Monday, June 24, 2013

សេចក្តីថ្លែងការណ៍របស់ក្រសួងការបរទេស

Thursday, June 20, 2013

(ឯកសារសម្រាប់សិក្សា) យូណេស្កូប្រគល់មេដាយសន្តិភាព និងបរិស្ថានអន្តរជាតិដល់ "សម្តេច ហ៊ុន សែន"

ยูเนสโกมอบเหรียญสันติภาพและสิ่งแวดล้อมโลกให้ “ฮุนเซน”

โดย ASTVผู้จัดการออนไลน์

18 มิถุนายน 2556 22:40 น.

นายกรัฐมนตรีฮุนเซนปราศรัยเปิดประชุมใหญ่องค์การยูเนสโก วันที่ 16 มิ.ย.ที่ผ่านมา เช้าวันอังคาร 18 มิ.ย.นี้ยูเนสโกได้มอบเหรียญเกียรติยศแก่ผู้นำกัมพูชา ฐานเป็นผู้พิทักษ์ปกป้องทรัพย์สินทางวัฒนธรรมของมวลมนุษย์และแหล่งมรดกโลกในประเทศกัมพูชาอย่างเอาจริงเอาจัง. -- ภาพ: สำนักข่าวกัมพูชา .

       .

ASTVผู้จัดการออนไลน์ - องค์การการศึกษาวิทยาศาสตร์และวัฒนธรรมแห่งสหประชาชาติ (United Nations Educational, Scientific and Cultural Organization) ได้มอบเหรียญสันติภาพและสิ่งแวดล้อมโลก (Medal of World Peace and Environment) ให้แก่นายกรัฐมนตรีกัมพูชาฮุนเซน ขณะที่การประชุมของยูเนสโก กำลังดำเนินอยู่ในกรุงพนมเปญขณะนี้

       นางคาตาลิน บอกเย ประธานการประชุมใหญ่ยูเนสโก ได้ทำพิธีมอบเหรียญเกียติคุณดังกล่าว หลังการพบสนทนาสองฝ่ายในเช้าวันอังคาร 18 มิ.ย.นี้ นายเอียง ศุภเลศ ผู้ช่วยคนหนึ่งของ นรม.กัมพูชากล่าว

       การมอบเหรียญเกียรติยศมีขึ้นเพื่อเป็นการเชิดชูผู้นำกัมพูชาที่พิทักษ์รักษาทรัพย์สินทางวัฒนธรรม และแหล่งมรดกโลกอันเป็นทรัพย์สินของมวลมนุษย์ในกัมพูชาอย่างแข็งขันและจริงจัง นายศุภเลศอ้างคำพูดของประธานการประชุมยูเนสโก

       ฮุนเซนกล่าวในโอกาสนี้ว่า กัมพูชาภคภูมิใจที่มีแหล่งโบราณสถานอย่างมากมาย แต่สิ่งเหล่านี้กำลังผุกร่อนอันเนื่องจากสาเหตุจากธรรมชาติ และกิจกรรมของมนุษย์ ซึ่งต้องการงบประมาณอย่างเร่งเด่วนในการธำรงรักษา และป้องกัน

       นรม.กัมพูชา ได้เป็นประธานทำพิธีเปิดการประชุมในวันที่ 16 มิ.ย.ที่ผ่านมา พร้อมทั้งเสนอให้ยูเนสโก ช่วยขึ้นทะเบียนโบราณสถานอีก 2 แห่ง ให้เป็นแหล่งมรดกโลก คือ เขตเมืองเก่าซอมบอร์เปรย์กุก (Sambor Prey Kuk) และปราสาทเกาะแกร์ (Koh Ker) ซึ่งทั้ง 2 แห่งนี้มีมาก่อนยุคนครวัด สำนักข่าวกัมพูชารายงาน.

http://manager.co.th/IndoChina/ViewNews.aspx?NewsID=9560000073838

Monday, June 17, 2013

ការរក្សាឯកសារដើម្បីសិក្សា

ឯកសារកោះត្រល់ និងលិខិតជូន ហ៊ុន សែន

បានបន្ទាន់សម័យ 19 នាទី កន្លង

នេះជាឯកសារខ្លីដកស្រង់ពីសៀវភៅភូមិវិទ្យាថ្នាក់ទី៧ ដែលបានរៀបរៀងសម្រាប់ កម្មវិធីសិក្សារនៅសម័យសាធារណរដ្ឋ និងសម័យសាធារណៈរដ្ឋប្រជាមានិតកម្ពុជា ពេលយួនគ្រប់គ្រងក្នុងទសវត្សន៍១៩៨០។ កាលនោះខ្ញុំក៏បានធ្លាប់បានដឹងថាកោះត្រល់ ជារបស់ខ្មែរដែរ។

ជារួមវាបានបាត់បង់ជាផ្លូវការនៅឆ្នាំ២០០៥ ពេល ហ៊ុន សែន ចុះហត្ថលេខាលើសន្ធិសញ្ញាបំពេញបន្ថែម ហើយបង្ខំឲ្យព្រះមហាក្សត្រឡាយព្រហស្ថលេខា ដែលបានបន្តសុពលភាពសន្ធុសញ្ញាដែនទឹកប្រវត្តិសាស្រ្តឆ្នាំ១៩៨២ ដែល ហ៊ុន សែន បានកាត់់សមុទ្រនិងកោះត្រល់ឲ្យខ្មែរនោះ។ នេះជារឿងពិតគ្មានអ្នកណាក្រឡៃបានឡើយ។

ภาวิชเคาะปรับหลักสูตรลดคาบเรียน ประถมเหลือ 5-มัธยม 6 ชงศธ.นำร่อง 3 พันร.ร.

.....

เมื่อวันที่ 16 มิถุนายน นายภาวิช ทองโรจน์ ที่ปรึกษารัฐมนตรีว่าการกระทรวงศึกษาธิการ (ศธ.) ในฐานะประธานคณะกรรมการปฏิรูปหลักสูตรและตำราการศึกษาขั้นพื้นฐาน เปิดเผยว่า หลังจากที่นายพงศ์เทพ เทพกาญจนา รัฐมนตรีว่าการ ศธ. ได้ลงนามแต่งตั้งคณะกรรมการปฏิรูปหลักสูตร มีตนเป็นประธาน และคณะกรรมการการปฏิรูปหลักสูตรการศึกษาขั้นพื้นฐานแห่งชาติ
มีรัฐมนตรีว่าการ ศธ.เป็นประธาน ขณะนี้มีความคืบหน้าของการดำเนินการปฏิรูปหลักสูตรการศึกษาขั้นพื้นฐานไปมากแล้ว โดยอยู่ระหว่างการพิจารณาของคณะทำงาน 6 กลุ่ม ในวันที่ 27 มิถุนายน จะประชุมหารือร่วมกันทั้งหมดเพื่อพิจารณาหลักสูตรที่แต่ละส่วนรับผิดชอบอยู่ ก่อนจะนำมาประกอบเป็นหลักสูตรการศึกษาขั้นพื้นฐานแห่งชาติ เพื่อนำเสนอให้คณะกรรมการปฏิรูปหลักสูตรฯ ที่มีนายพงศ์เทพเป็นประธานได้พิจารณา ได้พิจารณา
นายภาวิชกล่าวต่อว่า สำหรับหลักสูตรใหม่จะแบ่งการจัดการศึกษาระดับประถมศึกษาและมัธยมศึกษาออกเป็น 6 กลุ่มสาระวิชา ได้แก่

1.กลุ่มภาษาและวรรณกรรม
2.วิทยาศาสตร์ คณิตศาสตร์ และเทคโนโลยี
3.เทคโนโลยีสารสนเทศ (ไอที)
4.สังคมและความเป็นมนุษย์
5.โลก ภูมิภาคและอาเซียน
6.ชีวิตกับโลกของงาน

อย่างไรก็ตาม นอกจากจะมีคณะทำงาน 6 กลุ่มแล้ว จะมีคณะทำงานกลางมาดูความเชื่อมโยงและความซ้ำซ้อนใน 6 กลุ่มของสาระวิชา หากเจอว่าซ้ำซ้อน ก็ต้องบูรณาการให้เล็กลง
ที่ปรึกษารัฐมนตรีว่าการ ศธ.กล่าวว่า ในส่วนของ
ระดับชั้นประถมศึกษาปีที่ 1 และ 2 จะเน้นทักษะ คณิตศาสตร์ ภาษาไทย และภาษาอังกฤษ ส่วนวิชาที่เหลือ จะนำ 6 กลุ่มสาระวิชามารวมแล้วแยกเป็น 4 วิชา ได้แก่

1.บ้านของเรา โลกของเรา
2.ชีวิตกับการเรียนรู้ จะทำอย่างไรถึงจะสร้างความอยากรู้อยากเห็นของนักเรียน
3.เด็กในวิถีประชาธิปไตย เป็นการเรียนรู้เพื่ออยู่ในสังคมแบบมีส่วนร่วม ความมีจิตสาธารณะ ศาสนา และ
4.ศิลปะและพลานามัยเพื่อชีวิต

การจัดหลักสูตรดังกล่าว ในระดับชั้นประถมศึกษาปีที่ 1-2 เพื่อเป็นการเตรียมความพร้อม
ส่วนตั้งแต่ระดับชั้นประถมศึกษาปีที่ 3 ขึ้นไปจะจัดการศึกษาออกเป็น 6 กลุ่มสาระวิชา แต่จะมีรายละเอียดที่แตกย่อยออกไปในแต่ละระดับชั้น เช่น ในระดับชั้นมัธยมศึกษาตอนปลาย จะเน้นการเรียนในแตกย่อยออกไปในแต่ละระดับชั้น เช่น ในระดับชั้นมัธยมศึกษาตอนปลาย จะเน้นการเรียนในทางลึกมากขึ้น จะแยกวิชาออกเป็นฟิสิกส์ เคมี ชีววิทยา รวมทั้งจะมีทางเลือกให้กับนักเรียนเพื่อเรียนต่อในมหาวิทยาลัย และสำหรับนักเรียนที่ไม่ต้องการเรียนต่อมหาวิทยาลัย จะให้ทางเลือกเพื่อเรียนต่อสายอาชีพระดับประกาศนียบัตรวิชาชีพชั้นสูง (ปวส.) ในหลักสูตรเดิมนั้นจะมีทางเลือก ให้กับนักเรียนมัธยมศึกษาตอนปลายเพื่อการเรียนต่อในมหาวิทยาลัยเท่านั้น ส่วนเด็กที่ไม่ได้เรียนต่อ จะไม่ได้มีการส่งเสริมหรือให้ทางเลือกอะไร
"เนื้อหาของหลักสูตรใหม่ อาจจะไม่เปลี่ยนมาก เพราะจริงๆ แล้วเนื้อหาที่ใช้ในการเรียนการสอนได้ปรับเปลี่ยนมาเป็นลำดับอยู่แล้ว เพียงแต่หลักสูตรการศึกษาขั้นพื้นฐานที่ใช้ในปัจจุบันจะมี 8 กลุ่มสาระวิชา แต่ของใหม่จะเหลือเพียง 6 กลุ่มสาระ ตำราต่างๆ อาจจะต้องค่อยๆ ปรับปรุงไป โดยอาจจะต้องใช้เวลาประมาณ 3 ปีนับจากมีการประกาศใช้" นาย ภาวิชกล่าว และว่า หลักสูตรใหม่จะกำหนดทักษะจำเป็น 10 ประการของเด็กเมื่อเรียนหนังสือจบ อาทิ ทักษะด้านไอซีที การงานและอาชีพ เป็นต้น ส่วนการเรียนการสอนไม่ได้ลดการเรียนรู้ แต่จะลดการเรียนในห้องเรียน เพิ่มกิจกรรมนอกห้องเรียน

โดยจะต้องเน้นประสบการณ์เรียนรู้ใน 6 ด้าน ได้แก่
1.การอ่านเพื่อการเรียนรู้ ต่อไปครูต้องกระตุ้นให้เด็กอ่านมากขึ้น
2.การเรียนการสอนแบบโครงการ ทั้งด้านสังคม ศาสนา วิทยาศาสตร์ และจะนำไปสู่ทักษะที่พึงประสงค์ เช่น การค้นหาปัญหา การทำงานร่วมกับผู้อื่น 3.ไอซีที
4.คุณธรรมและจิตสาธารณะ
5.ความเป็นประชาธิปไตย
6.อาชีพ

นายภาวิชกล่าวด้วยว่า อย่างไรก็ตาม การปรับหลักสูตรใหม่จะทำให้ลดชั่วโมงเรียนในห้องเรียนลง โดยระดับประถมศึกษาจะเหลือห้องเรียนลง โดยระดับประถมศึกษาจะเหลือการเรียนในห้องเรียนประมาณ 600 ชั่วโมง ต่อปี และจะให้เรียนนอกห้องเรียน 400 ชั่วโมงต่อปี จะมีผลทำให้นักเรียนเรียนในห้องเรียนเพียง 5 คาบต่อวัน จากเดิมเรียนประมาณ 6-7 คาบ ส่วนมัธยมศึกษาจะให้เหลือ 6 คาบต่อวัน ทั้งนี้ ในปีการศึกษา 2557 จะนำร่องใช้หลักสูตรรอบแรกในโรงเรียนที่เป็นเครือข่ายของสถาบันอุดมศึกษาจำนวน 30 แห่ง รวมประมาณ 3,000 โรงเรียน และจะให้โรงเรียนนำร่องสร้างเครือข่ายโรงเรียนแห่งละ 10 โรงเรียน จะทำให้ขยายโรงเรียนที่ใช้หลักสูตรใหม่เป็น 30,000 กว่าแห่ง
ด้านนายพินิติ รตะนานุกูล ผู้ตรวจราชการ ศธ. ในฐานะประธานคณะทำงานกลุ่มโลก ภูมิภาคและอาเซียน กล่าวว่ากลุ่มโลก ภูมิภาคและอาเซียน มีความคืบหน้าในการดำเนินงานเกือบ 100% แล้ว กลุ่มนี้จะเป็นวิชาที่เชื่อมโยงเรื่องประวัติศาสตร์ สังคม รวมถึงเรื่องอาเซียนเข้าไปด้วย โดยเฉพาะประวัติศาสตร์จะต้องเขียนขึ้นใหม่ เพราะที่ผ่านมาประเทศใดเขียนประวัติศาสตร์ ก็จะเข้าข้างตัวเอง ทำให้เกิดความขัดแย้ง แต่ในหลักสูตรใหม่จะเขียนประวัติที่สร้างความเข้าใจที่ดีร่วมกัน ทั้งนี้ หลักสูตรในกลุ่มของตนเองจะต้องมีความเชื่อมโยงกับกลุ่มอื่นๆ ด้วย เพื่อให้การเรียนการสอนเป็นไปตามเป้าหมาย ต่อไปเยาวชนในยุคศตวรรษที่ 21 จะต้องรู้เท่าทันในเรื่องต่างๆ อย่างรอบด้าน อาทิ รู้เท่าทันการเปลี่ยนแปลงของโลก ไอที เป็นต้น โดยในการประชุมวันที่ 27 มิถุนายนนี้ แต่ละกลุ่มจะมาดูว่าแต่ละวิชาจะมีความเชื่อมโยงกันตรงจุดใดบ้าง

ที่มา--มติชน ฉบับวันที่ 18 มิ.ย. 255

Friday, June 14, 2013

តុលាការឯករាជ្យទាល់តែបំពេញការខ្វះចន្លោះច្បាប់

លោក ឌុន វិបុល ប្រធានក្រុមមេធាវីអាស៊ីសកល មានទីតាំងនៅអគារអាយខន់ មហាវិថីព្រះនរោត្តម ទល់មុខក្រសួងមហាផ្ទៃ នៅក្នុងរាជធានីភ្នំពេញ។ លោក ឌុន វិបុល កើតនៅឆ្នាំ១៩៧៧ មានស្រុកកំណើតនៅភូមិកំពង់បឹង ឃុំកំពង់ហៅ ស្រុកកំពង់លែង ខេត្តកំពង់ឆ្នាំង។ លោកជាកូនប្រុសច្បងនៅក្នុងបងប្អូន ៦នាក់។ លោកបានបញ្ជប់ការសិក្សានិងបានទទួលសញ្ញាបត្របរិញ្ញាបត្រនីតិសាស្រ្ត ពីសាកលវិទ្យាល័យភូមិន្ទនីតិសាស្រ្តនិងវិទ្យាសាស្រ្តសេដ្ឋកិច្ច(សាលាច្បាប់) នៅក្នុងរាជធានីភ្នំពេញនៅក្នុងឆ្នាំ ១៩៩៩ ។ លោកមេធាវី ឌុន វិបុល បានផ្តល់កិច្ចសម្ភាសជាពិសេសជាមួយកាសែត ភ្នំពេញ ប៉ុស្តិ៍ កាលពីថ្ងៃទី១២ ខែមិថុនា ឆ្នាំ២០១៣ ពាក់ព័ន្ធនឹងការអភិវឌ្ឍច្បាប់ការលើកតម្កើងនិងគោរពច្បាប់ និងនីតិរដ្ឋ នៅក្នុងព្រះរាជាណាចក្រកម្ពុជា មានខ្លឹមសារជាអាទិ៍ដូចខាងក្រោម៖

លោកក្លាយជាមេធាវីនៅឆ្នាំណា?ហេតុអ្វីក៏ជ្រើសរើសយកអាជីពជាមេធាវី?

ខ្ញុំប្រឡងជាប់ចូលរៀននៅមជ្ឈមណ្ឌលបណ្តុះបណ្តាលនិងវិក្រឹត្យការវិជ្ជាជីវៈមេធាវីនៅឆ្នាំ២០០៥ និងបានក្លាយជាមេធាវីនៅឆ្នាំ ២០០៦។ មូលហេតុខ្ញុំជ្រើសរើសយកវិជ្ជាជីវៈមេធាវីនេះ ពីព្រោះវាជាវិជ្ជាជីវៈសេរី ឯករាជ្យ និងដែលសង្គមឲ្យតម្លៃ។ ម្យ៉ាងវិញទៀត គឺជាការងារដែលអាចទទួលបានចំណូលច្រើនជាងការងារផ្សេងៗទៀត។

តើលោកយល់ថា មេធាវីមានតួនាទីសំខាន់ដូចម្តេចខ្លះដែរក្នុងការចូលរួមអភិវឌ្ឍការផ្សព្វផ្សាយ និងការអនុវត្តច្បាប់ និងនីតិរដ្ឋ នៅប្រទេសកម្ពុជាបច្ចុប្បន្ន?

ខ្ញុំយល់ឃើញថា តួនាទីរបស់មេធាវីពិតជាចូលរួមយ៉ាងសំខាន់ក្នុងការអភិវឌ្ឍសង្គមពិសេសអភិវឌ្ឍដល់វិស័យច្បាប់សម្រាប់ប្រទេសដែលកំពុងស្ថិតក្នុងដំណាក់កាលកែលម្អនិងកែទម្រង់។ មេធាវីជាអ្នកដែលធ្វើការបកស្រាយពិភាក្សាវែកញែក រកខុស រកត្រូវ រកយុត្តិធម៌ឲ្យអ្នកដែលមានបញ្ហាខាងផ្លូវច្បាប់។ បញ្ហាដែលកើតឡើងនិងមិនអាចដោះស្រាយបានគឺធ្លាក់ទៅដល់ស្ថាប័នតុលាការដែលមានមេធាវីជាអ្នកចូលរួមតស៊ូមតិជាមួយតុលាការដើម្បីការពារនូវតម្លៃរបស់ច្បាប់និងផលប្រយោជន៍របស់កូនក្តីដែលច្បាប់បានផ្តល់ឲ្យ។

ក្នុងការប្រកបអាជីពជាមេធាវី ភាគច្រើន តើលោកការពារប្រភេទរឿងក្តីអ្វីជាពិសេសនិងធ្លាប់ការពារក្តីបានប៉ុន្មានករណីដែរ?

ចាប់តាំងពីប្រកបមុខរបរជាមេធាវីមក ខ្ញុំធ្លាប់បានការពារក្តីស្ទើរតែគ្រប់ករណី។ ខ្ញុំធ្លាប់ជាមេធាវីការពារក្តីឲ្យជនក្រីក្រ សហជីពកម្មករផ្នែកវិវាទការងារ និងការពារក្តីសហគមន៍ក្រីក្រដែលបាត់បង់ដីពីការបណ្តេញចេញនិង ឈ្មួញរឹបអូសដី...។ ក្រោយមក ខ្ញុំបានបើកការិយាល័យមេធាវីខ្លួនឯង និងបានការពារក្តីលើសំណុំរឿងទូទៅ ពិសេសវិវាទកិច្ចសន្យា វិវាទគ្រួសារលែងលះ ស្មុំកូនជាដើម។ ប៉ុន្តែ ប៉ុន្មានឆ្នាំចុងក្រោយនេះ ខ្ញុំចាប់យកជំនាញការពាររឿងក្តីព្រហ្មទណ្ឌធំៗ ដូចជា រឿងភេរវកម្ម ឃាតកម្ម គ្រឿងញៀន រំលោភផ្លូវភេទ សញ្ចារកម្ម ការទិញពេស្យាចារកុមារដោយជនបរទេសជាដើម។ បើសរុបក្តីគឺមានប្រមាណជា២០០ករណី។

រហូតទល់សព្វថ្ងៃនេះ តើលោកមានបានជួយការពារក្តីជនបរទេសប៉ុន្មានដែរ? ភាគច្រើនតើពួកគេជាប់ចោទពីបទអ្វី?និង មានប៉ុន្មានករណី ដែលលោកឈ្នះក្តី?

មកដល់ថ្ងៃនេះ ខ្ញុំធ្លាប់បានធ្វើជាតំណាងនិងការពារក្តីព្រហ្មទណ្ឌឲ្យកូនក្តីជាជនបរទេសជាច្រើន មានសញ្ជាតិ អឺរ៉ុប អាមេរិក អាហ្វ្រិក ចិន វៀតណាម ជាដើម ដែលពួកគេត្រូវបានចោទប្រកាន់ពីបទឧក្រិដ្ឋធ្ងន់ធ្ងរ។អ្នកខ្លះមានទោសដល់៣០ ឆ្នាំក៏មាន ពីបទរត់ពន្ធថ្នាំញៀន បទភេរវកម្មគំរាមបំផ្ទុះគ្រាប់បែកស្ថានទូតបរទេសនៅកម្ពុជា បទទិញពេស្យាចារកុមារ កម្ពុជា បទចាប់ជំរិតតាមប្រព័ន្ធអ៊ីនធឺណិត...។ ក្នុងនោះ ករណីខ្លះគឺបានការលើកលែងបទចោទរួចខ្លួន ឬ ជាប់ពន្ធនាគារតិចឆ្នាំតែប៉ុណ្ណោះ។

តើអ្វីជាការប្រឈមក្នុងតួនាទីជាមេធាវីរបស់លោក ក្នុងដំណាក់កាលបច្ចុប្បន្ន?

សម្រាប់ប្រទេសកម្ពុជាដែលនីតិរដ្ឋនៅ មានកម្រិតការគោរពសិទ្ធិមនុស្សមិនទាន់បានពេញលេញនោះ ការបំពេញការងារដើម្បីការពារសិទ្ធិកូនក្តីជាជនជាប់ចោទតែងមានការលំបាកដែលមានដូចជា មន្រ្តីអនុវត្តច្បាប់(មន្ត្រីនិងភ្នាក់ងារនគរបាលយុត្តិធម៌) មានសមត្ថភាពផ្នែកច្បាប់មានកម្រិត កង្វះច្បាប់សំខាន់ៗ ក្នុងការធានាឲ្យប្រព័ន្ធតុលាការឯករាជ្យ កង្វះចៅក្រមជាដើមដែលពេលខ្លះធ្វើឲ្យសំណុំរឿងកកស្ទះ។ ការស៊ើបអង្កេតដាក់បន្ទុកនិងដោះបន្ទុក ពុំបានធ្វើឡើងឲ្យមានប្រសិទ្ធភាពទេ។ កង្វះនូវអ្នកជំនាញ មន្ទីរពិសោធន៍ ពេទ្យតុលាការ និងអ្នកបកប្រែភាសាបរទេសសម្រាប់ជនជាប់ចោទបរទេសជាដើម។ គោលការណ៍សន្មតទុក ជាមុនថាមានឬគ្មានទោសនោះ ក៏ពុំត្រូវបានគោរពទាំងស្រុងដែរ។ ក្នុងនាមជាមេធាវីការពារក្តីក្នុងរឿងព្រហ្មទណ្ឌត្រូវប្រើប្រាស់ទឡ្ហីករណ៍ផ្នែកច្បាប់បង្ហាញភ័ស្តុតាងដោះបន្ទុកក្នុងសវនាការដើម្បីការពារសិទ្ធិឲ្យកូនក្តី។

ដើម្បីចូលរួមលើកតម្កើងការគោរពនិងអនុវត្តច្បាប់ ឲ្យកម្ពុជាក្លាយជានីតិរដ្ឋ តើលោកមានការអំពាវនាវយ៉ាងណាដែរ?

ខ្ញុំសូមអំពាវនាវឲ្យប្រជាជនយើងខិតខំស្វែងយល់ពីច្បាប់និងរៀនប្រើសិទ្ធិរបស់ខ្លួន ព្រោះថាពេលយើងយល់ដឹងពីច្បាប់គឺអាចបង្ការឬចៀសវាងពីជម្លោះមិនចាំបាច់នានាបាន។ ប្រសិនបើមានរឿងក្តីក្តាំមកតុលាការ គឺមានតែការខាតបង់ទាំងពេលវេលានិងប្រាក់កាស និងកិត្តិយស...តែប៉ុណ្ណោះ៕

ចម្លងអត្ថបទទាំងស្រុងពីភ្នំពេញប៉ុស្តិ៍(គោលបំណងរក្សាឯកសារដើម្បីសិក្សារៀនសូត្របន្ត)http://www.postkhmer.com/index.php/national/law-talk/99322-2013-06-14-02-20-25

Thursday, June 13, 2013

เรื่องใหญ่ ! ประกาศสำนักนายกรัฐมนตรี เรื่อง ระเบียบการใช้ตัวสะกด ?

วันที่ 14 มิถุนายน พ.ศ. 2556 เวลา 11:30:40 น.

มติชนออนไลน์ รายงานว่า วันที่ ๑๓ มิถุนายน ๒๕๕๖ ราชกิจจานุเบกษา ได้เผยแพร่ ประกาศสำนักนายกรัฐมนตรี เรื่อง ระเบียบการใช้ตัวสะกด ทั้งนี้ โดยที่ราชบัณฑิตยสถานเสนอว่าได้จัดพิมพ์หนังสือพจนานุกรม ฉบับราชบัณฑิตยสถาน พ.ศ. ๒๕๕๔ ขึ้นเสร็จแล้ว สมควรยกเลิกประกาศสำนักนายกรัฐมนตรี เรื่อง ระเบียบการใช้ตัวสะกด
ลงวันที่ ๑๑ กรกฎาคม ๒๕๔๕ และเพื่อให้ทางราชการและสถาบันการศึกษามีแบบมาตรฐานสำหรับ ใช้ในการเขียนหนังสือไทยให้เป็นระเบียบเดียวกัน จึงควรใช้พจนานุกรม ฉบับราชบัณฑิตยสถาน พ.ศ. ๒๕๕๔ เป็นมาตรฐานดังกล่าว

คณะรัฐมนตรีได้พิจารณาแล้วลงมติเห็นชอบด้วย ให้ยกเลิกประกาศสำนักนายกรัฐมนตรี เรื่อง ระเบียบการใช้ตัวสะกด ลงวันที่ ๑๑ กรกฎาคม ๒๕๔๕ และต่อไปบรรดาหนังสือราชการ และการศึกษาเล่าเรียนให้ใช้ตัวสะกดตามพจนานุกรม ฉบับราชบัณฑิตยสถาน พ.ศ. ๒๕๕๔ เสมอไป

หากกระทรวงทบวงกรมหรือบุคคลใดเห็นสมควรเปลี่ยนอักขรวิธีในคำใดแล้ว ให้ชี้แจงแสดงเหตุผลไปยังราชบัณฑิตยสถาน เมื่อราชบัณฑิตยสถานเห็นชอบด้วยและแก้ไขพจนานุกรมแล้ว จึงให้ใช้ได้ และให้ประกาศเพื่อทราบทั่วกัน

ประกาศ ณ วันที่ ๒๗ พฤษภาคม พ.ศ. ๒๕๕๖
ยิ่งลักษณ์ ชินวัตร
นายกรัฐมนตรี

Source: http://www.matichon.co.th/news_detail.php?newsid=1371182736&grpid=03&catid=19&subcatid=1903

សម្តេច ឧកញ៉ា ឯកឧត្តម និងចលនា

"សម្តេច ឧកញ៉ា ឯកឧត្តម និងចលនា" កំពុងពេញនិយម និងមានអ្នកបានទទួលដោយងាយជាច្រើនករណី ស្ទើររាប់មិនគ្របនៅក្នុងសង្គមកម្ពុជា។ ពាក្យទាំងនេះត្រូវបានវិភាគវិចារណ៍យ៉ាងទួលាយនៅក្នុង សារព័ត៌មានដ៏ល្បីរបស់ថៃ។ រូបខាងក្រោមនេះជារូបភាពដែល ប៉ាកកាខ្មែរ បានចម្លងពីប្រតិបត្តិសារព័ត៌មាន មតិជន ចុងសប្តាហ៍។

(ចុចលើរូបរួចកូពីទៅអានអាន... សូមទោសដែលមិនបានបកប្រៃជាខេមរភាសា)

Monday, June 10, 2013

Education System in Thailand: A Terrible Failure in S.E. Asia

Education System in Thailand: A Terrible Failure in S.E. Asia

The Thai Education System is One of the Worst in S.E. Asia and is Worsening Every Year

I taught in the Thai education system for more than three years and during this time learned quickly how bad the education system in Thailand really is.

Plagued by inadequate funding, huge class sizes (more than 50 students to a class), terrible teacher training, lazy students and a system that forces teachers to pass students even though they've actually failed - there doesn't seem to be much hope education in Thailand will improve any time soon.

I taught in a private bi-lingual school, so had many less problems than exist in government schools. Even here though, the school falls under Ministry of Education bureaucracy, which is one of the most ridiculously inept in the world. Rules change every semester, new guidelines are handed down to teachers regarding course content, lesson plans, testing etc at the beginning of each new semester, then change again the following semester.

Teachers are told to pass students, even though they've failed, and a blind eye is turned to serious problems like plagiarizing.

Every year, the Ministry of Education brings into effect another bright idea for improving education in Thailand. This year's bright idea is to force every Western teacher teaching in Thailand to take a Thai Culture course.

Regardless that many teachers have been here for years and are well-versed in Thai culture, in order to get a teacher's license or renew one, they will be forced to take this course.

As the course costs between $110 and $300, money that has to be paid by the teacher, many teachers are saying they will not do it. I already know of two excellent teachers who have left Thailand to go to Korea and Japan to teach instead.

In most other countries in South East Asia, Western teachers are paid more, it's easier to get work permits with less hoops to jump through, and the Ministry of Education in these countries is much more forward thinking. Thailand already has problems getting and keeping good, qualified Western teachers.

Implementing this new law will simply mean even more of these teachers will go elsewhere.

In most countries, government organizations are known to not be particularly effective. The Ministry of Education in Thailand though, is the worst government organization I have ever dealt with.

When I was teaching at my last school, I was approached for help in English grammar one day by the Thai computer teacher who was very upset because he'd just been chastised by a representative from the Ministry of Education.

The Ministry representative had seen some work he had been doing with the kids and had told him very rudely that he should make sure the English wording on the kids' Mother's Day greeting cards was correct. This coming from a representative of an organization that routinely sends forms in English to Western teachers that don't have even one grammatically correct English sentence on them.

Some of them were so unintelligible my boss would just chuck them in the nearest garbage can.

Thailand is now facing a crisis in education.

Thai students are not taught to think for themselves so have no critical thinking skills. At government schools, more than 50 students in a class is the norm.

Half the kids just sleep through class, as the teacher doesn't notice if they're listening or not. Books are limited, science equipment doesn't exist in a lot of schools, and Western teachers in government schools are often the dregs of society.

But as the schools can't afford to pay more than $750 a month, they get what they pay for. (Many of these 'teachers' are old men without college degrees who simply came to Thailand because of the Thai women, then ended up teaching as it's one of the few jobs Westerners are allowed to do).

In order to try to solve the problem of unqualified Western teachers, Thailand is now clamping down on tourist visas. These unqualified teachers cannot get work permits so they live here on tourist visas, leaving the country and renewing them every 3 months.

Now it's going to be more difficult to do this. However, the only thing this new tourist visa restriction will do is to penalize the true tourist to Thailand. The guys who are getting them illegally, will just choose to stay in Thailand illegally, so nothing will change.

Meanwhile, education in countries such as Vietnam, Malaysia, Korea and China is improving in leaps and bounds. Thailand is set to fall to the bottom of the pile of southeastern Asian countries both educationally and economically, yet the government and the Education Ministry wastes their time on ridiculous new rules, instead of a more common sense way of dealing with things.

Firstly, if the government simply mandated that a college degree and a TEFL certificate were the basic qualifications to teach in Thailand, this would rid them of most of the Western men here who aren't qualified to teach. Secondly, if they increased teacher salaries for both Thais and Westerners, they would get better qualified teachers.

As it stands right now, Thai schools pay the exact same low wages they did when I came here five years ago.

Yet prices in the last five years have gone up more than 20%. Thirdly, if the government made getting a work permit easy for qualified individuals, instead of the mess it is now, teachers would come here and would stay.

But at the moment, you can get a visa, work permit and a better paying job in Korea, China, Singapore, Hong Kong, Malaysia and Japan. So why come to Thailand?

However, things are not likely to change in Thailand any time soon. Thai society is all about saving face and appearance is everything. The Ministry never listens when it's given advice by teachers who know better than them what Thai education needs.

And as long as the way a kid looks is more important than what the kid knows, Thailand's education system is a lost cause. Thailand will continue to fall further behind in the education game and the better Western teachers will continue to leave.

But hey, who cares, at least the kids look cute when they're all parading around in their Scouts uniforms. Just a pity less than 10% can actually speak more than 20 words of English correctly and a lot of them aren't very good at Thai either.

Source: Cassandra James (UK & US Writer/ Teacher/ Academic Lecturer) www.inebnetwork.org

http://ireport.cnn.com/docs/DOC-985267

កុំច្រឡំបណ្ឌិតពិត និងបណ្ឌិតចែកអំណោយ

និន្នាការឲ្យតម្លៃមនុស្សមានលក្ខណៈឈូឆរខុសៗគ្នា នៅក្នុងសង្គមខ្មែរទៅតាមសម័យកាល។ កាលពីដើមមុនសម័យខ្មែរក្រហមគឺគ្រូបង្រៀនត្រូវគេលើកតម្កើង និងមានឥទ្ធិពល តែបន្ទាប់ពីរបបខ្មែរក្រហម ត្រូវបានបណ្តេញចេញពីអំណាចនៅដើមទសវត្សរ៍ឆ្នាំ៨០ គឺសង្គមសម័យកាលនោះ គេឲ្យតម្លៃទៅលើទាហានបន្ទាប់មកទៀតគេក៏ចាប់ផ្តើមឲ្យតម្លៃលើគ្រូពេទ្យគឺគ្រាន់តែ ប្រឡងជាប់សាលាពេទ្យភ្លាម គឺមានគេលើកកូនឲ្យភ្លែតបើទោះបីជាការប្រឡងជាប់នោះប្រកបទៅដោយការសូកប៉ាន់ក្តី ហើយឲ្យតែគ្រូពេទ្យវេជ្ជបណ្ឌិតចង់និយាយថា ម៉េចក៏ត្រូវដែរ។

មកដល់ដើមទសវត្សរ៍ឆ្នាំ៩០ គឺអ្នករៀនច្បាប់និងអ្នកចេះភាសាអង់គ្លេសចាប់ផ្តើមមានតម្លៃខ្លួនម្តង គឺថាឲ្យតែចេះច្បាប់និងភាសាអង់គ្លេសដើរពើងទ្រូងហើយមានតម្លៃដូចមាស១តោននៅក្នុងខ្លួនអ៊ីចឹង។ តែនៅដើមឆ្នាំ២០០០គឺគេកំពុងពេញនិយមនឹងពាក្យថា៖«ឯកឧត្តម» ដោយសារសង្គមចេះតែឲ្យតម្លៃខ្លួន ឯកឧត្តម គឺសុទ្ធអ្នកធំ និងមានតួនាទីថា្នក់ដឹកនាំ ក្នុងជួររាជរដ្ឋាភិបាល សមាជិកសភា និងព្រឹទ្ធសភាហើយ។ អ្នកមួយចំនួនដែលមានកូនក្រមុំ គ្រាន់តែឮឈ្មោះឯកឧត្តមក៏ឲ្យកូនភ្លាម។ តែមកដល់បច្ចុប្បន្នពាក្យថាឯកឧត្តម ត្រូវបានសាបរលាបទៅវិញដោយឋានៈឯកឧត្តម ច្រើនហួសហេតុពេកមិនសមហេតុសមផលខ្លះរកតែការិយាល័យអង្គុយមិនចង់បានផងក៏ឯកឧត្តមដែរ។ឧទាហរណ៍៖ គ្រាន់តែជាទីប្រឹក្សារបស់រដ្ឋលេខាធិការសោះ មានឋានៈស្មើនឹងអនុរដ្ឋលេខាធិការ ក៏បានឈ្មោះថាជាឯកឧត្តមដែរ។ តែធាតុពិតឯកឧត្តម ដែលមានតំណែងមានតួនាទីពិតប្រាកដនៅតែត្រូវបានគេគោរព និងឲ្យតម្លៃជារៀងរហូតនៅក្នុងសង្គម។

ឥឡូវនេះឈានចូលដល់ពាក្យថា៖«បណ្ឌិត»វិញម្តងគឺក្រឡេកទៅណាក៏ឃើញក៏ឮពាក្យនេះដែរតំាងពីនៅតាមកន្លែងធ្វើការរហូតដល់កន្លែងចែកអំណោយនិងពីអត្ថបទសារព័ត៌មានរហូតដល់ការផ្សាយពាណិជ្ជកម្មជូនពរ ពីបណ្ឌិតមួយទៅបណ្ឌិតមួយព្រោងព្រាត ដែលកំពុងពេញនិយម។គឺថា ឲ្យតែបានបណ្ឌិតភ្លាម អាងដូរនាមប័ណ្ណចែកគេឯង ដើម្បីបង្ហាញសាច់ដុំរបស់ខ្លួនហើយ។ ខ្លះទៀតគ្រាន់តែនៅរៀនក៏ប្រឹងដាក់បន្ថែមលើការងាររបស់ខ្លួន ដែរជាបេក្ខជនបណ្ឌិត ខ្លាចគេមិនដឹង។តើនេះមកពីបណ្ឌិតពិបាករៀនយកសញ្ញាបត្រណាស់ទៅ ឬក៏មកពីសង្គមកំពុងឲ្យតម្លៃបានជាម្នាក់ៗខិតខំហ៊ឺហានឹងពាក្យបណ្ឌិតនេះខ្លាំងម៉្លេះ?

បើតាមវចនានុក្រមសម្តេចព្រះសង្ឃរាជ ជួន ណាត ពាក្យថាបណ្ឌិតមានន័យថា៖«ជនអ្នកមានប្រាជ្ញា ជនអ្នកប្រព្រឹត្តល្អគឺអ្នកកាន់សុចរិត ដោយខ្ជាប់ខ្ជួនហ្មត់ចត់ជានិច្ចអ្នកប្រាជ្ញខាងផ្លូវសុចរិតយុត្តិធម៌។ ពាក្យនេះជាការសន្មតប្រើតាមសម័យនិយមហៅអ្នកមានវិជ្ជាខ្ពស់ដែល មានសញ្ញាបត្រកម្រិតដុកទ័ររ៉ាត៍(Doctorate) »។ ក្នុងន័យនេះហើយបានជាម្នាក់ៗខំប្រឹងបង្ហាញខ្លួនធ្វើយ៉ាងណាឲ្យខ្លួនបានបណ្ឌិតជាជាងខំរៀនមែនទែនយកកម្រិតនេះ។ ជាក់ស្តែងនៅស្រុកខ្មែរបច្ចុប្បន្ននេះមានការបែងចែកពាក្យបណ្ឌិតមួយចំនួនខុសៗគ្នា រួមមាន បណ្ឌិតអាកាឌឺមី (PhD) បណ្ឌិតកិត្តិយស និងបណ្ឌិតរៀនលេងៗតែចង់បានសញ្ញាបត្រមែនទែន៖

១) បណ្ឌិតអាកាឌឺមី(PhD) គឺជាអ្នកដែលប្រឹងប្រែងរៀនបន្ទាប់ពីថ្នាក់បរិញ្ញាបត្រជាន់ខ្ពស់ ៣ ទៅ៥ឆ្នាំអាស្រ័យទៅតាមសាកលវិទ្យាល័យខ្លះអាចរៀនលើសពីនេះទៅទៀតហើយស្រាវជ្រាវទៅតាមស្តង់ដារនូវរបកគំហើញអ្វីដែលថ្មីពិតប្រាកដដែលអាចយកទៅបោះពុម្ពជាសៀវភៅសម្រាប់ការប្រើប្រាស់យកជាការបាន។ ក្នុងនោះក៏មានអ្នកយកសញ្ញាបត្រនេះមិនបានដែរ មិនមែនឲ្យតែរៀនសុទ្ធតែបានសញ្ញាបត្រនោះទេ។

២) បណ្ឌិតកិត្តិយស គឺជាគោរមងារ ដែលផ្តល់ដោយព្រះមហាក្សត្រ តាមរយៈស្នាដៃការងារកសាងជាតិរបស់ឥស្សរជន។ ឧទាហរណ៍៖ លោកជំទាវ ប៊ុន រ៉ានី ហ៊ុន សែន ប្រធានកាកបាទក្រហម ត្រូវបានព្រះមហាក្សត្រព្រះរាជទានគោរមងារសម្តេចកិត្តិព្រឹទ្ធបណ្ឌិត។ លោកជំទាវ សមនឹងទទួលបាននូវគោរមងារនេះ តាមរយៈស្នាដៃរបស់គាត់ដែលបានចូលរួមអភិវឌ្ឍជាតិហើយសកម្មភាពគាត់ក៏ដូចជាស្ត្រីទី១ដទៃទៀតនៅលើសកលលោកផងដែរ។ ប៉ុន្តែ បណ្ឌិតប្រភេទនេះមិនអាចហៅគាត់បានថា ជាបណ្ឌិតអាកាឌឺមី(PhD)បានទេ។ តែមានបណ្ឌិតកិត្តិយសមួយទៀតនោះ គឺមានឥស្សរជនមួយចំនួនបានទទួលសញ្ញាបត្រកិតិ្តយសពីសាកលវិទ្យាល័យនានា ទោះជានៅក្នុងស្រុក ឬក៏ក្រៅស្រុកក្តី។ តែមិនអាចយកឈ្មោះគាត់ដាក់ថា បណ្ឌិតនេះ បណ្ឌិតនោះដើម្បីបោកប្រាស់ឬក៏បំភាន់ភ្នែកគេបានទេ ឬក៏ដើម្បីដំឡើងកាំប្រាក់បៀវត្សរ៍បានដែរព្រោះវាមិនមែនជាបណ្ឌិតអាកាឌឺមី(PhD)ទេ។ សព្វថ្ងៃនេះមានការច្របូកច្របល់រឿងប្រើពាក្យថាបណ្ឌិតកិត្តិយសនេះនិងបណ្ឌិតអាកាឌឺមី(PhD) នៅតាមសារព័ត៌មាន ឬក៏លិខិតជូនពរជាដើមហើយបណ្ឌិតៗទាំងនេះ គេឃើញតែចុះចែកអំណោយទេ។

៣) បណ្ឌិតរៀនលេងៗតែចង់បានសញ្ញាបត្របណ្ឌិតមែនទែន៖ ដែលភាសាសាមញ្ញហៅថារៀនគ្រាន់តែយកសញ្ញាបត្រ ឬក៏បណ្ឌិតគ្មានគុណភាព។ ជាមួយគ្នានេះដែរមានឥស្សរជនមួយចំនួននិងអ្នកដែលមានតួនាទីគួរសមចាប់ផ្តើមចង់បានសញ្ញាបត្រនឹងគេដែរក៏ចាប់ផ្តើមបង់លុយរៀនលេងៗ មួយខែឬមួយខួបទៅរៀនម្តងព្រោះគ្មានពេលទៅរៀនទេតែមានពេលទៅចុះមូលដ្ឋាននិងចែកសារុង ប៊ីចេង និងលុយជូនពលរដ្ឋនៅតាមជនបទ។ ពេលសរសេរនិក្ខេបបទជួលគេឲ្យសរសេរក៏មានបន្ទាប់ពីបានសញ្ញាបត្រព្យួរ ទុកគ្រាន់បន្លាចក្មេងៗ។ ម្យ៉ាងទៀតស្រុកខ្មែរស្រួលទេ គឺឲ្យតែបង់លុយឲ្យសាលាទៅគឺបានជាប់សញ្ញាបត្រនេះហើយ តែគ្មានគុណភាពគេមិនគិតទេ។

មាននិក្ខេបបទក្នុងស្រុកមួយចំនួនគឺចម្លងទាំងដុលយកមកដាក់ឲ្យតែបានវែងច្រើនទំព័រ ហើយក៏គ្មានឃើញផ្សព្វផ្សាយជារបកគំហើញអ្វីដែលថ្មីដែរពោលគឺឲ្យតែបានសញ្ញាបត្រទៅរួចខ្លួនហើយ។ ដូច្នេះអ្នកសារព័ត៌មានក្នុងស្រុកកុំច្រឡំបណ្ឌិតចែកអំណោយនិងបណ្ឌិតស្រាវជ្រាវមែនទែន។

បើតាមស្ថិតិរបស់ក្រសួងអប់រំ យុវជន ឆ្នាំ ២០១១-២០១២ មានគ្រូបង្រៀននៅតាមសាកលវិទ្យាល័យ៧០០ នាក់ទទួលបានសញ្ញាបត្របណ្ឌិត។ តែនៅមានបណ្ឌិតដែលមិនធ្វើជាគ្រូបង្រៀនទៀតឡើងជាង១០០០នាក់ទៅហើយ។ បើបណ្ឌិតទាំងនេះមានឆន្ទៈស្រាវជ្រាវអ្វីថ្មីៗមួយប្រធានបទក្នុងម្នាក់កម្ពុជានឹងទទួលបាននូវរបកគំហើញជាច្រើនសម្រាប់រាជរដ្ឋាភិបាល ឬក៏វិស័យឯកជនធ្វើការសម្រេចចិត្តដើម្បីអភិវឌ្ឍជាតិដែរ។ ផ្ទុយទៅវិញឲ្យតែបានសញ្ញាបត្របណ្ឌិតនោះគឺចប់ហើយគ្មានការសិក្សាស្រាវជ្រាវអ្វីដែលថ្មីបន្តទៀតទេ។ ទុកពេលចូលខារ៉ាអូខេវិញសប្បាយជាង៕

ចូលរួមផ្តល់យោបល់តាមរយៈ soprach.tong@phnompenhpost.com

ចម្លងសេចក្តីទាំងស្រុងពី ភ្នំបេញប៉ុស្តិ