implement an education system which is in harmony with the culture,tradition, social and economic system and which will support and strengthen thedevelopment of the country. This is the highest body responsible for policyformulation and planning of education and is chaired by the Honorable Secretary 1of the State Law and Order Restoration Council. The Minister for Education is theVice-Chairman of the Committee. Members include the Chief Justice, the AttorneyGeneral, the Auditor General, the Chairman of the Public Service Commission andHeads of Departments under various ministries.’

In Myanmar, the public sector has been the dominant employer for manyyears. The training institutions’ effort to cater to the public sector’s needs has not

23



been very satisfactory, because of lack of strong and effective co-operation betweeneducation and industries. The linkage between the training institutions and theprivate sector has also been rather weak. Now that the private sector is rapidlygrowing with the inception of the market-oriented economy, stronger collaborationbetween the training institutions and the public as well as the private sectorsbecomes essential. The Myanmar Naing Ngan Education Committee and theTechnical, Agricultural and Vocational Education Council assisted by variouscommittees under DTAVE are now making serious efforts to make sure that suchcollaboration is initiated and executed at all levels.

24


Part V

STATISTICS

The statistics in this part is concerned with the social and economic aspect,the educational system, TVET programmes, manpower in the workforce andMyanmar TVET staff upgrading by CPSC.

Table 6.1 Race, Racial Groups and

No. Races

12345678910

KachinKayahKayinChinBamarMonRakhineShariMixed Foreign and MyanmarAll foreigners

I Total Population

Population of the

Racial Group

1291153917

33

Union of Myanmar

Population (1,000)

450100

2,630730

28,2501,0601,7302,2401,9302,760

Source: The filtration and Manpower Department 1992.

I 41,880

Table 5.2 Economic

Economic Status

1.

2.

3.

4.

5.

6.

Gross Domestic Product at curren prices(million) GDP growth rate

Per Capita GDP

Percentage GDP by Industrial Sector3.1 Agriculture, forestry and fishing3.2 Mining and quarrying3.3 Manufacturing3.4 Electricity, gas and water3.5 Construction3.6 Wholesale and retail trade3.7 Transport and communication3.8 Finance3.9 Social and Service

Exchange rate Kt per $

Consumer price inflation %

Foreign trade (million)

6 . 1 E x p o r t s6 . 2 I m p o r t s

Souece: 1. Ministry of Foreign Affairs 19902. The Economist Intelligence Unit 19923. United Nation 1990

25

Statistics1988/89

K.71,059-11.4

K.l,806

50.00.68.90.61.4

22.53.93.09.1

6.39

16.0

K.2,007K.3,464

U n i t : K y a t s

1990/9 1

K. 138,1005.6

K.3,385

59.30.68.40.32.1

23.22.90.23.0

6,34

17.6

K.3,608K.7,354



Year

1982

1983

1984

1985

1986

1987

1988

1989

1990

Table 5.3 Pers

Total

14,446,380

14,615,380

14,937,970

15,129,950

15,484,420

15,836,420

16,125,650

16,571,810

15,776,250

ons in the Labou

Employed

13,790,00014,185,00014,497,00014,792,00015,130,00015,505,00015,813,00016,086,00015,221,000

Source: ILO 1992 Yearbook.

Table 5.4 Active Pers

Industry

Total

Agriculture

Mining and Quarrying

Manufacturing

Electricity, gas, water

Construction

Trade restaurants and hotels

Transport storage communication

Financing, Business service

Community Social Service

Activities not adequately defined

ons in th

1982

13,790

9,205

71

1,104

16

208

1,310

458

818

600

r Force, 1982-

Unemployed

656,380

430,380

440,970

337,950

354,420

331,420

312,650

485,810

555,250

e Labou

1985

14,792

9,772

85

1,234

16

240

1,444

488

885

628

Note: Fiscal Year = July of proceeding year to June of current year.

Source: ILO 1992 Yearbook; United Nations 1992 Statistical Yearbook.

26

r Force by

1989

16,036

10,452

87

1,384

17

270

1,622

529

1,007

668

1990Percentage of

Unemployment

4.54

2.94

2.95

2.23

2.29

2.09

1.94

2.93

3.52

Industry

1990

15,221

10,614

78

1,137

17

174

1,405

385

956

455

1991

15,737

10,867

79

1,132

17

188

1,396

388

1,205

465


Occupation1973 1983

Percentage PercentageAnnual Growth Rate

Professional Technical 2.23 2.42 3.47and Related Workers

Administrative and 0.38 0.39 2.94Managerial Workers

Clerical end Related 2.31 2.25 2.38Workers

Sales Workers 8.48 9.40 3.68

Service Workers 1.72 1.69 2.51

Farmers, Foresters, 63.28 64.22 2.81Fishermen end Hunters

Production and 20.68 17.93 1.23Transport Operators andLabourers

Unclassified 0.92 1.70 8.77

Source: Khin Maung Win (1993), Sustainable Human Development.

Table 5.6 Type of TVET Institution in DTAVE

Type Duration No. ofInstitution Level

1. Government Technical Institute (GTI) 3 years 11 Tertiary2. State Agricultural Institute (SAX) 3 years 7 Tertiary

3. Technical High School (THS) 2.5 years 17 Secondary4. Agricultural High School (AHS) 2 years 10 Secondary5. Commercial School (CS) 9 months (6+3 OJT) 3 short6. Machinery Repair and Maintenance School 6 months 2

(MRMS)short

7. Handicraft School (HS) 3 months 11 short8. School of Home Sciences 3 months (Modular) 6 short9. School of Fisheries 9 months (6+3 OJT) 2 short10. Technical Teachers Training Institute 4 months 1

(TTTI)short

Total 70

Source: DTAVE 1992.

27



Table 5.

Institutes/Schools

1.

2.

3.

4.

5.

6.

7.

8.

9.

Government TechnicalInstitute (GTI)

State Agricultural Institute(SAI)

Technical High School (THS)

Agricultural High School(AHS)

Commercial Schools (CS)

Machinery Repair andMaintenance Schools (MRMS)

Handicraft Schools (HS)

School of Home Scienee

School of Fisheries

10. Technical Teachers TrainingInstitute (TTTI)

Fields of Study and Training

Course of Study

Civil Engineering Electrical Engineering (Power); Electronics andCommunications Engineering; Mechanical Engineering (Power);Mechanical Engineering (Machine Tools); Mining Engineering;Plastic and Rubber Technology; Food and Chemical Technology [3

years course]

Agriculture; Animal Husbandry [3 years course]

Radio Mechanics; Electrical Trade; Welding Trade; Machining;Vehicle Mechanics; Building Construction; Planning; Fitting [2.5

years course]

Agriculture [ 2 years course]

Accountancy; Office Work; Myanmar Shorthand and Typing;English/Myanmar Typing [6 months in school + 3 months on-the-

job training]

Home Electrical Appliances Repair; Sewing Machine Repair andKey Making; Watch Repair; Office Machine Repair; GeneralMachine Repair; Bicycle Repair [6 months course]

Cane/Bamboo Working; Leather Working; Book Binding; WoodWorking; Metal Spinning; Hair Dressing; General Tailoring;

Bicycle Repair; Home Electrical Appliances Repair; Office MachineRepair; Sheet Metal Working [6 months course]

Women’s and Children’s Wear; Hand Knitting and Women’s Wear;

Men’s Shirt and Jacket; General Knitting and Stitching; Bodiceand Brassiere; Fruit Preservation; Myanmar Cuisine; Bakery;

Myanmar Cuisine and Food Preservation [3 months course]Western Style Dress Tailoring [6 months course]

Fish and Prawn Breeding; Fishing Net Repair; Fish Capturing

Processing [9 months course]

English; Teaching Methods; Student Evaluation; Teaching AidsWorkshop Organization and Management; In-Service Training forTeachers from all Schools and Institutes under DTAVE [4 months

course]

28


Statistics

Table 5.8 Part-Time Courses and Relevant Activities

Type of classes Courses Offering

Evening Trade Classes Machining Electrical Wiring; Diesel Mechanics; Motor VehicleMechanics; Fitting, . Welding Plumbing, Masonry; Blacksmith;Carpentry; Building; Painting [5 months course, 3 hours per day]

Engineering Technology Evening Civil Engineering Technology; Mechanical EngineeringClasses (ETEC) Technology; Electrical Engineering Technology [3 years course, 2

hours per day]

Mobile Vocational Training Team Sewing Needleworks; Knitting; Myanmar Cuisine; Bakery;(MVTT) Carpentry, Hairdressing; Repair and Maintenance of Home

Electrical Appliances [1-3 months by using Modular]

Skill-based Literacy Training the same course as in MVTT [1 month]programme

Source: DTAVE 1992.

Table 5.9 Number of Schools, Students and Teaching Staff,DTAVE FY 1989-90

Institutions 1985-86 1987-88 1989-90

1 2 3 1 2 3 1 2 3

Government Technical Institute (GTI) 8 310 4,819 10 470 6,493 10 535 Instclosed

State Agricultural Institute (SAI) 6 140 907 7 176 695 7 164 Instclosed

Technical High School (THS) 13 374 4,286 12 366 4,446 13 404 4,287

Agricultural High School (AHS) 9 95 608 9 92 284 9 91 285

Commercial School (CS) 3 22 436 3 21 427 3 24 150*

Machinery Repair and Maintenance 2 16 172 2 18 195 2 17 32*School (MRMS)

Handicraft School (HS) 6 50 263 7 54 305 7 63 181*

School of Home Science (SHS) 5 76 2,676 6 101 2,688 6 96 1,873*

School of Fishery (SF) 2 13 50 2 13 29 2 11 19

Technical Teachers Training Institute 1 3 . 1 11 90 1 17 82(TTTl)

Engineer Technology Evening Classes 2 56 1,052 2 56 1,098 2 56 School(EI)) closed

Evening Trade Schools (TS) 5 48 1,833 5 48 2,031 5 School closed

N o t e : 1 = No. of Schools 3 = No. of Students2 = No. of Teaching Staff * = First intake only

Source: DTAVE 1990

2 9



Table 5.10 !

Institute/School

Technical High Schools

Teachers’ Training Institute

Teachers’ Training Schools

Technical Institutes

Agricultural High School

Agricultural Institutes

Other Vocational Schools

Evening Classes for Engineer

Students Graduated und

1983-84

1,045

2,016

3,187

1,075

445

207

3,030

1.955

er DTAVE

1985-86

1)450

3,000

2,540

1,060

360

410

2,717

n.a.

Source: ILO 1987

30


Table 5.11 Some Training

Ministry

Ministry of Agriculture

Ministry of Communications, Posts & Telegraphs

Ministry of construction

Ministry of Co-operatives

Ministry of Culture

Ministry of Finance and Revenue

Ministry of Forestry

Ministry of Health

Centres under other Ministries

Training Centres

Central Agricultural Development Training CentreIrrigation Development Training DivisionMyanmar Survey Training SchoolMechanical In-plant Training Centre

Telecommunications and Postal Training Centre

Central Training Centre, ThuwunnaBranch Training Centre, YwamaBranch Training Centre, Mandalay

Central Co-operative Training SchoolAyeyarwady Divisional Co-operative Training SchoolKayah and Shari State Co-operative Training SchoolKayin, Tenintharyi and Mon State/Divisional Co-operative Training SchoolKachin, Chin and Sagaing State/Division Co-operativeTraining SchoolMandalay end Magway Divisional Co-operativeTraining SchoolBasic Weaving Schools (6 Nos)Higher Weaving Schools (7 Nos)Saunder’s Weaving School, AmarapuraLacquerware Training School, Pagan

State School of Fine Arts, YangonState School of Fine Arts, MandalayState School of Music and Dance, YangonState School of Music and Dance, MandalayUniversity of Culture

Bank Personnel Training SchoolInsurance Training Centre

Forestry Training SchoolsInstitute of Forestry

Health Assistant Training School, AungsanmyoNurses Training SchoolInstitute of Para-Medical ScienceDomiciliary Midwifery Training CentreField Practice Training Sch

31


Technical and ²vocational education: Myanmar

Table 5.11 Some Training Cent

Ministry

Ministry of Health

Ministry of Home Affairs

Ministry of No. (1) Industry

Ministry of No. (2) Industry

Ministry of Labour

Ministry of Livestock Breeding and Fisheries

Ministry of Planning and Economic Development

Ministry of Rail Transport

res under other Ministries (cont’d)

Training Centres

Multi-purpose Midwifery Training Schools, Pathein,PyinoolwinDemonstration Health Unit and Training Centre,Aungsanmyo

Police Academy, MandalayCentral Fire-fighting Training SchoolTraining School No. 1 for Drug Addicts at YamethinTraining School No. 2 for Drug Addicts at Wethtikan

Industrial Planning Training Centre

k-service training courses for managers and workers

Industrial Training Centre for machine tool operators,

machinery fitter, tool and die maker, motor vehiclemechanic, electrical fitter, pattern maker, mechanical

draughtsman, electrical machine maker, etc.

Vocational Training Centre, Kanbe (to undertake in-

plant training activities)Ad hoc training programmes for overseas jobs

Fishing MateBasic Navigation and FishingNet TechnicianThird Grade Fishermen TrainingBasic EngineeringFish RefrigerationFish-Processing Supervisor Up-gradingFish-Processing Supervisor

Ad hoc (pre- and in-service) training courses forplanning personnel

Mostly in-service training courses for technicians andskilled workers (in-plant training)

Source: Khin Maung Win (1993), Sustainable Human Development.

32


Statistics

Table 5.12 Number and Type of Training Courses at VocationalTraining Centre, Ministry of Labour, 1976-81, 1982-87

Number and types of training courses held at the Vocational Training Centre and thenumber of persons trained up to February 1982

Types of Training Courses Duration No. of No. of Person Trained

Courses 1976-81 1982-87

Training Officers’ Course 5-6 weeks 12 126 164

Supervisor Trainers’ Course” 2 weeks 2 25 24

Supervisor Trainers’ Course* 5-6 weeks 14 297 440

Operative Trainers’ Course 2 weeks 1 13 12

Instructional Techniques Course (General) 3 weeks 13 352 430

Instructional Techniques Course (Trades)* 2 weeks 2 42 26

Trade-Skill Testing Methodology Course 2 weeks 6 133 216

Machinist Instructor Course 26 weeks 7 98 72

Fitter Instructor Course 26 weeks 5 95 84

Welder Instructor Course 26 weeks 8 130 97

Motor Vehicle Mechanic Instructor Course 26 weeks 3 37 65

Electrician Instructor Course 26 weeks 3 46 82

Total 76 1,394 1,712

* Courses discontinued.

SOurce: ILO 1992.

Table 5.13 DTAVE Budget Expenditure, 1989-90

Item Budget in Kyats

Current Expenditure

Initial Allotment 28,300,000

Actual Expenditure 44,917,200

Capital Expenditure

Initial Allotment 19,771,310

Actual Expenditure 28,607,040

Source: DTAVE 1990.

33



Table 5.14

Ownership

Co-operatives

Private

Self-employed

Total

Number of Worker

Male

680,940

48,773

156,577

642,529

1,528,819

by Ownership and Sex, 1988

Female Total

274,620

21,514

73,054

352,203

955,560

70,287

229,631

994,732

721,391 I 2,250,210

Source: Sam Lay and Mya Myat See, 1990.

Table 5.15 Man

Age Group

15-19

20-24

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65 +

wer by Age GrouMale

2,172

1,919

1,644

1,373

1,094

866

734

667

581

457

741

source United Nations, 1992.

34

and Sex, 1988

Female

2,211

1,958

1,678

1,401

1,116

887

755

690

606

481

796

unit: 1,000Total

4,383

3,877

3,322

2,774

2,210

1,753

1,489

1,357

1,187

938

1,537


Statistics

Table 5.16 Number of TVET Staff Upgrading by CPSC, 1974-1992.

Course GTI SAI THS AHS CS MRMS HS SHS DTAVE TTTI Others Total

Total 34 22 13 6 4 . 2 2 8 4 3 98

Industrial Development 2 1 1 - - . - - - - - 4

Planning end Management 8 4 5 3 1 - - - 1 - - 22

Curr. Design and Development 4 5 - - - - . 2 . 4 1 16

Staff Development in Tech. Inst. 1 1 - - - - - - . . - 2

Senior Administrator 5 1 - - - - - - 3 - - 9

Information on Industrial 5 - - - . - - - - - - 5

Policy Analysis and Formulation - - - - - - - - - 1 1

Student Evaluation end Testing - - 3 - - - - - - - - 3

Research and Evaluation 3 3 1 1 - . - - - - - 8

Design for Learning 1 - - . - - - - - - 1 2

New Challenges in Tech Teacher 1 1 - - . . - - - - - 2

Education

Environmental Education 1 1 1 1 - - - - 1 - - 5

Information and Network 1 - 1 1 - - - - - - - 3

Accountability in Tech Education - - - - - . - - 1 - . 1

Women Technician Development - 1 - - - - 1 - - - - 2

Technology Assessment and - 1 - - - - - - - - - 1

Transfer

Computer-Based Instructional 2 - - - 3 - - - 1 - - 6

Materials

Quality Improvement Capacity, - - 1 . - - 1 - - - - 2

Innovation, Problem Solving

Agriculture Technology 3 - - - - - - 1 - - 4

Development

Table 5.17 In-Country Courses conducted by CPSC, 1974-1992

35



Table 5.17 In-Country Courses conducted by CPSC. 1974-1992

Course

Total

Technician Design andDevelopment

In-service Training ofTechnician Teachers

Curriculum Design andDevelopment Emphasison Occupational Analysis

Development and Eval. ofInstructional Materialsin Moduilar Form

Entrepreneurship and Self-Employment Develop-ment

Duration

1977-1988

19-31 Dec.1977

19-30 Apr.1980

25 Marh-5 Apr.

1985

27 Apr.-10 May

1988

7-18 Dec.1992

DTAVE GTI SAI THS

4 18 21 13

1 4 1 2

1 6 6 3

1 3 5 3

1 2 6 3

3 3 2

3 6

AHS

15

3

3

6

1

2

CS TS TTTI FS Other

2 2 10 2 39

. . . . 3

1 5 - 8

1 1 2 1 6

1 - 3 1 6

. . . . 16

Total

126

14

33

29

24

26


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