"បណ្ដាំក្រុមង៉ុយ" ដោយ​អ្នកព្រះភិរម្យ ភាសា អ៊ូ ហៅ ង៉ុយ

១‍‍   នេះបទព្រហ្មប្រាជ្ជប្រែ               ប្រាយប្រាប់ខ្មែរទាំងប្រុសស្រី

​      ឲ្យប្រិតប្រុងស្មារតី                      គួរគប្បីឲ្យឧស្សាហ៍                   ។

២   កុំខ្ជិលកុំល្ងង់ពេក                        ខំរៀនលេខរៀនអក្ខរា

      រៀនគ្រប់សព្វធម៌អាថ៌                  ប្រាជ្ញាផ្សំនឹងគំនិត                   ។

៣   កំណើតកើតជាមនុស្ស        ​         មើលឲ្យធ្លុះទោះឆ្ងាយជិត

       ចេះស្ទាត់ប្រាកដពិត                   គិតការ​អ្វីបានគ្រប់យ៉ាង            ។

៤    មនុស្សល្ងង់មិនផ្អើលភ្ញាក់             ដូចភ្នេកខ្វាក់ទាំងសងខាង

       អាងរូបគ្មានអ្វីអាង                      សាងទាបថោកកើតមកខ្លៅ      ។

៥    ពូជមនុស្សទោះខ្ពស់ទាប             កាត់តាមភាពត្រកូលផៅ

       អាក្រក់ល្អសខ្មៅ                        កាត់កូនផៅដូចដូនតា              ។

៦    ពូជល្ងង់មិនបានបួស                  ទុកជាទោសនឹងសាសនា

​       អ្នកបួសចេះធម៌អាថ៌                   កូនសិក្សាខំរៀនសូត្រ              ។

៧    ពូជខ្លៅមិនសូវប្រាជ្ញ                   ពូជកោងកាចមិនសូវស្លូត

       ពូជត្រង់ៗរហូត                         ពូជភរភូតមិនផុតផៅ                ។

៨    ឳពុកម្តាយស្លូតត្រង់                   ចិត្តមិនចង់ឲ្យកូនខ្លៅ

       ជេរវាយស្តីប្រដៅ                      ឲ្យកូនចៅបានចេះដឹង               ។

៩    ឳពុកគ្មានតម្រិះ                         ឃើញកូនចេះមិនដែលខឹង

       ឃើញកូនខំប្រិតប្រឹង                  ឳពុកដឹងតែងត្រេកអរ             ។

១០ ដាស់តឿនក្រើនរំលឹក                 ជេរល្ងាចព្រឹកខ្លាចកូនក្រ

       ចង់ឲ្យតែកូនល្អ                         លោមអង្វរឲ្យកូនខំ                ។

១១ កូនកាចបំពេញទុក្ខ                    ម្តាយឳពុកមានបារម្ភ

       កូនស្លួតដឹងគួរសម                    មេបាថ្កុំថ្កើនកេរ្តិ៍ឈ្មោះ             ។

១២ ឳពុកម្តាយខ្សត់ខ្សោយ                កុំបណ្តោយឲ្យអាប់យស

       ខំរៀនឲ្យបានខ្ពស់                     គ្រាន់សង្រ្គោះដល់មេបា           ។

១៣ អ្នកល្ងង់ហេតុពីខ្ជិល                   ឥតមន្ទិលរឿងធម៌អាថ៌

       កូនចៅគួរសិក្សា                        រៀនអក្ខរាទាំងប្រុស់ស្រី           ។

១៤  កាលអង្គព្រះសាស្តា                  មានថេរាមានថេរី

       ភិក្ខុភិក្ខុនី                                  ធម៌បាលីចេះចាំស្ទាត់              ។

១៥ លោកសង្ឃខ្លះចេះស្ទើរ               ចេះភ្លើៗធ្វើឲ្យភ្លាត់

       ព្រះអង្គទ្រង់សន្មត់                     សិក្ខាបទដល់ឥឡូវ                 ។

១៦ ទម្លាប់ទំនៀមខ្មែរ                       ខំធ្វើស្រែចងបានស្រូវ

       អ្នករៀនច្បាប់ខុសត្រូវ                ទុកជាផ្លូវភ្លឺប្រជ្ញា                      ។

១៧ ស្រុកសៀមលាវបារាំង              ចេះតតាំងពីដូនតា

       ចេះលេខចេះអក្ខរា                  សរសេរចារទាំងប្រុសស្រី            ។

១៨  ជាតិខ្មែរមិនចេះខ្មាស                 នាំពីចាសគំនិតខ្លី

        ល្ងង់ដប់ចេះពីបី                        ចេះជូញក្តីមិនចេះច្បាប់            ។

១៩  មិនចេះលេខអក្សរ                     មុខមាត់ល្អប្រាជ្ញាអាប់

       ឈ្មោះខ្លួនភ្លែកខ្លួនស្រាប់            គេសូត្រប្រាប់ទើបបានដឹង         ។

២០ ភ្នែកជាភ្លឺក្រឡែត                       ល្ងង់ព្រោះហេតុមិនខំប្រឹង

       កើតទាស់មានចិត្តខឹង                 ពឹងរកគេសរសេរឲ្យ                 ។

២១ មនុស្សក្រហេតុពីខ្ញិល                មិនរមិលមើលមុខក្រោយ

       ម្យ៉ាងខ្សត់ពីព្រោះខ្សោយ            ញឹកខាងឱ្យរង្វើលរក                 ។

២២ ម្យ៉ាងក្រពីព្រោះល្ងង់                  ជួញលិចលងមិនលៃលក

       ទិញថ្លៃទៅលក់ថោក                 ចេះតែយកមិនគិតយល់              ។

២៣ អ្នកមានៗគំនិត                         ដេកដើរគិតកើតរវល់

       ប្រាជ្ញាជាឬសគល់                     កើតអំពល់អំពីទ្រព្យ                   ។

២៤  អ្នកល្ងង់នឹងអ្នកចេះ                   បើនឹងរិះរាយរៀបរាប់

        អ្នកចេះប្រសើរគាប់​                   ល្ងង់ឥតភព្វអាប់រស្មី                   ។

២៥  មានរូបមានជីវិត                       មិនចេះគិតចង់ដឹងអ្វី

        រូបប្រុស់ឬកដួចស្រី                   នឹងហ៊ានស្តីគ្មានគេស្តាប់            ។

២៦  ល្ងង់ម្យ៉ានមានអំណាច              ល្ងង់កោងកាចអាងចាក់កាប់
        ឆាប់ខឹងមិនដឹងច្បាប់                 កាលណាស្លាប់គេត្រេកអរ        ។
២៧  អ្នកចេះតម្រិះដល់                     អ្នកល្ងង់ឆ្ងល់មិនសល់ក្រ
         ចេះល្អិតចិត្តជាល្អ                    សួយអាករចូលមិនខ្វះ              ។
២៨   ចេះម្យ៉ាងមានអំណាច               អ្នកខ្លៅខ្លាចឱនសំពះ
         គេខុសជេរដៀលត្មេះ                អ្នកខ្លៅខ្លះគេលបខឹង              ។
២៩   ប្រាជ្ញម្យ៉ាងចេះសព្វសុស            ប្រព្រឹត្តខុសនោះមិនដឹង
         មិនគិតពិនិត្យថ្លឹង                     ប្រាជ្ញប្រិតប្រឹងប្រដៅគេ           ។
៣០   កូនចៅទោះធំតូច                     ខុសខិលខូចខឹងវាយជេរ
         មារយាទខ្លួនខុសគេ                 មិនគ្នាន់គ្នេរកិរិយាឯង              ។
៣១   កូនចៅទាំងស្រីប្រុស                ការត្រូវខុសគួរគិតក្រែង
         គិតគ្រប់សព្វកន្លែង                  តែងនឹងមានរាល់រូបកាយ           ។
៣២   ភ្នែកបើកភ្លឺមែនពិត                  មើលឃើញជិតៗរៀងអាយ
          ភ្នែកធ្មិចឃើញវែងឆ្ងាយ            សព្វសុសសាយមិនសេសសល់  ។
៣៣   រៀនរកស៊ីលក់ទិញ                   ខាតចំណេញគិតឲ្យដល់
          ឱ្យដឹងការកិច្ចកល                   ទើបកើតផលប្រយោជន៍ខ្លួន      ។
៣៤    ឱ្យរៀនលេខនព្វន្ត                   បូកហាគុណឲ្យមាំមួន
          ដីសនឹងក្ដារឆ្នួន                      ក្រែងចិនយួនបំបាត់បាន            ។
៣៥    ជញ្ជីងភ្នែកមានល្បាក់              មើលឲ្យជាក់កុំប្រមាណ
          ក្រែងខុសខាតមិនបាន             ធ្លាប់រាប់អានកុំទុកចិត្ត               ។
៣៦    ភ្នែកមនុស្សធំរលីង                  ភ្នែកជញ្ជីងគេចុចល្អិត
          អ្នកល្អថ្លឹងប្រឹងប្រិត                  ព្រោះអាណិតខ្មែរល្ង់ខ្លៅ            ។
៣៧   ចិនមានពីដូរលក់                     ស្រូវកន្ទក់កន្តាំងតៅ
          របស់ទោះឆ្អិនឆៅ                    សំពត់អាវខោខ្មៅស                ។
៣៨   ខ្មែរអាងស្រូវក្នុងដោក                ដូរថ្លៃថោកអាក្រក់ល្អ
          អស់ស្រូវទៅជាក្រ                    អង្វរចិនជឿស្រូវឯង                ។
៣៩   ធ្វើស្រែនឿយហត់ណាស់           ចិននៅផ្ទះដេកចាំខែង
          ផ្ទះចិនពីរបីល្វែង                      មានកន្លែងជង្រុកស្រូវ។
៤០    ជាតិខ្មែរឥតគំនិត                      ស៊ីមិនគិតមើលខុសត្រូវ
         ​ ជឿចិនរាល់រដូវ                      កេរ្តិ៍ម៉ែឳចិនអូសអស់               ។
៤១    ចិនមកពីស្រុកនាយ                មានសំពាយជារបស់
          មិនទាន់ចេះខ្មែរសោះ              គ្មានកេរ្តិ៍ស្រែចំការ                  ។
៤២    កវែកចង្រ្កានឆ្នាំង                   ផ្សំកំលាំងនិងប្រាជ្ញា
          អម្រែកជិះលើស្មា                   មានម្លូរស្លាជាដើមទុន             ។
៤៣    ទំនិញមានគ្រប់មុខ                 ផ្ទាល់ផ្ទេរទុកដាក់ដោយធុន
          ចិនរែកមិនដែលពុន                ស្រូវជោរជន់ពេញជង្រុក          ។
៤៤    ឈប់រែកដេកអង្គុយ                 រាប់កាក់លុយប្រមូលទុក
          ឳទិនស្រាពីមុខ                      ទុកជាធ្នាក់ទាក់កខ្មែរ              ។
៤៥    ចិនច្រើនខ្មាំងចិត្តខ្មៅ               កន្តាំងតៅធ្វើជាស្រែ
          គ្មានត្បាល់គ្មានអង្រែ              អង្ករខ្មែរចូលបាវចិន               ។
៤៦    ជាតិខ្មែរច្រើនឥតខ្មាស            ស្រកស្រាណាសផឹកជឿចិន
          គំនិតគិតមិនឆ្អិន                    ផឹកបង្ហិនតែទ្រព្យឯង               ។
៤៧    កំណើតអ្នកផឹកស្រា               បែកប្រាជ្ញាច្រើនកន្លែង
          អ្នកម្យ៉ាងបែកខាងល្បែង          មិនគិតក្រែងខ្លាចខ្លួនក្រ           ។
៤៨     អាម្យ៉ាងបែកលួចឆក់              មារយាទអាក្រក់មិនបានល្អ
          ផឹកចោលការរបរ                    ចិនទាក់កធ្វើខ្ញុំបាន                 ។
៤៩    មិនដឹងខ្លួនជាឆ្កួត                   និយាយអួតប្រាប់សន្តាន
          ថាចិនធ្លាប់រាប់អាន                 ផឹកថ្មេរមានចិនមិនគិត             ។
៥០    ថាចិនមិនចេះកាញ់                ប្រាប់សម្លាញ់ពួកម៉ាកមិត្ត
         គួកនទោះឆ្ងាយជិត               រឹតប្រមូលលុយឲ្យចិន               ។

៥១   ត្រូវស្រាចង់ស៊ីឆ្ងាញ់             ​     ឆុំឆាខ្លាញ់បកឆួលក្លិន

        ឃើញបាយសម្លឆ្អិន                  ផ្គាប់ចិត្តចិនយកបាយស៊ី           ។

៥២   ផឹកទឹកបោយត្រឡោក             មារយាទទាបថោកឬកសៀធី

        ចិនប្រើសែងរែកលី                   ស៊ីញយៗចិនមើលងាយ           ។

៥៣   ជាតិចិនកំណាញ់ស្វិត              នឹកក្នុងចិត្តមិននិយាយ

         មារយាទខ្មែរច្រើនរាយមាយ      រលាយទ្រព្យអភ័ព្វខ្លួន              ។

៥៤    ស៊ីឆ្ងាញ់ឆ្អែតស្កប់ស្កល់            ទាបថោកដល់ប្រពន្ធកូន

          អាប់យសទាំងបងប្អូន             ដល់តាដូនពូជពង្សខ្មែរ             ។

៥៥    ជាតិចិនសុទ្ធសឹងស               មានទល់ក្រខ្សត់ខ្លះដែរ

         ស៊ីផឹកសិទ្ធតាមសែ                តមបាយខ្មែរមិនស៊ីសោះ           ។

៥៦    មានផ្ទះមានដំណាំ                កាប់ដីដាំដោយកៀនកោះ

          ដំឡូវត្រាវចេកម្នាស់               ស៊ីមិនអស់ទុកលក់ដូរ                ។

៥៧    ខ្មែរច្រើនខ្ជិលប្រមឹក               កែងកោកឬកអួតអំបូរ

          ខ្វះលុយអង្គុយថ្នូរ                  កើបបង្ហូរស្រូវជង្រុក                  ។

៥៨     កូនអើយរឿងដំណាំ               គួរតែដាំឲ្យគ្រប់មុខ

           ដីកេរ្តិ៍ម្តាយឳពុក                   មិនត្រូវទុកចោលទំនេរ              ។

៥៩     រាជការវាស់មានថ្លៃ                ផ្តិតមេដៃផ្តាច់ជាកេរ្តិ៍

          មិនវាស់លេងទទេ                 ​ រេរិះយកពន្ធរាល់ឆ្នាំ                   ។

៦០    ដូវស្វាយអំពៅចេក                កុំខ្ជិលពេកដេកប្រចាំ

         ម្លូរស្លាម្រេចខ្ទឹមថ្នាំ                  ត្រូវតែដាំកុំឲ្យខ្វះ                        ។

៦១    ទេសឯកសំពតស                  ដីវាលល្អដាំកប្បាស

         កុំខ្ជិលតាមចាស់ៗ                   មនុស្សនឿយណាស់មិនដែលក្រ ។

៦២    បន្លែដាំគ្រប់មុខ                      យកគ្រាប់ទុកដាំបន្ត

         ចាក់ជីជាតិល្អៗ                       បង្ការស្លរពេលល្ងាចព្រឹក            ។

៦៣   ម្លូរស្លាថ្នាំខ្ទឹមម្រេច                   លូតលាស់លេចពីស្រោចទឹក

         បានផលផ្លែឬស្លឹក                   កុំឆ្មើងឬកវាក្រខ្លួន                     ។

៦៤    ត្រីងៀតផ្អកប្រហុក                 ខ្មែរគ្រប់ស្រុកទិញដូរយួន

         អំបិលធូបក្រមួន                      ពីតាដូនតែងដូរទិញ                  ។

៦៥    ដូរទុកដាក់ដម្កល់                    ស៊ីឲ្យដល់ខួបខែវិញ

         ឲ្យបរិបូណ៌ពោពេញ                 ខាតចំណេញកុំទិញតិច            ។

៦៦    អំបិលទិញមួយចុង                 ច្រកពេញអុងអាងខាងលិច​

         កុំទិញក្តោបខ្ចប់វេច                  អស់រំពេចគេចទិញទៀត            ។

៦៧    អំបិលមួយស្រូវបី                   វាល់នឹងល្អីទូលកណ្តៀត

          ខ្លួនក្រត្រដរឆ្លៀត                   មារយាទយ៉ាងហ្នឹងកុំប្រព្រឹត្ត       ។

៦៨     កូនចៅទាំងប្រុសស្រី             គួរគប្បីប្រុងគំនិត

           ចិញ្ចឹមជន្មជីវិត                     គិតឲ្យវែងកុំគិតខ្លី                      ។

៦៩    ទំនេរល្ហែធ្វើការ                     សូត្រធម៌អាថ៌ទាំងប្រុសស្រី

         ឲ្យត្រឹមត្រូវបាលី                     ដូចស្រដីខាងដើមស្រាប់            ។

៧០   រាល់រូបទាំងប្រុសស្រី               កាលចេះស្តីព្រះចេះស្តាប់

         ម៉ែឳតម្រូវប្រាប់                      កូនចៅត្រាប់តាមដូនតា             ។

៧១   ចាស់ម្យ៉ាងសាងសីលទាន        មិនបំពានខុសពុទ្ធដីកា

         កូនកាត់តាមមេបា                   មិនទៅណាឆ្ងាយពីផ្លូវ              ។

៧២   ចាស់ម្យ៉ាងសាងផលកម្ម          ស្អប់សីលប្រាំដូចសត្រូវ

         កូនកាត់តាមម៉ែឳ                    អាស្រូវភាសវិនាសខ្លួន             ។

៧៣   មិនជឿមគ្គជឿផល                 ធ្លាក់ទៅដល់អបាយបួន

          កងកម្មចាំគុំគួន                     គេចវេះពួនមិនកំបាំង                ។

៧៤    ព្រះអង្គមានពុទ្ធដីកា               ប្រៀបឧបមាជាទីតាំង

          ដួចគោមានកម្លាំង                 សម្រាំងទុកទឹមរទេះ                 ។

៧៥    នឹងបរផ្លូវវៀចត្រង់                  ឬនឹងចង់បរគេចវេះ

          កង់វិលមិនរបេះ                     ជិះលើគោមិនឃ្លាតឃ្លា             ។

៧៦     រាល់រូបទាំងតូចធំ                  ចូលរូងភ្នំរូងគុហា

          យកថ្មផ្ទាំងរាំងទ្វា                   កម្មវេរាតោងចាប់បាន              ។

៧៧    កងសីលមានអង្គប្រាំ              វេរាកម្មដិតដោយដាន

           នរកប្រេតតិរច្ឆាន                  ខានឃាត់ឃាំងបាំងមគ្គផល     ។

៧៨    គួរខំសាងសីលទាន               យកនិព្វានជាត្រើយថ្នល់

          យូរឆាប់គង់តែដល់           ​​     កុសលជួយចាកសង្សារ            ។

៧៩    កូនចៅរេរិះគិត​                       មើលគំនិតចិត្តដូនតា

          ប្រព្រឹត្តខុសសាសនា              គេចកិរិយាកុំធ្វើត្រាប់               ។

៨០    មើលចាស់ណាត្រឹមត្រូវ           ចុះក្នុងផ្លូវគន្លងច្បាប់

          ចាស់ស្តីគប្បីស្តាប់                 ប្រិតប្រៀងប្រាប់ឲ្យប្រុងចាំ         ។

៨១    គោរពគុណទាំងប្រាំ               សូត្របាលីតាមចំណាំ

         រក្សាអង្គសីលប្រាំ                   កម្មវេរាតាមមិនទាន់                   ។

៨២    សាសនានៅវែងឆ្ងាយ            កន្លងប្លាយជាងពីរពាន់

         សព្វថ្ងៃលៃគ្នេរគ្នាន់                 មិនទាន់គ្រប់ជាប្រាំរយ               ។

៨៣  ឥឡូវចិតប្រាំបី                       នៅម្ភៃមួយខាងក្រោយ

        កូនចៅកុំបណ្តោយ                  ឲ្យលិចលង់ក្នុងសង្សារ             ។

៨៤   មានពាក្យចាសដំណាល          ថាកណ្តាលព្រះសាសនា

         ទំនាយក្បួនតម្រា                    ថានឹងរាវហើយរីកវិញ              ។

៨៥    ហេតុនេះអស់កូនចៅ              ទោះល្ងង់ខ្លៅយ៉ាងណាមិញ

          ខំឧស្សាហ៍ទន្ទេញ                  បំពេញពាក្យពុទ្ធទំនាយ            ។

៨៦    តំណពីថ្ងៃនេះ                        រៀនតំរិះកុំរាយមាយ

         កូនណាមិនស្វាធ្យាយ              មិនរលាយរលត់ទុក្ខ                ។

៨៧    ដល់សាសនាគ្រប់គ្រាន់           ជួបប្រាំពាន់ទៅខាងមុខ

          ទំនាយរាយទំនុក                   ថាឳពុកម្តាយស្អប់កូន               ។

៨៨     ថាកើតអន្តរកប្ប                    គុំសម្លាប់គ្នាបងប្អូន

           មិនដឹងតាដឹងដូន                 សូន្យសីលទានមិនមានសល់      ។

៨៩     គួរគិតកុំសាងកម្ម                  កាន់សីលប្រាំចាំដម្កល់

           ខំសាងមគ្គសាងផល            នឹងបានដល់ឋានសាន្តសុខ        ។

៩០     នឹងរួចពីកាប់ចាក់                  មិនបានធ្លាក់ទៅនរក

           ព្រះសិអារត្រាស់ខាងមុខ        រសាយទុក្ខសោករាល់ថ្ងៃ           ។

៩១     នេះហៅច្បាប់បណ្តាំ              ជាពាក្យប្រាំៗមួយផ្ទួន

           បទព្រហ្មគ្រប់ឃ្លាបួន             ជួនចែងចប់ម្លេះហើយហោង     ។

       

China has become preferred destination for medical education

Alya Mishra09 September 2012 Issue No:238

 

Six years ago, when he was preparing to sit for multiple medical entrance examinations, Dr Vishal Swaroop had not heard of Liaoning province in China, five hours east of Beijing. Today he has a medical degree from Liaoning Medical University in the coastal city of Jinzhou.

“China was nowhere on my radar. But I did not qualify in the medical entrance exam in India. When I started exploring options for medical education abroad, China had a lot to offer,” says Swaroop, who is back in India and preparing for his postgraduate medical exam.

Tough competition, few seats and rising costs of medical education have prompted Indian students to look at education abroad, and countries like China and Russia are attracting Indians, with a host of student-friendly measures.

Swaroop is one of the thousands of Indian students pursuing medical education in China, which has emerged as a preferred destination for Indians. More than 8,000 Indian students enrolled to study medicine in China in 2010.

Consultants estimate that seven out of 10 mobile Indian medical students are opting for China for undergraduate medical education. Many are also choosing Russia and former Soviet Union countries.

Affordable education

Affordable costs of education and living, and easy access to admission, are the two important factors attracting Indians to Chinese and Russian universities.

“The Russian government heavily subsidises education and hence it is affordable to a middle-class foreign student,” said Asish Sondhi, director of the International Foundation for Studies and Culture (IFSC), an Indian-based organisation that helps to promote premium Russian universities and academies in India.

“In India, the demand for medical education exceeds the current supply. Also with the private and deemed universities, which charge a heavy capitation fee [charging money in exchange for admission], the middle-class section of the society is deprived of quality medical education,” Sondhi said.

Compared to the US, UK and other European countries, the cost of medical education in countries like China and Russia is much lower and varies from US$3,400 to US$6,000 per year.

Indian students have to satisfy minimum qualifications but are not required to clear any entry tests for either Chinese or Russian universities, which is a big attraction for many students.

Overcoming the language barrier

Neither Russian nor Mandarin is a popular foreign language in India. But universities have overcome this by teaching in English.

“The teaching is in English. But we are also given language classes to learn Mandarin. By the time you enter the fifth year of internship or practical work, you are fluent enough in Mandarin to be able to intern at a local hospital,” said Dr Pradeep Banerjee, an alumnus of China Medical University who is now practising in a private hospital in Hyderabad.

For Dr Mathari Sanjeev Kumar, who graduated from Odessa State Medical University in Ukraine in 2009, adjusting to the language, food and culture took some time.

“The culture and language is so different to ours. But these can be overcome because you get admission and the course structure is similar to that of India. Moreover, compared to private medical colleges in India I had to pay much less,” said Kumar, who is now working as a junior resident in Ram Manohar Lohiya hospital in New Delhi.

According to Sondhi of the IFSC, Russian-speaking countries have woken up to the potential of international students, especially from Asia, and more universities are opting to teach in English.

Streamlining regulations

China opened medical education to Indian students in 2004, with four universities offering English medium education. The number has since grown to 50 universities, which are approved by the Chinese government and the Medical Council of India (MCI).

The MCI has a list of the 50 approved Chinese institutions, where fees are regulated by the government. The MCI provides eligibility certificates, which all students need before enrolling in a medical university abroad, to only these 50 institutions.

The Chinese government has also ensured quality education and better standards for international students.

“In 2006 complaints started coming in about the problems faced by foreign students, and the Ministry of Education intervened,” said V Rajaram, managing partner at Medico-Abroad, an education firm based in Hyderabad.

“It scrutinised and approved a list of institutions which could admit foreign students. It also streamlined the fee structure, curriculum and duration of medical courses.”

Notably, each university in China is allotted seats depending on infrastructure and teacher-to-student ratio. The number of seats can be reduced or increased depending on the status of the university during scrutiny.

Undergraduate versus postgraduate medical education

Indian students completing an MBBS degree in a foreign country have to clear the Foreign Medical Graduate Examination (FMGE) before they can register with the MCI.

“Clearing the FMGE is not difficult since the syllabus is similar to that of India. However, getting a postgraduate seat in India is a challenge,” said Kumar, who is busy preparing to sit for a postgraduate exam.

In the state of Andhra Pradesh, for instance, there are 5,000 MBBS seats but only 2,000 postgraduate seats, equally divided between clinical and non-clinical subjects.

A student’s options are further limited because India recognises postgraduate medical degrees from only five countries – the US, UK, Canada, Australia and New Zealand.

According to Sondhi, allowing postgraduate degrees from only these English-speaking countries is a restrictive practice. But this has not deterred Indian students from going to China, Russia and other European countries.

“Getting a postgraduate seat in any of the five approved countries is very difficult and very expensive. Although you cannot teach or hold any academic position if you have a postgraduate degree from other countries, you can practise,” said Rajaram.

Doctors are allowed to practise in private nursing homes, private practice, and rural health services due to a shortage of doctors. It is mandatory to mention the name of the country on the nameplate.

“The growing popularity in India has encouraged a number of Chinese medical schools to recruit Indian and Nepalese medical professors to teach in their institutions,” Rajaram added.

Addressing shortage at home

Aware of the increasing demand for medical education and the need for more doctors, the MCI added 3,595 more MBBS seats and 1,442 new postgraduate seats this year.

The number of MBBS seats in India will now rise to 45,464. By 2021, the MCI aims to take the overall availability of MBBS seats to 80,000 and postgraduate seats to 45,000 to help tackle the doctor shortage problem.

A recent Planning Commission report highlighted that India is short of 600,000 doctors, a million nurses and 200,000 dental surgeons. Indian doctors, however, form 5% of the medical workforce in developed countries. Nearly 60,000 Indian physicians are working in countries like the US, UK, Canada and Australia.

India thus has twin challenges: how to create adequate capacity in medical institutions, and how to retain the doctors and nurses it trains.

UNITED STATES: Football 10, academic quality 0

William Patrick Leonard09 September 2012 Issue No:238

 

Albert Einstein’s familiar quotation – “insanity is doing the same thing over and over again and expecting different results” – is reflected among a large majority of US institutions fielding National College Athletic Association (NCAA) Division I athletic programmes.

USA Today annually reports the revenue and expenses of these major athletic programmes. Sadly, only 22 out of 227 NCAA Division I athletic programmes generate sufficient revenue to match their expenses. The remaining 205 have their losses covered by the sponsoring institution.

In its 15 May 2012 edition USA Today noted that the “…gap between those that can keep pace with the rising costs and those that can't is rising”.

While other minor intercollegiate sports are charged to athletic budgets, it is football and basketball, both male sports, that produce both the highest costs and potentially the balancing revenue.

Both sports provide recurring high drama and seasonal entertainment for local, regional and national fans. Traditional institutional rivalries, and bowl and conference appearances are said to foster institutional brand, applications and accompanying donations.

The high profile programmes that produce the bulk of the drama, entertainment and national media coverage consistently remain in the black. The University of Texas Longhorns’ 2011 athletic programme, whose receipts exceeded its expenses by a little over $16 million, is the unquestioned exception.

The remaining more than 200 athletic programmes require annual subsidies. The difference is covered by institutional funds and student fees. Some programmes are subsidised by over 80%.

Mitchell Stevens, a Stanford associate professor of education, suggests that the football appeal is based more on the pursuit of athletic status or conference membership than academic quality.

Sadly, the majority of institutions have placed themselves on a treadmill to oblivion in trying to keep up with the Joneses.

Each year a few more institutions field teams in their pursuit of athletic status. The National Football Foundation and College Hall of Fame has announced that six new Division I teams will begin competing between 2012 and 2014. Few, if any, of these additions enjoy recognition beyond their immediate region.

Internally, except for the coaches, players and year-long support staff, few enjoy any tangible and enduring benefits beyond game day.

Huge salaries for coaches

For example, in the 2011 season, major college football head coaches’ average compensation was $1.47 million, an increase of nearly 55% since 2006.

In the Football Bowl Subdivision of the National Collegiate Athletic Association, 132 assistant coaches earned $250,000 or more, up from 106 last year. Within that group, 26 assistant football coaches are earning at least $400,000, double the number at that level a year ago.

Basketball coaching compensation appears to rise in parallel. Both have enjoyed increasing compensation while other employees at many major institutions have endured freezes and cutbacks.

Football and basketball players tend to enjoy training table meals, tutoring and others amenities that players of lesser sports and the majority, non-athlete student body do not have access to.

It is unlikely that start-up programmes building their rosters will be successful in recruiting competitive teams. It is more likely that they will face a major recruitment challenge.

They will have to mine deeper in the prospect pool, increasing the number of more academically questionable but possibly athletically talented prospects that have been passed over by the established programmes.

Where is the educational substance?

Football may provide some ephemeral seasonal sizzle, but where is the underlying educational substance?

Aspiring status-seeking institutions may be characterised as institutions with little or no identity beyond their immediate region. They are entering a competition in which they have little chance of financially breaking even, let alone winning.

Instead of strengthening their lower tier academic programmes, these institutions are planning costly recreational diversions appealing to a relatively small market. They have appeared to favour the very slim prospect of glory and gold over investing in academic quality.

The resources spent to implement and subsequently prop up these programmes could be used to improve their liberal arts and science, technology, engineering and mathematics programmes.

Institutions heavily subsidising athletic teams at the expense of academic programmes send a disturbing message regarding their priorities to potential international applicants.

A telling observation, relevant to international applicants vetting alternative US universities, recently appeared in USA Today: “Even as many universities continue to minimise salary increases for most employees (or to skip raises altogether), assistant football coaches are seeing already generous compensation packages grow. Meanwhile teachers and academic programmes are being cut.”

International students are drawn by indicators of academic quality and not ephemeral athletic status.

* William Patrick Leonard is vice dean of SolBridge International School of Business in South Korea.
 

GLOBAL: University rankings and system benchmarking reach similar results

Benoît Millot09 September 2012 Issue No:238

 

University International Rankings, or UIRs, have become a reality. And despite their shortcomings and the rise of resistance against them, they are likely to stick around.

Critics of UIRs target methodological weaknesses such as bias in favour of research, use of composite indicators, reliability of peers’ subjective opinions and so on.

But they also point out the perverse effect of UIRs on the decisions of tertiary education institutions and of national authorities in charge of tertiary education – racing to develop world-class universities at the expense of national tertiary education systems.

In reaction to these caveats, analysts have convincingly argued that instead of focusing on individual universities, it would be more useful to put the spotlight on entire tertiary education systems. Simultaneously, there should be a shift from ranking to benchmarking.

This twofold shift would allow countries to assess the health of their higher education systems and to design reforms encompassing all types of tertiary education institutions rather than focusing on a few centres of excellence.

Efforts are currently under way from various quarters to develop reliable International System Benchmarking (ISB) instruments, and the first comprehensive one of its kind has recently been released.

International rankings: Key results from the main leagues

In 2010 and 2011, the figures on which this analysis is based, the two UIRs most widely referred to by the academic community, analysts and decision-makers were arguably the Academic Ranking of World Universities (ARWU), launched by Shanghai Jiao Tong University, and the one operated by Quacquarelli Symonds under the auspices of Times Higher Education. (The THE ranking is now operated by Thomson Reuters and QS continues to run its own ranking.)

In 2010 and 2011, the 500 top universities for each ranking are concentrated in 50 countries in the QS league and in 39 countries in the more exclusive ARWU league.

All but two countries hosting the top universities in the ARWU league are also present in the QS league, which is a first (and strong) hint that the two rankings yield close results. A subset of 37 countries appear in both leagues.

In order to make comparisons between countries, we cannot be satisfied with the sheer number of top universities – this number needs to be weighted in order to control for the size of the countries.

One possibility would be to use each country’s population, but this is not fully satisfactory because it ignores intergenerational differences. Instead, we use the number of people of tertiary age as a weight. The ratio of the number of 500 top universities to the tertiary-age population gives us what could be labelled the ‘density of top universities’.

Density gives an idea of the number of top universities available per one million people of tertiary age. In fact, using the ARWU data for illustration purposes, it is clear that the number of top universities and their density follow almost opposite tracks.

Of the 25 countries with the highest density of top universities, 23 are to be found in both the QS and ARWU rankings – an observation that confirms the first hint mentioned above regarding the convergence of the two leagues.

Secondly, the rankings of countries by density of top universities are very closely correlated for QS and ARWU.

With the exception of Ireland, which is number one in the QS league and only number 13 in the ARWU league, most countries have a similar position in the two rankings, and the values of the density ratios in the two leagues are also very close for each individual country. Hence, despite their different approaches, the two leagues yield highly comparable results.

Also, all the 37 countries but one (India) are either high-income or upper-middle income. This observation substantiates the assertion that UIRs’ methodology is putting a premium on well-resourced universities.

On the other hand, even within the group of less than 40 countries that harbour the top world universities, there is a huge gap between those leading the flock and those at the lagging end: while in Finland, two world-class universities serve 100,000 tertiary age people, in India two world-class universities cater to 100 million potential clients.

Indeed, there is a strong and positive correlation between the density of top universities and gross domestic product per capita.

Despite significant differences in the way they are developed, the QS and ARWU rankings do share some common points, in particular the size of the universe that they cover (focusing on the top 500 universities) and their reliance on a range of indicators encompassing several areas of academic life.

This is not the case for a relative newcomer to the field, the Webometrics ranking, which considers a universe of more than 12,000 institutions worldwide, and relies on several aspects of the visibility of institutions on the internet.

Given such a disparity in the methodology, one would expect widely different results in the rankings. Surprisingly, the comparison made on the 500 top universities of the three leagues shows strikingly similar results, and the correlations between the three rankings are significant and positive.

There are therefore strong indications that three of the major and most popular UIRs have converging results both in terms of the set of countries hosting ‘world-class’ universities and in terms of the rankings of countries within this set.

International system benchmarking

The purpose and focus of ISBs are quite distinct from the ones explicit in UIRs, as mentioned above. The former targets country systems and vows to assess their performance against set criteria, while the latter focuses on individual institutions.

Although the need for ISB instruments was identified long ago, few practical attempts have been made to implement them. Statistical challenges account for this situation.

Following the policy brief prepared for the Lisbon Council covering 17 countries, the work undertaken by the OECD, and the World Bank’s benchmarking of universities in the Middle East and North Africa, the first genuinely comprehensive ISB – the U21 Ranking of National Higher Education Systems – was developed by the Melbourne Institute in 2012.

U21 is based on four sets of indicators: resources, environment, connectivity and output.

Five straightforward indicators, linked to the financial resources allocated to tertiary education, are used to assess the performance in the first area (resources).

The main novelty of the U21 lies in its use of indicators designed to characterise the environment, particularly the subset of indicators related to the ‘qualitative measure of the policy and regulatory environment’. These represent significant progress because they respond to the widespread view that governance issues are a main constraint to the development and improvement of tertiary education systems.

Connectivity, the third area considered by U21, is measured by two highly relevant indicators: (i) the proportion of international students in tertiary education, and (ii) the proportion of articles co-authored with international collaborators.

Output, the fourth area under U21, is measured by a basket of nine indicators spanning a whole range of criteria from research products to enrolment rates and graduate unemployment rates, the latter indicator being an answer to the growing concern regarding the employability of graduates produced by tertiary education systems.

Rankings are provided separately for each of the four areas mentioned above. Finally, an overall, composite indicator is constructed by combining the four sets of indicators.

Comparing UIR and ISB

Comparing the outcomes of the UIR and ISB instruments is made possible by the fact that we have translated the results of the university-based indicators of the UIRs in countrywide terms, making them analogous to the indicators of the ISB.

The comparison is presented here in two steps: (i) how do the sets of countries compare – regardless of their individual rankings, and (ii) how do the rankings compare?

While the countries covered in the three versions of UIRs (QS, ARWU and Webometrics) are the results of university rankings, those considered by U21 are a deliberate choice, itself linked to a predetermined decision.

U21 selected a set of 48 countries, using data from the National Science Foundation (NSF) ranking of research output. It is therefore not a surprise to find a strong overlap between these 48 U21 countries and the 39 and 50 countries that host top universities according to ARWU and QS, respectively, or indeed to the 37 countries to be found in both UIRs.

The main differences between the group of UIR countries (and especially the more inclusive QS list) and that of the U21 are: (i) the lesser representation of developing countries in the U21 list, and (ii) the stronger presence of Eastern Europe countries in the U21 list. These differences aside, there is strong convergence between the UIRs and U21.

However, the decisive test is not the aggregate number of countries represented in both lists, but the rank of the countries. There are highly significant correlations in rankings, which show that the two instruments yield similar results.

However, differences are also to be noted, especially in the dispersion of votes for the countries ranked first – while Finland is ranked in the top four in all three leagues, Ireland is ranked first by QS but lags at 13 and 16 in the ARWU and U21 lists, respectively.

Even more striking, while the United States leads the pack in the U21 list, it is relegated to ranks 17 and 22 in the ARWU and QS leagues, respectively.

Still, there is a lot of stability in the rankings for most other countries, and the superposition of the three lists shows remarkable homogeneity.

QS and ARWU produce very close results, which are also confirmed by the Webometrics league, despite the differences in methodology used by these three UIRs. In all three rankings, the density of top 500 universities (‘world-class’ universities) is closely related to the wealth of the countries.

Comparing these results with those obtained by the U21 ranking – the first comprehensive ISB – yields strikingly similar results, even though the focus and objectives of the ISB are clearly different from those of the UIRs.

It appears that hosting world-class universities is associated with the position held in system-wide rankings. Both kinds of instruments analysed in this note suggest that being in a rich country helps both to boost the supply of high quality universities and to maintain a performing system of tertiary education.

Part of the explanation for this finding comes from the bias common to the two instruments – that is, an overemphasis on research and on well-resourced systems.

Despite this, it remains that these results reflect both the choices made by universities themselves and tertiary education decision-makers at the national level, and the fact that money can buy quality.

From a methodological point of view, it can be concluded that the empirical implementation of the concepts that radically differentiate the two instruments end up – so far – with very similar outcomes.

Undoubtedly, as data availability increases, both rankings and benchmarking will improve, and their respective outcomes will become more and more complementary.

* Benoît Millot is a former lead education economist with the World Bank and is currently a consultant with the same institution. This article does not represent the views of the World Bank and is the sole responsibility of the author.

GLOBAL: Relax – Higher education won't be killed by MOOCs

Stephen H Foerster09 September 2012 Issue No:238

 

In a recent University World News commentary titled, “Yes, MOOC is the global higher education game changer”, Professor Simon Marginson from the Centre for the Study of Higher Education at the University of Melbourne argues that MOOCs will spell the death of higher education as we know it.

That may be an exciting thing to say – but there are some fundamental barriers involved that will be pretty challenging to overcome.

As someone who has worked in online education for a long time, I can assure any and all that not every student prefers to learn online, even if from a course that carries the imprimatur of a well-regarded university.

There's nothing wrong with online learning. Indeed, research has shown pretty conclusively that there's no significant difference in learning outcomes between learning on campus and learning online.

But just because two things are adequate substitutes for each other doesn't mean that all people will prefer the two equally. Especially when students have been raised to see higher education as a classroom-based activity with a tweed-clad professor at a lectern, they're likely to retain that as a preference even in the wake of a mountain of evidence that it is not strictly necessary.

Wide acceptance of online learning

The good news is that unreasonable objections to online learning have largely become muted in the wake of repeated studies showing that distance learning is no less effective than classroom-based instruction.

But while prejudice against distance learning has lost the day, this does not mean that there aren't many students whose needs are better accommodated by a course that takes place on campus.

For example, many institutions focus on asynchronous learning when it comes to their distance learning offerings. That means that courses are designed for convenience so that students can participate whenever it's convenient for them rather than at a set time.

The trade-off for that convenience is live interaction, the sort that's part and parcel of a course in a classroom. It's possible to duplicate live sessions online, and more and more institutions are moving in that direction, but at present those students who are inclined towards real-time interaction with their faculty members and peers are likely still to have reason to prefer the classroom.

Moreover, it's not only the ‘online’ aspect of MOOCs that can be offputting – the ‘massive’ one can be as well. In a course with tens of thousands of students, it's hardly realistic to expect personal attention from the rock star professor whose name is on the marquee.

That's not to say the sort of peer-to-peer learning that MOOCs by necessity employ is pedagogically unsound; far from it. But it's not a mode of learning that's universally appealing, and a prestigious university name can only go so far to paper over the objections from a student who would like the option of directly communicating with his or her instructor.

The academic credit barrier

Another fundamental barrier is that MOOCs from prestigious universities do not lead to academic credit, and this is an important drawback to them that their cheerleaders need to consider a little more closely. Moreover, if I may be allowed a prediction, they never will lead to credit, especially from top universities.

As much as educators may not wish to admit it, from an economic perspective education is not actually a university's true product: a prestigious credential is.

When employers start accepting MOOC certificates of completion as the equivalent to a university degree, then one will be able to consider them a substitute. Until then, however, one simply cannot. It's true that there's a movement toward educational badges (see below), but it's in its infancy, and if they do take off in the marketplace for labour, it won't be tomorrow.

As evidence, for several decades now in the computing world there has been a system of what those in the education world are calling 'educational badges'. There is a large ecology of certifications that technology workers can earn that demonstrate their proficiency with various information technologies.

Many of these certification programmes are administered from companies like Microsoft or Cisco, and are specific to the products of those companies. Other programmes are from ‘vendor neutral’ non-profit organisations like CompTIA and concern themselves with a broader category of technologies.

Those who are watching MOOCs closely may be interested in the relationship that has developed between the world of ICT certifications and that of higher education.

In the 1990s there was something of a competitive aspect between them, where technology workers might consider an advanced level Microsoft certification just as useful to them in the labour market as a degree in information systems.

Before long, however, the higher education system prevailed, not because workers or employers lost interest in certifications, but because higher education adapted to allow for ways to include them in its own system.

Higher education adapts

The adaptation was that it became possible to earn advanced standing at certain universities for those who held certain certifications. In some cases, universities would recognise these certifications as the equivalent to transfer credit, accepting them as though the transferring student had simply taken academic coursework elsewhere.

In other cases, and this is the example more likely to apply to MOOCs, those certifications fit into those universities' established systems of prior learning assessment, wherein students who learn university-level material outside of the institution can put together a portfolio of evidence that, if approved, leads to advanced standing.

It is this process, prior learning assessment, that would seem to be the best way for successful MOOC-takers to move forward if they wish for broad recognition of their learning, and the best way for universities to fit MOOCs into their established system of credit.

I hope I don't sound dismissive of MOOCs, as that's not my intention. MOOCs are a wonderful new tool in the toolbox of adult education. I'm pleased that universities are offering them. In fact I'm doing one myself later this year.

But as exciting as they are, they cannot be all things to all people, and local universities are in no danger whatsoever of being supplanted by them, at least not any time soon.

It would be a shame if this false expectation overshadowed the real opportunities that MOOCs can and do provide, and caused unwarranted disappointment when the initial enthusiasm for MOOCs dies away and it becomes clear that they are not an educational panacea.

* Stephen H Foerster is a writer, technologist and educator based in the US and the Commonwealth of Dominica.