The sheer breadth of knowledge I earned throughout the years has been being advantageous to
others. There are several students of mine who are now studying abroad, have become teachers,
leaders in their specific field or are preparing to become ones, and have understood the
importance of community work. Denying I am proud of such achievement would be a total lie.
However, this leads me to imagine how significant it would be if I can make further
improvements. Embarrassing though it was, I was two-minded about studying in the US because
I thought of a halt in my contribution to the country. But, the plentitude of experience, expertise,
and network the US universities can offer, and how I could implement them later to help the
country progress faster soon occupy my thoughts.
Immediately upon finishing the teacher training course in 2012, my enthusiasm towards
receiving training form the US started to grow, much stronger after four years of diligence in
teaching and learning. With its theoretical as well as practical approaches to critical analysis of
issues and practices in Educational Leadership and School Improvement through research, the
course emphasizes on understanding pupil, professional, and organizational learning which
constitute some of the biggest challenges facing my community, Myanmar. Starting with the
language school I established in 2012, I believe, the implementation of the knowledge I will be
gaining from the course will extend, reaching more people and schools year by year. Sound
knowledge and understanding of specific concepts, issues, and practices in education have
always interested me. However, I am more fascinated as this course provides skills regarding the
analysis and implication of ELSI in my context. Through sharing and learning, individual
research projects, an informed critique of the inter-relationship between different theoretical
perspectives on ELSI, I believe I can contribute to the development of policy and practice in
educational context, which could help Myanmar, at least educationally. I know that being able
to act accordingly to the system of the country is essential should I wish to help students, school
teachers, and schools. Because I am both a teacher and a founder of a language school, being
able to understand pupil, professional and organizational learning is also a quality I am
constantly trying to improve. Admittedly, the eight inter-related themes of the course catch my
attention, further triggering my quest towards improving students learning experience at schools,
and helping schools to become more efficient.
As the ELSI course also emphasizes on educational problems facing individual’s community, I
believe I will be of much help in sharing my knowledge of the educational policies of my country
which will trigger the interests of my classmates in terms of looking for resolutions which will
help other communities facing similar obstacles, in addition to being thought provoking at the
same time. Practically, my experiences on managing a language school and the difficulties I have
encountered regarding the process of administering the school, staff and many other facilities
will be beneficial for other students concerning the perspective of educational leadership and
school improvement.
Residing in a developing country, issues related to school improvement is one of my major
concerns. I am looking forward to explore the improvements needed for schools and the
challenges they face related to funding, policies, and human resources as part of the ELSI
programme. With regards to the challenging roles of school leaders and various problems they
have to tackle, I wish to seek theories and practices for the way they can be addressed. I also feel
attracted to the policy, structures and changes of schools in the developed and developing world,
and the theory and practices in ELSI, hoping that the exploration will positively impact me and
my community. Perhaps, the course would prepare me to make significant contribution to the
international community of education.
Education is essential in business transactions, dealings and widening the perspectives of the
majority of the residents in Myanmar in this transitional period to a progressed education,
economy, and health care. I am certain that the theories, research opportunity, discussions and
debates of issues on teaching, training and leadership, in combination with my existing
knowledge, will surely be of advantage to a large number of teachers who will in turn benefit
thousands of students at times.
My inclination of becoming a teacher, trainer of teachers, and to improve school has never receded
since I believe in the power of education through which the country can be raised out of crises.
Alone, I could hardly manage to influence and lead a few hundreds. However, with the bulk of
experience, knowledge, and ties I will have acquired from a prestigious US university, effective
training sessions, workshops, funding and educational leadership programmes will be more
efficacious, benefiting the whole community.