A Critical policy analysis of Myanmar University admission: Conflict and access to higher education

Abstract

The expansion of access to matriculation examinations and higher education in Myanmar between 2011 and 2021 has raised questions about equity. Adopting the 4’ R framework, this qualitative documentary analysis indicates that conflicts have a detrimental impact on students’ access to higher education, through maldistribution of resources caused by closures of schools and examination centres. Additionally, culture injustices arising from standardisation of Burmese language and rigid citizenship requirements further hampers students’ access to higher education, perpetuating conditions for future conflicts. The absence of representation in university admission policies is deeply rooted in the nature of these conflicts itself, while the peace-building perspective of university admission is often overlooked. This study recommends incorporating four crucial dimensions, namely redistribution, recognition, representation and reconciliation, into the university admission policy in post-conflict Myanmar to promote transformative social change.