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

Sunday, August 13, 2023

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

 



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

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

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

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

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

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

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

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

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

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Malaysia and China to deepen ties in various fields









Malaysian hospitality a win for varsities



Home away home


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

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

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

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

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

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

PerringPerring  

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

NovieNovie

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

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

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

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

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

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

TehTeh

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

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

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

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

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

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

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

Parmjit

Parmjit

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

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

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

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

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

Almost half of the students at APU are international students.

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

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

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

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

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

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

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

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

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Malaysia and China to deepen ties in various fields









Navigating the Future of China-Malaysia Relations 

Monday, July 4, 2016

China, next global hub for higher education

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



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

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

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

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

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

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

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

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

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

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

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

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

Varsities closed

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Tsinghua was ahead of even the best in South Korea.

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

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

Research performance

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Incentives

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

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

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

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

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

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

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

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

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

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

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

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

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

By Dr Lim Koon Ong

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

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