(This is a cross-post from The Conversation - see https://theconversation.edu.au/the-burma-question-is-reform-possible-aft....)
In a 2008 paper on neuroeconomics, Carnegie Mellon University economist George Loewenstein said: “Whereas psychologists tend to view humans as fallible and sometime even self-destructive, economists tend to view people as efficient maximisers of self-interest who make mistakes only when imperfectly informed about the consequences of their actions.”
Timor-Leste will go to the polls as a result of its five-year electoral cycle on 17 March, kicking off an electoral process that will run until early July.
The question hanging over this process is whether it will mark the formal consolidation of democracy in the once deeply troubled territory, or whether it will signal a return to the problems of 2006–07 — which have been a common feature in many other post-conflict, post-colonial states.
As Timor-Leste heads into the three rounds of 2012 elections, election observers have begun to organise to monitor the election process and to report their findings. Accredited by Timor-Leste’s National Electoral Commission (CNE), observers continue to play a critical role in the young country’s still developing democratic process. Observers have been a part of Timor-Leste’s democratic process from the start of the country’s move towards independence. In 1999, independent observers spread across the then occupied territory, often by local transport and staying in homes or basic local accommodation, helping to enhance the larger international presence and thereby complicating plans by the Indonesian army, then known as ABRI, and its proxy militias to derail the ballot process. The observers gave Timor-Leste’s people an understanding that, though it was a difficult time, they were not alone.
(This piece first appeared in The Age 16 February)
*Peter Carey is a professor of accounting in Deakin University’s faculty of Business and Law
*Neil Fargher is a professor of accounting in the Australian National University’s College of Business and Economics
The various contenders for Timor-Leste’s presidency in the 17 March election have begun to try to persuade the voting public why they should be elected as president. A number of candidates have said that, if elected, they will institute particular changes or reforms. These promises appear, however, to misunderstand the role of Timor-Leste’s president.
In short, the role of the president in Timor-Leste is, with few exceptions, a ceremonial one. Apart from a few carefully circumscribed areas, Timor-Leste’s president does not have an executive function.
Presidential candidates who announce that, if elected, they will institute particular changes therefore appear to be unaware of the constitutional role of the president. It is either that, or that they wish to change the constitution and give Timor-Leste a different type of political system.
Lest we forget @ Albany
“Of course, it is in a remote place,” said a lady at a tourist information centre, slightly frowning. I was a little paralysed with her reaction as it was not in the context of what I said before her words.
In the early November last year, I was in Albany, WA. As many of you, hopefully, may remember, Albany was the place where the last whaling station in Australia was operating. The site has turned into a museum named the Whale World. It seemed that it was crucial for me to visit the site for my research, and so I did.
It was quite a trip from Melbourne. I flew into Perth and then took a coach service to Albany the next day. I could have rented a car but because I hadn’t driven a car for more than a decade, I thought I better stay away from driving for other drivers’ safety.
We need competition in supply and funding of individuals not institutions Julia Gillard wisely remarked last month that competition with Asia could “make us the runt of the litter” in terms of our educational performance. This provocative remark should trigger urgent application to government policy, given that increasingly unlike much of Asia, ours is a state-owned tertiary model. Our university communities are not offered the diversity of choice as in the USA, or indeed as in our own secondary and primary schools. New technology and social networks allow leapfrog in terms of ways of sharing information. All universities could jump ahead by using such remote devices to augment teaching, writing and research frameworks across broader international markets. However Socratic face-to-face “tutorial” and live lecture modes remain vitally important – the “getting of wisdom” is too important to be on iPads or lonely PCs.