- Monday, 08 October 2012
- សែន ដាវីត
- លោក អ៊ឹម សិទ្ធី រដ្ឋមន្ត្រីក្រសួងអប់រំ យុវជន និងកីឡា ។ រូបថត ហុង មិនា
- ភ្នំពេញៈ
គ្រូបង្រៀនជិត៣០០នាក់មកពីទូទាំងប្រទេសបានប្រារព្ធពិធី
«ទិវាគ្រូបង្រៀន»កាលពីថ្ងៃសុក្រ នៅឧទ្យានសេរីភាព
ដើម្បីស្នើឲ្យរដ្ឋាភិបាលដំឡើងប្រាក់ខែគ្រូដល់១លានរៀល។ ប៉ុន្តែ
រដ្ឋមន្ត្រីក្រសួងអប់រំបានបញ្ជាក់ថា
ក្រសួងនឹងដំឡើង២០ភាគរយបើសេដ្ឋកិច្ចរីកចម្រើន។
លោក រ៉ុង ឈុន ប្រធានសមាគមគ្រូបង្រៀនកម្ពុជាឯករាជ្យបានឲ្យដឹងថា គ្រូបង្រៀនប្រហែល៣០០នាក់ មកពីទូទាំងប្រទេស និងសិស្សានុសិស្សបានផ្ញើលិខិតទៅរាជរដ្ឋាភិបាល រដ្ឋសភា និងក្រសួងអប់រំ ដើម្បីស្នើសុំដំឡើងប្រាក់បៀវត្សរ៍យ៉ាងហោចក៏ឲ្យបានមួយ លានរៀលដែរ ក្នុងមួយខែ។
លោកថា៖ «យើងបានស្នើសុំជាច្រើនឆ្នាំមកហើយ ចាប់តាំងពីឆ្នាំ២០០០ ឲ្យរដ្ឋាភិបាលដំឡើង ប៉ុន្តែ ការដំឡើងនោះមិនច្រើនណាស់ទេ សុំត្រឹមតែមួយលានរៀលក្នុង១ខែដើម្បីឲ្យមានតុល្យភាពនឹង តម្លៃប្រេង និងអាហារដែលមានតម្លៃខ្ពស់។ ប៉ុន្តែរដ្ឋាភិបាល និងក្រសួងអប់រំមិនដែលឆ្លើយតបជាវិជ្ជមានទេ រហូតដល់ពេលនេះ»។
អ្នក គ្រូ គឹម ដារ៉ានី មកពីខេត្តពោធិ៍សាត់ថា គាត់បង្រៀនតាំងពីឆ្នាំ១៩៨១ ប៉ុន្តែគាត់នៅតែទទួលបានប្រាក់ខែតែ ៣០ម៉ឺនរៀល។ គាត់សុំឲ្យរដ្ឋាភិបាលដំឡើងប្រាក់ខែគ្រូបង្រៀន។ អ្នកគ្រូថា ៖«តើឲ្យខ្ញុំផ្គត់ផ្គង់ជីវភាពគ្រួសារយ៉ាងម៉េច បើអ្វីៗនៅទីផ្សារថ្លៃដូចជាប្រេងនិងម្ហូបជាដើម»។
លោកគ្រូ សុខ សំអូន មកពីខេត្ត ស្វាយរៀងថា ឥឡូវគ្រូបង្រៀនធ្វើការងារក្រៅ ពីព្រោះតែប្រាក់ខែតិចចាយមិនគ្រប់គ្រាន់ បើប្រៀបធៀបនឹងតម្លៃផលិតផលទីផ្សារ។
លោកថា៖ «គ្រូបង្រៀនខ្លះ ឆ្លៀតទៅលក់ដូរ រត់ម៉ូតូឌុប ឬបង្រៀនសាលាឯកជន ជាដើម។ យើងមិនចង់ធ្វើឲ្យប៉ះពាល់ដល់ជីវភាពគ្រូបង្រៀនទេ ប៉ុន្តែគ្មានជម្រើសឡើយដើម្បីក្រពះ»។
លោក អ៊ឹម សិទ្ធិ រដ្ឋមន្ត្រីក្រសួងអប់រំ យុវជននិងកីឡាមានប្រសាសន៍ក្នុងឱកាសទិវាគ្រូបង្រៀននោះថា ក្រសួងមិនបានព្រងើយកន្តើយចំពោះជីវភាពរស់នៅរបស់គ្រូបង្រៀនឡើយ និងក៏មានផែនការដំឡើងប្រាក់បៀវត្សរ៍គ្រូជាជំហានៗ។
លោកថា ៖«រដ្ឋាភិបាលនឹងដំឡើង២០ភាគរយឬច្រើនជាងនេះជារៀងរាល់ឆ្នាំ ចាប់ពីឆ្នាំ២០១៣ទៅ។ តែឥឡូវយើងនឹងដំឡើង២០ភាគរយ បើសិនសេដ្ឋកិច្ចជាតិរីកចម្រើន។ យើងពិតជាចង់ជំរុញគុណភាពវិស័យអប់រំណាស់ ប៉ុន្តែសមាគមខ្លះនៅតែបន្ទោសក្រសួង»៕ CC
I am proud of being a Khmer. Sharing knowledge is a significant way to develop our country toward the rule of law and peace.
Tuesday 9 October 2012
ទិវាគ្រូបង្រៀនឆ្នាំនេះក្រសួងសន្យាដំឡើងប្រាក់ខែ២០%បើសេដ្ឋកិច្ចរីកចម្រើន
ហេតុអ្វីមនុស្សមួយចំនួនធំមិនខំសម្អាតចិត្តឲ្យសដូចសម្អាតកាយ?
- Monday, 08 October 2012
- តុង សុប្រាជ្ញ
- បន្ទាប់ពីកុបកម្ម ប្រឆាំងនឹងស្ថានទូតប្រទេសថៃ
នៅទីក្រុងភ្នំពេញកាលពីឆ្នាំ២០០៣ មក ខ្សែភាពយន្តថៃ
ក៏ត្រូវបានរលត់ផុតបន្តិចម្តងៗ រហូតដល់លែងមានចាក់បញ្ចាំង
នៅតាមបណ្តាញទូរទស្សន៍ក្នុងស្រុកនានា នាពេលបច្ចុប្បន្ននេះ
ហើយជំនួសដោយខ្សែភាពយន្តកូរ៉េវិញម្តង
ដែលតារាៗសុទ្ធតែស្បែកពណ៌ស និងកែសម្ផស្សមុខមាត់ច្រមុះ
និងមានចម្រៀងនិងចង្វាក់រាំកូរ៉េល្បីៗ ដូចជា Gangnam Style ផងដែរ។
ឯ យុវវ័យខ្មែរ និងតារាៗខ្មែរស្ទើរតែទាំងអស់ក៏ងាយនឹងឈ្លក់វង្វេង ទៅនឹងការចម្លងវប្បធម៌ភ្លាមៗពីគេតាំងពីម៉ូដសម្លៀកបំពាក់ ម៉ូដសក់ កាយវិការ របៀបនិយាយ សម្ភារនិយម ជាពិសេស ការកែសម្ផស្ស ខំប្រឹងបកស្បែកឲ្យស ឬក៏ចាក់ថ្នាំឲ្យសដូចតារាៗជនជាតិកូរ៉េទាំងនោះទៀតផង ដោយមិនគិតពីផលប៉ះពាល់ពេលក្រោយទេ។ ហេតុអ្វីបានជាមនុស្សមួយចំនួន ខិតខំប្រឹងធ្វើឲ្យរូបកាយស តែមិនខំធ្វើឲ្យចិត្តខ្លួនឯងសដូចរូបកាយ?
ទាល់តែ សមត្ថកិច្ចឃុំខ្លួន និងតុលាការចោទប្រកាន់ជាផ្លូវការពីបទជួញដូរមនុស្ស កាលពី២សប្តាហ៍មុន ហើយទើបដឹងថា ជនជាប់ចោទ ចាន់ ស្រីណុច ហៅ ចែ មុំ ថៅកែសម្អាងកាយមីកាហ្សា ជាអ្នកជួញដូរផ្លូវភេទ កាលីបលើនៅស្រុកខ្មែរ ពោលគឺបើនិយាយឲ្យ សាមញ្ញថា ជាអ្នកដឹកញី បន្ស៊ីឈ្មោល។ គឺដឹកស្រ្តីដែលមកកែសម្ផស្ស ដែលភាគច្រើនជាតារាៗ ដែលជាអ្នកចម្រៀងនិងតារាសម្តែងក្មេងៗ ឲ្យទៅរួមភេទជាមួយតាតាដែលជាអ្នកមានប្រាក់ ជាពាណិជ្ជករ ឬក៏ជាមន្រ្តីឋានៈខ្ពស់ក្នុងជួររាជរដ្ឋាភិបាល នៅតាមសណ្ឋាគារនានានៅស្រុកខ្មែរ។ ការដែលសមត្ថកិច្ច អាចឈានដល់ការចាប់ខ្លួន ចែ មុំ នោះ គឺប្រហែលជាមកពីការចែកលុយដែលបានមក គេចមិនចាំបាច់បង់ពន្ធ មិនស្មើគ្នា ដោយមានការស៊ីលើស៊ីក្រោមរវាង ចែ មុំ និងតារាស្រីៗទាំងនោះ? ឬមួយក៏ ចែ មុំ ចរចាជាមួយសមត្ថកិច្ចមិនត្រូវរ៉ូវគ្នា?
ចំពោះ ករណីទំនាក់ទំនងស្នេហ៍បែបនេះ គឺឆ្លើយតបទៅនឹងការសិក្សាស្រាវជ្រាវ របស់អង្គការ ភីអេសអាយ (PSI) កាលពីឆ្នាំ២០០២ ស្តីអំពីទំនាក់ទំនងសង្សារនៅក្នុង ប្រទេសកម្ពុជា។ នៅក្នុងរបាយការណ៍ស្រាវជ្រាវនោះ បានលើកឡើងអំពីទំនាក់ទំនងផ្លូវភេទរវាងតាតា និងស្រីតាតា ដែលពួកគេភាគច្រើនជាតារាចម្រៀង ឬក៏តារាសម្តែង ហើយពួកគេទារលុយបានច្រើនៗក្រាស់ក្រែល ពីតាតាទំាងនោះ ហើយតារាស្រីៗទំាងនោះ គេហៅថា ស្រ្តីរកស៊ីផ្លូវភេទដោយប្រយោល។ នេះគ្រាន់តែលើកយកឧទាហរណ៍មួយមកបង្ហាញថា អ្នកដែលខំប្រឹងតែពីសម្អាតឲ្យសខ្លួនប្រាណ តែចិត្តមិនបានស ដូចអ្វីដែលនៅខាងក្រៅទេ។ ដោយសារតែចង់បានភាពហ៊ឺហាចង់ស្អាតទំនើបកម្ម ឲ្យទាន់សម័យនឹងគេឲ្យគេមើលឃើញថាសាច់ឈាមជាអ្នកធូរធារ។ តារាខ្លះខំធ្វើឫកពាដូចជាគ្រាន់បើ ជាមួយនឹងអ្នកល្មមៗមិនស្មើនឹងខ្លួនទេ។ តែនៅពីក្រោយឆាកវិញ គឺលក់ផ្លូវភេទ ដែលជាកេរ្តិ៍ម៉ែចែកឲ្យទៅវិញ នេះហើយមិនមែនជាវប្បធម៌ប្រពៃណីខ្មែរទេ គឺថែមទាំងបាត់បង់ភាពថ្លៃថ្នូរជាស្រ្តីខ្មែរ។ តារាខ្លះទៀត ទៅណាត់គ្នាជាមួយតាតា ទៅក្រៅស្រុក ហើយប្រាប់គេឯងថា ទៅដើរមើលការរកស៊ី ឬក៏លំហែកម្សាន្តនៅបរទេសក៏មានដែរ ព្រោះបើនៅក្នុងស្រុកខ្លាចប្រពន្ធដើមតាមទាន់។ អ៊ីចឹងហើយបានចេះតែឆ្ងល់តារាស្រីៗ មួយចំនួនឲ្យតែបានឡើងឆាកលើកញ្ចក់ទូរទស្សន៍ ឬក៏ចេញខារ៉ាអូខេវ៉ុលនេះ វ៉ុលនោះ ឬចេញសម្តែងរឿងនេះ រឿងនោះ មិនទាន់បានប៉ុន្មានផង ក៏ចាប់ផ្តើមជិះរថយន្តទំនើបៗភ្លាម ឬក៏សង់វីឡា សម្ភារទំនើបៗទៀតផង ហើយចាប់វាយឫកលែងស្គាល់មិត្តភក្ដិបណ្តើរៗផងដែរ។ បើប្រៀបធៀបតារាប្រុសៗវិញគឺឡើងយឺតណាស់ ទម្រាំទិញរថយន្តល្អនឹងគេនោះ។ ឯតាតាមួយចំនួនធំវិញ គឺមើលពីក្រៅទៅ ហ៊ឺហា ជាមួយនឹងសម្ភារទំនើបៗ គឺខិតខំប្រឹងពុករលួយលក់ជាតិ លក់ឧត្តមគតិ បាត់បង់សីលធម៌ មនោសញ្ចេតនាអស់ ធ្វើយ៉ាងណារកលុយឲ្យបានយកទៅបំពោកឲ្យស្រីស្នេហ៍ដែលជាតារាៗ ដើម្បីប្រយោជន៍សប្បាយតែខ្លួនឯងម្នាក់ ជាជាងយកថវិកាទំាងនោះទៅវិនិយោគជាមួយកុមារដែលខំត្រដររស់ និងការអប់រំរបស់ពួកគេ។ បើនៅតាមស្ថាប័នខ្លះ គ្រាន់តែមន្ត្រីទាំង ធំទាំងតូចមួយចំនួនចូលដល់ការិយាល័យភ្លាមគឺឮតែអួត ដាក់់គ្នាតែពីរឿងស្រា និងស្រី ជាងរកគំនិតថ្មីៗមកអភិវឌ្ឍការងារ។ នេះក៏ដោយសារតែមនុស្សសម័យបច្ចុប្បន្ននេះ គឺភាគច្រើនឲ្យតម្លៃទៅលើសម្ភារនិយមទំាងងងឹតងងុលដែលបង្ហាញ សម្បក ខាងក្រៅថា ជាមនុស្សល្អ ដោយមិនគិតថា ជាចោរលួចជាតិ ចោរប្លន់ ឬក៏អ្នកជួញដូរគ្រឿងញៀន ជួញដូរផ្លូវភេទទេ ពោលគឺឲ្យតែមានរថយន្តទំនើបៗមានវីឡាល្អៗសុទ្ធតែជាមនុស្សល្អ ហើយ។ ផ្ទុយទៅវិញ មានចំណេះដឹងប៉ុនណាក៏ដោយឲ្យតែរាងមិនទំនងបន្តិចតាំងវាយតម្លៃ គ្នាភ្លាម។
សរុប មកវិញ តើម្នាក់ៗ អាចខំប្រឹងសម្អាតចិត្ត ថ្លើមខាងក្នុងឲ្យស ឲ្យដូចសម្អាតរូបកាយសម្បកខាងក្រៅបានទេ? ចូលរួមផ្តល់យោបល់តាមរយៈ soprach.tong@phnompenhpost.com
ផ្កាយពីរយោធាម្នាក់កំពុងត្រូវតុលាការសាកសួរបន្ទាប់ពីចាប់ខ្លួន
- Monday, 08 October 2012 (The Phnom Penh Post)
- លៀង សារិទ្ធ
- ភ្នំពេញៈ មន្ត្រីយោធាពាក់ផ្កាយ២ ម្នាក់ត្រូវសាលាដំបូងរាជធានីភ្នំពេញ ធ្វើការសាកសួរបន្ទាប់ពីត្រូវសមត្ថកិច្ចចាប់ខ្លួនបញ្ជូនមកកាលពី ម្សិលមិញពាក់ព័ន្ធទៅនឹងការប្រើអំណាចប្រឆាំងនឹងសមត្ថកិច្ចក្នុង ការចុះបង្ក្រាបគ្រឿងញៀន ក្នុងទីតាំងសាលារៀនកែសម្ផស្សមួយកាលពីសប្តាហ៍មុន។
- ប្រភពពី
មន្ត្រីសាលាដំបូងរាជធានីភ្នំពេញបានឲ្យដឹងថា លោកឧត្តមសេនីយ៍ទោ ហាក់
ម៉ៅ
ត្រូវសមត្ថកិច្ចចាប់បញ្ជូនខ្លួនមកកាន់សាលាដំបូងរាជធានីកាលពីរសៀល
ម្សិលមិញនេះ ហើយតំណាងអយ្យការ ព្រះរាជអាជ្ញារងអមសាលាដំបូង លោក តុប
ឈុនឡុង បានធ្វើការសាកសួរ រហូតទល់ព្រលប់។
នៅពុំទាន់មានព័ត៌មាន លម្អិតពីការសាកសួរលោកផ្កាយពីររូបនេះទេ ខណៈដែលលោក តុប ឈុនឡុង មិនអាចទាក់ទងដើម្បីសុំការអធិប្បាយបាន នៅពេលដែលលោកមិនព្រមឆ្លើយតាមទូរស័ព្ទ។ រីឯប្រធានតុលាការរាជធានីភ្នំពេញ លោក ជីវ កេង បានមានប្រសាសន៍ថា៖ « សំណុំរឿងនេះ គឺស្ថិតនៅក្នុងដៃព្រះរាជអាជ្ញា ហើយនិងចៅក្រម ខ្ញុំមិនបានដឹងរឿងនេះទេ»។
លោក ខេង ទីតូ អ្នកនាំពាក្យកងរាជអាវុធហត្ថលើផ្ទៃប្រទេស បានបញ្ជាក់ដែរថា ៖ «ខ្ញុំគ្រាន់តែឮថា មានករណីនេះដែរ សមត្ថកិច្ចជំនាញកំពុងធ្វើការងារហ្នឹង ប៉ុន្តែ ខ្ញុំមិនទាន់ទទួលបានរបាយការណ៍ពីករណីនេះទេ»។
កាលពីថ្ងៃទី៣ តុលា សមត្ថកិច្ចចម្រុះមានប៉ូលិស និងតុលាការផងបានចុះឆែកឆេរទីតាំងមួយកន្លែងពាក់ព័ន្ធនឹងករណីគ្រឿង ញៀន នៅសាលារៀនកែសម្ផស្សយីហោ រស្មីសោភ័ណ ស្ថិតនៅតាមផ្លូវ២៦៥ក្នុងសង្កាត់ទឹកល្អក់ទី៣ ខណ្ឌទួលគោក និងបានរកឃើញថ្នាំញៀន១កញ្ចប់ ប៉ុន្តែ ពេលកំពុងធ្វើប្រតិបត្តិការនោះ ស្រាប់តែមានអង្គរក្សរបស់ឧត្តមសេនីយ៍ទោ ហាក់ ម៉ៅ ៤-៥ នាក់ បានចូលមករារាំងមិនឲ្យឆេកឆេរ ដោយចោទថា ចូលឆែកឆេរលំនៅដ្ឋានគេដោយគ្មានដីកាឆែកឆេរ។
ប្រតិបត្តិការ ឆែកឆេរលំនៅដ្ឋាននោះ សមត្ថកិច្ចក៏បានឃាត់ខ្លួន ជនសង្ស័យម្នាក់ឈ្មោះ ហួត វលាភ ភេទប្រុស អាយុ ២០ឆ្នាំ មុខរបរមិនពិតប្រាកដ ស្នាក់នៅផ្ទះជួលម្តុំផ្សារសាមគ្គី សង្កាត់ផ្សារដេប៉ូ ខណ្ឌទួលគោក នៅរសៀលថ្ងៃទី៣ ខែតុលានោះ នៅតាមបណ្តោយផ្លូវ១៤០ កែងផ្លូវ២៥០ សង្កាត់ទឹកល្អក់ទី២ ក្នុងពេលប៉ូលិសប៉ុស្តិ៍ចុះល្បាត។ ក្នុងការឃាត់ខ្លួនជននេះសមត្ថកិច្ចដកហូតបានថ្នាំញៀនប្រភេទម៉ា ទឹកកកចំនួន៤កញ្ចប់ធំ និង ៤កញ្ចប់តូច ប្រាក់ចំនួន ២ពាន់ដុល្លារ ម៉ូតូម៉ាកហុងដា សេ100 ប្រើប៊ិក ពណ៌ខៀវពាក់ស្លាកភ្នំពេញ1BH -5529មួយគ្រឿង។
ពុំមានប្រភពណាមួយអាច បញ្ជាក់បានថា តើលោកផ្កាយ២ ហាក់ ម៉ៅ នេះ បម្រើការនៅអង្គភាពណានោះទេ ខណៈដែលលោកឧត្តមសេនីយ៍ឯក ឈុំ សុជាតិ អ្នកនាំពាក្យក្រសួងការពារជាតិមិនអាចទាក់ទងបានកាលពីព្រលប់ ម្សិលមិញ។
គួររំឭកដែរថា ករណីចាប់ខ្លួនថ្នាក់ឧត្តមសេនីយ៍ ពាក់ព័ន្ធនឹងករណីគ្រឿងញៀននេះ មិនមែនជាលើកទី១ ទេ ប៉ុន្តែកាលពីរសៀលថ្ងៃទី២៤ ខែសីហា ឆ្នាំ២០១២ កន្លងទៅ កម្លាំងសមត្ថកិច្ចចម្រុះមាននគរបាលនិងកងរាជអាវុធហត្ថដែលដឹកនាំ ដោយមន្ទីរប្រឆាំងគ្រឿងញៀនក្រសួងមហាផ្ទៃរួមមានព្រះរាជអាជ្ញាផង ក៏បានធ្វើប្រតិបត្តិការចុះបង្ក្រាបគ្រឿងញៀនទ្រង់ទ្រាយធំមួយ ដោយចូលឆែកឆេរភូមិគ្រឹះឧត្តមសេនីយ៍ទោយោធាម្នាក់ នៅបុរីជ្រោយបាសាក់ នៅភូមិគ្រឹះលេខ ៤៤ តាមផ្លូវលំ ក្នុងភូមិអូរអណ្ដូង១ សង្កាត់ព្រែកប្រា ខណ្ឌមានជ័យ។ លោកឧត្តមសេនីយ៍ទោជាប់សង្ស័យជួញដូរគ្រឿងញៀននោះ មានឈ្មោះ ចាន់ ឫទ្ធីឌី មានតួនាទីជានាយរងសេនាធិការកងទ័ពជើងគោក ត្រូវបានកងកម្លាំងមានសមត្ថកិច្ចចាប់ខ្លួននៅក្នុងភូមិគ្រឹះ រួមជាមួយមនុស្សប្រមាណជា ៣០នាក់ផ្សេងទៀត។
សាលាដំបូងរាជធានី ភ្នំពេញ នៅថ្ងៃទី៣ខែកក្កដាមុននេះក៏បានសម្រេចកាត់ទោសអតីតឧត្តមសេនីយ៍ ផ្កាយពីរ ២ នាក់ ដោយ ម្នាក់ៗឲ្យជាប់ពន្ធនាគារជាង១០ឆ្នាំដែរ ក្នុងនោះមាន អតីតឧត្តមសេនីយ៍ទោ ឃួន រឿន អាយុ៦០ឆ្នាំ អតីតមេបញ្ជាការរងយោធភូមិភាគពិសេសដាក់ពន្ធនាគារ១៦ឆ្នាំ និងពិន័យជាប្រាក់ចំនួន ៣២ លានរៀល និងផ្តន្ទាទោស ឧត្តមសេនីយ៍ទោ ឡៃ វីរៈ អតីតអភិបាលខេត្តឧត្តរមានជ័យ និងជាទីប្រឹក្សាក្រសួងការពារជាតិ ដាក់់ពន្ធនាគារ១២ឆ្នាំ និងពិន័យប្រាក់ ២៥ លានរៀល ពីបទជួញដូរគ្រឿងញៀន និងប្រើប្រាស់អាវុធខុសច្បាប់៕
Sunday 7 October 2012
UNITED STATES: Misconduct behind most journal retractions – Study
October 1, 2012, 3:01 pm
By Paul Basken
Research misconduct, rather than error, is the leading cause
of retractions in scientific journals, with the problem especially
pronounced in more prestigious publications, a comprehensive analysis
has concluded.
The analysis, described on Monday in PNAS, the Proceedings of the National Academy of Sciences, challenges previous findings that attributed most retractions to mistakes or inadvertent failures in equipment or supplies.
The PNAS finding came from a comprehensive review of more than 2,000 published retractions, including detailed investigations into the public explanations given by the retracting authors and their journals.
The project was intended to explore the types of errors that typically lead to retractions, said one author of the PNAS paper, Arturo Casadevall, a professor of microbiology and immunology at the Albert Einstein College of Medicine.
“And what we got blown away by was the fact that the retraction notices are wrong, in a lot of the cases,” said Dr. Casadevall, who produced the study along with Ferric C. Fang, a professor of laboratory medicine and microbiology at the University of Washington.
Research misconduct was found more prevalent in articles published by leading journals, including Nature, Science, and Cell, and its unexpectedly high rate should be taken as yet another warning that universities and grant-writing agencies are relying far too heavily on publication rates as a measure of scientific performance, Dr. Casadevall and Dr. Fang said.
“Right now we’re incentivizing a lot of behavior that’s not actually constructive to science,” Dr. Fang said.
Some hints have emerged on the size and scale of the fraud problem, as confirmed by Dr. Casadevall and Dr. Fang. Their other co-author, R. Grant Steen, a freelance writer and former associate professor of psychiatry at the University of North Carolina at Chapel Hill, has done work showing a surge in retraction rates in recent years.
But Mr. Steen had largely been attributing the rise to instances of plagiarism, which is now more easily found through the growing use of text-comparison software. Although a type of fraud, plagiarism doesn’t necessarily mean faulty data. And other recent studies—such as an April 2011 analysis in the Journal of Medical Ethics and an August 2006 study in the Medical Journal of Australia—showed error as the leading cause of retractions.
For their PNAS analysis, Dr. Casadevall and Dr. Fang combed through all 2,047 biomedical-research articles listed this past May on PubMed, a federally managed database, as having been retracted. Through that process, they found 158 instances where the reason for the retraction was listed as an error, but where other sources—such as court proceedings, media investigations, or inquiries involving the federal Office of Research Integrity—revealed an underlying instance of research misconduct.
The result is that of the 2,047 retractions, 67 percent were attributable to misconduct, Dr. Casadevall, Dr. Fang, and Mr. Steen wrote. Only 21 percent of the retractions were attributable to error, they said. The cases of misconduct often involved leading scientific journals, they said, matching previous research that suggested a correlation between fraud and a journal’s impact factor, which is a measure of how often its articles are cited by subsequent articles.
The risks to public health were illustrated this year by a report in Nature in which the pharmaceutical company Amgen described its attempts to independently verify a collection of 53 published studies concerning cancer drugs. The Amgen scientists found they could confirm the scientific findings in only 11 percent of the articles.
“This was a shocking result,” wrote the authors, C. Glenn Begley, an Amgen consultant, and Lee M. Ellis, a professor of surgery and director of the Colorectal Cancer Translational Research Program at the University of Texas M.D. Anderson Cancer Center, in Houston.
For Dr. Fang, the amount of misconduct in high-profile journals is a clear sign that researchers are facing far too much pressure from statistical measures such as publication rates and impact factors when seeking job promotions and grant money.
Rather than taking the time to use qualified experts to assess a researcher’s scholarship, Dr. Fang said, universities and grant-writing agencies too often use the statistical measures as easy proxies. That creates an enormous incentive for researchers to cut corners, or even fabricate study data, jeopardizing the reliability of the entire research enterprise, he said.
As an example, Dr. Fang said his department at the University of Washington recently had a job opening where all five of the finalists had a first-author byline in either Cell, Science, or Nature while working as postdoctoral students. “This was the price to get into the door, and then you have maybe a 20-percent chance of getting that job offer,” he said. “So this is too high a bar.”
Researchers seeking grant money and promotions feel that kind of pressure, exacerbated by budget cuts, throughout their careers, Dr. Fang said. By comparison, Dr. Fang said, he didn’t have any first-author papers in those leading journals during his postdoctoral career, “and I had four job offers at good universities.”
The medical journals, as a general rule, don’t deserve blame, Dr. Fang said. “They don’t exist to reshape the scientific enterprise,” he said. “They exist to publish high-quality science in an interesting and engaging way, and to publicize that, and I think they do a great job of that.”
Dr. Casadevall was more critical, saying that the misconduct discovered through their study was “the tip of the iceberg” and that journals needed to develop better standards. As an example, he cited the Journal of Biological Chemistry, which accounted for 27 of the 158 examples where a retraction attributed to an error was discovered by Dr. Casadevall and his team to actually involve misconduct. Part of the problem, he said, is that the journal has a policy of allowing retractions without giving any public explanation of the reason.
In such a setting, Dr. Casadevall said, “the misconduct is going through the roof because the rewards are disproportionate.”
The editor in chief of the Journal of Biological Chemistry, Martha J. Fedor, a professor of chemical physiology at the Scripps Research Institute, said she was confident that authors involved in retractions were held accountable through the journal’s practice of notifying the author’s institution.
“We have not had a policy of publishing statements about the source of errors in a manuscript that we are not able to verify conclusively,” she said.
The analysis, described on Monday in PNAS, the Proceedings of the National Academy of Sciences, challenges previous findings that attributed most retractions to mistakes or inadvertent failures in equipment or supplies.
The PNAS finding came from a comprehensive review of more than 2,000 published retractions, including detailed investigations into the public explanations given by the retracting authors and their journals.
The project was intended to explore the types of errors that typically lead to retractions, said one author of the PNAS paper, Arturo Casadevall, a professor of microbiology and immunology at the Albert Einstein College of Medicine.
“And what we got blown away by was the fact that the retraction notices are wrong, in a lot of the cases,” said Dr. Casadevall, who produced the study along with Ferric C. Fang, a professor of laboratory medicine and microbiology at the University of Washington.
Research misconduct was found more prevalent in articles published by leading journals, including Nature, Science, and Cell, and its unexpectedly high rate should be taken as yet another warning that universities and grant-writing agencies are relying far too heavily on publication rates as a measure of scientific performance, Dr. Casadevall and Dr. Fang said.
“Right now we’re incentivizing a lot of behavior that’s not actually constructive to science,” Dr. Fang said.
Some hints have emerged on the size and scale of the fraud problem, as confirmed by Dr. Casadevall and Dr. Fang. Their other co-author, R. Grant Steen, a freelance writer and former associate professor of psychiatry at the University of North Carolina at Chapel Hill, has done work showing a surge in retraction rates in recent years.
But Mr. Steen had largely been attributing the rise to instances of plagiarism, which is now more easily found through the growing use of text-comparison software. Although a type of fraud, plagiarism doesn’t necessarily mean faulty data. And other recent studies—such as an April 2011 analysis in the Journal of Medical Ethics and an August 2006 study in the Medical Journal of Australia—showed error as the leading cause of retractions.
For their PNAS analysis, Dr. Casadevall and Dr. Fang combed through all 2,047 biomedical-research articles listed this past May on PubMed, a federally managed database, as having been retracted. Through that process, they found 158 instances where the reason for the retraction was listed as an error, but where other sources—such as court proceedings, media investigations, or inquiries involving the federal Office of Research Integrity—revealed an underlying instance of research misconduct.
The result is that of the 2,047 retractions, 67 percent were attributable to misconduct, Dr. Casadevall, Dr. Fang, and Mr. Steen wrote. Only 21 percent of the retractions were attributable to error, they said. The cases of misconduct often involved leading scientific journals, they said, matching previous research that suggested a correlation between fraud and a journal’s impact factor, which is a measure of how often its articles are cited by subsequent articles.
The risks to public health were illustrated this year by a report in Nature in which the pharmaceutical company Amgen described its attempts to independently verify a collection of 53 published studies concerning cancer drugs. The Amgen scientists found they could confirm the scientific findings in only 11 percent of the articles.
“This was a shocking result,” wrote the authors, C. Glenn Begley, an Amgen consultant, and Lee M. Ellis, a professor of surgery and director of the Colorectal Cancer Translational Research Program at the University of Texas M.D. Anderson Cancer Center, in Houston.
For Dr. Fang, the amount of misconduct in high-profile journals is a clear sign that researchers are facing far too much pressure from statistical measures such as publication rates and impact factors when seeking job promotions and grant money.
Rather than taking the time to use qualified experts to assess a researcher’s scholarship, Dr. Fang said, universities and grant-writing agencies too often use the statistical measures as easy proxies. That creates an enormous incentive for researchers to cut corners, or even fabricate study data, jeopardizing the reliability of the entire research enterprise, he said.
As an example, Dr. Fang said his department at the University of Washington recently had a job opening where all five of the finalists had a first-author byline in either Cell, Science, or Nature while working as postdoctoral students. “This was the price to get into the door, and then you have maybe a 20-percent chance of getting that job offer,” he said. “So this is too high a bar.”
Researchers seeking grant money and promotions feel that kind of pressure, exacerbated by budget cuts, throughout their careers, Dr. Fang said. By comparison, Dr. Fang said, he didn’t have any first-author papers in those leading journals during his postdoctoral career, “and I had four job offers at good universities.”
The medical journals, as a general rule, don’t deserve blame, Dr. Fang said. “They don’t exist to reshape the scientific enterprise,” he said. “They exist to publish high-quality science in an interesting and engaging way, and to publicize that, and I think they do a great job of that.”
Dr. Casadevall was more critical, saying that the misconduct discovered through their study was “the tip of the iceberg” and that journals needed to develop better standards. As an example, he cited the Journal of Biological Chemistry, which accounted for 27 of the 158 examples where a retraction attributed to an error was discovered by Dr. Casadevall and his team to actually involve misconduct. Part of the problem, he said, is that the journal has a policy of allowing retractions without giving any public explanation of the reason.
In such a setting, Dr. Casadevall said, “the misconduct is going through the roof because the rewards are disproportionate.”
The editor in chief of the Journal of Biological Chemistry, Martha J. Fedor, a professor of chemical physiology at the Scripps Research Institute, said she was confident that authors involved in retractions were held accountable through the journal’s practice of notifying the author’s institution.
“We have not had a policy of publishing statements about the source of errors in a manuscript that we are not able to verify conclusively,” she said.
GLOBAL: Hackers target student records of 53 universities
The New York Times07 October 2012 Issue No:242
Hackers published online Monday thousands of personal records from 53
universities, including Harvard, Stanford, Cornell, Princeton, Johns
Hopkins, the University of Zurich and other universities around the
world.
The group of hackers, calling themselves Team GhostShell, claimed responsibility for the attack on Twitter and published some 36,000 e-mail addresses and thousands of names, usernames, passwords, addresses and phone numbers of students, faculty and staff, to the Web site Pastebin.com. In most cases the data was already publicly available, but in some instances the records included additional sensitive information such as students’ dates of birth and payroll information for university employees.
Typically, hackers seek such information because it can be used to steal identities, crack bank accounts or can be sold on the black market. Universities make ripe targets because they store vast numbers of personal records, often in decentralized servers. The records can be a gold mine because students often have pristine credit reputations and do not monitor their account activity and credit scores as vigilantly as adults.
Dozens of universities have been plagued by breaches recently. Last August alone, the University of Rhode Island warned that students and faculty that their information may have been exposed. And at the University of Arizona, a student discovered a breach after a Google search exposed her personal information — and that of thousands of others at the university. Smaller computer breaches at Queens College and Marquette University were also reported.
In this case, the hackers said they were not motivated by profit but to “raise awareness towards the changes made in today’s education.” In a message accompanying the stolen data, they bemoaned changing education laws in Europe and spikes in tuition fees in the United States. But they also noted that in many cases, the servers they breached had already been compromised.
“When we got there, we found that a lot of them have malware injected,” the hackers wrote on Pastebin.
To breach servers, the hackers used a technique known as an SQL injection, in which they exploit a software vulnerability and enter commands that cause a database to dump its contents. In the case of some universities, the hackers breached multiple servers. In several cases, hackers breached student and alumni blogs– which contained things like usernames and passwords–not the university servers themselves. At Princeton, for instance, hackers breached a WordPress blog for Princeton alums based in the United Kingdom which contained several usernames and encoded passwords.
IdentifyFinder, a firm that works to prevent identify theft from security breaches, analyzed the published data and said it appeared to be legitimate. The company analyzed the data and found 36,623 unique e-mail addresses and tens of thousands of student, faculty and staff names as well as thousands more usernames and passwords, some encrypted but many stored in plain text.
Aaron Titus, a spokesman for IdentityFinder, said that in analyzing the hackers’ attack methods, there was evidence that in many cases they had been inside the universities’ systems for “at least four months.”
Lisa Ann Lapin, a spokeswoman for Stanford University, said that the university discovered the breach Tuesday evening. She confirmed that two departmental Web sites belonging to the university had been accessed, but said the servers “have been secured.”
“Our information security officers consider the breaches to be minor in nature,” Ms. Lapin said. “No restricted or prohibited data was compromised, nor was any sensitive or other personal information that could lead to identity theft.”
At colleges across the country, some students set up sites that allowed students and faculty to search the leaked data for their information. For instance, at the University of Pennsylvania, Matt Parmett, a junior, created a Web site that made it possible for classmates to search the leaked data by name.
The group of hackers, calling themselves Team GhostShell, claimed responsibility for the attack on Twitter and published some 36,000 e-mail addresses and thousands of names, usernames, passwords, addresses and phone numbers of students, faculty and staff, to the Web site Pastebin.com. In most cases the data was already publicly available, but in some instances the records included additional sensitive information such as students’ dates of birth and payroll information for university employees.
Typically, hackers seek such information because it can be used to steal identities, crack bank accounts or can be sold on the black market. Universities make ripe targets because they store vast numbers of personal records, often in decentralized servers. The records can be a gold mine because students often have pristine credit reputations and do not monitor their account activity and credit scores as vigilantly as adults.
Dozens of universities have been plagued by breaches recently. Last August alone, the University of Rhode Island warned that students and faculty that their information may have been exposed. And at the University of Arizona, a student discovered a breach after a Google search exposed her personal information — and that of thousands of others at the university. Smaller computer breaches at Queens College and Marquette University were also reported.
In this case, the hackers said they were not motivated by profit but to “raise awareness towards the changes made in today’s education.” In a message accompanying the stolen data, they bemoaned changing education laws in Europe and spikes in tuition fees in the United States. But they also noted that in many cases, the servers they breached had already been compromised.
“When we got there, we found that a lot of them have malware injected,” the hackers wrote on Pastebin.
To breach servers, the hackers used a technique known as an SQL injection, in which they exploit a software vulnerability and enter commands that cause a database to dump its contents. In the case of some universities, the hackers breached multiple servers. In several cases, hackers breached student and alumni blogs– which contained things like usernames and passwords–not the university servers themselves. At Princeton, for instance, hackers breached a WordPress blog for Princeton alums based in the United Kingdom which contained several usernames and encoded passwords.
IdentifyFinder, a firm that works to prevent identify theft from security breaches, analyzed the published data and said it appeared to be legitimate. The company analyzed the data and found 36,623 unique e-mail addresses and tens of thousands of student, faculty and staff names as well as thousands more usernames and passwords, some encrypted but many stored in plain text.
Aaron Titus, a spokesman for IdentityFinder, said that in analyzing the hackers’ attack methods, there was evidence that in many cases they had been inside the universities’ systems for “at least four months.”
Lisa Ann Lapin, a spokeswoman for Stanford University, said that the university discovered the breach Tuesday evening. She confirmed that two departmental Web sites belonging to the university had been accessed, but said the servers “have been secured.”
“Our information security officers consider the breaches to be minor in nature,” Ms. Lapin said. “No restricted or prohibited data was compromised, nor was any sensitive or other personal information that could lead to identity theft.”
At colleges across the country, some students set up sites that allowed students and faculty to search the leaked data for their information. For instance, at the University of Pennsylvania, Matt Parmett, a junior, created a Web site that made it possible for classmates to search the leaked data by name.
GLOBAL: Collaborations build doctoral and research capacity
Thomas Ekman Jørgensen07 October 2012 Issue No:242
At the European University Association’s recent Doctoral Week event, a
consortium of universities and university networks and associations led
by the European University Association published the report CODOC – Cooperation on Doctoral Education between Africa, Asia, Latin America and Europe.
The report, the outcome of a two-year project, examines and compares developments in doctoral education in three regions – East Asia, Southern Africa and Latin America – and relates the findings to changes taking place in Europe.
It outlines a number of trends and convergences at the global level.
Doctoral education is capturing an increasingly prominent place in higher education and research policies. The world has seen a remarkable rise in the number of doctorates awarded (and probably even more in the number of doctoral candidates).
In OECD countries alone, the 2000s saw a 50% increase in doctorates awarded, while Brazil doubled its number and China quadrupled graduations over roughly the same period. Brazil now graduates a similar number of doctorates to that of France, and China is second only to the United States in this regard.
Many countries, regardless of their level of development, see knowledge and innovation as the road to prosperity. The language of the knowledge society can be heard from developing Africa to Singapore and Scandinavia, and one very tangible investment to boost knowledge has been in doctoral education.
Expanding university sectors is another driver of this development outside of Europe. Moreover, while the sector as such is expanding in many countries, universities are also working on upgrading their staff so that a higher proportion holds a doctorate.
The CODOC project included a survey asking about expected increases in the percentage of staff holding a doctorate.
The results were very robust, showing that universities across East Asia, Southern Africa and Latin America were heavily engaged in this process. The number of staff holding a doctorate has increased considerably over the past five years, and the trend is looking to continue.
While increasing doctoral holders among university staff is a clear trend, the report also showed the challenges faced by universities engaged in building research capacity.
Many universities, particularly in Africa and Latin America, already have problems recruiting and retaining enough doctorate holders for their own institutions. Moreover, there are fears that the capacity of universities in these regions to train more doctoral candidates is being strained; more research and more supervisors are needed.
The outcomes of the CODOC project – which is co-funded by the Erasmus Mundus programme of the European Commission – as reflected in the report, point to possible remedies.
These include collaborations across institutions to make better use of the capacity in several institutions; and more comprehensive funding schemes, including funding that will seek to support doctoral candidates as well as develop the research and supervisory capacity of institutions.
Collaborations
The report gives concrete examples, particularly of different modes of collaboration.
Many research-intensive universities in Europe engage in collaborations with universities in other regions. They often do this to further their own research by gaining access to, for example, areas of high biodiversity, specific geographical features such as seismic activity or particular populations.
However, these research-intensive universities are frequently also aware of the capacity-building aspect of such collaborations, if for no other reason than because they find that in order to make collaborations sustainable, they need to develop common ground in terms of defining good supervision, research ethics and good management.
Karolinska Institutet and the University of Bonn – both project partners – have examples of such explicit capacity-building programmes.
Generally, the report sees three areas of convergence in doctoral education: convergence in discourse, growth in doctoral education and collaborations.
The language of the knowledge society is surprisingly similar all over the globe, regardless of the level of development. In most places, knowledge is seen as the key to solving specific local challenges as well as developing society in general.
Doctoral education is central to this idea, as well-trained researchers are believed to supply the knowledge and innovative mindsets to bring society forwards. In this spirit a number of countries (for example, Malaysia and South Korea) have embarked on national projects to dramatically increase the number of doctorate holders both inside and outside academia.
The notion of knowledge has been another driver of growth globally. Despite the impressive growth in doctoral education, there are no signs that there is yet an over-production of doctorates.
The expansion and upgrading of universities still makes it possible to absorb new doctorate holders in many countries, and transition to more knowledge-intensive production in parts of Latin America and East Asia is likely further to increase private sector demand.
The bottleneck remains the capacity of universities in many places – a bottleneck that can be lessened by developing further collaborations focused on capacity building.
* Dr Thomas Ekman Jørgensen is head of unit, European University Association (EUA) Council for Doctoral Education. The full report can be downloaded here.
The report, the outcome of a two-year project, examines and compares developments in doctoral education in three regions – East Asia, Southern Africa and Latin America – and relates the findings to changes taking place in Europe.
It outlines a number of trends and convergences at the global level.
Doctoral education is capturing an increasingly prominent place in higher education and research policies. The world has seen a remarkable rise in the number of doctorates awarded (and probably even more in the number of doctoral candidates).
In OECD countries alone, the 2000s saw a 50% increase in doctorates awarded, while Brazil doubled its number and China quadrupled graduations over roughly the same period. Brazil now graduates a similar number of doctorates to that of France, and China is second only to the United States in this regard.
Many countries, regardless of their level of development, see knowledge and innovation as the road to prosperity. The language of the knowledge society can be heard from developing Africa to Singapore and Scandinavia, and one very tangible investment to boost knowledge has been in doctoral education.
Expanding university sectors is another driver of this development outside of Europe. Moreover, while the sector as such is expanding in many countries, universities are also working on upgrading their staff so that a higher proportion holds a doctorate.
The CODOC project included a survey asking about expected increases in the percentage of staff holding a doctorate.
The results were very robust, showing that universities across East Asia, Southern Africa and Latin America were heavily engaged in this process. The number of staff holding a doctorate has increased considerably over the past five years, and the trend is looking to continue.
While increasing doctoral holders among university staff is a clear trend, the report also showed the challenges faced by universities engaged in building research capacity.
Many universities, particularly in Africa and Latin America, already have problems recruiting and retaining enough doctorate holders for their own institutions. Moreover, there are fears that the capacity of universities in these regions to train more doctoral candidates is being strained; more research and more supervisors are needed.
The outcomes of the CODOC project – which is co-funded by the Erasmus Mundus programme of the European Commission – as reflected in the report, point to possible remedies.
These include collaborations across institutions to make better use of the capacity in several institutions; and more comprehensive funding schemes, including funding that will seek to support doctoral candidates as well as develop the research and supervisory capacity of institutions.
Collaborations
The report gives concrete examples, particularly of different modes of collaboration.
Many research-intensive universities in Europe engage in collaborations with universities in other regions. They often do this to further their own research by gaining access to, for example, areas of high biodiversity, specific geographical features such as seismic activity or particular populations.
However, these research-intensive universities are frequently also aware of the capacity-building aspect of such collaborations, if for no other reason than because they find that in order to make collaborations sustainable, they need to develop common ground in terms of defining good supervision, research ethics and good management.
Karolinska Institutet and the University of Bonn – both project partners – have examples of such explicit capacity-building programmes.
Generally, the report sees three areas of convergence in doctoral education: convergence in discourse, growth in doctoral education and collaborations.
The language of the knowledge society is surprisingly similar all over the globe, regardless of the level of development. In most places, knowledge is seen as the key to solving specific local challenges as well as developing society in general.
Doctoral education is central to this idea, as well-trained researchers are believed to supply the knowledge and innovative mindsets to bring society forwards. In this spirit a number of countries (for example, Malaysia and South Korea) have embarked on national projects to dramatically increase the number of doctorate holders both inside and outside academia.
The notion of knowledge has been another driver of growth globally. Despite the impressive growth in doctoral education, there are no signs that there is yet an over-production of doctorates.
The expansion and upgrading of universities still makes it possible to absorb new doctorate holders in many countries, and transition to more knowledge-intensive production in parts of Latin America and East Asia is likely further to increase private sector demand.
The bottleneck remains the capacity of universities in many places – a bottleneck that can be lessened by developing further collaborations focused on capacity building.
* Dr Thomas Ekman Jørgensen is head of unit, European University Association (EUA) Council for Doctoral Education. The full report can be downloaded here.
CHINA: Low quality, social Darwinism drive study-abroad fever
Qiang Zha07 October 2012 Issue No:242
With respect to Chinese higher education, two phenomena have been widely
discussed recently. One is that the age of Chinese students who choose
to study abroad is becoming younger. Most Chinese students went abroad
to study in graduate programmes in the 1980s, then in undergraduate
programmes from the late 1990s, but now a rising proportion of
study-abroad students are in high schools.
It is estimated that high-school students now account for half or even more of Chinese students who choose to study abroad. Understandably, these high-school students make this choice so that their access and transition to Western universities will be easier and smoother.
The other notable phenomenon is the growing call to improve and assure the quality of higher education in China, evident in the emphasis laid in such milestone policy documents as the National Outline for Medium and Long Term Educational Reform and Development (2010-2020) – or the "2020 Blueprint" – and most recently a national working conference on higher education quality control and assurance, held from 22-23 March in Beijing.
A discussion of these two phenomena together may shed some light on why more Chinese students are choosing to study abroad, even though access to higher education in China has been hugely expanded in recent years.
Deterioration of higher education quality
While the world has been stunned by China’s efficiency in moving to mass higher education on a short timeline, why are Chinese students increasingly drawn to studying abroad? Access to universities and colleges in China is much broader than a decade ago.
In 2011, among participants in the national higher education entrance examination or gaokao (mostly new high-school leavers), some 78% on average across the country had the chance to go to a university or college. Yet an increasing proportion of Chinese high-school students now choose Western universities instead.
Overall, Chinese higher education enrolment grew at an annual rate of 17% between 1998 and 2010, while the volume of Chinese students studying abroad increased by over 25% annually in the same time span. The number of Chinese students studying in the United States increased by 80% from 1999-2009.
In 2011 the number of Chinese students who went to study abroad hit a record 339,700. This figure is expected to rise to between 550,000 and 600,000 by 2014.
This group is also getting younger. In the past five years, the number of Chinese students attending private high schools in the US grew by over 100 times, from 65 in 2006 to 6,725 in 2011.
If this tendency continues, it may threaten student supply in Chinese higher education in the long run, combined with China’s demographic change – a projected reduction of 40 million in the 18-22 age group in the population over the next decade.
Since 2008, the population of gaokao entrants has shrunk by 1.4 million, for which these two factors are cited as being directly responsible.
As a more immediate consequence, Chinese students are now estimated to contribute more than US$15 billion a year to the economies of their host countries – with US$4.6 billion going to the US alone – equivalent to almost a half of China’s total higher education appropriations in 2008.
The fact that more and more Chinese households are becoming well-off could be a factor behind the trend, yet this single factor wouldn’t be sufficient to explain the reasons behind ever growing study-abroad fever among Chinese students and parents.
Indeed, there are few cases like China, where the domestic higher education supply and the study-abroad volume are growing dramatically, side by side.
In the rapid massification process, Chinese higher education suffered a serious decline in quality. This might be another fundamental reason responsible for the rising study-abroad fever.
Ever since the huge expansion of Chinese higher education enrolment started in 1999, concerns over and criticism of deteriorating quality in teaching and learning have been heard. After 2005, the enrolment expansion was slowed considerably, while attention and resources were gradually shifted to addressing problems associated with quality and equity.
This process was fuelled by the famous question raised by influential scientist Qian Xuesen (or Hsue-Shen Tsien): why have Chinese universities failed to engender innovative minds?
Thus, with respect to higher education, the 2020 Blueprint, officially unveiled in July 2010, placed a focus on improving and assuring quality, aiming to nurture creativity among Chinese students and create a batch of ‘world-class’ universities.
The working conference on higher education quality explicitly announced a policy of stabilising enrolment in Chinese universities – with future increases targeted at vocational education programmes, professional graduate programmes and private institutions – while pressing for immediate actions to address higher education quality issues.
Focus on higher education quality
Just before the working conference, the Chinese government unveiled two other important policy documents signalling concrete efforts and more resources to be brought in for this endeavour.
One is the Higher Education Strategic Plan promulgated by the Ministry of Education, as an implementation plan for the parts of the 2020 Blueprint relating to higher education, which ranks assuring higher education quality as the top priority.
The plan includes a number of large-scale projects organised around such tasks as university teacher and curricular development, gifted student creativity education, innovative professional programme development, graduate programme transformation, and the furtherance of Projects 985 and 211 that aim to create a batch of universities and disciplinary areas on Chinese soil that are globally competitive.
The other policy document, Opinions on Implementing the Programme of Upgrading Innovative Capacity of Higher Education Institutions, released jointly by the Ministry of Education and the Ministry of Finance, launched the Project 2011 – coded perhaps after Chinese leader Hu Jintao’s remark at Tsinghua University’s centennial ceremony in Spring 2011.
It pushes for integrative collaborations among Chinese universities, between universities and research institutes, between universities and industry, and between universities and regional development needs, in order to draw on and advance Chinese universities’ innovative capacity, in the light of national “developmental priorities and world-class standards”.
In a typical Chinese way, the state has put aside some funds to facilitate and support such integrations.
Will these efforts ease study-abroad fever?
These policies may serve, to a certain extent, to retain some Chinese students. Yet the policies and programmes are largely derived from a human capital vision, which sees higher education as the deliberate (and utilitarian in the sense of state instrumentalism) investment in exchange for global competitiveness (on the part of the state) and social status (on the part of individuals).
This vision envisages Chinese universities as the state’s educational and research arm for national development, and articulates knowledge production and transmission closely with a national development agenda.
With massification of the Chinese system, this articulation demonstrates a vertical differentiation. Now on a steep hierarchical structure, the top echelon universities are handsomely supported by the state, in exchange for their knowledge and student output to secure China’s continuing success in a knowledge-based economy, while a majority of low-tier institutions are left to survive by relying on market forces.
This approach, in turn, intensifies the tensions and competitions existing in contemporary Chinese society, where a kind of social Darwinism that stresses struggling for existence and the survival of the fittest has taken over and tends to dominate social life.
University credentials are crucial to individuals in terms of gaining a competitive edge, and the perpetuating meritocratic tradition certainly has a big role in it. If one fails to get access to an upper-tier university, one may risk losing the competition at the starting point.
Naturally, when financial conditions permit, one would turn to the opportunity of studying abroad as an alternative strategy, believing an international degree would help raise one’s competitiveness.
More recently, Chinese students have started to be drawn to universities in Hong Kong, where the number of mainland undergraduate students has registered a 129-fold increase over the past decade, from 36 in 1997 to 4,638 in 2010. Arguably, universities in Hong Kong take advantage of their liberal learning environment and international faculty.
Essentially, higher education plays a role not only in building human capital, but also in broadening human capability.
Unless Chinese higher education provides an environment in which students are enabled to develop their full potential, and lead productive and creative lives in accordance with their own needs and interests, there will always be many who seek an escape from the ever-growing tensions and competitions.
It seems an increasing number of people are now on their way to such an escape. With the growing size of this group, brain drain remains an issue for China, despite its economic success. Since China opened its door to the world in 1978, close to 2.3 million Chinese students and scholars have studied abroad. At the end of 2011, more than 1.4 million remained abroad.
* Qiang Zha is an associate professor in the faculty of education at York University in Canada. Email: qzha@edu.yorku.ca. This is an edited version of Qiang Zha's article, “The Study-abroad Fever among Chinese Students”, published in the Fall 2012 edition of International Higher Education, Number 69.
It is estimated that high-school students now account for half or even more of Chinese students who choose to study abroad. Understandably, these high-school students make this choice so that their access and transition to Western universities will be easier and smoother.
The other notable phenomenon is the growing call to improve and assure the quality of higher education in China, evident in the emphasis laid in such milestone policy documents as the National Outline for Medium and Long Term Educational Reform and Development (2010-2020) – or the "2020 Blueprint" – and most recently a national working conference on higher education quality control and assurance, held from 22-23 March in Beijing.
A discussion of these two phenomena together may shed some light on why more Chinese students are choosing to study abroad, even though access to higher education in China has been hugely expanded in recent years.
Deterioration of higher education quality
While the world has been stunned by China’s efficiency in moving to mass higher education on a short timeline, why are Chinese students increasingly drawn to studying abroad? Access to universities and colleges in China is much broader than a decade ago.
In 2011, among participants in the national higher education entrance examination or gaokao (mostly new high-school leavers), some 78% on average across the country had the chance to go to a university or college. Yet an increasing proportion of Chinese high-school students now choose Western universities instead.
Overall, Chinese higher education enrolment grew at an annual rate of 17% between 1998 and 2010, while the volume of Chinese students studying abroad increased by over 25% annually in the same time span. The number of Chinese students studying in the United States increased by 80% from 1999-2009.
In 2011 the number of Chinese students who went to study abroad hit a record 339,700. This figure is expected to rise to between 550,000 and 600,000 by 2014.
This group is also getting younger. In the past five years, the number of Chinese students attending private high schools in the US grew by over 100 times, from 65 in 2006 to 6,725 in 2011.
If this tendency continues, it may threaten student supply in Chinese higher education in the long run, combined with China’s demographic change – a projected reduction of 40 million in the 18-22 age group in the population over the next decade.
Since 2008, the population of gaokao entrants has shrunk by 1.4 million, for which these two factors are cited as being directly responsible.
As a more immediate consequence, Chinese students are now estimated to contribute more than US$15 billion a year to the economies of their host countries – with US$4.6 billion going to the US alone – equivalent to almost a half of China’s total higher education appropriations in 2008.
The fact that more and more Chinese households are becoming well-off could be a factor behind the trend, yet this single factor wouldn’t be sufficient to explain the reasons behind ever growing study-abroad fever among Chinese students and parents.
Indeed, there are few cases like China, where the domestic higher education supply and the study-abroad volume are growing dramatically, side by side.
In the rapid massification process, Chinese higher education suffered a serious decline in quality. This might be another fundamental reason responsible for the rising study-abroad fever.
Ever since the huge expansion of Chinese higher education enrolment started in 1999, concerns over and criticism of deteriorating quality in teaching and learning have been heard. After 2005, the enrolment expansion was slowed considerably, while attention and resources were gradually shifted to addressing problems associated with quality and equity.
This process was fuelled by the famous question raised by influential scientist Qian Xuesen (or Hsue-Shen Tsien): why have Chinese universities failed to engender innovative minds?
Thus, with respect to higher education, the 2020 Blueprint, officially unveiled in July 2010, placed a focus on improving and assuring quality, aiming to nurture creativity among Chinese students and create a batch of ‘world-class’ universities.
The working conference on higher education quality explicitly announced a policy of stabilising enrolment in Chinese universities – with future increases targeted at vocational education programmes, professional graduate programmes and private institutions – while pressing for immediate actions to address higher education quality issues.
Focus on higher education quality
Just before the working conference, the Chinese government unveiled two other important policy documents signalling concrete efforts and more resources to be brought in for this endeavour.
One is the Higher Education Strategic Plan promulgated by the Ministry of Education, as an implementation plan for the parts of the 2020 Blueprint relating to higher education, which ranks assuring higher education quality as the top priority.
The plan includes a number of large-scale projects organised around such tasks as university teacher and curricular development, gifted student creativity education, innovative professional programme development, graduate programme transformation, and the furtherance of Projects 985 and 211 that aim to create a batch of universities and disciplinary areas on Chinese soil that are globally competitive.
The other policy document, Opinions on Implementing the Programme of Upgrading Innovative Capacity of Higher Education Institutions, released jointly by the Ministry of Education and the Ministry of Finance, launched the Project 2011 – coded perhaps after Chinese leader Hu Jintao’s remark at Tsinghua University’s centennial ceremony in Spring 2011.
It pushes for integrative collaborations among Chinese universities, between universities and research institutes, between universities and industry, and between universities and regional development needs, in order to draw on and advance Chinese universities’ innovative capacity, in the light of national “developmental priorities and world-class standards”.
In a typical Chinese way, the state has put aside some funds to facilitate and support such integrations.
Will these efforts ease study-abroad fever?
These policies may serve, to a certain extent, to retain some Chinese students. Yet the policies and programmes are largely derived from a human capital vision, which sees higher education as the deliberate (and utilitarian in the sense of state instrumentalism) investment in exchange for global competitiveness (on the part of the state) and social status (on the part of individuals).
This vision envisages Chinese universities as the state’s educational and research arm for national development, and articulates knowledge production and transmission closely with a national development agenda.
With massification of the Chinese system, this articulation demonstrates a vertical differentiation. Now on a steep hierarchical structure, the top echelon universities are handsomely supported by the state, in exchange for their knowledge and student output to secure China’s continuing success in a knowledge-based economy, while a majority of low-tier institutions are left to survive by relying on market forces.
This approach, in turn, intensifies the tensions and competitions existing in contemporary Chinese society, where a kind of social Darwinism that stresses struggling for existence and the survival of the fittest has taken over and tends to dominate social life.
University credentials are crucial to individuals in terms of gaining a competitive edge, and the perpetuating meritocratic tradition certainly has a big role in it. If one fails to get access to an upper-tier university, one may risk losing the competition at the starting point.
Naturally, when financial conditions permit, one would turn to the opportunity of studying abroad as an alternative strategy, believing an international degree would help raise one’s competitiveness.
More recently, Chinese students have started to be drawn to universities in Hong Kong, where the number of mainland undergraduate students has registered a 129-fold increase over the past decade, from 36 in 1997 to 4,638 in 2010. Arguably, universities in Hong Kong take advantage of their liberal learning environment and international faculty.
Essentially, higher education plays a role not only in building human capital, but also in broadening human capability.
Unless Chinese higher education provides an environment in which students are enabled to develop their full potential, and lead productive and creative lives in accordance with their own needs and interests, there will always be many who seek an escape from the ever-growing tensions and competitions.
It seems an increasing number of people are now on their way to such an escape. With the growing size of this group, brain drain remains an issue for China, despite its economic success. Since China opened its door to the world in 1978, close to 2.3 million Chinese students and scholars have studied abroad. At the end of 2011, more than 1.4 million remained abroad.
* Qiang Zha is an associate professor in the faculty of education at York University in Canada. Email: qzha@edu.yorku.ca. This is an edited version of Qiang Zha's article, “The Study-abroad Fever among Chinese Students”, published in the Fall 2012 edition of International Higher Education, Number 69.
MALAYSIA: Easier for women to succeed internationally, says V-C
Yojana Sharma07 October 2012 Issue No:242
She has presided over the expansion and internationalisation of the multi-faculty research university – one of five in the country.
The aim is for Universiti Kebangsaan Malaysia, or UKM, in Bangi, Selangor, some 30 kilometres from Kuala Lumpur, to emerge as a world-class institution and compete internationally in university rankings while servicing Malaysia’s needs for quality graduates and research.
The institution, with 1,800 academics and almost 27,000 students, feels modern, dynamic and 'get-ahead', with several new research centres collaborating with other institutions in Asia and further afield.
But with Islamic studies one of the oldest faculties at the university, it was not an easy task for a woman vice-chancellor to turn it around. Though a Muslim, she chooses not to wear a headscarf.
When Sharifah Hapsah first arrived at the sprawling forest-edge campus as vice-chancellor in 2006, she had never worked with a faculty of Islamic studies. “But I knew they took some strong stands and previous vice-chancellors had some problems with them over certain issues. I thought, 'how do I make sure that I don’t have problems, of being a woman and Islam?'”
She knew from the beginning that she had ensure Islamic studies was onside if she was to push through changes. She points to the Mosque across from her office building: “If I look out of my window they are the faculty I can see every day.”
The university also has a reputation for being nationalistic, and her mandate from government was to internationalise swiftly.
Promoting the Islamic faculty
Concerned about opposition from the Islamic faculty to any hint of change, she says she made it a priority to bring them on board.
“I told them, ‘I will look upon this faculty to show the way – I am not going to show you what is Islamic, you have to show me.' I think it’s that kind of deference and respect that would enable them to say, ‘I think this woman is alright.'”
She says she did not have any problems. This was in sharp contrast to the strong opposition that greeted Rafiah Salim, vice-chancellor of the University of Malaya, who became the country’s first woman university leader when she was appointed three months ahead of Sharifah Hapsah in 2006, with a similar mandate to turn that hide-bound institution around. Salim had a rocky time.
But Sharifah Hapsah says she recognised the Islamic faculty deserved a “dignified place in the university”.
She appointed members of the faculty into important positions at UKM, such as head of research institutes and even deputy head of the university’s international division, “to make sure they understand that they are recognised within the academic community.
“I think they appreciate that because they say it is the first time they have been selected for important positions in the university. After that I felt more comfortable.
“I wanted to make sure I recognised talents anywhere. And they do well, and their students are doing well. Before, there was this perception that they are all ustads [religious teachers] when they graduate. But no, these students are very progressive.
“When I introduced my entrepreneurship module in the university, two groups came from that faculty to launch student-led businesses.”
Easier to rise internationally
Despite such successes in navigating a sensitive area, Sharifah Hapsah admits it is not easy to rise to the position of vice-chancellor. In Malaysia this is a political appointment. Much as she is a trailblazer, she still had to wait until political conditions were ripe.
“At the time [before she was appointed] political influence was rather strong. It’s not just about you, but are you acceptable at that point in time? Looking at the conditions in the country, whether it is good to have a woman.”
After qualifying in medicine from the University of Malaya, Sharifah Hapsah first joined UKM as a lecturer in 1975, and rose to head of the physiology department, then professor and head of the department of medical education in the medical faculty, where she worked extensively on medical curriculum development.
But there was little hope of further promotion within the university and she left to become deputy director of the department of higher education in the Ministry of Education. During this time she was commissioned by the World Health Organization (WHO) to develop quality assurance guidelines for medical education in the Western Pacific region.
“I gained my credentials internationally first. I was very involved with international organisations, UN bodies, with WHO, ILO [International Labour Organization], being invited as consultant and so on.”
She admits it was easier to rise internationally than in her own country. Both she and Salim made a name for themselves outside their country first, with United Nations bodies. “Internationally you don’t have a problem.”
The traditional route is to rise within a university, but she had not even been a dean. “University is a microcosm of larger society and then there were no women vice-chancellors, no deputy vice-chancellors. Even to appoint a deputy dean, they did not deliberately go out to look for women.
“Maybe the men felt they don’t like assertive women...that’s the kind of society we have – men don’t like women who are producing results or talking. Internationally we can do it, but I don’t do it here in my faculty. So they don’t submit your name or make sure you get the appointment.”
But with the new millennium, Malaysian women’s organisations had become more vocal about the number of women attending universities yet not running them. “It had become an issue, that there was no woman vice-chancellor,” Sharifah Hapsah said.
At the Education Ministry she had risen to become chief executive of the National Accreditation Board, where she had worked for many years setting up the qualifications agency and quality assurance system.
She was always ambitious. “Before I could become CEO, I was dreaming of becoming CEO.”
It helps, she says, to have worked for government. As vice-chancellor of a public university, if you want anything, you have to lobby officials and “know the channels to get what you want”.
At that point, at 4pm in the afternoon, Sharifah Hapsah excuses herself to take a prayer break. She may eschew the customary headscarf, but it is clear she is a practising Muslim. In the silence – even the telephone stops ringing – the call to prayer from the Mosque wafts into her offices.
Identifying women leaders
When she returns she seems refreshed, although those around her say she is far more hard working than any of the university’s previous male vice-chancellors.
So what does it take to be accepted as a woman vice-chancellor?
“You must have academic credibility. That’s number one. You must fulfil all the academic requirements because you are going to talk to fellow academicians. You cannot be anything less in your own field. You must rise to the highest, and that’s professor.”
She identifies communication and collaboration as the other essential qualities. “We should be more cooperative, more collaborative. That’s what I try to do. And maybe that’s 'a woman thing'. There is a little bit of competition, but collaboration should be bigger than that.”
Years of working with non-governmental organisations, particularly in the fields of family and health, have also given Sharifah Hapsah the ability to work with different social groups.
“Different groups have different needs. To listen to them and to be able to advocate on their behalf is very important. If you don’t work with NGOs, you don’t have that sensitivity to social issues. NGO work is a good training ground,” she says.
This is evident in the university, which has become a centre for community and social engagement in the Association of South East Asian Nation region, reaching out to all kinds of groups as it undertakes research that can have an impact on development and also on global issues of concern such as climate change, sustainable development, renewable energy, nanotechnology and biotechnology.
It is also reflected in Sharifah Hapsah’s invitation to Nobel laureate Muhammad Yunus, social entrepreneur and founder of the village Grameen Bank in Bangladesh, to be a visiting professor at the university.
Things have come a long way
And what of the future? Although some entrenched attitudes are hard to shift, the government has a target of 30% women in decision-making posts in the public and private sectors.
Sharifah Hapsah believes she must prepare those who will come after her. “I do make a deliberate effort to identify women for posts – women deans, women deputy deans, women directors.” Among her three deputy vice-chancellors, one is a woman.
And she does not regret the intervening years even though, she reveals, she was once tipped for deputy vice-chancellor of UKM long, long before the vice-chancellorship came up. For one thing, she is proud of having laid the groundwork in the ministry.
“If I had been vice-chancellor early on I would not have developed the quality assurance system for the country. For me that was an essential and crucial element of higher education.
“If you have a world-class university in your country, so what. But if you have a world-class system, it’s going to benefit all the people in your country, from school right up to university level.”
Research networks, PhD training and international activity on the rise
In World Blog, Rahul Choudaha
argues that universities should learn from BlackBerry's over-confidence
not to overlook the significance of MOOCs. A study of PhD education in
East Asia, Southern Africa and Latin America has shown that universities
across the world are looking to build research capacity and are
increasing the number of doctoral graduates they produce, Thomas Ekman Jørgensen reveals in Commentary.
Loveness Kaunda describes a special interest group focusing on curriculum internationalisation in an African context, launched recently by the International Education Association of South Africa, and Qiang Zha writes that more and younger Chinese students are studying abroad as a result of poor quality and uneven education in China.
Yojana Sharma interviews Sharifah Hapsah Syed Hasan Shahabudin, vice-chancellor of Universiti Kebangsaan Malaysia, who is one of just two women university leaders in Malaysia, and in Features she speaks to participants at a British Council conference on research networks in East Asia, who called for greater collaboration between Asian and international universities to boost research output in the region.
Helena Flusfeder investigates the controversial move by Israel’s Council for Higher Education to close the politics and government department at Ben-Gurion University, and its implications for academic freedom, and Patrick Boehler reports on an overseas campus being established in Laos by China’s Soochow University – which is Laos’ first foreign campus.
Loveness Kaunda describes a special interest group focusing on curriculum internationalisation in an African context, launched recently by the International Education Association of South Africa, and Qiang Zha writes that more and younger Chinese students are studying abroad as a result of poor quality and uneven education in China.
Yojana Sharma interviews Sharifah Hapsah Syed Hasan Shahabudin, vice-chancellor of Universiti Kebangsaan Malaysia, who is one of just two women university leaders in Malaysia, and in Features she speaks to participants at a British Council conference on research networks in East Asia, who called for greater collaboration between Asian and international universities to boost research output in the region.
Helena Flusfeder investigates the controversial move by Israel’s Council for Higher Education to close the politics and government department at Ben-Gurion University, and its implications for academic freedom, and Patrick Boehler reports on an overseas campus being established in Laos by China’s Soochow University – which is Laos’ first foreign campus.
Karen MacGregor Global Editor
Saturday 6 October 2012
Ambassador remembers when the Wall came down
- Wednesday, 03 October 2012
- Anne Renzenbrink
- Dr Wolfgang Moser, German Ambassador in Cambodia, can look back on 35 years in the foreign service.
On the day of the German reunification he was chargé d’affaires in the Ivory Coast, “the first time where I had without any preparation to celebrate a national day,” he remembers.
“I still have a very good memory of this immense feeling of joy and of happ iness that everybody had, not only the Germans on that day, but also our local friends, the Ivoirians, the Africans who really felt with us what it meant to be a reunited country, a reunited nation, a reunited people.”
Moser says that for the first 10 or 12 years of his diplomatic life, whenever he was abroad and people asked him which country he came from, he said Germany. And then people used to ask East or West Germany.
“So finally in 1990, all this ended and then we could proudly just say, Germany, and I’m very happy about that,” he says.
Moser came to Cambodia in July 2010 after serving as Ambassador in Madagascar for four years and several other postings abroad.
“Diplomatic life is a very colourful and varied life,” Moser says.
He studied in Singapore in the 1970s and, as a sinologist, he says his roots are in Asia.
“So I feel like coming home when I come back to Asia and I’m very happy that I’m here in Cambodia as I think this country is very authentic Asia,” Moser says.
“This is my last posting and the more I am enjoying being here in Cambodia. Very nice people and very interesting country.”
In accordance with the deadline for all civil servants in Germany, Moser will be retired on the 30th of June in 2013 at the age of 65.
According to Moser, Germany and Cambodia had diplomatic relations in the 1960s that were stopped when Cambodia recognized the German Democratic Republic (GDR) in 1969. After 1979, it was again the GDR that together with other socialist countries established diplomatic relations.
“But we were in the happy situation that after reunification we were still having this wonderful building, this compound and the residence,” Moser says.
Thus in 1992, even before the Kingdom of Cambodia was re-established, Germany opened up a diplomatic mission.
“So as a matter of fact we are here for 20 years now,” Moser says.
Germany has been active in bilateral cooperation for 20 years now. Because they had to wait until the re-establishment of the Kingdom, Germany only has diplomatic relations for 19 years.
“So it’s a long history and I think during all this time we were very much engaged especially in the cooperation because there was lot to be built up again,” Moser says.
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