Inspiration: MA BELLE FRANCE**
Wednesday, May 10, 2006

It is undoubtedly a privilege being sponsored to continue one’s further studies abroad. Although studying in Malaysia is now encouraged, there is still a tiny spark in most Malaysian students’ heart, hoping to be given the chance to be a student ‘overseas’. I was lucky enough to win a JPA’s (Jabatan Perkhidmatan Awam) scholarship to come and study in France in the year 2000 (the first JPA batch to France).

Not many see France as one of the ‘higher education studies’ countries, unlike the USA or UK. But I believe that that is just what makes us (the Malaysia students) here special.We are the handful of students experiencing life in this developed, cultured and modern country. While some may not see it as good enough in educational standards, we beg to differ. We are unique, privileged and honoured to be here. In this article, I will write how to apply for the JPA’s scholarship, the JPA’s French study programme, and last but not least about some of my experiences studying here.



I) HOW TO APPLY FOR THE JPA’s SCHOLARSHIP


To be frank, I have had never heard about this scholarship during my school days. If I am not mistaken, this scholarship was called “Tajaan JPA luar negeri” or something like that and exclusively opened for Bumiputra students until the year 1999. But starting from the year 2000 onwards, this scholarship has been offered to the non- Bumiputra students as well.

Every year this scholarship is given to more than one thousand students to study various field (medicine, engineering, international relation, accountancy, etc) in different countries. There are about 25 – 30 places allocated anually for the French programme. All the students with outstanding SPM results and good participation in the extra-curricular activities can apply for this scholarship.

In addition, starting for this year, the student’s family financial background is being taken into consideration. The application form for this scholarship will be advertised in the local newspapers, namely the NST and Berita Harian few days after the announcement of the SPM result. Anyway, the applications for this scholarship could be done online as well (for more information visit: www.jpa.gov.my).




II) JPA’s FRENCH STUDY PROGRAMME

The scholarship to France is given only for the engineering studies (of any branch). The duration of studies is 7 years. The aim of this course is the obtention of the French engineering degree which is called the Diplôme d’Ingénieur [1].

Before going to France, the students have to undergo a 3-month intensive French language course conducted at UITM in Shah Alam. Upon completing this course, the students will be interviewed by a or two representatives from France to assess the students’ motivation. The successful students (most of them usually) will be then sent to France. The first two years in France consist of a sort of preparation course at Baccalauréat [2] standards (the French equivalent of A-levels). Everything is taught in French. During this period of study, the students will have continuous assessment.
The student’s remaining five years of study entirely depend on his/her performance during this preparation course.

Before going any further, let’s look at the higher education system in France.The institutions in France, there are several types of higher education institutions. In this article, I shall review only three most common and perhaps most known types of institution. There are:
1) Universities

2) Grandes Ecoles
3) Institutions of Technological Education (IUT)


1) University
Universities in France basically have the same structure as Malaysian or American universities. They are formed by numerous departments such as Engineering department, Language department etc. Most foreign students currently in France are enrolled in universities. Admission is based on Baccalauréat. Basically, all the students who pass their Baccalauréat will gain an admission into a university. However, the accreditation system is different. While most Malaysian universities use CGPA, French universities use credits and average. These credits are then exchangeable between institutions or departments. For example would be a student who has passed his first year may change his course and enrol directly in the 2nd year. However, these are subject to decisions made by a jury panel. Often, it is a case-by-case study and students’ achievement in extra-curricular activities might play a decisive role. French universities deliver various degrees. After 2 years of foundation studies, the students get a DEUG [3]. Students can then continue their 3rd year but in a more specific field. At the end of the third year, they are entitled for a License [4]. After that, they may pursue to Maîtrise [5]. For those who would like to pursue a higher degree, then they can apply for a DEA or a DESS [6] and of course there is the final level of Doctorate. Admission is not necessarily during the first year. One can enrol directly in any year but as stated earlier, this is subject to decision by a panel jury. Criteria are so vast but previous educational level is a sure one.

2) Grandes Ecoles
Grandes Ecoles are uniquely French institutions which offer specialised course at a very high standard. Admission to these institutions is very strict. Some of these institutions enjoy a very prestigious status such as the Ecole Centrale, Polytechnique (also known as The X) and HEC (Ecole des Hautes Etudes Commerciales [7]) .There is a huge variety of courses offered by Grandes Ecoles but the most common courses are engineering and commerce. However, there are also Grandes Ecoles which specialise in art, law, aviation, military, etc.. There are more than 200 Grandes Ecoles for engineering studies itself. However, a Grande Ecole in engineering does not offer all type of engineering courses though. Generally, a Grande Ecole is specialised in one or two field of engineering. To cite an example, my Grande Ecole is specialised in electronics engineering. In contrary to universities, most Grandes Ecoles offer a more practical approach to education. Nearly 30-40% of the course will be in industrial environment and laboratories. While it is not necessarily true in general, Grandes Ecoles often have substantial budget compared to universities (in terms of per student budget). They enjoy bigger and better facilities too through partnership with industries [8]. There are 2 major course structures of Grandes Ecoles. The first one is a 2+3 program. The first two years, students must follow a 2 year preparation class (class prépa as they called in French). These preparation classes are usually conducted in high schools after Baccalauréat. At the end of the 2nd year, students will apply for their selected Grandes Ecoles and they will have to sit for an examination (this exam is conducted by the Grande Ecole. Each has their own admission examinations) as well as interviews. Places are very limited in Grandes Ecoles, therefore tough selection is to be expected. Another type of Grandes Ecoles course structure is the 5 year program. Students are admitted directly after Baccalauréat and the first 2 years will be foundation classes. However, due to specialisation, at the end of the 2nd year, it is very hard to change to another Grandes Ecoles because the foundation classes are usually designed to meet the Grandes Ecoles specialisation. For example, in my Grande Ecole, the first two years, the foundation classes were already oriented towards electronics and engineering. Therefore, if I were to change to mechanical engineering after two years, I would not be able to do so or I will have to start from the beginning which means I will lose the two years (of course, I gained in term of knowledge). Engineering sectors in France have a tendency to prefer graduates from Grandes Ecoles in comparison with a university engineering graduate. One of the reasons behind this is that Grandes Ecole students will most probably have at least a semester long internship experience. The majority of Grandes Ecoles impose a compulsory internship during the course. To give you an example during my 5 year course, about a year is spent on internships and industrial project partnership. While every engineering schools must obtain recognition from the CTI (Commision des titres d’ingenieurs) [9] in order to bear the Grandes Ecoles d’Ingénieurs title, recognition from other country is variable. Acoording to the degree standardisation among the members of the European Union, a graduate from my Grande Ecole will receive an equivalent of a Master of Science in engineering. That means the Diplôme d’Ingénieur is recognised as a master’s degree in most of the European countries as well as in the other part of the world. Equivalent recognitions often are made through MoU and exchange programme. As for Malaysia, the recognition of this degree as a master’s degree is under progress and expected to be achieved by the end of this year.


3) Institutions of Technological Education (IUT)
IUT are developed in the seventies in order to provide a shorter and practical approach tertiary education system. IUT’s programs are shorter (2 years) and are industry-bias oriented. After two years of successful studies, students in the IUT receive DUT [11]. One might find IUT quite similar to the former ITM before they have been upgraded to university status. Those who graduated from the IUT may find work easier than those who have DEUG from university. Moreover, DUT holders can apply to 3rd year in Grandes Ecoles or if they want, to Licence in universities.


Note:
[1] Diplôme d’Ingénieur is the French engineering degree obtained after a minimum of 5 years studies after the Baccalauréat [2].

[2] Baccalauréat also known as Bac is STPM like examination held throughout France after 12 years of schools studies. Bac offers a broader range of orientations such as scientific, literature, economic, biology and many more. In general, students who took Scientific Bac will pursue his studies in scientific field but this is not compulsory.

[3] DEUG is a intermediate certificate which states the student has completed the first two years of study at a university and enable the students to further his/her studies. This certificate is not ( in most of the cases) ‘sufficient’ enough for the students to get a job.

[4] Some argue that a License (it’s a Bac + 3 level) is equivalent to a full degree but in my opinion it is more to advance diploma given that students only specialised during a year.

[5] Some argue that Maîtrise is equivalent of Master (it’s a Bac + 4 level). I tried to get some clarifications on this but view differs so largely that one should take the official view on this. In my opinion, it should be considered as a bachelor’s degree.

[6] DEA or DESS is a year ‘preparation’ course for the doctorate studies.

[7] Another prestigious Grande Ecole is the Ecole Nationale d’Administration (ENA). Many French political leaders (Jacques Chirac for example) graduated from ENA.

[8] Many Grandes Ecoles handle industrial research backed by big companies such as Airbus, Alcatel, Peugeot to name a few.

[9] An equivalent of this might be the Board of Engineers.


Intially JPA wanted all the students to enter the Grande Ecole straight after the preparation course. However due to high drop-out rates among the JPA’s students occurred during the first two years of study at the Grand Ecole, now JPA give some students (who do not meet the minimum requirement set during the preparation course) the option to enter a IUT or a university first before eventually integrating into a Grande Ecole.



III) SOME OF MY PERSONNAL EXPERIENCES

Now, going to finish soon my penultimate year of study at Grande Ecole (my 6th year in France), life is getting less difficult. Sincerely, the life as a student in a Grande Ecole, which for the French is equivalent to prestige and hard work, is not easy at all. In addition to the fact that one has to learn everything in French, the workload is abundant, the pressure is high and the challenges of being alone and away from home have been always abounding. The path to really submerge in the French way of life is here. One has to speak French with the French to make friends, to borrow notes, to understand the lessons and to live! By the way, it was funny (at the initial stage) how our brain would attempt to translate from French to English, because of the similar vocabulary, and then to Malay, since we all came from Malay-medium schools. There was a moment of brain adjustment, slowly beginning to listen, understand and think in French.

I have learnt so much since arriving here. I realized how weak I was and how strong I have become. Getting a scholarship to study overseas does not at all mean that your future is well planned out for you. There were times I thought about quitting the programme and running back home to where life seemed much simpler. But I would missing out on the excitement in this beautiful country. I would miss listening people rattle on in that romantic language, I would miss the opportunity to share with Malaysians back home everything that I have learnt in and about France.


Sivanesan Renganaickam.

For any comments or enquiry, please write to me at rjsiva@yahoo.com or rjsiva@msn.com. Thank you so much for reading.

* * MY BEAUTIFUL FRANCE



[admin's note: sincere gratitude to mr sivanesan for the time and effort spent for the article. ==mahasiswa== wishes you all the best]


 
posted by = admin = at Wednesday, May 10, 2006 | Permalink


At Thursday, May 11, 2006 10:05:00 PM, Anonymous Anonymous

Keep up the good work!
kr

 

At Friday, May 12, 2006 7:22:00 PM, Blogger Pradeep Puranik

Excellent, informative article. Will certainly be of great value to several students. Sincere, and laudable efforts.

Standing ovation to Mahasiswa.

 

At Friday, May 12, 2006 9:26:00 PM, Anonymous Anonymous

Keep up the good work!
kr

 

At Saturday, May 13, 2006 8:35:00 AM, Anonymous Anonymous

that was an interesting piece of artical you got there..studying in overseas has always been a challenge b'coz of the distance away from family and you have to get things done all by yourself. you will learn a lot of new stuff not only in education purpose but all also in your daily life stlye...its a nice experience. i,m studying over-the-sea too but in sabah....still in malaysia..hhehehe
Good job "MAHASISAWA"!!

 

At Saturday, May 13, 2006 10:57:00 AM, Blogger = admin =

@ kr

thanks alot for ur support


@ pradeep

thank you pradeep. your help, assistance and effort to promo us certainly is a commendable job!

The admin.

 

At Saturday, May 13, 2006 10:59:00 AM, Blogger = admin =

@ makkalzupm

that when they graduate from their universities, they are left to compete with those from overseas..those graduates which have trained themselves to work themsleves up to the limit and have faced much more experiences..

does this mean our graduates are not as good as compared to those graduated from overseas? this is an issue by itself, where local grads are being blamed for being 'jobless'. how far is this notion true?

The admin.

 

At Saturday, May 13, 2006 11:03:00 AM, Blogger = admin =

@ anonymous

Thank you. The credit goes to mr sivanesan.

Although you might laugh saying its overseas but Sabah, I think its a challenge to live in East Malaysia. Especially for someone who has been brought up in KL or Penang for 20 years!

Mind sharing your experience staying in Sabah? How about some pics as well? It will certainly give an overall pic of what is 'studying in Sabah' all about. What say?


The admin.

 

At Sunday, May 14, 2006 3:13:00 PM, Blogger Pradeep Puranik

The discussion about competency of a graduate (local or otherwise) is quite interesting.

Long ago, when I was still trying to graduate in engineering from one of the premium colleges here, I had faced a similar issue:

Most of us were of course meticulous and hard-working students. Some were even original and inventive. We tried to keep abreast of the market demands that fluctuated from time to time as we were undergoing the course.

And yet we were getting crammed to our limits with the painstakingly designed obsolete curriculum, the horrible assignments, the lifeless labwork, the choking sessionals, and the threatening semester finals.

A few students had even forgotten their own names, and where they had come from.

The point I am trying to make here is that it is all very easy to say that the graduate alone is responsible for whether he/she gets a job or not. But are we considering all the related factors here? I wonder if there is ever an answer.

Cheers everyone!