加拿大代写：How higher education aids the economic development in Malaysia

本文是一篇优秀的paper代写范文- How higher education aids the economic development in Malaysia，供大家赏析学习，这篇论文讨论了高等教育如何帮助马来西亚的经济发展。近几年，马来西亚的经济发展速度非常快，贫困率也下降了很多。而这些进步，都离不开高等教育。正是由于马来西亚的高等教育，引来了无数国际学生。这些国际学生不仅给马来西亚带来了一定的经济效益，而且他们在马来西亚就业的话，也可以弥补马来西亚的高等人才空缺，为经济发展作贡献。

1. Introduction

In my previous paper about the general economic condition in Malaysia, I introduced Malaysia as an upper middle income country with $338.1 billion GDP in 2014, and a population of 29.9 million. Malaysia is very strong in terms of economics in Asia and grew 6% in 2014. Its poverty rate has been decreasing rapidly, from 5.7% in 2004 to only 0.6% in 2014 . The economy is characterized by diversity. Since the 1970s, it had gradually shifted from an agricultural-based economy to a more diversified economy, with a strong industrial sector and high levels of international trade. However, despite the strong economic figures for Malaysia, compared to very developed countries such as the US, Malaysia still have a long way to go if it wants to be one of the strongest countries in terms of economics in the world. This paper will discuss some possible opportunities for how Malaysia can further grow its economy and post some threats and challenges to this growing opportunity.

2. Opportunities to increase economic development

According to Patrick Tay, an Economics Advisory in PwC Malaysia, the government has identified twelve sectors where Malaysia has the potential to grow even more. These include the soft commodities trading such as palm oil, healthcare services, tourism, outsourcing and etc. However, I believe that the most important growth driver for Malaysia will be to increase the number of foreign students in the university system. I arrived at this conclusion due to the paper by Lim, 2011. He argued that the Malaysian educational industry performance had been dismal, with a higher graduate unemployment rate than competing countries such as Korea and Singapore, and a mismatch between what the work force needed and what the university is teaching. More growth potential lies in the private education sector because those are still small and have room to grow more. Yet, the qualification is accepted by major employees and the students undertake the examinations originated from a more developed country---the UK. In addition, looking at the graph in the appendix for fertility rate  in Malaysia, we see that the rate had been declining constantly. The next graph showed a comparison between fertility growth rate and GDP growth rate. We can see that most of the time, the growth rate of fertility is below the GDP growth rate. This suggests that more human capital by means of exchanging students might be a way to boost the GDP more.

So I believe that the right track should be to internationalize the educational system more. By internationalization, I believe that it is equally important to attract more international students to come and study in Malaysia and to send out Malaysian students to study in more developed countries so that they can come back and serve Malaysia. Through this exchange of students, Malaysia can gain from adopting advanced knowledge in other countries, let Malaysia be more well-known to the world, increase the diversity in the Malaysian society and attract more skilled labor. The international students can provide funds to the country and increase the human capital available for the domestic labor force. When those international students pay tuition to domestic Malaysian universities, they increase the GDP domestically and those excellent students will be able to enter the work force as highly skilled workers. The second reason for accepting more international students is that they can help Malaysia in areas where domestic Malaysians are not very good at. When they graduate and enter the work force in those areas, the economy will see more income from those areas.

According to the neo-classical economic growth theory, human capital and technology are the main drivers for economic growth. We have also learned in class that by international trade, countries can produce the products that they have a competitive advantage so that both countries can consume outside their current production possibilities frontier. So I combined those two ideas together to internationalize human capital. This idea also came from the current higher education systems in the US, where it is characterized by a large number of international students. Those students who have specializations in certain areas can stay in the US and contribute to the US economy and work force after graduation. With a stronger work force in skilled labor, sectors in an economy will be able to grow.

In the past, the Malaysian government has already put some efforts into this area. The Ninth Malaysia Plan from 2006 to 2010 was aimed to increase the number of international students in 100,000 in 2010. Cooperation between the UK, Australia and Malaysia in the educational system has helped this goal to a great degree. British universities also had campuses in Malaysia beginning in the late 1990s to further internationalize the education system in Malaysia. In 2007, major documents such as National Higher Education Strategic Plan and the National Higher Education Action Plan 2007-2010 were passed to set specific policies on how internationalizing the educational system should be done and to attract foreign universities to establish Malaysian campuses. One of the goals was to let at least one Malaysian university to become a top 100 ranking university world wide by 2020 . Since Malaysia is still not strong enough in its educational system in the world, more efforts should be put in this area to reach the goal.

One of the barriers to this policy is that since we want to cooperate with more developed countries in the world, are those more developed countries willing to cooperate with us? If they do not generate sufficient benefit for those students, they will not be willing to let their students study in a less developed country and serve that country instead. If the department of education in Malaysia can negotiate and convince the high schools, colleges and the governments of more developed countries to exchange their students to Malaysia, then this barrier can be overcame.

I believe that another way to incentivize talented students to study in Malaysia is to have a set of standardized test such as the SAT in the US and offer this test to students all around the world. Talented students will be attracted to take this challenge and the test can send a signal to them that the experience in Malaysia will be challenging and rewarding.

3. Potential risks

One of the potential risk is that the international students will want to go back to their own countries after graduation. This will be a negative contribution to the Malaysian economy because it has spent all the efforts into educating this person, yet he or she went back to their own countries and did not serve towards enhancing the Malaysian economy in the end. This may happen when a foreign student believes that their own home country is stronger in economics and can provide them with better job opportunities.  If they feel that they are of high abilities and can work in even more developed countries such as the US, then they will not be willing to stay in Malaysia.  Since the government cannot force foreign students to stay in Malaysia after graduation, I have suggested the following advice to entice top students in Malaysia to study in reputational universities around the world and come back to serve Malaysia.

One way to deal with this risk is to undertake a similar approach of what the Singaporean government did---the Public Service Commission . Internationalizing the educational system does not have to be confined on only admitting international students to Malaysia, rather, it could also be the other way around---sending Malaysian students abroad to receive more advanced education and letting them come back to serve Malaysia. Current, the Singaporean government has selected excellent students upon graduation from middle school and also selected outstanding middle school graduates from China to enter the best high schools in Singapore. Then the government signs a contract with those students, saying that the government will provide funding for them to further pursue their education in top universities in the world such as the University of Cambridge or the University of Oxford. After graduation, the student is obligated to come back to Singapore and work for the Singaporean government. If the student choses to breach the terms of the contract, half a million Singaporean dollars will be their fine. So Malaysia can also adopt a similar strategy to allow outstanding students to receive even better education that could not be achieved domestically and come back to the country to serve. After they came back, they can enhance the economy of Malaysia and as Malaysia grows stronger and stronger, more foreign students will be automatically attracted to this country. They will be more willing to stay here if they believe that Malaysia has a better economy and can bring them better job opportunities than their home country.

The second potential risk is that a foreign student graduating from a Malaysian university is unable to find a satisfactory job, no matter how badly the student wanted it. This problem is addressed in the paper “Predicting low employability graduates: the case of university ultra-Malaysia” by Hock-Eam Lim. He argued that the level of English proficiency, communication skills, race and ethnicity all have resulted in a student not able to find a proper job after graduation. Under such a condition, even if education is sufficient, those students will not be able to contribute much to the work force. The appropriate government policy to reduce this kind of risk would be to emphasis on the education in English, and to increase the number of students admitted for the sectors that need the most workers and to decrease the number of students admitted for the industries where there is already more graduates than opening job posts available.

4. Conclusion

In conclusion, although Malaysia is generally doing very well in terms of economics in Asia, its educational system still has many aspects where the government can improve. For example, one policy that I suggested is to internationalize those high schools and colleges to allow more international students in to bring in more fund, and more people specializing in an area that the Malaysians are not good atto serve the Malaysian work force. Although this policy may have risks and barriers such as the willingness of students and the job opportunities after graduation, I believe the benefits outweighs the potential risks. Therefore, I propose that the government internationalize the educational system in Malaysia more to help the economy to grow.

Reference

Chan, S. (2013). Internationalising higher education sectors: explaining the approaches in four Asian countries. Journal of Higher Education Policy and Management,.

Lim, H. (2010). Predicting low employability graduates: the case of university ultra Malaysia.

Lim, T. (2011). Malaysia Today: Lagging Economy and Ailing Higher Education System.

Singaporean Government. PSC-Public Service Commission Homepage. Retrieved from https://www.psc.gov.sg

PriceWaterhouseCoopers. (2014). An interview with PwC Malaysia on the prospects for the Malaysian economy. Global Economy Watch. March-2014.Retrieved from http://www.pwc.com/gx/en/issues/economy/global-economy-watch/focus-on-malaysia-march-2014.html

World Bank Database.

Appendix

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