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c00819148,. 2 Bes : . fag Maan iarma’s ayriculture was “ais toes tonne ae “ Teter adits Sad man Reset a : . ‘ ; Ti 33 F ‘ vee be TY AT oe 3 3 we u a ‘ .f ¢ . sTaew + masird titheds mau $s : 1 eye eee Pe sors So aed Baling * eA © 7: S abwihehes and rentaced BV meth oo, | { wie weet eae, Cs ee ee wise BIEL SE: : be | i , - 3 3 4 ; iecientific arrcuiture. Oaly io Ut: by 4g f ti 5 wouid Burma ever Bvoine 6 S.4 ist | : tee ni G CYC § CSucatignar eCneniss state The country's educational policy . must be hitched (0 this aim... (2) The buildings of an industrial astion—~Indusiry was the basis of 5 Soviatist state. Wuhout isdusuy, 20 nation could ever hope to be pros- perous, neither could it reach the. Socialist siege. = AB educaticnal policy must be Ind dows which would | bave such an sim. SOCIALIST EDUCATION MUST REPLACE PRESENT From Our Stal Reporter 7 t i Tre Satis Meow 81 etluddeienety actasihe tart? pTepreres wm of Run Rasgoon Univerin Convocation Rell, yesterday approved a prepared monee vatthed “Eas aticant Piece Five study graugs were formed to discuss ins papes, ane, in tne course of . taediscussions, ceriauaspeaKers tress- ed tne nsed for any acw educational policy to make adequate provisions ‘or the fostering of the “ Five: Moral Surcogths " among students. intensi- Bcation of the “anti-imperialist camp aign * and the building up of » de- mocratic educsuonal system. The § study groups were ted dy the President of the SUF, Ko Khin Aang; the President of the Mandalay Univer- ety Students Union, Ko Saw Lwin; the Secretary of the Mandaiay Univer- sity Srudents Umon, Ko Tin Shwe: the Preadent of the ABFSU, Ko Zaw Win and the Soontary of the Mouimein — Sugea ts Union. Ko Mia Hiwe. per reviewed Surme’s past- war educational system and dealt mainly with ‘ne successive pians for education. ...mting with the “ Sita Plan ” drawn up by the (British) Gove eres tof Surme when it evacuated to India during lspanese occupa. von. Since then, the paper noted, the Union Government had snnounced three different educational policies. The British,.on their return to Bur ma in (945, attempted to imposs their * Simla Plan” oo the country, but envounlered suit o inion from peuple and the ¥ aresult 5 146, they ser sormmission. pan cneiry When Burma became independent. in 1948, the Unio Govsrament hased its educadonal poiuy upon the sport of this enguiry comamisvon. : Then, in 1952. the Union Govern Ment announced its new © Pyidas tha” waems for education. This later gave way (9 a new cduca- sion polics uover the 1956sacond four- year pian, . “he paper noted that, as a result of these successive changes, the Gaverm- me 2t's policies often becarae confi + and mised up. After setting out its review of the Government's pevicies, che paper aske ed how fer che Government had suc: . ceedodin sevising the cducational sys | . ; 4 } | vena | " In attempting to answer this ques | tron, the paner sid that, in gescral | Acrms, the Government's cducutioaal | programme might be divided into two: parts: (1) the state of schools, teachers : any classroom cquipment and (2) actual impiementauon of the Govern- ment's educaticnal policy. . On the first point. the paner said! that it wes clear that there still existed : alskortage of schog! buildings, teacb- ers aod equipment. The sumber of students had increased, but these three needs fell far short of actual require- ments today. Govt’s Bailores The Government had made streng- ous efforts to solve the several recur- : rent problems facing it mm the educa- tional field. It had sent tcams of cx- perts abroad; it had tried to overhaul the with the aid of UNESCO; systero * jt had attempted 16 divert the flow into the singic university It had into insd- tutes for vocational training: it bad set up training coMres and institutions for agri add technica studies. ‘Yet, sil these attempts had facd, the paper observed, Students who bad out from these institutes had to be of nny benefit to the coun try and techoically trained personnel were withou! employment. Stating thal practice must conform t6 poficy, the paper said that the Gov eroment’s failures actually srose from such feck of consistency. . It was necessary to keez in mind the Government's declared aim of build- ing 2 Socialist state. the paper said, adding that the Gosernment shosid therefore strive for a Socialist pattern of education in keeping with its poli “ in id that cducation i ie ¢ said that educauon ip Burma a puld be so designed a3 to bring about the following sims: () A higher standard of agriculture on modern, xicatifie Sines -— Burma —_—_— re en 3) The growth of a nauonal st ie at cultue — Burmese ‘ees besS want Cua word rebeerg: idsing gradcally re; customs and hsbis. The Union Government's educational policy must revive national customs aod made to casure that such minorities could sdvance side by side with the educstionas policy. (5) The aiainrent of in economy and scientific meth ads, of the rmachice and the stor. minated the minds of the weakneis must be recti ideas methods of training: established in | the ‘Goverament’s educational poticy. extended to everyope—Edncatian “must Bot be the monopoly af the few. i Everybody most be educated to. jshouldcs the country’s respooabitities ;and tbe. Government's edpestianal - policy must be such that everyone .shuuld benefit by f& ; (7) The ivstilicg of a spirit of : gaUonal indepeadence and fr-sdom—~ Burma's freedom and independence were achieved oaly ten cS ago Independence was still ins tender stage and eveo today it was threaicned by urious ‘spirit of nationalisms = among the ‘ptople, and a place for this ideal ‘nunt bz found io the Goveinment’s educational policy. i ee eas sazjority race. This aim oust aiwayst: be heat in view in the Goveramest’s|’ traicing—Buras was backward both all dor ie. Th swept .away and scientfic - Independence must {* [be guarded and provected. This could ‘ibe achieved only by fostering 2 | | ttcould not keep ap with tai day. e ee ee