Section 3 | RULES OF THE GAME PRIVATE EDUCATIONAL INSTITUTES Exceptions to the low-capacity government and monastic schools described above are (like AutoCAD), accounting and statistics software, and Microsoft Office to broaden pupils’ “Men are more motivated to continue learning technology skills. Young women learn what they need in order to get a job.” opportunities for further study. —Rural educator available to the very wealthy in urban centers and cater to students in the middle of the digital skills pyramid. One director of a private secondary school in Taungyyi stated that teachers routinely use websites and Facebook pages with teaching aids and new pedagogical techniques, and that her school offered courses in computer-assisted design Statistics for enrollment at private ICT training institutes or public technical universities, both of which are typically located in urban areas, were unavailable. However, key informant interviews indicated both enrollment parity and gendered tracks that echo those found in universities, as discussed above. While no instances of private institutes presenting structural barriers (such as gender-based differences in required university entranceexam scores) were identified, gender norms were repeatedly referenced by respondents describing culturally accepted tracks for boys and girls that are in large part accepted by youth themselves. This is often expressed as a preference for girls to study subjects like law, business administration, and accounting—and ICTs only insofar as they support these pursuits, such as office productivity software (including the Microsoft Office suite of products). As a result, few young women acquire advanced ICT skills and ascend to the top of the digital skills pyramid. Boys, who are encouraged to study engineering, software programming, hardware repair, audio/video editing, and other ICT professional tracks, more often do so. Ending the Gender Digital Divide in Myanmar: A Problem-Driven Political Economy Assessment | 68