ARC5 Students’ Forum Policy Recommendations for the 6th ASEM Education Ministers’ Meeting (ASEM ME6) 2017, Korea

It's my honor, as the representative of Cambodia, to participate in ARC5 to formulate policy recommendation for the next Education Minister's Meeting 2017 in Korea. The event was co-organised by the Charles University in Prague and the Asia-Europe Foundation (ASEF) in partnership with the Ministry of Foreign Affairs and the Ministry of Education, Youth and Sports of the Czech Republic. The International Association of Universities, the ASEAN University Network, Home Credit B.V., and Samsung contributed as supporters.


After the intensive discussion during the events  amongst representatives from 51 countries in Asia and Europe, the final version of the policy recommendation can be found as follows: (original content from ASEF).

ARC5 Students’ Forum Policy Recommendations for the 6th ASEM Education Ministers’ Meeting (ASEM ME6) 2017, Korea

The ARC5 Students’ Forum on “Employability: Asia and Europe Prepare the New Generation” took place on 4-7 April 2016 at Charles University in Prague, the Czech Republic. On this occasion, 51 student representatives from all 51 ASEM partner countries developed Policy Recommendations on how governments, higher education institutions, businesses and the third sector can better cooperate to equip students with employability skills. The students convey the following recommendations for consideration of the ASEM Ministers for Education at the upcoming 6th ASEM Education Ministers’ Meeting (ASEM ME6) in 2017 in Korea. Four student representatives personally handed over these Policy Recommendations to the Vice-Minister of Education of the Republic of Korea, Professor LEE Young, in Prague, at the Closing Ceremony of the 5th ASEM Rectors’ Conference (ARC5). The students also address these Recommendations to the stakeholders in ASEM partner countries.

The participants of the ARC5 Students’ Forum reiterate the Recommendations of the ARC4 Students’ Forum in 2015 in Hangzhou and have identified the following issues as priorities and commit themselves to promoting and finding ways of applying them. They call upon the ASEM members to engage them in working towards delivering tangible outcomes. ASEM students believe that both the new economy and its workforce need to be dynamic and adaptive to global phenomena, such as globalisation, technological development and innovation, service sector growth, sustainable development and inclusive change. Therefore, both tertiary education and lifelong learning should recognise formal, informal and non-formal learning and include transferable skills1 in higher education curricula. ASEM Students encourage the cooperation and funding in the field of employability between governments, universities, and business and the third sector, particularly across three key areas. These are:

A) Developing a Continuous Multi-Stakeholder Dialogue

To ensure employability and progress to achieve the 17 Sustainable Development Goals, there is a need for a multistakeholder approach. In particular, there is a need to identify best practices in the fields of employability, employmentfriendly curricula and work-study balance. Towards this goal, ARC5 students call upon ASEM partners to:

1. Create a multi-stakeholder framework that encompasses an interactive platform for information and best practice sharing, as well as feedback mechanisms on matters of employability and lifelong learning.
2. Encourage a curriculum design that takes the demands of students, academia, business and the third sector into consideration. 

B) Work Experience in the New Economy 

Given the changes in the economic landscape, it is important to highlight the importance of work experience in the new economy. This is a two-fold approach that includes cross-sector approaches, as well as recognition by the higher education institutions. To accommodate these approaches, ASEM partners can:

1.  Work with higher education institutions to address the recognition of prior learning, extracurricular, exchange and work activities, including but not limited to summer schools, internships, research projects and volunteer work. A framework for the accreditation of curriculum-relevant activities should be taken into consideration. 
2.  Promote the inclusion of transferable skills in the curricula of higher education institutions. 
3.  Enable and direct universities to address the issue of work-study balance through the enactment of more work-friendly curricula, including flexible academic schedules. 
4.  Encourage the provision of internships and practical training for students in businesses and the public sector, in line with the 4th ASEM Rectors’ Conference (ARC4) Policy Recommendations. 
5. Work with higher education institutions to ensure lifelong learning contributes to an increasing recognition of nonformal and informal learning in addition to formal education. 

C) Mobility, Accessibility and Financing 

There is a need to remove barriers to mobility and to increase accessibility for extracurricular activities, work experience to achieve the Sustainable Development Goals. In order ASEM partners should:

1.  Establish a comprehensive platform to improve access to information on exchanges and career opportunities for students in order to address the limitations of prevailing stand-alone platforms. This should incorporate the collective expertise of governments, academia, businesses and the third sector. 
2.  Work with businesses and the third sector to improve and standardize working conditions, including but not limited to, the adoption of policies to ensure safe working environments, working hours, and where applicable - equitable remuneration. 
3.  Cooperate for the removal of barriers to international mobility of students and recent graduates and act upon the ARC4 Rectors’ Policy Recommendations “for study and internship purposes, including those linked to visa matters”. This includes improving the access to mobility for under-represented groups in both Asia and in Europe; 
4. Address the inclusion of underrepresented groups in higher education, in particular gender and ethnic minorities, in order to increase their employability and provide better opportunities in the new economy. 
5.  Support free and/or affordable courses for international students on the topic of cultural awareness, local languages and provide necessary assistance where required. 
6.  Act upon the ARC4 Rectors’ Recommendation on financial and service roles, especially with regard to the allocation of funding for the enhancement of Asian-European mobility, and tackling employability through seed grant financing, academic and student-led educational projects or quality talent pools for professionals. 

Higher education must continue to adapt to the changes in the new economy, as well as work towards the achievement of Sustainable Development Goals. In light of this, ARC5 students propose that the agenda of the upcoming 6th ASEM Education Ministers Meeting encompasses employability, sustainability and life-long learning amongst its priorities. Higher education students are a key stakeholder in this discussion, and therefore we recommend student involvement in relevant activities and meetings of the ASEM Education Process.

Pdf file can be downlaoded here: http://www.asef.org/images/docs/160406_ARC5_SF_PolicyRecommendations_FINAL.pdf
List of representatives: http://www.asef.org/images/docs/ARC5SF_ParticipantsBooklet.pdf 
Handbook: http://www.asef.org/images/docs/ARC5SF_Handbook.pdf

Supporting Education for Students in a Rural Community of Kampot Province

While other developed countries are advancing their scientific research and technology, we are still struggling with a shortage of human and financial resources. Many schools in rural and remote areas across Cambodia do not even have proper classrooms, let alone high-tech learning facilities and study materials. For example, in Angkley village, a rural village in Kampot province, a community school founded by local people, do not have tables and chairs for students to learn. They take the floor as their chairs and tables. Moreover, all of the teachers in that school are young volunteers from the same village.

Education is among the most important sectors for social and economic development, and thus investment in building human capital is a must if Cambodia wants to change her image. As youth, I cannot help much. What I can do for now is to run social projects to improve the situation. I believe that if we, younger generation, do small things, collectively we will see positive changes.

Together with the ministry of Education and the Royal Government of Cambodia's rectangular strategies, our commitment will produce fruitful results in the future. Ahladang will try our best to encourage young people to actively engage in social engagement.

"Ask not what your country can do for you, ask what you can do for your country." John F. Kennedy

Students sat on the floor like this before we donated tables and chairs to their school.

Seeing this problem, my team (Ahladang.com and Ahladang-អាឡាដាំង [Facebook's page]) and Tuk Chet Association decided to run a campaign through social media to raise fund to help them. We created two documentary videos describing the situation of the school and their need for support and then posted on our Facebook page and website. As a result, our campaign attracted many generous supporters who are willing to help.

• Mr. Sokha initiated a charity event in Australia. We have already brought a fund of 1450$ for buying 20 tables (accommodating 60 students) and 60 chairs  other stationery to the school. 

• Cambodian Student Association in Japan did a fundraising event in Japan. We will bring 15 tables, 20 chairs and some sets of study materials to the school at the end of this August. 

Students are happy to have tables and chairs in their school.

Thank you everyone for your kind support. Let's build human resources in our country again.

Tokyo Tech English Speech Contest

It is my great experience to be a contestant in an annual English Speech Contest at Tokyo Institute of Technology (Tokyo Tech) on July 18, 2016.

Final Speech Script:

Employability Skills for Youth

Good afternoon ladies and gentlemen,

A WORLD OF POTENTIAL!

We are living in a world of more than 7 billion people, in which 1.8 billion of them are younger than 24 years old. This is the largest cohort of young people ever in our human history. On one hand, this is thought to create promising opportunities for economic and social development. But on the other hand, it’s challenging. These opportunities depend on how well our young people are transformed into effective human resources to succeed in a dynamic and competitive labor market.

However, research shows that many young people see their potential hindered by a lack of soft skills or in the other word we call “Employability skills”. But the big question is what employability skill is? How can we reach our highest potential in life and your career? I do ask myself the same question.

You may have noticed that today employers look for employees not only for their specialized skills and academic merits, but also strongly focus on employability skills like leadership, communication, critical and creative thinking, self-management,  time management, decision-making, problem-solving, team work and team building, to name a few. Why so? Why are employability skill so important? The answer is simple. It is because we are in the 21st century when there is a shift in the global economy, driven by globalization and technological change. This means there’s an increase in competition in the labor market and sophistication of the working environment. Amanda Wright Recruitment agency which specialized in Human Resource Recruitment clearly stated that “A degree may make you eligible to apply for a job but to be successful in the role you will need to demonstrate a range of flexible skills.” So, flexible, leadership, communication, critical and creative thinking, self-management, decision-making, problem-solving, team work and team building serve as important assets for you to deal with and adapt to this global trend and to succeed in this new economy.

But let me ask you frankly. Do you think you have all of these skills? If not, what should you do? The good news is that these skills can be learned. As Soraya Pugh, head of graduate at recruitment consultancy Fresh Minds Talent said "You can train yourself just as you can in hard skills". Therefore, I personally encourage you to take any opportunities to develop yourself. I encourage you to participate in student exchange programs or study abroad programs, do summer jobs, initiate projects with your friends, join volunteering and community service programs, and so on. The more, the better! Because I myself have been actively getting involved in these activities both in my home country and in foreign countries such as the United State of America, Europe, and Japan, and consequently I have developed a great deal of soft skills mentioned above. In addition, when your school provides direct links between education and business communities, such as offering internships and apprenticeship opportunities or organizing job and career fairs with cooperation from local and international companies, I encourage you to attend those events. This will give you a sense of connection between what you know from school and what you need for work. It will help you to gain these necessary skills as well as to make informed career decisions when you graduate.

Ladies and gentlemen, let me repeat this! Youth are the driving force of social and economic progress. Investing in the future of young people is synonymous to ensuring the prosperity of society and the world as a whole.

Thank you everyone very much!

សិល្បៈក្នុងការសរសេរ Personal Statement សំរាប់ដាក់អាហារូបករណ៍

Credit: This post is cited from my article originally published on Ahladang.com!

Link: http://ahladang.com/archives/1931

ការសរសេរ Personal Statement មិនពិបាកនោះទេ អ្នកណាក៏អាចសរសេរបានដែរ។ ប៉ុន្តែខ្ញុំទទួលស្គាល់ថា ការសរសេរ Personal Statement ដែលល្អ ទើបពិបាក។ ដោយសារតែវាលំបាកអញ្ចឹងហើយ ទើបមាននិស្សិតមួយចំនួនមានអារម្មណ៍មិនស្រណុកចិត្ត និងគ្មានទំនុកចិត្តលើខ្លួនឯងថានឹងអាចសរសេរបានល្អ។ អ្នកខ្លះទៀត គ្រាន់តែលឺថាអាហារូបករណ៍គេទាមទារឲ្យសរសេរ Personal Statement គឺខ្លាចលែងហ៊ានដាក់ពាក្យសុំអាហារូបករណ៍នោះតែម្តង។ តាមពិតទៅវាជារឿងល្អទៅវិញទេដែលការសរសេរ Personal Statement នោះលំបាក ព្រោះថាបើយើងលំបាក បេក្ខជនដទៃទៀតក៏លំបាកដូចគ្នា អញ្ចឹងបើយើងព្យាយាមធ្វើឲ្យបានល្អជាងគេទៅ យើងនឹងជោគជ័យបាត់ទៅហើយ។

បើទោះជាការសេសេរ Personal Statement ឲ្យបានល្អវាលំបាក តែមិនមែនមានន័យថាវាមិនអាចទៅរួចនោះទេ។ វាលំបាកក៏ព្រោះតែប្រហែលជាអ្នកមិនធ្លាប់បានដឹង ឬក៏យល់ពីវាប៉ុណ្ណោះ។ អ្វីក៏ដោយ វាមានក្បួនខ្នាត និងរបៀបរបបក្នុងការធ្វើរបស់វា។ ដូចគ្នាដែរ ដើម្បីសរសេរ Personal Statement ឲ្យបានល្អ មិនមែនចេះតែសរសេរប៉ាតណាប៉ាតណីនោះទេ ត្រូវយល់ពីបែបបទនៃការសរសេរ និងដឹងពីគ្រឿងផ្សំរបស់វា ដូចដែលពាក្យចាស់លោកពោលថា សម្លរឆ្ងាញ់ព្រោះគ្រឿង។ អាស្រ័យហេតុនេះ បើអ្នកដាក់ចិត្តថាដាក់អាហារូបករណ៍ហើយនោះ ត្រូវតែយល់ដឹងពីវា។

តើធាតុផ្សំរបស់ Personal Statement មានអ្វីខ្លះទៅ?

បើតាមរយៈបទពិសោធន៍ផ្ទាល់របស់ខ្ញុំក្នុងការដាក់អាហារូបករណ៍ហើយទទួលបានជោគជ័យ ក៏ដូចជាបានធ្វើការប្រៀបធៀបរវាង Personal Statement របស់បេក្ខជនដែលធ្លាប់បានជាប់អាហារូបករណ៍ និងរបស់អ្នកដែលមិនទាន់បានជាប់ ខ្ញុំកត់សំគាល់ឃើញថា សំណេរដែរល្អគឺមានលក្ខណៈស្រដៀងគ្នាមួយចំនួនធំ ហើយខ្ញុំនឹងលើកយកបង្ហាញជូននៅក្នុងអត្ថបទមួយនេះ។ ខាងក្រោមនេះជាធាតុផ្សំសំខាន់ៗដែលអ្នកគួរយកមកគិតមុននឹងចាប់ផ្តើមសរសេរ។

១) តើអ្នកជានរណា?

Your course of life, your view of life

ដោយសារ Personal Statement គឺជាការបូកផ្សំរវាងពាក្យ Personal ដែលមានន័យថាផ្ទាល់ខ្លួន ឬអំពីខ្លួនអ្នក និងពាក្យ Statement ដែលមានន័យថា សំណេរ ឬសេចក្តីថ្លែងការណ៍ ទើបក្នុង Personal Statement គេឲ្យអ្នកសរសេររៀបរាប់ពីខ្លួនអ្នកដោយលើកយកពីឆាកជីវិត(your course of life) និងការយល់ឃើញរបស់អ្នកចំពោះជិវិត (your view of life)។ បើនិយាយម្យ៉ាងទៀត គឺគេចង់ដឹងថាអ្នកធ្លាប់បានឆ្លងកាត់នូវបទពិសោធន៍ជីវិតអ្វីខ្លះ ហើយអ្នកអាចហែលឆ្លង ឬក៏ដោះស្រាយឧបសគ្គក្នុងជីវិតបានយ៉ាងដូចម្តេចខ្លះ។ ឧទាហរណ៍ អ្នកខ្លះគាត់មានបញ្ហាក្នុងគ្រួសារ ខ្វះថវិកាក្នុងការសិក្សា ហើយគាត់ត្រូវជួយការងារឪពុកម្តាយដើម្បីរកលុយផ្គត់ផ្កង់គ្រួសារ តែដោយសារគាត់យល់ឃើញថាមានតែការអប់រំទេទើបអាចជួយរំដោះគាត់ពីការលំបាកទាំងនោះបាន បូកផ្សំជាមួយនឹងបំណងប្រាថ្នាចង់សំរេចអ្វីមួយនៅថ្ងៃអនាគត និងមានទេពកោសល្យលើការសិក្សាផងនោះ គាត់បានខិតខំប្រឹងប្រែងពុះពារគ្រប់ឧបសគ្គរហូតបានរៀននៅមហាវិទ្យាល័យ។ នេះហើយជាឧទាហរណ៍មួយរបស់ Your course of life និង your view of life ហើយតាមពិតទៅបុគ្គលម្នាក់ៗមានដំណើរជីវិតរៀងៗខ្លួន មានគោលបំណងផ្សេងៗគ្នា ដូច្នេះអ្នកគួរបង្ហាញពីភាពខុសប្លែកពីគេ (uniqueness) នោះឲ្យគណកម្មការរង្វាយតម្លៃបានស្គាល់ពីខ្លួនអ្នក នឹងការខិតខំប្រឹងប្រែងរបស់អ្នក។

២) តើអ្នកចង់បានអ្វី? ហេតុអ្វី (តើមានអ្វីជំរុញឲ្យអ្នកមានបំណងប្រាថ្នានោះ)

Your hopes & wishes

បន្ទាប់ពីរៀបរាប់ត្រួសៗអំពីខ្លួនអ្នករួចមក អ្នកគួរតែប្រាប់គេឲ្យដឹងពីបំណងប្រថ្នាទៅថ្ងៃអនាគតថាអ្នកចង់បានអ្វី ឬក៏ចង់ធ្វើអ្វី។ ជាការពិតណាស់ បើអ្នកមិនទាំងស្គាល់ខ្លួនឯង ឬដឹងថាខ្លួនឯងចង់បានអ្វីផងនោះ ធ្វើម៉េចនឹងអ្នកដទៃ (គណកម្មការរង្វាយតម្លៃ) គេនឹងស្គាល់ថាអ្នកជាមនុស្សបែបណា បើគេមិនស្គាល់ថាអ្នកជាមនុស្សបែបណាផងនោះ ធ្វើម៉េចគេនឹងទុកចិត្តថាគេរើសមនុស្សមិនខុស? យើងទាំងអស់គ្នាសុទ្ធតែដឹងហើយថា អាហារូករណ៍ គេចំណាយថវិកា និងពេលវេលាអស់ជាច្រើនដើម្បីបណ្តាក់ទុនបណ្តុះបណ្តាលធនធានមនុស្សដើម្បីឲ្យពួកគេត្រលប់មកវិញជួយអភិវឌ្ឍប្រទេសជាតិរបស់ពួកគេដែលជាប្រទេសមិនទាន់អភិវឌ្ឍន៍ ហើយចុះបើគេជ្រើសរើសយកមនុស្សខុស គ្មានការតស៊ូប្រឹងប្រែង គ្មានសុទ្ធិនិយមក្នុងខ្លួន តើការជួយ (ផ្តល់) អាហារូករណ៍របស់ពួកគេមានប្រយោជន៍អ្វី? អញ្ជឹងហើយបានជាអ្នកត្រូវឲ្យគេដឹងពីគោលបំណងរបស់អ្នក ដើម្បីឲ្យគេមានជំនឿចិត្តថាគេរើសយកអ្នកមិនខុសនោះទេ។

៣) តើអ្នកមានអ្វីដើម្បីសម្រេចបំណងរបស់អ្នកហើយឬនៅ?

Your study background & related experience

បន្ទាប់ពីបង្ហាញពីគោលបំណងរបស់អ្នក អ្នកចាំបាច់ត្រូវបង្ហាញគេថា អ្នកមិនមែនចេះតែស្រមើស្រមៃនោះទេ គឺមានគម្រោងច្បាស់លាស់ និងមានទុនសម្រាប់សម្រេចបាននូវអ្វីដែលអ្នកប៉ង។ និយាយឲ្យសាមញ្ញទៅ គឺអ្នកត្រូវប្រាប់ពីការអប់រំរបស់អ្នក និងបទពិសោធន៍នានាដែលទាក់ទង ព្រោះបើអ្នកគ្មានមូលដ្ឋានគ្រឹះរឹងមាំនោះទេ បើទោះបីជាគេបញ្ជូនអ្នកទៅរៀននៅសាកលវិទ្យាល័យលំដាក់ល្អយ៉ាងណាក៏ដោយ ក៏ប្រហែលជាអ្នកមិនអាចទទួលបានជោគជ័យនោះទេ។ ដូច្នេះហើយគេចង់ដឹងថាអ្នកបានរៀនអ្វីខ្លះហើយឬនៅដើម្បីធ្វើឲ្យច្បាស់ថាបំណងប្រាថ្នារបស់អ្នកសមហេតុផល និងអាចទៅរួច (feasible and realistic)។

៤) មូលហេតុអ្វីបានជាអ្នកដាក់ពាក្យសុំអាហារូបករណ៍មួយនេះ ហើយនៅសាកលវិទ្យាល័យ ឬប្រទេសមួយនេះ?

Your motivation for applying for this program, and reason for study at that university/ in that country

មានអាហារូបករណ៍មកពីប្រទេសជាច្រើនដែលបានផ្តល់មកឲ្យនិស្សិតកម្ពុជាក្នុងមួយឆ្នាំៗ តើមូលហេតុអ្វីបានជាអ្នកសម្រេចចិត្តជ្រើសរើសយកអាហារូករណ៍ ឬប្រទេសមួយនេះ? តើអាហារូបករណ៍នេះ មានលក្ខណៈពិសេសអ្វីដែលធ្វើឲ្យអ្នកសម្រេចចិត្តជ្រើសរើសយកវា? ទាំងពីរនេះជាសំណួរដែលខាងអ្នកផ្តល់អាហារូបករណ៍គេចង់ដឹងពីអ្នក។ ប៉ុន្តែមាននិស្សិតជាច្រើនតែងតែយល់ច្រលំចំពោះគោលបំណងពិតប្រាកដរបស់សំណួរមួយនេះ។ ពួកគេតែងតែគិតថា ខាងអ្នកផ្តល់អាហារូបករណ៍ចង់ឲ្យបេក្ខជនសរសើរពីកម្មវិធី ឬប្រទេសរបស់ពួកគេបានជាគេសួរសំណួរនេះ តែតាមធាតុពិតមិនមែនដូច្នេះនោះទេ។ អ្វីដែលគេចង់ដឹងនោះគឺថា តើអ្នកបានយល់ដឹងពីគោលពំណង (program objectives) របស់កម្មវិធីនោះហើយ ឬនៅមុននឹងធ្វើការសម្រេចចិត្ត។ គេមិនចង់បានបេក្ខជនដែលចេះតែដាក់ទាំងទទឹងទិស មិនដឹងអ្វីសោះនោះទេ។ ម្យ៉ាងវិញទៀត គេចង់ដឹងថា តើអ្នកជាមនុស្សដែលធ្វើការស្រាវជ្រាវឲ្យបានសព្វជ្រុងជ្រោយហើយ ឬនៅ ឬមួយក៏ឲ្យតែមានអាហារូបករណ៍ចេះតែដាក់ ហើយចេះតែអួត (សរសើរ) គ្រប់កម្មវិធីទាំងអស់។ មួយទៀតគេចង់ដឹងថា តើជម្រើសរបស់អ្នកក្នុងការជ្រើសរើសសាលា/ប្រទេសដែលអ្នកជ្រើសរើសនោះ ពិតជាត្រឹមត្រូវ នឹងសមប្រកបធ្វើឲ្យអ្នកអាចបំពេញនូវការរំពឹងទុក (expectation) របស់អ្នកកំរិតណា។ អញ្ចឹងហើយបើសិនជាអ្នកបានអាន និងយល់ច្បាស់ពីគោលពំណងរបស់កម្មវិធីអាហារូបករណ៍នោះ អ្នកពិតជាអាចធ្វើបានល្អ ហើយឆ្លើយទៅតាមអ្វីដែលគេចង់បាន។

៥) តើអ្នកមានគម្រោងដូចម្តេចបន្ទាប់ពីត្រលប់មកកាន់មាតុប្រទេសវិញ?

Your plan upon returning to your homecountry

ក្នុងសំណួរនេះ គេចង់ដឹងថាអ្នកនឹងប្រើប្រាស់នូវចំណេះដឹងរបស់អ្នកដើម្បីរួមចំណែកអ្វីខ្លះបន្ទាប់ពីត្រលប់មកកាន់មាតុប្រទេសវិញ។ បើតាមខ្ញុំធ្លាប់ដឹង មានបេក្ខជនជាច្រើនឆ្លើយស្រដៀងៗគ្នា “I will share the knowledge and skill I obtain during my stay in (country) with my friends and Cambodian fellows.” អ្នកគួរតែធ្វើអ្វីឲ្យប្លែកពីនេះ ឧទាហរណ៍ដូចជា ខ្ញំនឹងបន្តសកម្មភាព ឬគម្រោងដែលខ្ញុំធ្លាប់ធ្វើ ហើយចែករំលែកនូវបទពិសោធន៍ដែលខ្ញុំមាន ក៏ដូចជាជួយជំរុញទឹកចិត្តពួកគាត់ឲ្យខិតខំប្រឹងរៀនដើម្បីបានឱកាសដូចខ្ញុំដែរ។ ខ្ញុំក៏នឹងយកទុនដែលខ្ញុំបានទទួលពីការរៀនសូត្រ ក៏ដូចជាសកម្មភាពកំឡុងពេលសិក្សានៅក្រៅប្រទេសដើម្បីបន្តដំណើរទៅមុខទៀត ធ្វើយ៉ាងណាឲ្យគោលបំណងរយៈពេលវែងរបស់ខ្ញុំបានសម្រេច។ នេះគ្រាន់តែជាឧទាហរណ៍ខ្លះៗប៉ុណ្ណោះដើម្បីបង្ហាញអ្នកទាំងអស់គ្នាឲ្យមានភាពច្នៃប្រឌិតក្នុងការឆ្លើយទៅនឹងសំនួរនេះ។

ជាសរុបមក ការសរសេរ Personal Statement ទាមទារឲ្យមានភាពអត់ធ្មត់ ការតាំងចិត្តខ្ពស់ ស្គាល់ខ្លួនឯងឲ្យបានច្បាស់ថាខ្លួនចង់បានអ្វី ខ្លួនមានអ្វីហើយឬនៅដើម្បីសម្រេចនូវអ្វីដែលខ្លួនប៉ងប្រាថ្នា និងត្រូវមានគំនិតច្នៃប្រឌិតក្នុងការសរសេរ។ ចូរចងចាំថា អាហារូបករណ៍នីមួយៗមានបេក្ខជនជាច្រើនរយនាក់ ពេលខ្លះអាចដល់ពាន់នាក់ដែលដាក់ ដូច្នេះបើអ្នកមិនលេចធ្លោជាងបេក្ខជនដទៃនោះទេ អ្នកនឹងមានឱកាសទាបណាស់ក្នុងការទទួលបានជោគជ័យ។ អ្នកត្រូវមានការត្រៀមខ្លួនឲ្យបានល្អមុននឹងសម្រេចចិត្តដាក់អាហារូបករណ៍ មិនមែននឹកឃើញភ្លាម ដាក់ភ្លាមនោះទេ។ ហើយជាចុងបញ្ចប់ ខ្ញុំចង់បញ្ជាក់ថា ខ្ញុំមិនមែនជាអ្នកជំនាញ (expert) អ្វីនោះទេ ខ្ញុំគ្រាន់តែចង់ចែករំលែកចំណេះដឹងដែលខ្ញុំមានបន្តិចបន្តួចដល់ប្អូនៗសិស្សានុសិស្សដែលមានបំណងចង់បានអាហារូបករណ៍ទៅសិក្សានៅក្រៅប្រទេសតែប៉ុណ្ណោះ ដើម្បីរួមចំណែកក្នុងការអភិវឌ្ឍប្រទេសជាតិរបស់យើងឲ្យរីកចម្រើនទៅមុខដូចបណ្តាលប្រទេសរីកចម្រើនដទៃទៀត។ សង្ឃឹមថាបងប្អូននឹងអធ្យាស្រ័យនូវកំហុសឆ្គង អក្ខរាវីរុទ្ធដោយអចេតនាផងចុះ។ សូមអរគុណ!

ថ្ងៃទី ១២ ខែមិនា ឆ្នាំ ២០១៦

ពីទីក្រុងតូក្យូ ប្រទេសជប៉ុន

អ៊ុក សុវណ្ណារ៉ា

Uk Sovannara
បច្ចុប្បន្នលោក អ៊ុក សុវណ្ណារ៉ា ជានិស្សិតថ្នាក់បរិញ្ញាបត្រជាន់ខ្ពស់ជំនាញវិស្វកម្មបរិស្ថាននៅមហាវិទ្យាវិស្វកម្មសំណង់ស៊ីវិល និងបរិស្ថាន នៃវិទ្យាស្ថានបច្ចេកវិទ្យាតូក្យូ ប្រទេសជប៉ុន ក្រោមអាហារូបករណ៍របស់រដ្ឋាភិបាលជប៉ុន MEXT scholarship. លោកក៏ជាអតីតនិស្សិតទទួលអាហារូបករណ៍របស់រដ្ឋាភិបាលសហរដ្ឋអាមេរិក Global UGRAD ទៅសិក្សានៅសហរដ្ឋអាមេរិកជំនាញវិស្វកម្មបរិស្ថាន និងសំណង់ស៊ីវិល នៅសាកលវិទ្យាល័យផ្លរីដាហ្គសខសផងដែរ។ លោកនឹងទៅចូលរួមកម្មវិធីមួយឈ្មោះថា ARC5 student's forum នៅសាធារណរដ្ឋឆេកនៅដើមខែមេសានេះផងដែរ។ 
Like ផេក អាឡាដាំង facebook-logo-2 ដើម្បីទទួលបានពត៌មានជាច្រើនទៀត

Empowering Youth Leaders in Cambodia

Credit: This post is cited from my article originally published on the Global Gazette!

Link: http://blogs.worldlearning.org/global-gazette/2015/10/14/alumni-update-empowering-youth-leaders-in-cambodia/

Sovannara Uk, Cambodia, Florida Gulf Coast University

UGRAD 2013 – 2014

Youths are generally referred to as the backbone of society, and thus, empowering youth is synonymous to building a bridge to mobilize the society into the era of prosperity and growth. To reach this end, youth needs opportunities to build and diversify their capacity as leaders of their communities, society, and the world. One opportunity is through Global UGRAD, an international platform where young people from different corners of the world have chances to meet, learn, and grow together. To illustrate, I would like to briefly introduce how the program shapes and continues having positive impacts on me, even after my return home.

A big picture of what I have obtained from the program is the motivation to make contributions to local as well as international communities. I have been actively involved with projects led by the Fulbright and Undergraduate States Alumni Association of Cambodia (FUSACC) and the U.S Embassy in Phnom Penh, some of which are: American Corner, Micro-Access Soft Skill, English Camp at the U.S Embassy, Radio program on Youth and Their Career “Rean Tver-Ey” (literally means why do we need to study or what to do upon graduation), and the National Convention 2014 (known as NatCon). I have also generated and undertaken projects with my friends to share our experience and inspire students, especially those in the rural communities whose chance to get access to education and information is slightly thin. In addition, I always take opportunities to attend different local and international venues to share my stories, perspectives, and the like. For instance, I was invited to speak in a workshop on what field to choose after high school organized by Toul Tompong high school volunteer group, a conference on roadmap to university success by Soiree and OOP, an education seminar by Nihon Fukushu University in Japan, and an education seminar under the auspices of Aichi, Gifu, Mie prefectural education boards hosted by New Tokai English Teachers’ Network in Japan.

Without experience and knowledge gained during my exposure in the program, I would not have had such confidence to do many things like this. I am grateful for it and strongly encourage young, energetic students to take a chance to develop themselves and play a role as a future leader in their communities.

Education (Kyouiku) Seminar in Nagoya

Education is very important in everyone's life. However, not every individual has chance to get access to education. For example, in the rural and remote rural communities in Cambodia, it is difficult for students to receive a high quality of education due to a lack of teachers, schools, study materials, and on top of all MOTIVATION. These are the reasons why my team and I always spend our free time or weekend to visit the rural communities and conduct workshops to motivate them and share their stories to the public and international communities so that they will get some support from them. As shown in this article, I attended an event called "Kyouiku (Education) Seminar in Nagoya 2015" organized by New Tokai Eglish Teacher Network (Shin Tokai Eigo Kyouiku Jissensha Network) to share what I have done and how to help students gain motivation in learning with Japanese teachers of English from various high schools across Japan. There were also many great speakers from various universities and institutions.

I gave a speech at Education Seminar in front of approx. 150 Japanese high school teachers of English.

“We hosted Kyouiku (Education) Seminar in Nagoya 2015 at Nagoya International Center. Let me offer my heartfelt thanks, representing Shin Tokai Eigo Kyouiku Jissensha Network to Eiken, Hamajima Shoten, Sanseido, Gakusho, Alpha Eigo Kai, Chunichi Shobo and all the others for your great support and all the great speakers, Ms. Carol Inugai Dixon, Mr. Matsudaira, Ms. Oshima, Ms. Naoyama and Mr. Sovannara who gave us great lectures. We had a great time sharing new ideas, precious information and wealth of experience that all the speakers brought to us.

第三回教育セミナーin名古屋、8月17日、無事実施することができました。ご支援いただいた皆様に感謝、遠方から来てくださった講師の皆様、ご参加頂いた皆様に感謝、ありがとうございました。カンボジアから東京工業大学に留学しているナラ君の話、新潟から来てくださったキャロル先生のInternational Baccaloureateについてのわかりやすい紹介、英検の、頼もしいさまざまなあたらしい動き、神奈川から来てくださった大島先生の落語と英語教育、そして、直山先生の、心強くも、いろいろ考えさせられる話、おかげさまで、本当に贅沢な一日でした。”~ Tetsuhiko Nakanishi, Associate Professor at Nihon Fukushi University

Tets-sensei introduced Ms. Carol Inugai Dixon and welcome her to the stage

Getting Scholarship to Study Abroad

This post in just an idea for Cambodian students who want to apply for scholarships to study abroad. The following video is my interview with a local TV. I hope this video is useful. Thank you!

私の日常生活

私は小さくて、きれいな町で生まれました。その町はカンボジアのしゅとからすごく遠いです。バスで６時間くらいかかります。私の家の近くに大きい川が２つありますから、毎日川で友達と泳ぎます。水泳を父に習いました。父は水泳が上手です。

家族は５人です。両親と弟２人と私です。

父は親切で、ハンサムで、頭がいい人です。英語とフランス語が話せます。私の英語は父の英語より下手です。でも父は日本語がぜんぜんできません。父の大切な物は子供の幸せですから、子供をカンボジアで有名な学校に入れました。

母もすごい人です。毎朝私は学校へ行く前に、母はりょうりをたくさん作ります。母のりょうりが大好きです。時々母は忙しいですから、父がりょうりをします。でも　父のりょうりがおいしくないです。母の仕事はふくを売ることです。ふくやは家にあります。

弟はどちらも学生です。家族と住んでいます。

今まで私は１ヶ月間日本にいます。日本へ勉強に来ました。日本の生活は忙しいです。毎日６時間くらい寝ています。国では７時間寝ていました。毎朝日本語のクラスがあります。クラスは９時に始まります。家は大学からすごく遠いですから、６時半までに起きなければ　なりません。朝起きで、シャワーを浴びて、朝ごはんを作って、朝ごはんを食べて、ルームメイトと駅へ２０分くらいあるいて行きます。家からいちばん近い駅の名前は長津田です。

長津田駅から大学まで電車で４０分かかります。でんえんとしせんにのって、みぞの口駅でのりかえて、おおい町せんにのります。電車はいつも込んでいます。。すわることができません。ちょっとふべんですが、おもしろいです。大岡山駅を出ます。

午前９時から午後１２時まで日本語を勉強します。クラスには留学生がたくさんいますから、たのしいです。日本語を話すことはむずかしいが、おもしろいです。日本語のクラスがおわってから、けんきゅうしつにいます。午後６時に家へ帰ります。帰時は、電車はあまり込んでいませんから、すわって本をす読むことができます。

家にとうちゃくしてから、シャワーを浴びてりょうりを作って、それから勉強します。ねる前に　よく　おんがくを聞きます。１２時にねます。

私のしゅみはしゃしんをとることとスポーツです。スポーツでサッカーがいちばん好きです。毎週末大学で友達とサッカーをします。サッカーをしますので、元気になります。１ヶ月間に一回東京の外を旅行します。富士山をひこうきから見たことがあります。富士山のしゃしんをとりました。とてもきれいでした。

日本りょうりはとてもおいしいです。日本りょうりの中で、すしがいちばん好きです。うどんやそばやラーメンも好きです。

アメリカもすばらしいです。去年アメリカへ勉強に行きました。アメリカ人は背がたかかったです。アメリカに５ヶ月間いました。いろいろな所へ行きました。アメリカのしぜん公園へ行ったことがあります。その公園でわにをはじめて持ちました。ちょっとこわかったですが、あぶなくなかったです。また、ホワイトハウスの前でしゃしんをとったり、セグウェイにのったりしました。ハリウッドの映画館で映画も見ました。アメリカはすごい国です。

日本とアメリカとどちらも好きです。

Empowered Chong Community: Fighting for Cultural Preservation and Areng Development

Called by the Prime Minister Hun Sen the ‘Battery Province,’ Koh Kong has potential for

Message from local community

hydropower dam construction projects. Areng dam is one of the plan. However, there have been conflicts caused by its immense natural and cultural impacts to the local indigenous community. Once the dam is constructed, literally 1,500 indigenous people will be forced to relocate to the nearby Cardamom protected forest, and roughly 44 squares kilometers area will be flooded and become a giant water reservoir, destroying endangered animals’ habitats and biodiversity of many kinds. Consequently, with a strong desire to protect their natural and cultural heritages and a concept of eco-tourism in mind, the community people gather together to go against the plan. Based on my observation and interviews with villagers during a study trip to Chong village in Areng valley, this article will explore what the community think and act with regard to Areng valley development, and further discuss how they get empowered to work together as a community.

Commitment to Act against the Dam Construction

PIC's Cambodian Fellow Peace

“We will fight on our own against the construction even if there is no outside support,” a villager clearly emphasized when asked what the community would do during Alex’s absence. This reflects a strong determination of the indigenous people in protecting Areng valley. In a short interview at the community centre in Chong village, a group of villagers actively getting involved in the act against Sinohydro’s hydropower dam construction claimed that the electricity would offer them no benefits at all besides harming their livelihoods and the environment. A villager said that her ancestors had been living in and fed by the valley for over 600 years. “We have lived here very happily. No need, the dam! Even without electricity, we can survive by nature, by our river and by our farming,” said a female villager living nearby the community centre.

Based on my self-study and observation, their statement is correct in the sense that the advantages of the dam and will not outweigh its far-reaching effects on the people, endangered animals and the forests. During the trip, I have observed that Areng River does not flow so strongly that will not be able to efficiently run the turbine to generate electricity during dry season. Also, according to the village representative, there have been two companies coming to assess the feasibility of the hydropower dam project in Areng, and all the results were dissatisfactory as the project will not be profitable, yet diversely impact the entire rainforests. Essentially, the community people understand it clearly that this third company has its hidden agenda beyond their intention to build the dam, and that will be to collect luxurious timbers through clearing out the forests.  So far, they have submitted petitions to Chinese Embassy and Energy and Mining Ministry, and got support from International River Organization.

Community Perspectives: Eco-tourism Planning

When asked about their ideas on Eco-tourism, one villager mentioned the community has planned to transform Areng into a potential eco-tourism site. He continued, “Tatai and other eco-tourism sites in Koh Kong are not better than Areng; why can they make it a profitable place for their people? I think it is about our willingness to make it happen.”

The villagers are now organizing three teams to facilitate trips for visitors. The first is ‘Moto-dub’ team, who will transport visitors from Thmor Bang to the village centre. The second is ‘Housing’ team, who will prepare and provide accommodation at villager houses for the visitors. The third is ‘Guide’ team, which will guide the visitors to ecotourism sites in the areas, such as Chhay Areng River and their tributaries, hiking sites, and Siamese crocodiles’  and dragon fish’s habitats,  many more. However, they added that their efforts in preventing the dam construction is much more important, and they urged all Cambodians and NGOs to pay attention to the Areng valley.  

Development in Areng Valley

Based on interviews with Chong villagers and my observation, there is not much development

Struggling with the muddy road

happening in Areng. First, there is no accessible health centre; if anyone gets sick, they need to travel 20 kilometers from their community. Second, there is no primary school for small kids in the community, making it challenging for villagers to take their children to school, which is far away from home. Third, no communication could be made since there is no phone reception available at the valley. The villagers said they had urged the authorities to consider constructing roads, schools and health centre nearby the community, but the authorities refused by stating Areng valley is a conflicted zone; if schools are built and then the dam is constructed, they will be flooded.

So far, it has been really challenging for tourists to reach this isolated rainforest due to virtually inaccessible roads and communication.

By: Kakada Kuy

Monbukagakusho Scholars 2015

Source: The Embassy of Japan in Cambodia

Early this month, April, 38 Cambodian youths are heading to Japan to pursue their study in their fields of study under the scholarship of the Japanese Government named "Monbukagakusho or MEXT Scholarship". There are 4 different levels of study such as: Research Students, Undergraduate Students, College of Technology Students, and Specialized Training College Students.

Amogst the 38, 12 are Research students, 2 Undergraduate students, 14 College of technology students, and 10 Specialized training college students.

Delivering a speech at the Networking and Farewell Reception for the Japanese Goevernment Scholarship Students 2015 which was held on March 26, 2015, H.E. Mr. Yuji KUMAMARU, ambassador of Japan to the Kingdom of Cambodia, stated that "This year there were more than 1,300 Cambodian applicants for the four categories of "Monbukagakusho" scholarship scheme. The figure 1,300 is almost double of the last year's. I applaud every one of you for great effort you made to win the scholarship."

"I am convinced that the Japanese academic environment will offer scholarship recipients a great opportunity to acquire the expertise and knowledge that will become a great asset for your future," he continued.

There were also the scholarship recipients and its alumni attending the reception. Mr. UK Sovannara, a fresh graduate from the Institute of Technology of Cambodia and currently waiting to leave for Japan for his graduate school through the Monbukagakusho scholarship, showed his excitement to receive  such a great scholarship. He sincerely hoped he would be able to help contribute in improving irrigation and water management in Cambodia as his research topic put special focus on water management.

Next to him is Ms. Ratha Nawinnou, 16, who is also going to pursue her undergraduate study in Japan (for 5 years)  stated that she did not know whether she would enhance her Japan proficiency within a year before choosing her major or not.

"I'm very delighted. Before knowing the result, I was very nervous. Not until the final result was announced did I feel at ease. I was very happy, especially with the thought that not only did I fulfill my dream but also my parents'," she said with great exhilaration.

Similarly, Ms. Long Kuntheamlis, a junior at the Institute of Technology of Cambodia, is the only female scholarship recipients under her category, College of technology students (4-year study) for 2015 fiscal year.

"I am very happy because this scholarship is highly competitive, and more important than this,for this level  rarely do girls receive this scholarship because it is the field of engineering. Last year, there was also only one girl receiving this scholarship, so it is wonderful for me," said Kuntheamlis.

A 17-year-old recent high-school graduate, Mr. Jeakchan Sereysith, said that receiving a scholarship to study in Japan was like a dream come true.

"When I received a call from my senior to tell me that I passed [the scholarship], I was very happy, thinking that my life would change. It was like a dream. I thought I would become more independent as I had to stay away on my own in Japan," he said, chuckling.

It should be noted that the government of Japan has been providing scholarship to Cambodians to study in Japan since 1992. So far, there are 495 Cambodian student invited to study in Japan under "Monbukagakusho" scheme. *[According to the ambassador speech the figure should be 570 students]

For more information, please visit http://www/studyjapan.go.jp/en/index.html or send email to  info.jpn@pp.mofa.go.jp​  or call to  023-217-161 

Translated by: Sovannara Uk
Sources: http://goo.gl/Qq2z8r 
http://www.kh.emb-japan.go.jp/speech/2015/3/sp20150326-e.pdf

Why UGRAD? An adventure of a lifetime

Sovannara Uk, Cambodia, 2013-14 UGRAD Alum

In Cambodia, children more or less take their seniors as role models. This can be a direct or indirect influence. One common thing almost all of us have experienced is a question asked by our parents or our elders. “What do you want to be when you grow up?” This question was also asked by my dad when I was eight years old. As a young boy, I just told him what I had heard of: “I want to be a governor,” I said. However, as I grew up and witnessed the challenges that people in my country were facing, together with my own knowledge accumulated from on-and-off-campus experiences, I found a way to realize my true passion. I wanted to be an engineer (infrastructure, water resource, and environmental engineer), an engineer who plays a pivotal role in transforming people’s way of life from nature-dependent to practical, real-world, problem-solving minded and whose purpose is to trace the root of the environmental, infrastructure, and water-resource related challenges that affect the livelihood and well-being of the people. To put it in another way: I wanted a job that could help build a decent society in which people are evenly treated, regardless of their socioeconomic backgrounds.

I could see engineering playing a potential role in introducing positive change to the country. Cambodian people have been suffering from poverty stricken conditions and sanitation problems: accessibility to safe drinking water is still limited (especially for people in rural and remote areas), the management of sewage waste water is still ineffective, and the disposal of waste into the natural environment is still done without proper treatment and regulation. Without a doubt, choosing rural engineering as a major is the best choice to fulfill my dream, a dream for a better Cambodia. I realized, however, that it was not enough to study solely in my country. I needed to go out of the hut to learn techniques used in more developed countries to introduce to Cambodia for its development.

Thus, instead of focusing merely on academic subjects, I sought opportunities that would open doors to the outside world. The second most recent scholarship I got was the Global Undergraduate Exchange Program (Global UGRAD 2013), an amazing opportunity offered by the US Department of State. Why did I decide to apply for UGRAD? The major contributing factor in deciding to fill in the application was CountPareSelf. This is a self-created word representing three independent words, all of which are Country, Parents, and Self.

With respect to Country, it is critically important that youth, including me, take steps to reinforce and refine our abilities. By embarking on the UGRAD journey, I expected that I would bring back innovative ideas, practical skills, and many relevant techniques to Cambodia. Having the opportunity to enroll in an American university was genuinely crucial for my career; besides, it was my parents’ wish to see me grasp an opportunity to broaden access to better education, get in the real world, and learn new life skills. Last but not least, to grow personally, academically and professionally was another compelling factor that contributed to my drive. I believed that living on my own in a foreign land, traveling to vibrant cities throughout the US, making friends with our fellow citizens of the world, and speaking a foreign language daily would help me grow and reach my highest potential. More importantly, studying abroad would make my CV look attractive and have a lasting impact on my future profession.

However, sought-after things are not always easy to obtain. UGRAD is among the toughest scholarships offered in Cambodia: hundreds of applicants are filtered through a narrow-tube funnel, placing three layers of membranes on the top of it, to designate only four or five candidates to join the program. Therefore, psychologically, the state of agitation will wrack your nerves, leading to discouragement, no matter how confident you are or how excellent your academic background. Fortunately, I am blessed to have a very supportive family; my parents are my anchors when troubles or difficulties loom large. They give me momentum to bike up the hill, encouraging me not to give up despite any difficulties faced.

My life journey in the US left me with a glorious, indelible mark. It was an adventure of a lifetime which provided me unique and invaluable experiences. In only a blink of time – five months – I encountered many things, both the pleasant and not-as-pleasant, with the former dominating the latter.

I took four subjects during the semester: three related to engineering and one American Studies class. I adored taking courses with helpful, knowledgeable and approachable professors – many of whom were international themselves. However, the UGRAD program is not all about studying. Students also participate in cultural events: they travel to different natural, historical, and cultural tourism sites; they attend sporting events; they volunteer in their communities; they visit museums; they attend workshops, seminars, conferences, and symposiums. Thus, life on the UGRAD program is so rich, filled with all tastes.

The pursuit of my studies in the US was extremely meaningful for me. With well-structured modules, specific and realistic educational objectives, state-of-art learning facilities, and conducive learning environments, Florida Gulf Coast University enabled me to reach my highest potential as a learner. I felt motivated to study in such an academic atmosphere. In addition to attending class lectures, I also participated in laboratory activities and engineering clubs to sharpen my practical skills and gain insight into the relationships between engineering and society. I had a chance to perform analysis in a special lab full of exorbitant, high-tech equipment, and to be part of the American Society of Civil Engineers. I also met many researchers and scientists in the fields of civil, water, hydrology and ecosystem engineering.

Besides school, I also had action-packed weekends and plenty of time to explore. The UGRAD program provides a monthly allowance and cultural enrichment allowance to experience America and discover the unknown. As a result, I visited Everglades National Park to see alligators in their natural habitat; traveled to beautiful cities like Atlanta, Washington, DC, and New York; explored museums the Smithsonian Museums; attended sporting events like ice hockey and basketball; and hiked the tranquil, magnificent trails within the immediate vicinity of the school complex. During my travels and experiences on the program, I met thousands of people and made hundreds of friends from a dozen countries around the world.

In short, the one good thing about being part of the Global UGRAD family is that we have a golden chance to enrich our lives, to find meaning for them. There is an old saying which says: “Travel. It leaves you speechless, then turns you into a storyteller.” If you don’t escape from your comfort zone, you will never come to realize what the world is like and who you really are.

After being polished in America, my life is different. I have received a tremendous learning experience to widen my view on the world. It is immeasurable and will be immensely valuable in transforming me into the person I aspire to be. Over the course of the program, I found two new inspirations: the spirit of “volunteerism” and the idea of “professionalism.” Through volunteering, I was inspired to participate more actively in activities that give back to the community. Upon my return to Cambodia, I have participated in various volunteer projects with the Fulbright and Undergraduate State Alumni Association of Cambodia (FUSAAC) as well as generated my own projects with friends. Currently, I am a presenter for a radio program focusing on “Youths and Career at their Best” organized by FUSAAC, a guest speaker and a panelist in different venues, an English trainer to Cambodian youths, and a writer, all with the aim of informing young people about their role as a cornerstone of the country and enabling them to cultivate their highest potential.

Not long after participating in the program, I was inspired to pursue a higher degree upon completing my undergraduate studies. Currently, I am waiting to set off to Japan for my research study, and look forward to taking the entrance exam for a Master’s degree course in October 2015.

All of these amazing experiences would not have been possible if I had not dared to dream big and apply for the UGRAD program. As an alum, I would like to strongly encourage all of you, readers, to grasp this divine opportunity to crack open the shell to see the light of your future. Everything is in your hands; clench it or let it go, it’s your choice.

Source: The Global Gazette http://blogs.worldlearning.org/global-gazette/2015/02/19/why-ugrad-an-adventure-of-a-lifetime/#more-4191

Get A Foreign Scholarship

PHNOM PENH (Khmer Times) – Hard work and reluctance to give up help to explain the success of Uk Sovannara.  He never hesitates before a challenge and tries not to leave an opportunity unused.  

Mr. Sovannara, age 24, has won a scholarship for research study in Japan. He majored in civil engineering and graduated with a  bachelor’s degree from Institute of Technology of Cambodia. He specialized in water resources and rural infrastructure engineering.

Mr. Sovannara has gained experience in his field by taking short course classes and seminars overseas, in the US and Japan. 

He built on these educational experiences to get the scholarship. 

He recommends students who want to follow in his footsteps to search for scholarship opportunities on the web, focusing on universities in their area of specialty. They must have the self-confidence to apply for scholarships too.

“If you just know [about scholarship opportunities], but you don’t go for it, you will never ever receive that scholarship,” Mr. Sovannara said, stating the obvious.

Based on his experience, students must know where a desired scholarship is available, its requirements, conditions, and selection processes. 

Scholarship providers ask applicants to submit academic transcripts, letters of recommendation, and other necessary documents. Thus, students need to read instructions carefully and prepare documents accordingly.

“After checking all necessary information about that scholarship, what you need to do is to apply for it,” he said. 

After the application form is filled out and submitted most of the institutions offering scholarships may require one to write a personal statement and/or present a study plan or research proposal. 

He said that he believes that Cambodia’s youth have the potential to develop the country further. 

“There are a lot of outstanding students out there, but some of them are not well-informed,” he said. “They just need guidance to show them the way.”  

He pointed out that Cambodia is in dire need of highly trained men and women to fulfill critical needs, He, for one, plans to work in the field of water resource engineering after graduation. 

“To be a researcher in the field of water resources is a job I would like to do,” Mr. Sovannara said. “Water resource engineering plays a pivotal role in transforming people’s way of life.”

About half of all Cambodians are engaged in agriculture, he noted.

“If we travel across the country, we will see that there are not enough irrigation systems,” said Mr. Sovannara.

“We need to do more research regarding water resource management, allocation, and the like,” he said, warming to his favorite subject.  

“We are living in a society that depends on agriculture, so we must consider maximizing the productivity of agriculture by improving the irrigation systems and water resource management.”

Source: Khmer Times

http://www.khmertimeskh.com/news/10019/get-a-foreign-scholarship-/