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Students arrive at university with different experiences and goals. Some are continuing their education after an earlier college experience. Some are beginning university after high school. Others have traveled far from home for the opportunity to study. For Nyan Lin Htet, May Nyein Thaw, Luh Pong, and Mustafa Mohammadi, members of the Class of 2030, choosing Parami was connected to what they wanted to learn, the people they hoped to meet, and the futures they wanted to pr

For Myat Moe Kywe, a member of Parami University’s first graduating cohort, the Class of 2026, an internship during her final semester became a pathway to her first full-time job. After completing her internship at Wedu earlier this year, Myat joined the organization as a Programme and Research Associate, where she works on mentorship programs for women from diverse backgrounds and supports research that informs Wedu’s new programs.

What does it take to create a community where everyone feels they belong? For Parami University’s Inclusion Fellows, it starts with listening—making space for different experiences, difficult conversations, and reflection.

Dr. Win Maw talked about how rapidly the world is changing and how unpredictable the future is, using a Venn diagram in which complex problems, unforeseen challenges, and future innovations overlapped at the center, underscoring the need to prepare for an uncertain future. He said, “We live in a complex world where there is no straightforward solution for complex problems.”

"I would like to be a go-to person for students the way my advisors were for me," she shares. "Someone who helps make sure they stay on track to fulfill their graduation requirements and have a meaningful university experience, just as I did."

For the first time, Parami University presented a panel at the 5th International Conference on Burma/Myanmar Studies (ICBMS 5) at Chiang Mai University in August. The panel brought together 10 students, including recent graduates and final-year students, who shared their ongoing projects and arguments for student-generated education and learning for Myanmar youth at large.

Through conversations, reading, writing, and the exchange of different perspectives, students began exploring not only what they would learn at university, but also how they would learn.

“Liberal arts gave me the room to explore a lot of different fields before I found the thing that excites me,” Eaint said.

A few months ago, Naing Min Khant was completing his undergraduate studies at Parami University. In September, he returned to meet current students with a different perspective to share: what happens when the theories, questions, and research skills developed at university become part of your everyday work?

Every September 8, International Literacy Day reminds us that literacy is more than the ability to read and write. It is a foundation for learning, participation, opportunity, and change. This year’s theme, “Literacy for people, the planet and prosperity,” invites us to consider how learning can help create more inclusive societies, a more sustainable planet, and greater opportunities for individuals and communities.

Charity is often associated with giving money or material support, but it can also be in the form of time, skills, and collective action. For this year's International Day of Charity, we reflect on how Parami students have responded to community needs in different ways over the years. These initiatives highlight an important dimension of liberal arts education: understanding social responsibilities and putting them into action.