"Meddling" or "Steering": The Politics of Academic Decision Making in Hong Kong

Abstract

higher education. For those who graduate from secondary schooling, there is a gap of at least one year for graduates who seek admission to tertiary education overseas, even when they have achieved sufficient language competence. Bridging or foundation studies courses are minimal and many who apply falsify their qualifications with the assistance of local teachers. Tertiary Education and English-Language Training Burma has about 30 universities and another 35 institutions listed as colleges. Tertiary education is mostly under the control of the Ministry of Education, and access is free. Nominal salaries for tertiary teachers are pitifully low, with university lecturers being paid around US$50 per month; it should be noted, however, that most of those working in these institutions receive considerable benefits such as heavily subsidized housing, food, preferred treatment of their families by the government , and other fringe benefits that account for why these positions are prized. This situation is similar for people who currently work in higher education or the public sector in Laos, Cambodia, and Vietnam, where "position" and "status" within society are highly valued. However, moonlighting by academics is common, and there is a proliferation of private colleges offering marginally better quality than public institutions and offering some diversification of curriculum. The most well known tertiary institution (Yangon University) now only offers courses in arts, sciences, and law, with an estimated enrollment of 14,500 students. Previously, only medicine, economics, education, and other fields were taught, but now new separate and single-disciplined universities have been established under separate ministries to teach in these areas. The campus has been split into one focusing on undergraduate studies and the other on postgraduate studies. This division has been undertaken to reduce the possibility of social unrest. (It should be noted that the university was closed during periods in the 1990s.) There is little concern for the quality of teaching or education outcomes. Staff are monitored to ensure that they do not encourage students to become politically active, and foreigners cannot gain access without formal government permission. Inadequate infrastructure, outdated teaching equipment, and poorly qualified teachers are major problems. According to a recent UNESCO report, higher education institutions in Burma are increasing in numbers but decreasing in quality. Graduates who earn qualifications overseas tend not to return, thus leaving the country even poorer. English-language training to assist students wishing to study higher education abroad is offered generously by the British Council. Open access to offices of the British Council is available in Yangon and Mandalay, and many young Burmese seek information on overseas study. The American Center, which is separate physically from the US Embassy in Yangon, has a comprehensive library and provides good access to education materials and resources for students. Conclusion Clearly it is now time to reassess the situation for higher education in Burma. Small but significant opportunities exist for overseas universities or philanthropic organizations to engage in distance education, particularly tourism training, information technology training, and foundation courses for students who have completed their high school education. Linking with work of the British Council and possibly initiating discussions with small private colleges could provide other pathways for development and support. If this proves successful, then possibly the Asian Development Bank and the World Bank might be encouraged to reengage and provide limited technical assistance. Developments of these kinds will have to be done carefully , but it seems likely that the Burmese government would not oppose such gentle approaches to reform.