Kelly Kaplan, one of Student Blog readers, has just sent me an article which I hope all of you also like to read it. I’ve posted the full article here, and if you’d like to read from the original site, feel free to click the link at the end of the post. Cheers,
You can find just about anybody on Facebook these days. People are becoming Facebook friends with old classmates, long lost cousins and the neighbor across the street. Teens especially seem to have a tendency to add almost everyone to their friends list that asks. So, if one of their teachers should send them a friend request, they’re likely to accept it. If they randomly came across a teacher’s profile on Facebook, they might also send a friend request too, without thinking much about it. A teacher, however, should give the situation some consideration. There are some very good reasons why a teacher should NOT be Facebook friends with their students.
- Privacy – The teacher’s privacy and the student’s privacy are compromised when they become Facebook friends. A student (and that student’s friends) may learn things about their teacher that they otherwise wouldn’t have access to. This could be detrimental in the class setting.
- Harassment – Again, this can go both ways. If the relationship between the teacher and the student is not a positive one, or deteriorates in the classroom, Facebook connections could be used to harass one another outside the confines of the school building.
- Work vs Home – Teachers often had a hard time drawing a line between work and home. Since Facebook would be something they would use more for their personal lives than their work, becoming Facebook friends with students just further blurs that already fuzzy line.
- Favoritism – Since teachers have many different students each day, if they were Facebook friends with some of their students and not others, they would likely be accused of showing favoritism to those students they had befriended on Facebook.
- Intimidation – Some students might see a teacher’s Facebook friendship intimidating. They may be hesitant to accept the friendship because of not wanting their teacher to be privy to their conversations with friends. At the same time, they may fear saying no to a friend request from a teacher, for fear that they will offend the teacher and negatively affect the teacher’s treatment of them.
- Age appropriate – Since a teacher would be an adult, there may be postings from friends on their Facebook page, which would not be age appropriate content for their students to be reading or viewing.
- Bullying – School bullies love to tease other kids about having friendly relationships with their teachers. Being Facebook friends with students may make them a bigger target for that type of bullying from other students.
- Prejudice – As much as teachers try not to allow outside knowledge affect their treatment of their students, it still can have a subliminal effect. A Facebook friendship may cause a teacher to see the student in a whole different light than they did in the classroom previously.
- Misunderstandings – Online communications are often filled with misunderstandings about what a person meant by something they typed or did online. A teacher/student friendship on Facebook could create more opportunities for these types of misunderstandings.
- Expectations – A student who has a teacher as a Facebook friend may expect special treatment from that teacher. The student may also expect the teacher to answer questions regarding assignments and homework via their Facebook friendship, that should be reserved for the classroom.
If you’re a teacher and haven’t given this situation any thought, now is the time to do so. The easiest solution is to simply make it a matter of personal policy to not be Facebook friends with any student at your school. That way, no one can be offended by your rejecting their friend request, and you can’t be put in a position that you may later regret.14/06/2011 From: Student Blog reader Original site: 10 Reasons Teachers Shouldn’t Be Facebook Friends with Students
Most students strongly agree that a university education is crucial for their future. After graduating from high school, they enter university to pursue their studies by choosing majors, or subjects, they prefer such as law, information technology, economics, management and so forth. They pay some school fees for their bachelor’s degree over a four-year period.
Those who cannot afford to go to a university or are not interested in getting an education at a higher level are able to attend vocational training, which is traditionally non-academic and focuses on a particular skill, such as sewing or making technical repairs.
There are vocational training centres throughout the country, teaching people how to repair motors, electronics, hairdressing and make-up, clothing and cooking.
Kong Kolline, a master craftsman and also a trainer at the Socheat Beauty School where students’ studíes include steaming, styling hair, skin polishing and nail decorating, said her students were a mix of people from the countryside and those who live in the city.
“They cannot catch up with school lessons and some think they only have to spend a little time doing vocational training and they can earn a living by opening their own business,” said Kong Kolline.
This idea was echoed by Chhun Chhea, 26, who came to Phnom Penh from Takeo province to learn how to become a mechanic and fix cars. Chhun Chhea said he had spent one year at university and he stopped to learn how to repair cars and then started working in this field after studying for one year.
“I quit studying at university because I didn’t have enough money and my brain seems not to be designed for studying,” said Chhun Chhea, who explained that he faced some challenges because he had never had to use his mechanical skills before, but he had adjusted and now loved this job.
He said that after getting vocational training it was easy to earn good money, not like working in an administrative office job where people earned little money.
“I just repair a small part which doesn’t take long and I get $5 to $6 or more than that,” he said, adding that completing a university course takes a long time, but people who join the workforce also have to learn new skills, and he is now on his way to opening his own garage.
The Vimean Tep Technical School opened more than 20 years ago and has more than 200 students now studying there. It is a vocational training center in Phnom Penh where students can learn skills that include how to repair cars, motors, phones, televisions, radios, electronics and air-conditioners.
Chab Siphat, a director and trainer at Vimean Tep Technical School, said the number of students studying at his school keeps increasing because people see that their graduates are getting jobs. “Vocational subjects are easy to earn money from, take little time, cost less money and can help you earn a living for life, the same as those who go to study at university,” said Chab Siphat, who added that those who cannot read or write can still learn skills, although it gets hard for them to remember things if they cannot write things down or read.
At Vimean Tep Technical School, students can learn how to repair motors by spending only US$120, or they can spend $350 and learn how to repair telephones.
Lao Heum, the director of the department of Technical and Vocational Education and Training at the Ministry of Labour and Vocational Training, said vocational training is a good way to reduce unemployment and poverty in the country because vocational training enables youth to gain enough ability and capacity to enter the work force.
“We need only one or two engineers if we want to construct a building, while we cannot hire only one or two construction workers or technicians to build it, so we need a lot of vocational workers in the country,” said Lao Heum.
According to the Labor and Social Trends in Cambodia 2010 report from the National Institute of Statistics, with support from the International Labour Organisation, the Kingdom “desperately requires” skilled labour – such as mechanics, electrical technicians and workers in the hospitality industry – that is where the bulk of employment is being created.
“Most young people in Cambodia are studying majors such as accounting and management, which is also good, but if more and more people go into these fields, finding jobs will become more and more difficult,” said Tun Sophorn, a National Coordinator for Cambodia at the International Labour Organisation.
“I want the media as well as the relevant institutions to help broadcast the fact that parents should guide their children to study skills according to the marketplace and not just follow one another so they will not face problems in finding a job,” said Lao Heum.By: Dara Saoyuth and Touch YinVannith
This article was published on Lift, Issue 48 published on December 08, 2010 You can also read the article on Phnom Penh Post website by CLICKING HERE Related Articles:
- Seminar on Technical and Vocational Education and Training (TVET) (saoyuth.wordpress.com)
- The Value of Trade and Technical Schools to Students Eager to Start Their Careers (otctech.wordpress.com)
Some wealthier students don’t need to worry about money while they’re studying at university. But most of us do. Although it would be great to forget about finances and give 100% of our time and effort to our studies for the 4 or 5 years that we are enrolled at university, it is not a reality for the majority of university students coming from middle class backgrounds who must continue to make money for themselves and their family.
Even if you have a scholarship, studying can be expensive when you consider the cost of books, transportation and other academic materials; however, it is not the cost of education, but rather the opportunity cost, that forces most students to find a job on the side. Most families in the Kingdom rely on their children to bring in an income when they reach working age. Therefore, university has two costs; the tuition fee and the lost income that would be made if the student were working instead.
For many students who see university as the only way to take an economic step up, the solution is finding a job to help support them through their studies. Balancing work and classes is a challenge that can leave students over-tired and unfocused in class, but it doesn’t have to. We talked to students, educators and career experts who explained how a part-time job can help students rather than hurt them on their way to professional success.
“Some people repeat that they don’t have time for a job,” said 22-year-old Ty Phearom, “but in fact they just don’t know how to use their time efficiently and wisely.” The senior at the Institute of Foreign Languages (IFL), who has been working as a part-time teacher at the Student Development Institute since his first year at university, said that his experience on the job gave him the additional benefit of being able to apply the theory he was learning in class in a practical setting while at work.
The importance of finding a job related to your course of studies was echoed by Chy Meath, a consultant at Aplus Consulting Company. He said that students who get professional experience relevant to their major will invariably improve their abilities and raise their chances of finding a job upon graduation. Even if students can’t find part-time work closely related to their studies, Chy Meath said that part-time work can provide a surprise professional spark. “Sometimes students will become interested in their part-time work and end up doing that when they graduate,” he said.
Last month Nhem Ratbothea, a 22-year-old sophomore in IT at the Royal University of Phnom Penh (RUPP), decided to take a job as a waiter at Hotel Phnom Penh. Besides allowing him make money and cut down on his families expenses, he said his first job since leaving his hometown of Banteay Meanchey, although unrelated to his courses in IT, will have the added benefit of helping him improve his English language skills, which might prove important down the road.
According to Chy Meath, students tend to overemphasize the responsibilities of their part-time work altogether, overlooking the workplace environment of their prospective employer, which is just as important to a student’s sanity. “If you have fun and the co-workers are friendly and patient with good management, it will be beneficial,” explained Chy Meath. “If you go to work and your co-workers just shout and ignore each other, whether or not you are highly paid, it will have a negative effect on you.”
While the benefits of part-time work extend beyond the obvious increase in income, others are rightfully concerned about negative effects on student’s academics. If possible, Ngov Simrong, a mathematics teacher and also a chief of Academic Office at Norton University, suggests that families find a way to support their children through university so they can focus on their studies.
“When they have to work, they will become tired,” he said. “So when they are in class they aren’t focused on the teacher’s explanation, they just sit waiting for time to pass because they are so exhausted.” If the family has the financial ability, he advised that they “don’t allow their children to work while studying because they won’t reach their full potential.”
To make academics more manageable, some students alter their work schedule, or end it altogether, come crunch time. As an undergraduate, Sa Sokheang, who just graduated with an accounting degree from Vanda Institute, got a job as a salesperson at Snow Yogurt where, after proving herself, she got a promotion an became an accountant. While the work aligned with her academic interests, she said that being busy from early in the morning to 9 at night took a toll on her.
“Working part-time had an effect on my academic performance because sometimes I would come from work and find myself too tired to find time to study,” she said. With final exams approaching, Sa Sokheang was worried that she wouldn’t have time to prepare for she left her position at Snow Yogurt to ensure ample time for research and reading.
While educators agreed that juggling classes with a job presents a unique challenge, some are willing to cooperate with students to make arrangements that prevent significant sacrifices to their studies. Khan Chandy, an English teacher at IFL, mentioned one student who made a formal request to come to class 30 minutes late so he could fulfill his obligations at work and school, since he cared deeply about both. “His attitude in class was good and his scores remained among the top ten in the class,” the professor explained.
Vong Chorvy, a quality assurance officer at RUPP, said that getting a job is fine as long as academic focus students can maintain their academic focus. “It’s good for those who are studying and working, but they shouldn’t forget that studying is still most important,” he said. “Absorbing theoretical knowledge about their field of study is very important because later on, when students graduate, they have to apply it in order to succeed in that profession.”by: Dara Saoyuth This article was published on Lift, Issue 40 published on October 13, 2010
You might want that noise to stop while you are studying or that light turned off when you are trying to sleep, but these are just the hassles you have to endure in a dormitory. Although living with a roommate in a dorm – and dealing with the unavoidable annoyances this entails – is a nearly universal experience for university students in many foreign countries, there is also a small group of Cambodian college kids living in close quarters at the Kingdom’s only state-run dormitory for university students.
After a few visits to the dorm, I decided that in order to get a true sense of dorm life, I needed to spend a night there myself. So last week I packed my bag and headed to the six-building dormitory campus on Russian Boulevard – neighbouring the Royal University of Phnom Penh – to get a taste of the parentless life.
In foreign countries, room and board (food and living accommodations), are usually part of tuition fees, but in Cambodia, dorms are free to some students from poor families and remote provinces and are reserved mostly for females (although my experience was mostly with young men for obvious reasons).
Because of the noticeable lack of adults on the premises, you might expect security to be in short supply. But I felt at ease and well taken care of from the get go, and I witnessed a way of life that you’re not likely to see anywhere else.
The first lessons you are forced to learn are those of acceptance and cooperation. Many of us are used to having our own room and our own space to retreat to when we need some time alone, but you can say goodbye to these comforts as soon as you set down your bags.
San Kimleang, a 23-year-old woman from Kampong Thom province, said she used to be spoiled by her family, but has shed her sense of entitlement over the past three years. “We have to stay with our roommates for four years, so we need to find ways of living peacefully and it is critical to be tolerant of each other,” she said.
It’s easy to snap at siblings and take out your frustrations on family members, she explained, but while living with people outside her family, she often has to bite her tongue when she is angry or fed up with the behaviour of her dorm-mates.
Bou Sophal, who just moved into the dorm last year, knows all too well the challenges of communal living. “Sometimes people cause a disturbance, for example there will be a noise during when we want to study silently or our roommate needs light for studying while we are trying to fall asleep,” he said. “We have to be patient, tolerate and forgive. Today they unintentionally disturb us, but in the future we might do the same.”
While I could certainly understand their difficulties, having enjoyed my own quiet room for the past 20 years, I also saw how much the students cared for each other.
Hou Vanthy, 19, said he feels lucky to live in the dorm because his parents, who are farmers with six other children, have little money to spare. As he has become acclimated to Phnom Penh over the past year, he has been able to ask for help from the young men he lives with. “If I don’t have the documents I need, I can ask from them, and I talk with them about their experiences so that I can prepare myself for problems that lie ahead,” he said. “I have never lacked advisers while I’ve been living here.”
I was a bit jealous when I saw a computer room in the building. I have a laptop but, unlike the guys at the dorm, I do not have access to free computer lessons on a regular basis.
More senior members of the dorm, such as Suon Sampheavin, a 22-year-old student in his fifth year of civil engineering studies, said that design programmes like AutoCAD are crucial for engineers, but most students living at the dorm can’t afford the relatively expensive fees of a typical computer class. “I teach AutoCAD on weekends, using what I know, so the other guys don’t have to spend money on classes outside. If I don’t help them, they will face difficulties in the future,” he said.
I was happy to see that it wasn’t all work in the dorm. Barring rain, the self-sustaining students set aside some time in the evening to play football and badminton in the space outside of their dorm. Once they have worked up an appetite, they prepare dinner and, in the men’s dorm at least, pile in front of the TV to enjoy their food with the on-screen entertainment.
There is not a complete lack of adults – there is a health officer on site in case of an illness or emergency, and there is also not a complete lack of authority. Four buildings have adult managers, while two dorms have elected student managers to make sure things don’t get out of hand.
Ban Sam, who has been staying in the dorm since 2007, said that as the men’s manager he makes sure that students who enter the dorm follow the rules.
“Hanging around outside late is not allowed,” the 21-year-old said. “Gambling, drinking beer, or using drugs in the building is banned. For the safety of all students, bringing people from outside the dorm without asking for permission is not allowed,” he added, starting to sound like my parents.
But just as I was thinking that dorm life signalled a release from chores, it only got worse. “Students have to live with cleanliness and hygiene; for example they have to clean their rooms and take turns cleaning the bathroom and toilet as it is used by everyone.” Ugh! The dorm really was starting to feel like home.
While the stories you hear about foreign dorms might sound more like anarchy than university, it seems that Cambodia’s dorm-dwellers are quite tame. While most of us have a family waiting for us when we finish our classes for the day, these students only have each other, and the way they support each other was nothing short of incredible. I was thankful for the openness and hospitality of my hosts, but happy to head home when I woke up in the morning.by: Dara Saoyuth This article was published on Lift, Issue 36, September 15, 2010
What is the best way to guarantee that you get good grades? If you are reading this magazine, you know the answer is hard work, but for too many of the country’s student the answer is cheating.
Although a culture of cheating is more pervasive in high school than it is at the country’s universities, many students bring their habit of cheating with them when they make the transition to college.
Cheating at university not only makes students’ higher education worthless, it reflects poorly on professors and administrators who can’t control their classes, and it is frustrating for students who are studying hard for tests and exams.
Rather than accept cheating as an unavoidable occurrence, many universities in the Kingdom are working to eliminate cheating from their classes altogether.
Ban Thero, the vice-chancellor at Cambodian Mekong University, said cheating happened regardless of how hard teachers tried to stop it, but that it can be cut down.
“Everywhere is the same. It’s not only Cambodian students who try to cheat. If there is chance to cheat, they will cheat,” said Ban Thero.
“At examinations at CMU, we don’t allow students to use telephones or other tools that can store information during the exam, and we don’t allow students to borrow pens or pencils from each other.”
The Institute of Foreign Languages (IFL) has long been known among students as one of the most strict universities when it comes to examinations, which helps explain why their graduates speak their chosen language with such fluency.
Khan Bophan, the bachelor’s programmes coordinator at IFL, said Cambodian students graduating from high school had a habit of cheating during exams, so IFL made sure that these habits are broken before they enter the university by making the students pass a closely supervised entrance exam before the school year begins.
After that, if you can’t speak, read and write the language, you can’t pass the classes and students soon realise that cheating is no help.
“Students are under close supervision from two examiners. No paper is allowed on the desk. There is a wide space between each student. They are not allowed to pick up a call. They are not allowed out of the room. These are the main rules to ensure that there is no cheating at IFL,” said Khan Bophan. “We also shuffle teachers around, which means that people who teach a particular class do not check that class.”
According to a formal letter sent to all students at IFL, there are strict penalties for students caught cheating. The first time cheating results in a 20 percent deduction, second is 50 percent and the third time gets a 100 percent deduction.
When asked whether the strict rules, which may result in lower GPAs, will make it harder for student to get a job upon graduation, Khan Bophan said this should not be a concern, since transcripts alone do not get you a job. You have to pass multiple interviews, as well, and that is where students who have had to work for their grades will prevail.
by: Dara Saoyuth
This article was published on Lift, Issue 35, September 08, 2010
Theng Tith Maria knows exactly what she wants to do with her life – a rare trait in anyone, let alone a 20-year-old student. “I want to be a lawyer,” she told Lift, explaining that by working in law she won’t be beholden to government or private institutions and she can “help the Cambodian people; my clients”.
The Cambodian legal system is often criticised for its lack of transparency. But if Theng Tith Maria is any indication of what the future generation of jurists could contribute, then there are young legal minds ready to use their expertise to improve their country through its courts.
The Cambodian Client Counseling Competition brings together legal teams comprised of students from various universities from around the country and tests their ability to provide on-the-spot legal advice to hypothetical clients. For two of the last three years, Theng Tith Maria, who is part of one of the teams representing the Royal University of Law and Economics (RULE), has taken first place honours.
After graduating from Wat Koh High School in 2006, Theng Tith Maria won a scholarship to study English literature at Institute of Foreign Language (IFL) and enrolled at RULE. Although she is one of the top students in her programme at IFL, she admits that her main focus is law.
“I have accepted that I cannot give everything to both majors at the same time,” she said, advising others to recognise their strengths and pursue success in that field.
Theng Tith Maria’s success in domestic client counseling competitions have won her trips around the world, including to last year’s Louis M Brown International Client Counselling Competition held in Las Vegas, Nevada, and most recently to Hong Kong. She was also part of a group of five students who represented Cambodia to join The Philip C Jessup International Moot Court Competition held in Washington DC, in March.
There is no secret to her success – besides hard work – but there are a few strategies that Theng Tith Maria employs to make her studying more efficient. She explained that while some people try to isolate themselves when they study, thinking they will focus better, she prefers to engage in discussion, which makes things easier to remember. “If I have to memorise lessons for exam, I join a group discussion and we all share different information,” she said. “Learning through action always works the best for me.”
Theng Marith, Maria’s proud father, said that, if anything, his daughter needs to study less. “I don’t have to worry about her being lazy,” he said. “But sometimes I worry that she is trying too hard.”
By: Dara Saoyuth & LIFT Staffs
This article was published on Lift, Issue 27, July 14, 2010
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ជាធម្មតា នៅក្រោយពេលប្រកាសលទ្ធផលនៃការប្រលងសញ្ញាប័ត្រមធ្យមសិក្សា ទុទិយភូមិ គឺជាពេលយុវសិស្សមួយចំនួនធំដែលរស់នៅតាមបណ្តាខេត្តត្រូវធ្វើដំណើរ មកបន្តការសិក្សាថ្នាក់ឧត្តមសិក្សានៅរាជធានីភ្នំពេញ។ ចំពោះអ្នកមិនធ្លាប់ឃ្លាត ឆ្ងាយពីផ្ទះសោះពីមុនមក ពិតជាលំបាកណាស់ដែលត្រូវបង្ខំចិត្តលើកដៃសំពះលា ឪពុកម្តាយជាទីស្រលាញ់ និង សាច់ញាតិរបស់ខ្លួន ដើម្បីមករស់នៅ និង បន្តការ សិក្សានៅក្នុងមជ្ឈដ្ឋានមួយ ថ្មីដែលពួកគេមិនធ្លាប់បានជួប បានស្គាល់សោះពីមុន មក។ ខ្សែជីវិតរបស់ពួកគេគ្មានខុសអ្វីពីកប៉ាល់ដ៏ធំនៅកណ្តាលសាគរឡើយ ហើយ រូបគេប្រៀបបានទៅនឹងអ្នកបញ្ជាកប៉ាល់នោះអ៊ីចឹង។ មានន័យថារឿងរ៉ាវដែលមិន អាចព្យាករណ៍ទុកជាមុនអាចនឹងកើតឡើងគ្រប់ពេល ឯដំណោះស្រាយគឺវាអាស្រ័យ លើភាពឆ្លាតវៃនិងការតាំងចិត្តរបស់ពួកគេដើម្បីបញ្ចៀសឧបសគ្គទាំងនោះ។
ហៃ ភូសាដាន់ អាយុ២០ឆ្នាំ មានស្រុកកំណើតនៅឯខេត្តបន្ទាយមានជ័យ។ ដោយ សារតែការពេញចិត្តលើភ្នែកពត៌មានវិទ្យា ភូសាដាន់ បានចាកចេញពីខេត្តរបស់ខ្លួន មកកាន់ទីក្រុងភ្នំពេញ ដោយក្នុងចិត្តយល់ថានៅទីនេះ មានគ្រូល្អៗ និង សំបូរការងារ ធ្វើជាងនៅខេត្តរបស់គេ។ ដោយទើបតែមកដល់បានប្រមាណជាងពីរសប្តាហ៍ ភូសាដាន់ ប្រាប់ថា គេកំពុងតែមានអារម្មណ៍នឹកផ្ទះនិងគ្រួសាររបស់ខ្លួនជាខ្លាំង ហើយគេគិតថានេះគឺជាបញ្ហាចំបងដែលកំពុងចោទមកលើខ្លួនគេ។ ចំពោះបញ្ហា កន្លែងស្នាក់នៅ វាមិនមែនជាបញ្ហាចំបងចំពោះគេទេ ព្រោះសព្វថ្ងៃភូសាដាន់កំពុងស្នាក់នៅជាមួយនឹងបងប្អូន ដែលជាមនុស្សមានមេត្តាធម៌ដូចជាឪពុកម្តាយ របស់គេអញ្ចឹងដែរ តែគេបែរជាយល់ថាការដែលលំបាកជាងគេនោះគឺថា គេពុំសូវទាន់ស្គាល់មិត្តភក្តិច្រើន ដូច្នេះនៅពេលដែលគេចង់រកមនុស្សមកនិយាយ លេងជាមួយ ពិតជារឿងមួយដ៏លំបាក។
សម្រាប់ឆ្នាំសិក្សា២០០៩-២០១០ គឺជាឆ្នាំដំបូងសម្រាប់ ជិត បញ្ញាវ័ន្ត ដែលជានិស្សិត កំពុងសិក្សា មុខជំនាញ គ្រប់គ្រងប្រព័ន្ធផ្សព្វផ្សាយ ឆ្នាំទី១ នៅសាលកវិទ្យាល័យ ភូមិន្ទភ្នំពេញ។ បញ្ញាវ័ន្ត មានអាយុ១៨ឆ្នាំ រស់នៅក្នុងខេត្តពោធិ៍សាត់ ហើយទើបតែ មកដល់ទីក្រុងភ្នំពេញភ្លាមៗ បន្ទាប់ពីគេបានប្រលងជាប់សញ្ញាប័ត្រមធ្យមសិក្សា ទុតិយភូមិ។ ការចាកចេញពីស្រុកកំណើតរបស់ខ្លួន ភ្លាមៗពិតជាធ្វើឲ្យ បញ្ញាវ័ន្ត ជួបនូវបញ្ហាមួយចំនួនដែលជាធម្មតារឿងនេះនឹងកើតមានដូចគ្នា ចំពោះអ្នកផ្សេង ដែលស្ថិតក្នុងស្ថានភាពដូចជារូបគេ។ មិនខុសពី ភូសាដាន់ ប៉ុន្មានទេ ការនឹកស្រុក ជាបញ្ហាដំបូងគេដែល បញ្ញាវ័ន្ត បានលើកឡើង ព្រោះពីមុនមក គេមិនដែលឃ្លាត ឆ្ងាយពីគ្រួសាររបស់គេយ៉ាងដូច្នេះឡើយ។ បច្ចុប្បន្ន បញ្ញាវ័ន្ត កំពុងតែរស់នៅក្នុងផ្ទះជួលមួយក្នុងរាជធានីភ្នំពេញ។ ដោយសិ្ថតនៅក្នុងស្ថានភាពសេដ្ឋកិច្ចគ្រួសារដែល មានលក្ខណៈមធ្យម គេបានបន្តថាថ្លៃជួលផ្ទះមិនមែនជាបញ្ហាចោទណាស់ណាទេ តែវាក៏ជាកត្តាមួយដែលធ្វើឲ្យការចំណាយរបស់គេកើនឡើង ច្រើនជាងពេលដែល គេរស់នៅជាមួយគ្រួសារ។
ស្ថិតនៅក្នុងប្រធានបទដដែល ផល សុខភារី មកពីខេត្តសៀមរាប មានអាយុ១៧ឆ្នាំ ហើយក៏ជាមិត្តរួមថ្នាក់របស់ ជិត បញ្ញាវ័ន្ត ផងនោះបាននិយាយប្រាប់ពីបញ្ហាដែលខ្លួន បានជួបប្រទះដែរ។ សព្វថ្ងៃ សុខភារីបានស្នាក់នៅជាមួយបងប្អូន ក្នុងរាជធានីភ្នំពេញ ។ ថ្វីត្បិតតែគេមិនចាំបាច់ត្រូវចំណាយលុយក្នុងការចាយវាយទៅលើផ្ទះជួល តែ សុខ ភារី នៅតែសង្កេតឃើញថា ថវិកាដែលគេចំណាយនៅតែមានលក្ខណៈខ្ពស់ជាងកាល ដែលគេនៅស្រុក។ បញ្ហាមួយទៀតដែលគេបានលើកឡើង គឺការធ្វើដំណើរមក សាលារៀន ព្រោះថាគេមិនទាន់មានមធ្យោបាយធ្វើដំណើរផ្ទាល់ខ្លួន ហើយក៏ មិនសូវ ស្គាល់ផ្លូវនៅទីក្រុងឲ្យបានច្រើននៅឡើយ។
ហ៊ន គញ្ចនា ជានិស្សិតម្នាក់ទៀត ដែលបានបង្ហាញនូវផលវិបាក ដែលខ្លួនបានជួប ប្រទះនៅពេលមកដល់រាជធានីដំបូង។ សព្វថ្ងៃ គញ្ចនា ជានិស្សិតអាហារូបករណ៍ ផ្នែកអក្សរសាស្រ្តខ្មែរ ឆ្នាំទីពីរ នៃសាកលវិទ្យាល័យភូមិន្ទភ្នំពេញ។ ខេត្តក្រចេះ ជាទីកន្លែងដែលគេរស់នៅរហូតដល់ពេលដែលគេត្រូវចាកចេញមកបន្តការសិក្សា ថ្នាក់ឧត្តមសិក្សា។ ដោយស្ថិតនៅក្នុងស្ថានភាពគ្រួសារមិនសូវជាធូរធារប៉ុន្មាន គញ្ចនា បានរៀបរាប់ថា ការដែលត្រូវចំណាយថវិការ លើការជួលផ្ទះ និង ចំណាយ ផ្សេងៗទៀត គឺជាបញ្ហាចោទធំបំផុតសម្រាប់នាង ព្រោះនាងត្រូវចំណាយស្ទើរតែពីរ ដងនៃប្រាក់ដែលនាងត្រូវចំណាយ កាលដែលរស់នៅជាមួយក្រុមគ្រួសារ។
សព្វថ្ងៃនាងកំពុងតែរស់នៅក្នុងផ្ទះជួលមួយ ជាមួយនឹងមិត្តដែលមកពីខេត្តជាមួយគ្នា ចំនួន១២នាក់ផ្សេងទៀត។ នាងបានបន្តថា បើកុំតែបានការជួយទំនុកបំរុងខ្លះ ពីសមាគមន៍និស្សិតខេត្តក្រចេះ ហើយនិងបានជាប់អាហារូបករណ៍ទៀតនោះ កុំអី នាងមិនដឹងថានឹងត្រូវបន្តការសិក្សាទៅមុខទៀតដោយរបៀបណានោះទេ។ នាងបានរំឮកដែរថាសមាគមន៍និស្សិតខេត្តក្រចេះនេះ បានជួយទំនុកបំរុងនាងតាំងពីនាងនៅរៀនកម្រិតវិទ្យាល័យមកម្លេះ។
ពេលសួរអំពីផលវិបាកនៅពេលដែលមករស់នៅទីក្រុងភ្នំពេញដំបូង សន គឹមលាង ដែលបច្ចុប្បន្នជានិស្សិតកំពុងសិក្សាមុខវិជ្ជា ភូមិវិទ្យា ឆ្នាំទីបី ទៅហើយនោះ បាន រំលឹក ទៅដល់អតីតកាលរបស់ខ្លួនកាលដែលគេមកដល់ទីក្រុងភ្នំពេញជាលើក ដំបូង។ គឹមលាង គឺជាអ្នករស់នៅខេត្តកំពង់ធំ ហើយបានធ្វើដំណើរមកទីក្រុង បន្ទាប់ពីគេបានប្រលងជាប់សញ្ញាប័ត្រមធ្យមសិក្សាទុតិយភូមិ។ នាងបានប្រាប់ថា ដំបូងផលវិបាកដ៏ចំបងគឹការរស់នៅ ព្រោះនាងមិនសូវស្គាល់ទីកន្លែងផ្សេងៗក្នុង ទីក្រុង គ្មានបងប្អូន ដូច្នេះហើយនាងត្រូវស្នាក់នៅក្នុងផ្ទះជួល ដែលមិនត្រឹមតែពិបាកក្នុងការរស់នៅប៉ុន្នោះទេ ថែមទាំងត្រូវចំណាយប្រាក់ច្រើនទៀត។ ឥលូវនេះការ លំបាកក្នុងការរស់នៅលែងចោទជាបញ្ហាទៀតហើយព្រោះនាងទទួលបាន កន្លែងស្នាក់នៅក្នុងអន្តេវាសិកដ្ឋានរបស់សាកលវិទ្យាល័យ។
ក្រៅពីនោះបញ្ហាភាសាបរទេស និង ចំនេះដឹងខាងកុំព្យូទ័ររបស់នាង ក៏បានធ្វើឲ្យនាងមានការលំបាកច្រើនធៀបទៅនឹងសិស្សនៅទីក្រុងភ្នំពេញ។ នៅទីក្រុងភ្នំពេញមាន កន្លែងបង្រៀនភាសាបរទេសច្រើនស្អេកស្កះ ខុសស្រលះពីជនបទ ដែលយើងអាចរក រៀនបានតែនៅក្នុងទីប្រជុំជនធំៗតែប៉ុណ្ណោះហើយឯកសារទាក់ទងក៏មិនសូវ សំបូរទៀត។ បញ្ហាខាងចំណេះដឹងកុំព្យូទ័រទៀតរឹតតែមិនបាច់និយាយ ព្រោះវាមិនត្រូវ បានប្រើប្រាស់ទូលំទូលាយនៅទូទាំងប្រទេសឡើយ ជាពិសេសសម្រាប់អ្នកដែលនៅ តំបន់ដាច់ស្រយាលដូចជាគឹមលាង ពិតជាពិបាកណាស់ថ្វីបើនាងចង់រៀនក៏ពិបាករក កន្លែងរៀនដែរ។
លោក សេក សោភ័ណ្ឌ បានចំណាយពេលវេលាដ៏មានតម្លៃក្នុងការផ្តល់បទសម្ភាសន៍ទាក់ទងនឹងបញ្ហាខាងលើព្រមទាំងបានផ្តល់នូវមតិផ្តាំផ្ញើមួយចំនួនសម្រាប់យុវជន ដែលបានមកបន្តការសិក្សានៅរាជធានីហើយក្តី ឫ ក៏កំពុងតែត្រៀមខ្លួនមកហើយក្តី។ សព្វថ្ងៃគាត់ជាគ្រូបង្រៀនមុខវិជ្ជា ច្បាប់និងក្រមសីលធម៌សម្រាប់អ្នកសារពត៌មាន ហើយក៏កំពុងបម្រើការ ជាប្រធានគំរោងគាំទ្រជនជាតិដើមភាគតិចនៅអង្គការពល កម្មអន្តរជាតិផងដែរ។
លោកបានរំឮកអតីតកាលរបស់ខ្លួនថា ដើម្បីបន្តការសិក្សាថ្នាក់ឧត្តមសិក្សា គាត់ក៏ត្រូវចាកចេញពីខេត្តព្រៃវែង ដែលជាទីគាត់ធ្លាប់រស់នៅជាមួយក្រុមគ្រួសារ ហើយមកកាន់ទីក្រុងភ្នំពេញ។ ក្នុងនាមជាអ្នកមកពីខេត្ត ការរៀបរាប់ពីទុកលំបាក របស់គាត់មិនសូវជាខុសឆ្ងាយប៉ុន្មានពីនិស្សិតនៅក្នុងពេលបច្ចុប្បន្ននោះទេ។ ដោយការខិតខំតស៊ូគាត់អាចយកឈ្នះបញ្ហាថវិកាសិក្សាបានដោយការបង្រៀន យុវជនទីក្រុងខ្លះដែលត្រូវការក្រេបជញ្ជក់ចំណេះដឹងពីគាត់។ គាត់អាចមានលទ្ធភាព ក្នុងការទិញសម្ភារៈសិក្សាមិនចាញ់យុវជនទីក្រុងប៉ុន្មានទេ។ ប៉ុន្តែគាត់បានបន្តថា ខណៈដែលគាត់កំពុងតែបោះជំហានទៅមុខ គាត់សង្កេតឃើញមិត្តរួមថ្នាក់របស់គាត់ មួយចំនួនដែលមកពីខេត្តផ្សេងៗ បានដើរក្នុងផ្លូវខុស ដូចពាក្យគេនិយមនិយាយថា ឈ្លក់ទឹកម៉ាស៊ីន លង់ភ្លើងពណ៌ ជាដើម។ គាត់ថាប្រហែលជាការសេពគប់មិត្តភក្តិក៏ ជាការជះឥទ្ធិពលដ៏ធ្ងន់ធ្ងរមួយដែរសម្រាប់អ្នកមកពីខេត្ត ដែលពេលខ្លះគេទៅសេព គប់ប៉ះជនខិលខូចនៅទីក្រុង ហើយជាលទ្ធផល ការសិក្សាក៏ទទួលបានបរាជ័យ។ គាត់គិតថាប្រហែលជាការខិតខំប្រឹងប្រែង បូកជាមួយនឹងការសេពប៉ះមិត្តល្អហើយ ទើបអាចឲ្យគាត់ទទួលបាននូវអ្វីដែលល្អៗក្នុងពេលបច្ចុប្បន្ននេះ។
តាមរយៈបទពិសោធជានិស្សិតមកពីបណ្តាខេត្តមួយរូបដែរនោះ លោកគ្រូ សោភ័ណ្ឌ បានផ្តាំដល់និស្សិតដែលមិនទាន់ដល់ពេលចាកចេញពីស្រុកកំណើតមកបន្តការសិក្សា នៅរាជធានី ថា ពួកគេត្រូវតែត្រៀមខ្លួនឲ្យបានរួចរាល់ និង តាំងចិត្តឲ្យបានមុតមាំ កំណត់ឲ្យច្បាស់នូវគោលដៅរបស់ខ្លួន។ ធ្វើបែបនេះទើបយើងមិនខ្លាចថា ឃ្លាតឆ្ងាយ ពីផ្ទះ ចិត្តគំនិតរបស់យើងនឹងប្រែប្រួលទៅរកផ្លូវខុស។ ចំនុចមួយទៀតដែលគាត់ បានលើកឡើងគឺចំពោះអ្នកដែលបានមកដល់រាជធានីហើយ មុននឹងសេពគប់មិ ត្តភក្តិ យើងត្រូវតែស្វែងយល់ពីគេឲ្យបានច្រើនជាមុនសិន ទើបអាចប្រាកដថាគេនឹង មិននាំយើងទៅរកផ្លូវអាក្រក់ប្រាសចាកពីបំណងរបស់យើងបាន។
Written by: Dara Saoyuth
Written date: 08/10/2009
A private school in the Cambodian capital Phnom Penh adopting Japanese-style teaching in music, painting and other subjects is enjoying high popularity.
The school’s principal, 60-year-old Yasuo Anzai, was an assistant principal at a junior high school in Saitama Prefecture before going to Cambodia, leaving his family behind in the city of Saitama eight years ago.
In Cambodia which has been struggling to overcome the legacy of the terror reigned Pol Pot era, he said, ”I’d like to help children who will create a new era.”
In December, ”Edelweiss,” a song from the musical ”The Sound of Music,” echoed in downtown Cambodia where barrack cabins and tenements are lined up. Several children played keyed harmonicas in front of the ”Bamboo and Wind School,” about 4.5 kilometers southwest of the Royal Palace.
”In this country, music education materials for children are very limited. I’m teaching them painting and music to brush up their sensitivity,” Anzai said.
Painting and music are rarely taught in elementary school in Cambodia.
His school offers morning, afternoon and night classes, and some 100 children aged 5 to 18 are attending. With six local teachers in their teens through 20s, the school is teaching how to read and write Khmer, the official Cambodian language, and mathematics, and instructing music and painting. They also teach some selected students Japanese and English.
To help them gain a better understanding of life and ethics, the school has also adopted Japanese-style teaching, such as radio gymnastics and evaluation meetings after lessons.
”It’s enjoyable to be able to study things different from Cambodian schools,” a 9-year-old boy said. ”The school has become a bit of a popular school (in Cambodia).”
The school collects $3 a month per child from their parents to pay for utilities. The amount is much smaller than tuition at other public schools and support from his former school colleagues in Japan covers the shortfall caused by educational material expenses and salaries for teachers.
Supporters also include Rotary clubs in Shibata, Niigata Prefecture, and Miyakonojo, Miyazaki Prefecture.
Anzai said, ”Education is indispensable for the development of a country. I’d like to work hard as if I were still young.”
He taught social studies at junior high schools in Saitama Prefecture and other locations for about 30 years and also assumed the post of deputy principal. Impressed by Cambodia children during his trip to the country in 1998, he came to Cambodia after his retirement.
In Cambodia, the memories of the Indochina War and massacres are still intact. ”The country is a small country tormented by wars and the big powers. It has kept my attention ever since the Vietnam War,” he said.
”Although Cambodian industry is still lagging behind, graduates from our school will take on various professions in the future,” he said, adding his school will start computer classes.
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