The Socio-Economic Program

Education

Villagers living in the vicinity of the pipeline expressed strong aspirations in the area of education. The priorities defined by the villagers and the project teams were to:

  • Provide schooling in good material conditions for all children.
  • Support secondary school students with a tuition program leading to a diploma.

An extensive program to improve the region's educational infrastructure was launched in 1996, enabling the construction of over 45 schools.

Each village now has at least one school. Teaching materials have been supplied and a school library program has been established at 16 schools.

The measures designed to support education were implemented in cooperation with the government in line with local practices and programs. The teachers are civil servants paid by the Ministry of Education. To enable teachers to maintain an acceptable standard of living and encourage them to serve in remote regions, salaries are supplemented with financial aid — equivalent to around a month's salary — provided by the Socio-Economic Program. Financial assistance in 2010. A total of 9,061 children attended school in 2010, with 336 teachers, for an average student-teacher ratio of 27 to 1.

Group of pupils in a classroom Now children in all relevant age categories, boys and girls alike, can attend school regardless of whether their families are affluent or poor. The improvement of facilities has had a clear positive impact on the conditions in which education is provided, by enabling students to be grouped by class and level.

Although the initial priority was primary school education, special attention was subsequently given to high school students, many of whom were leaving school without graduating. A special tuition program was set up in 1999 to allow high school students who had failed their final exams to start over. It has benefited more than 1,300 young people since its inception, of which more than 70 in the 2011-2012 school year, including 58 who registered for the final examination.

Once they have their high school diplomas, however, young people who want to continue their studies have to move to cities. Scholarships have allowed some students to go on to higher education in Yangon and Dawei. During the 2009-2010 academic year, the number of scholarships tripled from the previous year, and at the beginning of 2012 Total E&P Myanmar was supporting more than 27 students in post-secondary education.

In addition, the Socio-Economic Program introduced technical education at the local level in 2002 with introductory computer literacy courses completed by more than 450 students so far.

Educational support provided in the region through the Socio-Economic Program has enabled many contacts among the program’s team members, teachers and students through inaugurations, school fairs, award ceremonies, and inter-school sports events.


A Kanbauk Student’s Success Story

My Successfully Education History – Words from Khin Cho Aye.

I am Khin Cho Aye from Kanbauk, one of the villages included in Total E&P Myanmar’s socio-economic development programs.

I passed tenth standard in 2000 and continued my studies, majoring in physics at Dawei University, in 2001.

At the time of my second year at university, I applied for a scholarship under the Total E&P Myanmar socio-eco program and was found eligible for support to attend computer studies, which I started in 2003, in Yangon.

As my results were good, I got the possibility to attend an advanced diploma course in Computer Studies & Information Systems. Again, Total E&P Myanmar supported me financially. As I needed a computer to practice at home, I requested one from the company and received one for the duration of my studies, before handing it over to another scholarship student.

While waiting for the results of the last project module, Total E&P Myanmar arranged an internship for me its IT Department, where I gained a lot of experience, moving from beginner status to the real world of software applications.

After my graduation, I got the chance to return to my native village to work for the benefit of my community. Now, I’m working at Total E&P Myanmar, where I’m in charge of teaching villagers how to use computers. My childhood dream of getting an education has been fulfilled.