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!

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បច្ចុប្បន្នលោក អ៊ុក សុវណ្ណារ៉ា ជានិស្សិតថ្នាក់បរិញ្ញាបត្រជាន់ខ្ពស់ជំនាញវិស្វកម្មបរិស្ថាននៅមហាវិទ្យាវិស្វកម្មសំណង់ស៊ីវិល និងបរិស្ថាន នៃវិទ្យាស្ថានបច្ចេកវិទ្យាតូក្យូ ប្រទេសជប៉ុន ក្រោមអាហារូបករណ៍របស់រដ្ឋាភិបាលជប៉ុន MEXT scholarship. លោកក៏ជាអតីតនិស្សិតទទួលអាហារូបករណ៍របស់រដ្ឋាភិបាលសហរដ្ឋអាមេរិក Global UGRAD ទៅសិក្សានៅសហរដ្ឋអាមេរិកជំនាញវិស្វកម្មបរិស្ថាន និងសំណង់ស៊ីវិល នៅសាកលវិទ្យាល័យផ្លរីដាហ្គសខសផងដែរ។ លោកនឹងទៅចូលរួមកម្មវិធីមួយឈ្មោះថា ARC5 student's forum នៅសាធារណរដ្ឋឆេកនៅដើមខែមេសានេះផងដែរ។ 
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