- Monday, 19 November 2012
- តុង សុប្រាជ្ញ
- «នែក្រុងប៉េកាំង ខ្មាំងចិត្តឫស្យា ប៉ុល ពត បរិវារ
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នែពួកអាស៊ានឈ្លានពានឃុបឃិត...»នេះគឺជាឃ្លានៃបទចម្រៀងបដិវត្តន៍
កាលពីដើមទសវត្សរ៍ ឆ្នាំ៨០ ច្រៀងដោយលោក ហង្ស សាខន ចំអកទៅប្រទេសចិន
ដែលកាលនោះ
គាំទ្រក្រុមឧទ្ទាមខ្មែរក្រហមដែលប្រឆំាងនឹងរបបសាធារណរដ្ឋ
ប្រជាមានិតកម្ពុជា និងចំអកបណ្តាប្រទេសអាស៊ាន។
បន្ទាប់ពី រាជរដ្ឋាភិបាល បានបញ្ចប់សង្គ្រាមស៊ីវិលរ៉ាំរ៉ៃដ៏តានតឹង មកដល់ពេលបច្ចុប្បន្ននេះ របត់នយោបាយ និងការកែទម្រង់បន្តិចម្តងៗ របស់កម្ពុជា ធ្វើឲ្យកម្ពុជាងាកមករកប្រទេសចិនធ្វើជាដៃគូអភិវឌ្ឍន៍ និងចូលក្នុងសហគមន៍អាស៊ាន«សហគមន៍តែមួយ វាសនាតែមួយ!»ទៅវិញ។ តែការចូលជាសមាជិកអាស៊ានរបស់កម្ពុជា ហាក់បីដូចជាមានដំណើរការយឺតយ៉ាវ ហើយសមាហរណកម្មរបស់កម្ពុជា ទៅក្នុងសហគមន៍អាស៊ានឆ្នាំ២០១៥ ខាងមុខនេះ ហាក់បីដូចជាមិនទាន់រៀបចំខ្លួនប្រាណបានច្បាស់លាស់នៅឡើយ គឺមានន័យថា ចេះតែចូលៗ តាមគេតាមឯងសិនទៅដោយខ្វះមូលដ្ឋានគ្រឹះ ហើយចាំគិតគ្នាក្រោយទៀត។ បើយោងតាម សន្ទស្សន៍នៃការអភិវឌ្បធនធានមនុស្សរបស់ អង្គការសហប្រជាជាតិ កម្មវិធីអភិវឌ្ឍន៍ឆ្នាំ២០១១ ចំណាត់ថ្នាក់លេខ ២ រាប់ពីក្រោមឡើងលើ គឺលើតែប្រទេសភូមា។ មានចំណុចខ្វះខាតលើវិស័យសំខាន់ៗដូចជា ទំនាក់ទំនងការទូត សេដ្ឋកិច្ច វប្បធម៌ និងអប់រំ យុវជន និងកីឡា៖ វិស័យ ទំនាក់ទំនងការទូតៈ កម្ពុជាហាក់បីដូចជានៅមិនទាន់មានជំហររឹងប៉ឹងរវាងប្រទេសចិន ដែលជាម្ចាស់ជំនួយដ៏ធំ និងអាស៊ាន ហើយនៅមានការខ្វះខាតការយល់ដឹងឲ្យបានស៊ីជម្រៅពីបណ្តាប្រទេស អាស៊ានមួយៗ អំពីចំណុចខ្លាំង ចំណុចខ្សោយ និងប្រវត្តិសាស្រ្តរបស់ប្រទេសទាំងនោះ សួរថា ហេតុអ្វីបានជាគេរីកចម្រើនលឿនខ្លាំងម្ល៉េះ?
ឧទាហរណ៍៖ លោក លី ក្វាន់យូ ទទួលស្គាល់ធ្លាប់រៀនសូត្រ ពីការរីកចម្រើនរាជធានីភ្នំពេញ កាលពីសម័យសង្គមរាស្រ្តនិយមផងដែរ។ តែ ៤០ ឆ្នាំក្រោយមក ប្រទេសសិង្ហបុរី ក្លាយទៅជាកូនខ្លាមួយ នៅអាស៊ីទៀតផង។ ចំណុចសំខាន់មួយទៀត គឺរាជរដ្ឋាភិបាល បានព្យាយាមប្រមែប្រមូលនិស្សិតតិចតួច ដែលធ្លាប់បានសិក្សានៅក្រៅប្រទេសដែលមានជំនាញខាងទំនាក់ទំនង អន្តរជាតិ និងប្រវត្តិសាស្រ្ត បណ្តាប្រទេសអាស៊ាន និងអាស៊ី ហើយដោយប្រាក់ខែទាបពេក ពួកគាត់ខ្លះ ធ្វើការបណ្តើររត់ទៅបង្រៀនបណ្តើរ ដោយមិនបានពេញដៃពេញជើងទេ។ ហេតុអ្វីបានជារាជរដ្ឋាភិបាល មិនចំណាយកញ្ចប់ថវិកា សម្រាប់ក្រុមជំនាញឲ្យគិតតែសិក្សាស្រាវជ្រាវស៊ីជម្រៅ ទៅលើប្រទេសមួយៗ នៅអាស៊ាននេះ ដើម្បីផ្តល់យោបល់ទៅរាជរដ្ឋាភិបាល ជាជាងចំណាយថវិកាលើការជួសជុលផ្លូវដដែលៗ? បើនិយាយពីរឿងសិក្សាអាស៊ានសម្រាប់ក្រុមផ្តល់យោបល់ឯករាជ្យ វិញ«Think Tank» សម្រាប់ជួយផ្តល់យោបល់រដ្ឋាភិបាលវិញ គឺមានតែកូនវិទ្យាស្ថានខ្មែរសហប្រតិបត្តិការ និងសន្តិភាព(CICP) តូចមួយ ហើយខ្វះធនធានមនុស្សទៅទៀត។ បើប្រៀបធៀបនៅប្រទេសថៃ ម៉ាឡេស៊ី សិង្ហបុរី ហ្វីលីពីន និងឥណ្ឌូនេស៊ីជាដើម គឺគេមានវិទ្យាស្ថានអាស៊ាន និងប៉ាស៊ីហ្វិកជាច្រើន ហើយក៏មានអ្នកជំនាញការខ្មែរ កំពុងធ្វើការនៅទីនោះដែរ។ តែផ្ទុយទៅវិញ អាស៊ាននឹងបង្កើតមជ្ឈមណ្ឌលកម្ចាត់មីននៅកម្ពុជា ព្រោះកម្ពុជាមានជំនាញខាងមីន និងអ្នកពិការច្រើនជាងគេលើពិភពលោក។ ចំណែកឯរបៀបនិយាយការទូតរបស់កម្ពុជា ធ្វើឲ្យមតិជាតិ និងអន្តរជាតិ មើលទៅហាក់បីដូចជាយកកំហឹងទល់នឹងកំហល់ ដែលមិនទៅតាមបច្ចេកទេសការទូតនៅឡើយទេ។
វិស័យសេដ្ឋកិច្ចៈ ការទទួលផលពីការចូលសមាហរណកម្មអាស៊ាននេះ កម្ពុជានៅតែរត់តាមពីក្រោយគេទៀតហើយគឺវិបត្តិធនធានមនុស្ស។ គ្រាន់កម្លាំងពលកម្មក្នុងស្រុកសោះ សហគ្រិនមួយៗមានការត្អូញត្អែរពីសមត្ថភាពជំនាញ និងកម្លាំងពលកម្មរបស់បុគ្គលិក។ តាមរយៈការសិក្សាស្រាវជ្រាវរបស់ធនាគាពិភពលោកឆ្នាំ២០១១ បង្ហាញថា ៧៣ភាគរយ នៃនិយោជក ត្អូញត្អែរថានិស្សិតដែលបានបញ្ចប់សាកលវិទ្យាល័យធ្វើការមិន ត្រូវជំនាញដែលខ្លួនបានរៀន។ ពោលគឺពេលចូលសមាហរណកម្ម យើងបានត្រឹមតែហុចបន្លែត្រីសាច់ ឲ្យគេស្លទៀត នៅពេលបានផល គឺឈ្មោះរបស់គេជាអ្នកធ្វើដដែល។ ចំណែកឯការចំណាកស្រុកទាំងស្របច្បាប់ នឹងមិនស្របច្បាប់ទៅធ្វើការនៅក្រៅប្រទេស ក៏ជាបញ្ហាមួយដែលខ្វះកម្លាំងពលកម្មផងដែរ ដូចលោកនាយករដ្ឋមន្ត្រី ហ៊ុន សែន ធ្លាប់មានប្រសាសន៍ក្នុងការទប់ស្កាត់លំហូរចលនាចំណាកស្រុកនេះ។ ឯអ្នកមានចំណេះដឹង និងជំនាញខ្ពស់ មកពីក្រៅប្រទេសមួយចំនួន នាំគ្នារត់ទៅរស់នៅប្រទេសជឿនលឿនទៅវិញ។ ទំាងនេះ គឺជាបញ្ហាដែលកម្ពុជាត្រូវពិចារណា ក្នុងការអភិវឌ្ឍសេដ្ឋកិច្ចនៅនឹងកន្លែង។
វិស័យវប្បធម៌ៈ មិនដឹងថា កម្ពុជាមានវប្បធម៌ថ្មីៗអ្វីខ្លះ ទៅបង្ហាញ និងផ្លាស់ប្តូរនឹងគេនៅឆ្នាំ ២០១៥ ទេ? បើកភ្នែកឡើងមើលទៅលើកញ្ចក់ទូរទស្សន៍ឃើញតែយកបទពីបរទេសច្រៀង នឹងរាំថតចម្លងតែពីបរទេស ឥតមានលក្ខណៈជាខ្មែរសោះ។ រីឯរបាំ និងការរាំវិញ គឺនៅដដែល មិនបានច្នៃប្រឌិតឲ្យវាថ្មីសោះ។ សូម្បីតែក្បាច់រាំចាស់ៗ ហ្នឹងក៏មិនបានចាក់ផ្សាយញឹកញាប់ផង អំពីក្បាច់មួយៗ ហើយពន្យល់កូនខ្មែរឲ្យស្គាល់ថាក្បាច់ហ្នឹងចេញមកពីណា។ បើវិស័យភាពយន្តវិញគឺចប់តែម្តង បើគេធ្វើការប្រកួតខ្សែភាពយន្តថ្មីៗនៅអាស៊ានវិញគឺមិនដឹងជាយក រឿងអ្វីទៅប្រកួតហ្នឹងគេផងហ្នឹង។ គ្មានការផលិតខ្សែភាពយន្ត មកពីរោងភាពយន្ត ត្រូវបានគេលក់ស្ទើរតែទាំងអស់ ឬក៏មកតែសម្បូរចោរលួច តែគំនិតគេ និងថតចម្លងរបស់គេលក់? ទីបំផុតវប្បធម៌បែបនេះ មិននាំឲ្យជាតិរីកចម្រើនទេ ហើយចូលសមាហរណកម្ម ២០១៥រឹតតែពិបាកទៅទៀត។ សំណួរនៅតែសួរដដែល ថាតើ ក្រសួងវប្បធម៌ធ្វើអ្វីខ្លះសព្វថ្ងៃនេះ?
អប់រំ យុវជន និងកីឡាៈ ពីមួយឆ្នាំទៅមួយឆ្នាំ មាននិស្សិតដែលបានបញ្ចាប់ថ្នាក់ឧត្តមសិក្សារាប់ម៉ឺននាក់ ជាមួយនឹងសាកលវិទ្យាល័យទាំងរដ្ឋ ទាំងឯកជនសរុបចំនួន៩៩សាកលវិទ្យាល័យនិងវិទ្យាស្ថានទូទាំងប្រទេស។ និស្សិតបានបញ្ចប់ថ្នាក់ឧត្តមសិក្សាឆ្នាំ ២០១១ មានចំនួន ៤៥ ៦៥០នាក់ និងចំនួនកំពុងសិក្សាឆ្នាំ ២០១១-២០១២ គឺមាន ២៤៥ ០០០ នាក់។ (ទិន្នន័យនាយកដ្ឋានឧត្តមសិក្សាឆ្នាំ២០១២) តែទោះជាច្រើនយ៉ាងនេះក៏ដោយ ក៏នៅមានការត្អូញត្អែរពីថ្នាក់ដឹកនាំមន្ត្រីរាជការ និងនិយោជកមួយចំនួនផងដែរ អំពីបុគ្គលិកខ្វះគុណភាពក្នុងការងារ ពេលខ្លះហាក់ដូចជាមិនយល់ និងយកចិត្តទុកដាក់កិច្ចការងារ សូម្បីតែលិខិតសុំច្បាប់ឈប់ និងពាក្យសុំបន្តិចបន្តួចក៏សរសេរមិនត្រូវផង ហើយពិបាកជ្រើសរើសបុគ្គលិកឲ្យសមស្របទៅនឹងតួនាទីទៀតផង។ ភាពទន់ខ្សោយផ្នែកអប់រំនេះ ធ្វើឲ្យមតិជាច្រើនរិះគន់ទៅលើប្រព័ន្ធអប់រំទាំងមូលខ្សោយ បើប្រៀបធៀបជាមួយនឹងប្រទេសនៅប្លុកអាស៊ាននេះ។ ធាតុពិតជាក់ស្តែង កិច្ចប្រឹងប្រែងរបស់រាជរដ្ឋាភិបាល ជួយបានមួយកម្រិតហើយ ចំពោះថ្នាក់ឧត្តមសិក្សានេះ បើប្រៀបធៀបទៅនឹងទសវត្សរ៍ឆ្នាំ ៨០ និង៩០ ហើយបច្ចុប្បន្ននេះ មានគ្រូល្អៗទាំងជាតិដែលធ្លាប់បានទៅសិក្សានៅក្រៅប្រទេស និងគ្រូៗអន្តរជាតិមួយចំនួនផងដែរ។ សាកលវិទ្យាល័យខ្លះ រៀនសុទ្ធតែជាភាសាអង់គ្លេសទៀត និងមានសិទ្ធិជ្រើសរើសបង់ថ្លៃសាលាណាក៏បានដែរ។ ហេតុអ្វីបានជានិស្សិតមួយចំនួនធំបានសញ្ញាបត្រហើយ នៅតែប្រើការមិនកើតទៀត? សំណួរសួរថា តើមកពីសាកលវិទ្យាល័យឬមួយក៏មកពីនិស្សិតខ្លួនឯង? ក្នុងនាមជាឪពុកម្តាយ ឬបងៗ ដែលរៀនបានខ្ពស់ៗហ្នឹង មានធ្លាប់តាមដានការសិក្សាកូន ឬប្អូនៗដែរឬទេ? មានធ្លាប់ធ្វើកិច្ចការគ្រប់គ្រាន់តាមអ្វីដែលគ្រូដាក់ឲ្យធ្វើ ដែរ ឬទេ? ហើយពេលប្រឡងម្តងៗមានបើកចម្លងដែរឬទេ? សូម្បីតែលោកនាយករដ្ឋមន្ត្រី ក៏ធ្លាប់រិះគន់ផងដែរ មាននិស្សិតខ្លះ រៀនសុទ្ធតែថា្នក់បណ្ឌិត ឬក៏អនុបណ្ឌិត មិនចេះប្រើកុំព្យូទ័រ ហើយសរសេរនិក្ខេបទជួលគេសរសេរឲ្យ។ អ្វីៗដែលជាអំពើអបាយមុខ ដូចជា គ្រឿងស្រវឹង ក្លិប ខារ៉ាអូខេ...នៅជុំវិញយុវជន មានមិនខ្វះហើយងាយស្រួលរកបាន ហើយមានតម្លៃថោកទៀត។ យុវជនខ្មែរភាគច្រើន ក្លាហានណាស់ ក្នុងការប្រយុទ្ធកាប់ចាក់គ្នា វាយតប់គ្នា ពេលខ្លះរហូតដល់បាញ់គ្នាក៏មាន តែខ្លាចណាស់ការសិក្សា មិនហ៊ានប្រយុទ្ធទេ។ តើឲ្យទំពាំងស្នងឫស្សីរបៀបម៉េច បើទំពាំងនោះរលួយតាំងពីមិនទាន់ធំផងនោះ?
រីឯកីឡាវិញ គឺមានដំណើរការរីកចម្រើនយឺតយ៉ាវណាស់។ ឧទាហរណ៍៖ កីឡាបាល់ទាត់ លេងតំាងពីគ្រាប់ មានចាញ់មានឈ្នះ តែលេងលើកចុងក្រោយនេះនៅប្រទេសភូមា ការប្រកួតជម្រុះ ដើម្បីទៅប្រកួតស៊ុយសូគីខាប់ នៅអាស៊ានសោះ ខ្មែរចាញ់ទាំងអស់។
សរុប មកវិញ ទាំងអស់នោះ សុទ្ធតែជាចំណុចខ្វះខាត ក្នុងការត្រៀមខ្លួនសមាហរណកម្មអាស៊ាន ២០១៥។ ហេតុដូច្នេះរាជរដ្ឋាភិបាល គួរតែបង្ហាញឆន្ទៈផ្នែកខាងគោលនយោបាយ ឲ្យបានជាក់លាក់ ជាពិសេស ផ្តោតទៅលើការបង្កើតមជ្ឈមណ្ឌលសិក្សា ស្រាវជ្រាវអាស៊ាន នៅសាកលវិទ្យាល័យ និងមានការចូលរួមធ្វើទាំងអស់គ្នា ទើបការធ្វើសមាហរណកម្មកម្ពុជាក្នុងអាស៊ាននាឆ្នាំ២០១៥ ដំណើរការទៅដោយរលូន៕
Tuesday 4 December 2012
សមាហរណកម្មកម្ពុជានៅអាស៊ាន២០១៥មិនទាន់រៀបចំជ្រះស្រឡះនៅឡើយ
Monday 3 December 2012
ASIA: Universities must better prepare young people for labour market
Yojana Sharma02 December 2012 Issue No:250
Asia’s universities must align more closely with labour market needs to
ensure graduates have the skills and knowledge demanded by employers,
according to a new Asian Development Bank (ADB) report, one of many
released by international and regional organisations this year stressing
the need for higher education to produce labour-market skills.
A rapid expansion of higher education has the potential to complicate employability rather than address it efficiently, suggests the report, which covers 15 countries in Asia and noted that employability can become a major drag on Asian countries’ development in the coming years.
“In the Asian region higher education is expanding rapidly and when you expand so rapidly misalignment between higher education and the labour market grows,” said Gerard Postiglione a professor of education at the University of Hong Kong, who contributed to the report. “The consequences of poor alignment are rising unemployment.”
Apart from improving the quality of higher education, more attention is needed to improve its relevance, said Jouko Sarvi, education practice leader in the ADB’s regional and sustainable development department.
“Higher education systems and institutions are under pressure to reform, to provide adequate skills and knowledge for the evolving labour markets. This is increasingly important in countries which are moving towards middle-income country status and aspiring to become knowledge economies, increasing the demand for higher skills,” he said.
“The ability of Asian countries to compete in a globalised world depends on the readiness of students entering university, the availability of qualified graduates for the labour market, and the application of science and technology for creating new products.”
Apart from Japan, South Korea, Singapore and Hong Kong, most Asian countries have gross enrolment ratios below that of the US and Europe and even parts of Latin America.
“Since Asia’s [gross enrolment ratios] will continue to grow in the coming years, it is timely to emphasise the importance of improving the external efficiency of Asia’s higher education systems,” the report said, describing ‘external efficiency’ as the level of preparation of university graduates for the labour market and the ability of universities to produce research that can fuel economic growth.
According to the report, the misalignment between schools, universities and the job market is evident from regional employment trends. In Mongolia, vocational college graduates earn more than university graduates. In Thailand where education is skewed towards the social sciences, 80% of firms report difficulties in finding employees with adequate technical skills.
In China unemployment among graduates from top-tier universities was 10% in 2008 and rising.
But there was no single recipe for how countries should best align higher education with the economy.
“Asian countries are at different levels of development. Each country has to look at each part of the labour market that is taking off,” Postiglione told University World News.
“At the top, countries need cutting-edge ideas to keep competing globally,” and that requires high quality research universities, he said.
Meanwhile, second- and third-tier universities must be upgraded to prepare people for the workforce.
“But the problem is that the workplace is no longer a stable, hierarchical structure. So the most important skill in the 21st century is adaptability,” Postiglione said.
How countries can better align higher education to the economy would still need to be worked out. The idea that universities must do more still needs to be accepted.
Nonetheless the ADB said “this does not mean that employability should be the first priority of higher education". It said empowering and preparing citizens for a greater role in development and innovation should remain the main purpose of higher education. Higher education collaboration with industry and the private sector to improve labour market links is not the only answer.
“Society needs civil society as well,” said Postiglione.
“Higher education is increasingly expected to address the issue of employability,” said the just-released report Improving Transitions from School to University to Workplace.
A rapid expansion of higher education has the potential to complicate employability rather than address it efficiently, suggests the report, which covers 15 countries in Asia and noted that employability can become a major drag on Asian countries’ development in the coming years.
“In the Asian region higher education is expanding rapidly and when you expand so rapidly misalignment between higher education and the labour market grows,” said Gerard Postiglione a professor of education at the University of Hong Kong, who contributed to the report. “The consequences of poor alignment are rising unemployment.”
Apart from improving the quality of higher education, more attention is needed to improve its relevance, said Jouko Sarvi, education practice leader in the ADB’s regional and sustainable development department.
“Higher education systems and institutions are under pressure to reform, to provide adequate skills and knowledge for the evolving labour markets. This is increasingly important in countries which are moving towards middle-income country status and aspiring to become knowledge economies, increasing the demand for higher skills,” he said.
“The ability of Asian countries to compete in a globalised world depends on the readiness of students entering university, the availability of qualified graduates for the labour market, and the application of science and technology for creating new products.”
Apart from Japan, South Korea, Singapore and Hong Kong, most Asian countries have gross enrolment ratios below that of the US and Europe and even parts of Latin America.
“Since Asia’s [gross enrolment ratios] will continue to grow in the coming years, it is timely to emphasise the importance of improving the external efficiency of Asia’s higher education systems,” the report said, describing ‘external efficiency’ as the level of preparation of university graduates for the labour market and the ability of universities to produce research that can fuel economic growth.
According to the report, the misalignment between schools, universities and the job market is evident from regional employment trends. In Mongolia, vocational college graduates earn more than university graduates. In Thailand where education is skewed towards the social sciences, 80% of firms report difficulties in finding employees with adequate technical skills.
In China unemployment among graduates from top-tier universities was 10% in 2008 and rising.
But there was no single recipe for how countries should best align higher education with the economy.
“Asian countries are at different levels of development. Each country has to look at each part of the labour market that is taking off,” Postiglione told University World News.
“At the top, countries need cutting-edge ideas to keep competing globally,” and that requires high quality research universities, he said.
Meanwhile, second- and third-tier universities must be upgraded to prepare people for the workforce.
“But the problem is that the workplace is no longer a stable, hierarchical structure. So the most important skill in the 21st century is adaptability,” Postiglione said.
How countries can better align higher education to the economy would still need to be worked out. The idea that universities must do more still needs to be accepted.
“Universities are not accustomed to taking responsibility for employability. That stance is rapidly changing and universities must get ahead of the curve, they must elevate employability to an issue for students to consider in their first year of study,” the report noted.
Nonetheless the ADB said “this does not mean that employability should be the first priority of higher education". It said empowering and preparing citizens for a greater role in development and innovation should remain the main purpose of higher education. Higher education collaboration with industry and the private sector to improve labour market links is not the only answer.
“Society needs civil society as well,” said Postiglione.
ASIA: Building Asia’s platform for student mobility
Hiep Pham02 December 2012 Issue No:250
A time scale has been established for setting up a common credit
transfer scheme between several South East Asian and neighbouring
countries, which will be crucial for encouraging student mobility within
Asia.
The Great Mekong Subregion – which includes Vietnam, Cambodia and Laos, Myanmar, Thailand and China – and neighbouring countries Japan and Korea, are working together to set up a higher education platform, similar to the European Union’s Erasmus programme, to increase mobility within the region.
The platform’s first plank will be a common credit transfer scheme, which could be adopted by all higher education institutions in the subregion as early as the next academic year (2013-14), according to Sauwakon Ratanawijitrasin, director of the South East Asian Ministers of Education Organisation – Regional Centre for Higher Education and Development (SEAMEO–RIHED), which organised a regional workshop in Bangkok last month.
The student mobility programme will be piloted with selected universities and courses from the beginning of the 2013 academic year for a period of 18 months before the rollout of an agreed credit transfer system to the whole region and beyond, she said.
“Our goal is to build a practical and feasible credit transfer system for the region, which may help to stimulate and promote student mobility in order to improve the quality and quantity of human resources in the economy as well as in the Greater Mekong Subregion education sector,” Sauwakon said in her opening speech at the workshop, which was sponsored by the Asian Development Bank and attended by more than 100 higher education leaders, government officers and experts.
“Initially, we planned to have only 45 delegates to join the workshop,” Sauwakon told University World News. But the final tally of those attending revealed much greater enthusiasm for the project.
Although the subregion is the largest source of international and exchange students, the lack of transparent quality assurance and a credit transfer system hasmeant that students prefer to study outside the region. A credit transfer scheme that helps students save time and money by avoiding repeating parts of a course could facilitate student mobility and cooperation among higher education institutions.
Although universities in the region are increasingly willing to allow credit transfers, progress varies between member countries. According to information gathered by SEAMEO–RIHED experts, credit transfer schemes in the region are either too general to be useful, or too narrow and applicable to only a limited number of universities.
In Malaysia and Thailand students’ credits are easily recognised by domestic and partner institutions. However, credit transfer is at an early stage in Myanmar, and students can only move within the country, rather than abroad.
In Vietnam, a paradoxical situation has arisen where students can more easily transfer credits between international partner universities than between domestic institutions because of the limited number of multidisciplinary universities that provide a wide range of course options.
Taiji Hotta, vice-president of international affairs at Hiroshima University, Japan, said that ensuring compatibility within the existing diverse systems, especially in the treatment of grades, was a challenge.
“Each university and professor already have their own grading system and it’s not easy to persuade them to change to another system,” he told University World News .
Key constraints include differences in national regulations, curricula and quality. In some countries bachelor degrees are awarded after three years, in others after four.
Hotta proposed a dual grading system where students receive two scores – one based on the host university regulation and the other on a common credit system.
Nguyen Duc Chinh, deputy director of academic affairs at Vietnam National University – Ho Chi Minh City, suggested that a ‘one-way’ mobility programme may be more feasible in the Asian context as “students [in Asia] seem to prefer to stay in the host country until the end of the programme rather than coming back after one or two semesters abroad”.
To ensure that a future credit transfer system is sustained, participants also suggested that a suitable finance arrangement for sharing costs be taken into consideration.
The Great Mekong Subregion – which includes Vietnam, Cambodia and Laos, Myanmar, Thailand and China – and neighbouring countries Japan and Korea, are working together to set up a higher education platform, similar to the European Union’s Erasmus programme, to increase mobility within the region.
The platform’s first plank will be a common credit transfer scheme, which could be adopted by all higher education institutions in the subregion as early as the next academic year (2013-14), according to Sauwakon Ratanawijitrasin, director of the South East Asian Ministers of Education Organisation – Regional Centre for Higher Education and Development (SEAMEO–RIHED), which organised a regional workshop in Bangkok last month.
The student mobility programme will be piloted with selected universities and courses from the beginning of the 2013 academic year for a period of 18 months before the rollout of an agreed credit transfer system to the whole region and beyond, she said.
“Our goal is to build a practical and feasible credit transfer system for the region, which may help to stimulate and promote student mobility in order to improve the quality and quantity of human resources in the economy as well as in the Greater Mekong Subregion education sector,” Sauwakon said in her opening speech at the workshop, which was sponsored by the Asian Development Bank and attended by more than 100 higher education leaders, government officers and experts.
“Initially, we planned to have only 45 delegates to join the workshop,” Sauwakon told University World News. But the final tally of those attending revealed much greater enthusiasm for the project.
Although the subregion is the largest source of international and exchange students, the lack of transparent quality assurance and a credit transfer system hasmeant that students prefer to study outside the region. A credit transfer scheme that helps students save time and money by avoiding repeating parts of a course could facilitate student mobility and cooperation among higher education institutions.
Although universities in the region are increasingly willing to allow credit transfers, progress varies between member countries. According to information gathered by SEAMEO–RIHED experts, credit transfer schemes in the region are either too general to be useful, or too narrow and applicable to only a limited number of universities.
In Malaysia and Thailand students’ credits are easily recognised by domestic and partner institutions. However, credit transfer is at an early stage in Myanmar, and students can only move within the country, rather than abroad.
In Vietnam, a paradoxical situation has arisen where students can more easily transfer credits between international partner universities than between domestic institutions because of the limited number of multidisciplinary universities that provide a wide range of course options.
Taiji Hotta, vice-president of international affairs at Hiroshima University, Japan, said that ensuring compatibility within the existing diverse systems, especially in the treatment of grades, was a challenge.
“Each university and professor already have their own grading system and it’s not easy to persuade them to change to another system,” he told University World News .
Key constraints include differences in national regulations, curricula and quality. In some countries bachelor degrees are awarded after three years, in others after four.
Hotta proposed a dual grading system where students receive two scores – one based on the host university regulation and the other on a common credit system.
Nguyen Duc Chinh, deputy director of academic affairs at Vietnam National University – Ho Chi Minh City, suggested that a ‘one-way’ mobility programme may be more feasible in the Asian context as “students [in Asia] seem to prefer to stay in the host country until the end of the programme rather than coming back after one or two semesters abroad”.
To ensure that a future credit transfer system is sustained, participants also suggested that a suitable finance arrangement for sharing costs be taken into consideration.
Monday 29 October 2012
Building the nation we want
- Wednesday, 24 October 2012
- Duoglas Broderick
- Sok Chea is a success story. Having grown from a skinny baby to a
beaming, bright-eyed toddler, he’s proof that working together gets
results.
The MDG-Fund Joint Program for Children, Food Security and Nutrition that helped Chea recover from malnutrition brings together the Royal Government of Cambodia and six United Nations agencies.
But this diverse team shares a common goal: giving Cambodians like Chea and his family the future they want.
Every year, October 24 marks United Nations Day.
It’s a day for all of us – the 27 specialised UN agencies, funds and programs working together for peace, poverty reduction and human rights in Cambodia – to reflect on what we’re here for: for people like Chea.
It’s a day when I like to think about the words of the UN Charter, the text that guides and inspires us.
Signed on October 24, 1945, these words define who we are, what we do and how we do it.
They are at the back of our minds at all times, as the UN strives to serve those for whom we work:
“We, the peoples of the world.”
United Nations Day is not just about the UN Charter. It’s about all the stakeholders we work with, without whom we simply cannot fulfil the charter’s ideals.
We co-operate as equal partners with the Royal Government of Cambodia, and operate alongside everyone from local NGOs and civil society to national and international aid agencies.
There are many facets to working together in the spirit of the UN Charter.
Cambodia, for example, supports the charter’s “peaceful and friendly relations among nations” via its peacekeeping forces abroad. More than 1,000 Cambodian “Blue Helmets” have served, or are serving, with UN peacekeeping missions.
Cambodia’s most valuable asset is its people. The economy seems set to continue expanding, and the country will soon reach “middle income” status.
It’s the Cambodian people who are making that happen, so investing in “human capital” is among our main shared priorities.
One of the obstacles to empowering Cambodian people remains malnutrition. The 2010 Demographic and Health Survey showed that 28 per cent of Cambodian children are underweight.
Maternal and child malnutrition can stifle physical and intellectual development, which in turn hurts this “human capital” that drives the nation’s economy.
We and our partners are paying special attention to stronger bodies and healthier minds, which will be the foundations of Cambodia’s continued growth.
Cambodia is home to an ancient civilisation, yet a very young population. According to the 2008 census, one-third of Cambodians are aged between 15 and 29.
Those youngsters aspire to, and deserve, quality livelihoods. They are the ones who will shape the nation’s future. Young people are at the centre of our efforts to solidify Cambodia’s achievements.
The participation of more women in business and the public sector is equally essential.
Equality and empowerment for women cuts through everything we and our partners do. Moreover, the disturbing incidence of violence against women has to be tackled with zeal.
A first step is talking about the problem, and a program involving four UN agencies is finding that peer-to-peer education is one way to change hearts and minds. But, ultimately, zero tolerance is the
only goal to aim for.
There is more to development than simple economic growth, however. Some people are more vulnerable than others, and often need special help.
For example, we have seen that the best place to treat drug addiction is in communities, not institutions. Another joint UN programe works with Government ministries and NGOs on an innovative project to address this challenge.
The poorest of the poor need a social safety net, a way in which all Cambodians can help one another. With UN assistance, the Royal Government of Cambodia is taking significant steps on social protection for these most vulnerable people.
Cambodia is changing fast. Last year’s dramatic flooding indicated yet again that even the climate is changing, and the United Nations stands hand in hand with Cambodia as the challenge evolves.
Still, there has been much progress since 2000, when the international community named eight millennium development goals. (In Cambodia, we have a ninth goal: de-mining, unexploded ordnance and victim assistance).
With the deadline for those objectives approaching, the world is looking to what comes next. A lot of consultation and hard work lies ahead.
But, ultimately, it’s about kids like Chea. Building the Cambodia we want for Chea and his family is, and always will be, a team effort.
As our charter reminds us, the UN is here to play its part. We’re in it together. - រឿងរបស់ សុខ ជា គឺជារឿងជោគជ័យមួយ។ ដោយកើតមកជាទារកម្នាក់
ដែលមានភាពស្គមស្គាំង ហើយបានក្លាយជាក្មេងចេះដើរតះៗ
ដែលមានសុខភាពល្អ។ ភស្តុតាងអំពីទារកនេះ បង្ហាញថា
ការធ្វើការរួមគ្នានឹងទទួលបានលទ្ធផលប្រសើរ។
មូលនិធិ អភិវឌ្ឍន៍សហស្សវត្សរ៍រួមគ្នា ដើម្បីកុមារ សុវត្ថិភាពស្បៀងអាហារ និងអាហារូបត្ថម្ភ ដែលជួយទារក សុខ ជា ឲ្យជាសះស្បើយពីជំងឺខ្វះអាហារូបត្ថម្ភបាននាំឲ្យរដ្ឋាភិបាល កម្ពុជារួមនឹងស្ថាប័នអង្គការសហប្រជាជាតិចំនួន ៦ មកធ្វើការជាមួយគ្នា។
ក្រុមទាំងនេះ មាននូវគោលដៅរួមគ្នាគឺផ្តល់អនាគតដល់ក្មេងៗកម្ពុជា និងគ្រួសាររបស់ពួកគេ ដូចទៅនឹងអនាគតរបស់កុមារ សុខ ជា ដែលពួកគេចង់បាន។
ជារៀងរាល់ឆ្នាំ ថ្ងៃទី ២៤ តុលា គឺជាថ្ងៃរំឭកខួប ទិវាអង្គការសហប្រជាជាតិ។ វាជាទិវាមួយ សម្រាប់យើងទាំងអស់គ្នា រួមទាំងស្ថាប័នអង្គការសហប្រជាជាតិចំនួន ២៧ អង្គការមូលនិធិ និងកម្មវិធីផ្សេងៗ ធ្វើការរួមគ្នា ដើម្បីសន្តិភាព ការកាត់បន្ថយភាពក្រីក្រ និងសិទ្ធិមនុស្សក្នុងប្រទេសកម្ពុជា និងដើម្បីឆ្លុះបញ្ចាំង អំពីការងាររបស់យើងនៅទីនេះ គឺដើម្បីមនុស្សទាំងអស់គ្នាឲ្យដូចទៅនឹងកុមារ សុខ ជា។ ដោយចុះហត្ថលេខា នៅថ្ងៃទី ២៤ ខែតុលា ១៩៤៥ ពាក្យពេចន៍នៅក្នុងធម្មនុញ្ញអង្គការសហប្រជាជាតិ បានកំណត់អំពីការងាររបស់យើង ដែលយើងត្រូវតែធ្វើ និងរបៀបដែលត្រូវធ្វើ។ ពាក្យពេចន៍នៅក្នុងធម្មនុញ្ញនេះ គឺស្ថិតនៅក្នុងចិត្តរបស់យើងជានិច្ច ខណៈស្ថាប័នអង្គការសហប្រជាជាតិ ខិតខំធ្វើការងារបម្រើប្រជាជន៖ «យើងទាំងអស់គ្នា គឺជាប្រជាជនពិភពលោក»។ យើងសហការជាដៃគូស្មើភាពគ្នាជាមួយរាជរដ្ឋាភិបាលកម្ពុជា និងប្រតិបត្តិការជាមួយភាគីពាក់ព័ន្ធទាំងអស់។ វាមានវិធីសាស្រ្តផ្សេងៗ ក្នុងការធ្វើការងារជាមួយគ្នាស្របទៅតាមស្មារតីធម្មនុញ្ញ អង្គការសហប្រជាជាតិ។ ជាឧទាហរណ៍ប្រទេសកម្ពុជា គាំទ្រទំនាក់ទំនងសន្តិភាព និងរាក់ទាក់ក្នុងចំណោមប្រទេសនានា ឲ្យស្របទៅតាមធម្មនុញ្ញអង្គការសហប្រជាជាតិតាមរយៈកងកម្លាំង រក្សាសន្តិភាព។ កងកម្លាំងកម្ពុជាជាង ១០០០ នាក់«ដែលពាក់មួកខៀវ»បាននិងកំពុងបម្រើនៅក្នុងបេសកកម្ម រក្សាសន្តិភាពរបស់អង្គការសហប្រជាជាតិ។ ទ្រព្យសម្បត្តិដ៏មានតម្លៃបំផុតរបស់កម្ពុជាគឺប្រជាជនរបស់ខ្លួន។ សេដ្ឋកិច្ចនឹងបន្តរីកលូតលាស់ ហើយប្រទេសនេះនឹងឈានដល់ស្ថានភាព«ប្រាក់ចំណូលមធ្យម»នាពេលខាងមុខ ឆាប់ៗ។ វាជាប្រជាជនកម្ពុជាខ្លួនឯង ដែលកំពុងធ្វើឲ្យស្ថានភាពនោះកើតឡើង ដូច្នេះការវិនិយោគនៅក្នុងវិស័យ«ធនធានមនុស្ស»គឺជាអាទិភាពមួយ ក្នុងចំណោមអាទិភាពចម្បងៗផ្សេងទៀត។
ឧបសគ្គមួយ ក្នុងចំណោមឧបសគ្គដល់ប្រជាជនកម្ពុជា ដែលនៅតែមានគឺបញ្ហាកង្វះអាហារូបត្ថម្ភ។ ការសិក្សាវាស់ស្ទង់ស្តីពីប្រជាសាស្រ្ត និងសុខាភិបាល បានបង្ហាញថា ២៨ ភាគរយ ក្នុងចំណោមក្មេងៗកម្ពុជា គឺមានទម្ងន់ស្រាល មិនទាន់គ្រប់គ្រាន់នឹងទម្ងន់របស់ខ្លួន។ កង្វះអាហារូបត្ថម្ភ សម្រាប់មាតា និងកុមារ អាចជាឧបសគ្គ ដល់ការអភិវឌ្ឍផ្នែករាងកាយ និងស្មារតី ហើយនេះនឹងធ្វើឲ្យប៉ះពាល់ដល់ការអភិវឌ្ឍ«ធនធានមនុស្ស»ដែល ជំរុញដល់សេដ្ឋកិច្ចរបស់ប្រទេស។
យើង និងដៃគូរបស់យើង កំពុងយកចិត្តទុកដាក់យ៉ាងពិសេស ដើម្បីធ្វើឲ្យប្រជាជនកម្ពុជា មានរាងកាយ និងសុខភាពមាំមួនជាងមុន ដែលជាមូលដ្ឋានគ្រឹះ សម្រាប់ភាពរីកចម្រើនជាបន្តរបស់កម្ពុជា។
ប្រទេសកម្ពុជា ធ្លាប់ជាប្រទេសមានអរិយធម៌ដ៏អស្ចារ្យមួយ កាលពីសម័យបុរាណ ប៉ុន្តែបច្ចុប្បន្ននេះ ប្រជាជនរបស់ខ្លួន នៅវ័យក្មេងច្រើន។ យោងតាមជំរឿនក្នុងឆ្នាំ២០០៨ មួយភាគបីនៃប្រជាជនកម្ពុជាគឺមានអាយុចន្លោះពី១៥ទៅ២៩ឆ្នាំ។ ប្រជាជនវ័យក្មេងទាំងនេះនឹងជាកម្លាំងជំរុញមួយ ហើយពួកគេសមនឹងទទួលបានជីវិតមួយដែលមានគុណភាព។ ពួកគេនឹងជាអ្នកដែលកំណត់អនាគតរបស់ប្រទេស។ ប្រជាជនវ័យក្មេងទាំងនេះ គឺជាកម្លាំងសម្រាប់កិច្ចខិតខំប្រឹងប្រែងធ្វើឲ្យមានការ សម្រេចសមិទ្ធផលរបស់កម្ពុជា។ ការចូលរួមច្រើនជាងមុន របស់ស្រ្តី នៅក្នុងអាជីវកម្ម និងវិស័យសាធារណៈ គឺមានលក្ខណៈសំខាន់ស្មើគ្នា។ សមភាព និងការផ្តល់អំណាចដល់ស្រ្តី នឹងជួយយើងនិងដៃគូរបស់យើង។ ជាងនេះទៀត បញ្ហាប្រើហិង្សាលើស្រ្តី ត្រូវតែដោះស្រាយ។
ជំហានទីមួយ គឺការនិយាយអំពីបញ្ហា ហើយកម្មវិធីមួយ ដែលពាក់ព័ន្ធនឹងស្ថាប័នចំនួនបួន របស់អង្គការសហប្រជាជាតិ គឺការរកឃើញថា ការអប់រំតាមរយៈមិត្តអប់រំមិត្ត គឺជាវិធីមួយ ក្នុងការផ្លាស់ប្តូរបេះដូង និងចិត្តរបស់ប្រជាជន។ ប្រជាជនខ្លះ ស្ថិតនៅក្នុងក្រុមប្រជាជនងាយរងគ្រោះ ជាងក្រុមប្រជាជនផ្សេងទៀត ហើយជាធម្មតា ត្រូវការការជួយជាពិសេស។ ឧទាហរណ៍ កន្លែងល្អបំផុត សម្រាប់ការព្យាបាលការញៀនថ្នាំញៀន គឺសហគមន៍ផ្ទាល់ ជាជាងមជ្ឈមណ្ឌលព្យាបាលការញៀនថ្នាំ។
ប្រជាជនក្រីក្របំផុត ត្រូវការសំណាញ់សុវត្ថិភាពសង្គម ដែលជាវិធីមួយធ្វើឲ្យប្រជាជនកម្ពុជា អាចជួយគ្នាទៅវិញទៅមក។
ជាមួយនឹងជំនួយ ពីអង្គការសហប្រជាជាតិ រដ្ឋាភិបាលកម្ពុជា កំពុងបោះជំហានសំខាន់ៗ ស្តីពីការការពារប្រជាជនដែលងាយរងគ្រោះបំផុត។ កម្ពុជាកំពុងមានការផ្លាស់ប្តូរយ៉ាងលឿន។ គ្រោះទឹកជំនន់យ៉ាងធ្ងន់ធ្ងរកាលពីឆ្នាំមុន បានបង្ហាញជាថ្មីម្តងទៀតថា សូម្បីតែអាកាសធាតុក៏កំពុងមានការប្រែប្រួល ហើយអង្គការសហប្រជាជាតិរួមដៃគ្នាជាមួយនឹងកម្ពុជា ខណៈដែលបញ្ហាប្រឈមនេះមានលក្ខណៈវិវត្តន៍។ ទោះបីយ៉ាងណាក៏ដោយ ចាប់តាំងពីឆ្នាំ ២០០០ មក មានភាពរីកចម្រើនយ៉ាងច្រើន។ ពិភពលោក កំពុងសម្លឹងមើលអ្វីដែលនឹងកើតមាន នៅពេលខាងមុខ។ បញ្ហាលំបាក និងការងារជាច្រើនកំពុងបន្តមាន។
ប៉ុន្តែទោះបី យ៉ាងណាក្តី វាគឺអំពីកុមារ ដូចនឹងកុមារ សុខ ជា ដែរ។ សម្រាប់ សុខ ជា និងគ្រួសាររបស់គេ ការកសាងប្រទេសកម្ពុជាគឺកិច្ចខិតខំប្រឹងប្រែងជាក្រុម ខណៈដែលធម្មនុញ្ញរបស់យើងតែងតែរំឭកយើង ឯអង្គការសហប្រជាជាតិនៅទីនេះកំពុងដើរតួនាទីរបស់ខ្លួន។ យើងធ្វើការងាររួមគ្នា៕ PS Buoglas Broderick អ្នកសម្របសម្រួលរបស់អង្គការសហប្រជាជាតិប្រចាំកម្ពុជា
We should be united
- Friday, 26 October 2012
- Princess Soma Norodom
- The future of the country’s royal institution has been in the minds of
Cambodians as they mourn the loss of the late King Father Norodom
Sihanouk. Not only has this topic been addressed by the locals, but by
the international forum.
I have been asked about the future of the monarchy by several international media outlets including CNN, AsianAffairs.com and the German press agency.
As a journalist, in a country with little freedom of the press, it’s a skill to disseminate the facts without jeopardizing your career.
During the memorial ceremony for His Majesty Norodom Sihanouk on October 17, 2012, I witnessed that unity was weak among the Royal Family members and a division within the current government.
His Majesty King Norodom Sihamoni has no power and is only a figurehead and the government is the new ruler of the country.
It was apparent at the memorial ceremony when some members of the Royal Family could not get inside the Throne Hall of the Royal Palace to pay their respects to their beloved family member, the late King Father Norodom Sihanouk.
The Throne Hall was overcrowded by government officials, delegates and VIPs from Asian countries.
I felt like I was at an ASEAN Summit Meeting instead of at a memorial service for a beloved family member.
Critics have stated that Prime Minister Hun Sen and the government control the political arena and the monarchy, and will continue to do so as long as he is in power.
The government has considerable say about who becomes the next king.
The nine-member Throne Council includes the Prime Minister and top officials from the National Assembly and Senate, all from the same ruling party.
The future of the monarchy is in their hands.
The Cambodian Royal Family has no power and is not wealthy, unlike the royal families in Thailand and England.
The lack of a successor to the current king, His Majesty King Norodom Sihamoni, is a concern to some royalists and supporters.
Some believe the monarchy will slowly fade away.
I witnessed the division among my own Royal Family members on the first day of the memorial ceremony for His Majesty King Father Norodom Sihanouk.
We were all there to mourn the loss of the King Father, but some of my Royal Family members didn’t even speak with each other.
I hardly attend Royal Family functions as I have work obligations to financially take care of my father, but I want to unite our family.
If we can’t get along with our own family, what makes us think we can bring peace to the country?
“United we stand, divided we fall” is a famous motto from the United States which suggests that when we are united we cannot be defeated, but when you are alone you can be defeated.
With the current ruling party domination, and the division among Royal Family members, the future of the monarchy looks dim. Fear can only grow in darkness. Once you face fear with light, you win.
កិច្ចសម្ភាសន៍ពី ស្ថានភាពមេធាវី កម្ពុជាបច្ចុប្បន្ន រវាងលោក សយ សុភាព និងលោកមេធាវី សុក ស៊ីផាន់ណា (មេធាវីដ៏ល្អជាអ្នករក ដំណោះស្រាយ ឲ្យអតិថិជនមិនមែន ឲ្យជំរុញកូនក្តី ខ្លួនឡើងតុលាការទេ)
ខាងក្រោមនេះ ជាកិច្ចសម្ភាសន៍រវាងលោក មេធាវី សុក ស៊ីផាន់ណា និងលោក សយ សុភាព ជុំវិញនិងស្ថានភាព មេធាវីកម្ពុជាបច្ចុប្បន្ន ។
សយ សុភាពៈ បន្ទាប់ពីលោកជាប់ឆ្នោតជាសមាជិក ក្រុមប្រឹក្សាគណៈមេធាវី តើលោកមាន អ្វីដើម្បីចែករំលែក ជាអទិភាពចំពោះ មេធាវីកម្ពុជា ?
សុក ស៊ីផាន់ណាៈ ខ្ញុំគិតថាមុនគេ យើងត្រូវពង្រឹងសមត្ថភាព មេធាវីក្មេងៗ ជំនាន់ក្រោយ ដែលចូល មកព្រោះ ការចេញ ពីសាលាមិនមែន មានន័យថា យើងចេះធ្វើការនោះទេ កុំច្រឡំឲ្យសោះ យើងចេញ ពីសាលាគឺចេះតែ ទ្រឹស្តី យើងមើលច្បាប់ យល់ប៉ុន្តែអត់ដឹង អនុវត្តន៍យ៉ាងម៉េចនោះទេ ? អ្វីដែល សំខាន់ ត្រូវមានការហ្វឹកហ្វឺន ដល់ ពួកគេឲ្យយល់ក្នុង ការប្រកបវិជ្ជាជីវៈ វាជារឿងសំខាន់ក្នុងនាម ជាមេធាវី តើយើងត្រូវចេះ អ្វីខ្លះ? មិនមែនចេះ ចេញពី សាលាមក អាចអានច្បាប់យល់នោះទេ “អានច្បាប់ ដឹងអីចឹង ពិរោះអីចឹង” ប៉ុន្តែសួរថា មានន័យថាម៉េច អត់ដឹងទេ ?
សយ សុភាពៈ តើអាចនឹងមានបញ្ហាប្រឈមទេ ចំពោះមេធាវីកម្ពុជាសព្វថ្ងៃ នៅពេលចូល អាស៊ាន ?
សុក ស៊ីផាន់ណាៈ ការប្រឈមរបស់យើង គឺនៅពេលដែលសេដ្ឋកិច្ច ទីផ្សារក្នុង តំបន់បើក លំហូ ប្រជាជន លំហូ អ្នកជំនាញ បច្ចេកទេស លំហូ វិនិយោគទុន លំហូទំនិញមក ! តើមកជាមួយអ្វី ? គឺមកជាមួយសេវា ការពារ ក្រុមហ៊ុន ហើយអទិភាពមុន គឺគេរកតែពីរមុខ ប៉ុណ្ណោះ គណនេយ្យ និងមេធាវី ការពារក្រុមហ៊ុន ។ អាពីរមុខនេះ ដាច់ខាតហើយ មុនគេដាក់ជើងរកស៊ី គឺត្រូវការអាពីរនេះ ជាចំបាច់ អីចឹងបើមេធាវីយើង មិនពូកែផ្នែក ពាណិជ្ជកម្ម ផ្នែកវិនិយោគទុន ផ្នែកអាជីវកម្ម យើងបាត់ ទីផ្សារធំ ព្រោះនៅពេលនោះ គេនឹងរត់ទៅរកអ្នកណា ដែរមាន សមត្ថភាព ។
សយ សុភាពៈ តើសព្វថ្ងៃនេះមេធាវីកម្ពុជាយើង មានជំនាញផ្នែកអ្វីច្រើនជាងគេ ?
សុក ស៊ីផាន់ណាៈ ខ្ញុំសង្កេតឃើញ ភាគច្រើន គឺផ្នែករដ្ឋប្បវេណី ផ្នែកព្រហ្មទណ្ឌ ពួកគាត់មិនមាន ជំនាញត្រូវ ទីផ្សារ ដែរត្រូវការនោះទេ ។ ក្នុងសង្គម យើងត្រូវមាន អ្នកការពារក្តី ត្រូវតែមានអ្នក ឡើងតុលាការ ព្រហ្មទណ្ឌ រឿងនេះវាជៀសមិនរួច ក៏ប៉ុន្តែយើងមិនអាច កសាងសេដ្ឋកិច្ច យើងឲ្យមំាបាន ការពារអត្ថប្រយោជន៍របស់ ប្រជាពលរដ្ឋខ្មែរយើង ដែរចូលដៃគូ ជាមួយបរទេស នៅពេលដែល បរទេសគេមក គឺត្រូវតែរកស៊ីជាមួយខ្មែរយើង ក្នុង រូបភាពអ្វីមួយ ? ជារូបភាពដៃគូ ជារូបភាពសេវាកម្ម ជារូបភាពវិនិយោគទុន ខ្មែរយើងត្រូវមានសកម្មភាព អ្វីមួយជាមួយ បរទេសហើយ ប្រសិនមេធាវី ខ្មែរ យើងពុំមានលទ្ធភាព អាចការពារ អាចចរចា អាចរកចំណុច ឈ្នះឲ្យកូនក្តី ឬម៉ូយ របស់ខ្លួន នោះ គឺចាញ់ប្រៀបគេ ។
សយ សុភាពៈ តើសព្វថ្ងៃមេធាវីយើង មានជំនាញខាងពាណិជ្ជកម្ម ច្រើនដែរឬទេ ?
សុក ស៊ីផាន់ណាៈ ខ្ញុំគិតថាខាងពាណិជ្ជកម្ម ខាងវិនិយោគទុន អត់ពូកែទេ ព្រោះសាលាបង្រៀន ភាគច្រើន បង្រៀន ផ្នែករដ្ឋបាល ផ្នែករដ្ឋប្បវេណី និងផ្នែកព្រហ្មទណ្ឌ ច្រើនជាង អីចឹងនៅពេល និស្សិតចេញមក គាត់មិន អាចមានជំនាញ ដែលអាចហ្វឹកហ្វឺន ទៅធ្វើអាជីវកម្មកើត ។ ខ្ញុំឃើញថា សព្វថ្ងៃសេដ្ឋកិច្ច នៅកម្ពុជា យើងមាន ឧកញ៉ា ដែលមានជីវភាព ធូរធាច្រើនណាស់ អាជីវកម្មរបស់ គាត់រីកធំ ហើយតម្រូវការច្បាប់ បញ្ហាផ្នែកគតិយុត្តិ នៅក្នុងក្រុមហ៊ុនរបស់គាត់ ក៏សម្បូរណាស់ អីចឹងគាត់អាចជួល មេធាវីខ្មែរម្នាក់ឲ្យធ្វើការ ប្រចាំក្រុមហ៊ុន ឲ្យប្រាក់ ខែគេ២០០០ ដុល្លារ ទៅ៣០០០ ដុល្លារ ក៏បានដែរ ព្រោះការងារដែលគាត់ធ្វើ រាល់ថ្ងៃគង់តែជួលអ្នក ក្រៅដដែរ អីចឹងមានន័យថា យើងត្រូវតម្រង់ទិស ឲ្យបានច្រើនឲ្យមេធាវីយើង រៀនជំនាញផ្នែកពាណិជ្ជកម្ម ផ្នែកក្រុមហ៊ុន ដំណើរការ ក្រុមហ៊ុន ច្បាប់ការងារ និងរបៀបដោះស្រាយវិវាទក្រៅ ប្រព័ន្ធតុលាការ ទាំងអស់នេះសុទ្ធតែ ជា ជំនាញបច្ចេកទេស ដែលអាចរកអាជីព បានដោយមិនចំាបាច់ ឡើងតុលាការ ។ ចង់មិនចង់ អ្នករកស៊ី គេមិនចង់ ឡើងតុលាការនោះទេ ជម្លោះ គាត់បញ្ជៀសបាន គាត់ជៀសហើយ ការបញ្ជៀសជម្លោះ អាចធ្វើបាន ក៏ដោយសារ តែយើងមាន លទ្ធភាពក្នុងការសរសេរ កិច្ចសន្យា ដែលវា មិនផ្អៀង ខ្លំាង ។ ប្រសិនបើកិច្ចសន្យា ផ្អៀងខ្លំាង ដល់ ពេលមួយអ្នកដែរនៅ ខាងក្រោមនឹង អាជញ្ជីងមួយ ដែលបះជាងគេនឹង ដល់ពេលណាមួយ នឹងរើបម្រះ ទៅជា ជម្លោះ អីចឹងនៅពេល អ្នករកស៊ីមាន ជម្លោះគឺខាតទាំងអស់គ្នា ។
សយ សុភាពៈ ដោយសារតែសព្វថ្ងៃនេះ មេធាវីនៅមានបញ្ហាមួយ ខាងផ្នែកពាណិជ្ជកម្ម តើក្នុងនាម គណៈមេធាវី អាចមានឥទ្ធិពលអ្វីមួយ ដើម្បីជំរុញ ខាងរដ្ឋាភិបាល ឲ្យជួយបង្កើតតុលាការ ពាណិជ្ជកម្ម បានដែរ ឬទេ ?
សុក ស៊ីផាន់ណាៈ ពេលដែលយើងចូលអង្គការពាណិជ្ជកម្ម ពិភពលោក WTO រដ្ឋាភិបាល បានប្តេជ្ញា ហើយ គឺ យើងត្រូវតែធ្វើ តែ៦ឆ្នាំ ៧ឆ្នាំនេះ យើងមិនទាន់បានធ្វើនោះទេ ប៉ុន្តែវាមានការវិវឌ្ឍន៍ មួយល្អដែរ មានមជ្ឈត កម្មពាណិជ្ជកម្ម គឺការដោះស្រាយវិវាទ ក្រៅប្រព័ន្ធតុលាការ ហើយដំណើរការ ទៅបណ្តើរៗហើយ គេបង្វឹកបង្វឺន មួយក្រុម ដំបូងចំនួន៥០ នាក់ជាង សម្រាប់តុលាការ ពាណិជ្ជកម្ម ត្រូវតែមាន ព្រោះជាកាតព្វកិច្ច ក្នុងការសន្យា របស់យើង នៅពេលចូលក្នុង អង្គការ WTO ។ ប្រសិនបើយើងមានតុលាការ ពាណិជ្ជកម្ម ជាការផ្តល់សញ្ញាមួយ ទៅឲ្យបរទេស ឃើញថា ប្រសិនបើអ្នក ឯងមានមាយាទ យើងមានតុលាការ ពាណិជ្ជកម្ម ដែលអាចរកយុត្តិធម៌ ឲ្យវិវាទពាណិជ្ជកម្ម ដែរមាន ។
សយ សុភាពៈ នៅឆ្នាំ២០១៥ ខាងមុខនេះ គេសមាហរណកម្មចូលគ្នា ការងាររកស៊ី មួយចំនួន ដោយឡែក ខាងមេធាវី តើច្បាប់អនុញ្ញាត ឲ្យមេធាវី បរទេសបើក ការិយាល័យ នៅកម្ពុជាដែរឬទេ ?
សុក ស៊ីផាន់ណាៈ ច្បាប់យើងដែរធ្វើ តាមរយៈ WTO យើងអាចអនុញ្ញាតឲ្យគេ មកផ្តល់ជាអនុសាស្រ្ត តែលើ ច្បាប់ ប៉ុន្តែមិនមែនច្បាប់ កម្ពុជានោះទេ វាមានន័យថានៅពេលឡើង តុលាការប្រើច្បាប់ខ្មែរ មេធាវីខ្មែរជាអ្នក ការពារ ។ ដោយឡែកនៅក្នុងចរន្តនៃ វិនិយោគទុនឆ្លងដែន ប្រសិនបើ វិនិយោគទុន មួយមកពីប្រទេស វៀតណាម មកពីប្រទេសថៃ អីចឹងអ្នកមកពីថៃ គឺត្រូវការច្បាប់ថៃ ត្រូវការមេធាវីថៃ ព្រោះគាត់ចាប់ដៃគូ ជាមួយខ្មែរ ព្រោះរឿងនេះ មេធាវីខ្មែរម្នាក់ឯង មិនអាចផ្តល់យោបល់ថា បើអ្នកឯង រកស៊ីជាមួយខ្មែរ ច្បាប់វាយ៉ាងនេះ ឬវា យ៉ាងនោះ ច្បាប់ពន្ធដា វាយ៉ាងម៉េចនោះ អីចឹងគាត់មិនអាច និយាយទៅលើច្បាប់ថៃ បាននោះទេ បើគាត់មាន ដៃគូ ជាមួយមេធាវីថៃ គាត់អាចរួមគ្នា ឲ្យយោបល់អំពី ការបង្កើតអាជីវកម្ម នៅ ស្រុកខ្មែរ បង់ពន្ធដាយ៉ាងម៉េច ហើយដៃគូជាមេធាវី ថៃអាចប្រាប់ខាងថៃថា បើអ្នកឯងរកស៊ី នៅស្រុកខ្មែរ អ្នកឯងបង់ពន្ធតម្លៃនេះ អ្នកឯងអាច ចំណេញ ប៉ុន្មាន កត្តានេះ វាជាឱកាស ផ្តល់កិច្ចសហប្រតិបត្តិការ ចាប់យកទីផ្សារឲ្យបាន ។ ចំពោះផលវិបាកសព្វថ្ងៃ បញ្ហាមេធាវី បរទេស មួយ ចំនួន គាត់ចូលមកគ្មាន តម្លាភាព មកលួចលាក់ ដាច់ខាត យើងត្រូវ តែគ្រប់គ្រងមេធាវី បរទេសដែលមកធ្វើ អាជីវកម្ម នៅស្រុកខ្មែរ ការគ្រប់គ្រងនេះ មានន័យថា មិនតម្រូវឲ្យ គាត់ ធ្វើអ្វីក្រៅពី ច្បាប់កម្ពុជា ប្រសិនបើយើងមិនទាញ ពួកគាត់ចូលក្នុងរង្វង់ ច្បាប់គ្រប់គ្រងរបស់យើង គាត់ នឹងនៅតែ លួចលាក់ ជិះ យន្តហោះមក គាត់ចុះកិច្ចសន្យា ហើយចុងបញ្ចប់ រុញឲ្យខ្មែរបកប្រែ ។ ក្នុងន័យនេះ មេធាវីបរទេស ត្រូវធ្វើការជាមួយមេធាវីខ្មែរ ក្នុងអង្គការ WTO ដែលកំពុងចរចា មានន័យថា មេធាវីបរទេសអាច ធ្វើអាជីវកម្មរកស៊ីមានបាន ក្នុងស្រុកខ្មែរ ទី១.ត្រូវធ្វើការជាមួយមេធាវីខ្មែរ ទី២.ទាល់តែមាន សកម្មភាពហ្វឹកហ្វឺន មេធាវីខ្មែរ ប៉ុន្មានឆ្នាំក្រោយមក អ្នកឯងត្រូវជម្រុញ សមត្ថភាពឲ្យមេធាវីខ្មែរ ឡើងឋានៈ ឬអ្វីមួយ ទាំងអស់នេះ គឺយើងអាចពង្រឹង សមត្ថភាពមេធាវីខ្មែរ ។
សយ សុភាពៈ តើបច្ចុប្បន្ននេះក្រមសីលធម៌ វិជ្ជាជីវៈមេធាវី យ៉ាងម៉េចដែរ ?
សុក ស៊ីផាន់ណាៈ ខ្ញុំគិតថាក្រមសីលធម៌យើងត្រូវប្រឹងមែនទែន ខ្ញុំមិនបានពាក់ព័ន្ធ ច្រើនរឿង នឹងទេ ប៉ុន្តែតាម ការឮ វាជារូបភាពមួយ ដែលយើង ត្រូវពង្រឹង ខ្ញុំមិនវាយតម្លៃទេ ប៉ុន្តែធ្វើអ្វីមួយត្រូវ តែមានការចាប់ផ្តើម ពីកន្លែង ណាមួយ អីចឹងយើងកុំមើល ថយក្រោយ យើងមើលទៅមុខ វិញថាធ្វើ យ៉ាងម៉េច ដើម្បីពង្រឹងវិជ្ជាជីវៈ ឲ្យទទួល ស្គាល់ថា វិជ្ជាជីវៈគាត់ គឺជាវិជ្ជាជីវៈកិត្តិយស ដែលគេទុកចិត្ត ដែលគេមានភាពកក់ក្តៅ ដល់ពេលនឹងគាត់និង ធ្វើត្រឹមត្រូវហើយ វិជ្ជាជីវៈមេធាវី ប្រសិនបើគេទុកចិត្ត យើងគឺមិនធម្មតាទេ ។ សម្រាប់ខ្ញុំនៅពេលមាន អតិថិជន គេមកពឹងពាក់ ឲ្យជួយមើលការងារឲ្យ និងចាត់ចែងឲ្យ នេះគឺពិតជាកិត្តិយស សម្បើមណាស់ ការទុកចិត្តនេះ មិនមែនជារឿង ធម្មតាទេ នៅពេលដែរគេប្រគល់ ជីវិតពាណិជ្ជកម្ម ធនធាន ការសន្សំរបស់គេ មកឲ្យយើងជួយ គិត វាមិនមែនជារឿង ធម្មតានោះទេ រឿងនេះមេធាវីយើង ត្រូវគិត មិនមែនដូចជា ការងាររកស៊ី ដូចយើងទៅលក់ នំបុ័ង លក់កាហ្វេនោះទេ មេធាវី គឺជាអាជីពកិត្តិយស បំផុត នៅក្នុង ស្រុកគេមេធាវី មួយៗមិនធម្មតានោះទេ រឿង នេះទាល់តែជំរុញ ស្មារតីចិត្តសាស្រ្ត ឲ្យ ខ្លំាងមែនទែន រឿងនេះមិនមែន ជាអាជីវកម្ម ចេញមកលក់របស់ របរនោះ ទេយើងពាក់អាវផាវ វាមិនធម្មតានោះទេ ។
សយ សុភាពៈ តើលោកយល់យ៉ាងម៉េច ដែរសព្វថ្ងៃនេះ មតិសាធារណជន ខ្លះតែងនិយាយថា មេធាវី និងបុគ្គល ព្រះរាជអាជ្ញា ចៅក្រមមួយចំនួនខ្លះ នៃតុលាការរកស៊ីចូលគ្នា ចរចាលុយគ្នាត្រូវហើយ ទើបកាត់សេចក្តី ?
សុក ស៊ីផាន់ណាៈ បញ្ហានេះ ដូចអ្វីដែលខ្ញុំបានលើកឡើងដំបូងអីចឹង ប្រសិនបើយើងមិន ពង្រឹងសមត្ថិភាព មេធាវីឲ្យចេះធ្វើការងារ ពាណិជ្ជកម្ម អាជីព នៅក្នុងក្រុមហ៊ុន ។ ខ្ញុំផ្ទាល់តាំងពីធ្វើជាមេធាវី គឺមិនដែរបានឡើងទៅ តុលាការម្តងសោះឡើយ ព្រោះជំនាញខ្ញុំវា មិនទាក់ទង តុលាការ ជំនាញ ខ្ញុំនៅពេលដែលឲ្យ យោបល់ទៅ អាជីវករ ដែររកស៊ីជាមួយគ្នា ធ្វើយ៉ាងម៉េចកុំ ឲ្យមានវិវាទ ព្រោះនៅពេលមានវិវាទ គឺខាតទាំងអស់គ្នា ឲ្យតែវិវាទ អាជីវកម្មគាំង មនុស្សឈ្លោះគ្នា អត់រកស៊ីជាមួយគ្នា សេដ្ឋកិច្ចធ្លាក់ អីចឹងយើង ឃើញថា មេធាវីល្អគឺមេធាវី ដែររក ដំណោះស្រាយ ឲ្យអតិថិជនរបស់ខ្លួន ដើម្បីរកផលចំណេញ មិនមែនជំរុញ ឲ្យអតិថិជនរបស់ខ្លួន ឈ្លោះគ្នាដើម្បី ឡើងទៅតុលាការ បានផលកំរ៉ៃនោះទេ ។ ជំនាញខ្ញុំ ខាងពាណិជ្ជកម្ម អីចឹងគឺឲ្យយោបល់ ធ្វើយ៉ាងម៉េច ដើម្បីកុំ ឲ្យអ្នកឯងឈ្លោះគ្នា យោបល់ នេះសំខាន់ណាស់ ខ្មែរយើងនៅពេលមាន ដៃគូ៣ នាក់ ទៅ៤ នាក់ រកស៊ីជាមួយគ្នា មិនស្រួល ប្រហែល៤ ខែក្រោយមកឈ្លោះគ្នា យើងអត់មានក្របខណ្ឌ អត់មានមូលដ្ឋាន ជាក់លាក់ ខ្ញុំសុខចិត្តឲ្យគាត់ ឈ្លោះ គ្នាមុនគាត់ចុះ ហត្ថលេខា ប៉ុន្តែចុះហត្ថលេខា រួចហើយ គាត់នៅ សុខដុម ជាមួយគ្នា២០ ឆ្នាំក្រោយមក រឿងនេះយើងត្រូវបង្រៀន មេធាវីខ្មែរយើង ឲ្យកូនខ្មែរ យើងដើរតួរ កុំឲ្យទៅជាមេធាវី ប្រឈមមុខនឹង តុលាការ យើងឲ្យគាត់ក្លាយ ជាមេធាវីរកដំណោះស្រាយ ទៅ ឲ្យ អតិថិជន របស់ខ្លួនមុនវិវាទ កើតទៅទៀត ព្រោះនៅពេលវិវាទ កើតហើយ មនុស្សខាតទាំងអស់គ្នា អីចឹង ហើយបាន ជានៅក្នុង ពាណិជ្ជកម្ម អន្តរជាតិ ការដោះស្រាយវិវាទ ក្រៅប្រព័ន្ធតុលាការ ជាជម្រៅ ដ៏ល្អ បំផុត ទី១.ពុំមានអ្នកដឹងទេ មនុស្សទាស់គ្នាលើចំណុច១ នៅ ចំណុច៩០ ជាងទៀត ក្រុមហ៊ុននៅដំណើរការ ហើយ អត់មានអ្នកណាដឹងថា ក្រុមហ៊ុននេះទាស់គ្នា លើភាគហ៊ុនណា មួយនោះទេ ? អីចឹងរកស៊ីជា ធម្មតា មនុស្ស អត់ភ័យ ឧទាហរណ៍នៅក្នុង ធនាគារមួយឮថា ម្ចាស់ភាគហ៊ុន ឈ្លោះគ្នា ពេលបែកការអ្នកណាដឹងថា ម្ចាស់ភាគហ៊ុនឈ្លោះគ្នា រកលក់ មនុស្សនាំគ្នា ទៅដកលុយ ធនាគារនឹងរលំ ដែរតាមពិតទៅវាមិនត្រូវ រលំសោះ ។
ព័ត៌មានពាណិជ្ជកម្មវាជារឿងសំខាន់ តួនាទីមេធាវីត្រូវតែរក្សាការ សំងាត់ពាណិជ្ជកម្ម ហើយយើង ជាមេធាវី ដូច ជាប្រអប់ខ្មៅមួយ ងងឹតអីចឹង ព័ត៌មាន ចូលមក ចប់ត្រឹមនឹង បោះចូលធុង នឹងគឺជិតឈឹង ហើយរឿងនេះគឺ ទាមទារ ស្មារតីវិន័យ ខ្លំាងណាស់ ៕
CANADA: What is academic freedom?
Brendan Gillon and Ian Henderson28 October 2012 Issue No:245
No statement on academic freedom should be a 'laundry list' of what one
is permitted to do, but rather a statement of principle whereby one can
distinguish between which activities academic freedom sanctions and
which it does not.
One way to address the question of what academic freedom is, is to begin with an idealisation, in light of which one addresses successive complications going from idealisation to actual application.
We shall ask three questions. What is academic freedom for an idealised community of scholars? How is academic freedom to be preserved once the community of scholars is housed, as it were, in the institution of a university? And how is academic freedom preserved, once the university is situated within the society that supports it?
We take a community of scholars to be a community of thinkers engaged in the search for truth and understanding and in the dissemination of the results of the search. We take it that these thinkers are pursuing the search regardless of where it may lead them.
This means that they pursue their search without constraint of any orthodoxy – popular, political or disciplinary – and independently of any pecuniary benefit that might accrue to the search. The freedom required to undertake such a pursuit is the freedom of scholarship. The freedom of scholarship includes the freedom to disseminate one's research.
Dissemination does not require teaching. Of course, teaching can be brought within the purview of the dissemination of results, but in practice teaching comprises more than mere dissemination, it includes imparting the skills where one conducts research. It is not unreasonable, then, to see a community of scholars engaged in teaching of its scholarship.
Thus scholars, as teachers, enjoy the freedom to teach (lehrfreiheit). Those who come to the scholarly community to study – students – thereby acquire the freedom to study subjects that concern them and to form conclusions for themselves and to express their opinions. In other words, such students enjoy the freedom to learn (lernfreiheit).
Academic freedom includes, but is not limited to, the freedom of scholars to engage in scholarship, the freedom of teachers to teach and the freedom of students to learn.
A university is the publicly recognisable institutional form of such a scholarly community and it exists to serve its community. Because the institution serves the scholarly community, the institution has the obligation to protect the freedom of its scholars to do research and to teach and the freedom of its students to learn.
The institution does not, however, enjoy any prerogatives with regard to the scholarly and pedagogical directions of the scholarly community. Such prerogatives belong to the community.
The university is also an institution within a society. In modern societies, the livelihoods of individuals are cast in terms of employment relations. So it is with the members of scholarly communities housed within universities; they are employees of the university. As such, they have certain obligations to their employer that they must discharge.
How to harmonise the freedom scholars have by dint of being members of a scholarly community and the obligations they incur by dint of being employees of the university is a complex matter.
In addition, universities depend on the societies that house them for the funds to operate them. It is not unreasonable, therefore, that the society that houses a university receives something in return from the university.
The concern is that the uses to which society wishes to put universities risk subverting their very purpose – namely, to house a community of scholars, teachers and students enjoying academic freedom. This risk is especially acute when powerful institutions within society, such as governments, corporations and professional bodies, seek to reorient the university towards their own ends.
Universities have traditionally provided services to the societies in which they reside. The earliest universities were centred on the training of doctors, lawyers and theologians. Today, they train accountants, agronomists, dentists, engineers, musicians, nurses, pharmacists, physical therapists and teachers. The corresponding professional associations and accreditation bodies seek to impose requirements on the professional curricula of universities, thereby curtailing the freedom of members of scholarly communities to teach and the freedom to learn.
In addition, in a jurisdiction such as the province of Quebec, the government issues directives to professional programmes specifying which areas are to be expanded and which contracted, impinging not only directly on the freedom to learn and to teach but also indirectly on the freedom to do research.
Since the industrial revolution, and at a terrifically accelerated pace since World War II, governments have come to see universities as the incubators of technological innovation, which governments view as a prime mover of economic development and prosperity.
Governments, by funding certain areas of research in universities but not others, reshape, curtail or even eliminate areas of research. Corporations can have a similar impact.
The institutional autonomy of the university is the independence required to ensure that the demands societies place on universities are not acceded to, to the point where only a ghost of academic freedom remains for the communities of scholars universities house.
Any society that supports a community of scholars and teachers has every right to expect something in return from the community, but as the demands grow, the degree of freedom diminishes.
We risk, in the end, having very powerful universities in which the degree of freedom has been reduced to zero.
As with so many other things, a balance has to be struck between the demands placed by society on scholars and teachers, on the one hand, and the freedom that follows from the raison d'être of a community of scholars and teachers, on the other.
* Brendan Gillon and Ian Henderson are members of the academic freedom committee of the McGill Association of University Teachers, and presented at the Conference on Academic Freedom organised by the office of the provost at McGill University and held on 28 September 2012. The committee was set up to look into the fact that McGill does not have a statement of academic freedom.
One way to address the question of what academic freedom is, is to begin with an idealisation, in light of which one addresses successive complications going from idealisation to actual application.
We shall ask three questions. What is academic freedom for an idealised community of scholars? How is academic freedom to be preserved once the community of scholars is housed, as it were, in the institution of a university? And how is academic freedom preserved, once the university is situated within the society that supports it?
We take a community of scholars to be a community of thinkers engaged in the search for truth and understanding and in the dissemination of the results of the search. We take it that these thinkers are pursuing the search regardless of where it may lead them.
This means that they pursue their search without constraint of any orthodoxy – popular, political or disciplinary – and independently of any pecuniary benefit that might accrue to the search. The freedom required to undertake such a pursuit is the freedom of scholarship. The freedom of scholarship includes the freedom to disseminate one's research.
Dissemination does not require teaching. Of course, teaching can be brought within the purview of the dissemination of results, but in practice teaching comprises more than mere dissemination, it includes imparting the skills where one conducts research. It is not unreasonable, then, to see a community of scholars engaged in teaching of its scholarship.
Thus scholars, as teachers, enjoy the freedom to teach (lehrfreiheit). Those who come to the scholarly community to study – students – thereby acquire the freedom to study subjects that concern them and to form conclusions for themselves and to express their opinions. In other words, such students enjoy the freedom to learn (lernfreiheit).
Academic freedom includes, but is not limited to, the freedom of scholars to engage in scholarship, the freedom of teachers to teach and the freedom of students to learn.
A university is the publicly recognisable institutional form of such a scholarly community and it exists to serve its community. Because the institution serves the scholarly community, the institution has the obligation to protect the freedom of its scholars to do research and to teach and the freedom of its students to learn.
The institution does not, however, enjoy any prerogatives with regard to the scholarly and pedagogical directions of the scholarly community. Such prerogatives belong to the community.
The university is also an institution within a society. In modern societies, the livelihoods of individuals are cast in terms of employment relations. So it is with the members of scholarly communities housed within universities; they are employees of the university. As such, they have certain obligations to their employer that they must discharge.
How to harmonise the freedom scholars have by dint of being members of a scholarly community and the obligations they incur by dint of being employees of the university is a complex matter.
In addition, universities depend on the societies that house them for the funds to operate them. It is not unreasonable, therefore, that the society that houses a university receives something in return from the university.
The concern is that the uses to which society wishes to put universities risk subverting their very purpose – namely, to house a community of scholars, teachers and students enjoying academic freedom. This risk is especially acute when powerful institutions within society, such as governments, corporations and professional bodies, seek to reorient the university towards their own ends.
Universities have traditionally provided services to the societies in which they reside. The earliest universities were centred on the training of doctors, lawyers and theologians. Today, they train accountants, agronomists, dentists, engineers, musicians, nurses, pharmacists, physical therapists and teachers. The corresponding professional associations and accreditation bodies seek to impose requirements on the professional curricula of universities, thereby curtailing the freedom of members of scholarly communities to teach and the freedom to learn.
In addition, in a jurisdiction such as the province of Quebec, the government issues directives to professional programmes specifying which areas are to be expanded and which contracted, impinging not only directly on the freedom to learn and to teach but also indirectly on the freedom to do research.
Since the industrial revolution, and at a terrifically accelerated pace since World War II, governments have come to see universities as the incubators of technological innovation, which governments view as a prime mover of economic development and prosperity.
Governments, by funding certain areas of research in universities but not others, reshape, curtail or even eliminate areas of research. Corporations can have a similar impact.
The institutional autonomy of the university is the independence required to ensure that the demands societies place on universities are not acceded to, to the point where only a ghost of academic freedom remains for the communities of scholars universities house.
Any society that supports a community of scholars and teachers has every right to expect something in return from the community, but as the demands grow, the degree of freedom diminishes.
We risk, in the end, having very powerful universities in which the degree of freedom has been reduced to zero.
As with so many other things, a balance has to be struck between the demands placed by society on scholars and teachers, on the one hand, and the freedom that follows from the raison d'être of a community of scholars and teachers, on the other.
* Brendan Gillon and Ian Henderson are members of the academic freedom committee of the McGill Association of University Teachers, and presented at the Conference on Academic Freedom organised by the office of the provost at McGill University and held on 28 September 2012. The committee was set up to look into the fact that McGill does not have a statement of academic freedom.
KENYA: Graduates on fast track to doctoral degrees
Business Daily28 October 2012 Issue No:245
At least 1,000 university graduates stand to be fast-tracked to earn
doctoral degrees annually as the government moves to bridge the
ever-widening ratio of university students to qualified faculty members,
writes David Mugwe for Business Daily.
Higher Education, Science and Technology Secretary Harry Kaane told an annual conference on industry and higher education last week that the government would introduce funded teaching scholarships for new graduates. “The ministry plans to introduce 1,000 government-funded teaching assistantships annually in both public and private universities for postgraduate students who would be transited straight from their undergraduate studies, allowing them to attain PhDs,” said Professor Kaane.
He said this would help them serve as teaching assistants to support the increased enrolment of undergraduates while gaining hands-on experience in teaching and learning. It is not yet clear how the programme will be run and who would qualify for the scheme, which is likely to generate debate on whether new graduates are suited for the role.
Higher Education, Science and Technology Secretary Harry Kaane told an annual conference on industry and higher education last week that the government would introduce funded teaching scholarships for new graduates. “The ministry plans to introduce 1,000 government-funded teaching assistantships annually in both public and private universities for postgraduate students who would be transited straight from their undergraduate studies, allowing them to attain PhDs,” said Professor Kaane.
He said this would help them serve as teaching assistants to support the increased enrolment of undergraduates while gaining hands-on experience in teaching and learning. It is not yet clear how the programme will be run and who would qualify for the scheme, which is likely to generate debate on whether new graduates are suited for the role.
MALAYSIA: Slow but steady growth in foreign branch campuses
Mariani Dewi28 October 2012 Issue No:245
Branch campuses of established Western universities can be major assets
for emerging market higher education systems – but attracting these
institutions is not easy, even for economically dynamic countries such
as Malaysia.
There are still only six branch campuses in this South East Asian country.
Over the past decade, two new branch campuses have been set up. Newcastle University Medicine Malaysia, a branch of Britain’s University of Newcastle, was established in 2009. And this year another UK institution, the University of Southampton, established a campus.
The other four were set up a decade earlier. Three are from Australia: Monash University’s Monash Malaysia and Curtin University’s Curtin Sarawak campus established in 1999, and a Swinburne University of Technology branch set up in 2000. Britain’s University of Nottingham also established a Malaysian campus in 2000.
The Malaysian government wants other reputable foreign universities to establish branch campuses and has publicly encouraged their entry, clearing regulatory hurdles that might impede their development.
But the government has not been keen to throw money at the concept, letting market forces play out.
As a result, the Malaysian branch campus sector remains small compared to the country’s 53 private universities, 403 private colleges, 30 polytechnics and 73 public community colleges, according to the latest 2011 data from the Ministry of Higher Education.
Branch campus advantages
Unlike the more popular twinning – where curricula provided by partnering universities or colleges are delivered by local institutions – branch campuses are direct extensions of universities or colleges, run by the institutions themselves.
“They provide the curriculum and the delivery. The home campus has more control over the quality of the education,” Professor Kevin Kinser, associate professor of educational administration and policy studies, and co-director of the cross-border education research team at the State University of New York at Albany, told University World News.
He emphasised that branch campuses can meet demands for quality education that are not met by local universities and cannot be easily delivered through university partnerships.
Universities opening branch campuses, according to Kinser, are keen to maintain their reputation and so are likely to invest significant money and effort to provide adequate teaching and facilities.
For smaller, emerging market countries such as Malaysia, having major universities offering quality education can increase the higher education reputation of an entire nation.
Some challenges
But for foreign universities, branch campuses are not cheap. They need to invest enough to attract students. Monash University, for example, invested around MYR200 million (US$65 million) setting up its campus.
And these campuses need to have sufficient size to deliver a critical mass of services: Newcastle University’s medical school is built on 5.3 hectares; Swinburne Sarawak has a 6.7 hectare campus; and the University of Nottingham at Semenyih, 30 kilometres south of Kuala Lumpur city centre, occupies a 41 hectare site.
Foreign universities also have to make sure that there is local demand for quality Western education to attract enough prospective students.
And some branch campuses do close – two in Malaysia: the Ireland-based Dublin Business School closed its Malaysian doors in 2007, while Australia’s Royal Melbourne Institute of Technology shut its branch in 1999.
An attractive destination
However, Malaysia does offer foreign universities a good chance of success – especially in attracting students from East and South East Asia and Muslim students, with Indonesia, China and Iran sending the most foreign students to Malaysia.
“Some students want to enjoy a Western education but do not want to travel or live in a culture very different from their home,” Kinser said.
“Malaysia, as a moderate Muslim country, has leverage to attract students from Muslim countries who want to enjoy a Western education in a Muslim environment,” he added.
Indeed, following the Arab Spring, a significant number of students from the Middle East have chosen to further their studies in Malaysia. This has helped contribute to a 14% increase in international students attending universities in Malaysia in the past three years.
According to Professor Siti Hamisah Binti Tapsir, deputy director general of the private higher education management sector in Malaysia’s Department of Higher Education, the demand is there.
“In term of recruiting international students we are number 10 in the world,” she said, claiming that Malaysia has a 3.7% share in the global market for international students.
And the government is ambitious. It aims to double the number of international students it educates – up from around 100,000 today to 200,000 students by 2020, pushing Malaysia to be an education hub in the region.
Growth slow but steady
But as for the slow growth in branch campus numbers, she argued, it was natural for institutions to be conservative over their development.
“Before they set up a branch, they would see whether the environment is conducive, and the demand. Because once they set up a branch, they are going to be there for long, for a few years. They will be very careful in choosing a country and consider the stability of the country and the openness of the country,” she said.
What Malaysia offers, she said, is a liberalisation policy in tandem with an internationalisation policy, combined with the country's diverse culture – all of which attracts international students.
And despite the small numbers, branch campuses are already a significant contributor to the internationalisation of Malaysia’s student body.
Monash’s branch campus has 5,100 students, and around a quarter of them are international. Curtin University in Sarawak has students from 40 different countries. Swinburne’s campus has 4,000 students from more than 50 countries including Bangladesh, Brunei, China, India, Indonesia, Iran, Iraq, Myanma (Burma), Saudi Arabia, Sri Lanka and Vietnam.
The government is happy for this slow but steady development of branch campuses to continue.
“Basically we let the institution decide, because they understand the…sector. Some will introduce a twinning programme. Some will do a kind of franchising where the students will do their programme entirely in Malaysia. We leave it to the institutions, because every programme has a different demand for it,” Siti said.
To get government backing for the establishment of a branch, foreign universities must have a good reputation and add value to Malaysia’s higher education system. Institutions offering programmes currently lacking in Malaysia are especially attractive.
As a result, branch campuses currently focus on technology, engineering, science, commerce, computing, design, medicine and social sciences courses.
“If it is offering programmes that we already have, we have to consider,” Siti stressed. “Newcastle was brought in because we didn't have enough medical schools a few years ago – the institutions must…support [our] national aspirations and recruit international students from this region,” she said.
Meanwhile, Malaysian universities have themselves been looking to export their education brands, creating branch campuses abroad.
Limkokwing University for Creative Technology, for example, has branch campuses in Cambodia, China, Indonesia, Lesotho and Swaziland.
“We encourage them because this is exporting Malaysian education. But we leave it to the institutions to decide because they are familiar with the country,” said Siti.
There are still only six branch campuses in this South East Asian country.
Over the past decade, two new branch campuses have been set up. Newcastle University Medicine Malaysia, a branch of Britain’s University of Newcastle, was established in 2009. And this year another UK institution, the University of Southampton, established a campus.
The other four were set up a decade earlier. Three are from Australia: Monash University’s Monash Malaysia and Curtin University’s Curtin Sarawak campus established in 1999, and a Swinburne University of Technology branch set up in 2000. Britain’s University of Nottingham also established a Malaysian campus in 2000.
The Malaysian government wants other reputable foreign universities to establish branch campuses and has publicly encouraged their entry, clearing regulatory hurdles that might impede their development.
But the government has not been keen to throw money at the concept, letting market forces play out.
As a result, the Malaysian branch campus sector remains small compared to the country’s 53 private universities, 403 private colleges, 30 polytechnics and 73 public community colleges, according to the latest 2011 data from the Ministry of Higher Education.
Branch campus advantages
Unlike the more popular twinning – where curricula provided by partnering universities or colleges are delivered by local institutions – branch campuses are direct extensions of universities or colleges, run by the institutions themselves.
“They provide the curriculum and the delivery. The home campus has more control over the quality of the education,” Professor Kevin Kinser, associate professor of educational administration and policy studies, and co-director of the cross-border education research team at the State University of New York at Albany, told University World News.
He emphasised that branch campuses can meet demands for quality education that are not met by local universities and cannot be easily delivered through university partnerships.
Universities opening branch campuses, according to Kinser, are keen to maintain their reputation and so are likely to invest significant money and effort to provide adequate teaching and facilities.
For smaller, emerging market countries such as Malaysia, having major universities offering quality education can increase the higher education reputation of an entire nation.
Some challenges
But for foreign universities, branch campuses are not cheap. They need to invest enough to attract students. Monash University, for example, invested around MYR200 million (US$65 million) setting up its campus.
And these campuses need to have sufficient size to deliver a critical mass of services: Newcastle University’s medical school is built on 5.3 hectares; Swinburne Sarawak has a 6.7 hectare campus; and the University of Nottingham at Semenyih, 30 kilometres south of Kuala Lumpur city centre, occupies a 41 hectare site.
Foreign universities also have to make sure that there is local demand for quality Western education to attract enough prospective students.
And some branch campuses do close – two in Malaysia: the Ireland-based Dublin Business School closed its Malaysian doors in 2007, while Australia’s Royal Melbourne Institute of Technology shut its branch in 1999.
An attractive destination
However, Malaysia does offer foreign universities a good chance of success – especially in attracting students from East and South East Asia and Muslim students, with Indonesia, China and Iran sending the most foreign students to Malaysia.
“Some students want to enjoy a Western education but do not want to travel or live in a culture very different from their home,” Kinser said.
“Malaysia, as a moderate Muslim country, has leverage to attract students from Muslim countries who want to enjoy a Western education in a Muslim environment,” he added.
Indeed, following the Arab Spring, a significant number of students from the Middle East have chosen to further their studies in Malaysia. This has helped contribute to a 14% increase in international students attending universities in Malaysia in the past three years.
According to Professor Siti Hamisah Binti Tapsir, deputy director general of the private higher education management sector in Malaysia’s Department of Higher Education, the demand is there.
“In term of recruiting international students we are number 10 in the world,” she said, claiming that Malaysia has a 3.7% share in the global market for international students.
And the government is ambitious. It aims to double the number of international students it educates – up from around 100,000 today to 200,000 students by 2020, pushing Malaysia to be an education hub in the region.
Growth slow but steady
But as for the slow growth in branch campus numbers, she argued, it was natural for institutions to be conservative over their development.
“Before they set up a branch, they would see whether the environment is conducive, and the demand. Because once they set up a branch, they are going to be there for long, for a few years. They will be very careful in choosing a country and consider the stability of the country and the openness of the country,” she said.
What Malaysia offers, she said, is a liberalisation policy in tandem with an internationalisation policy, combined with the country's diverse culture – all of which attracts international students.
And despite the small numbers, branch campuses are already a significant contributor to the internationalisation of Malaysia’s student body.
Monash’s branch campus has 5,100 students, and around a quarter of them are international. Curtin University in Sarawak has students from 40 different countries. Swinburne’s campus has 4,000 students from more than 50 countries including Bangladesh, Brunei, China, India, Indonesia, Iran, Iraq, Myanma (Burma), Saudi Arabia, Sri Lanka and Vietnam.
The government is happy for this slow but steady development of branch campuses to continue.
“Basically we let the institution decide, because they understand the…sector. Some will introduce a twinning programme. Some will do a kind of franchising where the students will do their programme entirely in Malaysia. We leave it to the institutions, because every programme has a different demand for it,” Siti said.
To get government backing for the establishment of a branch, foreign universities must have a good reputation and add value to Malaysia’s higher education system. Institutions offering programmes currently lacking in Malaysia are especially attractive.
As a result, branch campuses currently focus on technology, engineering, science, commerce, computing, design, medicine and social sciences courses.
“If it is offering programmes that we already have, we have to consider,” Siti stressed. “Newcastle was brought in because we didn't have enough medical schools a few years ago – the institutions must…support [our] national aspirations and recruit international students from this region,” she said.
Meanwhile, Malaysian universities have themselves been looking to export their education brands, creating branch campuses abroad.
Limkokwing University for Creative Technology, for example, has branch campuses in Cambodia, China, Indonesia, Lesotho and Swaziland.
“We encourage them because this is exporting Malaysian education. But we leave it to the institutions to decide because they are familiar with the country,” said Siti.
CHINA: Concern over too many postgraduates as fewer find jobs
Yojana Sharma28 October 2012 Issue No:245
Education Ministry officials have expressed concern over the large
number of postgraduates in China, as students with masters and PhD
degrees are finding it even harder than graduates with lower degrees to
find employment in a sluggish jobs market.
Registration for national postgraduate examinations closes at the end of the October, with exams held in early January, and the number applying to sit the exams could reach record levels.
According to one blogger in Jinan, capital of Shandong province in eastern China, writing in July this year, cram schools that prepare students for the postgraduate exams have been overwhelmed by demand, and this year had to open a class in a large gymnasium because of the number of students. The gymnasium’s capacity was put at some 3,500.
But ministry statistics show that the employment rate of students leaving universities with postgraduate degrees has been lower than that of undergraduates for three consecutive years since 2009, although postgraduate employment rates have been dropping since 2005.
Even in China’s fast-growing southern Guangdong province, the employment rate of postgraduates has recently been lower than for graduates – even though a survey in 2004 in Guangdong showed that postgraduate employment rates were 20% higher than for graduates.
According to one Guangdong academic, who spoke on condition that he is not named, the high expectations of postgraduates in terms of salaries and type of jobs is part of the problem. They typically prefer secure positions in state-owned companies and government departments, he said.
“Postgraduates do not have much of an edge on their peers who have not pursued a higher degree,” the official China Daily newspaper said last month, referring to a countrywide trend.
Number of postgraduate students has soared
The number of postgraduate students has risen to 517,000 enrolled in universities this year, compared to 220,000 in 2003 – doubling in less than a decade.
A just-released study by Wuhan University in Hubei province found that at the country’s top 10 institutions, including the elite Tsinghua and Peking universities, the numbers graduating from postgraduate courses in 2011 outnumbered those graduating from undergraduate programmes in the same institutions.
The country’s top institution, Peking University, graduated 2,500 more students with postgraduate qualifications last year compared to those leaving with graduate degrees.
Many universities have expanded postgraduate provision in recent years, in part to increase revenues from fees, but also to reduce the number of graduates going directly into a job market that has seen high unemployment rates for new graduates.
“Some institutions urge their undergrads to take postgraduate studies because postgraduate admissions are counted in the employment rate of their undergraduates,” Li Kongzhen, associate professor of Capital Normal University, was quoted in the official Global Times newspaper as saying.
Official figures put graduate unemployment at 22% last year, although many believe underemployment is far higher.
But universities also have more autonomy to expand and set up courses. Compared to the previous system where the Education Ministry was responsible for setting up new courses and disciplines, this new freedom has meant a mismatch between postgraduate course expansion and employment market needs.
Concern about quality
Although only one in three applicants succeeds in obtaining a postgraduate place, the rise in postgraduate numbers is also causing concern about quality.
The study produced by Wuhan University’s Research Centre for Chinese Science Evaluation found that one in six professors was supervising more than 10 postgraduate students each at some 30 universities, and one in 10 was supervising more than 20 students each.
Qiu Junping, director of the research centre, said the appropriate lecturer to student ratio at postgraduate level was one for every three students, with a maximum of six students, otherwise quality could suffer.
Some universities were hoping to improve their research capability “but this does not depend on the number of postgraduates”, Qiu said, referring to the pressure on universities to improve their national and international rankings, which is based to a large extent on research performance.
“Education authorities should focus on job market requirements and improving the quality of postgraduate education instead of expanding enrolment,” he said.
Xiong Bingqi, deputy director of the 21st Century Education Research Institute in Beijing, said the rise in the number of postgraduate students was not compatible with the needs of the jobs market.
“In the past few years, universities mainly offered courses for academic master degrees, but there aren't many research jobs out there in the market," he said.
The outlook for next year may be worse as China’s economic growth began to slow in the first half of this year.
Economists suggest that enough postgraduate level jobs can only be created in the medium term if the country moves swiftly from a manufacturing economy to an innovation and service economy.
Registration for national postgraduate examinations closes at the end of the October, with exams held in early January, and the number applying to sit the exams could reach record levels.
According to one blogger in Jinan, capital of Shandong province in eastern China, writing in July this year, cram schools that prepare students for the postgraduate exams have been overwhelmed by demand, and this year had to open a class in a large gymnasium because of the number of students. The gymnasium’s capacity was put at some 3,500.
But ministry statistics show that the employment rate of students leaving universities with postgraduate degrees has been lower than that of undergraduates for three consecutive years since 2009, although postgraduate employment rates have been dropping since 2005.
Even in China’s fast-growing southern Guangdong province, the employment rate of postgraduates has recently been lower than for graduates – even though a survey in 2004 in Guangdong showed that postgraduate employment rates were 20% higher than for graduates.
According to one Guangdong academic, who spoke on condition that he is not named, the high expectations of postgraduates in terms of salaries and type of jobs is part of the problem. They typically prefer secure positions in state-owned companies and government departments, he said.
“Postgraduates do not have much of an edge on their peers who have not pursued a higher degree,” the official China Daily newspaper said last month, referring to a countrywide trend.
Number of postgraduate students has soared
The number of postgraduate students has risen to 517,000 enrolled in universities this year, compared to 220,000 in 2003 – doubling in less than a decade.
A just-released study by Wuhan University in Hubei province found that at the country’s top 10 institutions, including the elite Tsinghua and Peking universities, the numbers graduating from postgraduate courses in 2011 outnumbered those graduating from undergraduate programmes in the same institutions.
The country’s top institution, Peking University, graduated 2,500 more students with postgraduate qualifications last year compared to those leaving with graduate degrees.
Many universities have expanded postgraduate provision in recent years, in part to increase revenues from fees, but also to reduce the number of graduates going directly into a job market that has seen high unemployment rates for new graduates.
“Some institutions urge their undergrads to take postgraduate studies because postgraduate admissions are counted in the employment rate of their undergraduates,” Li Kongzhen, associate professor of Capital Normal University, was quoted in the official Global Times newspaper as saying.
Official figures put graduate unemployment at 22% last year, although many believe underemployment is far higher.
But universities also have more autonomy to expand and set up courses. Compared to the previous system where the Education Ministry was responsible for setting up new courses and disciplines, this new freedom has meant a mismatch between postgraduate course expansion and employment market needs.
Concern about quality
Although only one in three applicants succeeds in obtaining a postgraduate place, the rise in postgraduate numbers is also causing concern about quality.
The study produced by Wuhan University’s Research Centre for Chinese Science Evaluation found that one in six professors was supervising more than 10 postgraduate students each at some 30 universities, and one in 10 was supervising more than 20 students each.
Qiu Junping, director of the research centre, said the appropriate lecturer to student ratio at postgraduate level was one for every three students, with a maximum of six students, otherwise quality could suffer.
Some universities were hoping to improve their research capability “but this does not depend on the number of postgraduates”, Qiu said, referring to the pressure on universities to improve their national and international rankings, which is based to a large extent on research performance.
“Education authorities should focus on job market requirements and improving the quality of postgraduate education instead of expanding enrolment,” he said.
Xiong Bingqi, deputy director of the 21st Century Education Research Institute in Beijing, said the rise in the number of postgraduate students was not compatible with the needs of the jobs market.
“In the past few years, universities mainly offered courses for academic master degrees, but there aren't many research jobs out there in the market," he said.
The outlook for next year may be worse as China’s economic growth began to slow in the first half of this year.
Economists suggest that enough postgraduate level jobs can only be created in the medium term if the country moves swiftly from a manufacturing economy to an innovation and service economy.
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