Degrees Are Earned, Not Sold

By Susan Long | Adjunct Professor, South University

There is an old saying that, “Education is the only purchase people make where they complain if they get too much for their money.”  Although everyone can complain about something relative to higher education, in my opinion, the largest problem today is the decline in the level of education provided compared to 20 or 30 years ago.  We, as educators, have allowed the students to determine how much education is enough in any given course.  We have also, in many cases, allowed grade inflation which, to some extent, has fueled the decline in the level of instruction.

Thirty years ago the volume and depth of material covered in an introductory class was much greater than it is today.  Students complain if they are required to research and write a 20 page paper written in proper English with proper punctuation. The common complaint heard is, “This is not an English class.” We, as professors, have coddled our students, given them grades they did not truly earn, and written them recommendations they did not deserve.  We do all of this for several of reasons. First, the student goes away happy and we have less hassle.  Second, if the students go away we can get back to our research which will earn us a raise and promotion while teaching gets us neither. Third, the department head/dean gets no complaints and therefore believes all is well. Fourth, it is easier.
We need to make students more responsible for their education.

 We need to give only grades that are truly earned and we need to have the guts to tell a student, “I cannot write you a glowing recommendation because you did not perform well in my class and that is the only basis I have for recommending you.”  These are not fun things to do and they do not lead to raises and promotions.  But, if we are to provide quality education we need to begin doing these things again.

We also must stop being afraid that our students will say we are not fun in class.  In this light, however, we must be sure that we speak coherent English, cover the material in full, and keep it from being boring.  We need to accept that those students who do assimilate most of what we try to teach will use only what we provide. The students will sleep during class if it is boring or not attend class at all.  And, most of all, if we bore them to death, we need to know they will not learn

Because this country has decided that everyone is entitled to a college education, we have bent over backwards to make it possible for all students to get a college degree.  That should not be what we do.  We should agree that everyone who wishes has an opportunity to earn a college degree.  However, we should not provide college degrees to those who do not earn it.  There is a huge difference between providing an opportunity to earn a college degree and ensuring that everyone who wishes gets a college degree

We need to ensure that students take more responsibility for their education. What happened to telling the students, “Look to your right and look to your left, only one of your will be here on graduation day.”  Yes, as an entering freshman that was a scary message. But, it did encourage the students to take responsibility for their education and degree.  It also let the faculty and staff know that it was okay to fail a student who is not producing.

Both faculty and students have to stop believing that because a student enters college, they are entitled to a degree.  We need to provide valid and interesting information.  We need to grade what is appropriate and we need to admit that not everyone who enters college will earn a degree.  We also need to remember that degrees are supposed to be earned and not sold.

Main Campus and Continuing Education: Together Again

By Ken Coates | Canada Research Chair in Regional Innovation, University of Saskatchewan

Nowadays there is a shadow over post-secondary education in Canada. Most people who work and teach at universities feel the pressure: insufficient institutional funds, over-crowded classrooms, difficulties with students’ transitions to university and—more seriously—to the workforce after graduation, questions about the relevance of academic research and teaching, and many other issues and problems that reflect a growing disconnect between the university and its many constituencies. And, alarmingly, the situation is likely to get significantly worse in the coming decade. One section of the university, however, is in a position to show what can be done in lean times.

Continuing education units, once held up by institutions as critical to universities’ connections with their communities, have also faced difficulties in the last decade. Financial shortfalls have meant that traditional academic pursuits of research, teaching and graduate supervision have been funded at the expense of less central functions. The continuing education enterprise has often responded by generating a greater share of its own funding. This, in turn, has made these units more engaged, more pro-active and much more market savvy than the much more conservative disciplinary-based departments. In the long run, this process of compulsory self-reliance and entrepreneurship might well end up serving both the continuing education sector and the universities as a whole extremely well.

Academic entrepreneurship has typically not flourished in the Canadian academy. The most high profile practitioners—business schools—are often flush with cash and contacts, but have trouble being fully accepted on campus. Continuing education units, in contrast, have campus-wide responsibilities, are able to draw on expertise wherever they find it at the university, and have community-wide outreach capabilities. Moreover, these units have, of necessity, developed the market awareness and cost-recovery mentality that must inevitably become the hallmark of the university system as a whole.

If continuing education divisions were wise, they would carefully but aggressively integrate their operations across campus as widely as possible. If the universities as a whole were equally wise, they would be reaching out to the continuing education units for advice, guidance and educational partnerships.

Continuing education units have some of the best, if not the best, off-campus connections, market-based programming, and entrepreneurial cultures within contemporary Canadian universities. The national university system urgently needs a healthy dose of these same elements. If Canadian universities do not learn how to communicate with their local and regional audiences, if their programming is not more responsive to local economic opportunities and challenges—and if cost-recovery, fee-for-service programming is not expanded dramatically—the traditional university functions will soon find themselves short of cash and largely detached from the citizenry.
At present (at least in my experience at Canadian universities) continuing education divisions have allowed themselves to become too separate from the rest of the academic enterprise. This is perhaps by necessity, as they are often the only units on campus that have to fund a large portion of their salaries and expenses from “profitable” course, workshop, training and program activities. They do, nonetheless, hold a crucial key to the revitalization of the Canadian university system.

Where traditional academic departments can be aloof and inwardly focused, continuing education reaches out. Where the academy, in general, runs with an entitlement mindset, continuing education has learned to flourish through entrepreneurship and responsiveness. Where universities are slow moving, programmatically conservative and largely unresponsive to a fast changing economic and social reality, the successful continuing education divisions are fast-acting, creative and attentive to market needs.

The biggest question, however, is how to ensure that mutual learning and mutual respect emerge in the coming years. When the base budget cuts came to many continuing education units in Canada, the traditional departments rarely rushed to their defense. Now, as the traditional departments feel the budget squeeze and worry how to bridge the relevance gap, it is hardly surprising that the continuing education enterprise does not see it as its responsibility to rush to help.

Both sides of the divide need to appreciate that the pace and direction of societal change around post-secondary education is going to bring them closer and closer together. The client-based department of the university is going to want more and more of their academic programming in continuing education-type packages. Career-ready training is rapidly taking over from traditional academic preparation.

The university world is shifting. Continuing education, having been pushed to the margins of the academy and forced substantially to fend for itself, will be drawn increasingly into the middle of the campus. After all, the institution needs its expertise, community awareness and academic entrepreneurship in order to attract students, public support and government investment. It appears likely that the university will have to adjust significantly to meet the needs of a rapidly changing world.

Continuing education units can and must play a lead role in outlining the possibilities, processes and pedagogy of working with people where they are, rather than assuming students will simply adapt to campus realities. Done properly, the next decade can see the expansion of continuing education and the transformation of traditional academic programs and delivery models. Done poorly, both the continuing education units and the universities themselves will suffer severely.

Citizen journalism is a moral responsibility

Wednesday, 22 August 2012

Ou Banung

 

As technology develops, our world is getting smaller. News from one continent to the other can be passed on in seconds.

In the past, getting news took months. The news agenda was set by professional journalists. But now, everyone who knows how to write and take photos can be a citizen journalist. But what is a citizen journalist and what do they do for society?

Keo Chan Sopheap is a university student who posts many pictures to her Facebook page and writes about them – does that make her a journalist? “Personally, I love taking photos. I’m always taking photos everywhere I go, as well as writing down words that show my opinion on them,” she said.

The established media makes use of people like Keo Chan Sopheap to make news reports and radio shows. Pen Samithy, editor in chief of Rasmey Kampuchea newspaper, says that ABC Cambodia is a great example of a citizen journalist talk show.

Its makers use networks of people around the Kingdom to collect news - not professional journalists. “The advantage of making this show is that we get news quickly and transparently, which is rare among other media sources," said Samithy.

Businesswoman Leng Ni Mol listens to ABC everyday. She said: “When I listened to ABC, I was told that there was a traffic accident along the way to a province. A moment later, I heard that someone was arrested because of the show. It’s not just accidents, but other issues like people who lose their children, or find an unidentified child – they can announce it on the radio. Citizen journalists can have a very positive impact in their countries.”

Professional journalists are not able to be everywhere, and locals can report the news faster. But how effective and accurate are the reports from citizen journalists? And what challenges do they face?

Samithy says that citizen journalism is a new, exciting concept for Cambodia but there are some drawbacks. “There are not many people who completely understand it yet.” But there are some limitations”, she added.

Citizen journalists have no training on how to report news accurately. There are also legal obstacles – there is nothing stopping people reporting unethically, or libeling others.

Lots of people post pictures and share news on social media unaware that their actions could have legal consequences. Siv Meng, who uses Facebook in this way, said: “I just post and share news that I find interesting and useful. I post it publicly on my wall but I have no idea that I could face trial because of it.”

Professional journalists can be punished for illegal behaviour by the Ministry of Information but there is no law that covers citizen journalists yet. Still, citizen journalists may fall foul of other criminal laws, according to Samithy.

LIFT suggests that the citizen journalist should clearly and publicly identify himself. Those who like to post on Facebook or other social media networks to comment and critique should do so on group pages but not in public, in case it causes problem for the writer or the person he criticizes.

Pornography viewing on the rise among youths

Wednesday, 22 August 2012

Menghourng Ngo

 

Since the internet was introduced in Cambodia, pornography has become much more widely available and accessible.

Now, young Cambodians have been caught watching pornography in class on mobile phones, prompting education experts to call for better sex education provision in schools.

One 17 year-old boy, a student at a high school in Phnom Penh said: “I watched video sex in the class via my mobile phone because I was bored with my teacher. He was teaching alone, and he did not know what I was doing since I took a book to hide my mobile phone. I’m not the only one who was doing it.”

“We weren’t shy about it! A big group of boys watched it, and the girls watched it in their own group too.”

Another 19 year-old girl, who studies at a private university in Phnom Penh, said that the boys in her class always watch pornography on their mobile phones and sometimes throw it to the girls to watch.

I wrote a research thesis on the subject which found that most Cambodians use mobile phones rather than computers to watch porn as they’re small and portable.

Some of my interviewees said that watching porn increased their sexual desire. Many could control it, but some said they sought out prostitutes – which could put them at risk of contracting HIV/AIDs and other STIs. Previous studies like World Vision Cambodia’s reports in 2005, 2006 and by Child Welfare Group in 2003 came to the same conclusion.

Moa, 22, a male high school student in Phnom Penh said he sent violent pornography to friends via Bluetooth. He also showed them new websites where they could download porn, and sent pictures to female classmates.

“I loved watching violent video porn and wanted to practice it too. It made me feel excited,’ he said. “I lied to my parents that I needed money for studying in order to get $5 or $10 to have sex with prostitutes.”

Pung Chhivkek, president of Licadho and Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) said the country needs proper sex education.

“School is a place for students to study, not to watch porn. The Ministry of Education should make a strict rule to punish those students,” she said. “The teachers should be careful. They should ask students to put all electronic tools on the desk.”

“Our country should have sex education that will educate Cambodian youths in order to prevent all immoral activities,” she added.

Thoung Kep Bunnate, planning officer at Phnom Penh Municipal Department of Education said that the Ministry has not yet created sex education programs as much of Cambodian society retains conservative attitudes towards sex.

“We just introduce sex education program step by step rather than suddenly make it otherwise, Cambodian youth will be too overjoyed like it’s suddenly Valentine’s Day. We want to add sex education to the education about the morality of society,” just insert fickle sex education to education about morality of society,” he said.

“We have to educate and announce about this issue widely. We cannot ban youth from using pornographic material because it is their rights, but we can minimize the utilization of those supply via verbal of teachers,” he said.

Somchan Sovandara, a university lecturer in Phnom Penh, stressed that it was a minority of students who watched pornography in class. Most played games and looked at celebrity photos, he said.

“During my class, I collected all of the electronic material from my students in order to make them to concentrate on my lessons. If there is something strange, I go to check up in order to prevent students from viewing pornography in the class.”

University students covet media studies

Wednesday, 22 August 2012

Ven Sakol

 

Media is the backbone of our interpretation of the world, whether in rich or developing countries. This is why we notice that bachelor degrees in Media and Communication are very popular among students in university.

The Royal University of Phnom Penh (RUPP) began teaching media and communication courses in 2001. Since then, private universities have also started teaching in this field. As the result in 2012, we can find out that not only RUPP but also Limkokwing University of Creative Technology in Cambodia and Pannasastra Univercity of Cambodia (PUC) have this major in their course study.

It has been over 3 years that PUC had been providing Communication and Media Arts (MCA) and named as the last university in Cambodia that educates students in this field, according to Mr. Raymond, dean and professor of Media and Communication Arts at PUC.

He adds, “We just started but we focus on the quality; as the result, the number of students increases 50 percent per year, which is very interesting to us.”

Speaking slowly but surely, Mr. Raymond remarks that there were only two students in the first generation, but the number reached to 55 students in the last generation, while the two seniors is going to graduation Bachelor of Media and Communication Arts at the end of this year.

PUC has divided MCA into three majors: mass media, business for communication, and interpersonal communication. Mass communication can guide way for students to be spokesmen, journalists, or TV program producers. On the other hand, business for communication is for those who want to specialize in marketing, create advertisement, or work as public relation. For interpersonal communication, students will be able to work for social development, community service, or other NGOs.

Students studying MCA at PUC cangain not only knowledge from theories but also experience from practical by internship. Mr. Raymond explains, “At least, students have to complete an internship before graduated. It is a good chance for them to show their ability in working field by using the theories from school.

All in all, he gives some comments to students: “There are more available jobs for those who are knowledgeable at Media and Communication Skills. So, you have to find a place where you can gain both quality and profession for your own future.”

Professional skills needed for ASEAN 2015

Wednesday, 22 August 2012

Sen David

 

The Ministry of Labour is launching a new training program to prepare Cambodians to compete in the integrated ASEAN Economic Community (AEC) slated to come into being in 2015, ministry officials said yesterday.

The “Skills Bridging Program” will offer training in standard professional skills to youth in grade levels seven through nine across the country.

“Many youths across the country are dropping out of school and taking jobs without finishing their education, so they do not have skills comparable with workers in other countries,” Pich Sophan, secretary of state at the Labour Ministry, said yesterday.

“This worries us, because our country will face job competition with other ASEAN countries starting in 2015. We hope that this new program will make us competitive in the ASEAN job market. We have enough human resources and do not want to see other ASEAN labourers overwhelm our country.”

Sophan said that of Cambodia’s seven million current workers, a full 50 per cent dropped out of school at the primary level. Rural areas, where standards of living are generally lower, have especially high dropout rates.

Ouk Davany, director of the Technical Standard Institute, said the Skills Bridging Program should prepare these students to work in the fields of electronics, car repair and construction.

He noted that currently “most students want to study subjects that involve office work, but do not seem to focus on professional technical training, which means that other countries have an edge”.

Statistics reveal job risks for beer promoters

Wednesday, 22 August 2012

Shane Worrell and Mom Kunthear

 

Malis, not her real name, appears forlorn as she describes what her daughters go through to secure tips from their customers.

The young women, promoters for a major beer company, reluctantly spend their nights getting drunk on their own product – it’s what customers demand and can be the difference between the promoters earning tips and leaving their restaurants empty-handed.

Malis would know – she sells for the same beer company.

“I very much pity my daughters for following me into this work, but what can I do?” the 42-year-old says.

Getting drunk may be only a weekly or monthly pleasure for the customers, but for the women who serve them in restaurants, beer gardens and karaoke venues, it can be a full-time job – 27 nights a month.

“Every night, I have to talk to clients and persuade them to drink my beer,” Malis says. “I have to force myself to drink with the clients because it’s the only way they will buy it – I can’t avoid it.”

According to Ian Lubek, adjunct professor of psychology at the University of Guelph in Canada, about 85 per cent of 1,660 Cambodian beer promoters he has surveyed between 2004 and 2012 regularly drink at work.

“Our research shows that beer promoters are consuming on average 1.5 litres of beer per night – that’s six glasses of beer, 27 nights per month,” Lubek says.

Research Lubek conducted in 2002 showed that the average beer promoter made US$55 per month, but had monthly living expenses of about $110.

Women were drinking with customers and offering sexual services as a way of making up the difference – ensuring they could provide for their children or send money to their provincial families.

According to Lubek’s most recent study, conducted this year, the promoters’ average monthly wage has climbed to $75, but expenses have grown even faster, to about $180 per month.

“[Now] they’re averaging a BAC or blood-alcohol content of .05. They’re basically drunk every night,” Lubek says.

“Overuse of alcohol at such a high rate leads to liver disease. Also, women aren’t told not to drink when they’re pregnant.”

Major companies involved in Cambodia’s beer industry including Carlsberg (an owner of Angkor Beer) and Heineken (an owner of Anchor, ABC and Tiger) established Beer Selling Industry Cambodia (BSIC) in 2006.

Included in a code of conduct it released were commitments to increase education for beer promoters, scrap demeaning uniforms, provide contracts and crack down on sexual harassment.

To address drinking, the COC specifies that beer promoters “should not” drink with customers.

According to the BSIC Monitoring Report 2011, authored by Indochina Research, there is a marked difference between the conditions of beer promoters employed by BSIC companies and those working for non-BSIC companies.

The report, based on monthly interviews of beer promoters last year, says 61 per cent from BSIC companies never drank with customers, while 38 per cent sometimes did.

Only 31 per cent of beer promoters from companies not part of BSIC never drank with customers, while 56 per cent sometimes did, the report claims.

Vo Thi Mai Trang, public relations and communications manager for Carlsberg Indochina, says the number of beer promoters drinking in Cambodian workplaces has decreased dramatically since BSIC was formed.

“And this is thanks to [the] BSIC Code of Conduct (COC) as well as the intensive training that we provided to our [beer promoters],” she says, adding that Carlsberg’s beer promoters are the highest paid after two pay increases last year.

John-Paul Schuirink, a spokesman for Heineken International, says promoters who sell his company’s beer are also well paid.

“The current average base salary . . . is $92 per month for a 30-hour working week. A 10 per cent increase was implemented this year. [It] compares favourably to the average income in Cambodia,” he says.

Schuirink says his company recognises the risks associated with beer promotion, which is why it founded BSIC and banned workers from drinking.

“Research shows that the beer promoters working for Attwood [a distributor for the company in Cambodia] have the highest rate of awareness and compliance with this rule,” he says.

Heineken’s priority was preventing alcohol use during working hours by giving training and information about its consequences, Schuirink adds.

“Besides that there is medical assistance available in case of problems,” he said.

Lubek, however, believes the COC has been largely ineffective.

“Statistics don’t show any improvement in the amount of beer drunk in the workplace . . . our research shows that company health education, if any, may come six to 12 months after they begin working . . That’s too late to prevent HIV/AIDS and alcohol dependence.”

One company not affiliated with BSIC, the Phnom Penh Beer Company, says its workers are “not encouraged” to drink.

“We don’t want them to drink because we want them to maintain their dignity . . . It also looks bad for the company if they drink,” a spokesman says.

When asked if the company provides health services for workers battling alcohol addiction, he says, “No, we don’t have any problems like that.”

Kingdom Breweries, also not affiliated with BSIC, says it no longer has beer promoters, but would not elaborate.

Dave Welsh, country director of the American Center for International Labor Solidarity, says beer companies need to do much more to ensure their promoters’ rights are protected.

“There’s a real health issue with unregulated drinking,” Welsh says. “It’s an unhealthy environment to work in, frankly.”

Offering beer promoters a wage that covered their monthly expenses is something beer companies should consider, he says.

“The amount of profits that are flowing back, not just to Angkor or Anchor, but to world-famous breweries like Carlsberg gives them a lot of leverage.”

Carlsberg is, however, taking positive steps toward establishing a memorandum of understanding that could improve conditions for its workers, Welsh adds.

Phol Sophea, deputy director of the Cambodian Food and Service Workers’ Federation (CFSWF), in Siem Reap province, believes some progress is being made to improve conditions for beer promoters, but problems such as drinking remain.

“Many workers have problems with physical health,” Sophea says.

“I ask them to visit the health centre, a service the companies provide free of charge. “But there is no support from the companies if a beer promoter becomes dependent on alcohol.”

CFSWF advises its members to tell customers that drinking on the job will make them sick.

“But some clients just don’t listen,” Sophea says. “So if the women don’t sit and drink beer with clients, they won’t sell their products and they won’t have any tips.

“The clients are kings to them, because they have money.”

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To contact the reporters on this story: Shane Worrell at shane.worrell@phonmpenhpost.com
Mom Kunthear at kunthear.mom@phnompenhpost.com

Exam cheating rampant: report in Cambodia

 

A recent study showed that about 55 per cent of students used their mobile phones to cheat in high-school exams. Photograph: Will Baxter/Phnom Penh Post

Wednesday, 22 August 2012

Chhay Channyda

 

National High School Exam candidates each spent an average of 120,000 riel – about US$30 – on bribes over this year’s two-day testing period to secure exam answers, according to independent research released yesterday.

Social researcher Kem Ley’s report Turning a Blind Eye purported that 92 per cent of students were involved in bribery or cheating during the exam, which is conducted under the supervision of high- school proctors, teachers and police officials.

“We also see that 55 per cent of answers were copied from their hand phone after the answer was made and sent around by email,” Ley said, noting social media site Facebook had emerged as a popular means to cheat during this year’s exams, which took place on August 6 and 7.

“However, while this is a self-formed habit to bribe the [exam supervisors], this year there was a bit of improvement compared to last year,” he said, pointing to more diligent monitoring of exam rooms by police officials as stemming the amount of exam answer cheat sheets physically used by students.

The 40-page research findings from interviews with 157 students will be sent to the Ministry of Education and government development partners UNESCO and UNICEF next week, Ley told the Post, in a bid to put pressure on the government to reform the education system.

For Ley, the solution lies in improving the quality and ethics of teachers and exam invigilators through appropriate remuneration or up to $150 per day during the exam period.

Rong Chhun, president of the Cambodian Independent Teacher Association, agreed that exam irregularities greatly diminished the quality of the education system in Cambodia.

“It isn’t a new thing. Although it was quieter around exam rooms this year, that is because they are copying via email and Facebook,” Chhun said.

He added that if the government did not deal with the quality of education in Cambodia, it could not produce a competitive labour force for the 2015 ASEAN integration.

Sam Sereyrath, general director at the Ministry of Education, said the research was a somewhat “small sample”, so it was incapable of evaluating the whole high-school exam.

“The result would have been much more positive if he had interviewed more,” he said.

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To contact the reporter on this story: Chhay Channyda at channyda.chhay@phnompenhpost.com

 

អំពើ​ពុករលួយ​នៅ​តែ​កើត​មាន​ខ្លាំង​ក្លា​ក្នុង​ពេល​ប្រឡង​បាក់​ឌុប​ឆ្នាំ​នេះ

Wednesday, 22 August 2012

ឆាយ ច័ន្ទនីដា

ភ្នំពេញៈ អំពើ​ពុករលួយ​សូក​លុយ​គ្រូ​ ដើម្បី​បាន​បើក​ចម្លង​ចម្លើយ​វិញ្ញាសារ​ដោយ​សេរី នៅ​តែ​កើត​មាន​ខ្លាំងក្លា នៅ​ក្នុង​មណ្ឌល​ប្រឡង​ មធ្យម​សិក្សា​ទុតិយភូមិ បាក់​ឌុប​ ដែល​បាន​ក្លាយ​ជា​«ទម្លាប់»​ រវាង​សិស្ស និង​គ្រូ​អនុរក្ស​តាម​បន្ទប់​ប្រឡង ​ធ្វើ​ឲ្យ​អ្នក​វិភាគ​គិត​ថា បើ​គ្មាន​កំណែ​​ទម្រង់​វិស័យ​អប់រំ​ឲ្យ​ទាន់​ពេលវេលា​ទេ​ នោះ​សមត្ថភាព​យុវជន​កម្ពុជា នឹង​មាន​ការ​ប្រឈម​ខ្លាំង​ នៅ​ក្នុង​សមាហរណកម្ម​អាស៊ាន​ឆ្នាំ​ ២០១៥ ខាង​មុខ។
របាយការណ៍​ឯករាជ្យ​ មួយ បាន​រក​ឃើញ​ថា​ ក្រុម​យុវជន​ ជា​សិស្សា​នុសិស្ស​ ប្រឡង​បញ្ចប់​ថ្នាក់​ទី​ ១២​ ប្រព្រឹត្ត​ទៅ​កាល​ពី​ថ្ងៃ​ទី ៦-៧-៨ ខែ​សីហា​នេះ ដែល​មាន​ចំនួន​សិស្ស​ ១១៤ ៤១៤​ នាក់  ក្នុង​នោះ​មាន​ ៩២ ភាគរយ បាន​នាំ​គ្នា​រៃលុយ​គ្នា​ ក្នុង​បន្ទប់​ប្រឡង ឲ្យ​គ្រូ​អនុរក្ស ​ដោយ​គ្មាន​ការ​ជំរិត​នោះ​ឡើយ​ ហើយ​គ្រូ​ក៏​ទទួល​យក​ដែរ​ ដោយ​ធ្វើ​ជា​មិន​ដឹង​មិន​ឮ​ បើក​ដៃ​ឲ្យ​សិស្សច​ម្លង​គ្នា​ដោយ​សេរី​។

ការ​សិក្សា​ ដែល​ធ្វើ​ដោយ​ក្រុម​លោក កែម ឡី ជា​អ្នក​ពិគ្រោះ​យោបល់​ និង​ស្រាវ​ជ្រាវ​ឯករាជ្យ​ផ្នែក​សង្គម ចេញ​ផ្សាយ​កាល​ពី​ថ្ងៃ​ចន្ទ ក្រោម​ចំណង​ជើង​ថា «មិន​គួរ​ធ្វើ​មិន​ដឹង» បាន​សម្ភាស​សិស្ស​ប្រឡង​ថ្នាក់​ទី ១២ ចំនួន​ ១៥៧ នាក់ ព្រម​ទាំង​មាតា ​បិតា​សិស្ស និង​គ្រូ​អនុរក្ស​ ប្រមាណ ៥០ នាក់​ផ្សេង​ទៀត ដោយ​រក​ឃើញ​ថា​៖ «ជា​មធ្យម​ បេក្ខជន​ប្រឡង​ ត្រូវ​ចំណាយ​ ១២ ម៉ឺន​រៀល ទៅ​ឲ្យ​គ្រូ​អនុរក្ស​ ក្នុង​រយៈ​ពេល​ប្រឡង​ពីរ​ថ្ងៃ​កន្លះ​។ ៧៧.៧ ភាគ​រយ រាយការណ៍​ថា ពួក​គេ​អាច​ចម្លង​ចម្លើយ​ពី​គ្នា​ទៅ​វិញ​ទៅ​មក»។ ការ​សិក្សា​ស្រាវជ្រាវ​នេះ បាន​រក​ឃើញ​មូល​ហេតុ​ ដែល​នាំ​ឲ្យ​សិស្ស​ប្រមូល​លុយ​ជូន​អនុរក្ស គឺ​ដើម្បី​ឲ្យ​គ្រូ​ផ្តល់​ឱកាស​ ឲ្យ​ពួក​គេ​បាន​ចម្លង​គ្នាគឺ​មាន​ប្រមាណ​៥៤​ភាគ​រយ​។

​លោក កែម ឡី បាន​ប្រាប់​ភ្នំពេញ ​ប៉ុស្តិ៍​ថា ជា​ទូទៅ​ស្ថានការណ៍​ប្រឡង​បាក់​ឌុប​ឆ្នាំ​នេះ មាន​ភាព​ប្រសើរ​ជាង​ឆ្នាំ​មុន​ដោយ​មាន​កម្លាំង​សមត្ថកិច្ច​ យាម​កាម​តឹង​តែង និង​មិន​មាន​ការ​បោះ​ឯកសារ​ចម្លើយ ចូល​បន្ទប់​ប្រឡង​រញ៉េ​រញ៉ៃ ដូច​ឆ្នាំ​មុនៗ​ឡើយ។
ទោះ​យ៉ាង​ណា ​លោក​ថា ​អ្វី​ដែល​កត់​សម្គាល់​ខ្លាំង​ គឺ​សិស្ស​បាន​នាំ​គ្នា​យក​ទូរស័ព្ទ​ស៊េរី​ទំនើប​ ចូល​បន្ទប់​ប្រឡង ដើម្បី​ទាក់ទង​តាម​សារអេឡិច​ត្រូនិក ឬប្រព័ន្ធ​បណ្តាញ​សង្គម​ ហ្វ៊េស​ប៊ុក​ ឲ្យ​អ្នក​នៅ​ខាង​ក្រៅ​ សរសេរ​ចម្លើយ​ឲ្យ​ហើយ​ផ្ញើ​មក​វិញ។

 លោក​ថ្លែង​ថា ៖ «ភាគ​ច្រើន​ ៥៥ ភាគ​រយ បាន​ឆ្លើយ​ថា គាត់​ចម្លង​(ចម្លើយ)​ចេញ​ចូល​តាម​ទូរស័ព្ទ​ដៃ​។ គាត់​ថា ​ភាគ​ច្រើន​គេ​ថត​វិញ្ញាសា ធ្វើ​តាម​អ៊ីមែល​ បញ្ចូន​ឲ្យ​គេ​ធ្វើ​ឲ្យ​ ហើយ​ផ្ញើ​តាម​អ៊ីមែល​មក​វិញ​។ ទោះ​គ្រាន់​បើ​ជាង​មុន ប៉ុន្តែ​ចំណុច​ខ្លះ​ ក្លាយ​ជា​ប្រពៃណី និង​ទម្លាប់​ទៅ​ហើយ គឺ​ពេល​ប្រឡង​ ត្រូវ​តែ​ប្រមូល​លុយ​ឲ្យ​គ្រូ ទោះ​គ្រូ​មិន​បាន​បង្គាប់​ក៏​ដោយ​»។

នា ​សប្តាហ៍​ក្រោយ​នេះ ឯកសារ​លម្អិត​ ប្រមាណ​ពី​ ៣០​ ទៅ ​៤០ ទំព័រ​នឹង​ត្រូវ​បញ្ជូន​ទៅ​កាន់​ក្រសួង​អប់រំ​យុវជន​និង​កីឡា និង​អង្គការ​ដៃ​គូ​ជាតិ​ អន្តរជាតិ ជា​ពិសេស​អង្គការ​យូនី​សែហ្វ និង​យូណេស្កូ ដែល​ធ្វើ​ការ​ពាក់ព័ន្ធ​នឹង​ការ​លើក​ស្ទួយ​គុណ​ភាព​អប់រំ​ ដើម្បី​ឲ្យ​ភាគី​ទាំង​នោះ​ យក​ទៅ​ពិចារណា និង​ធ្វើ​ការ​«ដាក់​សម្ពាធ​ដល់​រដ្ឋាភិបាល ​ឲ្យ​មាន​ការ​ផ្លាស់​ប្តូរ»។
លោក កែម ឡី បាន​ផ្តល់​អនុសាសន៍ ដល់​រដ្ឋាភិបាល​ឲ្យ​បង្កើន​ប្រាក់​ឧបត្ថម្ភ សម្រាប់​គ្រូ អនុ​រក្សឲ្យ​បាន​ពី ១០០ ទៅ​ ១៥០ ​ដុល្លារ​ សម្រាប់​គ្រូ​ម្នាក់ ក្នុង​រយៈ​ពេល​ប្រឡង ២ ថ្ងៃ​កន្លះ ដែល​សព្វ​ថ្ងៃ គ្រូ​ទាំង​នោះ ទទួល​បាន​ប្រមាណ​ពី ៥០ ទៅ ​៧៥ ដុល្លារ​ប៉ុណ្ណោះ ហើយ​ត្រូវ​ធ្វើ​កិច្ច​សន្យា​ជាមួយ​គ្រូ​ទាំង​នោះ​ ទើប​គ្រូ​មិន​អាច​ហ៊ាន​ទទួល​សំណូក​ពី​សិស្ស។ លើស​ពី​នេះ​ ត្រូវ​ជំរុញ​ឲ្យ​សិស្ស​ខិតខំ​បង្កើន​សមត្ថភាព​ខ្លួន​ឯង​ ដើម្បី​គុណភាព​អប់រំ​នៅ​កម្ពុជា។
របាយការណ៍​នេះ ត្រូវ​បាន​ស្វាគមន៍ ដោយ​លោក រ៉ុង ឈុន ប្រធាន​សមាគម​គ្រូ​បង្រៀន​កម្ពុជា​ឯករាជ្យ ដែល​ក៏​បាន​រក​ឃើញ​ពី​ភាព​មិន​ប្រក្រតី​ជាច្រើន​ ក្នុង​ការ​ប្រឡង​នេះ​ផង​ដែរ​។ លោក​ថ្លែង​ថា៖ «នេះ​មិន​មែន​ជា​រឿង​ថ្មី​ទេ ទិដ្ឋភាព​ឆ្នាំ​នេះ មាន​ភាព​ស្ងប់ស្ងាត់​តែ​នៅ​ខាង​ក្រៅ​ តែ​ខាង​ក្នុង​មាន​ភាព​អាក្រក់​ជាង​ឆ្នាំ​មុន​ខ្លាំង​ណាស់​ ព្រោះ​គេ​ធ្វើ​តាម​ប្រព័ន្ធ​អេឡិចត្រូនិក មាន​ទូរស័ព្ទ​ដៃ​ថត​ដាក់​ហ្វេស​ប៊ុក។ មាន​មណ្ឌល​ខ្លះ ធ្វើ​វិញ្ញាសា​លក់​ឲ្យ​បេក្ខជន​ទៀត​ផង​»​។ លោក​បន្ត​ថា បើ​រដ្ឋាភិបាល មិន​គិត​គូរ​ពី​គុណភាព​អប់រំ​ ឲ្យ​បាន​ឆាប់​ទេ​នោះ គុណភាព​អប់រំ​នៅ​កម្ពុជា នឹង​មិន​មាន​អ្វី​ប្រកួត​ប្រជែង ពេល​ដែល​កម្ពុជា ធ្វើ​សមាហរណកម្ម ចូល​ទៅ​ក្នុង​សហគមន៍​អាស៊ាន​ឆ្នាំ​ ២០១៥​នោះ​ទេ​។ សមាគម​គ្រូ​បង្រៀន​ ក៏ត្រៀម​ចេញ​នូវ​របាយការណ៍​ នៃ​ភាព​មិន​ប្រក្រតី ក្នុង​ការ​ប្រឡង​មធ្យម​សិក្សា​ទុតិយភូមិ​ក្រោយ​ពី​ការ​ប្រកាស​លទ្ធផល​នៃ ការ​ប្រឡង​នៅ​ចុង​ខែ​នេះ​។

លោក សំ សេរីរតន៍ អគ្គ​នាយក​អប់រំ នៃ​ក្រសួង​អប់រំ​ យុវជន​និង​កីឡា ថ្លែង​ថា លោក​បាន​ពិនិត្យ​មើល​ឃើញ​ថា ការ​ស្រាវ​ជ្រាវ​មួយ​នេះ ​នៅ​មាន​ទំហំ​តូច​ និង​មិន​អាច​វាយ​តម្លៃ​បាន​នូវ​ស្ថានការណ៍ នៃ​ការ​ប្រឡង​បាក់ឌុប​ទាំង​មូល​នោះ​បាន​ឡើយ។ លោក​និយាយ​ថា៖ «​នេះ​ជា​របាយ​ការណ៍​ល្អ។ គាត់​បាន​វាយ​តម្លៃ​ថា​ មាន​ភាព​យុត្តិធម៌​ ៦០ ភាគរយ​ តែ​គាត់​ធ្វើ​តែ​ជាង ​១០០ នាក់​ មិន​តំណាង​ឲ្យ​ទាំង​អស់​ជាង ១១ ម៉ឺន​នាក់​នោះ​ទេ បើ​គាត់​ធ្វើ​ច្រើន(សម្ភាស) ច្រើន​ជាង​នេះ​លទ្ធផល​អាច​ប្រសើរ​ច្រើន​»។ លោក​បន្ត​ថា៖​«​ភាព​អាក្រក់​(ក្នុង​ការ​ស្រាវជ្រាវ​)នេះ​ មិន​ធ្ងន់ធ្ងរ​ទេ ព្រោះ​ក្រសួង​បាន​កែប្រែ​ច្រើន​ហើយ តែ​ការ​សិក្សា​នេះ អាច​ជួយ​មួយ​ចំណែក​ដែរ ដល់​វិស័យ​អប់រំ​យើង»៕

For more information, please check his official report at https://docs.google.com/file/d/1RNxFa10KMN0ASDukye7lp2CLHTLLmk7-I_BL1aLBtdPYva9WfmDA5uXLHpEK/edit

Facebook Inc នឹង​ប្រឈម​សម្ពាធ​កាន់​តែ​ខ្លាំង​ថែម​ទៀត

Tuesday, 21 August 2012

Bloomberg

 

 ក្រុង​មេនឡូផាកៈ ភាគ​ហ៊ុន​របស់​ក្រុម​ហ៊ុន Facebook Inc ដែល​បាន​ធ្លាក់​ចុះ​ដល់​តម្លៃ​ទាប​បំផុត​ បន្ទាប់​ពីអ្នក​ខាង​ក្នុង​ក្រុមហ៊ុន (insider) អាច​លក់​ភាគហ៊ុន​ជា​លើក​ទីមួយ ចាប់​ពី​ការ​បោះ​ផ្សាយ​ IPO ​មក​នោះ នឹង​ត្រូវ​ប្រឈម​នឹង​សម្ពាធ​កាន់​តែ​ខ្លាំង​ថែម​ទៀត នៅ​ពេល​ភាគ​ហ៊ុន​ចំនួន ១,៤៤​ពាន់​លាន​ហ៊ុន​ផ្សេង​ទៀត ត្រូវ​បាន​លក់​ចេញ​រហូត​ដល់​ខែ​វិច្ឆិកា។
កាល ​ពី​សប្តាហ៍​មុន ក្រុម​ហ៊ុន​ Facebook  បាន​លក់​ចេញ​ភាគហ៊ុន​ចំនួន ២៧១,១​លាន​ហ៊ុន ដែល​ជា​ការ​លក់​ចេញ​លើក​ដំបូង​ក្នុង​ចំណោម​ការ​រឹត​បន្តឹង​ការ​លក់​ចេញ​ ចំនួន ៥ ដែល​ត្រូវ​ធ្វើ​ក្នុង​អំឡុង​ឆ្នាំ​ទីមួយ​ក្នុង​នាម​ជា​ក្រុមហ៊ុន​សាធារណៈ។

ខណៈ ​លោក Mark Zuckerberg អគ្គនាយក​ក្រុម​ហ៊ុន Facebook  កំពុង​ប្រតិបត្តិការ​សេវា​បណ្តាញ​សង្គម​មួយ​នោះ ​លោក កំពុង​ប្រឈម​នឹង​ក្តី​បារម្ភ​របស់​ក្រុម​វិនិយោគិន​ថា​តើ​ក្រុម​ហ៊ុន​នេះ អាច​រក​ប្រាក់​ចំណូល​បន្ថែម​ដោយ​របៀប​ណាពី​មូលដ្ឋាន​កំណើន​អ្នក​ប្រើ​ប្រាស់ ​សេវា​សង្គម​នេះ​។ ក្តី​បារម្ភ​នោះ រួម​ទាំង​ការ​បញ្ចប់​រយៈ​ពេល​បម្រាម​លក់ភាគ​ហ៊ុន​ចេញ​ (lock-up) លើក​ទីមួយ បាន​ជំរុញ​ឲ្យ​តម្លៃ​ភាគ​ហ៊ុន​របស់​ក្រុម​ហ៊ុន​នេះ បាន​ធ្លាក់​ចុះពាក់​កណ្តាល​មក​នៅ​ត្រឹម ៣៨​ដុល្លារ​ និង​ធ្វើ​ឲ្យ​តម្លៃ​ទីផ្សារ​របស់​ក្រុមហ៊ុន​នេះ ធ្លាក់​ចុះ ៤៦​ពាន់​លាន​ដុល្លារ។ ​

លោក Herman Leung អ្នក​វិភាគ​ប្រចាំ​ក្រុម​ហ៊ុន Susquehanna International Group ថ្លែង​ថា​៖​ «​តើ​នេះ​គឺ​ជា​អ្វី​ដែល​គ្មាន​ភាព​អត់ធ្មត់ ឬ​ជា​អ្វី​ដែល​វិនិយោគិន​គួរ​តែ​ព្រួយបារម្ភ​? ត្រូវ​ហើយ តែ​ចំពោះ​ក្រុម​វិនិយោគិន​រយៈ​ពេល​វែង​វិញ ខ្ញុំ​យល់​ថា នេះ​គឺជា​ឱកាស​ដ៏​ល្អ​មួយ​ដើម្បី​ទិញ​ភាគហ៊ុន ដែល​មាន​តម្លៃ​ទាប​បែប​នេះ»៕ BP