It is essential to have an abundant pool of educated human resources for a country’s development. Without knowledge and skills, it is not possible to successfully carry out processes in politics, the economy, or social affairs. Therefore, for the future development of the nation, all stakeholders must work together to ensure the emergence of a large number of educated human resources with strong morale and discipline.
Educated human resources are essential for national development. Therefore, although the Basic Education Law stipulates compulsory primary education, in line with changing times and circumstances, the government during its term has made arrangements to ensure that every citizen can pursue education up to the basic education middle school level (KG+9). Achievements have already been made, and those efforts will continue to be carried out effectively and on a broader scale. It is necessary to emphasize increasing student promotion rates between grade levels.
In today’s era, which is an era of knowledge, only through education can one secure a stable livelihood. Every country carries out its development process through educated people, making the cultivation of a large pool of educated citizens extremely important. Therefore, for national development, it is essential that the State, together with parents, the public, and teachers, work collectively and earnestly to ensure the emergence of a strong body of educated human resources equipped with knowledge and skills.
Concerning education, parents are urged to prioritize their children’s education so that their children can improve their lives and enjoy a better standard of living than their own. To support the advancement of national education and to enable teachers to pursue master’s degrees and higher-level studies, some education degree colleges are being upgraded into education universities. For the future of the nation, it is also necessary for teachers to work together to nurture highly qualified human resources with strong morale and discipline.
Only through education can people develop the ability to critically distinguish between right and wrong and between causes and effects, and thereby better contribute to the interests of their communities and the nation. Therefore, education staff must diligently carry out their teaching responsibilities and provide students with knowledge in both academic learning and social skills. The State, for its part, has approved annual increases in education expenditures and is providing support from all aspects to expand and strengthen the education sector, while education personnel must also make dedicated and tireless efforts within their respective fields.
In today’s era, which is an era of knowledge, only through education can one secure a stable livelihood. Every country carries out its development process through educated people, making the cultivation of a large pool of educated citizens extremely important. Therefore, for national development, it is essential that the State, together with parents, the public, and teachers, work collectively and earnestly to ensure the emergence of a strong body of educated human resources equipped with knowledge and skills.
gnlm
It is essential to have an abundant pool of educated human resources for a country’s development. Without knowledge and skills, it is not possible to successfully carry out processes in politics, the economy, or social affairs. Therefore, for the future development of the nation, all stakeholders must work together to ensure the emergence of a large number of educated human resources with strong morale and discipline.
Educated human resources are essential for national development. Therefore, although the Basic Education Law stipulates compulsory primary education, in line with changing times and circumstances, the government during its term has made arrangements to ensure that every citizen can pursue education up to the basic education middle school level (KG+9). Achievements have already been made, and those efforts will continue to be carried out effectively and on a broader scale. It is necessary to emphasize increasing student promotion rates between grade levels.
In today’s era, which is an era of knowledge, only through education can one secure a stable livelihood. Every country carries out its development process through educated people, making the cultivation of a large pool of educated citizens extremely important. Therefore, for national development, it is essential that the State, together with parents, the public, and teachers, work collectively and earnestly to ensure the emergence of a strong body of educated human resources equipped with knowledge and skills.
Concerning education, parents are urged to prioritize their children’s education so that their children can improve their lives and enjoy a better standard of living than their own. To support the advancement of national education and to enable teachers to pursue master’s degrees and higher-level studies, some education degree colleges are being upgraded into education universities. For the future of the nation, it is also necessary for teachers to work together to nurture highly qualified human resources with strong morale and discipline.
Only through education can people develop the ability to critically distinguish between right and wrong and between causes and effects, and thereby better contribute to the interests of their communities and the nation. Therefore, education staff must diligently carry out their teaching responsibilities and provide students with knowledge in both academic learning and social skills. The State, for its part, has approved annual increases in education expenditures and is providing support from all aspects to expand and strengthen the education sector, while education personnel must also make dedicated and tireless efforts within their respective fields.
In today’s era, which is an era of knowledge, only through education can one secure a stable livelihood. Every country carries out its development process through educated people, making the cultivation of a large pool of educated citizens extremely important. Therefore, for national development, it is essential that the State, together with parents, the public, and teachers, work collectively and earnestly to ensure the emergence of a strong body of educated human resources equipped with knowledge and skills.
gnlm
Abstract
This article examines the historical origins of corporal punishment, the psychological mechanisms of shame, and the role of social norms in shaping punitive practices. Integrating research from anthropology, behavioural psychology, and moral philosophy, it argues that pain-based correction is an archaic technology of social control that suppresses behaviour without fostering insight. Shame, as a socially mediated emotion, reinforces conformity but undermines internal moral development. Contemporary evidence supports a shift from punitive to restorative models of justice, emphasizing understanding, relational accountability, and cognitive transformation.
1. Introduction
Across cultures and historical periods, societies have relied on pain – physical, emotional, and social – as a means of regulating behaviour. Corporal punishment, public humiliation, and moral condemnation were long believed to cultivate discipline, responsibility, and moral improvement. However, modern psychological and neuroscientific research challenges these assumptions. Pain may deter, but it does not educate; shame may enforce conformity, but it does not cultivate ethical agency. This article provides a psychoeducational framework for understanding why punitive systems persist, why they fail, and how justice can be reconceptualized as a process of insight rather than suffering.
2. Historical Origins of Corporal Punishment
Anthropological evidence suggests that corporal punishment emerged from early human intuitions about power, memory, and morality. In small-scale societies, the ability to inflict pain signified authority and maintained social cohesion (Durrant & Ensom, 2012). Pain was assumed to be memorable and therefore effective in preventing future wrongdoing. Many religious and cultural traditions interpreted suffering as a form of moral purification, reinforcing the belief that pain could correct character (Garland, 1990).
These assumptions were not grounded in empirical evidence but in survival-driven reasoning and hierarchical social structures. Pain was used because it was immediate, visible, and required no cognitive explanation.
3. Behaviourism and the Limits of Punishment
Twentieth-century behavioural psychology attempted to formalise these intuitions. Skinner’s operant conditioning framework demonstrated that punishment can suppress behaviour but does not teach alternative responses (Skinner, 1953). Punishment produces short-term compliance but fails to generate durable behavioural change.
Milgram’s obedience experiments further revealed that individuals comply with authority under threat, not because they internalize moral principles but because they fear consequences or displace responsibility (Milgram, 1974). Neuroscientific research confirms that pain activates threat-related neural circuits, inhibiting the reflective processes required for learning and moral reasoning (LeDoux, 1996).
The empirical conclusion is clear: punishment controls behaviour but does not cultivate understanding.
4. Shame as a Social Technology
As societies became more complex, physical punishment was supplemented – or replaced – by shame, a socially mediated form of emotional pain. Shame arises when individuals perceive themselves as failing to meet social expectations or norms (Tangney & Dearing, 2002). It is relational, contingent on the gaze and judgment of others.
Shame functions as a powerful regulator of behaviour because it threatens one’s social belonging. However, its psychological effects are often maladaptive:
• It promotes concealment rather than accountability.
• It undermines self-worth rather than strengthening moral agency.
• It encourages compliance to avoid exclusion, not ethical reflection.
Shame, therefore, operates as a mechanism of social control, not moral development.
5. Social Norms as the Architecture of Appraisal
Social norms constitute an invisible courtroom in which individuals are continuously evaluated. These norms define acceptable behaviour and determine the boundaries of honour, disgrace, and legitimacy (Durkheim, 1915). Corporal punishment and shame both rely on the assumption that the group’s judgment is correct and that deviation is inherently wrong.
Yet norms are often shaped by historical contingencies, power dynamics, and cultural biases. Punishment based on norms risks reinforcing inequality rather than promoting justice (Foucault, 1977). Norms can stabilize communities, but they can also perpetuate harm.
6. Justice: Self, Others, and the Community
A psychoeducational understanding of justice requires distinguishing three domains:
6.1 Justice to the Self
This involves cultivating self-reflection, responsibility, and dignity. Punishment often damages the self by inducing fear, shame, or internalised worthlessness (Nathanson, 1992).
6.2 Justice to Others
True accountability requires repairing harm, restoring trust, and acknowledging impact. Punishment rarely facilitates relational repair; it isolates rather than reconnects (Zehr, 2002).
6.3 Justice to the Community
Communities require safety and shared values, but punitive systems often satisfy collective anger rather than collective wisdom. They prioritise retribution over rehabilitation (Braithwaite, 1989).
7. Pain as Deterrent Versus Pain as Knowledge
Pain can interrupt behaviour, but it cannot generate understanding. It activates survival mechanisms, not learning mechanisms. Sustainable behavioural change requires:
• cognitive insight
• emotional regulation
• empathy
• opportunities for restitution
• supportive relational contexts
Punishment provides none of these conditions.
8. Contemporary Rethinking of Correction
Modern justice systems, educational frameworks, and therapeutic models increasingly recognize that:
• Learning requires psychological safety (Porges, 2011).
• Insight requires reflection, not fear.
• Responsibility requires agency, not coercion.
Restorative and rehabilitative approaches emphasize dialogue, meaning-making, and relational accountability. They aim to transform behaviour by strengthening internal motivation rather than imposing an external threat.
9. Conclusion
Pain and shame are ancient technologies of social control. They suppress behaviour but do not cultivate moral understanding. Contemporary psychoeducational evidence demonstrates that justice grounded in insight, empathy, and relational repair is more effective, more humane, and more aligned with human psychological development.
Punishment controls the body; shame controls belonging; only understanding transforms the mind.
References
Braithwaite, J (1989). Crime, Shame and Reintegration. Cambridge University Press.
Durrant, JE, & Ensom, R (2012). Physical punishment of children: Lessons from 20 years of research. Canadian Medical Association Journal, 184 (12), 1373-1377.
Durkheim, E (1915). The Elementary Forms of the Religious Life. George Allen & Unwin.
Foucault, M (1977). Discipline and Punish: The Birth of the Prison. Pantheon.
Garland, D (1990). Punishment and Modern Society: A Study in Social Theory. University of Chicago Press.
LeDoux, J (1996). The Emotional Brain. Simon & Schuster.
Milgram, S (1974). Obedience to Authority: An Experimental View. Harper & Row.
Nathanson, DL (1992). Shame and Pride: Affect, Sex, and the Birth of the Self. WW Norton.
Porges, SW (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. WW Norton.
Skinner, BF (1953). Science and Human Behaviour. Macmillan.
Tangney, JP, & Dearing, RL (2002). Shame and Guilt. Guilford Press.
Zehr, H (2002). The Little Book of Restorative Justice. Good Books.
gnlm
Abstract
This article examines the historical origins of corporal punishment, the psychological mechanisms of shame, and the role of social norms in shaping punitive practices. Integrating research from anthropology, behavioural psychology, and moral philosophy, it argues that pain-based correction is an archaic technology of social control that suppresses behaviour without fostering insight. Shame, as a socially mediated emotion, reinforces conformity but undermines internal moral development. Contemporary evidence supports a shift from punitive to restorative models of justice, emphasizing understanding, relational accountability, and cognitive transformation.
1. Introduction
Across cultures and historical periods, societies have relied on pain – physical, emotional, and social – as a means of regulating behaviour. Corporal punishment, public humiliation, and moral condemnation were long believed to cultivate discipline, responsibility, and moral improvement. However, modern psychological and neuroscientific research challenges these assumptions. Pain may deter, but it does not educate; shame may enforce conformity, but it does not cultivate ethical agency. This article provides a psychoeducational framework for understanding why punitive systems persist, why they fail, and how justice can be reconceptualized as a process of insight rather than suffering.
2. Historical Origins of Corporal Punishment
Anthropological evidence suggests that corporal punishment emerged from early human intuitions about power, memory, and morality. In small-scale societies, the ability to inflict pain signified authority and maintained social cohesion (Durrant & Ensom, 2012). Pain was assumed to be memorable and therefore effective in preventing future wrongdoing. Many religious and cultural traditions interpreted suffering as a form of moral purification, reinforcing the belief that pain could correct character (Garland, 1990).
These assumptions were not grounded in empirical evidence but in survival-driven reasoning and hierarchical social structures. Pain was used because it was immediate, visible, and required no cognitive explanation.
3. Behaviourism and the Limits of Punishment
Twentieth-century behavioural psychology attempted to formalise these intuitions. Skinner’s operant conditioning framework demonstrated that punishment can suppress behaviour but does not teach alternative responses (Skinner, 1953). Punishment produces short-term compliance but fails to generate durable behavioural change.
Milgram’s obedience experiments further revealed that individuals comply with authority under threat, not because they internalize moral principles but because they fear consequences or displace responsibility (Milgram, 1974). Neuroscientific research confirms that pain activates threat-related neural circuits, inhibiting the reflective processes required for learning and moral reasoning (LeDoux, 1996).
The empirical conclusion is clear: punishment controls behaviour but does not cultivate understanding.
4. Shame as a Social Technology
As societies became more complex, physical punishment was supplemented – or replaced – by shame, a socially mediated form of emotional pain. Shame arises when individuals perceive themselves as failing to meet social expectations or norms (Tangney & Dearing, 2002). It is relational, contingent on the gaze and judgment of others.
Shame functions as a powerful regulator of behaviour because it threatens one’s social belonging. However, its psychological effects are often maladaptive:
• It promotes concealment rather than accountability.
• It undermines self-worth rather than strengthening moral agency.
• It encourages compliance to avoid exclusion, not ethical reflection.
Shame, therefore, operates as a mechanism of social control, not moral development.
5. Social Norms as the Architecture of Appraisal
Social norms constitute an invisible courtroom in which individuals are continuously evaluated. These norms define acceptable behaviour and determine the boundaries of honour, disgrace, and legitimacy (Durkheim, 1915). Corporal punishment and shame both rely on the assumption that the group’s judgment is correct and that deviation is inherently wrong.
Yet norms are often shaped by historical contingencies, power dynamics, and cultural biases. Punishment based on norms risks reinforcing inequality rather than promoting justice (Foucault, 1977). Norms can stabilize communities, but they can also perpetuate harm.
6. Justice: Self, Others, and the Community
A psychoeducational understanding of justice requires distinguishing three domains:
6.1 Justice to the Self
This involves cultivating self-reflection, responsibility, and dignity. Punishment often damages the self by inducing fear, shame, or internalised worthlessness (Nathanson, 1992).
6.2 Justice to Others
True accountability requires repairing harm, restoring trust, and acknowledging impact. Punishment rarely facilitates relational repair; it isolates rather than reconnects (Zehr, 2002).
6.3 Justice to the Community
Communities require safety and shared values, but punitive systems often satisfy collective anger rather than collective wisdom. They prioritise retribution over rehabilitation (Braithwaite, 1989).
7. Pain as Deterrent Versus Pain as Knowledge
Pain can interrupt behaviour, but it cannot generate understanding. It activates survival mechanisms, not learning mechanisms. Sustainable behavioural change requires:
• cognitive insight
• emotional regulation
• empathy
• opportunities for restitution
• supportive relational contexts
Punishment provides none of these conditions.
8. Contemporary Rethinking of Correction
Modern justice systems, educational frameworks, and therapeutic models increasingly recognize that:
• Learning requires psychological safety (Porges, 2011).
• Insight requires reflection, not fear.
• Responsibility requires agency, not coercion.
Restorative and rehabilitative approaches emphasize dialogue, meaning-making, and relational accountability. They aim to transform behaviour by strengthening internal motivation rather than imposing an external threat.
9. Conclusion
Pain and shame are ancient technologies of social control. They suppress behaviour but do not cultivate moral understanding. Contemporary psychoeducational evidence demonstrates that justice grounded in insight, empathy, and relational repair is more effective, more humane, and more aligned with human psychological development.
Punishment controls the body; shame controls belonging; only understanding transforms the mind.
References
Braithwaite, J (1989). Crime, Shame and Reintegration. Cambridge University Press.
Durrant, JE, & Ensom, R (2012). Physical punishment of children: Lessons from 20 years of research. Canadian Medical Association Journal, 184 (12), 1373-1377.
Durkheim, E (1915). The Elementary Forms of the Religious Life. George Allen & Unwin.
Foucault, M (1977). Discipline and Punish: The Birth of the Prison. Pantheon.
Garland, D (1990). Punishment and Modern Society: A Study in Social Theory. University of Chicago Press.
LeDoux, J (1996). The Emotional Brain. Simon & Schuster.
Milgram, S (1974). Obedience to Authority: An Experimental View. Harper & Row.
Nathanson, DL (1992). Shame and Pride: Affect, Sex, and the Birth of the Self. WW Norton.
Porges, SW (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. WW Norton.
Skinner, BF (1953). Science and Human Behaviour. Macmillan.
Tangney, JP, & Dearing, RL (2002). Shame and Guilt. Guilford Press.
Zehr, H (2002). The Little Book of Restorative Justice. Good Books.
gnlm
A child is like wax, capable of being shaped and moulded according to guidance and care. When early childhood care is applied effectively, children can grow into individuals with high talent, creativity, and the ability to contribute meaningfully to society. By nurturing children in their formative years, elders can confidently entrust the future of the community and nation to them.
Recognizing this, the Ministry of Education and the Ministry of Social Welfare, Relief and Resettlement recently organized an Early Childhood Care and Development (ECCD) Trainer Course for primary school teachers. Held at the Ministry of Social Welfare, Relief and Resettlement, the course aims to ensure that primary school-aged children are well-prepared for school and comfortable in their learning environment. By facilitating smooth and effective learning, the course plays a crucial role in supporting the long-term development of human potential.
Upon completing the training, participants are expected to apply their newly acquired knowledge and perspectives to enhance their teaching practices. When effectively implemented, the skills and insights gained from the ECCD course will help teachers improve the quality of education, ensuring that children develop holistically and that the next generation is equipped to carry society forward.
The training program equips participants with a comprehensive understanding of early childhood care and development policies, children’s rights, and child psychology. Trainees gain knowledge of how to promote balanced development of children’s five senses and how these skills connect to broader contexts, including the family, community, and national development. Such holistic training aims to produce well-rounded, capable human resources who can grow sustainably and contribute to society in multiple ways.
ECCD activities are essential for cultivating human resources with strong morals, a positive mindset, social skills, and public-mindedness. The course also emphasizes fostering children’s health, life habits, and overall well-being. By understanding the nature of children and applying effective educational practices, primary teachers can guide their pupils toward becoming responsible, creative, and competent individuals.
Both ministries are committed to producing highly qualified primary teachers who can apply the knowledge and techniques gained from the course. The training program is planned to be conducted four times between January and April 2026, offering ample opportunities for teachers across the country.
During the course, instructors provide both theoretical and practical guidance on a wide range of topics. These include children’s nature and basic needs, learning through play, child development, classroom management, child psychology, learning fundamentals, collaboration with families and communities, teaching children requiring special care, language development, early literacy, observing children, and understanding the transitional periods in childhood.
Upon completing the training, participants are expected to apply their newly acquired knowledge and perspectives to enhance their teaching practices. When effectively implemented, the skills and insights gained from the ECCD course will help teachers improve the quality of education, ensuring that children develop holistically and that the next generation is equipped to carry society forward.
gnlm
A child is like wax, capable of being shaped and moulded according to guidance and care. When early childhood care is applied effectively, children can grow into individuals with high talent, creativity, and the ability to contribute meaningfully to society. By nurturing children in their formative years, elders can confidently entrust the future of the community and nation to them.
Recognizing this, the Ministry of Education and the Ministry of Social Welfare, Relief and Resettlement recently organized an Early Childhood Care and Development (ECCD) Trainer Course for primary school teachers. Held at the Ministry of Social Welfare, Relief and Resettlement, the course aims to ensure that primary school-aged children are well-prepared for school and comfortable in their learning environment. By facilitating smooth and effective learning, the course plays a crucial role in supporting the long-term development of human potential.
Upon completing the training, participants are expected to apply their newly acquired knowledge and perspectives to enhance their teaching practices. When effectively implemented, the skills and insights gained from the ECCD course will help teachers improve the quality of education, ensuring that children develop holistically and that the next generation is equipped to carry society forward.
The training program equips participants with a comprehensive understanding of early childhood care and development policies, children’s rights, and child psychology. Trainees gain knowledge of how to promote balanced development of children’s five senses and how these skills connect to broader contexts, including the family, community, and national development. Such holistic training aims to produce well-rounded, capable human resources who can grow sustainably and contribute to society in multiple ways.
ECCD activities are essential for cultivating human resources with strong morals, a positive mindset, social skills, and public-mindedness. The course also emphasizes fostering children’s health, life habits, and overall well-being. By understanding the nature of children and applying effective educational practices, primary teachers can guide their pupils toward becoming responsible, creative, and competent individuals.
Both ministries are committed to producing highly qualified primary teachers who can apply the knowledge and techniques gained from the course. The training program is planned to be conducted four times between January and April 2026, offering ample opportunities for teachers across the country.
During the course, instructors provide both theoretical and practical guidance on a wide range of topics. These include children’s nature and basic needs, learning through play, child development, classroom management, child psychology, learning fundamentals, collaboration with families and communities, teaching children requiring special care, language development, early literacy, observing children, and understanding the transitional periods in childhood.
Upon completing the training, participants are expected to apply their newly acquired knowledge and perspectives to enhance their teaching practices. When effectively implemented, the skills and insights gained from the ECCD course will help teachers improve the quality of education, ensuring that children develop holistically and that the next generation is equipped to carry society forward.
gnlm
Today is a day set aside to honour the teachers worldwide – dedicated individuals who tirelessly educate children everywhere. In today’s ever-evolving world, the importance of recognizing the talents, roles, and contributions of teachers is more evident than ever, making World Teachers’ Day a meaningful annual celebration.
In Myanmar society, parents are considered the primary teachers. They nurture and guide their children to first understand the world around them. At school, teachers are expected to educate their students even more effectively. A teacher is someone who helps the ignorant individuals become knowledgeable, the unskilled become skilled, the inexperienced become proficient, the uncivilized become civilized, and the rude become polite. Teachers not only teach from books but also play a vital role in shaping individuals.
Therefore, teachers must be empowered and inspired. They need to be highly qualified and dedicated to their professions. It is unrealistic to expect them to remain in a state of comfort within an elite group – this approach is impractical. Just as stakeholders must work to address the genuine needs of teachers, the government must also increase its investment in education. The future of the country lies in the hands of its youth, and since the youth are guided by teachers, the future ultimately rests in the hands of teachers.
For a community to develop and progress, its education sector must advance. Quality education is essential for nurturing responsible entrepreneurs, open-minded individuals, and citizens who uphold the truth. From an early age, children need to learn to distinguish between right and wrong, develop social skills, understand important issues, and cultivate compassion for others. All of this depends on a genuine and effective education system. Teachers play a crucial role in this system, guiding students to expand their knowledge through reading and learning.
From a young age, schools need to be prepared to help children think critically, be creative, express diverse perspectives, contribute to the common good, engage in lifelong learning, and apply their knowledge in practice. If teachers cultivate these skills early on, the country will advance further. To avoid falling behind in education, it is essential to build understanding and collaboration among educators, teachers, the community, and government officials, working together to provide the best possible education for children.
The theme for World Teachers’ Day 2025 is “Recasting teaching as a collaborative profession”. This theme focuses on addressing the worldwide shortage of qualified teachers and its impact on education. It highlights the need to make teaching a more attractive and sustainable career path.
Therefore, teachers must be empowered and inspired. They need to be highly qualified and dedicated to their professions. It is unrealistic to expect them to remain in a state of comfort within an elite group – this approach is impractical. Just as stakeholders must work to address the genuine needs of teachers, the government must also increase its investment in education. The future of the country lies in the hands of its youth, and since the youth are guided by teachers, the future ultimately rests in the hands of teachers.
Today is a day set aside to honour the teachers worldwide – dedicated individuals who tirelessly educate children everywhere. In today’s ever-evolving world, the importance of recognizing the talents, roles, and contributions of teachers is more evident than ever, making World Teachers’ Day a meaningful annual celebration.
In Myanmar society, parents are considered the primary teachers. They nurture and guide their children to first understand the world around them. At school, teachers are expected to educate their students even more effectively. A teacher is someone who helps the ignorant individuals become knowledgeable, the unskilled become skilled, the inexperienced become proficient, the uncivilized become civilized, and the rude become polite. Teachers not only teach from books but also play a vital role in shaping individuals.
Therefore, teachers must be empowered and inspired. They need to be highly qualified and dedicated to their professions. It is unrealistic to expect them to remain in a state of comfort within an elite group – this approach is impractical. Just as stakeholders must work to address the genuine needs of teachers, the government must also increase its investment in education. The future of the country lies in the hands of its youth, and since the youth are guided by teachers, the future ultimately rests in the hands of teachers.
For a community to develop and progress, its education sector must advance. Quality education is essential for nurturing responsible entrepreneurs, open-minded individuals, and citizens who uphold the truth. From an early age, children need to learn to distinguish between right and wrong, develop social skills, understand important issues, and cultivate compassion for others. All of this depends on a genuine and effective education system. Teachers play a crucial role in this system, guiding students to expand their knowledge through reading and learning.
From a young age, schools need to be prepared to help children think critically, be creative, express diverse perspectives, contribute to the common good, engage in lifelong learning, and apply their knowledge in practice. If teachers cultivate these skills early on, the country will advance further. To avoid falling behind in education, it is essential to build understanding and collaboration among educators, teachers, the community, and government officials, working together to provide the best possible education for children.
The theme for World Teachers’ Day 2025 is “Recasting teaching as a collaborative profession”. This theme focuses on addressing the worldwide shortage of qualified teachers and its impact on education. It highlights the need to make teaching a more attractive and sustainable career path.
Therefore, teachers must be empowered and inspired. They need to be highly qualified and dedicated to their professions. It is unrealistic to expect them to remain in a state of comfort within an elite group – this approach is impractical. Just as stakeholders must work to address the genuine needs of teachers, the government must also increase its investment in education. The future of the country lies in the hands of its youth, and since the youth are guided by teachers, the future ultimately rests in the hands of teachers.
Myanmar successfully showed off its brilliant endeavours in implementing the literacy campaign with mass participation in central Myanmar in the 1960s. Among international literacy initiatives, Myanmar’s efforts in promoting literacy have been historically prominent. During the colonial period, literacy rates declined due to adverse circumstances. As a result, literacy programs were carried out actively under the leadership of UNESCO, achieving notable success.
In Myanmar, the Mass Education Council Act was enacted in 1948 to carry out adult literacy programmes from 1948 to 1958. In addition, starting in the summer of 1964, a four-year literacy campaign was implemented to provide 3-Rs, such as writing, reading, and arithmetic, for people aged 16 and above who were illiterate, and it was carried out vigorously until 1968.
Literature is the wisdom that allows one to critically examine both good and bad, as well as causes and effects. If one becomes literate, they can act for the benefit of themselves and their countries, leading to overall progress and development. Therefore, UNESCO has designated International Literacy Day (ILD) to be celebrated under the theme: “Promoting literacy in the digital era”.
In 1969, the literacy campaign covering writing, reading, and arithmetic was implemented in the form of a public movement in Meiktila, Thazi, Wundwin, and Mahlaing townships. Teachers from universities and colleges, university students, local teachers, and students from government schools actively participated and contributed their efforts. In 1971, Meiktila District was officially declared a fully literate district. The first International Literacy Day ceremony was held on 8 September 1969, in Mahlaing Township of Meiktila District.
Over 24 years, from 1964 to 1988, a total of 490,398 people participated in teaching across 297 townships. They successfully taught 2,410,979 people to become literate, bringing pride to Myanmar. Under UNESCO, Myanmar received the Mohamed Reza Pahlavi Prize on International Literacy Day in 1971 and the Noma Award on 8 September 1983. Donor countries included Iran and Japan, which contributed to the literacy programmes. Continuing these efforts, literacy classes were organized in each township, providing instruction to new learners and helping those already literate to further improve their reading skills.
According to the National Education Strategic Plan (2021–2030), the Ministry of Education is expanding informal primary and middle school education programmes for children. Basic literacy programmes for illiterate individuals are also being implemented annually. In line with the changing needs of the country, learners have to complete the (KG 9) education scheme to have a better future.
Literature is the wisdom that allows one to critically examine both good and bad, as well as causes and effects. If one becomes literate, they can act for the benefit of themselves and their countries, leading to overall progress and development. Therefore, UNESCO has designated International Literacy Day (ILD) to be celebrated under the theme: “Promoting literacy in the digital era”.
GNLM
Myanmar successfully showed off its brilliant endeavours in implementing the literacy campaign with mass participation in central Myanmar in the 1960s. Among international literacy initiatives, Myanmar’s efforts in promoting literacy have been historically prominent. During the colonial period, literacy rates declined due to adverse circumstances. As a result, literacy programs were carried out actively under the leadership of UNESCO, achieving notable success.
In Myanmar, the Mass Education Council Act was enacted in 1948 to carry out adult literacy programmes from 1948 to 1958. In addition, starting in the summer of 1964, a four-year literacy campaign was implemented to provide 3-Rs, such as writing, reading, and arithmetic, for people aged 16 and above who were illiterate, and it was carried out vigorously until 1968.
Literature is the wisdom that allows one to critically examine both good and bad, as well as causes and effects. If one becomes literate, they can act for the benefit of themselves and their countries, leading to overall progress and development. Therefore, UNESCO has designated International Literacy Day (ILD) to be celebrated under the theme: “Promoting literacy in the digital era”.
In 1969, the literacy campaign covering writing, reading, and arithmetic was implemented in the form of a public movement in Meiktila, Thazi, Wundwin, and Mahlaing townships. Teachers from universities and colleges, university students, local teachers, and students from government schools actively participated and contributed their efforts. In 1971, Meiktila District was officially declared a fully literate district. The first International Literacy Day ceremony was held on 8 September 1969, in Mahlaing Township of Meiktila District.
Over 24 years, from 1964 to 1988, a total of 490,398 people participated in teaching across 297 townships. They successfully taught 2,410,979 people to become literate, bringing pride to Myanmar. Under UNESCO, Myanmar received the Mohamed Reza Pahlavi Prize on International Literacy Day in 1971 and the Noma Award on 8 September 1983. Donor countries included Iran and Japan, which contributed to the literacy programmes. Continuing these efforts, literacy classes were organized in each township, providing instruction to new learners and helping those already literate to further improve their reading skills.
According to the National Education Strategic Plan (2021–2030), the Ministry of Education is expanding informal primary and middle school education programmes for children. Basic literacy programmes for illiterate individuals are also being implemented annually. In line with the changing needs of the country, learners have to complete the (KG 9) education scheme to have a better future.
Literature is the wisdom that allows one to critically examine both good and bad, as well as causes and effects. If one becomes literate, they can act for the benefit of themselves and their countries, leading to overall progress and development. Therefore, UNESCO has designated International Literacy Day (ILD) to be celebrated under the theme: “Promoting literacy in the digital era”.
GNLM
“Never too old to learn” is significant in the learning society of Myanmar. It shows no age limit in learning for all students at different levels. Moreover, everyone accepts the learning concept that the prestige and integrity that resemble art and knowledge do not exist in the worldly realm.
The education sector in the 21st century is broader in terms of arts, science, techniques, and knowledge compared to the past. Education can be defined not only as learning lessons but also as being connected with technology, social development, and the enhancement of one’s own capabilities. These are opportunities for everyone to expand their learning scope and engage in continuous learning regardless of age. Internationally, some reports show that senior citizens in foreign countries can learn new skills or obtain academic degrees in their old age, thanks to these opportunities.
Results of the research process show that age is not a disadvantage in learning. Any individuals who have self-control on keenness, and patience in learning can become the educated ones. Learning can start at any age for humans. It is a good example for the new generation. Lifelong learning is an opportunity for self-worth and personal growth. Therefore, expanding one’s learning brings numerous benefits.
In this regard, learning is an original source of society, while efforts to expand the learning society are crucial for the whole society. Endeavours of individuals focusing on learning help develop themselves as well as the entire society. As the 21st century is an era which changes the learning and teaching form of humans, the education sector can see more development. As a result, individuals have a great chance to learn useful techniques. Moreover, the education sector promptly creates innovation and cooperation between the learners and teachers.
Learning not only encourages active participation but also has the potential to inspire new ways of thinking. In today’s era, technological advancement is one of the most significant developments enhancing the learning process. Online courses, educational websites, artificial intelligence technologies, and learning applications all contribute to making learning more accessible and effective. As a result, internet availability has created opportunities for learning anytime, anywhere.
Results of the research process show that age is not a disadvantage in learning. Any individuals who have self-control on keenness, and patience in learning can become the educated ones. Learning can start at any age for humans. It is a good example for the new generation. Lifelong learning is an opportunity for self-worth and personal growth. Therefore, expanding one’s learning brings numerous benefits.
Thanks to the promotion of lifelong learning, learners can set ambitions to become individuals capable of making decisions on various issues based on critical thinking, rationality, and a sense of social responsibility. Therefore, no one should stop learning, as continuous learning is essential for a meaningful life.
“Never too old to learn” is significant in the learning society of Myanmar. It shows no age limit in learning for all students at different levels. Moreover, everyone accepts the learning concept that the prestige and integrity that resemble art and knowledge do not exist in the worldly realm.
The education sector in the 21st century is broader in terms of arts, science, techniques, and knowledge compared to the past. Education can be defined not only as learning lessons but also as being connected with technology, social development, and the enhancement of one’s own capabilities. These are opportunities for everyone to expand their learning scope and engage in continuous learning regardless of age. Internationally, some reports show that senior citizens in foreign countries can learn new skills or obtain academic degrees in their old age, thanks to these opportunities.
Results of the research process show that age is not a disadvantage in learning. Any individuals who have self-control on keenness, and patience in learning can become the educated ones. Learning can start at any age for humans. It is a good example for the new generation. Lifelong learning is an opportunity for self-worth and personal growth. Therefore, expanding one’s learning brings numerous benefits.
In this regard, learning is an original source of society, while efforts to expand the learning society are crucial for the whole society. Endeavours of individuals focusing on learning help develop themselves as well as the entire society. As the 21st century is an era which changes the learning and teaching form of humans, the education sector can see more development. As a result, individuals have a great chance to learn useful techniques. Moreover, the education sector promptly creates innovation and cooperation between the learners and teachers.
Learning not only encourages active participation but also has the potential to inspire new ways of thinking. In today’s era, technological advancement is one of the most significant developments enhancing the learning process. Online courses, educational websites, artificial intelligence technologies, and learning applications all contribute to making learning more accessible and effective. As a result, internet availability has created opportunities for learning anytime, anywhere.
Results of the research process show that age is not a disadvantage in learning. Any individuals who have self-control on keenness, and patience in learning can become the educated ones. Learning can start at any age for humans. It is a good example for the new generation. Lifelong learning is an opportunity for self-worth and personal growth. Therefore, expanding one’s learning brings numerous benefits.
Thanks to the promotion of lifelong learning, learners can set ambitions to become individuals capable of making decisions on various issues based on critical thinking, rationality, and a sense of social responsibility. Therefore, no one should stop learning, as continuous learning is essential for a meaningful life.
In the early morning light, the rhythmic chants of young novices echo through the tranquil compounds of monasteries across Myanmar. These sacred spaces are not only spiritual sanctuaries but also vital centers of learning, providing free education to hundreds of thousands of children, especially in rural areas where government schools are scarce. Monastic education has been a cornerstone of Myanmar’s sociocultural fabric for centuries, blending religious instruction with secular knowledge to sustain both tradition and progress. Often seen as the spiritual backbone of Burmese society, these schools do far more than teach religious doctrine. They stand as critical institutions that fill educational gaps, preserve cultural heritage, and uplift underprivileged communities. For international observers seeking to understand the heart of Myanmar, the story of monastic education offers a compelling glimpse into the resilience and compassion of its people.
A Deep-Rooted Legacy
Monastic education in Myanmar dates back over a thousand years, tracing its origins to the introduction of Theravāda Buddhism in the region. Historically, monasteries (locally known as Phone Gyee kyaung) were the primary centers of learning, long before the advent of colonial or modern state-run schools. Monks played the dual roles of spiritual leaders and teachers, providing instruction in Pāli scriptures, ethics, literacy, and numeracy. This system was not only inclusive—open to all boys regardless of class—but also deeply intertwined with daily life and moral upbringing.
During the Konbaung Dynasty (1752–1885), monastic schools were instrumental in fostering a high literacy rate, particularly among males. British colonial records even noted that literacy in Burma was higher than in many parts of the British Empire. Despite changes in governance and the evolution of public education systems, monastic schools have maintained their relevance, especially in rural areas.
A Lifeline for Rural and Marginalized Communities
In contemporary Myanmar, where many rural and impoverished areas still struggle with inadequate infrastructure and limited access to government schools, monastic schools play a vital role. Often supported by donations and volunteer teachers, these schools provide free education, food, and sometimes even lodging to children who might otherwise remain illiterate.
For families who cannot afford school uniforms, textbooks, or transportation costs, monastic schools are not just an option—they are the only hope. They offer basic education from primary to middle school level, with some even extending to high school or vocational training. These schools often operate with limited resources, yet their commitment to inclusive education is unwavering.
According to UNICEF and local NGOs, monastic education serves over 300,000 children across Myanmar. Many of these students come from ethnic minority backgrounds or internally displaced communities, highlighting the schools’ crucial role in promoting social inclusion and cohesion in a multi-ethnic nation.
Preserving Culture, Instilling Values
Beyond academic instruction, monastic schools play a key role in instilling cultural identity and moral values. In an increasingly globalized world, where materialism and rapid change challenge traditional norms, these schools offer grounding in Buddhist principles—compassion, mindfulness, and community service.
The curriculum often integrates traditional arts such as poetry, palm-leaf manuscript reading, chanting, and classical Burmese music. In doing so, they act as custodians of Myanmar's intangible cultural heritage, fostering a sense of pride and identity among young learners.
"Many families here cannot afford to send their children to state schools," says Sayadaw U Nyanissara, a senior monk overseeing a monastic school in Shan State. "We take them in, provide food, shelter, and education, so they have a chance for a better future."
These schools follow a hybrid curriculum, combining Myanmar’s state syllabus with Buddhist teachings. Students learn mathematics, science, and English alongside moral education, meditation, and scripture—a blend that fosters both intellectual and ethical development.
Moreover, monastic education offers spiritual sanctuary and stability, especially in times of political unrest or conflict. During such periods, monasteries become safe havens not only for learning but also for emotional and social support.
Success Stories Rooted in Humility
Though humble in appearance, many monastic schools have produced remarkable success stories. Former students of monastic education have gone on to become teachers, community leaders, doctors, and even members of Parliament. Some schools have partnered with NGOs and international donors to enhance teaching standards, introduce modern pedagogical methods, and expand access to technology.
One notable example is the Phaung Daw Oo Monastic School in Mandalay, which offers both secular and monastic education to over 7,000 students. With support from local and international donors, the school has introduced inclusive education for children with disabilities, computer training, and even teacher training programs. Its success demonstrates how monastic education can evolve while staying true to its core values.
An Invitation to the World
For international travelers, scholars, and donors, monastic education in Myanmar offers a unique opportunity to witness the intersection of tradition and progress. Visiting a monastic school means stepping into a world where simplicity meets depth, where young children chant Buddhist verses in the morning and study science in the afternoon, and where learning is rooted in community compassion.
Organizations and individuals who wish to support educational development in Myanmar would find monastic schools a meaningful point of engagement. Support could range from providing school supplies to sponsoring teacher training or even facilitating cultural exchange programs.
Conclusion
In the heart of Myanmar’s monastic schools lies a powerful message: education is not merely a tool for economic advancement—it is a path to ethical living, social harmony, and national resilience. As Myanmar continues to navigate complex political and economic challenges, monastic education stands as a testament to the enduring strength of its people and culture.
For the international community, understanding and supporting these schools is more than an act of charity—it is a partnership in preserving a legacy that continues to nurture the soul of a nation.
NP News
In the early morning light, the rhythmic chants of young novices echo through the tranquil compounds of monasteries across Myanmar. These sacred spaces are not only spiritual sanctuaries but also vital centers of learning, providing free education to hundreds of thousands of children, especially in rural areas where government schools are scarce. Monastic education has been a cornerstone of Myanmar’s sociocultural fabric for centuries, blending religious instruction with secular knowledge to sustain both tradition and progress. Often seen as the spiritual backbone of Burmese society, these schools do far more than teach religious doctrine. They stand as critical institutions that fill educational gaps, preserve cultural heritage, and uplift underprivileged communities. For international observers seeking to understand the heart of Myanmar, the story of monastic education offers a compelling glimpse into the resilience and compassion of its people.
A Deep-Rooted Legacy
Monastic education in Myanmar dates back over a thousand years, tracing its origins to the introduction of Theravāda Buddhism in the region. Historically, monasteries (locally known as Phone Gyee kyaung) were the primary centers of learning, long before the advent of colonial or modern state-run schools. Monks played the dual roles of spiritual leaders and teachers, providing instruction in Pāli scriptures, ethics, literacy, and numeracy. This system was not only inclusive—open to all boys regardless of class—but also deeply intertwined with daily life and moral upbringing.
During the Konbaung Dynasty (1752–1885), monastic schools were instrumental in fostering a high literacy rate, particularly among males. British colonial records even noted that literacy in Burma was higher than in many parts of the British Empire. Despite changes in governance and the evolution of public education systems, monastic schools have maintained their relevance, especially in rural areas.
A Lifeline for Rural and Marginalized Communities
In contemporary Myanmar, where many rural and impoverished areas still struggle with inadequate infrastructure and limited access to government schools, monastic schools play a vital role. Often supported by donations and volunteer teachers, these schools provide free education, food, and sometimes even lodging to children who might otherwise remain illiterate.
For families who cannot afford school uniforms, textbooks, or transportation costs, monastic schools are not just an option—they are the only hope. They offer basic education from primary to middle school level, with some even extending to high school or vocational training. These schools often operate with limited resources, yet their commitment to inclusive education is unwavering.
According to UNICEF and local NGOs, monastic education serves over 300,000 children across Myanmar. Many of these students come from ethnic minority backgrounds or internally displaced communities, highlighting the schools’ crucial role in promoting social inclusion and cohesion in a multi-ethnic nation.
Preserving Culture, Instilling Values
Beyond academic instruction, monastic schools play a key role in instilling cultural identity and moral values. In an increasingly globalized world, where materialism and rapid change challenge traditional norms, these schools offer grounding in Buddhist principles—compassion, mindfulness, and community service.
The curriculum often integrates traditional arts such as poetry, palm-leaf manuscript reading, chanting, and classical Burmese music. In doing so, they act as custodians of Myanmar's intangible cultural heritage, fostering a sense of pride and identity among young learners.
"Many families here cannot afford to send their children to state schools," says Sayadaw U Nyanissara, a senior monk overseeing a monastic school in Shan State. "We take them in, provide food, shelter, and education, so they have a chance for a better future."
These schools follow a hybrid curriculum, combining Myanmar’s state syllabus with Buddhist teachings. Students learn mathematics, science, and English alongside moral education, meditation, and scripture—a blend that fosters both intellectual and ethical development.
Moreover, monastic education offers spiritual sanctuary and stability, especially in times of political unrest or conflict. During such periods, monasteries become safe havens not only for learning but also for emotional and social support.
Success Stories Rooted in Humility
Though humble in appearance, many monastic schools have produced remarkable success stories. Former students of monastic education have gone on to become teachers, community leaders, doctors, and even members of Parliament. Some schools have partnered with NGOs and international donors to enhance teaching standards, introduce modern pedagogical methods, and expand access to technology.
One notable example is the Phaung Daw Oo Monastic School in Mandalay, which offers both secular and monastic education to over 7,000 students. With support from local and international donors, the school has introduced inclusive education for children with disabilities, computer training, and even teacher training programs. Its success demonstrates how monastic education can evolve while staying true to its core values.
An Invitation to the World
For international travelers, scholars, and donors, monastic education in Myanmar offers a unique opportunity to witness the intersection of tradition and progress. Visiting a monastic school means stepping into a world where simplicity meets depth, where young children chant Buddhist verses in the morning and study science in the afternoon, and where learning is rooted in community compassion.
Organizations and individuals who wish to support educational development in Myanmar would find monastic schools a meaningful point of engagement. Support could range from providing school supplies to sponsoring teacher training or even facilitating cultural exchange programs.
Conclusion
In the heart of Myanmar’s monastic schools lies a powerful message: education is not merely a tool for economic advancement—it is a path to ethical living, social harmony, and national resilience. As Myanmar continues to navigate complex political and economic challenges, monastic education stands as a testament to the enduring strength of its people and culture.
For the international community, understanding and supporting these schools is more than an act of charity—it is a partnership in preserving a legacy that continues to nurture the soul of a nation.
NP News
LIFESTYLE and health factors that are linked with heart disease appear to have a greater impact on cardiovascular risk in women than men, according to a study being presented at the American College of Cardiology’s Annual Scientific Session.
While diet, exercise, smoking, and blood pressure have long been associated with heart disease risk, the new study is the first to indicate that these correlations are higher in women than in males.
According to the researchers, the findings indicate that sex-specific screening or risk assessment methodologies could provide a more realistic picture of cardiovascular risk and better drive people to adopt heart-healthy habits.
“For the same level of health, our study shows that the increase in risk [related to each factor] is higher in women than in men–it’s not one-size-fits-all,” said Maneesh Sud, MD, PhD, assistant professor in the department of medicine, interventional cardiologist and clinician scientist at Sunnybrook Health Sciences Centre in Toronto and the study’s lead author. “This is novel and something that hasn’t been seen in other studies.”
The study focused on eight factors associated with heart disease: diet, sleep, physical activity, smoking, body mass index, blood glucose, lipids and blood pressure.
Overall, the results showed that women were more likely to have fewer negative risk factors and more positive ones compared with men. However, women with more negative risk factors faced a more pronounced increase in their chance of a heart attack, stroke or other cardiovascular event compared to men with a similar risk factor profile.
“We found that women tend to have better health than men, but the impact on outcomes is different,” Sud said. “The combination of these factors has a bigger impact in women than it does in men.”
The researchers analyzed data from over 175,000 Canadian adults who enrolled in the Ontario Health Study between 2009-2017. None of the participants had heart disease at baseline and about 60 per cent were women. Each participant was classified as having ideal or poor health in terms of each of the eight risk factors, and these scores were combined to calculate an overall risk factor profile as poor (fewer than five positive factors or more than three negative factors), intermediate (five to seven positive factors) or ideal (ideal across all eight factors). During a median follow-up period of just over 11 years, researchers tracked the incidence of seven heart disease outcomes–heart attack, stroke, unstable angina (chest pain that results from restricted blood flow to the heart), peripheral arterial disease (narrowed blood vessels in the arms or legs), heart failure, coronary revascularization (procedures to open blocked arteries) and cardiovascular death–among participants in each of the three groupings.- ANI
Source: The Global New Light of Myanmar
LIFESTYLE and health factors that are linked with heart disease appear to have a greater impact on cardiovascular risk in women than men, according to a study being presented at the American College of Cardiology’s Annual Scientific Session.
While diet, exercise, smoking, and blood pressure have long been associated with heart disease risk, the new study is the first to indicate that these correlations are higher in women than in males.
According to the researchers, the findings indicate that sex-specific screening or risk assessment methodologies could provide a more realistic picture of cardiovascular risk and better drive people to adopt heart-healthy habits.
“For the same level of health, our study shows that the increase in risk [related to each factor] is higher in women than in men–it’s not one-size-fits-all,” said Maneesh Sud, MD, PhD, assistant professor in the department of medicine, interventional cardiologist and clinician scientist at Sunnybrook Health Sciences Centre in Toronto and the study’s lead author. “This is novel and something that hasn’t been seen in other studies.”
The study focused on eight factors associated with heart disease: diet, sleep, physical activity, smoking, body mass index, blood glucose, lipids and blood pressure.
Overall, the results showed that women were more likely to have fewer negative risk factors and more positive ones compared with men. However, women with more negative risk factors faced a more pronounced increase in their chance of a heart attack, stroke or other cardiovascular event compared to men with a similar risk factor profile.
“We found that women tend to have better health than men, but the impact on outcomes is different,” Sud said. “The combination of these factors has a bigger impact in women than it does in men.”
The researchers analyzed data from over 175,000 Canadian adults who enrolled in the Ontario Health Study between 2009-2017. None of the participants had heart disease at baseline and about 60 per cent were women. Each participant was classified as having ideal or poor health in terms of each of the eight risk factors, and these scores were combined to calculate an overall risk factor profile as poor (fewer than five positive factors or more than three negative factors), intermediate (five to seven positive factors) or ideal (ideal across all eight factors). During a median follow-up period of just over 11 years, researchers tracked the incidence of seven heart disease outcomes–heart attack, stroke, unstable angina (chest pain that results from restricted blood flow to the heart), peripheral arterial disease (narrowed blood vessels in the arms or legs), heart failure, coronary revascularization (procedures to open blocked arteries) and cardiovascular death–among participants in each of the three groupings.- ANI
Source: The Global New Light of Myanmar
NEARLY 60 per cent of all adults and a third of all children in the world will be overweight or obese by 2050 unless governments take action, a large new study said Tuesday.
The research published in the Lancet medical journal used data from 204 countries to paint a grim picture of what it described as one of the great health challenges of the century.
“The unprecedented global epidemic of overweight and obesity is a profound tragedy and a monumental societal failure,” lead author Emmanuela Gakidou, from the US-based Institute for Health Metrics and Evaluation (IHME), said in a statement.
The number of overweight or obese people worldwide rose from 929 million in 1990 to 2.6 billion in 2021, the study found.
Without a serious change, the researchers estimate that 3.8 billion adults will be overweight or obese in 15 years — — or around
60 per cent of the global adult population in 2050.
The world’s health systems will come under crippling pressure, the researchers warned, with around a quarter of the world’s obese expected to be aged over 65 by that time.
They also predicted a 121-percent increase in obesity among children and adolescents around the world. A third of all obese young people will be living in two regions -- North Africa and the Middle East, and Latin America and the Caribbean -- by 2050, the researchers warned.
But it is not too late to act, said study co-author Jessica Kerr from Murdoch Children’s Research Institute in Australia. “Much stronger political commitment is needed to transform diets within sustainable global food systems,” she said.
That commitment was also needed for strategies “that improve people’s nutrition, physical activity and living environments, whether it’s too much processed food or not enough parks,” Kerr said.
Source: The Global New Light of Myanmar
NEARLY 60 per cent of all adults and a third of all children in the world will be overweight or obese by 2050 unless governments take action, a large new study said Tuesday.
The research published in the Lancet medical journal used data from 204 countries to paint a grim picture of what it described as one of the great health challenges of the century.
“The unprecedented global epidemic of overweight and obesity is a profound tragedy and a monumental societal failure,” lead author Emmanuela Gakidou, from the US-based Institute for Health Metrics and Evaluation (IHME), said in a statement.
The number of overweight or obese people worldwide rose from 929 million in 1990 to 2.6 billion in 2021, the study found.
Without a serious change, the researchers estimate that 3.8 billion adults will be overweight or obese in 15 years — — or around
60 per cent of the global adult population in 2050.
The world’s health systems will come under crippling pressure, the researchers warned, with around a quarter of the world’s obese expected to be aged over 65 by that time.
They also predicted a 121-percent increase in obesity among children and adolescents around the world. A third of all obese young people will be living in two regions -- North Africa and the Middle East, and Latin America and the Caribbean -- by 2050, the researchers warned.
But it is not too late to act, said study co-author Jessica Kerr from Murdoch Children’s Research Institute in Australia. “Much stronger political commitment is needed to transform diets within sustainable global food systems,” she said.
That commitment was also needed for strategies “that improve people’s nutrition, physical activity and living environments, whether it’s too much processed food or not enough parks,” Kerr said.
Source: The Global New Light of Myanmar
SCIENTISTS have found specialized neurons in the brains of mice that order the animals to stop eating. Though many feeding circuits in the brain are known to play a role in monitoring food intake, scientists also believe that the neurons in those circuits do not make the final decision to cease eating a meal.
The neurons identified by the Columbia scientists, a new element of these circuits, are located in the brainstem, the oldest part of the vertebrate brain. Their discovery could lead to new treatments for obesity.
“These neurons are unlike any other neuron involved in regulating satiation,” says Alexander Nectow, a physician-scientist at Columbia University Vagelos College of Physicians and Surgeons, who led the research with Srikanta Chowdhury, an associate research scientist in the Nectow lab.
“Other neurons in the brain are usually restricted to sensing food put into our mouth, or how food fills the gut, or the nutrition obtained from food. The neurons we found are special in that they seem to integrate all these different pieces of information and more.” The decision to stop eating is a familiar phenomenon. “It happens every time we sit down to eat a meal: At a certain point while we’re eating, we start to feel full, and then we get fuller, and then we get to a point where we think, okay, that’s enough,” Nectow says.
How does the brain know when the body has had enough — and how does it act on that information to stop eating? Other re-
searchers had previously tracked the decision-making cells to the brainstem, but the leads ended there in previous research.
Nectow and Chowdhury deployed new single-cell techniques that make it possible to peer into a region of the brain and discern different types of cells that until now have been difficult to distinguish from one another. “This technique — spatially resolved molecular profiling — allows you to see cells where they are in the brainstem and what their molecular composition looks like,” Nectow says.
During their profiling of a brainstem region known for processing complex signals, the researchers spotted previously unrecognized cells that had similar characteristics to other neurons involved in regulating appetite.
“We said, ‘Oh, this is interesting. What do these neurons do?’ To see how the neurons influenced eating, the researchers engineered the neurons so they could be turned on and off, by the researcher, with light.
When the neurons were activated by the light, the mice ate much smaller meals. The intensity of the activation determined how quickly animals stopped eating.
“Interestingly, these neurons don’t just signal an immediate stop; they help the mice to slow down their eating gradually,” Chowdhury says.
Nectow and Chowdhury also looked at how other eating circuits and hormones affected the neurons. The researchers found that
the neurons were silenced by a hormone that increases appetite and activated by a GLP-1 agonist, a class of drugs now popular for treating obesity and diabetes.
Source : The Global New Light of Myanmar
SCIENTISTS have found specialized neurons in the brains of mice that order the animals to stop eating. Though many feeding circuits in the brain are known to play a role in monitoring food intake, scientists also believe that the neurons in those circuits do not make the final decision to cease eating a meal.
The neurons identified by the Columbia scientists, a new element of these circuits, are located in the brainstem, the oldest part of the vertebrate brain. Their discovery could lead to new treatments for obesity.
“These neurons are unlike any other neuron involved in regulating satiation,” says Alexander Nectow, a physician-scientist at Columbia University Vagelos College of Physicians and Surgeons, who led the research with Srikanta Chowdhury, an associate research scientist in the Nectow lab.
“Other neurons in the brain are usually restricted to sensing food put into our mouth, or how food fills the gut, or the nutrition obtained from food. The neurons we found are special in that they seem to integrate all these different pieces of information and more.” The decision to stop eating is a familiar phenomenon. “It happens every time we sit down to eat a meal: At a certain point while we’re eating, we start to feel full, and then we get fuller, and then we get to a point where we think, okay, that’s enough,” Nectow says.
How does the brain know when the body has had enough — and how does it act on that information to stop eating? Other re-
searchers had previously tracked the decision-making cells to the brainstem, but the leads ended there in previous research.
Nectow and Chowdhury deployed new single-cell techniques that make it possible to peer into a region of the brain and discern different types of cells that until now have been difficult to distinguish from one another. “This technique — spatially resolved molecular profiling — allows you to see cells where they are in the brainstem and what their molecular composition looks like,” Nectow says.
During their profiling of a brainstem region known for processing complex signals, the researchers spotted previously unrecognized cells that had similar characteristics to other neurons involved in regulating appetite.
“We said, ‘Oh, this is interesting. What do these neurons do?’ To see how the neurons influenced eating, the researchers engineered the neurons so they could be turned on and off, by the researcher, with light.
When the neurons were activated by the light, the mice ate much smaller meals. The intensity of the activation determined how quickly animals stopped eating.
“Interestingly, these neurons don’t just signal an immediate stop; they help the mice to slow down their eating gradually,” Chowdhury says.
Nectow and Chowdhury also looked at how other eating circuits and hormones affected the neurons. The researchers found that
the neurons were silenced by a hormone that increases appetite and activated by a GLP-1 agonist, a class of drugs now popular for treating obesity and diabetes.
Source : The Global New Light of Myanmar