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Move and Change: To improve Tertiary Education by Incorporating Critical Thinking

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Move and Change: To improve Myanmar Tertiary Education by Incorporating Critical Thinking SoeMyint Than Shinawatra University, Bangkok, Thailand Abstract: The teaching and learning is changing the world. Myanmar also thinks about changing its education system. Now Myanmar on the way to new education system and change process is beginning. Change process starting from “Shifting” and then the “Momentum” is speeding up and moving forward. After moving sometime, the change is in progress. Education is not only teaching but learning too. Learning process is always changing so those people who involve in education industry is to keep on learning. When the learning is stop, education will be stopped. Myanmar’s education sector is improving slowly. Need to improve from memorizing (rote learning) towards critical thinking. To moving forward the dynamic approaches are needed. Keywords: Teaching and learning, Change, Shifting, Critical thinking, Dynamic approach

1. Introduction This paper considers the perspectives of university students in . The question is how to improve tertiary education in Myanmar from rote learning to critical thinking and the students contribute their opinions. There have two different categories, mainly the students from government universities on one hand and the students from private universities on the other. In this research some lecturers from both government and private universities are also contributed their opinions. Education in Myanmar is inherent from British education system which is emphasis on academic result. Many other countries are setting their goals for development of vocational education and training (VETs).

“VET comprises formal, non-formal and informal learning for the world of work. Young people, women and men learn knowledge and skills from basic to advanced levels across a wide range of institutional and work settings and in diverse socio-economic contexts. UNESCO” 1

Myanmar’s education system is far behind international standards and even far behind neighboring country like India, Bangladesh, China, Thailand and Laos.

Although the government census (2014) data has shown adult literacy rate of Myanmar is 89.6%2 the other sources estimation is less than 60%.3

The percentage of literacy rate is high but education is not enough because every student is only tried for passing the exam. The teachers also concentrate on exam results so the students are tried very hard to memorize the contents from textbook. The examination system is testing the student’s memory and credited by how exactly the students can answer what they have learned in class room.

Critical thinking is consequential thinking which is involving or exercising skilled judgment or observation. It means thinking clearly and intelligently. The necessary elements of critical thinking are dispositions, criteria, argument, reasoning, point of view, and procedures for applying criteria and judging. (Beyer 1995) 4

Myanmar is launching a new strategic plan which is developed by the Ministry of Education (MoE), The National Education Strategic Plan (NESP) in February 20175. The aim of the plan is to improve teaching and learning for all education levels, from kindergarten to universities. The plan starts from 2016 through 2021.

According to P.Vrieze (2017), It will be costly for the Myanmar government to launch the new education plan. It will cost more than $2.1 billion a year for just 80 percent of the proposed plan.

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Last year, the Myanmar government spent $1.13 billion on education. He said that this is costly improvements.6

Michael Nesbitt (2018) has stated that Myanmar government spending on education has increased from 0.7 percent of GDP in fiscal year (FY) 2011/12 to 2.1 percent in FY 2013/14, still below the 3.6 percent ASEAN average. However, more recently, education allocations as a share of total government spending have increased marginally from 6.78 percent in FY 2015/16 to 7 percent in FY 2016/17, with K1.5 trillion ($1.3 billion) dedicated to the sector.7

From the perspective of employers, the demand of graduates is very high. They need well educated workforce, even though they are very fresh graduates and are not highly trained in technical skills they must possess good attitude, teamwork and thinking skills which can learn in University. But many fresh graduates are not emphasize on career development. Many of them are demanding good salary but they don’t love their job.

Footnote: Adult (15+) literacy rate (%). Total is the percentage of the population age 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 15 years and over by the corresponding age group population and multiplying the result by 100.

2. Theoretical Background Using theories to explain needs for change is one of the objectives of this study. First theory is Maslow’s hierarchy of needs which is developed by Abraham Maslow (1943,1954) Maslow’s hierarchy of learning needs (1943), Maslow, A. H. (1943).8 The theory explaining 5 levels of human needs such as: Physiological, Safety, Love/belonging, Esteem and Self-actualization needs.

Figure 1 Maslow’s Hierarchy of Needs

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The hierarchical theory consists of 5 levels and developed as a pyramid with the most basic needs at the bottom, and the need for self-actualization at the top of the pyramid.

The 5 levels of needs are essential for every human being. Without fulfilling basic needs no one can reach the top level which is self-actualization.

Interpretation 1- Basic first level is Physiological needs. If someone has nothing to eat food, to stay shelter, to drink water, very difficult to learn new things.

Interpretation 2- Explaining Safety needs is to confident and good feeling about learning place. Secure places are more comfortable for learning environment.

Interpretation 3- Love/belongings needs mean the need of social and interact with others. Without having close friends, the learner will be depressed.

Interpretation 4- Esteem needs is for one who paid respect on his/herself and another aspect is what others think of him/her. Self-esteemed people are stay very motivated and learn very well.

Interpretation 5- Self-actualization is a desire for self-fulfillment and it is highest position in hierarchy of needs. At this level learning people are very clearly and positively set their goals and achieving goal without having any deficiency.

According to Maslow, level 1 and 2 are basic needs, Level 3 and 4 are psychological needs and the top level 5 is refers to self-fulfillment need.

Second theory to support the study is Bloom’s Taxonomy. 9 Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category'. It is not considered as a theory.

Bloom’s Taxonomy was first developed by Benjamin S Bloom (1913-99) in 1956 and revised in late 1990’s. It was primarily created for academic education; however, it is relevant to all types of learning.

'Bloom's Taxonomy of Learning Domains' has three parts namely; Cognitive, Affective and Psychomotor domains.

The interpretation of three domains of Bloom’s Taxonomy are:

Cognitive domain (intellectual capability, i.e., knowledge, or 'think')

Affective domain (feelings, emotions and behavior, i.e., attitude, or 'feel')

Psychomotor domain (manual and physical skills, i.e., skills, or 'do')

In this study Cognitive domain which is design and evaluation toolkit for training and learning will be applied.

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Figure 2. Revised model of Bloom’s Taxonomy (2001)

The Revised Taxonomy (2001) 10

This cognitive domain pyramid consists Six steps: Remember, Understand, Apply, Analyze, Evaluate and Create. The most suitable framework for Myanmar education is to follow the Bloom’s taxonomy.

Figure 3 Action words for cognitive processes

The Revised Taxonomy (2001)

These “action words” describe the cognitive processes by which thinkers

encounter and work with knowledge:

Remember Understan Apply Analyze Evaluate Create

d Recognizin Executing Differentiat Checking Generatin

g Interpreting ing g Implementi Critiquing Recalling Exemplifyi ng Organizing Planning

ng Attributing Producing

Classifying

Summarizi ng

Inferring 8

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According to the Bloom’s Taxonomy pyramid, the teaching approaches of Myanmar education industry is touching the bottom part of pyramid clearly because both teachers and students are tried to remember and understand all contents from textbooks by repetition (rote learning). They are very smart in memorizing and little smart in understanding but seldom applying their knowledge except some institution like Medical and Technical Universities. Very rare practice of doing analysis and evaluation after learning. Creating something or creative thinking skill is almost nothing for years and just beginning in practice.

Footnote: Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in , multiplication tables in mathematics, anatomy in medicine, cases or statutes in , basic formulae in any , etc.

2.1 Issue

1. Myanmar students those who are learning primary and secondary education are unquestionably strong in memorizing but weak in critical thinking.

2. In tertiary education, many students think in easy way. They are liberated from memorizing so they are very relaxing and less stress. Consequences of relax is they are not really pay attention to tertiary education except those who are in professional studies.

3. Even though those students are in professional studies like University of Medicine also try to memorizing everything they have learned. They are practicing well in hospitals and they also heavily emphasize on passing the written and oral examination.

4. The consequences of lack of quality education is effect on Human Capital Development.

5. Many subjects learned in Universities are just for having knowledge and not applicable in chosen careers which are managing day to day operations.

6. The standard ruler for Myanmar education’s is measuring memorizing ability of student not thinking ability so far.

7. The Government Universities doesn’t have enough teaching and learning materials.

8. Many students did not spend their time in library.

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Figure 4Conceptual framework (Model of Learning)

Input Input Input

by the teacher by the by the student institute Knowledge capture and To understand support

Needs updated regularly why they are materials assessment learning

Technology

To teach “Active investment SWAIN Analysis Output Outcome Learning” & Possess Strengths “Critical Thinking” Employability Good Find the To achieve Weaknesses skills after qualified Result for graduation teachers Students, the Aspirations Encourage to face Teachers common the challenge by and School Interests Willing to goals of doing research Refreshment learn & do Needs trainings for education research teachers regularly Fill the gap of language barrier To assess the lecturers’ Encourage to conduct Promote culture performance research, of asking Internship question in and produce classroom report

Create suitable learning environment

Model of Learning by SoeMyintThan (2017)

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2.2 Data collection and participants

The study is based on interviews with pre-university students and teachers. The interviews focused on the suitable learning system for university students either rote learning system or critical thinking learning system. This study collected data from 30 students who are attending Higher National Diploma course in Chindwin College (private owned), Mandalay and 30 students from Yatanarbon University (state university), Mandalay. And some 6 lecturers, 3from private and 3 from state university. More over the 10 potential employers are also randomly met and discuss about what are they expected from fresh graduates.

Table: ( 1 )The demographic segmentation of students (Private College)

No Age Gender Institution 1 17 Male 1st yr, Chindwin College, Mandalay 2 17 Male 1st yr, Chindwin College, Mandalay 3 18 Female 1st yr, Chindwin College, Mandalay 4 17 Female 1st yr, Chindwin College, Mandalay 5 18 Female 1st yr, Chindwin College, Mandalay 6 17 Male 1st yr, Chindwin College, Mandalay 7 17 Male 1st yr, Chindwin College, Mandalay 8 17 Female 1st yr, Chindwin College, Mandalay 9 18 Male 1st yr, Chindwin College, Mandalay 10 17 Male 1st yr, Chindwin College, Mandalay 11 17 Female 1st yr, Chindwin College, Mandalay 12 18 Female 1st yr, Chindwin College, Mandalay 13 18 Male 1st yr, Chindwin College, Mandalay 14 17 Female 1st yr, Chindwin College, Mandalay 15 17 Male 1st yr, Chindwin College, Mandalay 16 17 Male 1st yr, Chindwin College, Mandalay 17 17 Female 1st yr, Chindwin College, Mandalay 18 17 Female 1st yr, Chindwin College, Mandalay 19 18 Female 1st yr, Chindwin College, Mandalay 20 17 Female 1st yr, Chindwin College, Mandalay 21 17 Male 1st yr, Chindwin College, Mandalay 22 18 Female 2nd yr, Chindwin College, Mandalay 23 18 Female 2nd yr, Chindwin College, Mandalay 24 19 Female 2nd yr, Chindwin College, Mandalay 25 18 Male 2nd yr, Chindwin College, Mandalay

26 18 Female 2nd yr, Chindwin College, Mandalay 27 18 Female 2nd yr, Chindwin College, Mandalay 28 19 Male 2nd yr, Chindwin College, Mandalay 29 18 Male 2nd yr, Chindwin College, Mandalay 30 18 Male 2nd yr, Chindwin College, Mandalay

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Table: ( 2 ) The demographic segmentation of students (State University)

No Age Gender Major subject and Institution 1 17 Female 1st yr, English Major, Yadanabon University Mandalay 2 17 Female 1st yr, English Major, Yadanabon University Mandalay 3 17 Female 1st yr, English Major, Yadanabon University Mandalay 4 17 Male 1st yr, English Major, Yadanabon University Mandalay 5 17 Female 1st yr, English Major, Yadanabon University Mandalay 6 17 Male 1st yr, English Major, Yadanabon University Mandalay 7 17 Male 1st yr, English Major, Yadanabon University Mandalay 8 17 Male 1st yr, Major, Yadandbon University Mandalay 9 17 Female 1st yr, English Major, Yadanabon University Mandalay 10 17 Female 1st yr, English Major, Yadanabon University Mandalay 11 17 Male 1st yr, English Major, Yadanabon University Mandalay 12 17 Female 1st yr, English Major, Yadanabon University Mandalay 13 17 Male 1st yr, English Major, Yadanabon University Mandalay 14 17 Female 1st yr, Major, Yadanabon University, Mandalay 15 17 Female 1st yr, Psychology Major, Yadanabon University, Mandalay 16 17 Female 1st yr, Psychology Major, Yadanabon University, Mandalay 17 16 Female 1st yr, Chemistry Major, Yadanabon University, Mandalay 18 17 Female 1st yr, English Major, Yadanabon University, Mandalay 19 17 Male 1st yr, History Major,Yadanabon University, Mandalay 20 17 Female 1st yr, Maths Major, Yadanabon University, Mandalay 21 17 Male 1st yr, Major, Yadanabon University, Mandalay 22 17 Male 1st yr, Psychology Major, Yadanabon University, Mandalay 23 17 Female 1st yr, Maths Major, Yadanabon University, Mandalay 24 17 Male 1st yr, Maths Major, Yadanabon University, Mandalay 25 18 Male 1st yr, English Major, Yadanabon University Mandalay 26 17 Male 1st yr, English Major, Yadanabon University

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Mandalay 27 17 Male 1st yr, English Major, Yadanabon University Mandalay 28 17 Female 1st yr, Chemistry Major, Yadanabon University, Mandalay 29 16 Male 1st yr, History Major,Yadanabon University, Mandalay 30 17 Female 1st yr, English Major, Yadanabon University Mandalay

Table (3) Teachers’ demographic segmentation

Years of Academic Name of No Age Gender Teaching Position Qualification Institution experience M.A Assistant Yadanabon 1 33 Female 12 years (English) Lecturer University Ph.D. Mandalay 2 40 Female 18years Lecturer (Zoology) University M. Res. Yadanabon 3 40 Female 18 years Lecturer (English) University M.A. MCC, 4 35 Female 15 years Lecturer (English) Institute M.A. MCC, 5 30 Female 10 years Lecturer (English) Institute Y.E.C, Learning 6 34 Male M.B.A 10 years Principal Center, Mandalay

Data were collected by using random interactive interview method and asking open ended and less structured (very flexible) questions during interview. All interview sessions were done in local language and hand-written notes were taken. Less asking and more careful listening because of due to respondents’ request there is no voice recording. The business men are also requested that not to mention their name and details in research.

Interview questions and answers

Q 1. Which learning system do you think Myanmar students prefer and why?

Ans: By heart learning, taught by the teachers, listen to the teacher and taking notes and obtaining knowledge. After the explanation, memorizing the facts and figures in detail by repeat reading. The reason behind memorizing all the text is in the examination we have to answer exactly the same with all contents in the text book. Then only we can pass the exam and receiving good grade. That’s what we are preferring for.

Q2. If you have to choose one from the system of rote learning and critical thinking which one will you choose?

Ans: We are long time familiar and practice with rote learning system which is very much use to it. Now we need to change the new system which is critical thinking. It is difficult to change our old habit but it is surely good to have critical thinking.

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Q3. What kind of assessment in the old system (rote learning) and what will be in new system (critical thinking)?

Ans: In the old days we are sitting examination and answer all the questions provided in the question sheet. The marking system is that when our answers are matching exactly with the textbook then we get the marks. Now the critical thinking is more freedom, wider knowledge and think freely and critically. No need to be the same answer with anyone of us. Now we know how the different and valid answers can open the mind and improving thinking skills.

Q4. How do you think the difference between rote learning and critical thinking?

Ans 1: In my opinion rote learning is always depending on teachers’ explanation. If the concern teacher can explain well the student easy to understand and get ready to move forward. If the teacher’s explanation is not so good the student gets confused and difficult to go advanced level. From my experience, after clear understanding we can memorize easily. The critical thinking is different. For example, we receive a case study and we have to make a small group and think about many possibilities of solution. Finally, we get the answer (it may be wrong or right doesn’t matter). We can improve our thinking skill.

Ans 2: The rote learning is to memorize everything we have learned and only target is to pass the exam, the knowledge is limited. If we can repeat and repeat reading we will get memorize and pass the examination. The critical thinking is gaining wider knowledge apart from class room. We can search from internet and from practical learning experience. We have to read many books other than textbook. Our college slogan is “The more you explore, the more you discover” so we are always ready to explore. The knowledge is unlimited.

Interview with Teachers

Q. Are your students comfortable in new system which is lead to critical thinking and are they flexible to learn?

Ans: Yes, they are happy and very relax because they don’t need to worry about examination which is the most stressful in their lives.

Q. Could you please explain about your students learning habit change?

Ans: In my opinion they are changing a lot because of the changes of assessment system. When they are in high school they have to memorize every subject. Now they are doing assignment, writing project report, doing classroom presentation, group discussion, sitting tutorial test for what they are learning and how they understand etc. They change from rote learning to group learning and independent learning.

Q. What factors are influencing new teaching and learning system?

Ans: I found some weaknesses, for example I give them a reading assignment at home for tomorrow session but very few students are doing and many students are not reading at home. They are not using internet effectively. They prefer to use social media and playing games instead of searching relevant articles or books.

Q. What about using library, are they going regularly?

Ans: Frankly speaking, only very few students are using library. Many students are going library when the deadline for final assignment are nearer to them, otherwise they don’t go.

Interview with some potential employers

Q. Do you think our fresh graduates are suitable for your business?

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Ans: I don’t think so because 90% of the fresh graduates are do not aware of what to do in their first employment but they think they know all by themselves which is not true.

Q. Do you provide inhouse training for new comers?

Ans: Yes, we have two weeks induction training after selecting any type of candidates and departmental training done by concern department heads. Without having technical knowhow training they cannot perform well for their assigned duty.

Q. Can you suggest us how our students will be improved their abilities?

Ans: I don’t know about university teaching system but I would suggest that you need to provide some working exposure to your students like arranging the internship programs.

Q. Will you hesitate to accept our fresh graduates as your employees?

Ans: No, I’m not hesitating to accept any graduates as long as they are willing to learn new things and willing to work. I’m ready to share my expertise to them for improving their knowledge and skills but they must possess a good attitude.

3. Methodology After interactive interviews using qualitative self-assessment method to interpret the answers and analyzed by using mixed method of descriptive and content analysis. The population of survey (size of sample) is altogether 60 students which are mixed of Government University and Private University students by conducting random unstructured interactive interview approach. The relevant study also has done which is interactive interview with 10 potential employers from Mandalay and 3 lecturers from state universities and 3 lecturers from private universities in Mandalay. The total approximate time of interviews is 40 hours.

All 60 students are telling their experiences and feeling frankly and comfortably, only the respondents request is not to record their voice, pictures and not to mention their names in research outcome. The range of ages are between 16 to 20, both numbers of male and female students are almost equal. Girls are more enthusiastic to talk their opinion. The employers from leading industries and lecturers are also said their expectations from the graduates.

4. Findings: To find the result, using the emotion coding in first cycle interview and the questions are very convenience for respondents and interview results that give meaning, experience and views of all respondents. In second cycle coding using focused coding method which is identifying most frequent or significant initial codes looking for code frequencies and codes relationships. The validity and reliability of the research is depending on researcher’s own experiences.

The researcher has observed below mentioned findings from interviews:

1. Students are not very interested in learning they are enjoying other things. (teacher’s perspective)

2. Many students are using their mobile phone in the class room. (almost all) (teacher’s perspective)

3. Lecturing style is explaining the concerned chapters. (student’s perspective)

4. Students are doing their individual assignment by either copying each other or direct copied from internet. (teacher’s perspective)

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5. Many parents are supporting their children to get the degree but not in right approach. (with corrupted manners in some cases) (teacher’s perspective)

6. The objective of attending University is to get the degree. (Not the education) (student’s perspective)

7. Many students did not decide what they want to learn after secondary education, their parents are the decision makers. (student’s perspective)

8. After having degree, graduates cannot get the well-paid job. (State University Students’ perspective)

9. They are not ready for their future career. (Lack of employability skills) (Employer’s perspective)

10. Attitude and mindset of the students need to change by sending internships and get work experience. (Employer’s perspective).

5. Discussion: The results of this study indicates that there is a link between the rote learners and academic achievement. Although they are not liking the rote learning they have no other choice to pass the examination in previous time. Teachers’ perspective is the university students need more time to learn critical thinking because they are not familiar with critical thinking approach since the beginning of student life. The potential employers’ perspective is the fresh graduates are willing to work but they are not readily prepared for the employment.

After analyzing the interview result there has some independent variables which are three inputs such as by the teachers, by the students and by the institutes. After the process the dependent variable is good result for all among three stakeholders (school, teachers and students) and final outcome is achieving the common goal of education.

Due to the result, the proposed theories are also found valid for the current education situation in Myanmar. One is Maslow’s Hierarchy of needs. As one of a least developed nation, Myanmar has poor support of basic needs. Without having enough basic needs difficult to establish a good education system. Teaching critical thinking is theoretically good but the rote learning system is still needed for sometimes and cannot eliminate immediately with the alternative one. After fulfilling the basic needs the students will learn more enthusiastically and alternative system will be developed.

Another one is Bloom’s Taxonomy. Myanmar education transformation is ongoing and speeding up. It becomes first priority of the nation to improve the education sector. The current stage of Myanmar students is at the two out of six of bloom’s taxonomy stages which are ‘remembering’ and ‘understanding’. There is a national strategy to stepping up from memorizing to critical thinking learning. So, the Bloom’s taxonomy also valid and suitable for this situation and it is expected to achieve upper stages which are ‘applying’ ‘analyzing’ ‘evaluating’ and ‘creating’.

6. Suggestions: In this report, the suggestions are: 1. To adjust the tertiary education standard and norms with international practices. 2. To implement the confirmed strategies step by step. 3. Myanmar university ranking has to established. 4. To form third party international accreditation body. 5. To encourage research and publication regularly. 6. To host the international education conferences.

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7. To create the opportunity for Myanmar educators to visit other universities which are established in neighbouring countries at least once a year. 8. To allow to open private universities in Myanmar. 9. To have university student exchange program within asean nations. 10. To upgrade lecturers’ ability with dynamic teaching. 11. To be consider about increasing teacher’s salary and benefits.

6.1 Recommendations for Future Research According to the results of the study, there are two recommendations for future research. The first recommendation for this research is to increase the size of sample. The sample size should be bigger than now and need more variety of the students as well as Universities. The second recommendation is time frame. The bigger the time frame the more data can be collected and the result will be more accurate. The normal learning cycle of Myanmar Universities is two semesters per year. If the time frame is limited, the measurement of students’ engagement, the challenges of changing attitude will be difficult to interpret and it will lead to weaker validity and reliability of the result.

6.2 Conclusion: Today students are tomorrow work force. Every industry in Myanmar heavily needs skilled work force but they do not get the right number of personnel. Human Resource Development is needed tremendously with good work attitude and behavior. The Universities are only source of producing such a growth mindset personnel. Changing education system is a difficult and delicate task. Every sector in the industry and every individual those who are concern in education has to move towards change willingly and critically. According to National Education Strategic Plan (2016-21), Myanmar Government has developed a strategic plan of higher education reform with 3 strategies.

Strategy 1: Strengthen higher education governance and management capacity Strategy 2: Improve the quality and relevance of higher education Strategy 3: Expend equitable access to higher education

The proposed strategies are very good and only need to implement just in time. Myanmar tertiary education chapter development is the prime priority of the nation. To fulfill that expectation, the change process from rote learning to critical thinking is essential. All the institutions need to promote critical thinking to the new generation students.

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