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Al wl RTE PMR ETE Me ana Oy: | ion a ren vs a Oe ||| 8D | the RUSU Ko Soe Thein, who is also harry wags aoe Toes erage se sone tc oa re re 9 ior ary From Our Silk Ripster te fewrafay Students Sauuser on educational atfzirs, the Ent of ta hisd te be hefd in Bona, yevendiw ceceo U3 mas ce 3 é AL cyegterGav's inaugural Session, - y deiegatcs tomabed 1iu, ‘aStie Mandula, Universiry seat 43 Fepreseniguves. Cuastaueni cule ges wers also represented, while caca high school tarougnous Burma was repte- semed Dy two delegates. ‘The Seminar is the outcome of. cette memes pee oe “Prime Minister U Nu’s discussions primarily with representatives of the Rangoon Unsversity Students Union, | -which felt (hata meeting of this type woutd sreatly belp the Crovernment in us siforte co overhaul the present edu- cational system, and has ‘niso received | the approval of the Educstion Enquiry Committe. of whose work it is fe- | gatded 2s 2 par. . i The opzmng session held yesterday '’ momuig was wkeon up euurely by speeches und messages. while the after- gocn was speat of 3 report of the Preparatory Commitice ouuining the |. Seminar's ams acd objects and pro- cedural matters. : The Seminar will covutinur its sessyons ull Tuesday, Io his insugural 5 President of |; Caainzar of the Ce over Operceat of fl Burma were destroyed or damaged in rhe Second World wet. perienced : ‘oday, Burma stil} experi an acuteshort ge of schools and teachers. The educational system, too, wider- went constant shifts in policy. Severai shuncoruogs and difficulties still faced stucents, who were even now agitating fer better conditions, Ko Soe Theis The RUSU President said -hat stu- Geats themselves had made a close study of the educational situation jn the coustry. Though Burma became an independent country in (948, no progress had been msde in the econe- micand social spheres. The education- a] Speen, too, remained no differeat to that which prevailed in the old days of British imperialism. In the views of studcots, a co mtry’s | political systera should match its edu J: cations! sysiem. In Burma, the coun- #) try wes free, but education remained |} theseria gs itwas beforeindsgendeace. p} saa Usiverstty Convoosion tifa, Me Gataiieerd sented Kyues $0.00 townrd the cosi of huiding ine sway, eee Sean ———— Students had ayitated 10 ‘secure |}! Lanting shmaned bad If this was not snough. At best, the changes could resuit oniy in naici- work. if the system somained the same What ~as really wanted was a change fiom the bettors upwards. Because uf siudent axitator end de- roands and because of difficulties fac- ing the Education Depanment, the Government set cur io overhaul the system. in 1957, Prime Minister U Nu himself formed an Educational Com- mullec, Of which he was the chairman. Forcisn experts were invited to help the Comunittec in its work. Students welcomed the Commitice sad the suggestion was made that seminar be held. Several meetings were held detwcen the Premier and RUSU representative on the subject. while the proposal fora serpinar was #!so put to the Education Committee itself. : The Government promised to ex- tend its help toward the holding of a seminar®and the Education Depast- tocot agreed {o the ides. Both the Government and the sta- dents were agreed that the educational system jd be improved. If this basic idea: of the need for a radical change were kept m mind, the stu- dents were firmly convineed thai the preset exchange of wews would only result in a new educational sysiem which both the pecple ond the stu- dents desired so ardeatty. ; . The presen! seminar was unique iA the histery of Burma. Ht would siford them 8n opportunity to. poul the: jdeats and experiences towsrd the betterment of education, Education Minister U Maung Kyaw Zan, who delivered the key-note |” Confinoed poze 4, col 5 a TCAD ON tO ner a tn Nr ON ONLI SCD ATE AS CET . ee me es ~ . i | vise rer YES Cheaes adhd wl + ONT ETS 7 , re Cymaiites, U tbe sig Thy : Lansnid, desired ty ootaia the coors spa of the people, the studer ‘parents and teacher: in ifs working out @ new edpczrion § The seater would cctls thee | dent representatives to aucertatd tasied discussion of\the »anous temas confronting thera. Their % : oe tty SONY ORC Laer ereem orem saneeme He eee lg at the seminar and thea piscad bef the Ftneation Coa. raittes for a dct ‘ ed _examisation. - The Education Minister semif:. his student listenerAg..4{ sbcre » one or (wo puists to ba Myre in 19 i of their discussion. , Firstly, c i county's political, cooremic 4s soctal conditions, There were sev. problems to be faced in conned - with education. But this was 8 gx ; -moa experience ia all countries. ; : 1 cational problems would always up. Even as some problems were’ ‘ed, othert would arise. - Secondly, Burma was sow an j pendent country and as such 8 panson should be mde with $ countries in the world 30.23 (oO brode' ~ ons's outiook. In doing so, howgy one should have correct pers - {and should eadeavour to draw {compurisons ou fair and equal tet: * Jit would nat de fair to corgzare a sr country like Burma with a digger tian. ft was generally believed, for ample, that there was a wide disp3 in the ratio of teechtrs to stude: | But these were the figures obtainin: different countries regarding them ber of reschers to students. : La Brit there ws one teacher for every students: ia Arperica and the So Union, these was one teacher for c+ 24 students; in acighbouring 14: there was one tencher for ev students; in Burma. there was. teacher for every 26 students. A cor perspective niust be obiaincd by ¢ comparisons, { Thirdly, educution was dt, rooted in the people's beticls and | tudes. Unless the people's ty were changed, it would be difica cbaoge the education sysicm. | example, the Miaiser seid, the Pla Ja New Life Moverstat provided [ university ¢ducstion leadia to technical training with ' ee ae nt ee hasis = =oco’ ‘the = dignity abour, But, sowadays, Soth stur and parents were oaty obses university education leadizg orf |