National education promotion: safeguard nation from falling under colonialist domination

The National Day served as the lighthouse for the vision of the national education system opposing the colonialist education system that downgraded the national prestige and lineage during the time Myanmar was under subjugation. On the other hand, there appeared persons who tried to extinguish the nationalistic fervour running high among the people. They were colonialism and cohorts of the colonialists.

The colonialists opened in Myanmar Yangon college and the Judson College under the Calcutta University of India. Myanmar people clamoured for a separate university in Myanmar. The colonialist government merged Yangon College and Judson College into Yangon University. It presented the bill of the University Act to the nation in June 1920. Yangon University was opened under the system of accepting only the children of the rich and British officers. The colonialist government blocked the education opportunities of the majority of Myanmar youths as it did not want them to be imbued with knowledge and intellectual power.

Myanmar people organized mass meetings at which they reviewed and criticized the provisions contained in the act, and opposed it. Despite the oppositions, the colonialist government ratified the act on 28 August 1920.

Students of Yangon and Judson colleges formally opposed the act on 10th waning day of Tazaungmon (5 December 1920). The colonialist government had to permit the opening of national high schools on 17 December 1920, and the National College on 14 August 1920 in Bahan, Yangon. National schools set up by Myanmar nationals emerged the length and breadth of the nation. The 50-member National Education Council was founded to serve as the core organization steering and supervising the National College and the national schools.

The national education system was introduced to the college and schools. Under the system, the schools taught subjects that would help shape the nation’s future, with Myanmarsar as the main medium. The national education system was aimed at enhancing Myanmar culture and arts, vitalizing nationalistic fervour and imparting historical knowledge.

On the other side, the aims of the colonialists were to prolong their subjugation of Myanmar, to teach Myanmar people to be loyal to the British king and empire, and to give Myanmar youths the wrong view of thinking it good to live under the colonialist rule.

The emergence of the national schools was a national movement as it was the result of the unity of the people including students in connection with the activities led by the GCBA. The ninth GCBA conference held in Mandalay in 1921 designated the 10th waning day of Tazaungmon as the National Day. The conference selected the date according to Myanmar calendar instead of the 5th of December on which the nation rejected the University Act, to give the day more national essence. Thus, the National Day is endowed with all the national characteristics.

In the time of Editor U Seinn, Myanma Alin newspaper carried a story titled “Is that in the service of the nation and people?” It said that the first conference of the district council formed under Di-Archy was held in Mandalay; and that instead of giving priority to the future of the nation, sycophants with high ranks of the colonialists demanded for their privileges on travelling allowances.

In view of the birth of the National Day in the Myanmar independence struggles, it is found that in a nation that was under alien subjugation, there might emerge a national organization, but such an organization could not develop and was overshadowed by the colonialists. And it had to meet its end finally.

After regaining independence, Myanmar enjoyed opportunities for raising its education standard that an independent nation deserves. However it was found that rural people including local people in border areas did not enjoy equal rights in the education sector because of the armed conflicts that took place for over four decades starting from the period after regaining independence.

In respect of the basic education sector, in 1988, there were 31,329 basic education schools, 1696 middle schools and 722 high schools. The enrolment rate at kindergarten level stood at 67.13 per cent and adult literacy rate at 79.73 per cent.

In the higher education sector, the number of institutes was six, arts and science universities three, degree college six, college 11, and institute one.

During the period from 1988 to date, the government has opened 6,778 basic education schools, thereby increasing to 40,525. It has also built 5,545 post-primary schools. The number of basic education students has reached over 7.7 million, up from 5.2 million. With the better opportunities to pursue education, the literacy rate of the nation has jumped to 94 per cent from 79 per cent, and primary school enrolment rate to 96.56 per cent.

The opening of 124 more universities and colleges has brought the number to 156. More and more universities and colleges have been established in the 24-special development regions with a view to ensuring development of human resources.

The government has established a life-long learning society in the nation so as to catch up with the advancing technologies of international level. It has raised the education sector after laying down the Myanmar education vision in 2001-2002 academic year.

In order to establish a modern and developed nation with the strength of qualified human resources under the vision, a four-year special education plan is in the process of being implemented with the motto “Build a modern and developed nation through education” adopted in 2002-2003 academic year.

The government has formulated 21 sector-wise work programmes that will have to be completed in the special four-year plan. The programmes covers extended opening of universities and colleges, establishment of ICT buildings that contribute towards e-Education, increased production of teachers, opening of diploma courses through academic programme, and establishment of degree courses and diploma courses under the academic programmes of the sector for development of human resources. These measures are part of the Tatmadaw government’s drive for promotion of the higher education sector.

The fight against the colonial education in the time of British colonialists launched with the aim of introducing a national education system by national patriots gave birth to the National Day. However, being overwhelmed by the rule of the colonials, the national education system withered in the end.

Today, internal anti-government groups and external elements, that are allergic to peace and stability of Myanmar, are colluding in perpetrating destructive acts such as isolating the nation from international community, cutting off humanitarian aid, imposing economic sanctions against the nation, and fabricating slanderous and invented accusations to take action against the nation through the UN. The intention of certain big nations that are inciting the destructive acts is just to keep Myanmar as their minion.

On the occasion of the National Day that falls on the 10th Wanning of Tazaungmone Myanmar Era 1367, the entire national people are therefore urged to protect and guard the motherland against grave dangers that are posed by the neo-colonialists and their cohorts and are causing hindrance to the national education promotion plan.

Author :  Chin Gya (Maubin)