I am Wakalukong and every one know now I am GAY
my boyfriend DH is gone to rich man
my chinklish is not very good
I like to wear my sisters panties and use her dildo .
Fucking hell ! It is good to be GAY GAY GAY !!!
I want to fuck Frankie Lee in the ass like that great
Komin .
On Dec 6, 11:58 am, Wakalukong <
wakaluk...@yahoo.com.sg> wrote:
> On Dec 5, 5:54 pm, Desert to Streams <
desert.to.stre...@gmail.com>
> wrote:
>
>
>
> > Singapore versus Malaysia - to be the 6th Global Preferred Study
> > Destination
>
> > Singapore’s industries are in general more forward looking and
> > progressive than those in Malaysia, except for agriculture,
> > manufacturing and private education industry.
>
> > It is applaudable that Singapore is now beginning to realize the
> > potential of private education and is trying to catch up with
> > Malaysia.
>
> > History
> > While Singapore just passed the Private Education Act in 2009,
> > Malaysian government has 13 years headstart as they had passed theirs
> > in 1996.
> > The Private Higher Educational Institutions Act in 1996;
> > National Accreditation Board (LAN) Act in 1996 and
> > the National Council on Higher Education Act in 1996.
> > University and University Colleges Act (Amendment) Act in 1996.
>
> > The Malaysian education institutions were accredited and ready just
> > before the influx of Chinese students in the late 90s. As such there
> > were no complaints about Malaysian education institution by China
> > Education Ministry. Singapore on the hand were not so. Since 2003,
> > there were 8 occurrences of problematic education institutions in
> > Singapore reported by China Education Ministry Watchdog on foreign
> > education,
seewww.jsj.edu.cn. Many of the cases were due to schools
> > that partnered with China investors with questionable integrity.
>
> > After China’s liberalization of tour group travel to Europe & US in
> > 2005 and Singapore’s liberalization of work permit for China workers,
> > growth of China students using Singapore as a stepping stone to other
> > countries have tapered off.
>
> > Rationale of Development of Private Education
> > Malaysian’s quick action in the 90s was inspired by Reagan-Thatcher
> > doctrine and Keynesian model, when their government re-examined its
> > role of providing goods and services, and its monopoly in education.
> > There was also a great demand for higher education in Malaysia.
>
> > In Singapore, public education is always at the top of the agenda.
> > Private education was always the unwanted child until the government
> > realized it was a GDP contributor.
>
> > Outcome
> > This change in Malaysia’s strategy facilitated the establishment by
> > 2001 of 6 private universities and many foreign universities while
> > Singapore doesn’t have a single private university and hardly any top
> > foreign university with large campuses, except for the small scale
> > campuses like James Cook, Insead.
>
> > Singapore still clings to the colonial model of offering programmes
> > from UK, while Malaysia is able to rise up to offer independent
> > programmes. In fact Singapore is one of the developed nations that
> > does not have a developed private higher education industry. UK
> > affiliation method is not recognized by China’s government as they
> > prefer students to study in country of origin like UOL in UK rather
> > than UOL in a third country.
>
> > Malaysia without a strong branding is still able to attract big masses
> > of foreign students to its private universities. It was doing what the
> > Australian had done in the 80’s, accrediting new universities to
> > attract foreign students. Singapore which has excellent international
> > branding in education, still has cold feet in privatizing higher
> > education. It still carries the baggage of the 60s, fearing that the
> > centre of gravity of intellectuals may move toward the private sector
> > and further from government influence. Because of thise, Raffles
> > Academy has to invest in Malaysia in order to be granted university
> > status.
>
> > Approach
> > National Council of Higher Education of Malaysia provides incentives
> > to nurture the industry and encouraged twinning of private
> > universities. This is done together with stringent enforcement of 56
> > operational guidelines on the establishment of private institutions of
> > higher learning by Malaysian National Accreditation Board (LAN).
> > Singapore on the other hand uses antagonistic industry policy like the
> > “scorched earth policy” or “pesticide method” to scorch, wipe out,
> > fumigate or weaken every private school whether it be good, bad or
> > ugly before they do the accreditation. Only those that can still
> > sprout out shoots after having been ‘scorched’ or “fumigated” are
> > considered good enough. Schools that do not pass the first round of
> > accreditation are not allowed to recruit students until they can pass
> > the next round. It is like foster parents, not caring about the
> > unwanted child and suddenly realizing that it is ‘the goose with the
> > golden egg’, and trying to ‘groom’ the kid by prohibiting lunch and
> > dinner until they pass the retest.
> > Singapore’s private education government agency, micro manages every
> > transaction in the private schools. Malaysian side approaches it from
> > macro level, such as allowing private universities to be formed. The
> > metaphor here is that Singapore side is ‘trimming every rice stalk to
> > nano level of accuracy’ while Malaysian side focus on macro quantum
> > leap, focusing more on grooming private universities like planting
> > ‘grapes as cash crop’.
>
> > Future Goals, Opportunities and Threats
> > Malaysia is racing towards a target of 150,000 to be met in 2015 which
> > is 3 years earlier than plan, and is targeting 200,000 by 2020 to be
> > ranked 6th in the world, while Singapore has similar target of 150,000
> > but is languishing in the industry restructuring process, with number
> > of international students not increasing at desired rate. Malaysian’s
> > 14 years of effort resulted in 3 new top foreign universities
> > (Southampton, Newcastle, Marlborough) in addition to 4 existing ones
> > (Curtin, Nottingham, Monash, Swinburn), many private local
> > universites, and 2 Singapore private educational institution, namely
> > Raffles University and MDIS, while Singapore failed to attract New
> > South Wales University and doesn’t have any local private universities
> > (except SIMU, government linked private university).
>
> > If Singapore’s private higher education is liberalized to allow
> > institutions to confer degrees, there will be high demand from
> > students in the region.
>
> > Singapore’s Weakness
> > Singapore’s limitations are high currency exchange rate, higher
> > dependency on global economic health, high cost of living, difficulty
> > in getting visa for students from Muslim countries, students having to
> > pay high security deposits, no critical mass of local students to
> > attract foreign players, students not able to work part-time,
> > graduates finding greater difficulty in getting S-Pass, EP, PR, less
> > security and disruption for students in EduTrust schools (as the
> > accreditation can be withdrawn by government anytime), inconvenience
> > for students to pay fees in a highly regulated way, high cost of
> > operating schools and lack of land to accommodate the students at an
> > economical rate. The presence of casinos in Singapore does not help to
> > in positioning Singapore as an education hub either.
>
> > There is also a shortage of Philip Yeo type of government officers who
> > have helicopter vision, and ability to create ‘Jurong Island’ from
> > nothing. Current crop of officers are just able to tighten or loosen
> > ‘screws’ of the same old rusty engine of the industry.
> > What is Singapore’s answer to Malaysia’s challenge?
> > References:
> > 1.
http://www.forumonpublicpolicy.com/archive07/sivalingam.pdf
> > 2.
http://www.britishcouncil.org/eumd-information-background-malaysia.htm
> > 3.
http://www.britishcouncil.org/eumd-information-background-singapore.htm
> > 4. Straits Times, 11 Nov 2010, Singapore Attracting Fewer Foreign
> > Students
> > 3. Channel News Asia 24 May 2007, Shock Closure of UNSW in Singapore
> > 4. China’s Government Watchdog on foreign education:
www.jsj.edu.cn
>
> -------
>
> Singapore's govt is elitist, hence the education system in the country
> has for generations been choked by an elitist stranglehold. Worse,
> the govt, reflecting Lee Kuan Yew's kind of elitism, thinks that
> whether you're worthy of a superior education or not can be determined
> at a very early age. For example, all students in Singapore take
> "gifted education" tests at the end of primary 3 (at 9 years old).
> The small percentage who makes it (I think about half percent) goes to
> top schools after primary 6, even if their results are worse than
> those of students in non-gifted streams. Then take postgraduate
> education. The govt thinks postgraduate education is only for top
> students (who were top students perhaps 20 years ago).
>
> In Singapore, it's always "What were your results?", even when you're
> middle age or old age. I know of somebody who tried to apply for a
> govt job online. She was nearing 50 years old and earning a high
> salary, but wanted a slower pace. The stupid online form asked for
> details of her PSLE results, which she had taken almost 40 years ago!
> And at that time the PSLE results were only pass/fail (without details
> for each subject). Naturally, she gave up in disgust and didn't vote
> for the PAP.
>
> Wakalukong-