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Showing posts with label Higher education. Show all posts
Showing posts with label Higher education. Show all posts

Sunday, August 13, 2023

Malaysia, China aim to enhance Research and Education; Malaysian hospitality a win for varsities

 



GEORGE TOWN: Malaysia and China will explore the need to increase collaboration in research and education, besides the export of durians, says Datuk Seri Anwar Ibrahim.

The Prime Minister said during a closed-door meeting with Chinese Foreign Minister Wang Yi that they also touched on regional matters such as an “Asean mechanism” for addressing pressing issues in the South China Sea.

“We discussed education since Malaysia hosts a substantial number of Chinese students at about 60,000, while there are about 7,000 Malaysian students studying in China.

“The Chinese minister also acknowledged the potential for further academic exchanges that could contribute to the growth and development of both countries,” he told reporters when met after the meeting here yesterday.

Anwar said despite sharing strong ties with China, Malaysia would strive to enhance normal diplomatic engagements through a strong, strategic partnership.

“Our strong relationship makes it easier for us to discuss other things because of the good ties we have,” he said, adding that he and Wang Yi touched on various aspects of cooperation and collaboration with a focus on investments, education and regional issues.

“Together with other Malaysian ministers, we also spoke on matters involving the strengthening of relationships on both sides.”

He also thanked Wang Yi for his role in facilitating significant Chinese investments in Malaysia, such as petrochemical giant Rongsheng and carmaker Geely, along with other key players.

The Chinese minister was in the country on a courtesy visit to meet Anwar.

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Malaysia and China to deepen ties in various fields









Malaysian hospitality a win for varsities



Home away home


Vibrant culture, lower cost, and ease of getting a visa among reasons more international students are flocking here.

MALAYSIANS are a friendly bunch and this, according to a recent global survey, is a pull factor for youths from other countries to study here.

The Global Student Experience Survey, conducted by the United Kingdom-based Tribal igraduate, found that overall, 89% of international students were satisfied with Malaysia, which is 2% more than the global benchmark.

In terms of making friends who are locals, 83% of those surveyed said they were satisfied. When it comes to making friends from other countries, 88% of the respondents said they were satisfied, while 85% said they were satisfied with how easy it was to make friends who were their countrymen.

These responses were all above the global average (see infographic), said Tribal igraduate Asia director Guy Perring.

“The friendliness aspect is a real positive for Malaysia,” he told StarEdu.

PerringPerring  

When international students go to the UK or Australia, they can sometimes find it difficult to make friends with the local British or Australians.

“Our data indicates that Malaysians are very friendly people and I think it’s because the country comprises a multicultural society,” he said, adding that the international students surveyed wanted to build a network and not just obtain a paper qualification from their places of study.

“They want to build a network as well as make friends for the future. Our survey contains 150 questions but in terms of friendliness, only three questions were asked.

“We asked about making friends. We asked if they were satisfied about making friends from Malaysia, from their home countries and from other countries.

“If they make friends from other countries, it shows they are in a good international university. If they are making friends from Malaysia, it shows they are integrating well into the society,” said Perring.

Of those surveyed, 84% described their courses as “value for money”.

The survey also showed that more international students were keen to study here with figures from the last quarter of 2022 showing that there was a 17% rise in the number of applications compared to the same period in 2021.

Perring said the nationalities most common in Malaysia – from China, Bangladesh, Indonesia, Nigeria, India, Yemen, Pakistan and Sudan – were drawn here by a combination of culture, cost and the relative ease of getting a visa.

“As well as the presence of overseas campuses from Australia and the UK, there is little doubt that the growth is likely to continue,” he said.

According to the survey report, there has been a sea of change in the student experience for both domestic and international students caused by investments in new campuses and facilities, as well as a greater desire to listen to the student voice and ensure student views are incorporated in long-term strategies and appropriate investments.

The rise in international student numbers is due to positive word of mouth, said Perring, adding that about 70% of the students surveyed said they would encourage their friends and family to study in Malaysia.

The three survey questions on friendliness, he said, can be used as a guide for institutions of higher learning to foster greater integration on campus and to provide the necessary social support in terms of social activities.

“While international students should be encouraged to make more local friends, they also need friends from their own home countries,” he said.

The survey was carried out from September to December 2022, with the next round scheduled to be conducted from October to December this year.

Over 120,000 international students and 69,400 domestic students from 146 universities across 17 countries took part in the survey.

NovieNovie

In Malaysia, about 3,500 of the 12,441 international students studying here were involved in the survey.

Commenting on the findings, Education Malaysia Global Services (EMGS) chief executive officer Novie Tajuddin said the warm culture and hospitality of Malaysians make the country a great place to study.

EMGS, he added, is consistently working on promoting Malaysia and its tertiary education sector in untapped markets.

“To maintain the quality of our education providers, monthly engagement sessions with universities are held to ensure everything is okay.

“We also open the door and streamline Malaysia and various countries in terms of course accreditation. This will enable international students to study here seamlessly,” he said.

National Association of Private Educational Institutions (Napei) secretary-general Dr Teh Choon Jin said the country’s diversity creates acceptance and inclusivity, which make international students feel welcome.

TehTeh

“Malaysia, with our diverse culture and society, has a friendly environment so it is not surprising that international students rate us higher than other frontier markets known predominantly for being destinations for international students,” he said.

He said Malaysian universities that are very successful in attracting international students put great emphasis on enriching students’ experience and ensuring high student satisfaction.

Outside of the classroom, multicultural activities also take place on campus, he added.

With support from the universities, cultural activities and respective national days are celebrated on campus as part of student activities throughout the year, he said.

“Such events usually see a great number of students from different nationalities participating. When we see students of diverse backgrounds gaining an understanding of the many cultures that are different from theirs, it is evident that we have created a successful integration model.

“Our local students also benefit from the enriching learning experience, where they have friends from different countries which would help them in their future careers,” he said.

Asia Pacific University of Technology & Innovation (APU) chief executive officer Datuk Parmjit Singh said apart from a harmonious learning and living environment on campus, students benefit strongly through their engagement with those from various cultural backgrounds, as this provides them with perspectives on how people from different cultures respond to situations and how to communicate effectively with each other.

Parmjit

Parmjit

He said the varsity’s strategy has always been to achieve strong and meaningful integration rather than assimilation.

“Students are encouraged to maintain and showcase their rich cultural heritage while at the same time learning about other cultures and sharing their unique cultural identities. “To make this happen, mental and cultural barriers have to be broken from day one,” he added.

Parmjit said throughout the international students’ time at APU, they are encouraged to appreciate their own cultures, tolerate other cultures and learn from each other.

“These broaden their horizons and ensure that our students graduate as well-equipped global citizens who are capable of adapting to different challenges within the global business environment,” he explained.

APU, with its student body of over 130 nationalities, took part in the Global Student Experience Survey.

Almost half of the students at APU are international students.

Commenting on the survey, Parmjit said both the varsity’s Malaysian and international students experience a diverse cultural mix as global citizens and create long-lasting friendships in Malaysia.

“On the whole, all of APU’s students, regardless of nationality, are very positive about their multicultural experience.

“International students view their Malaysian counterparts to be very friendly and most of our students develop lifetime relationships across the continents that last well beyond graduation.

“APU has always believed in bringing together as many communities of international students as possible from all around the world, without allowing any one country to dominate,” he said.

'I find the people in Malaysia to be generally friendly and welcoming. They often display warm hospitality towards international students, which has made my stay here more enjoyable. The locals are open-minded and accepting of different cultures, making it easier for me to connect and build friendships with them. The country has a diverse and vibrant culture, so it is not at all difficult for me to adapt. I really feel at home here. Additionally, the affordable cost of living and tuition fees compared to other countries allows me to pursue quality education without breaking the bank. While studying in Malaysia has been a rewarding experience overall, I did face some challenges. Language barriers have always existed, especially considering I’m not well-versed in the local language. This made it difficult to get along with some of my coursemates and do classroom activities, and interact with the staff. '– Quazi Isha Nafisa, 24, Bangladesh

'I’ve been here for four years and while the people are friendly, the language barrier is sometimes an obstacle for me to get along with people. The thing that first attracted me to study here is the fact that it has universities that are globally well ranked, and on top of that, they are affordable compared to universities in other countries with the same rankings. As a Muslim, I don’t face many challenges in Malaysia. I find many similarities between Malaysia and my home country. It is very convenient living here.' – Omar Elmanzalawy, 22, Egypt

'Malaysians are known for their warm hospitality and open-mindedness, which have made it easier for me to adjust to this new environment. Additionally, the university’s diverse student community has provided me with the chance to meet people from all over the world, and we’ve formed lasting friendships. The people around me have also been incredibly friendly and welcoming.' – Manaal Kurrumbacus, 21, Mauritius

'When I came to Malaysia, I spoke zero English. I thought I would feel like a stranger and everyone would judge me or not bother befriending me. However, it was completely the opposite. They made me feel like my English proficiency was not a barrier to forming friendships. I was treated like an old friend they’d known forever. Although they all spoke better English than me, it was not an issue to them. Instead, they would teach me English words. Each and every one of them acted like a teacher who is a friend. I will never forget how much it helped me to gain my confidence and build my self-esteem. Malaysians are very welcoming and kind. Most of the people here, be they local or from other countries, bring such a wonderful energy to the conversations we have. Everyone is trying to enjoy their time on campus and get the best out of the experience.' – Mohammed Adel Mohammed Ba Hamid, 22, Yemen

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Malaysia and China to deepen ties in various fields









Navigating the Future of China-Malaysia Relations 

Monday, July 4, 2016

China, next global hub for higher education

With its varsities gaining better rankings, the most populous nation is set to become the world’s leading learning destination.



HIGHER education in China can perhaps be traced to the establishment of a Taixue (the Imperial Academy) in the capital city of China during the Western Han Dynasty (206BC to 9AD).

Before this there were no formal organised institutions of higher learning. Only private education was available. Thus taixue became the highest educational institution in imperial China.

The earliest taixue education was based on legalist and Confucian ideals and philosophies, but later it evolved into one that was mainly Confucian-based when Emperor Wu (141BC to 87BC) decided to adopt Confucianism as the state doctrine. Imperial University was the first Confucian-based institution established in 124BC.

The taixue system later evolved into what was known as Gouzijian (Directorate of Education or National Central Institute of Learning). This occurred during the Western Jin Period (265 to 316).

Under the gouzijian system, higher education was stratified and segmented.

The system of admission and enrolment of students to these different levels and segments was based on social standing.

This traditional system of higher education was in place for the next 2,000 years before it underwent structural reforms into “modern universities” that we know of today.

In the late 19th century, several traditional institutions of higher learning sought permission from the Emperor to “modernise”.

However, Peking University is generally regarded as the first “modern university” in the country.

This was in 1898 and the term daxue for such institutions was adopted.

The university was first known as the Imperial Univer-sity of Peking before it became the present Peking University.

The reformation came about when events that took place in China in the mid-1800s opened up the country to the rest of the world.

Varsities closed

Even so, these new centres of learning experienced a period of great turmoil during China’s Cultural Revolution of 1966 to 1969.

In the early months of the revolution, schools and universities were closed.

Though the revolution was officially over by 1969, its activities however continued until 1971 and most universities did not reopen until 1972.

From the 1980s onwards, higher education in China underwent further reforms.

In 1995, Project 211 was initiated to raise research standards of about 100 universities by the 21st Century, hence the term Project 211.

Project 985 launched in May 1998 by President Jiang Zemin, initially targeted 10 universities. They were given the necessary support to make them all world-class institutions. The number of such universities has now gone up to 39.

The project has also resulted in the creation of what is known as the C9 League of universities. The aim is to create a league that is equivalent to the Ivy League of the United States.

The C9 universities are Fudan University, Harbin Institute of Technology, Nanjing University, Beijing University, Shanghai Jiao Tong University, Tsinghua University, University of Science and Technology of China, Xi’an Jiaotong University and Zhejiang University.

China spends about 4% of her GDP on education and currently spends about US$250bil (RM1.03tril) a year on human capital development.

There are about 2,900 universities and colleges in China with a total enrolment of some 37 million students. Close to 380,000 international students from 203 countries studied in China in 2014.

The bulk of them were from South Korea, the US, Thailand, Russia, Vietnam, India, Indonesia, France and Pakistan.

Currently only about 10% of foreign students receive Chinese government scholarships and the rest are mainly self-funded.

However this is expected to change as China aims to attract 500,000 international students by 2020 and providing more scholarships is a way to support the target.

The 2016 Higher Education System Strength Rankings (by Quacquarelli Symonds - QS), placed China at eighth worldwide with China’s strongest score being in the economy metric.

The eighth place ranking is the highest for Asia with South Korea and Japan placed at the ninth and 10th position respectively.

The first seven places were taken by the US, UK, Germany, Australia, Canada, France and the Netherlands respectively. Malaysia is placed 27th, behind Taiwan, Hong Kong and Singapore.

This ranking is an assessment of the overall education system strength and flagship university performance, alongside factors relating to access and funding.

Also, according to the QS World University Rankings of 2015/16, of the world’s top 800 universities, four of the top 100 are in China.

They are Tsinghua University (ranked 25), Peking University (ranked 41), Fudan University (ranked 51) and Shanghai Jiao Tong University (ranked 70) with Tsinghua being third in Asia after the National University of Singapore and the Nanyang Technological University of Singapore (ranked 12th and 13th respectively).

Tsinghua is even ahead of universities in South Korea, Japan, Hong Kong and Taiwan. Xiamen University, placed 17th in China, fell in the 401-410 band.

For Malaysian public universities, Universiti Malaya (UM) is placed 146 while Universiti Sains Malaysia (USM) is ranked 289. Universiti Teknologi Malaysia (UTM) is at 303 while Universiti Kebangsaan Malaysia, 312 and Universiti Putra Malaysia, 331. None of Malaysia’s private universities appeared in the list.

According to the Times Higher Education World University Rankings of 2015-2016, two universities in China made it to the world’s top 100 out of the 800 listed.

The two were Peking University (ranked 42) and Tsinghua University (ranked 47), with Peking being ahead of universities in Japan, Hong Kong and South Korea.

Tsinghua was ahead of even the best in South Korea.

The best Malaysian university listed was UTM, placed in the number 401-500 band, similar to that of Xiamen University which has a branch campus in Sepang, Selangor.

Most of the British universities with branch campuses in Malaysia are within the world’s top 200.

Research performance

The Academic Ranking of World Universities (ARWU), also known as the Shanghai Jiao Tong World University Ranking, ranked 500 universities worldwide based mainly on their research performance.

For 2015, four universities in Japan did better than those in China.

The top university in Japan was the University of Tokyo (ranked 21) while the top four in China, according to alphabetical order, were Peking University, Shanghai Jiao Tong, Tsinghua and Zhejiang University. They were placed in the number 101-150 band.

Malaysia’s top university, according to ARWU, was UM, placed in the number 301-400 band, while USM, the next best, was placed in the number 401-500 band. Xiamen University was placed in the same band as UM.

In a span of about 120 years, from having only one “modern” university, there are now about 2,900 universities and colleges in China. Several are world-class and are ready to compete with the best in the US and the UK.

Within the next decade, two universities in China may be ranked among the world’s top 10.

To achieve this, the government is going to great lengths to attract leading scholars, especially overseas Chinese scholars, to take up academic appointments at its leading universities.

Many universities in China are not only focusing on developing technologies that are competitive, but are doing so in areas like business education. Improvements have been by leaps and bounds.

Under such a scenario, what effects would the above have on world higher education in general and the trend of higher education pursuits by the global Chinese diaspora in particular?

It is an open secret that China encourages successful overseas Chinese to return to China to help in its development.

Even though the country is now the world’s second largest economy, there are still many spheres that need to be developed before China can claim to be at par with developed nations of the West.

One strategy would be to attract the best foreign students to study in China.

Upon graduation, these students can then be enticed to stay on to help develop the country.

Even if the graduates decide to return to their home country, their positive experiences while in China and the local Chinese network of friendship (guanxi) that the students have established are assets that will to some extent, influence their home countriesfavourably in their dealings with China.

Having foreign students on campus also has the added benefit of excha-nge and enrichment of experiences and ideas between local students and those from different parts of the world.

Such a strategy is not new as it has been practised by countries of the West even though these countries have their own bright students.

That is one reason why the West is now so strong and advanced, especially in the area of science and technology.

This approach of attracting the best foreign students can only be successful if an excellent system of higher education is in place, and China is doing just that.

As a start, China is also increasing the number of scholarships for foreign students.

For example during the 18th ASEAN-China Summit held in Kuala Lumpur last November, China’s Premier Li Keqiang made a commitment that China will increase the number of government scholarships for Asean countries by a thousand over the next three years.

Incentives

On a global scale such efforts may not seem much, but China might introduce innovative incentives to attract the best foreign students to its shores.

The country might just be waiting for the right moment to do so.

Like all other projects launched, once a decision is made and the time is right, China would go all out to implement the idea in a big way.

The soft power strategy outlined above, if introduced, would have a greater impact in countries with a large overseas Chinese population - especially in countries where these students are marginalised with limited access to higher education.

Together there are close to 27 million overseas Chinese living in the Asean region. This is about half the total number of overseas Chinese worldwide.

China may have the edge over the West in attracting these overseas Chinese students as many of these students would be familiar with China’s culture and language.

However it must also be highlighted that presently in China, some university courses are already being taught in English.

From the economic perspective, the cost of higher education in China is relatively cheap compared to those in the West.

Depending on the programme of study, the location of the institution, the type of accommodation sought, and the food consumed, the cost can be as low as US$4,000 (RM16,000) per year.

However it can also be at US$10,000 (RM40,000) per year, making it less affordable to those from poorer nations.

Nonetheless, even now, , studying in China is already a good option.

Doing so not only allows one to receive a world-class education at an affordable cost, it also provides the opportunity for one to establish vast professional and business networks.

These networks are certainly beneficial in a world that has predicted that China would be the largest global economy and a superpower in the not too distant future.

By Dr Lim Koon Ong

The writer is a former Universiti Sains Malaysia deputy vice-chancellor, and is presently an emeritus professor there.

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Saturday, May 10, 2014

Al-Shabaah terrorist members enter Malaysia as students and tourists!

Key arrest: Bukit Aman Special Branch Counter Terrorism Unit officers detaining the 34-year-old Somali, believed to be a member of Al-Shabaab terrorist group, in Selangor.

Hunt on for more Somalis

KUALA LUMPUR: The police counter terrorism division has launched a manhunt for at least five other members of the Somali terrorist group Al-Sha­baab who entered the country as college students and tourists.

Home Minister Datuk Seri Dr Ah­­mad Zahid Hamidi said the hunt was to ensure that Malaysia did not be­­come a training ground for militant groups.

“Malaysia has never compromised when it comes to militant activities. This (efforts to hunt terrorists) is done continuously,” he told reporters after visiting the Kamunting Pri­­son yesterday.

“We are hunting down several individuals. Some of them are married to local women. They have not set up bases in this country but they share the ideology.”

His comments came a day after a suspected Somali terrorist belonging to the Al-Shabaab group, which is active in Africa and the Middle East, was arrested in Selangor.

The 34-year-old was also on the most wanted list Interpol.

Dr Ahmad Zahid said the man was believed to have entered Malaysia using student passes two years ago and studied in a private college.

Deputy IGP Datuk Seri Mohd Bakri Zinin said police were using all resources to search and detain the remaining members.

Contributed by Malaysia Police nab man linked to Somalian terrorist group By G. Prakash - See more at: http://www.themalaymailonline.com/malaysia/article/police-nab-man-linked-to-somalian-terrorist-group#sthash.CzfpTtok.dpuf “We are focused on capturing these dangerous people,” he told The Star yesterday.

According to a source involved in the operation, the counter terrorism unit had been closely monitoring a group of five Al-Shabaab members who had entered the country using altered passports and signed up as students of top private colleges and public universities using fake identities and documents.

“There are strong indications that the group was trying to set up a base here to remain below surveillance.

“We believe authorities in Africa and Europe were closing in on them, forcing some members to flee to Malaysia,” the source said.


Asked why the militant group picked Malaysia, the source said the perception was that the country was “too welcoming”.

“Security at our entry points is deemed to be lax and this is luring the wrong kind of people. It is about time the systems in place are re­­vamped,” the source said.

So far, police have found no signs to suggest that Al-Shabaab had been attempting to recruit Malaysians or forge any form of cooperation with home-grown militants who were detained recently.

The arrest of the Somali man is not believed to be linked to the arrest of 11 Malaysians for involvement with militant groups in Syria and southern Philippines.

- Contributed by Farik Zolkepli

Visas only for qualified foreign students

PETALING JAYA: Foreign students coming into the country must have the required academic qualifications before they are issued student visas, said Education Malaysia Global Ser­­vices (EMGS) chief executive officer Mohd Yazid Abdul Hamid.

He said EMGS served as the first level of screening to ensure that only genuine students who had fulfilled the academic requirements were admitted and that the institutions that they appled for were pro–perly accredited.

“Once they have passed the academic screening, the Immigration department will conduct a security screening on the applicants,” Mohd Yazidsaid yesterday.

The EMGS is a one-stop-centre for international students and manages all aspects of their application.

This includes student passes, review of documents, compliance with academic requirements, issuance of student visas, medical screening and insurance coverage.

Mohd Yazid said records kept by EMGS served as a data bank to track the performance of the students.

“There are cases of those who abused their student visas. For such students, the colleges must submit attendance and academic results for yearly renewal of student visas.

“In this way, we can weed out visa holders who are not genuine students,” said Mohd Yazid.

He said foreign students had to achieve 80% class attendance and the minimum cummulative grade point average 2.0 to qualify for renewal of student visas.

- Sources: The Star/Asia News Network

Police nab man linked to Somalian terrorist group 

Deputy Inspector-General of Police Datuk Seri Mohd Bakri Zinin said the individual was picked up by Bukit Aman’s special branch counter-terrorism division in Selangor. ― file picture

PETALING JAYA, May 9 — The arrest of a 34-year-old east African man, believed to be a member of Somali-based militant group Al-Shabaab which has links to Al-Qaeda, has raised questions on how he managed to enter the country and if he was involved with other local militants detained over the past few days.

Deputy Inspector-General of Police Datuk Seri Mohd Bakri Zinin, had in a press statement yesterday, said the individual was picked up by Bukit Aman’s special branch counter-terrorism division in Selangor yesterday and is believed to be linked to the Somali-based Al-Shabaab terrorist group.

“He was listed under Interpol’s Red Notice wanted list for his alleged involvement with Al-Shabaab in east Africa,” the statement read.

“Police are investigating his activities in the country to identify if there were any Al-Shabaab terrorist links or members in the country or conducting activities that could jeapordise the nation’s security.”

He is being investigated under the Security Offences (Special Measures) Act.

Sources say the suspect, arrested at 4pm, has been in the country for “several weeks” and are not discounting the possibility of more Al-Shabaab members in the country.

Nine individuals, aged between 55 and 22, were arrested by the counter terrorism division on April 28 for their alleged involvement in militant activities.

Three of them were picked up in Kedah and six in Selangor. Another individual was arrested in Kuala Lumpur the following day while another suspect was nabbed in the city on May 2.

They were believed to have been planning to participate in the on-going civil war in Syria. Al-Shabaab enjoys close ties with Al-Qaeda and are believed to have aided Boko Haram militants in the attack on Nyanya Motor Park in Abuja last week claiming the lives of over 200 people.

It remains unclear if the foreigner was connected to the 11 locals arrested. Sources say it is highly unlikely but police will probe the matter.

IGP Tan Sri Khalid Abu Bakar had, in recent days, stressed the nation’s laws were adequate to protect Malaysia from militants and warned members of militant groups not to recruit Malaysian youths to join them.

The nation’s porous borders have been highlighted since Flight MH370 went missing on March 8 after two Iranians entered the country and boarded the Malaysia Airlines plane with fake passports.

Earlier this year, police rescued several Myanmar nationals smuggled into the country by a human trafficking syndicate through Thailand.

A series of kidnappings, abduction and robberies in Sabah’s waters, and the influx of foreigners entering the state, has also irked many parties, including Prime Minister Datuk Seri Najib Razak, despite the establishment of the multi-million ringgit Eastern Sabah Security Command (Esscom) after the Lahad Datu incursion early last year.

- Contributed by G. Prakash MalayMailOnline

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Tuesday, June 18, 2013

Beware of Malaysian Chinese school leavers being lured into dubious degree and diploma programs !


“我万万没想到这件事竟然发生在自己身上。我只能说,这是一种社会经验。”

如果您现在对前途很迷惑、很模糊,我真诚真诚真诚的希望刚毕业的您能看完我写的东西。在2009年还未考SPM之前,我校的一位华文老师突然接获一 位女子送来的几张表格,因为老师说那位女子自己本身也曾经历一段困难的事,所以现在要提供奖学金帮助即将要毕业的贫穷学生,以做慈善。当时,也有很多学生 向老师拿那表格,我来自家境中等的也拿了那张表格。表格内没注明她的来历、名字或公司,只是叫学生…

Watch YouTube Video:
http://www.youtube.com/watch?v=GlhhHfsLg6c



Lowyat forum:
https://forum.lowyat.net/topic/1959139/all
Quote:
"I have a question here. Are u opening some sort of tuition center like Super Tution Centre? There are a lot in Malaysia now, with poor quality teachers that just passed out from secondary school, and take some sort of stupid lousy diploma or degree in business management from some lousy uni shakehead.gif , claimed themselves as full A’s and degree holder qualify and quality teacher, by falsification and alter the SPM result shocking.gif ."

Limpek话超级

1) https://www.facebook.com/media/set/?set=a.241809299284767.60469.100003670965231&type=1
2) http://shanayxw.blogspot.com/2010/04/super-tuition-centre.html
3) http://pusatsuper.blogspot.com/2010/06/xu-shen.html
4) http://pusatsuper.blogspot.com/2010/04/blog-post_2293.html
5) http://pusatsuper.blogspot.com/2010/04/blog-post_6605.html
6) http://pusatsuper.blogspot.com/2010/04/blog-post_17.html
7) http://pusatsuper.blogspot.com/2010/04/blog-post_4251.html
8) http://pusatsuper.blogspot.com/2010/04/blog-post_29.html
9) http://pusatsuper.blogspot.com/2010/06/supervisor-inspec-l-inspec-my-share.html
10) http://pusatsuper.blogspot.com/2010/04/british-business-schoolx.html
11) http://pusatsuper.blogspot.com/2010/06/blog-post_08.html
12) http://pusatsuper.blogspot.com/2010/04/blog-post_8135.html
13) https://www.facebook.com/photo.php?fbid=307355916063438&set=pb.100003670965231.-2207520000.1371776361.&type=3&theater

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Thursday, November 29, 2012

How can universities powering Malaysias' ivory towers?

It is time we look at how our universities can be true to their noble calling as a mirror of humanity’s great heritage rather than be in danger of choosing show over substance.

A UNIVERSITY is a temple of learning and a storehouse of the knowledge and wisdom of the past. It is a receptacle of art, culture and science and a mir=ror of humanity’s great heritage. At the same time it is a laboratory for testing out a new vision of the future.

In more than four decades as a teacher, I have witnessed the ebb and flow of many educational movements. Some of them give me the feeling that we are choosing show over substance.

> Industrial links: In order to refute the charge that universities are ivory towers with no appreciation of societal needs, all universities have forged close relationships with the professions, industries and commerce. Curricula are devised to satisfy Qualifying Boards and potential employers. Students are required to do periods of apprenticeship. Captains of industry are often recruited as adjunct professors.

All this is laudable. At the same time it must be realised that our orientation towards industries and the professions distorts university education in some ways. A balance is needed.

> Lack of liberal education: The role of universities is to advance knowledge and build characters and not just careers. In their obsession with narrow professional goals and employability of graduates, many universities adopt curricula that are bereft of the arts and humanities. This paucity and poverty is accentuated because, unlike many countries, professional courses in Malaysia do not require a degree at entry point.

If a university is true to its worth, it must provide holistic education and produce well-balanced graduates who have professionalism as well as idealism, an understanding of the realities as well as a vision of what ought to be. Merely supplying technically-sound but morally-neutral human cogs in an industrial wheel to contribute to high production figures, will not in the long range lead to enlightened development of human capital or of society.

> Research: The crucial, core factor in a university’s eminence is qualified academicians with proven research abilities and a solid commitment to lead and inspire their wards to travel up the mountain path of knowledge.

A university cannot become an acclaimed university unless it possesses a large number of scholars who are the voice of the professions and who not only reflect the light produced by others (knowledge application) but are in their own right a source of new illumination (knowledge generation).

However, emphasis on research is leading to a number of adverse tendencies. Teaching is being neglected. Committed teachers are being bypassed in tenure and promotions in favour of entrepreneuring researchers.

Instead of singling out and supporting good researchers wherever they are found, the Malaysian approach is to anoint some universities with RU status and shower them with special grants. Innovators in non-research universities are thereby prejudiced.

> Research has various components: Capacity, productivity and utility.

The first (capacity) can be developed. Sadly, often it becomes an end in itself. The second (productivity) does not necessarily follow from the first. The third (utility) is often lacking. A great deal of research has no impact on the alleviation of the problems of society. Prestige and profit override public purpose. We need better criteria for research grant eligibility.

> Seeking best students: At the risk of sounding heretic, I wish to say that this modern obsession with seeking “the best students” is not conducive to social justice. Highly motivated, intelligent and articulate students make teaching a pleasure.

But what is even more satisfying is to take ordinary students and convert them into extraordinary persons; to mould ordinary clay into works of art.

It is submitted that entry points should be flexible. They should be based on holistic criteria. They should take note of initial environmental handicaps. They should be cognizant that equitable access to knowledge is a factor in sustainable development. They should further the university’s role to assist in social and economic progress; to cut poverty; to help the disadvantaged.

Entry points are less important than exit points. How a student ends the race is more important than how he/she began it.

All universities should be required to run some remedial programmes for under-achievers and to practise affirmative action for all marginalised sections of the population.

> Over-specialisation: Our system is committed to teaching more and more on less and less. Production of enough professionals and technocrats for the industries and the job market is an overriding role. However there is clear evidence that half or more than half of the graduates end up in roles outside of their university training.

In an age of globalisation, economic booms and busts, and high unemployment rates, there is a growing disconnect between what students study and what their subsequent careers are.

It is therefore, necessary to train students for multi-tasking, multi-disciplinary approaches; to have split-degree courses; and to produce graduates who have career flexibility and who are able to adapt to different challenges at work.

> Community service: Universities must serve society and not just by producing graduates for the job-market. All university courses must have an idealistic component and must straddle the divide between being people-oriented and being profession-oriented.

The curriculum must be so devised that staff and students are involved in the amelioration of the problems of society, in schemes for eradicating poverty, protecting the en-vironment, providing fresh water, storm control, protection from disease, adult education and free legal, medical, commercial and technical advice.

Tailor-made, short term courses for targeted groups should be devised to enrich lives. These courses should have no formal entry requirement. Town-gown relationships should extend to links with NGOs, GLCs and international groups that are involved in wholesome quests like environmental sustainability.

> Globalisation: Internatio­nalisation of knowledge is crucial for humanity’s advancement. However, to be truly global, we must not ignore citadels of excellence in Japan, Korea, China, India and Iran. It retards our progress and prevents us from addressing problems peculiar to our clime that our tertiary education suffers from a debilitating Western bias. Our course structures, curricula, textbooks, and icons are all European and American. It is as if the whole of Asia and Africa is and always was an intellectual desert. The opposite is true.

Asian universities must build their garlands of knowledge with flowers from many gardens. That would be true globalisation.

Comment
By Prof Shad Saleem Faruqi
> Shad Saleem Faruqi is Emeritus Professor of Law at UiTM 

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Wednesday, October 31, 2012

Form over substance in higher education and university rankings

Death knell for higher education

 
There is a growing obsession with form over substance and nowhere is this more evident than in the unhealthy interest taken with university rankings.

THIS month marks the 22nd year I have worked as an academic.

In that time, I have seen many changes in the university. There have been, of course, some improvements since those early days.

For one thing, technology has transformed things for the better.  Let’s take a trip down memory lane.

The very first publication I wrote went through this rather painful process.

First, I had to go to the library and find the relevant cases and journal articles. Then having taken copious notes, I went back to my office where I proceeded to write out my thoughts with an ancient device known as a pen.

Having completed this task, I would send my scratching to a lovely lady in the general office downstairs whose job title was “steno”.

She would type out what I wrote, give it back to me to check and then I would return it to her with any corrections. Finally, it would be placed into a pocket made of paper known as a stamped envelope and posted to the publisher.

Now, all cases and statutes including many journals are online. I type my work myself (with the computer checking my spelling and grammar) and when I am done I e-mail the stuff to the publisher.

All in the comfort of my office where I can play Flight of the Hamsters in between constructing sentences filled with gems of wisdom.

I will be the first to admit that I am quite old-fashioned in many ways, but I can categorically say that I don’t miss the days before the Internet and Word.

Progress, unfortunately, is not always positive. And it saddens me to say that over these last two decades I have seen changes that in my opinion ring the death knell for higher education.

In my opinion, the key problem is that those who decide the direction of our universities have lost track of the values that have to underpin these institutions in order for them to play a meaningful role in society.

There is a growing obsession with form over substance and nowhere is this more evident than in the unhealthy interest taken with university rankings.

Politicians harp on about it, so the Government makes it a priority. Because the Government wants higher rankings, the vice-chancellors start ranting about it too.

Rankings have become the raison d’etre for universities.

The quick fix then becomes the holy grail, hence universities look to the ranking criteria and they focus their efforts on doing all they can to meet those criteria.

This blinkered modus operandi then leads to some seriously contorted developments which ignore the principles that are necessary for the proper foundations of truly good universities.

Academic autonomy is one of those principles.

A university is a complex organisation. It is unlike a factory where there is by and large one goal and usually one method with which to achieve the said goal with the best quality and efficiency.

Even in one faculty, there are many variations. Take, for example, the Faculty of Arts – you have departments as diverse as English and Geography; Urban Planning and Gender Studies; International Studies and Indian Studies; the list goes on.

You can’t possibly be laying down a single criterion for quality for such a diverse group. But that is what happened.

Nowadays, if you want to prove your quality, the only way you can do it, which is embraced by universities, is if you publish in the journals recognised by the ranking organisations.

It doesn’t matter if you are an English professor who publishes well-received novels, or if you are a Gender Studies lecturer who uses your knowledge for women’s activism.

What about the fine arts? Shouldn’t the creation of new ideas in dance and theatre take precedence over an article in some obscure (but acknowledged by the rankers) journal which only a handful of people will read?

Increasingly, the thinking of universities is it is our way or the highway.

Such a top down approach cannot work because each academic unit in a university has its own expertise and its own value system.

This has to be respected because they themselves should know how to advance their discipline both in an academically and socially meaningful manner.

Autonomy brings with it the necessary flexibility for each department and each academic to chart the necessary course which will improve themselves and their own disciplines.

And who should know better what that course should be than those who have trained in that discipline.

I am not against the publishing of works in reputable journals. I acknowledge that they are important to the advancement of academic thought.

What I am saying is that the diversity of academia means that there are numerous methods to determine quality. And the best way to achieve quality is by having true academic autonomy so that those who know best are the ones who determine the way to achieve the best.


BRAVE NEW WORLD By AZMI SHAROM
azmisharom@yahoo.co.uk

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Sunday, August 26, 2012

No education like British education?

I READ with dismay the report “Consider other countries instead of Britain for further studies” (The Star, Aug 22 - see below) suggesting that Malaysian students turn their backs on British institutions of education because of the adverse impact of the British Security Policy on some students.

Such a notion ignores Malaysia’s association with Britain for over 200 years.

Unlike some colonial powers, Britain has stood the test of time in being a strong ally of Malaysia.

They stood by us in one of the most challenging times of the nation by fighting alongside in defending the country against a formidable communist insurgency in which many of them lost their lives, including Sir Henry Gurney the British High Commissioner who was gunned down in 1951.

Jalan Templer in Petaling Jaya stands as a legacy of the contributions of this general to this cause.

It’s easy enough for those who did not live through those anguishing times to brush this aside as the sentimental musings of the past.

Following independence, instead of abandoning the country like some colonial powers, Britain continued to prepare Malaysians to fill the void by training Malaysians in every sphere of education and training to put the nation on its feet, such as the Colombo Plan and thousands of educational aid in the form of subsidies and sponsorships.

Britain has some of the oldest and highly reputable globally recognised institutions of higher learning that have not lost any quality over time despite present-day economic constraints that have put pressure on educational institutions the world over.

The world is a rapidly changing place, burgeoning populations, factional wars and economic pressures are seeing people movement both legally and illegally in unprecedented numbers.

Most seeking a better life and refuge in developed democracies, are going to desperate lengths to get in, by forged or stolen documents and destroying their identifications so as not be be returned to their country of origin.

Western democracies are in a particularly vulnerable position because of the committed values they hold, of freedom and human rights, against people who grossly abuse those values.

Hardened by defiant illegals, who often challenge immigration policies in court through legal aid funded by taxpayers in host countries, border security authorities who have no way of telling the genuine from the bogus, tend to take a hard line in implementing rules to the letter.

As it is the nature of things, well meaning people sometimes become indignant victims of regulations.

The offence felt by honest people who are affected by the application of these regulations is understandable.

But to suggest that Britain should be bypassed as a centre of learning for self-centred reasons, without understanding the reason for these policies, is to mislead prospective students from securing a time- tested quality of education.

PAT ABRAHAMS
Melbourne, Australia

Consider other countries instead of Britain for further studies

SOON, thousands of our youths will leave for Britain to further their studies either on scholarships or self-funded. A lot of money will be spent.

While the majority of the British educational establishments may give value for the money we are spending, there are other choices with the same or even better institutions where we can send our youngsters.

If we must have English as the medium of higher education, places like Australia, New Zealand, Canada or the United States should be considered instead of Britain.

I am advising Malaysian students to choose Britain last for further studies. I am not anti-British or trying to repeat the call of our fourth Prime Minister.

I am giving this advice simply because since the formation of the British Border Agency to deal with visa applications, things have really deteriorated to a very sad state for anyone trying to go for studies or are already studying in Britain.

The British Border Agency is treating Malaysians and any other non-European students as if we are asylum seekers. The inefficiency of the agency in dealing with visa applications makes one wonder if Britain is still a developed country.

Malaysians can now get our international passports within a couple of hours, but the British Border Agency can take a whole month just to let you know that your application is rejected because you missed out on some information.You then need to make a fresh application and pay new application fees.

While it may be a pain getting a student visa to Britain, one can get an Australian visa through online application. So if there is any doubt, just that alone should make one choose Australia instead of Britain.

For those already in Britain and hope to stay back to gain work experience, again you may be disappointed. Even if you manage to get a job, the Border Agency may make life quite difficult for you.

I know of a medical graduate who got a job for two intern years. The Border Agency gave her a work visa two weeks short of two years.

After working a few years there, the same doctor needed to renew her visa which was expiring. Due to technical error, the visa was denied, and this despite that her job contract was still valid. She had to get a lawyer to seek redress in the court just to stay back in Britain.

The worst and the most cruel case I know involves another student stranded in Britain during the long summer break. This poor girl lost her passport, which was replaced without much hassle.

However as her student visa was in the lost passport, she had to submit an application to have her visa in the new passport. She is there on a valid visa which should be in the system of the British Border Agency, yet her application which was submitted more than two months ago is still pending attention.

The Australian government from next year will allow foreign graduates to stay back up to four years after graduating to work. The immigration office is student-friendly.

So my advice to all those planning to go overseas to study is, please just exclude Britain.

GCK Ipoh

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Tesco faces £200,000 fine over illegal foreign workers

Tesco could be fined up to £200,000 after foreign students at one of its warehouses were found to be working illegally, The Daily Telegraph can disclose.

Tesco facing huge fines for 'illegally employing' foreign students
Tesco said it was "co-operating fully" with the UKBA, adding that it had tightened procedures to tackle illegal workers, which it did not condone employing. Photo: PA

Authorities found the students, of almost a dozen nationalities, were working significantly longer hours than their visas allowed at the warehouse operated by Britain’s biggest supermarket chain.

The breaches were discovered after immigration officials swooped on the Tesco.com building in Croydon, south London, last month.

UK Border Agency officials arrested 20 of the students for alleged breaches of visa terms that restricted the amount of hours they could work.

It is understood that at least seven of the students, none of whom has been identified, have been deported. It follows Home Office operations to put a stop to “visa abuse”.

Officials discovered the students, who were predominantly of Bangladeshi and Indian origin, had been working up to three-and-a-half times longer than their visas allowed.