- Thursday, 06 September 2012
- Mom Kunthear
- The Ministry of Tourism
has issued a nationwide directive to stop clubs and discos from
operating in daylight hours because of the huge number of social
problems associated with irregular partying hours.
During a Phnom Penh Municipal Hall meeting on Monday, Governor Kep Chuktema issued his own enforcement directive that any clubs or discos opening during the day will be immediately shut down by City Hall.
Phnom Penh Municipal Hall spokesman Long Dymang said that Chuktema was responding to the Ministry of Tourism directive on Monday when he ordered police, military police and other officials in all districts to ensure that clubs and discos open no earlier than 6pm.
“Most people who go to nightclubs or discos in the daytime are secondary and high school students, and some also are university students,” Dymang pointed out.
The venues’ practice of opening during the day caused students to cut class and encouraged general social disorder, he said.
“I don’t know which district has the most discos, but Daun Penh has many discos open during the day,” he added.
Tourism industry department director Prak Chandara confirmed yesterday that his ministry had recently issued a directive calling for the daytime closure of clubs and discos across the country.
“The directive is in the process of nationwide implementation. There are a lot of problems involved with this case,” he said, declining to comment further.
Ministry of Tourism officials told the Post in June that there were 376 karaoke parlours, 79 discos, 187 massage parlours and 97 beer gardens in the country.
I am proud of being a Khmer. Sharing knowledge is a significant way to develop our country toward the rule of law and peace.
Thursday 6 September 2012
Party over for Cambodia's daytime discos
Wednesday 5 September 2012
ឱកាសបន្តការសិក្សានៅក្រៅប្រទេស
ដោយ អាន ស៊ីថាវ
2012-09-05
គុណភាពអប់រំនៅតាមសកលវិទ្យាល័យមួយចំនួននៅមានកម្រិត ភាពមានការងារធ្វើក៏មានតិចតួច រួមទាំងអាហារូបករណ៍ទៅបរទេសក៏នៅមានកម្រិតនៅប្រទេសកម្ពុជា បានបង្ខំឲ្យសិស្សានុសិស្ស ជាពិសេស ក្រុមគ្រួសារមានជីវភាពធូរធារ ចាប់យកការសិក្សានៅសកលវិទ្យាល័យឯកជននៅក្រៅប្រទេស។បច្ចុប្បន្ន មានចំនួនយុវជនជាច្រើន បានរកឱកាសសិក្សានៅក្រៅប្រទេស ដែលមានភាពប្រកួតប្រជែងខ្ពស់ ដើម្បីធានាភាពមានការងារធ្វើពេលបញ្ចប់ការសិក្សា។
អ្នកវិភាគសេដ្ឋកិច្ច បានអះអាងថា ការបង្កើតការងាររៀងរាល់ឆ្នាំមានចន្លោះពី៤ម៉ឺនទៅ៥ម៉ឺននាក់ ប៉ុន្តែ អ្នកដែលត្រូវការការងារធ្វើ ឬតម្រូវការទីផ្សារការងារវិញ មានចំនួនប្រមាណពី២០ម៉ឺនទៅ៣០ម៉ឺននាក់។ មូលហេតុនេះ ធ្វើឲ្យមានភាពគ្មានការងារធ្វើកើនឡើង ដែលជាក្ដីកង្វល់របស់យុវជន ជាពិសេស យុវជនដែលទើបចប់ថ្នាក់ទី១២ ឬមធ្យមសិក្សាទុតិយភូមិ។
ទោះជាយ៉ាងណាក៏ដោយ កត្តាសេដ្ឋកិច្ច ភាពខ្វះខាតការងារបច្ចុប្បន្ន និងភាពមិនស៊ីសង្វាក់គ្នាក្នុងទីផ្សារការងារ អាចជះឥទ្ធិពលដល់ការអប់រំនៅប្រទេសកម្ពុជា កាន់តែអន់ថយ ហើយជះឥទ្ធិពលដល់ភាពអត់ការងារកាន់តែកើនឡើងដែរ ក្នុងចំណោមយុវជនដែលពេញកម្លាំងធ្វើការ។
សិស្សានុសិស្សជាច្រើន កំពុងប្រឹងប្រែងរកឱកាសបន្តការសិក្សានៅសកលវិទ្យាល័យមួយចំនួន ទាំងក្នុង និងក្រៅប្រទេស។ យ៉ាងណាក៏ដោយ ការចាប់យកឱកាសសិក្សានៅក្រៅប្រទេស ជាកត្តាសំខាន់សម្រាប់ធានា ឬមានភាពប្រកួតប្រជែង ដែលក្រុមយុវជនភាគច្រើនបានឲ្យតម្លៃការសិក្សានៅបរទេសមានគុណភាព ល្អជាងនៅក្នុងប្រទេស។
អ្នកវិភាគវិស័យអប់រំ លោកសាស្ត្រាចារ្យ សាត ដារ៉ា មានប្រសាសន៍បង្ហាញអំពីបទពិសោធន៍ នៃការសិក្សានៅសកលវិទ្យាល័យបរទេសមួយចំនួនថា ការអប់រំនៅបរទេស តម្រូវការទីផ្សារការងារគឺបានបង្ហាញជាសាធារណៈ ឬចំពោះសកលវិទ្យាល័យ អំពីចំនួនតម្រូវការ និងការផ្គត់ផ្គង់នៅពេលបច្ចុប្បន្ន ប៉ុន្តែ នៅប្រទេសកម្ពុជា ចំនួនអ្នកដែលសិក្សាលើជំនាញគ្រប់គ្រង មានបរិមាណច្រើនជាងតម្រូវការទីផ្សារការងារ។
លោកមានប្រសាសន៍បន្តថា កត្តានេះគឺទាមទារឲ្យគ្រឹះស្ថានអប់រំ សហការគ្នាជាមួយរដ្ឋាភិបាល ក្នុងការផ្សារភ្ជាប់ទីផ្សារពលកម្ម និងទីផ្សារការងារ។ លោកអង្កេតឃើញថា ក្នុងចំណោមយុវជនដែលបញ្ចប់ពីសកលវិទ្យាល័យ មិនបានធានាថា ខ្លួនមានជំនាញពិតប្រាកដនៅឡើយ។
លោកសាស្ត្រាចារ្យ សាត ដារ៉ា៖ «នៅពេលដែលគាត់រៀនជំនាញគ្រប់គ្រង ទៅចុះ ហើយនៅស្រុកខ្មែរយើង អ្នកដែលចប់ជំនាញគ្រប់គ្រងខ្សត់ការងារជាងគេ។ ក៏ប៉ុន្តែ ពាក្យថាខ្សត់ការងារហ្នឹង គឺដោយសារតែគាត់ចេះតែគ្រប់គ្រង តែគាត់អត់ចេះធ្វើការគ្រប់គ្រង។ ខ្ញុំមានហាងមួយអ៊ីចឹង នៅពេលដែលគាត់ចូលមកធ្វើការ ខ្ញុំចង់ឲ្យគាត់ធ្វើការជំនាញគ្រប់គ្រង តែគាត់ឆ្លើយថា គាត់អត់ដឹងធ្វើម៉េចផង ព្រោះអីគាត់អត់ទាន់មានបទពិសោធន៍ ទាល់តែប្រើគាត់សិន។ ពីព្រោះអីយើងត្រូវចំណាយពេលយូរប្រើគាត់ ហើយប្រាក់បៀវត្សរបស់គាត់ចំណាយច្រើន ហើយជួនកាលគេអត់ប្រើទៀតផង»។
ទោះជាយ៉ាងណាក៏ដោយ យុវជនជាច្រើនបានបង្ហាញពីភាពជឿជាក់លើគុណភាពអប់រំនៅប្រទេសកម្ពុជា ថា នៅមានកម្រិតតិចតួចនៅឡើយ ដែលអាចទទួលបានការងារច្បាស់លាស់នៅពេលបញ្ចប់ការសិក្សា។
បញ្ហាប្រឈមដទៃទៀត នៃការជំរុញឲ្យយុវជនស្វែងរកការសិក្សានៅបរទេស មានដូចជា គុណភាពអន់នៃការអប់រំ សមត្ថភាពស្រាវជ្រាវមានកម្រិតទាបនៅថ្នាក់ឧត្ដមសិក្សា ភាពមិនស៊ីគ្នារវាងការផ្គត់ផ្គង់ និងកម្លាំងពលកម្មផលិតភាពទាប នៃកម្លាំងពលកម្ម និងកង្វះទាំងជំនាញផ្នែកបច្ចេកទេស និងខាងវិទ្យាសាស្ត្រសង្គមជាដើម។
មូលហេតុនេះ យុវជនជាច្រើនបានប្រឹងរកអាហារូបករណ៍សិក្សានៅក្រៅប្រទេស ប៉ុន្តែចំនួននេះមានតិចតួចនៅឡើយ ដែលមិនអាចស្រូបយកចំនួនសិស្សដែលមានតម្រូវការ។ ដូចច្នេះ យុវជនប្រឹងស្វែងរកការសិក្សានៅតាមសកលវិទ្យាល័យឯកជននានា នៅតំបន់អាស៊ី និងអឺរ៉ុប។
នាយកក្រុមហ៊ុនបញ្ជូនសិស្សទៅសិក្សានៅបរទេស លោក គឹម ឡាយ បានឲ្យដឹងថា រហូតដល់ពេលនេះ មានការសហការគ្នារវាងគ្រឹះស្ថានអប់រំបរទេសជាមួយក្រុមហ៊ុនក្នុង ស្រុក ក្នុងការស្វែងរកសិស្សបន្តការសិក្សានៅបរទេសដោយបង់ថ្លៃ មាននិន្នាការកើនឡើង។ ប៉ុន្តែ បរិមាណសិស្សដែលទៅសិក្សាក៏នៅមានចំនួនតិចតួចនៅឡើយ។
លោកមានប្រសាសន៍បន្តថា នៅអាស៊ីមានប្រទេសវៀតណាម និងម៉ាឡេស៊ី ដែលយុវជនកម្ពុជាជាច្រើន បន្តការសិក្សាដោយបង់ថ្លៃនៅទីនោះ។
លោក គឹម ឡាយ៖ «ម៉ាឡេស៊ី ច្រើន តម្លៃវាថោក ហើយវៀតណាម សាលាគេមកទាក់ទងយើងតែម្ដង និងសាលាស្រួលរក។ យើងមានវែបសាយ គេឃើញហើយគេថា ឲ្យបញ្ជូនមកគេមក»។
លោក គឹម ឡាយ បន្ថែមថា បើទោះជាការបង់ថ្លៃ ប៉ុន្តែយុវជនដែលមានបំណងបន្តការសិក្សា ត្រូវមានកម្រិតយល់ដឹងភាសាអង់គ្លេសទៅតាមការចង់បានរបស់ គ្រឹះស្ថានអប់រំណាមួយនោះ ដោយលោកបញ្ជាក់ទៀតថា ការបន្តការសិក្សានៅបរទេសដោយបង់ថ្លៃ មានយុវជនជាច្រើនបានដាក់ពាក្យស្នើសុំដោយខ្លួនផ្ទាល់ ព្រោះថាយុវជនទាំងនោះមានការយល់ដឹងខ្ពស់អំពីបែបបទ នៃការដាក់ស្នើសុំទាំងនោះ ដែលតាមការប៉ាន់ស្មានមានប្រមាណជាង៤០%។
លោក គឹម ឡាយ៖ «សិស្សឥឡូវ គេយល់ដឹងច្រើន ទីមួយ គេដឹងតាមឯកសារ តាមស្ថានទូត ហើយគ្រួសារគេមានលទ្ធភាពទៅ គេដាក់ពាក្យដោយខ្លួនគេ ប្រហែលជា៤០% ហើយគេពឹងការិយាល័យនោះ៦០%»។
លោកបន្ថែមទៀតថា តម្លៃការសិក្សានៅថ្នាក់ឧត្ដមសិក្សានៅប្រទេសសិង្ហបុរី មានចំនួនជាមធ្យម ១ម៉ឺន៧ពាន់ដុល្លារ ក្នុងមួយឆ្នាំ និងការសិក្សានៅប្រទេសម៉ាឡេស៊ី មានចន្លោះពី៣ពាន់ទៅ៤ពាន់ដុល្លារអាមេរិក ក្នុងមួយឆ្នាំ។
ទោះជាយ៉ាងណាក៏ដោយ យុវជនអាចស្វែងយល់អំពីការសុំសំណុំបែបបទនៃការចូលរៀននៅ សកលវិទ្យាល័យបរទេសមួយចំនួន និងអំពីលក្ខខ័ណ្ឌទាំងឡាយដែលតម្រូវឲ្យបេក្ខជនត្រូវបំពេញតាមរយៈ គេហទំព័ររបស់សកលវិទ្យាល័យនោះដោយផ្ទាល់ផងដែរ៕
Tuesday 4 September 2012
Sunday 2 September 2012
The world is running out of water
02 September 2012 Issue No:237
Humans may have to switch almost completely to a vegetarian diet over the next 40 years to avoid catastrophic shortages of water, according to a report by the Stockholm International Water Institute.
''There will not be enough water available on current croplands to produce food for the expected nine billion population in 2050 if we follow current trends and changes towards diets common in Western nations,'' the report says.
Prepared by Malin Falkenmark and colleagues at the institute, the report says there will be just enough water if the proportion of animal-based foods is limited to 5% of total calories. It says considerable regional water deficits could be met by a reliable system of food trade between countries with surpluses and deficits.
The report says adopting a vegetarian diet is one option to increase the amount of water available to grow more food in a climate-erratic world. Animal protein-rich food consumes five to 10 times more water than a vegetarian diet, yet a third of the world's arable land is used to grow crops to feed animals.
''Nine hundred million people already go hungry and 2 billion people are malnourished in spite of the fact that per capita food production continues to increase. With 70% of all available water being in agriculture, growing more food to feed an additional 2 billion people by 2050 will place greater pressure on available water and land.''
The report was released to coincide with the start of the annual world water conference in Stockholm, where 2,500 politicians, UN bodies, non-governmental organisations and researchers from 120 countries were meeting to tackle water supply problems.
Competition for water between food production and other uses will intensify pressure on essential resources, the institute report states. ''The UN predicts that we must increase food production by 70% by mid-century. This will place additional pressure on our already stressed water resources.''
The institute also notes that research into water is growing faster than the average 4% annual growth rate for all research disciplines. In a report, The Water and Food Nexus: Trends and development of the research landscape, institute staff analysed the major trends in water- and food-related article output at international, national and institutional levels.
Global publisher Elsevier and the institute collaborated in preparing the report, which is based on the analysis of Scopus citation data by Elsevier’s SciVal Analytics team. It says the growing discrepancy between supply and demand for water is becoming more challenging each year but developments in water research have the potential to help solve the issue.
The report examines the dynamics of global water research between 2007 and 2011, focusing on two strands of research: water resources research, referring to natural and social science studies on water use, and food and water research focusing on the study of water consumption and recycling to produce food.
Water research has expanded rapidly, with both strands growing above the 4% average for all other disciplines. Water resources research is growing at a rate of 9.2% per year while research into food and water is growing by 4.7% each year.
Research is also becoming more collaborative and interdisciplinary, with a dramatic rise in publications from the fields of computer science and mathematics in water resource research; research from fields within the social sciences have become the fastest growing fields in the food and water research strand, the report states.
Research output is the highest in the United States in both water resources and food and water research, but growth between 2007 and 2011 was low.
On the other hand, China is experiencing ongoing growth in water research output and, if its trajectory continues, it could be the leading producer of water research within the next few years. Other countries experiencing high growth rates in both water resources and food and water research include Malaysia and Iran.
Humans may have to switch almost completely to a vegetarian diet over the next 40 years to avoid catastrophic shortages of water, according to a report by the Stockholm International Water Institute.
''There will not be enough water available on current croplands to produce food for the expected nine billion population in 2050 if we follow current trends and changes towards diets common in Western nations,'' the report says.
Prepared by Malin Falkenmark and colleagues at the institute, the report says there will be just enough water if the proportion of animal-based foods is limited to 5% of total calories. It says considerable regional water deficits could be met by a reliable system of food trade between countries with surpluses and deficits.
The report says adopting a vegetarian diet is one option to increase the amount of water available to grow more food in a climate-erratic world. Animal protein-rich food consumes five to 10 times more water than a vegetarian diet, yet a third of the world's arable land is used to grow crops to feed animals.
''Nine hundred million people already go hungry and 2 billion people are malnourished in spite of the fact that per capita food production continues to increase. With 70% of all available water being in agriculture, growing more food to feed an additional 2 billion people by 2050 will place greater pressure on available water and land.''
The report was released to coincide with the start of the annual world water conference in Stockholm, where 2,500 politicians, UN bodies, non-governmental organisations and researchers from 120 countries were meeting to tackle water supply problems.
Competition for water between food production and other uses will intensify pressure on essential resources, the institute report states. ''The UN predicts that we must increase food production by 70% by mid-century. This will place additional pressure on our already stressed water resources.''
The institute also notes that research into water is growing faster than the average 4% annual growth rate for all research disciplines. In a report, The Water and Food Nexus: Trends and development of the research landscape, institute staff analysed the major trends in water- and food-related article output at international, national and institutional levels.
Global publisher Elsevier and the institute collaborated in preparing the report, which is based on the analysis of Scopus citation data by Elsevier’s SciVal Analytics team. It says the growing discrepancy between supply and demand for water is becoming more challenging each year but developments in water research have the potential to help solve the issue.
The report examines the dynamics of global water research between 2007 and 2011, focusing on two strands of research: water resources research, referring to natural and social science studies on water use, and food and water research focusing on the study of water consumption and recycling to produce food.
Water research has expanded rapidly, with both strands growing above the 4% average for all other disciplines. Water resources research is growing at a rate of 9.2% per year while research into food and water is growing by 4.7% each year.
Research is also becoming more collaborative and interdisciplinary, with a dramatic rise in publications from the fields of computer science and mathematics in water resource research; research from fields within the social sciences have become the fastest growing fields in the food and water research strand, the report states.
Research output is the highest in the United States in both water resources and food and water research, but growth between 2007 and 2011 was low.
On the other hand, China is experiencing ongoing growth in water research output and, if its trajectory continues, it could be the leading producer of water research within the next few years. Other countries experiencing high growth rates in both water resources and food and water research include Malaysia and Iran.
Increasing internationalisation in PhD education
Jan Petter Myklebust and Jacquie Withers02 September 2012 Issue No:237
A recent survey suggests that Norway boost its efforts to
internationalise PhD education and includes the recommendation that for
PhD dissertation evaluation, at least one member of the three-member
committee should be drawn from outside Norway.
A June report, PhD Education in a Knowledge Society: An evaluation of PhD education in Norway, maintains that Norway’s PhD education system is of a high quality, being well funded and well organised and offering “very good working and learning conditions for PhD candidates, as well as good career prospects”.
The report was published by the Nordic Institute for Studies in Innovation, Research and Education (NIFU) and commissioned by the Research Council of Norway on behalf of the Ministry of Education and Research.
It argues that since the previous similar evaluation in 2002, “Norway has taken a definitive step towards becoming a standardised PhD education system with a strong focus on monitoring quality and efficiency”.
Among the report’s key recommendations is “improving practices in international recruitment at the PhD level, and finding ways of reducing the administrative burden of international recruitment of PhD candidates”.
The report continues: “Norway needs to be thinking more broadly about how the internationalisation of PhD education is occurring and how it should be promoted – with a focus that goes beyond concerns for outward mobility and longer stays abroad.”
More foreign input into PhD evaluation
At the same time, the country is pushing to include more foreign academics on its PhD evaluation committees.
The NIFU report details how the researchers sent out a survey questionnaire to the members of PhD evaluation committees who are from outside Norway. The objective was to map how highly these ‘external members’ judge the quality of the country’s PhDs.
In the survey, which had a response rate of 79%, members were asked their opinion of the quality of PhD dissertations recently assessed.
Those surveyed were asked to rate quality in terms of a number of different factors: originality; depth and coverage; theoretical level; methodological level and skills in written presentation; contribution to the advancement of the field; and external (applied, societal, cultural or industrial) relevance. There were five response options, ranging from 'excellent' to 'poor'.
Overall, 20% of the respondents rated the survey elements ‘excellent’, with a further 40% rating them ‘very good’ and 25% to 60% evaluating them as ‘good’.
The quality aspect that was ranked highest was skills in written presentation, as either ‘excellent’ or ‘very good’ by two-third of the evaluators, followed by depth and coverage listed by 65% and originality by 60% in the excellent-very good category.
When broken down according to PhD dissertation evaluators from different regions, interesting patterns emerged from the survey responses: North American evaluators gave the Norwegian PhD theses better ratings than their European colleagues, who in turn were more positive in their responses than members from the other Nordic countries.
On how the thesis evaluated contributed to the advancement of the field, 48% of the Nordic evaluators said ‘excellent’ or ‘very good’, compared to 64% of those coming from the rest of Europe and 68% of those from North America.
When broken down according to academic field, PhD dissertations in the natural sciences and the humanities got the strongest ratings, while those in the social sciences, and agriculture or veterinary medicine, were ranked beyond average. Theses in engineering or technology and medicine or health received very high scores among the North American examiners.
The majority of the survey respondents said the assessment procedures were rigorous and fair to the candidate, but also more time-consuming than in other countries. In Norway a joint examiners’ evaluation report is required before the doctoral defence, which is not the case in most other countries.
Need for internationalisation in PhD education
In arguing the need for internationalisation in PhD education to be reconsidered, the NIFU report points out that “the world of science and academic labour markets are increasingly global”.
The report states that in Norway currently about 33% of PhD graduates are not Norwegian citizens, and in the areas of natural sciences and technology 73% of PhD programme units report having a majority of international PhD applicants, reflecting “increased opportunities for internationalisation in PhD education”.
The report concurs that the increasing international recruitment that is being seen in Norway at the PhD level is positive “but poses short and long term challenges for the higher education institutions”.
The report specifies: “Recruitment procedures and quality control of PhD applicants is important, as is the integration of international PhD candidates and finding efficient ways to promote international experiences for all Norwegian PhD candidates.”
One of the concerns raised by the NIFU report is the issue of “critical time” for the research training part of the PhD, and “the risk that too many and too diverse a set of demands are being placed on the PhD period, in a way that has negative long-term consequences for the development of science”.
The report concludes in this regard that: “Better integration between the master and PhD levels and further training in the post-doc period are international trends which might help to address such challenges in Norwegian PhD training.”
A June report, PhD Education in a Knowledge Society: An evaluation of PhD education in Norway, maintains that Norway’s PhD education system is of a high quality, being well funded and well organised and offering “very good working and learning conditions for PhD candidates, as well as good career prospects”.
The report was published by the Nordic Institute for Studies in Innovation, Research and Education (NIFU) and commissioned by the Research Council of Norway on behalf of the Ministry of Education and Research.
It argues that since the previous similar evaluation in 2002, “Norway has taken a definitive step towards becoming a standardised PhD education system with a strong focus on monitoring quality and efficiency”.
Among the report’s key recommendations is “improving practices in international recruitment at the PhD level, and finding ways of reducing the administrative burden of international recruitment of PhD candidates”.
The report continues: “Norway needs to be thinking more broadly about how the internationalisation of PhD education is occurring and how it should be promoted – with a focus that goes beyond concerns for outward mobility and longer stays abroad.”
More foreign input into PhD evaluation
At the same time, the country is pushing to include more foreign academics on its PhD evaluation committees.
The NIFU report details how the researchers sent out a survey questionnaire to the members of PhD evaluation committees who are from outside Norway. The objective was to map how highly these ‘external members’ judge the quality of the country’s PhDs.
In the survey, which had a response rate of 79%, members were asked their opinion of the quality of PhD dissertations recently assessed.
Those surveyed were asked to rate quality in terms of a number of different factors: originality; depth and coverage; theoretical level; methodological level and skills in written presentation; contribution to the advancement of the field; and external (applied, societal, cultural or industrial) relevance. There were five response options, ranging from 'excellent' to 'poor'.
Overall, 20% of the respondents rated the survey elements ‘excellent’, with a further 40% rating them ‘very good’ and 25% to 60% evaluating them as ‘good’.
The quality aspect that was ranked highest was skills in written presentation, as either ‘excellent’ or ‘very good’ by two-third of the evaluators, followed by depth and coverage listed by 65% and originality by 60% in the excellent-very good category.
When broken down according to PhD dissertation evaluators from different regions, interesting patterns emerged from the survey responses: North American evaluators gave the Norwegian PhD theses better ratings than their European colleagues, who in turn were more positive in their responses than members from the other Nordic countries.
On how the thesis evaluated contributed to the advancement of the field, 48% of the Nordic evaluators said ‘excellent’ or ‘very good’, compared to 64% of those coming from the rest of Europe and 68% of those from North America.
When broken down according to academic field, PhD dissertations in the natural sciences and the humanities got the strongest ratings, while those in the social sciences, and agriculture or veterinary medicine, were ranked beyond average. Theses in engineering or technology and medicine or health received very high scores among the North American examiners.
The majority of the survey respondents said the assessment procedures were rigorous and fair to the candidate, but also more time-consuming than in other countries. In Norway a joint examiners’ evaluation report is required before the doctoral defence, which is not the case in most other countries.
Need for internationalisation in PhD education
In arguing the need for internationalisation in PhD education to be reconsidered, the NIFU report points out that “the world of science and academic labour markets are increasingly global”.
The report states that in Norway currently about 33% of PhD graduates are not Norwegian citizens, and in the areas of natural sciences and technology 73% of PhD programme units report having a majority of international PhD applicants, reflecting “increased opportunities for internationalisation in PhD education”.
The report concurs that the increasing international recruitment that is being seen in Norway at the PhD level is positive “but poses short and long term challenges for the higher education institutions”.
The report specifies: “Recruitment procedures and quality control of PhD applicants is important, as is the integration of international PhD candidates and finding efficient ways to promote international experiences for all Norwegian PhD candidates.”
One of the concerns raised by the NIFU report is the issue of “critical time” for the research training part of the PhD, and “the risk that too many and too diverse a set of demands are being placed on the PhD period, in a way that has negative long-term consequences for the development of science”.
The report concludes in this regard that: “Better integration between the master and PhD levels and further training in the post-doc period are international trends which might help to address such challenges in Norwegian PhD training.”
Higher education participation rate to rise to 40% by 2020 – PM (SINGAPORE)
Adele Yung28 August 2012 Issue No:237
Singapore’s Prime Minister Lee Hsien Loong has announced that the
proportion of young people attending higher education will rise to 40%
by 2020 compared to 27% now, with two new publicly backed universities
planned for the city-state.
Education is “Singapore’s most important long-term investment in its people and it is a key response to the changing world”, Lee said during his annual National Day Rally policy speech, delivered at the Singapore Institute of Technology (SIT) on 26 August.
Lee said that SIT and the Singapore Institute of Management University (UniSIM) would be upgraded to become Singapore’s fifth and sixth universities, offering applied as well as part-time degrees.
This would open up an additional 3,000 full-time university places, offering 16,000 university places by 2020 against the current 13,000.
The Ministry of Education, in a statement on 28 August, described the expansion as “carefully calibrated”.
The figures include planned increases in enrolment at Singapore’s main existing universities, including the National University of Singapore in collaboration with Yale University in the US; Nanyang Technological University; Singapore Management University; the new Singapore University of Technology and Design in collaboration with Massachusetts Institute of Technology; and two arts education institutions.
Panel review of university education
The prime minister’s announcement comes a year after he initiated a wide ranging review of university education, to investigate how to increase the number of university places available for Singaporeans.
Lee said the review panel led by Senior Minister of State for Education Lawrence Wong “concluded that we should create more university places”, but that “we should focus on applied practice-oriented degrees, for example, engineers, physiotherapists, social workers – skills that are in demand and which will help get graduates jobs, and we should not just churn out graduates regardless of the quality or employment opportunities”.
Pointing to some other countries, including Britain, the United States and China, with unemployment or underemployment of graduates, he added: "Singapore must avoid leading people up the wrong path, misleading them that if you spend three years of your life doing this, at the end you will have a happy outcome.”
"We must make sure that if we encourage people to go that way, that at the end the prospects are good."
UniSIM, a private college that is part of the Singapore Institute of Management, currently offers only part-time programmes but will add full-time programmes.
Meanwhile, part-time undergraduate students, including working adults at UniSIM, could become eligible for government grants and loans to enable them to “get the same support” as students at the National University of Singapore and Nanyang Technological University, Lee said – although UniSIM would remain a private university.
Providing more details, the Ministry of Education said UniSIM had a strong track record in providing part-time degree programmes in close collaboration with industry, and provided “a good balance of theoretical and real-world education”.
The review panel noted in its final report published this month: “UniSIM remains the only private institution to date that the Ministry of Education has assessed as being of sufficient quality to be accorded university status and degree-awarding powers.”
SIT, a multi-campus institution designed to allow polytechnic students to upgrade their qualifications, would begin to award its own degrees, the ministry said.
Instructive experience of other countries
The decision to increase university enrolment without expanding Singapore’s research-intensive universities further, or opening new research universities, was based on an examination by the review panel of higher education in the UK, Hong Kong, Germany, France, Canada and Finland.
The panel said problems with the UK university system had been “particularly instructive”.
In 1992 the UK government granted university status to polytechnics, which had been mainly teaching institutions
“This proved to be a double loss for the wider higher education sector – the vast majority of these post-1992 new universities still struggle with their new mission and are unable to rise in quality and standing; and the UK tertiary system is now devoid of a tier of institutions that was previously instrumental in producing a technically skilled workforce,” the panel said.
“Therefore, it would be prudent for us to avoid this path while there are other more viable options.”
Singapore also has around 70 registered private higher education institutions offering external degree programmes of overseas university partners. They enrolled some 47,500 Singaporean students full-time and part-time in 2011.
Education is “Singapore’s most important long-term investment in its people and it is a key response to the changing world”, Lee said during his annual National Day Rally policy speech, delivered at the Singapore Institute of Technology (SIT) on 26 August.
Lee said that SIT and the Singapore Institute of Management University (UniSIM) would be upgraded to become Singapore’s fifth and sixth universities, offering applied as well as part-time degrees.
This would open up an additional 3,000 full-time university places, offering 16,000 university places by 2020 against the current 13,000.
The Ministry of Education, in a statement on 28 August, described the expansion as “carefully calibrated”.
The figures include planned increases in enrolment at Singapore’s main existing universities, including the National University of Singapore in collaboration with Yale University in the US; Nanyang Technological University; Singapore Management University; the new Singapore University of Technology and Design in collaboration with Massachusetts Institute of Technology; and two arts education institutions.
Panel review of university education
The prime minister’s announcement comes a year after he initiated a wide ranging review of university education, to investigate how to increase the number of university places available for Singaporeans.
Lee said the review panel led by Senior Minister of State for Education Lawrence Wong “concluded that we should create more university places”, but that “we should focus on applied practice-oriented degrees, for example, engineers, physiotherapists, social workers – skills that are in demand and which will help get graduates jobs, and we should not just churn out graduates regardless of the quality or employment opportunities”.
Pointing to some other countries, including Britain, the United States and China, with unemployment or underemployment of graduates, he added: "Singapore must avoid leading people up the wrong path, misleading them that if you spend three years of your life doing this, at the end you will have a happy outcome.”
"We must make sure that if we encourage people to go that way, that at the end the prospects are good."
UniSIM, a private college that is part of the Singapore Institute of Management, currently offers only part-time programmes but will add full-time programmes.
Meanwhile, part-time undergraduate students, including working adults at UniSIM, could become eligible for government grants and loans to enable them to “get the same support” as students at the National University of Singapore and Nanyang Technological University, Lee said – although UniSIM would remain a private university.
Providing more details, the Ministry of Education said UniSIM had a strong track record in providing part-time degree programmes in close collaboration with industry, and provided “a good balance of theoretical and real-world education”.
The review panel noted in its final report published this month: “UniSIM remains the only private institution to date that the Ministry of Education has assessed as being of sufficient quality to be accorded university status and degree-awarding powers.”
SIT, a multi-campus institution designed to allow polytechnic students to upgrade their qualifications, would begin to award its own degrees, the ministry said.
Instructive experience of other countries
The decision to increase university enrolment without expanding Singapore’s research-intensive universities further, or opening new research universities, was based on an examination by the review panel of higher education in the UK, Hong Kong, Germany, France, Canada and Finland.
The panel said problems with the UK university system had been “particularly instructive”.
In 1992 the UK government granted university status to polytechnics, which had been mainly teaching institutions
“This proved to be a double loss for the wider higher education sector – the vast majority of these post-1992 new universities still struggle with their new mission and are unable to rise in quality and standing; and the UK tertiary system is now devoid of a tier of institutions that was previously instrumental in producing a technically skilled workforce,” the panel said.
“Therefore, it would be prudent for us to avoid this path while there are other more viable options.”
Singapore also has around 70 registered private higher education institutions offering external degree programmes of overseas university partners. They enrolled some 47,500 Singaporean students full-time and part-time in 2011.
Call for improved access to HE in the Commonwealth
Maina Waruru02 September 2012 Issue No:237
The 18th Conference of Commonwealth Education Ministers held in
Mauritius last week saw the launch of a pan-Commonwealth student body
and a call for governments to tackle lack of access to higher education,
which is entrenching inequalities in society.
Students from around the 54-country Commonwealth formed the Pan-Commonwealth Students Association following a four-day Youth Forum alongside the ministers’ conference, or 18CCEM, which was held from 27-30 August on the Indian Ocean island.
The theme of the ministers’ gathering was “Education in the Commonwealth: Bridging the gap as we accelerate towards internationally agreed goals”.
Among four meetings held parallel to 18CCEM was the Post-secondary and Higher Education Leaders' Forum convened by the 500-member Association of Commonwealth Universities, or ACU, in partnership with the Mauritius government and the University of Mauritius.
It called on post-secondary education to “feature prominently in any international development objectives established to succeed the Millennium Development Goals”. Education ministers agreed to set up a working group to advise on new goals to follow the MDGs after 2015.
According to a statement, ACU Deputy Secretary General Dr John Kirkland told the ministers that including post-secondary education in post-MDG goals was a “natural step in the process that was started 15 years ago.
“It would be a tragedy if governments, after setting out to improve access for all at primary level, then decided that their aspirations for disadvantaged groups only extended to the ages of seven or 11.”
Noting that many Commonwealth countries had made huge strides in ensuring access to primary and secondary education, the ACU forum agreed that the translation rate to higher education remained low. Some countries cited lack of funds and facilities as major obstacles.
In some countries, post-secondary systems were stretched far beyond capacity despite efforts made by institutions to expand. Growing further would require governments to invest more in the sector.
Nigeria was cited as an example, where despite massive expansion of facilities, only one in five of some 1.5 million qualified applications secures a place in higher education each year.
What message would it convey to the generation of children who have entered formal education, that after school “we are happy to tolerate exclusion?” asked Dorothy Garland, director of professional networks at the the ACU.
The forum, attended by 130 delegates from 25 Commonwealth countries, asked member states to adopt targets for increased participation in post-secondary education and to table a progress report at the next ministers' meeting for debate.
“Member governments should actively identify priority groups, and publish strategies to increase participation, where necessary providing institutions with the appropriate resources – both financial and human – to enhance access,” said Garland.
One way to achieve increased participation, the forum pointed out, was to diversity from traditional learning methods and expand open and distance education as part of a “blended portfolio of opportunities, which students can match to their own skill and employment needs,” said the ACU statement.
At the same time, quality must not be compromised and career guidance and efforts to produce employable graduates must be enhanced.
The ACU also called for “designated funds to develop staff working in the sector, and more progress towards access for excluded groups.
“Recognising that governments alone cannot meet expanding demand for post-secondary education, delegates proposed a range of approaches, including working more collaboratively with the private sector,” said the ACU statement.
The Pan-Commonwealth Student Associations' aim is to enable student leaders from across the Commonwealth to shape post-secondary education thinking and decisions. Its launch was the culmination of years of consultation following a decision to form a student body taken at the previous Youth Forum in Malaysia in 2009.
Student participation in shaping higher education in member countries ranked high on the 18CCEM agenda.
Commonwealth Deputy Secretary General Mmasekgoa Masire-Mwamba said an organised youth voice would facilitate student access to deliberations and policy outcomes in education.
“We in the Commonwealth are taking bold steps to embrace the vast potential in our young people. We have sought to listen to them and are working together to implement the priorities they have emphasised.”
A steering committee of student representatives from all four Commonwealth regions was elected last week and will take forward a mandate to set the association agenda.
The chair is Stanley Njoroge from Kenya, who saluted his fellow students for their hard work in making the Pan-Commonwealth Students Association a reality. “You have made your flags proud,” he said.
Students from around the 54-country Commonwealth formed the Pan-Commonwealth Students Association following a four-day Youth Forum alongside the ministers’ conference, or 18CCEM, which was held from 27-30 August on the Indian Ocean island.
The theme of the ministers’ gathering was “Education in the Commonwealth: Bridging the gap as we accelerate towards internationally agreed goals”.
Among four meetings held parallel to 18CCEM was the Post-secondary and Higher Education Leaders' Forum convened by the 500-member Association of Commonwealth Universities, or ACU, in partnership with the Mauritius government and the University of Mauritius.
It called on post-secondary education to “feature prominently in any international development objectives established to succeed the Millennium Development Goals”. Education ministers agreed to set up a working group to advise on new goals to follow the MDGs after 2015.
According to a statement, ACU Deputy Secretary General Dr John Kirkland told the ministers that including post-secondary education in post-MDG goals was a “natural step in the process that was started 15 years ago.
“It would be a tragedy if governments, after setting out to improve access for all at primary level, then decided that their aspirations for disadvantaged groups only extended to the ages of seven or 11.”
Noting that many Commonwealth countries had made huge strides in ensuring access to primary and secondary education, the ACU forum agreed that the translation rate to higher education remained low. Some countries cited lack of funds and facilities as major obstacles.
In some countries, post-secondary systems were stretched far beyond capacity despite efforts made by institutions to expand. Growing further would require governments to invest more in the sector.
Nigeria was cited as an example, where despite massive expansion of facilities, only one in five of some 1.5 million qualified applications secures a place in higher education each year.
What message would it convey to the generation of children who have entered formal education, that after school “we are happy to tolerate exclusion?” asked Dorothy Garland, director of professional networks at the the ACU.
The forum, attended by 130 delegates from 25 Commonwealth countries, asked member states to adopt targets for increased participation in post-secondary education and to table a progress report at the next ministers' meeting for debate.
“Member governments should actively identify priority groups, and publish strategies to increase participation, where necessary providing institutions with the appropriate resources – both financial and human – to enhance access,” said Garland.
One way to achieve increased participation, the forum pointed out, was to diversity from traditional learning methods and expand open and distance education as part of a “blended portfolio of opportunities, which students can match to their own skill and employment needs,” said the ACU statement.
At the same time, quality must not be compromised and career guidance and efforts to produce employable graduates must be enhanced.
The ACU also called for “designated funds to develop staff working in the sector, and more progress towards access for excluded groups.
“Recognising that governments alone cannot meet expanding demand for post-secondary education, delegates proposed a range of approaches, including working more collaboratively with the private sector,” said the ACU statement.
The Pan-Commonwealth Student Associations' aim is to enable student leaders from across the Commonwealth to shape post-secondary education thinking and decisions. Its launch was the culmination of years of consultation following a decision to form a student body taken at the previous Youth Forum in Malaysia in 2009.
Student participation in shaping higher education in member countries ranked high on the 18CCEM agenda.
Commonwealth Deputy Secretary General Mmasekgoa Masire-Mwamba said an organised youth voice would facilitate student access to deliberations and policy outcomes in education.
“We in the Commonwealth are taking bold steps to embrace the vast potential in our young people. We have sought to listen to them and are working together to implement the priorities they have emphasised.”
A steering committee of student representatives from all four Commonwealth regions was elected last week and will take forward a mandate to set the association agenda.
The chair is Stanley Njoroge from Kenya, who saluted his fellow students for their hard work in making the Pan-Commonwealth Students Association a reality. “You have made your flags proud,” he said.
Yale President Richard Levin to step down
Bloomberg02 September 2012 Issue No:237
Yale University President Richard C Levin, the longest-serving leader in
the Ivy League, said he will retire at the end of the current academic
year, writes Janet Lorin for Bloomberg.
An economist, Levin has been a member of Yale’s faculty since he received his PhD at the New Haven, Connecticut, university in 1974. Levin (65) became president in 1993. He helped make Yale’s endowment – valued at $19.4 billion in June 2011 – the second largest in higher education, behind Harvard University.
After completing a fundraising campaign, beginning construction on a new business school building, establishing a campus in Singapore and other endeavours, the timing was a “natural juncture”, Levin said in an interview last week. Decisions about the next slate of buildings, at a cost of about $1 billion, should be made by the next president, he said.
An economist, Levin has been a member of Yale’s faculty since he received his PhD at the New Haven, Connecticut, university in 1974. Levin (65) became president in 1993. He helped make Yale’s endowment – valued at $19.4 billion in June 2011 – the second largest in higher education, behind Harvard University.
After completing a fundraising campaign, beginning construction on a new business school building, establishing a campus in Singapore and other endeavours, the timing was a “natural juncture”, Levin said in an interview last week. Decisions about the next slate of buildings, at a cost of about $1 billion, should be made by the next president, he said.
Harvard University probes plagiarism outbreak involving 125 students
Half the students in Ivy League college's Introduction to Congress class may have copied each other's final exams
To be caught cheating at Harvard is bad enough. The august university prides itself on incubating America's elite in the world of law, business and politics.
But now it has been revealed that scores of Harvard students are suspected of cheating on a single class. And the course's title? An Introduction to Congress.
Though that will likely fail to surprise the many cynical observers of American politics, it has certainly stunned college officials. Harvard has immediately launched an investigation.
"These allegations, if proven represent totally unacceptable behaviour that betrays the trust upon which intellectual inquiry at Harvard depends," said Harvard president Drew Faust in a statement.
After the allegations first became public the college refused to reveal the exact nature of the course in question. But the student newspaper, the Harvard Crimson, broke the story of the politics link and immediately sent a ripple of shock, mixed with humour, around the blogosphere.
"That's funny on so many levels," tweeted Andreas Goeldi, who works for an online video marketing firm in Cambridge, Massachusetts, where Harvard is located.
The Crimson said the politics course in question was taught during the spring by Professor Matthew Platt. After similarities were noticed in up to 20 student exam papers by an examiner the matter was brought to the attention of the administrative board and an investigation was launched.
That probe has now found some 125 of the course's final papers were suspicious and has begun contacting students involved.
Possible punishments range from being suspended for a year to an official warning. The class was taken by only 250 students meaning a staggering half are now suspected of cheating.
The newspaper quoted an email sent to students taking the exam that said it was "completely open book, open note, open internet, etc.." but warned them not to discuss it with each other and to treat it as an "in-class" exam.
The Associated Press reported that Harvard had now launched a committee on academic integrity to be headed by Jay Harris, the university's dean of undergraduate education. The panel may even consider bringing in an "honour code" for academic honesty.
"We believe in due process for students and fairness. Everyone wants it done yesterday, but we have to be patient. It's going to take as long as it takes," Harris told the news agency.
The rise of the internet, and the ubiquity of laptops among a student body, has led to many complaints that it is now too easy for students to take exam answers and course work from the world wide web.
However, the Boston Globe said that it appeared the Harvard students in question had not taken material from outside sources but appeared to have copied parts of the answers from each other. If the scandal is proved true it will doubtless be the largest cheating ring to have hit an elite Ivy League college in recent memory.
យុវជនដែលប្រឡងជាប់បាក់ឌុបព្រួយបារម្ភអំពីការសិក្សានៅមហាវិទ្យាល័យ
លទ្ធផលប្រឡងបាក់ឌុបដែលទើបតែត្រូវ បានក្រសួងអប់រំប្រកាសថ្មីៗបានធ្វើឲ្យយុវជនជាច្រើនដែលប្រឡង ជាប់សប្បាយចិត្ត។ ប៉ុន្តែក្នុងខណៈដែលពួកគេត្រៀមខ្លួនចូលមហាវិទ្យាល័យនៅចុងឆ្នាំ នេះ សិស្សដែលទើបតែទទួលបានសញ្ញាបត្របាក់ឌុបថ្មីៗ មានការព្រួយបារម្ភអំពីការជ្រើសរើសជំនាញរបស់ខ្លួន ពីព្រោះតែពួកគេមិនដឹងថា ខ្លួនឯងពូកែអ្វី ហើយត្រួវជ្រើសរើសមុខវិជ្ជាអ្វីយកមកសិក្សាបន្តនៅមហាវិទ្យាល័យ នោះទេ។
សិស្សមួយចំនួនសម្រេចចិត្តទៅតាមក្តីប្រាថ្នារបស់ឪពុកម្តាយដែល
មិនដឹងពីសមត្ថភាពរបស់កូននេះ
ជាហេតុនាំឲ្យពួកគេអាចបោះបង់ចោលការសិក្សា។ដោយឡែក
សិស្សមួយចំនួនទៀតបានសម្រេចចិត្តទៅតាមតម្រូវការនៃទីផ្សារដោយមិន
មើលពីសមត្ថភាពរបស់ខ្លួនទេ នេះជា
ហេតុផលមួយទៀតនាំអោយពួកគេមិនបានទទួលជោគជ័យនៅក្នុងជីវិត។
នេះជាអ្វីដែលបាននិងកំពុងកើតមាននៅកម្ពុជា។
ការជ្រើសរើសបន្តការសិក្សានៅកម្រិតឧត្តមសិក្សាមុខវិជ្ជាដែលសិស្ស
រៀន ភាគច្រើននោះ គឺធនាគារ ហិរញ្ញវត្ថុ គណេនយ្យ ទីផ្សារ
ភាសាអង់គ្លេស គ្រប់គ្រង និងច្បាប់។
ការកង្វះខាតនូវពត៌មាននៃការសិក្សានៅកម្រិតឧត្តមសិក្សារបស់សិស្ស
ធ្វើឲ្យពួកគាត់ជ្រើសរើសមុខវិជ្ជាដែលមិនសមបំណងរបស់ខ្លួន។
សិស្សខ្លះ ជ្រើសរើសទៅតាមការអូសទាញរបស់មិត្តភ័ក្តិ
ហើយខ្លះទៀតតាមឪពុកម្តាយរបស់ពួកគេ។
លោកបណ្ឌិត សុខ ទូច
សាកលវិទ្យាធិការនៃសាកលវិទ្យាល័យខេមរៈមានប្រសាសន៍ថា
សិស្សដែលបញ្ចប់បាក់ឌុបមិនបានជ្រើសរើសមុខវិជ្ជាដែលខ្លួនស្រឡាញ់
និងពេញចិត្តនោះទេ។ ភាគច្រើន
ពួកគេជ្រើសរើសទៅតាមតែទីផ្សារការងារសព្វថៃ្ង
តាមអ្នកដែលផ្តល់លុយអោយ និងតាមរយៈមិត្តភ័ក្តិ។ លោកថា
ពួកគេនឹងប្រឈមមុខជាមួយនឹងកង្វះការងារធើ្វ
និងធ្វើការងារមិនត្រូវតាមមុខជំនាញរបស់ខ្លួននាពេលអនាគត។
ការជ្រើសរើសមុខវិជ្ជាខុសក្នុងការបន្តការសិក្សានៅកម្រិតឧត្តម
សិក្សាពិតជាមានផលប៉ះពាល់ យ៉ាងខ្លាំងដល់សង្គមដូចជា
ភាពគ្មានការងារធើ្វការ តាមមិនទាន់នៃបច្ចេកវិទ្យានៅពេល
បច្ចុប្បន្ន អនាគត
និងការប្រឈមចំពោះទីផ្សារសេរីនៃអាស៊ានឆ្នាំ២០១៥ ។
យ៉ាងណាក៏ដោយ ក្រសួងអប់រំក៏បានចាប់អារម្មណ៍លើបញ្ហានេះដែរ។
លោក សំ សេរីរត្ន័
អគ្គនាយកដ្ឋានអប់រំនៃក្រសួងអប់រំមានប្រសាសន៍ថា
ក្រសួងអប់រំបានណែនាំទៅដល់សិស្សទាំងអស់អំពីមុខវិជ្ជានីមួយៗដែល
ពួកគេត្រូវជ្រើសរើសរួចហើយ ប៉ុន្តែ
ការសម្រេចចិត្តយ៉ាងណានោះវាអាស្រ័យទៅលើសិស្សទាំងអស់នោះ
ថាតើមុខវិជ្ជាមួយណាដែលពួកគេពេញចិត្ត។
ការសម្រេចចិត្តដែលត្រឹមត្រូវទាមទារឲ្យសិស្សទទួលបានព័ត៌មានច្រើន
ពីមុខវិជ្ជាដែលខ្លួនបម្រុងនឹងរៀនតាមរយៈសាកលវិទ្យាល័យនីមួយៗដែល
ខ្លួនចង់ទៅរៀន
និងការសាកសួរអ្នកដែលធ្លាប់មានបទពិសោធន៍ពីមុនមក។
ការជ្រើសរើសមុខវិជ្ជាដែលត្រូវនឹងសមត្ថភាព
និងចំណង់ចំណូលចិត្តរបស់ខ្លួនគឺជាការត្រៀមរៀបចំអនាគតរបស់ខ្លួន
សម្រាប់ទីផ្សារការងារនាពេលខាងមុខ។
នេះជាដំបូន្មានរបស់ក្រុមអ្នកជំនាញ៕
វប្បធម៌គាំទ្រសម្ដីអ្នកធំឬមេដឹកនាំប្រទេសចាក់ឫសក្នុងសង្គមខ្មែរ
ដោយ សេក បណ្ឌិត
2012-09-02
វប្បធម៌គាំទ្រសម្ដីរបស់អ្នកធំ ឬមេដឹកនាំប្រទេស ទោះចេញពីដួងចិត្តពិត ឬគ្រាន់តែបំពងសំឡេងហៃអើៗតាមក្រោយ ដើម្បីលាភសក្ការៈក្តី កំពុងចាក់ឫសយ៉ាងជ្រៅក្នុងសង្គមខ្មែរ។អ្នកតាមដានការវិវឌ្ឍន៍នៃស្ថានការណ៍សង្គម មើលឃើញថា វប្បធម៌នេះកើតឡើងដោយឥទ្ធិពលអំណាចខ្លាំងក្លាពេក ហើយវាបានឆ្លុះបញ្ចាំងឲ្យឃើញថា ប្រទេសមួយនេះមិនទាន់ជឿនលឿនខាងការគោរពសិទ្ធិមនុស្ស និងលទ្ធិប្រជាប្រជាធិបតេយ្យនោះទេ។
អ្នកជំនាញវិទ្យាសាស្ត្រសង្គមបានបង្ហាញថា វប្បធម៌ហៃអើដែលមនុស្សមួយក្រុមគេតែងតែកៀរគរគ្នាគាំទ្រលើសម្ដី មេដឹកនាំប្រទេស ឬតំបន់ណាមួយនោះ បានបង្ហាញថា មេដឹកនាំនោះបានប្រើប្រាស់អំណាចរបស់ខ្លួនដល់កំពូលហើយ។
ការប្រើប្រាស់អំណាច ឬសមត្ថកិច្ចគ្រប់យ៉ាងបែបនេះ បានធ្វើឲ្យក្រុមមនុស្សនៅជុំវិញខ្លួនមិនហ៊ានពិភាក្សាផ្លាស់ប្ដូរ យោបល់ ឬជំទាស់នោះទេ ផ្ទុយទៅវិញមានតែការភ័យខ្លាច ហើយមានតែវិធីម្យ៉ាងគត់ គឺគាំទ្រគំនិតរបស់មេធំ បើទោះបីជាការគាំទ្រនោះខុសក៏ដោយត្រូវក៏ដោយ។
អ្នកវិភាគ និងស្រាវជ្រាវលើការអភិវឌ្ឍន៍សង្គម លោកបណ្ឌិត កែម ឡី បានបង្ហាញជុំវិញបរិបទដែលកំពុងតែកើតមានក្នុងសង្គមសព្វថ្ងៃថា ទម្លាប់បែបនេះវាស្ទើរតែជាប្រពៃណីមួយទៅហើយ អោយតែអ្នកដឹកនាំជាន់ខ្ពស់សម្រេចលើរឿងអ្វីមួយ គឺអ្នកនៅខាងក្រោមឱវាទចាំបាច់ត្រូវតែនាំគ្នាគាំទ្រ ដោយមិនបានគិតពីចំណុចអវិជ្ជមាន ឬគុណវិបត្តិទៅថ្ងៃអនាគតយ៉ាងណានោះឡើយ។
លោក កែម ឡី៖ «ជាវប្បធម៌ ឥឡូវនេះទោះបីជាអង្គការក្រៅរដ្ឋាភិបាលក៏ដោយ ស្ថាប័នក្នុងរដ្ឋាភិបាលក៏ដោយ ច្រើនតែចុះហត្ថលេខានឹងគេដែរ ព្រមនឹងគេដែរ ទោះបីក្នុងចិត្ត ក្នុងបេះដូងមិនពេញចិត្តក៏ដោយ។ ចំណុចនេះឆ្លុះបញ្ចាំងនូវបរិយាកាសនយោបាយ ដែលពុំទាន់មានលទ្ធិប្រជាធិបតេយ្យ សេរីភាពពេញលេញក្នុងការបញ្ចេញមតិ ជាពិសេសមតិផ្ទុយនេះឯង»។
កន្លងមកថ្មីនេះៗ ក្រោយពីលោកនាយករដ្ឋមន្រ្តី ហ៊ុន សែន បានទៅធ្វើបទបង្ហាញមួយនៅរដ្ឋសភាពីបញ្ហាបោះបង្គោលព្រំដែន កម្ពុជា-វៀតណាម ដោយមិនឲ្យបក្សប្រឆាំងដែលជាម្ចាស់សំណួរតមាត់កាលពីថ្ងៃទី១៣ សីហា នោះ គេឃើញមានស្ថាប័នរដ្ឋ និងឯកជនមួយចំនួនបានសរសេរលិខិត ឬញត្តិគាំទ្រជាហូរហែ ក្នុងនោះក៏មានបទអត្ថធិប្បាយគាំទ្រផងដែរ។
បទអត្ថាធិប្បាយមួយដែលវិទ្យុអាស៊ីសេរី ទទួលបានកាលពីថ្ងៃ ២២ ខែសីហា របស់លោក អេង យេង ទីប្រឹក្សាអមទីស្តីការគណៈរដ្ឋមន្រ្តីបានសសេរលើកតម្កើងថា "កម្លាំងចលករដ៏ខ្លាំងក្លានៃសម័យសម្ដេចតេជោ សែន"។
អ្នកសរសេរបទអត្ថាធិប្បាយនេះបានសម្ដែងនូវក្តីរំភើបចំពោះការ បកស្រាយបំភ្លឺរបស់លោក ហ៊ុន សែន អំពីការបោះបង្គោលខណ្ឌសីមាកម្ពុជា-វៀតណាម កាលពីថ្ងៃទី០៩ សីហា ឆ្នាំ២០១២ នៅរដ្ឋសភាជាតិ។ បទអត្ថាធិប្បាយបានបង្ហាញថា សំនួនវោហារស្ដីពីបញ្ហាព្រំដែនក្នុងរយៈពេលជាង ៥ម៉ោងដោយគ្មានការឈប់សម្រាកនោះ គឺល្អឥតខ្ចោះ និងបានចូលទៅអង្រួនដល់ក្រអៅដូងចិត្តប្រជាជាតិទាំងមូល ដែលមិនធ្លាប់មានពីសម័យមុនៗមក។
គេចាត់ទុកព្រឹត្តិការណ៍ជាប្រវត្តិសាស្ត្រខាងលើនេះបានបញ្ជាក់ យ៉ាងច្បាស់ថា គ្មានអនុភាពណាខ្លាំងជាងការដឹកនាំប្រកបដោយវីរភាពស្នេហាជាតិដ៏ ឧត្ដុង្គឧត្ដមរបស់សម្ដេចតេជោ ហ៊ុន សែន បានឡើយ។
អត្ថបទអត្ថាធិប្បាយមួយទៀតបានសរសេរដោយឈ្មោះឧត្តម សក្តិ ដែលវិទ្យុអាស៊ីសេរី ទទួលបាននៅក្នុងខែសីហា នេះដែរ បានសរសេរបន្ទរបែបចំអកឲ្យបក្សប្រឆាំងផង និងលើកសរសើរលោក ហ៊ុន សែន ផងថា "បក្សប្រឆាំងអស់លេសសម្រាប់បោករាស្ត្រក្នុងរឿងព្រំដែន"។
បទអត្ថាធិប្បាយដដែលនេះបានសរសេរទៀតថា បទបង្ហាញស្តីពីបញ្ហាព្រំដែនកម្ពុជា-វៀតណាម ដោយសម្ដេចតេជោ ហ៊ុន សែន ប្រៀបបានទៅនឹងបំណាក់ផ្ទាំងថ្មភ្នំដ៏ធំសង្កត់លើក្រុមប្រឆាំង ឱ្យដួលផ្ងាកងើបខ្លួនលែងរួច ហើយអំនួតរបស់ពួកគេនៅពេលកន្លងមកដែលយកបញ្ហាព្រំដែនក្នុងការកេង ចំណេញនយោបាយក៏ត្រូវបានបញ្ចប់។
នេះជាការឆ្លើយតបទៅគណបក្សប្រឆាំង និងអង្គការសង្គមស៊ីវិលមួយចំនួនក្នុង និងក្រៅប្រទេស ដែលតែងតែរិះគន់ថា រាជរដ្ឋាភិបាលកម្ពុជា បានកាត់ទឹកដីឲ្យទៅប្រទេសជិតខាង ហើយបានបណ្ដែតបណ្ដោយឲ្យវៀតណាម រំកិលបង្គោលទ្បាក់ចូលក្នុងដីកម្ពុជា ជាច្រើនរយគីឡូម៉ែត្រក្រឡាទៀតផង។
ស្របពេលគ្នានេះដែរ ប្រធានអង្គការសហព័ន្ធសិទ្ធិមនុស្ស និងអភិវឌ្ឍន៍នៅកម្ពុជា លោក ថៅ វាសនា។ លោកមានប្រសាសន៍គាំទ្រចំពោះការអត្ថាធិប្បាយបែបនេះ ហើយអង្គការលោកក៏បានចេញសេចក្ដីថ្លែងការណ៍គាំទ្រនយោបាយឈ្នះៗរបស់ លោកនាយករដ្ឋមន្ត្រី ហ៊ុន សែន ដែរ ដូចជាបញ្ហាព្រំដែន ការកែទម្រង់លើបញ្ហាដីធ្លី និងបញ្ហាផ្សេងៗទៀត។
លោក ថៅ វាសនា៖ «សម្ដេចតេជោដែលយើងគាំទ្រនោះ គឺគាំទ្រនយោបាយដែលមិនស៊ីសាច់គ្នានោះ គឺនយោបាយឈ្នះៗ ហេតុនេះបានជានាយករដ្ឋមន្ត្រីជាវីរជនមួយដែលមានតម្លៃលេចធ្លោជាសកល ដែលយើងមិនអាចនឹងមិនសរសើរមិនបាន»។
លោកបន្តថា កន្លងមកលោកសង្កេតឃើញថា បក្សប្រឆាំងក្ដី ឬសង្គមស៊ីវិលមួយចំនួនក្ដីហាក់ខ្វះសេចក្ដីក្លាហានក្នុងការលើក សរសើរដល់ប្រមុខរដ្ឋាភិបាលដែលបានខិតខំបំពេញកិច្ចការជូនជាតិ ត្រឹមត្រូវ និងទទួលបានជោគជ័យ។
ចំពោះលោកបណ្ឌិត កែម ឡី វិញ លោកមើលឃើញថា ការគាំទ្រទាំងឡាយហាក់មើលឃើញតែមួយជ្រុង ចំណែកមួយជ្រុងទៀត គឺប្រជាពលរដ្ឋរស់នៅតាមព្រំដែនដែលជាអ្នកជួបបញ្ហាបាត់បង់ដីធ្លី ជាកេរដំណែលពីដូនតាននោះ គឺពុំទាន់មានការសិក្សាស្រាវជ្រាវឲ្យដឹងច្បាស់ថា ខាតបង់ប៉ុន្មាន ចំណេញប៉ុន្មាននោះទេ គឺបានត្រឹមតែបង្ហាញឲ្យឃើញតែនៅលើផែនទីលើក្រដាសប៉ុណ្ណោះ៖ «ពុំមានអ្នកជំនាញព្រំដែនណា ស៊ាន ប៉េងសែ ឬក៏ វ៉ា គឹមហុង ឬក៏គណៈកម្មការទាំងអស់នឹងមិនដឹងថា បាត់នៅត្រង់ណាទេ អ្នកដែលដឹងបាត់ពិត គឺប្រជាពលរដ្ឋនៅតាមព្រំដែន»។
លោកបារម្ភខ្លាចសកម្មភាពលើកសរសើរថ្នាក់ដឹកនាំបែបនេះក្លាយទៅជា ទម្លាប់ថ្មីមួយទៀត ដែលមនុស្សបង្រៀនគ្នាឲ្យចេះនិយាយកុហក មិនហ៊ាននិយាយត្រង់ និយាយអ្វីដែលចេញពីបេះដូងដែលខ្លួនមើលឃើញពិតប្រាកដនោះទេ។ បញ្ហានេះអាចបណ្ដាលមកពីពួកគេចង់សន្សំសុខ ឬមិនចង់នាំទុក្ខដល់ខ្លួន អ្នកខ្លះទៀតចង់បានមុខមាត់ បុណ្យសក្ដិ និងលាភសការៈផ្សេងៗជាដើម៖ «បើយើងនៅតែអ៊ីចឹងបានន័យថា អាជ័យធ្លាក់ទឹកហៃអើៗ ដោយអត់នាំគ្នាជួយកែលំអនោះទេ ខុសក៏គាំទ្រត្រូវក៏គាំទ្រ»។
ទន្ទឹមគ្នានេះចំពោះអ្នកណាដែលហ៊ានរិះគន់ ឬជំទាស់នឹងគំនិតរបស់អ្នកធំនោះ គេតែងតែចោទប្រកាន់ថា ជាក្រុមប្រឆាំងនឹងរដ្ឋាភិបាល ធ្វើឲ្យខូចសណ្ដាប់ធ្នាប់សាធារណៈ បង្កអសន្តិសុខសង្គមជាដើម។ ជាក់ស្ដែងដូចជាសកម្មជនព្រំដែន លោក រ៉ុង ឈុន លោក ម៉ម សូណង់ដូ ជាដើម សុទ្ធតែធ្លាប់បញ្ចេញមតិពីបញ្ហាព្រំដែន ហើយអ្នកទាំងនោះត្រូវរដ្ឋាភិបាលចោទប្រកាន់ និងបានចាប់ដាក់គុក ហើយមានខ្លះទៀតត្រូវរត់ចោលស្រុករហូតមកដល់សព្វថ្ងៃនេះ។
អ្នកវិភាគបញ្ហាសង្គមនិយាយថា បញ្ហានេះជាការឆ្លុះបញ្ចាំងឲ្យឃើញពីការដឹកនាំសង្គមមួយជាលក្ខណៈ បុគ្គលនិយម និងបក្សពួកនិយម ហើយការដឹកនាំរបៀបនេះគេតែងតែរកលេសដើម្បីបំបិទសំឡេងអ្នកដែល មានទស្សនៈផ្ទុយពីបក្ស ឬក្រុមរបស់គេនោះ។
អ្នកវិភាគយល់ឃើញទៀតថា បើសិនជាបញ្ហានេះកាន់តែរីកធំធាត់ទៅនោះ វាជាគ្រោះថ្នាក់មួយដល់ការអភិវឌ្ឍន៍ និងការកសាងប្រទេសមួយប្រកបដោយនីតិរដ្ឋ និងមានលទ្ធិប្រជាធិបតេយ្យពិតប្រាកដ និងមិនមានតុល្យភាពនៃអំណាច និងការរកទទួលទាននៅក្នុងសង្គមនោះឡើយ៕
Saturday 1 September 2012
សិស្សប្រឡងជាប់បាក់ឌុបឆ្នាំនេះមានចំនួនច្រើនជាងឆ្នាំមុន ប៉ុន្តែលោក រ៉ុង ឈុន មិនសាទរ
ដោយ គី សុខលីម
នៅឆ្នាំសិក្សា២០១២នេះ
សិស្សប្រឡងជាប់បាក់ឌុបមានចំនួនជាង៨៦%
ពោលគឺកើនជាងឆ្នាំមុនចំនួន៤%។ ប៉ុន្តែ លោក រ៉ុង ឈុន
ប្រធានសមាគមគ្រូបង្រៀនកម្ពុជាឯករាជ្យមិនសាទរចំពោះលទ្ធផលប្រឡងនេះ
ទេ ពីព្រោះការប្រឡងនាពេលកន្លងមកមានភាពមិនប្រក្រតីច្រើន។
លោក សម មុនីរ័ត្ន អគ្គនាយកដ្ឋានអប់រំនៃក្រសួងអប់រំ
យុវជននិងកីឡា បានបញ្ជាក់ប្រាប់នៅថ្ងៃសៅរ៍នេះថា នៅឆ្នាំ២០១២នេះ
សិស្សដែលប្រឡងជាប់បាក់ឌុបមានចំនួនជាង៨៦%ពោលគឺកើនជាងឆ្នាំមុន
ចំនួន៤%។ មន្ត្រីជាន់ខ្ពស់ក្រសួងអប់រំរូបនេះបានពន្យល់ថា
នៅឆ្នាំនេះសិស្សធ្វើត្រូវច្រើន
អ៊ីចឹងហើយទើបពួកគេប្រឡងជាប់ច្រើនជាងឆ្នាំមុន។
មិនត្រឹមតែប៉ុណ្ណោះ
លោកអគ្គនាយកដ្ឋានអប់រំនៃក្រសួងអប់រំបានបន្ថែមទៀតថា
សិស្សដែលទទួលបាននិទេ្ទស A នៅឆ្នាំនេះមានចំនួន១០៥នាក់
រីឯកាលពីឆ្នាំមុនមានចំនួនតែ៥០នាក់ប៉ុណ្ណោះ។
ទាក់ទងទៅនឹងលទ្ធផលប្រឡងបាក់ឌុបនៅឆ្នាំនេះ លោក រ៉ុង ឈុន បានអត្ថាធិប្បាយនៅថ្ងៃនេះថា លោកមិនសាទរទេពីព្រោះការប្រឡងនាពេលកន្លងមកពោពេញទៅដោយភាពមិន ប្រក្រតី។ ភាពមិនប្រក្រតីទាំងនោះជារួមមាន៖ អំពើសូកប៉ាន់និងការបើកមើលវិញ្ញាសារព្រាងជាដើម។ លោក កែម ឡី អ្នកស្រាវជ្រាវឯករាជ្យនៅក្នុងប្រទេសកម្ពុជាដែលបានធ្វើការ ស្រាវជ្រាវលើការប្រឡងបាក់ឌុបនាពេលកន្លងមកបានទទួលស្គាល់ថា ការប្រឡងនាពេលកន្លងមកមានភាពមិនប្រក្រតីមែនប៉ុន្តែលោកបានបញ្ជាក់ តាមរយៈការអង្កេតរបស់លោកថា ការប្រឡងឆ្នាំនេះមានភាពតឹងរឹងជាងឆ្នាំមុន។
លោក រ៉ុង ឈុន បានបន្តបញ្ជាក់ទៀតថា លទ្ធផលនៃការប្រឡងនេះមិនឆ្លើយតបទៅនឹងសមត្ថភាពជាក់ស្តែងរបស់សិស្ស ទេ មានន័យថា ប្រសិនបើការប្រឡងប្រព្រឹត្តិទៅប្រកបដោយយុត្តិធម៌និងត្រឹមត្រូវនោះ ចំនួនអ្នកប្រឡងជាប់ត្រូវទាបជាងនេះ។ លោក ឈុន បានបន្តទៀតថា លោកមានការព្រួយបារម្ភពីគុណភាពមនុស្សនាពេលអនាគត។ គុណភាពធនធានមនុស្សខ្មែរមិនឆ្លើយតបទៅនឹងតម្រូវការទីផ្សារឡើយ។ លោក រ៉ុង ឈុន ចោទប្រកាន់វិស័យអប់រំខ្មែរថា បណ្តុះបណ្តាលធនធានមនុស្សយកតែបរិមាណប៉ុន្តែមិនគិតពីគុណភាព។
ក្រៅពីបញ្ហាគុណភាព លោក កែម ឡី អ្នកស្រាវជ្រាវឯករាជ្យបានលើកឡើងថា នៅក្នុងប្រទេសសិង្ហបុរី យុវជន២នាក់ក្នុងចំណោមយុវជន៣នាក់បានចូលរៀននៅមហាវិទ្យាល័យ រីឯនៅកម្ពុជាវិញ យុវជនម្នាក់ក្នុងចំណោម២០នាក់បានចូលរៀននៅមហាវិទ្យាល័យ៕
ទាក់ទងទៅនឹងលទ្ធផលប្រឡងបាក់ឌុបនៅឆ្នាំនេះ លោក រ៉ុង ឈុន បានអត្ថាធិប្បាយនៅថ្ងៃនេះថា លោកមិនសាទរទេពីព្រោះការប្រឡងនាពេលកន្លងមកពោពេញទៅដោយភាពមិន ប្រក្រតី។ ភាពមិនប្រក្រតីទាំងនោះជារួមមាន៖ អំពើសូកប៉ាន់និងការបើកមើលវិញ្ញាសារព្រាងជាដើម។ លោក កែម ឡី អ្នកស្រាវជ្រាវឯករាជ្យនៅក្នុងប្រទេសកម្ពុជាដែលបានធ្វើការ ស្រាវជ្រាវលើការប្រឡងបាក់ឌុបនាពេលកន្លងមកបានទទួលស្គាល់ថា ការប្រឡងនាពេលកន្លងមកមានភាពមិនប្រក្រតីមែនប៉ុន្តែលោកបានបញ្ជាក់ តាមរយៈការអង្កេតរបស់លោកថា ការប្រឡងឆ្នាំនេះមានភាពតឹងរឹងជាងឆ្នាំមុន។
លោក រ៉ុង ឈុន បានបន្តបញ្ជាក់ទៀតថា លទ្ធផលនៃការប្រឡងនេះមិនឆ្លើយតបទៅនឹងសមត្ថភាពជាក់ស្តែងរបស់សិស្ស ទេ មានន័យថា ប្រសិនបើការប្រឡងប្រព្រឹត្តិទៅប្រកបដោយយុត្តិធម៌និងត្រឹមត្រូវនោះ ចំនួនអ្នកប្រឡងជាប់ត្រូវទាបជាងនេះ។ លោក ឈុន បានបន្តទៀតថា លោកមានការព្រួយបារម្ភពីគុណភាពមនុស្សនាពេលអនាគត។ គុណភាពធនធានមនុស្សខ្មែរមិនឆ្លើយតបទៅនឹងតម្រូវការទីផ្សារឡើយ។ លោក រ៉ុង ឈុន ចោទប្រកាន់វិស័យអប់រំខ្មែរថា បណ្តុះបណ្តាលធនធានមនុស្សយកតែបរិមាណប៉ុន្តែមិនគិតពីគុណភាព។
ក្រៅពីបញ្ហាគុណភាព លោក កែម ឡី អ្នកស្រាវជ្រាវឯករាជ្យបានលើកឡើងថា នៅក្នុងប្រទេសសិង្ហបុរី យុវជន២នាក់ក្នុងចំណោមយុវជន៣នាក់បានចូលរៀននៅមហាវិទ្យាល័យ រីឯនៅកម្ពុជាវិញ យុវជនម្នាក់ក្នុងចំណោម២០នាក់បានចូលរៀននៅមហាវិទ្យាល័យ៕
ក្រសួងអប់រំ៖ លទ្ធផលប្រឡងបាក់ឌុបបង្ហាញពីការរីកចម្រើននៃវិស័យអប់រំ
ដោយ វិជ័យ អានន្ទ
2012-09-01
ប្រធានអគ្គនាយកដ្ឋាននៃក្រសួងអប់រំ លោក សម សេរីរដ្ឋ ឲ្យដឹងនៅថ្ងៃទី១ ខែកញ្ញា ឆ្នាំ២០១២ ថា លទ្ធផលនៃការប្រឡងជាប់បាក់ឌុបនេះ បង្ហាញពីការខិតខំប្រឹងប្រែងសិក្សារបស់សិស្ស និងការយកចិត្តទុកដាក់របស់មាតាបិតាសិស្ស ក្នុងការជំរុញកូនឲ្យព្យាយាមរៀនសូត្រ។លោក សម សេរីរដ្ឋ៖ «ឥឡូវនេះ ក្មួយៗគេខំរៀន និងម៉ែឳគេជំរុញទៅ គេខំរៀន គេធ្វើតាមទៅ គេក៏ទទួលបានគុណភាពតាមក្រោយ»។
លោក សម សេរីរដ្ឋ មានប្រសាសន៍បន្តថា សិស្សប្រឡងជាប់បាក់ឌុបទាំងអស់ជាង៨៦% ក្នុងនោះនិទ្ទេសល្អប្រសើរ (និទ្ទេសA) មានចំនួន១០៥នាក់ និងនិទ្ទេសល្អណាស់ (និទ្ទេសB) មានចំនួន៣.៥០៥នាក់។
ទោះយ៉ាងណា ទាក់ទងនឹងលទ្ធផលនៃការប្រឡងបាក់ឌុប ប្រធានសមាគមគ្រូបង្រៀនឯករាជ្យ លោក រ៉ុង ឈុន បដិសេធថា វាមិនមែនជាលទ្ធផលឆ្លុះបញ្ចាំងពីគុណភាពនៃការអប់រំនោះឡើយ វាជាការបង្ហាញបរិមាណ ព្រោះលទ្ធផលនៃការប្រឡងនេះ កើតចេញពីការចម្លងគ្នារបស់សិស្សនៅពេលប្រឡង៖ «ថ្នាក់ដឹកនាំ ក្រសួងអប់រំ តែងតែប្រកាសថា ល្អៗ ហើយលទ្ធផលយើងទទួលស្គាល់ថា សិស្សមួយចំនួនតូច មានសមត្ថភាពពិតប្រាកដ។ ប៉ុន្តែ មួយចំនួនធំអត់មានសមត្ថភាព ហើយមិនឆ្លើយតបទៅនឹងបរិយាកាសនៃការប្រឡង ពីព្រោះការប្រព្រឹត្តនៃការប្រឡងមានបរិយាកាសអាក្រក់ មានភាពមិនប្រក្រតីកើតឡើង ដូចជាការប្រមូលលុយ ការបើកចម្លង ការផ្ដល់ចម្លើយតាមរយៈតេឡេហ្វូន (ទូរស័ព្ទ) សព្វបែបយ៉ាង»។
ប្រតិកម្មទៅនឹងការលើកឡើងរបស់ប្រធានសមាគមគ្រូបង្រៀនឯករាជ្យ នេះ លោក សម សេរីរដ្ឋ អះអាងថា ការអភិវឌ្ឍលើវិស័យអប់រំ អាចធ្វើទៅបាន គេត្រូវធ្វើកំណែទម្រង់បន្តិចៗម្ដង៖ «យើងចង់បានគុណភាពដូចតែគ្នាហ្នឹង ប៉ុន្តែយើងធ្វើម៉េចឲ្យបានភ្លាម ត្រូវការចំណាយពេលវេលាណា»។
ភ្ជាប់នឹងលទ្ធផលនៃការប្រឡងនេះដែរ អ្នកស្រាវជ្រាវអភិវឌ្ឍសង្គម លោក កែម ឡី ថ្លែងថា បើសិនលទ្ធផលនៃការប្រឡងនេះ មិនមែនកើតចេញពីការចម្លងគ្នា វាជាការឆ្លុះបញ្ចាំងថា វាជារឿងល្អ ព្រោះវាបង្ហាញពីសមត្ថភាពពិតរបស់សិស្ស ហើយយើងក៏ទទួលយកលទ្ធផលនេះប្រកបដោយមោទនភាពខ្លាំង។ ផ្ទុយទៅវិញ លោកអះអាងថា លទ្ធផលនៃការប្រឡងនេះ កើតចេញពីការចម្លងគ្នាទៅវិញទៅមករបស់បេក្ខជនដែលចូលប្រឡង៖ «លទ្ធផល នៃការប្រឡង គឺបើយើងប្រឡងត្រឹមត្រូវ អត់ចម្លងគ្នា មានភាពយុត្តិធម៌ លទ្ធផលប្រឡងហ្នឹងគឺអាចបញ្ជាក់អំពីគុណភាពនៃវិស័យអប់រំមួយដែរ ក្នុងចំណុចជាច្រើនដែលឆ្លុះបញ្ចាំងអំពីគុណភាពនៃការអប់រំ បានន័យថា ក្មេងរៀនចេះ អាចធ្វើលំហាត់ដោយខ្លួនឯងបាន ប្រឡងជាប់ ប៉ុន្តែដោយសារតែយើងធ្វើការសិក្សាទៅឃើញថា ក្មេងៗភាគច្រើនចម្លងគ្នាដោយសេរី»។
លោក កែម ឡី បញ្ជាក់ថា អង្គការរបស់លោកបានសិក្សាស្រាវជ្រាវមណ្ឌលប្រឡងនាទីក្រុងភ្នំពេញ ឃើញថា មានសិស្ស៦០ទៅ៧០% ដែលចម្លងគ្នា និងមើលកំណែចម្លើយ។ លោកថ្លែងបន្តថា តាមការសិក្សាស្រាវជ្រាវឃើញថា បេក្ខជនប្រឡងមានមធ្យោបាយជាច្រើនក្នុងការចម្លងគ្នា និងការទទួលបានកំណែចម្លើយ ដូចជាការប្រើទូរស័ព្ទដើម្បីបញ្ជូនកំណែ ការប្រើលុយដើម្បីទិញទឹកចិត្តអនុរក្សនាពេលប្រឡង កុំឲ្យចាប់ព្រុយយ៉ុង ការរៃលុយឲ្យគ្រូ ដើម្បីធ្វើកំណែឲ្យជាដើម៕
Monday 27 August 2012
Huge numbers of graduates are underemployed in China
The Wall Street Journal26 August 2012 Issue No:236
BEIJING—China's labor market has so far proved resilient despite a
slowing economy, but that means little to recent college graduate Wu
Xiuyan.
"My classmates and I want to find jobs in banks or foreign-trade companies, but the reality is that we can't find positions that match our education," said Ms. Wu, 24 years old, who graduated in June from Zhejiang University of Finance and Economics. She has spent the time since then living at home and trawling recruitment websites.
"I just want a stable, maybe administrative, job," she said, "but why is it so hard?"
China has shown little evidence of rising unemployment despite the slowest growth rate since the global financial crisis—and is nowhere near the jobless rates seen in some of the countries hardest hit by the euro-zone debt crisis. But slowing growth underscores a fundamental challenge to China's economic development: the underemployment of huge numbers of graduates that Chinese colleges are churning out.
Experts say that many of the graduates lack skills such as critical thinking, foreign languages and basic office communications that businesses are looking for. Even small private enterprises that offer humble salaries find many graduates unsatisfactory. "Those small sales companies that desperately need people also reject us graduates," said Ms. Wu. "They say we don't have social resources or work experience that they need."
At the same time, China has made only limited gains in remaking its economy so it relies more on services and innovation and less on construction and assembly-line manufacturing. That limits the markets for the lawyers, engineers and accountants that Chinese universities are producing.
As a result, many graduates find they can get only low-skill jobs that pay far less than they imagined they would make and see a future of limited prospects. A survey of more than 6,000 new graduates conducted last year by Tsinghua University in Beijing said that entry-level salaries of 69% of college graduates are lower than those of the migrant workers who come from the countryside to man Chinese factories, a figure that government statistics currently put at about 2,200 yuan ($345) a month. Graduates from lower-level universities make an average of only 1,903 yuan a month, it said.
Li Junjie graduated in June from Communication University of China, majoring in broadcast journalism. "It is getting even harder for us to get a job than the previous graduates of my major because fewer positions are left for me and my classmates," said the 23-year-old native of southern Guangdong province, who is staying with friends in Beijing as he looks for work.
"Media outlets here look for professionals or native English speakers, not fresh Chinese graduates with only a diploma."
While worker dissatisfaction hasn't manifested itself politically, such as in public protests, it is bound to be a worry for China's top leaders who regularly stress the need to avoid social instability, particularly ahead of this fall's leadership change. Economically, China's productivity gains could slow if it can't better match the demand of its current job market and the skills of its graduates.
China's universities have churned out more than 39 million graduates with undergraduate or specialized degrees over the past decade, according to the Ministry of Education. People with some college education now account for about 8.9% of China's population, according to 2010 government data. While that's a much smaller proportion than the 36.7% of the adult population in the U.S, it's a sharp rise from China's 3.6% in 2000.
The employment rate of China's college
graduates last year was 90%, according to a survey by the Chinese
Academy of Social Sciences and MyCOS Research Institute, a Beijing-based
education consulting firm. But only 47% of the 256,000 Chinese
graduates surveyed said they feel satisfied in their current job.
"To solve the underemployment problem, you need to adjust the economy for the workforce that China has now," said Chetan Ahya, an economist and managing director at Morgan Stanley. "A comprehensive approach is needed to create jobs with high value."
"High-end jobs that should have been produced by industrialization, including research, marketing and accounting etc., have been left in the West," said Chen Yuyu, associate professor at Peking University's Guanghua School of Management. Referencing the trade name of Hon Hai Precision Industry Co., 2317.TW +0.69% the Taiwan-based company that makes gadgets for Apple Inc.
AAPL +0.09% and others in Chinese factories, he said, "We only have assembly lines in Foxconns."
Solving the problem is complex, involving a gradual overhaul of China's education system as well as efforts to add more service-sector jobs. China's Ministry of Education in 2010 unveiled new guidelines pressing universities to shift away from their traditional focus on increasing enrollment. It is also experimenting with giving faculty greater say over curriculum and school operations, though universities remain tightly controlled by the Communist Party.
A large population of college-educated workers with ambitions for better jobs could have long-term advantages, economists say. Educated labor could make China more appealing to both foreign and domestic companies hoping to add service-oriented jobs in China. The group so far also seems less likely to stir unrest than migrant workers, who in recent years have staged protests in some areas over low pay and other issues.
"The underemployment is more a short-term problem," says Albert Park, professor of Economics at Hong Kong University of Science and Technology. "The demand will be there for China's graduates."
—Lilian Lin
"My classmates and I want to find jobs in banks or foreign-trade companies, but the reality is that we can't find positions that match our education," said Ms. Wu, 24 years old, who graduated in June from Zhejiang University of Finance and Economics. She has spent the time since then living at home and trawling recruitment websites.
"I just want a stable, maybe administrative, job," she said, "but why is it so hard?"
China has shown little evidence of rising unemployment despite the slowest growth rate since the global financial crisis—and is nowhere near the jobless rates seen in some of the countries hardest hit by the euro-zone debt crisis. But slowing growth underscores a fundamental challenge to China's economic development: the underemployment of huge numbers of graduates that Chinese colleges are churning out.
Experts say that many of the graduates lack skills such as critical thinking, foreign languages and basic office communications that businesses are looking for. Even small private enterprises that offer humble salaries find many graduates unsatisfactory. "Those small sales companies that desperately need people also reject us graduates," said Ms. Wu. "They say we don't have social resources or work experience that they need."
At the same time, China has made only limited gains in remaking its economy so it relies more on services and innovation and less on construction and assembly-line manufacturing. That limits the markets for the lawyers, engineers and accountants that Chinese universities are producing.
As a result, many graduates find they can get only low-skill jobs that pay far less than they imagined they would make and see a future of limited prospects. A survey of more than 6,000 new graduates conducted last year by Tsinghua University in Beijing said that entry-level salaries of 69% of college graduates are lower than those of the migrant workers who come from the countryside to man Chinese factories, a figure that government statistics currently put at about 2,200 yuan ($345) a month. Graduates from lower-level universities make an average of only 1,903 yuan a month, it said.
Li Junjie graduated in June from Communication University of China, majoring in broadcast journalism. "It is getting even harder for us to get a job than the previous graduates of my major because fewer positions are left for me and my classmates," said the 23-year-old native of southern Guangdong province, who is staying with friends in Beijing as he looks for work.
"Media outlets here look for professionals or native English speakers, not fresh Chinese graduates with only a diploma."
While worker dissatisfaction hasn't manifested itself politically, such as in public protests, it is bound to be a worry for China's top leaders who regularly stress the need to avoid social instability, particularly ahead of this fall's leadership change. Economically, China's productivity gains could slow if it can't better match the demand of its current job market and the skills of its graduates.
China's universities have churned out more than 39 million graduates with undergraduate or specialized degrees over the past decade, according to the Ministry of Education. People with some college education now account for about 8.9% of China's population, according to 2010 government data. While that's a much smaller proportion than the 36.7% of the adult population in the U.S, it's a sharp rise from China's 3.6% in 2000.
"To solve the underemployment problem, you need to adjust the economy for the workforce that China has now," said Chetan Ahya, an economist and managing director at Morgan Stanley. "A comprehensive approach is needed to create jobs with high value."
"High-end jobs that should have been produced by industrialization, including research, marketing and accounting etc., have been left in the West," said Chen Yuyu, associate professor at Peking University's Guanghua School of Management. Referencing the trade name of Hon Hai Precision Industry Co., 2317.TW +0.69% the Taiwan-based company that makes gadgets for Apple Inc.
AAPL +0.09% and others in Chinese factories, he said, "We only have assembly lines in Foxconns."
Solving the problem is complex, involving a gradual overhaul of China's education system as well as efforts to add more service-sector jobs. China's Ministry of Education in 2010 unveiled new guidelines pressing universities to shift away from their traditional focus on increasing enrollment. It is also experimenting with giving faculty greater say over curriculum and school operations, though universities remain tightly controlled by the Communist Party.
A large population of college-educated workers with ambitions for better jobs could have long-term advantages, economists say. Educated labor could make China more appealing to both foreign and domestic companies hoping to add service-oriented jobs in China. The group so far also seems less likely to stir unrest than migrant workers, who in recent years have staged protests in some areas over low pay and other issues.
"The underemployment is more a short-term problem," says Albert Park, professor of Economics at Hong Kong University of Science and Technology. "The demand will be there for China's graduates."
—Lilian Lin
A version of this article appeared August 22,
2012, on page A12 in the U.S. edition of The Wall Street Journal, with
the headline: China's Graduates Face Glut.
Job market has changed but universities pump out graduates
Vangelis Tsiligiris 26 August 2012 Issue No:236
With the rise in fees in the UK and elsewhere, higher education institutions have started exploring ways of responding to anticipated increased expectations of students. Investment in sport and IT facilities and additional teaching are some of the ways in which institutions are trying to respond to the ‘value for money’ conundrum.
However, I think that we are missing a really important trick.
Presumably, for a change, we can all agree that if we were to ask current and future students what they would consider to be the most rewarding outcome of their time and money investment in higher education, they would answer “a job”. Sadly, not many institutions can guarantee students that they will be able to find a job any time soon after graduation.
In the recent past, employability has been one of the most popular catchphrases in higher education. However, employability does not mean employment; it means the propensity or the readiness of students to fulfil employment market requirements.
So perhaps the main question that should be asked today is: to what extent is the global economy able to create new jobs at the same pace that higher education institutions produce graduates?
Rise of derivatives has changed employment
In my opinion, the rise of markets for financial derivatives that are primarily traded outside the main stock exchanges – the so-called over-the-counter (OTC) markets – has altered the essence of wealth creation and consequently employment under the capitalism system as we knew it.
The main advantages of these financial products are low taxes and the direct negotiation between seller and buyers with or without minimum interference by the authorities.
To conceptualise the size of this market, consider the latest report by the Bank of International Settlements, published in May 2012. It states that the total notional value of OTC derivatives reached US$648 trillion at the end of 2011. This is almost nine times the gross world product which, according to the CIA Factbook, was estimated at US$70.16 trillion in 2011.
Thus, today an investor can choose to invest in an extensive selection of financial by-products that can generate profits even in cases where the markets concerned are in decline. Moreover, investors are not required to have capital to invest in these financial derivatives; they can simply borrow to invest. This means that almost any individual is able to make money out of money and, most importantly, by investing money they do not have.
Where are the jobs?
But what has all of this got to do with higher education?
For years now, higher education has been considered as the means to social mobility and better employment prospects. Whatever the view you take about the role of globalisation, human capital is considered the cornerstone of the modern economy.
This is according to the Marxist view of the capitalist system as being based on the production of goods and services for the creation of wealth. It is also assumed that this production process, whatever its nature and scale, involves some employment, even if that is at a reduced scale as a result of technological advancements.
Nevertheless, modern financial products have made this traditional ‘investment-production-wealth’ process less attractive to investors. Today, an investor is much less likely to invest in a factory, a plant or any other form of production of goods or services, when the same investment can generate a higher return in the short to medium term without the risks involved in managing people, inventories and production operations.
So the question that arises is: where are the jobs going to come from?
That is something very few in higher education, not least in economic policy, have thought about. There has been an over-concentration on ‘producing’ employable graduates, but no one seems to recognise that the economy has been slower and slower at creating jobs.
Higher education authorities have been busy projecting a booming future for graduates while there is very little evidence to reassure graduates that they will land a job.
A recent report published by the International Labour Organisation states that youth unemployment is rising in all parts of the world and the global rate is projected to reach 12.7% by the end of 2012, with a further negative projection up until 2016.
The same report states that education tends to act as a shield against unemployment; however, education does not guarantee employment. Another report, published by the Office of National Statistics in the UK, reveals that the percentage of graduates employed in lower skilled jobs increased from 26.7% in 2001 to 36% in 2011.
In specific parts of the world, graduate employment prospects are clearly worse than they used to be. For example, in the US, according to a publication by Associated Press, “the job prospects for bachelor degree holders fell last year [2011] to the lowest level in more than a decade”.
Economic change and tuition fees
At the same time, within this changing global economic environment, governments tend to receive no income from tax-free financial transactions while the income from corporate taxes is constantly in decline, primarily because of modern tax avoidance practices adopted by corporations.
This affects the ability of governments to contribute financially to higher education and consequently increases the need for direct financial contributions by students and their families.
In turn, this creates a vicious cycle of students becoming more demanding about ‘value for money’ with a strong emphasis on finding employment after graduation so they can get a return on their investment. Higher education institutions end up with less financial support to meet higher student expectations.
Furthermore, the booming derivatives market has changed the mechanism of money creation in the economy. As a consequence, macro-economic policy is becoming ineffective, making economic recovery a painful and unrealisable task while worsening the prospects for boosting employment.
In a depressed economic environment there is a danger of having too many highly employable graduates but too few jobs, something that is in line with the findings of the recent reports discussed earlier.
This graduate surplus affects the type of jobs accepted by graduates, devalues undergraduate degrees and puts the emphasis on vocational qualifications.
Higher education policy has failed to respond
At an economic policy level, we have failed to recognise the dramatic change that has occurred in the global economic system over the past 20 years or so; while at a higher education policy level we continue focusing on widening access and achieving recruitment targets without considering the consequences of the oversupply of graduates.
So, there seems to be a forthcoming challenge for higher education, both at a policy and operational level, as we enter a period of high student expectations and high graduate unemployment.
* Vangelis Tsiligiris is college principal of MBS College in Crete, Greece, and a PhD candidate at Birmingham City University.
Writer quits Yale board after plagiarism scandal in the United States
Press Trust of India26 August 2012 Issue No:236
After a long association with Yale University, noted Indian American
writer and journalist Fareed Zakaria has resigned from its governing
body to focus on his journalistic career, reports the Press Trust of India.
Zakaria, who received his bachelor degree from the university, has been associated with the Yale Corporation for the past six years. The decision of Zakaria to shed some of his non-journalistic responsibilities has come close on the heels of accusations of plagiarism against him. However, CNN and Time magazine have completed their probe into the matter and revoked their month-long suspension slapped on the writer.
“With great regret, I have decided that I will not be able to serve a second term as a successor fellow of Yale Corporation. I am re-examining my professional life and I have recognised that, in order to focus on the core of my work, I will have to shed some of my other responsibilities,” Zakaria informed Yale in his resignation letter, according to a university statement last Monday.
Zakaria, who received his bachelor degree from the university, has been associated with the Yale Corporation for the past six years. The decision of Zakaria to shed some of his non-journalistic responsibilities has come close on the heels of accusations of plagiarism against him. However, CNN and Time magazine have completed their probe into the matter and revoked their month-long suspension slapped on the writer.
“With great regret, I have decided that I will not be able to serve a second term as a successor fellow of Yale Corporation. I am re-examining my professional life and I have recognised that, in order to focus on the core of my work, I will have to shed some of my other responsibilities,” Zakaria informed Yale in his resignation letter, according to a university statement last Monday.
Plagiarism scandal continues after forgery verdict in Thailand
Yojana Sharma and Suluck Lamubol26 August 2012 Issue No:236
Thailand’s National Innovation Agency Director Supachai Lorlowhakarn was
found guilty of criminal forgery on 8 August, just weeks after the
council of Chulalongkorn University revoked his PhD in science because
of plagiarism.
The South Bangkok District Court, whose written verdict was only made available last week, ruled that Supachai fabricated and made use of a falsified employment contract of his litigant Wyn Ellis, a Thailand-based British agriculture researcher and a former consultant to NIA.
The court accepted “beyond any doubt that the defendant [Supachai] was the principal party in committing document forgery”, and added that Supachai “cannot avoid responsibility by claiming this was an action of his subordinate and he did not know about it”.
The court levied a 6,000 baht (US$190) fine and imposed a six-month suspended prison sentence on Supachai.
The verdict has significance in an ongoing plagiarism case involving Supachai and Ellis that has shocked academics and the public.
Ellis claims he is the main author and was project manager of the research, “Strengthening the Export Capacity of Thailand’s Organic Agriculture”, commissioned by the Geneva-based UN International Trade Centre in 2007.
Supachai insists that he possesses the rights to the same research, which he used in his PhD thesis. On 21 June this year, Chulalongkorn University declared that Supachai was guilty of plagiarising 80% of his thesis, and revoked the PhD.
Employment contract tampered with
According to the court’s full verdict on the forgery case, the attempt to falsely reduce Ellis’ employment contract term was aimed at using it as supporting evidence for Supachai’s own claim that Ellis did not have a main role in producing the disputed research, but was merely a translator and copyrighter of the work.
Ellis filed complaints against Supachai for alleged document forgery in 2008, stating that Supachai illegally amended his employment contract as consultant for the NIA from six months (originally from January to June 2007) to three months (January to March 2007).
According to the court, “the reason for altering the employment contract to show only three months was because the plaintiff’s [Ellis’] position according to the contract was an important one; the defendant needed to minimise the plaintiff’s role; reducing the duration to only three months made the appointment seem temporary, showing that the plaintiff had no role in writing the disputed article.”
The court accepted that Supachai was the principal party in committing document forgery and found him guilty according to Articles 264 (criminal forgery) and 268(1) (making use of or citing from a forged document), “because the defendant was the person who forged the documents, and used the forged documents”.
Forged document used to undermine claim
The possibility of the document forgery came to light when in August 2008 Ellis filed petitions to Chulalongkorn University’s rector and the Ministry of Science and Technology against Supachai’s alleged plagiarism.
This prompted Supachai to lodge counter claims against Ellis and subsequently against Bangkok Post journalist Erika Fry, who had investigated the case for the newspaper, for defamation. Although the case was later dismissed, Ellis noticed that his employment contract, used as supporting evidence, was forged, leading to a further lawsuit.
Ellis told University World News: “The court has ruled that my contract was altered to undermine my claim to lead authorship of a technical article, found to have been plagiarised in the defendant’s PhD thesis. Also, most of the article’s entire introduction is reproduced in a paper published in the Thai Journal of Agricultural Science.
“I hope that this verdict will now persuade the TJAS to retract the paper without further delay,” he said.
“It’s also significant that the court also held the defendant responsible for an official NIA memo submitted in evidence by the defendant, which the court ruled was dated retrospectively and was not true to the facts. The court’s verdict, though subject to appeal, shows the extent to which some will go to hide their tracks.”
Ellis has several times called on the TJAS to retract Supachai’s article.
Retraction debate continues
TJAS Editor-in-chief Irb Kheoruenromne said he was ready and willing to retract the article but had to wait for a court ruling on Supachai’s complaint against Chulalongkorn University.
In response to the decision to revoke his PhD, Supachai declared he would file a complaint against the university for "misuse of power".
During a 25 June press conference, Supachai said the investigation led by the university’s committee was “unusually rapid” and “against good governance and rule of law”.
“This has been a complicated matter…we are willing to retract the paper if the court decides that Supachai is really guilty [of plagiarism], but we can’t retract just like that because there was agreement in our publishing [his article] in which he said that he owned the rights of the work,” Irb told University World News.
As Supachai is also likely to appeal the forgery ruling, Irb said: “I am not so sure what is going to happen now, I have to say. But the chances are high that this paper will be withdrawn from the journal.”
Lieke Boersma of Wageningen Academic Publishers in The Netherlands, which holds the copyright to the Wyn Ellis material, said the disputed paper “is still there in the Thai journal this week. We also heard about the 8 August verdict and thought they will withdraw it now.” She said Wageningen was disappointed that the paper had not been withdrawn earlier.
Wageningen asked the TJAS to retract the paper over a year ago, but the journal would only do so with a court ruling “which would have been complicated from The Netherlands, so we did not go further with this”, Boersma said. “We will contact them now.”
Supachai’s NIA role
Science and Technology Minister Plodprasob Surasawadi, who oversees the NIA, has said the withdrawal of Supachai’s PhD would not affect his position or work at the NIA, since Supachai used his masters degree to apply for the job, the online agency Thaipublica reported on 8 July.
The chair of the NIA board, Pornchai Rujiprapa, who is also permanent secretary at the Ministry of Science and Technology, was reported by the Bangkok Post on 26 June as saying that the withdrawal of the PhD was a personal matter for Supachai.
Ellis told University World News: “It is incumbent upon the ministry and NIA board to exercise their powers immediately to limit the continuing damage to the global reputation and good standing of both agencies.”
The South Bangkok District Court, whose written verdict was only made available last week, ruled that Supachai fabricated and made use of a falsified employment contract of his litigant Wyn Ellis, a Thailand-based British agriculture researcher and a former consultant to NIA.
The court accepted “beyond any doubt that the defendant [Supachai] was the principal party in committing document forgery”, and added that Supachai “cannot avoid responsibility by claiming this was an action of his subordinate and he did not know about it”.
The court levied a 6,000 baht (US$190) fine and imposed a six-month suspended prison sentence on Supachai.
The verdict has significance in an ongoing plagiarism case involving Supachai and Ellis that has shocked academics and the public.
Ellis claims he is the main author and was project manager of the research, “Strengthening the Export Capacity of Thailand’s Organic Agriculture”, commissioned by the Geneva-based UN International Trade Centre in 2007.
Supachai insists that he possesses the rights to the same research, which he used in his PhD thesis. On 21 June this year, Chulalongkorn University declared that Supachai was guilty of plagiarising 80% of his thesis, and revoked the PhD.
Employment contract tampered with
According to the court’s full verdict on the forgery case, the attempt to falsely reduce Ellis’ employment contract term was aimed at using it as supporting evidence for Supachai’s own claim that Ellis did not have a main role in producing the disputed research, but was merely a translator and copyrighter of the work.
Ellis filed complaints against Supachai for alleged document forgery in 2008, stating that Supachai illegally amended his employment contract as consultant for the NIA from six months (originally from January to June 2007) to three months (January to March 2007).
According to the court, “the reason for altering the employment contract to show only three months was because the plaintiff’s [Ellis’] position according to the contract was an important one; the defendant needed to minimise the plaintiff’s role; reducing the duration to only three months made the appointment seem temporary, showing that the plaintiff had no role in writing the disputed article.”
The court accepted that Supachai was the principal party in committing document forgery and found him guilty according to Articles 264 (criminal forgery) and 268(1) (making use of or citing from a forged document), “because the defendant was the person who forged the documents, and used the forged documents”.
Forged document used to undermine claim
The possibility of the document forgery came to light when in August 2008 Ellis filed petitions to Chulalongkorn University’s rector and the Ministry of Science and Technology against Supachai’s alleged plagiarism.
This prompted Supachai to lodge counter claims against Ellis and subsequently against Bangkok Post journalist Erika Fry, who had investigated the case for the newspaper, for defamation. Although the case was later dismissed, Ellis noticed that his employment contract, used as supporting evidence, was forged, leading to a further lawsuit.
Ellis told University World News: “The court has ruled that my contract was altered to undermine my claim to lead authorship of a technical article, found to have been plagiarised in the defendant’s PhD thesis. Also, most of the article’s entire introduction is reproduced in a paper published in the Thai Journal of Agricultural Science.
“I hope that this verdict will now persuade the TJAS to retract the paper without further delay,” he said.
“It’s also significant that the court also held the defendant responsible for an official NIA memo submitted in evidence by the defendant, which the court ruled was dated retrospectively and was not true to the facts. The court’s verdict, though subject to appeal, shows the extent to which some will go to hide their tracks.”
Ellis has several times called on the TJAS to retract Supachai’s article.
Retraction debate continues
TJAS Editor-in-chief Irb Kheoruenromne said he was ready and willing to retract the article but had to wait for a court ruling on Supachai’s complaint against Chulalongkorn University.
In response to the decision to revoke his PhD, Supachai declared he would file a complaint against the university for "misuse of power".
During a 25 June press conference, Supachai said the investigation led by the university’s committee was “unusually rapid” and “against good governance and rule of law”.
“This has been a complicated matter…we are willing to retract the paper if the court decides that Supachai is really guilty [of plagiarism], but we can’t retract just like that because there was agreement in our publishing [his article] in which he said that he owned the rights of the work,” Irb told University World News.
As Supachai is also likely to appeal the forgery ruling, Irb said: “I am not so sure what is going to happen now, I have to say. But the chances are high that this paper will be withdrawn from the journal.”
Lieke Boersma of Wageningen Academic Publishers in The Netherlands, which holds the copyright to the Wyn Ellis material, said the disputed paper “is still there in the Thai journal this week. We also heard about the 8 August verdict and thought they will withdraw it now.” She said Wageningen was disappointed that the paper had not been withdrawn earlier.
Wageningen asked the TJAS to retract the paper over a year ago, but the journal would only do so with a court ruling “which would have been complicated from The Netherlands, so we did not go further with this”, Boersma said. “We will contact them now.”
Supachai’s NIA role
Science and Technology Minister Plodprasob Surasawadi, who oversees the NIA, has said the withdrawal of Supachai’s PhD would not affect his position or work at the NIA, since Supachai used his masters degree to apply for the job, the online agency Thaipublica reported on 8 July.
The chair of the NIA board, Pornchai Rujiprapa, who is also permanent secretary at the Ministry of Science and Technology, was reported by the Bangkok Post on 26 June as saying that the withdrawal of the PhD was a personal matter for Supachai.
Ellis told University World News: “It is incumbent upon the ministry and NIA board to exercise their powers immediately to limit the continuing damage to the global reputation and good standing of both agencies.”
Students condemn increased cost of living, registration fees and charges in France
Jane Marshall24 August 2012 Issue No:236
In the run-up to the new academic year, France’s two biggest student
organisations have condemned rises in students’ living costs and
demanded that the government reverse increases in university
registration fees and other compulsory charges.
Minister for Higher Education and Research Geneviève Fioraso sympathised with students whose purchasing power was declining, but denied she had raised fees unreasonably and said she was giving priority to making higher education more accessible to young people from poorer families.
Both the Union Nationale des Étudiants de France (UNEF) and the Fédération des Associations Générales d’Étudiants (FAGE) last week published their annual inquiries into students’ living expenses.
UNEF claimed that these would rise by 3.7% in 2012-13 compared to last year – nearly twice the rate of inflation – while FAGE calculated that a student would have to pay €2,434.33 (US$3,060) at the start of the university year, 2.6% more than in 2011-12.
A major cause of the increased costs was an explosion in rents, which had risen 10.8% in Paris and 2.3% in the rest of the country according to UNEF, which warned of the ‘pauperisation’ of students. FAGE said housing represented more than 45% of students’ budgets.
Other items that had risen sharply in terms of costs were clothes, up 4%, and food, up 3.2%, UNEF said.
University restaurant meals and compulsory social security contributions had also increased.
FAGE, which has been carrying out its inquiries for 10 years, calculated that student costs had risen by 50% over the past decade – “33 points more than inflation, while social benefits rose by only 23%”. During that time enrolment fees had risen by 28%, 11 points above inflation, it said.
UNEF described students as “the least protected population”. It said the economic crisis had made it impossible for many parents to fund their children’s higher education and, with only two students in 10 in receipt of grants, 80% had no financial support.
As a result student wages had become the chief means for financing studies, with 73% of students now taking paid employment compared with only 48% in 2006. Students who took paid jobs were twice as likely to fail their exams as those who could study full time, said UNEF.
Both organisations demanded reform of student financial benefits, which they proposed could be paid for by reorganisation of a tax concession made to families with responsibility for a student, which generally favoured the better-off.
UNEF called for a doubling of the grants budget and introduction of an ‘autonomy allowance’ – a grant for living expenses for all students not dependent on their families, as promised by the socialist President François Hollande during his election campaign earlier this year.
FAGE proposed a means-tested allowance for which twice the number of students currently receiving a grant would be eligible.
In response to the two organisations, Minister Fioraso said that students, like all French people, had seen their purchasing power diminish in the past few years; policies of the previous right-wing government had aggravated their difficulties, she said.
Her major priority was to widen access to higher education, and she was introducing an ambitious policy to support students from modest backgrounds.
Fioraso denied raising university charges substantially, pointing out that “while several countries have chosen to increase very significantly that part of the costs of education financed by the students”, French registration fees had risen only by the inflation rate of 2.1%. This year’s increases were only €4 for a licence course, €5 for a masters and €8 for a doctorate, she said.
Apart from Scandinavian countries, where higher education was free, France’s fees were among the lowest in the world, she added. Student grants had been raised by 2.1%.
A major new initiative was the government’s decision to control rents, which would favour very many students.
Fioraso said the president had expressed his intention to review existing benefits, and create a means-tested higher education allowance. Consultations would begin soon, she said.
Minister for Higher Education and Research Geneviève Fioraso sympathised with students whose purchasing power was declining, but denied she had raised fees unreasonably and said she was giving priority to making higher education more accessible to young people from poorer families.
Both the Union Nationale des Étudiants de France (UNEF) and the Fédération des Associations Générales d’Étudiants (FAGE) last week published their annual inquiries into students’ living expenses.
UNEF claimed that these would rise by 3.7% in 2012-13 compared to last year – nearly twice the rate of inflation – while FAGE calculated that a student would have to pay €2,434.33 (US$3,060) at the start of the university year, 2.6% more than in 2011-12.
A major cause of the increased costs was an explosion in rents, which had risen 10.8% in Paris and 2.3% in the rest of the country according to UNEF, which warned of the ‘pauperisation’ of students. FAGE said housing represented more than 45% of students’ budgets.
Other items that had risen sharply in terms of costs were clothes, up 4%, and food, up 3.2%, UNEF said.
FAGE criticized in particular the rise in compulsory charges such as university registration fees, which are fixed annually by government decree. This year they are €181 for a licence (bachelor equivalent) course, up by 2.26%; €250 for a masters, up 2%; and €380 for a doctorate, up 2.15%.
University restaurant meals and compulsory social security contributions had also increased.
FAGE, which has been carrying out its inquiries for 10 years, calculated that student costs had risen by 50% over the past decade – “33 points more than inflation, while social benefits rose by only 23%”. During that time enrolment fees had risen by 28%, 11 points above inflation, it said.
UNEF described students as “the least protected population”. It said the economic crisis had made it impossible for many parents to fund their children’s higher education and, with only two students in 10 in receipt of grants, 80% had no financial support.
As a result student wages had become the chief means for financing studies, with 73% of students now taking paid employment compared with only 48% in 2006. Students who took paid jobs were twice as likely to fail their exams as those who could study full time, said UNEF.
Both organisations demanded reform of student financial benefits, which they proposed could be paid for by reorganisation of a tax concession made to families with responsibility for a student, which generally favoured the better-off.
UNEF called for a doubling of the grants budget and introduction of an ‘autonomy allowance’ – a grant for living expenses for all students not dependent on their families, as promised by the socialist President François Hollande during his election campaign earlier this year.
FAGE proposed a means-tested allowance for which twice the number of students currently receiving a grant would be eligible.
In response to the two organisations, Minister Fioraso said that students, like all French people, had seen their purchasing power diminish in the past few years; policies of the previous right-wing government had aggravated their difficulties, she said.
Her major priority was to widen access to higher education, and she was introducing an ambitious policy to support students from modest backgrounds.
Fioraso denied raising university charges substantially, pointing out that “while several countries have chosen to increase very significantly that part of the costs of education financed by the students”, French registration fees had risen only by the inflation rate of 2.1%. This year’s increases were only €4 for a licence course, €5 for a masters and €8 for a doctorate, she said.
Apart from Scandinavian countries, where higher education was free, France’s fees were among the lowest in the world, she added. Student grants had been raised by 2.1%.
A major new initiative was the government’s decision to control rents, which would favour very many students.
Fioraso said the president had expressed his intention to review existing benefits, and create a means-tested higher education allowance. Consultations would begin soon, she said.
Karaoke girls’ sad song
- Friday, 24 August 2012
- Princess Soma Norodom
- Karaoke
is one of Asia’s favourite pastimes. The creator of the karaoke machine
is Japanese, but a Filipino businessman, Robert del Rosario, takes
credit for the invention because he was smart enough to patent it.
From Taipei, Jakarta and Manila to Hanoi and Hong Kong, karaoke (KTV) is very popular, and Phnom Penh is no exception.
There are so many karaoke bars throughout our city, but it was difficult to find one that was appropriate for my friends, their parents and me to go to.
Eventually, I found a family-style KTV bar, and it was what karaoke should be about: singing along to the lyrics of your favourite songs.
In many KTV bars in Cambodia, customers enjoy singing, dancing, drinking and having a great time. In most KTV bars, men enjoy other perks with young women.
Many karaoke girls augment their income by moonlighting as prostitutes. Young women from rural areas earn the respect of their villages by sending money home, despite the fact they work in karaoke bars, massage parlours and brothels.
Customers of KTV bars range from tourists, expats and foreigners to local Khmers, and sexual exploit-ation of girls in Cambodia has increased as a result of the financial crisis.
Many women have entered the sex industry because of declining working conditions in the garment sector, where they endured long hours and low pay.
They can easily earn more money, and enjoy good working conditions, by becoming prostitutes in KTV bars.
Some karaoke-bar owners run a clean operation, but many of them hire girls to perform sexual acts with the customers.
Clients negotiate a price, pay a bar fine to take girls off the premises, and enjoy a few hours, or a night, with them. Asian customers like Vietnamese women, who dominate Phnom Penh’s sex scene, because of their preference for pale skin and fine features.
Prostitution is illegal in Cambodia, and the government has banned songs that encourage infidelity from being played in KTV bars.
But with thousands of go-go girls and karaoke hostesses, this country is famous for sex tourism.
That image must change, and it will take more than the government to correct it. It takes the community, and the people, to reduce supply and demand in this trade.
I recommend more vocational-training programs education that focuses on skills related to a specific career or trade.
After that training, these women can be placed in a job-assistance program and earn money without having to sell their bodies.
Vocational training tends to be less expensive than academic educational programs, but it should be affordable, or free, to anyone who wants to escape the sex industry.
NGO Acting for Women in Distressing Situations (AFESIP) provides skills training in fields that include sewing, housekeeping, hairdressing, weaving, handicrafts, small-business management and social work.
The program enables participants to attain self-sufficiency and financial independence, with the opportunity to find employment or run their own business.
At the family-style KTV, we sang the song She Works Hard for the Money, about a waitress who won’t do anything sexual to make money.
There is hope. And if you have hope, you have a chance to make money the respectful way.
The Social Agenda with Soma Norodom
The views expressed above are solely the author’s and do not reflect any positions taken by The
Cambodian students fear losing jobs to ASEAN neighbours
- Monday, 27 August 2012
- Justine Drennan
- The vision regional leaders have for an ASEAN Economic Community by 2015
may become clearer after this week’s Economic Ministers meeting in Siem
Reap, but not everyone has a rose-coloured view of what such
integration might mean for Cambodia.
“My peers are really concerned that other countries have many more skills and higher study levels,” National Institute of Business student Chan Kakada, 22, said yesterday, ahead of Prime Minister Hun Sen officially opening the meeting today.
Students who have not mastered the English language also fear employment opportunities will fade into the face of stiffer competition for English skills, Kakada, who hopes to one day open her own travel agency, said.
“If Cambodian students can’t compete with other ASEAN countries, maybe in the future [Cambodians] will be jobless after ‘ASEAN-alisation’,” she said, using a term coined by one of her professors, who urges students to study hard and choose their subjects carefully so they can compete in a regional labour market when the AEC’s free movement of skilled labour agreement comes into effect.
The AEC’s proposed labour agreement – to facilitate work permits and relax foreign worker quotas – being discussed at the economic minister’s meeting only includes certain skilled sectors: architecture, engineering, accounting, surveying, medicine and tourism.
University students may have reason to fear, experts say. But, ultimately, few Cambodians have technical skills that will be impacted under the AEC labour agreement, Kang Chandararot, head of the economics unit at independent analyst group Cambodia Institute of Development Study, said.
“The issue is how many skilled labourers we can produce when 80 per cent of labour in the economy is in rural areas,” he said.
“Because of seasonal unemployment and the dependence on a subsistence economy of Cambodian rural households, it is very difficult to promote the benefits of acquiring more skills,” Chandararot said, emphasising that for Cambodians to upskill into technical fields like surveying or medicine, there needed to be a tangible incentive to do so. Without such an incentive, the Cambodian labour market will “not be able to absorb benefits from integration”, he said.
In a country where 50 per cent of the workforce has not finished primary school, AEC integration will be a challenge for Cambodia, but also a chance to catch up, according to Sok Siphanna, adviser to the Ministry of Foreign Affairs and International Cooperation.
But Moeun Tola, head of the labour program at Cambodian NGO Community Legal Education Center, said, “What I can see at the moment is Cambodia has not done anything yet in terms of improvement of human resource quality, in terms of skilled workers and knowledgeable people, in order to pick up good jobs.”
Under current conditions, as ASEAN economies integrate, Cambodia may get stuck supplying other countries with unskilled labour, which current agreements don’t regulate or protect, while foreign workers take skilled jobs, Tola said.
“2015 is a little bit early for Cambodia [to integrate] if you look at the situation,” he said.
Even professionals from sectors included in the labour integration agreement said they were unaware of the pending changes.
“Especially private businesses, they just think of themselves, not with respect to ASEAN or 2015,” Koam Sinoun, who is a dentist in private practice and also a Ministry of Health official, said.
“[Private practices] are working to improve, not with respect to the ASEAN plan, but just separately, for the needs of the country,” Sinoun said. However, this two-steam approach is ultimately counterproductive in the face of regional integration and the Asian Development Bank and labour and education ministries are trying to encourage private businesses to implement regional standardised certification toward an AEC “common framework for quality assurance”, said Mar Sophea, ADB senior social sector officer.
A Labour Ministry and ADB initiative, for example, offers technical and vocational education and training certification to secondary level students at 38 sites across the country.
This program, which focuses on construction, car repair and internet technology with business applications, faces a tough task, since even aspiring professionals tend to pursue administrative rather than technical skills, according to ADB and ministry materials.
ASEAN programs like the Initiative for ASEAN Integration (IAI) also are encouraging skills acquisition in Cambodia, said director of ASEAN’s integration monitoring office Aladdin Rillo. The IAI’s investment and development programs broadly seek to close the “development gap” between the original “ASEAN-6” and the less-developed member states of Cambodia, Laos, Vietnam and Myanmar.
“But these are actually national issues,” Rillo said. “If countries are not able to implement these changes, they will still have the same problems.” For this reason, he said, “I think realistically there will be some short-term adverse effects of the economic integration.”
Thursday 23 August 2012
អ្នកវិភាគ៖ វិស័យអប់រំកម្ពុជា គុណភាពនៅមានកម្រិត
ដោយ ទីន ហ្សាការីយ៉ា
2012-08-22
នៅសង្គមកម្ពុជា អ្នកដែលមានចំណេះដឹងខ្ពង់ៗ ពួកគាត់មានឱកាសតិចតួច ដែលអាចចូលបម្រើការងារនៅក្នុងជួររដ្ឋាភិបាលបាន ដូច្នេះការអភិវឌ្ឍប្រទេសក៏មិនអាចវិវឌ្ឍន៍ទៅបានលឿនដែរ។ ម្យ៉ាងទៀត វិស័យអប់រំនៅកម្ពុជា គុណភាពនៅមានកម្រិតនៅឡើយនោះ។ថ្វីត្បិតតែនៅសង្គមកម្ពុជា នៅក្នុងរយៈពេលប៉ុន្មានឆ្នាំចុងក្រោយនេះ សន្ទុះសិស្សនិស្សិតបានហក់ចូលក្នុងវិស័យអប់រំច្រើនក្ដី ប៉ុន្តែវិស័យអប់រំនៅក្នុងស្ថានភាពបច្ចុប្បន្ននៅកម្ពុជា ស្ថិតនៅក្នុងស្ថានភាពមួយគួរឲ្យព្រួយបារម្ភ ដោយសារតែបញ្ហាគុណភាព។
ក្រុមអ្នកជំនាញខាងអប់រំ និងអ្នកវិភាគបានលើកឡើងថា វិស័យអប់រំជាកត្តាមួយដ៏សំខាន់ សម្រាប់ឲ្យពលរដ្ឋកម្ពុជាគ្រប់រូប ចាប់អារម្មណ៍នឹងវិស័យអប់រំ និងទទួលបានការអប់រំឲ្យបានគ្រប់ៗគ្នា ដើម្បីឲ្យប្រជាពលរដ្ឋមានការយល់ដឹងខ្ពស់ មានការផ្លាស់ប្ដូរផ្នត់គំនិត ធ្វើឲ្យមនុស្សមានក្រមសីលធម៌ សេចក្ដីថ្លៃថ្នូរ និងធ្វើឲ្យមានទំនាក់ទំនងល្អក្នុងសង្គមជាដើម។
ប្រធានគ្រប់គ្រងផ្នែកអប់រំ នៃអង្គការសង្គ្រោះកុមារនៅកម្ពុជា (Save The Children) លោក កែវ សារ៉ាត់ មានប្រសាសន៍ថា ការរកចំណូលសម្រាប់ផ្គត់ផ្គង់គ្រួសារ ឬសង្គមជាតិ អាស្រ័យលើសង្គមនោះមានធនធានមនុស្សច្រើន ការអប់រំបានស្មើភាពគ្នា និងលទ្ធផលអប់រំមានគុណភាព។ លោកបញ្ជាក់ថា ការអភិវឌ្ឍសង្គម ចាំបាច់ណាស់ត្រូវការមនុស្សមានសមត្ថភាព ដើម្បីទំនាក់ទំនងនៅក្នុងសង្គម។
ទោះបីជាសព្វថ្ងៃចំនួនកុមារបានចូលរៀនជាង៩០%ហើយក្ដី ពីព្រោះថា វិស័យអប់រំដែលមានគុណភាពនោះ ជាកត្តាចាំបាច់សម្រាប់ជំរុញឲ្យមានការអភិវឌ្ឍប្រទេសមានការរីក ចម្រើនឆាប់រហ័ស តាមរយៈប្រជាពលរដ្ឋនៅក្នុងប្រទេសមានជំនាញច្បាស់លាស់ និងមានចំណេះដឹងគ្រប់គ្នា។ ផ្ទុយទៅវិញ មានករណីមួយចំនួនដែលធ្វើឲ្យវិស័យអប់រំនៅកម្ពុជា គ្មានគុណភាព ទោះបីជាមនុស្សគ្រប់រូបយល់ថា វិស័យអប់រំជាផ្នែកមួយដ៏សំខាន់ក្នុងការអភិវឌ្ឍជាតិក្ដី តែភាពធូររលុង នៃប្រព័ន្ធអប់រំ ពិសេសនៅពេលប្រឡង។
របាយការណ៍ស្រាវជ្រាវរបស់អ្នកស្រាវជ្រាវផ្នែកអភិវឌ្ឍន៍សង្គម បានរកឃើញថា សិស្សប្រឡងមធ្យមសិក្សាទុតិយភូមិ ឬបាក់ឌុប សិស្សចំនួន៧៨%បានឆ្លើយថា ពួកគេចម្លងគ្នាទៅវិញទៅមកក្នុងពេលប្រឡង។ កូនសិស្ស៦៧%បានឆ្លើយថា ពួកគេបានចំណាយប្រាក់សម្រាប់ការប្រឡង គិតជាមធ្យមក្នុងម្នាក់ចំណាយលុយប្រមាណ៣០ដុល្លារ សម្រាប់រាយឲ្យគ្រូពេលប្រឡង។ ចំនួនសិស្ស៩២%ឆ្លើយថា ពួកគេប្រមូលលុយក្នុងថ្នាក់ សម្រាប់គ្រូអនុរក្សពេលប្រឡង ដើម្បីមានសិទ្ធិលួចចម្លងគ្នា និងបើកមើលកំណែបានជាដើម។
អ្នកស្រាវជ្រាវអភិវឌ្ឍន៍សង្គម លោក កែម ឡី បានសម្ដែងការព្រួយបារម្ភអំពីកត្តាគុណភាពអប់រំ នៅមានកម្រិតនៅឡើយនេះ ដែលជាហេតុនាំប្រទេសកម្ពុជាពិបាកនឹងប្រកួតប្រជែងជាមួយប្រទេសជិត ខាង នៅពេលអនាគត ពិសេសនៅឆ្នាំ២០១៥ នៅពេលប្រទេសជាសមាជិកអាស៊ាន នឹងធ្វើសមាហរណកម្មសេដ្ឋកិច្ចក្នុងតំបន់។
ក្រុមអ្នកវិភាគបានលើកឡើងថា ដើម្បីឲ្យការសិក្សាមានគុណភាពទៅបាននោះ មានកត្តាជាច្រើន ដូចជា ត្រូវកែប្រែកម្មវិធីសិក្សា ចាប់ពីមត្តេយ្យសិក្សាដល់ឧត្តមសិក្សា រដ្ឋាភិបាលត្រូវរៀបចំ និងមានវិធានការច្បាស់លាស់ គុណភាពគ្រូ និងសិស្ស បរិស្ថាននៃការសិក្សា តួនាទីរបស់រដ្ឋាភិបាល និងការចូលរួមពីសង្គមគ្រួសារ តាមរយៈការចំណាយថវិកាទៅលើកូនឲ្យចំទិសដៅ។
គុណភាពអប់រំនៅកម្ពុជា នៅមានកម្រិត ជាកត្តារាំងស្ទះនៅក្នុងការអភិវឌ្ឍសង្គមជាតិ ពីព្រោះថា ការអប់រំមានតួនាទីសំខាន់ណាស់ ការអប់រំឲ្យមនុស្សមានក្រមសីលធម៌វិជ្ជាជីវៈ បណ្ដុះឲ្យមនុស្សស្រឡាញ់ជាតិ បណ្ដុះឲ្យមនុស្សជាឆ្អឹងខ្នងទ្រទ្រង់សង្គម បណ្ដុះមនុស្សឲ្យស្គាល់សីលធម៌ និងសច្ចធម៌ នៃសង្គម បណ្ដុះមនុស្សឲ្យស្គាល់នូវវប្បធម៌របស់ខ្លួន បណ្ដុះឲ្យមានការផ្លាស់ប្ដូរផ្នត់គំនិត និងផ្សេងៗទៀត។
អ្នកជំនាញផ្នែកវិទ្យាសាស្ត្រនយោបាយ និងជាអ្នកវិភាគឯករាជ្យ លោកបណ្ឌិត សុខ ទូច មានប្រសាសន៍ថា គ្រប់ប្រទេសទាំងអស់នៅលើសកលលោក ការអភិវឌ្ឍប្រទេស គេពឹងផ្អែកលើវិស័យអប់រំ ជាបញ្ហាចម្បង ពោលគឺប្រទេសនោះ គេទាមទារអ្នកមានចំណេះដឹង។ លោកអះអាងថា ដើម្បីរំដោះប្រជាពលរដ្ឋកម្ពុជារួចផុតពីភាពក្រីក្រ ក៏ត្រូវតែទាមទារនូវវិស័យអប់រំដែរ។
លោកបណ្ឌិត សុខ ទូច បានពន្យល់ថា ការដឹកនាំប្រទេសមួយឲ្យមាននិរន្តរភាពនោះ រដ្ឋាភិបាលត្រូវទាមទារឲ្យមានអ្នកជំនាញតាមផ្នែកនីមួយៗ ជាអ្នកផ្ដល់មតិយោបល់ ដើម្បីបង្ហាញផ្លូវ និងមានចក្ខុវិស័យវែងឆ្ងាយ។ លោកបណ្ឌិត សុខ ទូច បានហៅការអភិវឌ្ឍបែបជំហានគីង្គក់របស់រដ្ឋាភិបាលបច្ចុប្បន្ន មិនមែនជាការអភិវឌ្ឍដោយបែបអប់រំនោះទេ។
ទាក់ទងទៅនឹងបញ្ហានេះ អ្នកជំនាញផ្នែកអភិវឌ្ឍន៍សង្គម លោកបណ្ឌិត កែម ឡី បានលើកឡើងថា ទោះបីជាអ្នកមានជំនាញ និងចំណេះដឹងមួយចំនួន មានឱកាសចូលបម្រើការងារនៅក្នុងស្ថាប័នរដ្ឋាភិបាលក្ដី ប៉ុន្តែពួកគេទាំងនោះមិនមានសិទ្ធិក្នុងការផ្ដល់យោបល់ និងសិទ្ធិក្នុងធ្វើការសម្រេចចិត្តពេញលេញនោះទេ ដោយសារតែហេតុផលនយោបាយ។
ទោះបីជាយ៉ាងណាក៏ដោយ ប្រជាពលរដ្ឋកម្ពុជានៅក្នុងរយៈពេលប៉ុន្មានឆ្នាំចុងក្រោយនេះ បានបញ្ជូនកូនចៅទៅសាលារៀនមានសន្ទុះកើនឡើង ទោះបីជាវិស័យអប់រំនៅកម្ពុជា គុណភាពនៅមានកម្រិតក្ដី។ លោក កែម ឡី បានបង្ហាញរបាយការណ៍ថា ក្នុងឆ្នាំ២០១២ សិស្សចាប់ពីបឋមសិក្សាដល់ថ្នាក់វិទ្យាល័យមានជាង៣លាននាក់។ និស្សិតនៅថ្នាក់ឧត្តមសិក្សា មានជាង១០ម៉ឺននាក់។
ក្រុមអ្នកជំនាញខាងអប់រំ បានព្យាករណ៍ថា ប្រទេសកម្ពុជានឹងមិនមានសន្ទុះអភិវឌ្ឍគ្រប់វិស័យ ពិសេសវិស័យសេដ្ឋកិច្ចបានលឿនទេ ប្រសិនបើរដ្ឋាភិបាលមិនយកចិត្តទុកដាក់ និងធ្វើកំណែទម្រង់លើវិស័យអប់រំទេនោះ ពីព្រោះថា សង្គមមួយត្រូវការអ្នកប្រាជ្ញ អ្នកមានមុខជំនាញវិជ្ជាជីវៈច្បាស់លាស់ និងអ្នកដែលបង្កើតគំនិតថ្មីៗច្រើន នៅក្នុងសង្គម៕
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