- Friday, 05 October 2012
- Princess Soma Norodom
- In the US, internet pornography brings in $2.84 billion a year, while
the entire worldwide industry is worth $4.9 billion. A 2011 report by United Families International (UFI) stated that 12 per cent of the websites on the internet are pornographic, a total of 24,644,172 websites.
UFI is dedicated to promoting pro-family public policies and programs at the local, national and international level and works to educate UN ambassadors and delegates on policies affecting the family.
Many Cambodian students use mobile phones rather than computers to watch porn as they’re small and portable. Some have stated that watching pornography increases their sexual desire, and some admitted to soliciting prostitutes after watching them.
They want to practice what they viewed and lie to their parents that they need money for studying, but the truth is that the money is used to pay for sex with prostitutes, which can cost from US$5 to US$10.
Corruption in the education system is an ongoing issue in Cambodia. With the increased viewership of internet porn by students, school is now a place for students to view porn on their phones.
This will add more pressure on the teachers as they try to monitor their students’ activities in the classrooms. Some students bribe the teachers to look the other way, and some succeede.
Case studies have reported that viewing porn leads to rape. A case involving three teenage boys and a girl who was raped by them was a result of watching pornography. The boys admitted that they copied the actions they had seen in the porn video and raped the seven-year-old girl.
Viewing pornography can lead to an addiction. The sexual stimulation from viewing pornography releases dopamine, which creates a “high” that can be addictive. In addition, viewing porn has negative side effects, and people start to see women as only sexual objects.
In porn, women are one dimensional, as they never say no, never get pregnant and can’t wait to have sex with any man and please them. On the other hand, porn portrays men as unfeeling, having no respect or empathy for women and only having erect penises.
Porn has a numbing effect on reality as it makes real sex boring.
Pornography gives men the false impression that sex and pleasure are entirely separated from relationships. It becomes about your pleasure, and not the self-giving, love and intimacy that it was designed for.
Pornography is something a man does by himself, for himself, and uses women as a consumed product.
Parents should try to monitor what their kids do, and be active in their children’s’ life. You have to be in the game to help them know what’s wrong and what’s right.
Teachers should be the mentors for kids and not teach them that it’s alright to accept bribes.
Cambodia is developing so fast, and so are the kids. We can’t have them learning from outside influences, especially from pornographic videos.
The Social Agenda with Soma Norodom
The views expressed above are solely the author’s and do not reflect any positions taken by The Phnom Penh Post.
Saturday 6 October 2012
Porn: a long way from reality
Cambodian Activist Monk Receives Swiss Human Rights Award
By Lauren Crothers - October 4, 2012
The country’s foremost campaigning monk, Loun Sovath, received the Martin Ennals Award in Geneva on Tuesday for his efforts to document the plight of people fighting against eviction in Cambodia.
The award, which honors one human rights defender each year, is
valued at $21,300, a purse that Loun Sovath said he would put toward his
work documenting evictions and protests. Winners of the award are
chosen from a jury that includes members of Amnesty International, Human
Rights Watch and the International Federation of Human Rights.
“As a Buddhist monk, Venerable Sovath has managed to raise wider attention to the issue of forced evictions in Cambodia,” said former Swiss President Micheline Calmy-Rey, who chairs the Martin Ennals Foundation, according to a statement by Amnesty International.
The award is named for the first secretary-general of Amnesty International, Martin Ennals.
Loun Sovath said yesterday that he accepted the award on behalf of jailed radio station owner Mam Sonando, as well as other human rights activists in Cambodia.
“Human rights in Cambodia including citizenship rights, political rights, freedom of speech, freedom of assembly, the right to demonstrate and strike, the right to information, freedom of the press and the right to an impartial judiciary and so on are either lacking, narrowing, or getting worse, and it is becoming even more dangerous for human rights defenders in Cambodia,” Loun Sovath said in his acceptance speech after receiving the award from Kang Kyung-wha, the U.N. deputy high commissioner for human rights.
Loun Sovath said that forced evictions and land disputes are core issues affecting the human rights of Cambodians, many of whom are left homeless, landless and confronted by violent government forces.
“Additionally, the government must stop using the judicial system to oppress and wrongly accuse human rights defenders, and must stop using violence in Cambodia,” he said.
The monk, who is often seen attending and documenting protests and disputes armed with an iPad or video camera, was himself arrested by police in May on the same day that 13 anti-eviction activists were sentenced to two-and-a-half years in jail. Charges of incitement have been leveled against him in court, while the Buddhist hierarchy, many of whom are close to the ruling CPP, have warned him to stop his activism—an order he has refused.
Monastic officials evicted Loun Sovath from Wat Ounalom in Phnom Penh last year, and pagodas around the country have been ordered not to welcome him in to their sanctuaries because of his social activism.
The country’s foremost campaigning monk, Loun Sovath, received the Martin Ennals Award in Geneva on Tuesday for his efforts to document the plight of people fighting against eviction in Cambodia.
Loun
Sovath attends a Boeng Kak Lake protest last November. On Tuesday, he
received the Martin Ennals Award in Geneva. (Lauren Crothers/The
Cambodia Daily)
“As a Buddhist monk, Venerable Sovath has managed to raise wider attention to the issue of forced evictions in Cambodia,” said former Swiss President Micheline Calmy-Rey, who chairs the Martin Ennals Foundation, according to a statement by Amnesty International.
The award is named for the first secretary-general of Amnesty International, Martin Ennals.
Loun Sovath said yesterday that he accepted the award on behalf of jailed radio station owner Mam Sonando, as well as other human rights activists in Cambodia.
“Human rights in Cambodia including citizenship rights, political rights, freedom of speech, freedom of assembly, the right to demonstrate and strike, the right to information, freedom of the press and the right to an impartial judiciary and so on are either lacking, narrowing, or getting worse, and it is becoming even more dangerous for human rights defenders in Cambodia,” Loun Sovath said in his acceptance speech after receiving the award from Kang Kyung-wha, the U.N. deputy high commissioner for human rights.
Loun Sovath said that forced evictions and land disputes are core issues affecting the human rights of Cambodians, many of whom are left homeless, landless and confronted by violent government forces.
“Additionally, the government must stop using the judicial system to oppress and wrongly accuse human rights defenders, and must stop using violence in Cambodia,” he said.
The monk, who is often seen attending and documenting protests and disputes armed with an iPad or video camera, was himself arrested by police in May on the same day that 13 anti-eviction activists were sentenced to two-and-a-half years in jail. Charges of incitement have been leveled against him in court, while the Buddhist hierarchy, many of whom are close to the ruling CPP, have warned him to stop his activism—an order he has refused.
Monastic officials evicted Loun Sovath from Wat Ounalom in Phnom Penh last year, and pagodas around the country have been ordered not to welcome him in to their sanctuaries because of his social activism.
On World Teachers’ Day 2012, ‘Take a Stand for Teachers’
By Anne Lemaistre
Teaching is a challenging professional task. It requires knowledge, motivation and adaptability. Each day offers new difficulties, and each day we witness how individual teachers find creative ways to overcome the difficult conditions exacerbated by limited equipment and material resources with which to carry out their professional responsibilities.
Today, October 5, is celebrated worldwide as World Teachers’ Day. These celebrations recognize the important role of teachers and galvanize support for their task as educators but also role models, helping students to become good citizens and participate fully in the society.
On this special day, we would like to show our deep appreciation for the vital contribution that teachers have made in education and development of society.
A month ago, the U.N. Secretary-General Ban Ki-moon launched his “Education First Initiative.” It identifies three concrete actions: first, putting every child in school; second improving the quality of learning; and third fostering global citizenship. For each of these priorities, teachers have a central role to play.
It is encouraging to note that Cambodian citizens recognize that teachers are one of the main pillars of a sound and progressive society. In a survey carried out by the NGO Education Partnership among 1,100 people from throughout Cambodia, more than 90 percent of respondents believe that being a teacher is a good job, and two-thirds of them believe that teachers are respected or highly respected in Cambodian society.
In just over three decades, Cambodia has grown an impressive teaching force of 86,000 and growing. There are now 26 Teacher Training Centers throughout the country. This clearly indicates that teacher education and professional development is of significant concern to the Cambodian government, in particular to the Ministry of Education, Youth and Sports. Further efforts of other ministries, such as the Ministry of Labor and Vocational Training, also need to be acknowledged in preparing teachers to teach in technical and vocational schools and centers which are playing an important role in developing a skilled workforce.
Cambodia still faces significant challenges. It has a large student-teacher ratio, particularly at the primary level, driven by massive growth in student enrolments over the past decade. In addition, rural primary schools tend to have a higher concentration of students per classroom than urban primary schools.
Teacher deployment in remote areas remains a challenge, which has a direct consequence on the most disadvantaged students. Encouraging and supporting secondary students from remote areas to become teachers, providing them with a supporting environment and benefits to remain in their home districts as teachers is one important strategy that has been successfully pursued by many countries worldwide.
Upgrading teacher qualifications is another key challenge. It is estimated that significant efforts will be required to upgrade the qualifications of the one-third of the teaching force with only lower secondary education qualifications or less. Other issues such as the teachers’ presence in the classrooms, absenteeism, number of instructional hours, informal fees and supplementary tutoring etc. will require more comprehensive strategies and actions to address teacher recruitment, preparation, deployment and remuneration.
To further enhance the teacher recruitment, professional development, motivation and overall support, the Ministry of Education, Youth and Sports is developing a national teacher policy. It provides an excellent opportunity to take into account the teacher’s voice, sending a clear signal to the teachers that their opinions matter and that they have a chance to contribute.
This is indeed aptly summed up by Minister of Education Im Sethy, who once during a conversation said: “Teachers know what’s working in schools before anyone else.”
While we strive to seek best possible support mechanisms, it is equally important in turn for teachers to be accountable to their students and communities. The teaching profession is encouraged to design and implement teacher codes of conduct, based on the highest ethical and professional standards, and to be oriented around the goal of teaching all students effectively and equally.
Education is not only the concern and responsibility of the government and the ministries of education. Everyone—governments and educational institutions at all levels, teachers’ associations, civil society organizations, development partners, the private sector, parents and teachers themselves have this responsibility. Hence, we all need to come together to support teachers professionally, boosting their determination and motivation through ensuring decent employment and working conditions and adequate remuneration.
On this special day, with the impetus of Ban’s Education First initiative, let us join forces to express our gratitude to the teachers for their exceptional contribution in building a modern and sustainable society and the enormous impact they have on our society and our future citizens.
As Irina Bokova, Unesco director general, states: “We expect a lot from teachers—they, in turn, are right to expect as much from us.”
Anne Lemaistre is the Unesco representative to Cambodia.
Teaching is a challenging professional task. It requires knowledge, motivation and adaptability. Each day offers new difficulties, and each day we witness how individual teachers find creative ways to overcome the difficult conditions exacerbated by limited equipment and material resources with which to carry out their professional responsibilities.
Today, October 5, is celebrated worldwide as World Teachers’ Day. These celebrations recognize the important role of teachers and galvanize support for their task as educators but also role models, helping students to become good citizens and participate fully in the society.
On this special day, we would like to show our deep appreciation for the vital contribution that teachers have made in education and development of society.
A month ago, the U.N. Secretary-General Ban Ki-moon launched his “Education First Initiative.” It identifies three concrete actions: first, putting every child in school; second improving the quality of learning; and third fostering global citizenship. For each of these priorities, teachers have a central role to play.
It is encouraging to note that Cambodian citizens recognize that teachers are one of the main pillars of a sound and progressive society. In a survey carried out by the NGO Education Partnership among 1,100 people from throughout Cambodia, more than 90 percent of respondents believe that being a teacher is a good job, and two-thirds of them believe that teachers are respected or highly respected in Cambodian society.
In just over three decades, Cambodia has grown an impressive teaching force of 86,000 and growing. There are now 26 Teacher Training Centers throughout the country. This clearly indicates that teacher education and professional development is of significant concern to the Cambodian government, in particular to the Ministry of Education, Youth and Sports. Further efforts of other ministries, such as the Ministry of Labor and Vocational Training, also need to be acknowledged in preparing teachers to teach in technical and vocational schools and centers which are playing an important role in developing a skilled workforce.
Cambodia still faces significant challenges. It has a large student-teacher ratio, particularly at the primary level, driven by massive growth in student enrolments over the past decade. In addition, rural primary schools tend to have a higher concentration of students per classroom than urban primary schools.
Teacher deployment in remote areas remains a challenge, which has a direct consequence on the most disadvantaged students. Encouraging and supporting secondary students from remote areas to become teachers, providing them with a supporting environment and benefits to remain in their home districts as teachers is one important strategy that has been successfully pursued by many countries worldwide.
Upgrading teacher qualifications is another key challenge. It is estimated that significant efforts will be required to upgrade the qualifications of the one-third of the teaching force with only lower secondary education qualifications or less. Other issues such as the teachers’ presence in the classrooms, absenteeism, number of instructional hours, informal fees and supplementary tutoring etc. will require more comprehensive strategies and actions to address teacher recruitment, preparation, deployment and remuneration.
To further enhance the teacher recruitment, professional development, motivation and overall support, the Ministry of Education, Youth and Sports is developing a national teacher policy. It provides an excellent opportunity to take into account the teacher’s voice, sending a clear signal to the teachers that their opinions matter and that they have a chance to contribute.
This is indeed aptly summed up by Minister of Education Im Sethy, who once during a conversation said: “Teachers know what’s working in schools before anyone else.”
While we strive to seek best possible support mechanisms, it is equally important in turn for teachers to be accountable to their students and communities. The teaching profession is encouraged to design and implement teacher codes of conduct, based on the highest ethical and professional standards, and to be oriented around the goal of teaching all students effectively and equally.
Education is not only the concern and responsibility of the government and the ministries of education. Everyone—governments and educational institutions at all levels, teachers’ associations, civil society organizations, development partners, the private sector, parents and teachers themselves have this responsibility. Hence, we all need to come together to support teachers professionally, boosting their determination and motivation through ensuring decent employment and working conditions and adequate remuneration.
On this special day, with the impetus of Ban’s Education First initiative, let us join forces to express our gratitude to the teachers for their exceptional contribution in building a modern and sustainable society and the enormous impact they have on our society and our future citizens.
As Irina Bokova, Unesco director general, states: “We expect a lot from teachers—they, in turn, are right to expect as much from us.”
Anne Lemaistre is the Unesco representative to Cambodia.
Cambodia, Nepal Can Learn From Their Shared Experiences
By The Cambodia Daily - October 5, 2012
By Surya Subedi
First of all, I have a great deal of respect for the prime minister of Cambodia both as a person and as the leader of the country and the government. I recognize that he has achieved a great deal for Cambodia. But there is room for improvement in the governance of Cambodia and my job is to identify the shortcomings that exist in the system and offer my recommendations to address them.
I do not wish to descend into the personal level and do not wish to have a dialogue with him or anybody in the government through the media. I have had a good level of cooperation from the government of Cambodia and my dialogue with the prime minister has been productive in the past. I look forward to working with him. Our approach may differ on some issues, but they can be addressed in a mutually respectful manner and through dialogue.
I am working in my professional capacity in Cambodia and I expect others to do the same. I am not representing Nepal in Cambodia. I am a professor of international law, a barrister in England and a human rights advocate. I am an independent expert working on behalf of the U.N. with a view to helping the people of Cambodia.
Both Cambodia and Nepal have gone through similar experiences in the past and have a great deal to learn from each other. I have and would welcome if the prime minister of Cambodia has any advice for the people and government of Nepal. Both of these ancient Asian nations have a rich cultural heritage and the people of Nepal respect the people of Cambodia for what they are and what they have been able to achieve.
Surya Subedi is the United Nations special rapporteur on the situation of human rights in Cambodia and professor of International Law at the University of Leeds, England.
By Surya Subedi
First of all, I have a great deal of respect for the prime minister of Cambodia both as a person and as the leader of the country and the government. I recognize that he has achieved a great deal for Cambodia. But there is room for improvement in the governance of Cambodia and my job is to identify the shortcomings that exist in the system and offer my recommendations to address them.
I do not wish to descend into the personal level and do not wish to have a dialogue with him or anybody in the government through the media. I have had a good level of cooperation from the government of Cambodia and my dialogue with the prime minister has been productive in the past. I look forward to working with him. Our approach may differ on some issues, but they can be addressed in a mutually respectful manner and through dialogue.
I am working in my professional capacity in Cambodia and I expect others to do the same. I am not representing Nepal in Cambodia. I am a professor of international law, a barrister in England and a human rights advocate. I am an independent expert working on behalf of the U.N. with a view to helping the people of Cambodia.
I also have been advising in my personal capacity the government of Nepal on legal and constitutional matters. Nepal has a liberal democracy where the judiciary is independent and people do not go to jail for criticizing the government. The civil society is vibrant and the government in Nepal respects and listens to the representatives of civil society. It has a democratic interim constitution at the moment and people have been trying to write a new constitution with a view to strengthening democracy, human rights and rule of law.
Both Cambodia and Nepal have gone through similar experiences in the past and have a great deal to learn from each other. I have and would welcome if the prime minister of Cambodia has any advice for the people and government of Nepal. Both of these ancient Asian nations have a rich cultural heritage and the people of Nepal respect the people of Cambodia for what they are and what they have been able to achieve.
Surya Subedi is the United Nations special rapporteur on the situation of human rights in Cambodia and professor of International Law at the University of Leeds, England.
Tuesday 2 October 2012
UNITED STATES: Public research universities in peril – Report
Associated Press30 September 2012 Issue No:241
They're the pride and backbone of American higher education, doing essential research and educating en masse
the next generations of scientists and engineers. But a new report
argues that the mission of the country's 101 major public research
universities is imperilled by budget cuts amounting to a fifth of their
state funding over the past decade, writes Justin Pope for Associated Press.
State support for public research universities fell 20% between 2002 and 2010, after accounting for inflation and increased enrolment of about 320,000 students nationally, according to the report published last week by the National Science Board. The organisation provides independent advice to the federal government and oversees the National Science Foundation. Ten states saw support fall 30% or more and in two – Colorado and Rhode Island – the drop was nearly 50%. Only seven states increased support.
State support for public research universities fell 20% between 2002 and 2010, after accounting for inflation and increased enrolment of about 320,000 students nationally, according to the report published last week by the National Science Board. The organisation provides independent advice to the federal government and oversees the National Science Foundation. Ten states saw support fall 30% or more and in two – Colorado and Rhode Island – the drop was nearly 50%. Only seven states increased support.
--------------------------
They're the pride and backbone of American higher education, doing essential research and educating en masse the next generations of scientists and engineers. But a new report argues the mission of the country's 101 major public research universities is imperiled by budget cuts amounting to one-fifth of their state funding over the past decade.
State support for public research universities fell 20 percent between 2002 and 2010, after accounting for inflation and increased enrollment of about 320,000 students nationally, according to the report published Tuesday by the National Science Board. The organization provides independent advice to the federal government and oversees the National Science Foundation.
Ten states saw support fall 30 percent or more and in two - Colorado and Rhode Island - the drop was nearly 50 percent. Only seven states increased support.
The study is the latest in a series of alarm bells warning that public research universities - which perform the majority of academic science and engineering research funded by the federal government, and educate a disproportionate share of scientists in training - have been weakened by years of eroding state support. Many are losing their best faculty to private institutions, and tuition increases in response to the budget cuts threaten the historically affordable access students have enjoyed.
Among the report's findings: While public research universities still managed to increase instructional spending 10 percent between 1999 and 2009, to about $10,000 per student, private universities increased such spending 25 percent over the that period, and now spend more than twice as much per student on teaching as their public counterparts.
Meanwhile, the salary gap between public and private research universities is also widening, raising the specter of a two-tier system in which most of the very best faculty migrate to private institutions and work with a comparatively small number of students.
Public research universities - particularly top-tier flagship institutions like the universities of Michigan, Virginia, Texas and California - are in some ways stuck between worlds. They compete for students and faculty and conduct research on a national and even global scale. But they remain under substantial political control of the states, and dependent on them for funding.
That funding has fallen precipitously, from 38 percent of their budgets two decades ago to about 23 percent now, with the number now below 10 percent at several top institutions. As those percentages fall further, some experts believe public institutions could begin essentially privatizing themselves, giving up what little state funding remains - and the public obligations it carries - in exchange for autonomy.
Funding for public research universities varies widely among states, from a low of $3,482 in Vermont in 2010 to $16,986 in Wyoming, which had the second-largest increase over the decade, behind only New York. Roughly a dozen states increased funding in absolute terms but in about half those states, including Arkansas, Connecticut and Missouri, enrollment growth meant there was still less money per student.
The public should understand what could be lost if public research universities wither away, said NSB member Ray Bowen, president emeritus of Texas A&M University: not only the prospect of future discoveries in medicine and technology, but key drivers of economic development. The report found the institutions produced 436 new start-ups in 2010 alone.
"You go to Austin, Texas (home of the University of Texas), that city is a vibrant economic environment because of that university, because of the bright people it produces and the faculty research that takes place," Bowen said. "Same with Texas A&M."
No state has seen more contentious battles over the place of public research universities than Texas, where a board of regents appointed by Gov. Rick Perry has pushed for a focus on teaching, accountability and lower costs and expressed skepticism over the full value to taxpayers of the kind of research UT does. The university and its alumni have fought back, insisting there's a place for an elite research university in a state system.
Public universities have acknowledged their obligations to improve efficiency, while emphasizing basic research may not always pay off immediately or in strict economic terms. A recent similar report by the National Research Council said revitalizing public research universities requires action from a range of players - more funding from Washington, more autonomy from states if they won't maintain funding levels, and more productivity from universities themselves.
"Universities have to adjust," Bowen said. "Those that have not already started have perhaps made a mistake. There's no question they have to become more efficient."
Coursera to offer courses in Chinese
China Daily30 September 2012 Issue No:241
Chinese students head overseas in huge numbers, but some may no longer
feel the need to leave home for education. Coursera, the online
education platform that offers free courses from universities worldwide,
is aiming to net some of the biggest consumers of overseas higher
learning – Chinese – write Su Zhou and Lin Jing for China Daily.
The company, founded by Daphne Koller and Andrew Ng, computer science teachers at Stanford University in California, announced recently that 17 US and international universities will begin offering free online courses. They say that as the Coursera site develops, more courses will be introduced in different languages, including Chinese. The founders are also seeking to team up with Chinese universities to achieve that goal.
There is little doubt that such courses have a huge potential market among Chinese, 158,000 of whom were studying in US colleges last year, accounting for more than a fifth of the overseas-student population there. Worldwide, about 340,000 Chinese were studying in overseas colleges as of May last year, accounting for 14% of the overseas student population, according to a report by the Social Sciences Academic Press in Beijing.
The company, founded by Daphne Koller and Andrew Ng, computer science teachers at Stanford University in California, announced recently that 17 US and international universities will begin offering free online courses. They say that as the Coursera site develops, more courses will be introduced in different languages, including Chinese. The founders are also seeking to team up with Chinese universities to achieve that goal.
There is little doubt that such courses have a huge potential market among Chinese, 158,000 of whom were studying in US colleges last year, accounting for more than a fifth of the overseas-student population there. Worldwide, about 340,000 Chinese were studying in overseas colleges as of May last year, accounting for 14% of the overseas student population, according to a report by the Social Sciences Academic Press in Beijing.
UNITED STATES: Postdocs – A voice for the voiceless
30 September 2012 Issue No:241
In universities around the world, postdoctoral students are the unsung heavy lifters.
Not only do they take on much of the academic load in running tutorials for undergraduates but they are also crucial in many science and engineering research programmes, carrying out the most technically demanding tasks and helping write up papers but not always acknowledged by the professors who benefit from their work.
In a report in the journal Nature, Karen Kaplan says that in its first 10 years, the US National Postdoctoral Association, or NPA, helped to raise the profile of postdocs but that “championing their cause still presents challenges”.
“Before Alyson Reed became head of the association, she had only the vaguest ideas about what a postdoctoral researcher does,” Kaplan says. “Reed was hardly alone. After she took the job as the NPA's inaugural executive director in 2003, she learned that few outside science and academia knew what postdocs are or do.”
As is the case in the US, on university campuses in Britain, Europe and Australia, Kaplan says many postdocs feel invisible and anonymous, crucial to research but suspended in limbo with no means of networking, creating a community or being heard.
“We are ghosts,” as one declared.
But Kaplan notes that almost a decade of efforts by the NPA have helped generate change. Based in Washington DC, the non-profit organisation has worked hard on behalf of its 2,700 members and the nation's more than 60,000 postdocs.
“It has helped stakeholders – including federal agencies, members of Congress and policy-makers – become eminently familiar with what postdocs are, what they do and the conditions they face. It has raised the issue of shoddy compensation and highlighted the difficulties of career development,” Kaplan says.
“Yet most US academic postdocs still work long hours for trifling pay and have no clear route into a permanent position. Observers say that the NPA has made progress, but should do more. The association would like to boost outreach and advocacy and offer more services but a meagre budget, a small staff and funding challenges present significant obstacles.”
That definition states, in part, that postdocs are “engaged in a temporary and defined period of mentored advanced training to enhance the professional skills and research independence”.
This helps institutions and principal investigators to see postdocs as trainees and protégés seeking to advance their careers, rather than as just a pair of hands at the bench, as is still the case in many universities around the world, Reed told Kaplan.
Kaplan says that perhaps the NPA's biggest accomplishment was encouraging US universities to set up their own on-campus postdoctoral offices and associations.
The national association now has about 130 member offices on US university and other research campuses, and has inspired the creation of postdoc organisations in other countries, with several fledgling groups asking for advice, including those in Australia, Canada, China, France, Ireland, Japan and Qatar.
In universities around the world, postdoctoral students are the unsung heavy lifters.
Not only do they take on much of the academic load in running tutorials for undergraduates but they are also crucial in many science and engineering research programmes, carrying out the most technically demanding tasks and helping write up papers but not always acknowledged by the professors who benefit from their work.
In a report in the journal Nature, Karen Kaplan says that in its first 10 years, the US National Postdoctoral Association, or NPA, helped to raise the profile of postdocs but that “championing their cause still presents challenges”.
“Before Alyson Reed became head of the association, she had only the vaguest ideas about what a postdoctoral researcher does,” Kaplan says. “Reed was hardly alone. After she took the job as the NPA's inaugural executive director in 2003, she learned that few outside science and academia knew what postdocs are or do.”
As is the case in the US, on university campuses in Britain, Europe and Australia, Kaplan says many postdocs feel invisible and anonymous, crucial to research but suspended in limbo with no means of networking, creating a community or being heard.
“We are ghosts,” as one declared.
But Kaplan notes that almost a decade of efforts by the NPA have helped generate change. Based in Washington DC, the non-profit organisation has worked hard on behalf of its 2,700 members and the nation's more than 60,000 postdocs.
“It has helped stakeholders – including federal agencies, members of Congress and policy-makers – become eminently familiar with what postdocs are, what they do and the conditions they face. It has raised the issue of shoddy compensation and highlighted the difficulties of career development,” Kaplan says.
“Yet most US academic postdocs still work long hours for trifling pay and have no clear route into a permanent position. Observers say that the NPA has made progress, but should do more. The association would like to boost outreach and advocacy and offer more services but a meagre budget, a small staff and funding challenges present significant obstacles.”
Reed told Kaplan that before her association could advocate for postdocs – not to mention collect data about their roles at research institutions – it had to define what a postdoctoral researcher was. The association helped the US National Institutes of Health and the National Science Foundation to adopt a formal definition in 2007.
That definition states, in part, that postdocs are “engaged in a temporary and defined period of mentored advanced training to enhance the professional skills and research independence”.
This helps institutions and principal investigators to see postdocs as trainees and protégés seeking to advance their careers, rather than as just a pair of hands at the bench, as is still the case in many universities around the world, Reed told Kaplan.
Kaplan says that perhaps the NPA's biggest accomplishment was encouraging US universities to set up their own on-campus postdoctoral offices and associations.
The national association now has about 130 member offices on US university and other research campuses, and has inspired the creation of postdoc organisations in other countries, with several fledgling groups asking for advice, including those in Australia, Canada, China, France, Ireland, Japan and Qatar.
CAMBODIA: Concern over higher education quality as ASEAN community looms
Kounila Keo30 September 2012 Issue No:241
Veterinary student Kong Sokhom (20) from the Cambodian capital Phnom
Penh still has two years to go until he graduates from Preak Leap
National School of Agriculture. But he is filled with uncertainty about
his future.
Sokhom opted for veterinary science hoping to acquire high-level skills to help develop his country, one of the poorest nations in South East Asia.
But he regards his education as almost worthless. The classes are packed with students who do not want to work hard, he said, and he regards his teachers as “under-qualified”.
“When I graduate, I don’t really know what I can do with the degree that I’ll get from this university, as I know the education quality is quite low,” said Sokhom grimly.
Every year Cambodia produces hundreds of thousands of graduates like Sokhom who are unfit for the job they have trained for, experts say. There is a big gap between subjects studied at university and workforce skills needed.
According to Chea Vannath, a sociologist and independent researcher, Cambodian graduates also find it hard to land jobs within their field of study.
Only one in 10 graduates finds work, according to figures from the Economic Institute of Cambodia. It is a worrying statistic for a country that has struggled to rebuild its economy and image three decades after a civil war that destroyed its financial, educational and justice systems.
“It creates a daunting challenge for Cambodia, which remains poor,” Vannath said.
ASEAN community looms
The problem could become more acute as Cambodia becomes part of the Association of South East Asian Nations (ASEAN) community by 2015, when workers from ASEAN countries will have full mobility within the region.
The other ASEAN countries are Brunei, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam. Apart from Laos and Myanmar – the latter is facing similar problems – all are far more developed than Cambodia.
When ASEAN leaders announced the ASEAN Economic Community with free movement of goods, services, investment, and skilled labour, and freer flow of capital, by 2015, many Cambodians expressed concern about competing with highly skilled ASEAN citizens who might come to the country for work.
With poor curricula and facilities for teachers and students alike, local experts worry that Cambodians will not be able to take advantage of ASEAN community opportunities.
According to Sambo Manara, a professor of history and culture at various public and private universities, young Cambodians “are among the least skilled young people in the South East Asian region.
“As part of the ASEAN community, Cambodia will have to open its market to people from other ASEAN countries who have better skills and attract more employers and investors into the country.”
A long way to go
Cambodia has a very long way to go to catch up with its neighbours.
“Despite rises in productivity, the overall output level per worker remains low in comparison with other ASEAN countries. Raising productivity levels within Cambodia is vital if the country is to remain competitive in relation to its ASEAN neighbours,” according to the International Labour Organization.
Ministry of Youth and Sport surveys have found that a staggering 94% of the youth labour force has not completed secondary education – a major obstacle to ensuring gainful and productive work. And as recently as 2000, an estimated 63% of the adult population, 6.5 million people, were functionally illiterate.
Although education funding has improved in recent years, the overwhelming obstacle to increasing education levels is still financial.
“Looking at all the challenges that our education system has faced, I don’t think we’re going anywhere soon if we don’t take action right now,” Dr Van Chanpheng, deputy director general of higher education at the Ministry of Education, told University World News.
Young Cambodians ‘deserve more’
“Increased skill acquisition will help increase productivity that allows for higher wages and purchasing power. It will help young Cambodians, who deserve more,” Van added.
While the country has 20 public universities and nearly 30 private ones, the ministry has said that only around 150,000 students are currently enrolled in higher education, or some 10% of the age cohort.
Sambo Manara argues that higher education in Cambodia has improved over the past five years, with a few new, private universities providing a more appropriate curriculum for students. However, he said, there are still many universities interested only in profit, not quality.
At the education ministry, Van admitted that the education system needs improvement. “More university teachers need to be trained,” he said. The latest figure from the ministry's higher education section shows there are only 2,000 PhD holders in Phnom Penh.
“What can be done in the short term is to create more vocational training for more Cambodian adults. But it is easier said than done – we have seen people unwilling to learn more as they have to keep working.”
Quality is a concern
Five years ago there was an attempt by the World Bank to improve the quality of Cambodia's higher education institutions, with the formation of a national university accreditation committee.
The committee was created to force institutions to adhere to strict education requirements and quality. But the World Bank pulled funding for the scheme when it emerged that the new body would not be independent of government control.
Sambo told University World News that many Cambodian universities needed to improve significantly – lectures are inadequate, and the education system in rural Cambodia has been totally neglected.
Rural education is a daunting challenge. Many people drop out of school as facilities are poor and often far from home. Teachers are not well trained and, compared to other professions, are low paid, causing them to moonlight and pay too little attention to teaching.
“Cambodia is still developing its own education system and cooperating with other countries to develop better educational standards,” said Sambo.
Van added: “Before we develop anything else, don’t forget [we need] to provide the best education possible to young Cambodians, as this is the only way to raise Cambodia out of poverty.”
CAMBODIA
Sokhom opted for veterinary science hoping to acquire high-level skills to help develop his country, one of the poorest nations in South East Asia.
But he regards his education as almost worthless. The classes are packed with students who do not want to work hard, he said, and he regards his teachers as “under-qualified”.
“When I graduate, I don’t really know what I can do with the degree that I’ll get from this university, as I know the education quality is quite low,” said Sokhom grimly.
Every year Cambodia produces hundreds of thousands of graduates like Sokhom who are unfit for the job they have trained for, experts say. There is a big gap between subjects studied at university and workforce skills needed.
According to Chea Vannath, a sociologist and independent researcher, Cambodian graduates also find it hard to land jobs within their field of study.
Only one in 10 graduates finds work, according to figures from the Economic Institute of Cambodia. It is a worrying statistic for a country that has struggled to rebuild its economy and image three decades after a civil war that destroyed its financial, educational and justice systems.
“It creates a daunting challenge for Cambodia, which remains poor,” Vannath said.
ASEAN community looms
The problem could become more acute as Cambodia becomes part of the Association of South East Asian Nations (ASEAN) community by 2015, when workers from ASEAN countries will have full mobility within the region.
The other ASEAN countries are Brunei, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam. Apart from Laos and Myanmar – the latter is facing similar problems – all are far more developed than Cambodia.
When ASEAN leaders announced the ASEAN Economic Community with free movement of goods, services, investment, and skilled labour, and freer flow of capital, by 2015, many Cambodians expressed concern about competing with highly skilled ASEAN citizens who might come to the country for work.
With poor curricula and facilities for teachers and students alike, local experts worry that Cambodians will not be able to take advantage of ASEAN community opportunities.
According to Sambo Manara, a professor of history and culture at various public and private universities, young Cambodians “are among the least skilled young people in the South East Asian region.
“As part of the ASEAN community, Cambodia will have to open its market to people from other ASEAN countries who have better skills and attract more employers and investors into the country.”
A long way to go
Cambodia has a very long way to go to catch up with its neighbours.
“Despite rises in productivity, the overall output level per worker remains low in comparison with other ASEAN countries. Raising productivity levels within Cambodia is vital if the country is to remain competitive in relation to its ASEAN neighbours,” according to the International Labour Organization.
Ministry of Youth and Sport surveys have found that a staggering 94% of the youth labour force has not completed secondary education – a major obstacle to ensuring gainful and productive work. And as recently as 2000, an estimated 63% of the adult population, 6.5 million people, were functionally illiterate.
Although education funding has improved in recent years, the overwhelming obstacle to increasing education levels is still financial.
“Looking at all the challenges that our education system has faced, I don’t think we’re going anywhere soon if we don’t take action right now,” Dr Van Chanpheng, deputy director general of higher education at the Ministry of Education, told University World News.
Young Cambodians ‘deserve more’
“Increased skill acquisition will help increase productivity that allows for higher wages and purchasing power. It will help young Cambodians, who deserve more,” Van added.
While the country has 20 public universities and nearly 30 private ones, the ministry has said that only around 150,000 students are currently enrolled in higher education, or some 10% of the age cohort.
Sambo Manara argues that higher education in Cambodia has improved over the past five years, with a few new, private universities providing a more appropriate curriculum for students. However, he said, there are still many universities interested only in profit, not quality.
At the education ministry, Van admitted that the education system needs improvement. “More university teachers need to be trained,” he said. The latest figure from the ministry's higher education section shows there are only 2,000 PhD holders in Phnom Penh.
“What can be done in the short term is to create more vocational training for more Cambodian adults. But it is easier said than done – we have seen people unwilling to learn more as they have to keep working.”
Quality is a concern
Five years ago there was an attempt by the World Bank to improve the quality of Cambodia's higher education institutions, with the formation of a national university accreditation committee.
The committee was created to force institutions to adhere to strict education requirements and quality. But the World Bank pulled funding for the scheme when it emerged that the new body would not be independent of government control.
Sambo told University World News that many Cambodian universities needed to improve significantly – lectures are inadequate, and the education system in rural Cambodia has been totally neglected.
Rural education is a daunting challenge. Many people drop out of school as facilities are poor and often far from home. Teachers are not well trained and, compared to other professions, are low paid, causing them to moonlight and pay too little attention to teaching.
“Cambodia is still developing its own education system and cooperating with other countries to develop better educational standards,” said Sambo.
Van added: “Before we develop anything else, don’t forget [we need] to provide the best education possible to young Cambodians, as this is the only way to raise Cambodia out of poverty.”
CAMBODIA
GLOBAL: United Nations launches Education First initiative
Geoff Maslen28 September 2012 Issue No:241
United Nations Secretary General Ban Ki-moon on Wednesday launched a new
education initiative called Education First, at a high-level event at
the UN headquarters in New York.
In terms of the plan, the various UN agencies and programmes will “unite” with governments, business leaders and civil society in a push to put education at the top of the global agenda ahead of the 2015 Millennium Development Goals deadline.
Among the challenges to be tackled by the initiative is the global need for two million more teachers, which will require major upscaling of teacher training by universities and colleges in numerous countries.
In its PovertyMatters blog on Thursday, the UK’s Guardian newspaper said Ban’s initiative was “refreshing for its recognition of the role of teachers – drawing attention to the need to create two million new teaching positions, reprioritise training and professional development, and redignify the profession”.
During the event, Ban appointed 10 Education First champions of the UN’s global education initiative: the heads of state from Australia, Bangladesh, Croatia, Denmark, Guyana, Liberia, Russia, South Africa, Timor Leste and Tunisia.
He said that in 2000, 189 of the world’s nations had pledged to achieve universal primary education by 2015. It was the second of eight Millennium Development Goals aimed at freeing people from poverty and multiple deprivations.
“Although significant progress has been made, the latest data show a clear slow-down. Without a major effort, there is a real danger that more children will be out-of-school in 2015 than today,” he said.
Along with the Education First champions, Ban was joined at the launch by various business and civil society leaders and UN officials.
They included Sheikha Moza bint Nasser of Qatar, former UK prime minister Gordon Brown who is special envoy of the secretary general for global education, Irina Bokova, director general of UNESCO and executive secretary of the Education First steering committee, Anthony Lake, executive director of UNICEF, Jim Yong Kim, president of the World Bank, Aliko Dangote, president of the Nigerian Dangote Group and Chernor Bah, a youth leader from Sierra Leone.
Following the launch there was a panel discussion, at which the speakers were UNICEF Eminent Advocate for Children Queen Rania Al Abdullah of Jordan; Aung San Suu Kyi, the new Burmese MP and Nobel peace prize laureate; Teopista Birungi Mayanja, a teacher representative from Uganda; and Charles Young, a student representative from Jamaica.
How the citizens of the 10 countries felt about the honour being bestowed on their leaders as ‘champions of education’ is unknown.
But in South Africa there were rumblings about the position going to the head of a government that has failed to improve a shockingly poor school system, although it has upped access.
And there was some wry cynicism in Australia’s universities and research institutes, where researchers fear the government is about to impose a freeze on new research grants as part of its efforts to slash spending and create a budget surplus.
The current uncertainty is generating increasing anxiety – and anger – among an estimated 1,700 young researchers who could lose their jobs by the end of the year.
Nevertheless, the lobby group Universities Australia congratulated Prime Minister Julia Gillard on her appointment. Chief Executive Belinda Robinson said Gillard's appointment reinforced the importance of education reform as a national priority and of ensuring Australia's education system remained world class.
The position, she said, “underscores the imperative of achieving the participation in education required for lifting national productivity and meeting the demands of the future workforce," although just last week Robinson had declared it would be an "astounding about-face" if the government were to cut or delay research funding.
Still, according to Robinson, here was an opportunity to make the point that investment in education had numerous benefits for society, underpinning productivity growth, innovation and economic prosperity – hoping the prime minister might read what she had said.
In terms of the plan, the various UN agencies and programmes will “unite” with governments, business leaders and civil society in a push to put education at the top of the global agenda ahead of the 2015 Millennium Development Goals deadline.
Among the challenges to be tackled by the initiative is the global need for two million more teachers, which will require major upscaling of teacher training by universities and colleges in numerous countries.
In its PovertyMatters blog on Thursday, the UK’s Guardian newspaper said Ban’s initiative was “refreshing for its recognition of the role of teachers – drawing attention to the need to create two million new teaching positions, reprioritise training and professional development, and redignify the profession”.
During the event, Ban appointed 10 Education First champions of the UN’s global education initiative: the heads of state from Australia, Bangladesh, Croatia, Denmark, Guyana, Liberia, Russia, South Africa, Timor Leste and Tunisia.
He said that in 2000, 189 of the world’s nations had pledged to achieve universal primary education by 2015. It was the second of eight Millennium Development Goals aimed at freeing people from poverty and multiple deprivations.
“Although significant progress has been made, the latest data show a clear slow-down. Without a major effort, there is a real danger that more children will be out-of-school in 2015 than today,” he said.
Along with the Education First champions, Ban was joined at the launch by various business and civil society leaders and UN officials.
They included Sheikha Moza bint Nasser of Qatar, former UK prime minister Gordon Brown who is special envoy of the secretary general for global education, Irina Bokova, director general of UNESCO and executive secretary of the Education First steering committee, Anthony Lake, executive director of UNICEF, Jim Yong Kim, president of the World Bank, Aliko Dangote, president of the Nigerian Dangote Group and Chernor Bah, a youth leader from Sierra Leone.
Following the launch there was a panel discussion, at which the speakers were UNICEF Eminent Advocate for Children Queen Rania Al Abdullah of Jordan; Aung San Suu Kyi, the new Burmese MP and Nobel peace prize laureate; Teopista Birungi Mayanja, a teacher representative from Uganda; and Charles Young, a student representative from Jamaica.
How the citizens of the 10 countries felt about the honour being bestowed on their leaders as ‘champions of education’ is unknown.
But in South Africa there were rumblings about the position going to the head of a government that has failed to improve a shockingly poor school system, although it has upped access.
And there was some wry cynicism in Australia’s universities and research institutes, where researchers fear the government is about to impose a freeze on new research grants as part of its efforts to slash spending and create a budget surplus.
The current uncertainty is generating increasing anxiety – and anger – among an estimated 1,700 young researchers who could lose their jobs by the end of the year.
Nevertheless, the lobby group Universities Australia congratulated Prime Minister Julia Gillard on her appointment. Chief Executive Belinda Robinson said Gillard's appointment reinforced the importance of education reform as a national priority and of ensuring Australia's education system remained world class.
The position, she said, “underscores the imperative of achieving the participation in education required for lifting national productivity and meeting the demands of the future workforce," although just last week Robinson had declared it would be an "astounding about-face" if the government were to cut or delay research funding.
Still, according to Robinson, here was an opportunity to make the point that investment in education had numerous benefits for society, underpinning productivity growth, innovation and economic prosperity – hoping the prime minister might read what she had said.
Universities in Europe and Asia must collaborate, say rectors
Yojana Sharma28 September 2012 Issue No:241
Universities in Europe and Asia must collaborate to make their graduates
employable in a globalised world, with joint programmes and dual
degrees paving the way for greater student mobility, heads of
universities in 37 Asian and European countries heard at a major
conference in The Netherlands this week.
Although some joint degrees exist between European and Asian universities, Karsten Warnecke, deputy executive director of the Singapore-based Europe Asia Foundation, said there were eight times more Asian students going to Europe than European students going to Asia.
With high graduate unemployment in many southern European countries, “it is not a solution for graduate unemployment in Europe for students to go to Asia [for jobs], but they should go to Asia to increase soft skills and to get a different perspective and experience,” said Warnecke.
However, “not enough European students at the moment see the advantage in going to Asia to study,” said Sibrandes Poppema, president of the University of Groningen, which hosted the third Asia Europe Meeting (ASEM) of university rectors on 25-26 September.
The conference recommendations, including promoting a credit transfer system within ASEM, were agreed to by 100 heads of universities from 27 European Union countries and 10 Association of South East Asian Nations (ASEAN).
They will feed into a meeting of ASEM education ministers in Kuala Lumpur in 2013.
Interim mobility arrangements
But full credit transfer could take a while to be set up. “We need a transition period on the way to full mobility in which we help students to see the advantages [of overseas study] by organising special programmes,” Poppema told a press conference after the meeting.
Interim arrangements could include shorter non-degree programmes that should be set up jointly between partner universities with greater support for students studying in another culture. “We believe this is an attractive proposal and one of the ways to go forward,” Poppema said.
The need for international exchanges and experience of other cultures was emphasised time and again at the conference as being vital for student employability.
“Any opportunity to have a global perspective and feel part of the global community is fantastic,” said Vicki Baars, vice president of the UK’s National Union of Students. Student groups were invited to participate in the ASEM rectors’ conference for the first time this year.
Halbe Zijlstra, Dutch secretary of state for higher education, said in a keynote speech: “Every country that makes room for internationalisation in its higher education system, sees the quality of its own education improve.
“The countries with outbound students – because these students bring additional knowledge back with them on their return. And the countries with inbound students – because they receive top talent from across the globe. And this has a mutually stimulating effect.”
Imbalance in student flows
The imbalance in student flows between the two continents is a recurrent theme at ASEM higher education conferences.
One reason, identified at previous ASEM meetings, is the perception of European students that universities in Asia are not of comparable quality to those in Europe. Another is the inability to transfer study credits to their home institutions.
But Piniti Ratananukul, deputy secretary general of Thailand’s Higher Education Commission, speaking on behalf of the ASEAN University Network, said it would never be possible to balance flows as Asia had a huge population compared to Europe.
“We are looking at the quality of higher education instead,” he told University World News.
He said it was important that universities were of sufficient quality to meet the demands of the workplace. And quality included the cultural environment and adapting to rapid changes in society.
ASEAN is developing a quality assurance system to increase mobility within the region. “The job market in Asia is expanding and graduates should be able to work anywhere in Asian countries,” Piniti said.
ASEAN credit transfer scheme
A credit transfer scheme within ASEAN is also being developed. Credit transfer will also be extended to ASEAN partners such as Korea, Japan and China.
As this would be a huge undertaking for the entire university sector in all ASEAN countries, Piniti told University World News: “We are looking at the leading universities in each country at first, then we can expand it to other universities locally.”
European universities also stressed the importance of transferable credit. But even within Europe the number of universities registered for the European Credit Transfer Scheme (ECTS) is still limited, and ASEAN could take some years to put its own credit transfer scheme in place.
Once this has been achieved, “the next step will be marrying the European credit system and the ASEAN credit system", Poppema said.
“This is an excellent time to ensure that the ASEAN scheme is similar to the European one. It would be wise for them to look at the ECTS, not to copy it, but to develop their own one. The next step would be to ensure they are [mutually] transferable,” Poppema told University World News.
Although some joint degrees exist between European and Asian universities, Karsten Warnecke, deputy executive director of the Singapore-based Europe Asia Foundation, said there were eight times more Asian students going to Europe than European students going to Asia.
With high graduate unemployment in many southern European countries, “it is not a solution for graduate unemployment in Europe for students to go to Asia [for jobs], but they should go to Asia to increase soft skills and to get a different perspective and experience,” said Warnecke.
However, “not enough European students at the moment see the advantage in going to Asia to study,” said Sibrandes Poppema, president of the University of Groningen, which hosted the third Asia Europe Meeting (ASEM) of university rectors on 25-26 September.
The conference recommendations, including promoting a credit transfer system within ASEM, were agreed to by 100 heads of universities from 27 European Union countries and 10 Association of South East Asian Nations (ASEAN).
They will feed into a meeting of ASEM education ministers in Kuala Lumpur in 2013.
Interim mobility arrangements
But full credit transfer could take a while to be set up. “We need a transition period on the way to full mobility in which we help students to see the advantages [of overseas study] by organising special programmes,” Poppema told a press conference after the meeting.
Interim arrangements could include shorter non-degree programmes that should be set up jointly between partner universities with greater support for students studying in another culture. “We believe this is an attractive proposal and one of the ways to go forward,” Poppema said.
The need for international exchanges and experience of other cultures was emphasised time and again at the conference as being vital for student employability.
“Any opportunity to have a global perspective and feel part of the global community is fantastic,” said Vicki Baars, vice president of the UK’s National Union of Students. Student groups were invited to participate in the ASEM rectors’ conference for the first time this year.
Halbe Zijlstra, Dutch secretary of state for higher education, said in a keynote speech: “Every country that makes room for internationalisation in its higher education system, sees the quality of its own education improve.
“The countries with outbound students – because these students bring additional knowledge back with them on their return. And the countries with inbound students – because they receive top talent from across the globe. And this has a mutually stimulating effect.”
Imbalance in student flows
The imbalance in student flows between the two continents is a recurrent theme at ASEM higher education conferences.
One reason, identified at previous ASEM meetings, is the perception of European students that universities in Asia are not of comparable quality to those in Europe. Another is the inability to transfer study credits to their home institutions.
But Piniti Ratananukul, deputy secretary general of Thailand’s Higher Education Commission, speaking on behalf of the ASEAN University Network, said it would never be possible to balance flows as Asia had a huge population compared to Europe.
“We are looking at the quality of higher education instead,” he told University World News.
He said it was important that universities were of sufficient quality to meet the demands of the workplace. And quality included the cultural environment and adapting to rapid changes in society.
ASEAN is developing a quality assurance system to increase mobility within the region. “The job market in Asia is expanding and graduates should be able to work anywhere in Asian countries,” Piniti said.
ASEAN credit transfer scheme
A credit transfer scheme within ASEAN is also being developed. Credit transfer will also be extended to ASEAN partners such as Korea, Japan and China.
As this would be a huge undertaking for the entire university sector in all ASEAN countries, Piniti told University World News: “We are looking at the leading universities in each country at first, then we can expand it to other universities locally.”
European universities also stressed the importance of transferable credit. But even within Europe the number of universities registered for the European Credit Transfer Scheme (ECTS) is still limited, and ASEAN could take some years to put its own credit transfer scheme in place.
Once this has been achieved, “the next step will be marrying the European credit system and the ASEAN credit system", Poppema said.
“This is an excellent time to ensure that the ASEAN scheme is similar to the European one. It would be wise for them to look at the ECTS, not to copy it, but to develop their own one. The next step would be to ensure they are [mutually] transferable,” Poppema told University World News.
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