ASEAN Integration by 2015 and Its Implications to Education in … · 2014-01-28 · Presentation...
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ASEAN Integration by 2015 and Its Implications to Education in the Region ASEAN Secretariat 28 January 2014, Chiang Mai, Thailand
Transcript of ASEAN Integration by 2015 and Its Implications to Education in … · 2014-01-28 · Presentation...
ASEAN Integration by 2015 and
Its Implications to Education in the Region
ASEAN Secretariat
28 January 2014, Chiang Mai, Thailand
Presentation Outline
I. ASEAN Integration Progress II. Education in ASEAN III. Implications of ASEAN Integration to
Education in the Region
Presenter
Presentation Notes
The presentation is structured as follows: ASCC Significance in Community Building: An overview of the relevance and importance of the ASCC Regional Context: An examination of the situational context of critical human development indicators affecting the performance of ASCC Community Building ASCC Blueprint: An overview of the principal strategic framework around which the ASCC mobilizes its resources, expertise, and intended development outcomes Coordination, Governance and Sustainability: A look at vital governance mechanisms that provides the leadership and management for the ASCC What Lies Ahead: A review of existing and emerging challenges facing the ASCC
PART I
ASEAN Integration Progress
ASEAN Community: The 3 Pillars
ASEAN Political-Security
Community (APSC)
Enhancing peace, stability, democracy and prosperity in the region through comprehensive
political and security cooperation
ASEAN Economic
Community (AEC)
Enhancing competitiveness for
economic growth and development through
closer economic integration, characterized
by: Single market & production base,
Equitable economic development & Global
integration
ASEAN Socio-Cultural
Community (ASCC) Nurture human, cultural
and natural resources for sustained
development in a harmonious and people-
centred ASEAN
Presenter
Presentation Notes
Conscious that the strengthening of ASEAN integration through accelerated establishment of an ASEAN Community will reinforce ASEAN’s centrality and role as the driving force in charting the evolving regional architecture, the ASEAN Leaders at the 12th ASEAN Summit in the Philippines decided to accelerate the establishment of an ASEAN Community by 2015. All the three pillars are expected to work in tandem in establishing the ASEAN Community in 2020. APSC: The APSC Blueprint is guided by the ASEAN Charter. The APSC Blueprint builds on the ASEAN Security Community Plan of Action, the Vientiane Action Programme (VAP), as well as relevant decisions by various ASEAN Sectoral Bodies. The ASEAN Security Community Plan of Action is a principled document, laying out the activities needed to realise the objectives of the ASEAN Political Security Community, while the VAP lays out the measures necessary for 2004-2010. Both documents are important references in continuing political and security cooperation. The APSC Blueprint provides a roadmap and timetable to establish the APSC by 2015. The APSC Blueprint would also have the flexibility to continue programmes/activities beyond 2015 in order to retain its significance and have an enduring quality. The primary goal of APSC is to bring ASEAN’s political and security cooperation to a higher plane. The APSC will ensure that the peoples and Member States of ASEAN live in peace with one another and with the world at large in a just, democratic and harmonious environment. AEC: At the Bali Summit in October 2003, ASEAN Leaders declared that the ASEAN Economic Community (AEC) shall be the goal of regional economic integration (Bali Concord II) by 2020. In addition to the AEC, the ASEAN Security Community and the ASEAN Socio-Cultural Community are the other two integral pillars of the envisaged ASEAN Community. The AEC is the realisation of the end goal of economic integration as espoused in the Vision 2020, which is based on a convergence of interests of ASEAN Member Countries to deepen and broaden economic integration through existing and new initiatives with clear timelines. In establishing the AEC, ASEAN shall act in accordance to the principles of an open, outward-looking, inclusive, and market-driven economy consistent with multilateral rules as well as adherence to rules-based systems for effective compliance and implementation of economic commitments. The AEC will establish ASEAN as a single market and production base making ASEAN more dynamic and competitive with new mechanisms and measures to strengthen the implementation of its existing economic initiatives; accelerating regional integration in the priority sectors; facilitating movement of business persons, skilled labour and talents; and strengthening the institutional mechanisms of ASEAN. ASCC: The 13th ASEAN Summit held in Singapore on 20th November 2007, agreed to develop an ASCC Blueprint to ensure that concrete actions are undertaken to promote the establishment of an ASEAN Socio-Cultural Community (ASCC). The primary goal of the ASCC is to contribute to realising an ASEAN Community that is people-centred and socially responsible with a view to achieving enduring solidarity and unity among the nations and peoples of ASEAN by forging a common identity and building a caring and sharing society which is inclusive and harmonious where the well-being, livelihood, and welfare of the peoples are enhanced. Ensure the peoples and Member States of ASEAN live in peace, democratic and harmonious environment Transform ASEAN into a stable, prosperous & highly competitive and integrated region with equitable economic development , reduced poverty & socio economic disparities
ASEAN Community Blueprint
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APSC AEC ASCC
Implementation Period: 2009 - 2015
APSCAECASCC
Presenter
Presentation Notes
The ASEAN Charter reflects, among others, one of ASEAN’s purposes, which is to “develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community”. In constantly evolving world landscape, educational leaders must have foresights in anticipating future challenges and opportunities. Revolutionary information technology, economic integration movements and mobility of people have made our world interconnected in such that forces us to challenge our own approaches in many areas and be open for new adjustments, including in education. Enhancing quality of education and fostering inter-schools cooperation become more important than ever. Educational cooperation to narrowing the development gap in the region should be fostered so as to ensure that our regional cooperation would benefit all. At the same time, as reiterated by the ASEAN Education Ministers at their Third Meeting in Kuala Lumpur, Malaysia, in March this year, priority of ASEAN educational cooperation should also be given to inclusive education to reach out to those who cannot be covered under the formal education system and to the use of ICT in education. This is very important to support the attainment of the MDG Goal 2 which is “universal primary education” by all ASEAN Member States.
Significant progress towards ASEAN Community by 2015
• ASEAN GDP almost doubled since 2000 ( real GDP per capita
from PPP$ 2882 in 2000 to PPP$ 5581 in 2011) • Rapid growth of ASEAN trade in goods and services • A Popular Destination of FDI, from US$ 21.81 bil in 2000 to
US$ 114.11 bil in 2011 • ASEAN Agreement on Movement of Natural Persons (MNP)
Presenter
Presentation Notes
- Poverty incidence : the proportion of population living on less than $1.25 a day (in purchasing power parity terms) in ASEAN has declined significantly between 2000 and 2010, from around 45% to 16% in CLMV countries and from about 29% to 15% in the ASEAN6
Significant progress towards ASEAN Community by 2015 (cont’d)
• Increasing trend in average actual number of years schooling completed by the adult population from 2005 -2011
• Increasing & converging trend in ASEAN in terms of the adult literacy rate in 2000 - 2011. On average, more than 9/10 people in ASEAN can read and write.
• Youth literacy rates have improved remarkably (98,5% in 2010) • Net school enrolment rates increased during 2000 - 2011 in all ASEAN
countries • Dropout rate declined rapidly between 2000 – 2011 • Improvement in gender parity in primary and secondary education • ASEAN6–CLMV gap in basic education indicators have been narrowed
Sources: ASEAN Community Progress Monitoring System Report 2012 and
The ASEAN State of Education Report 2013
PART II
Education in ASEAN
Brief Introduction
• “develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community” (ASEAN Charter)
• Social dimensions of development in ASEAN: promote greater educational cooperation among ASEAN Member States and strengthen education within them: (1) to narrow the development gaps, (2) to prepare youth for regional leadership, (3) to increase the competitiveness of the people.
Presenter
Presentation Notes
The ASEAN Charter reflects, among others, one of ASEAN’s purposes, which is to “develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community”. In constantly evolving world landscape, educational leaders must have foresights in anticipating future challenges and opportunities. Revolutionary information technology, economic integration movements and mobility of people have made our world interconnected in such that forces us to challenge our own approaches in many areas and be open for new adjustments, including in education. Enhancing quality of education and fostering inter-schools cooperation become more important than ever. Educational cooperation to narrowing the development gap in the region should be fostered so as to ensure that our regional cooperation would benefit all. At the same time, as reiterated by the ASEAN Education Ministers at their Third Meeting in Kuala Lumpur, Malaysia, in March this year, priority of ASEAN educational cooperation should also be given to inclusive education to reach out to those who cannot be covered under the formal education system and to the use of ICT in education. This is very important to support the attainment of the MDG Goal 2 which is “universal primary education” by all ASEAN Member States.
ASCC Priority Areas in 2013
Culture Sports
Social Protection Climate change Disaster Management
Education
Milestones
1. Establishment of AUN in November 1995. 2. First ASEAN Education Ministers Meeting (ASED), 21 March 2006
in Singapore. 3. Cha-Am Hua Hin Declaration on Strengthening Cooperation on
Education to Achieve an ASEAN Caring and Sharing Community 4. ASEAN 5-Year Work Plan on Education (2011-2015) and the
Education Work Plans with Plus Three Countries and East Asia Summit.
5. ASEAN Roadmap for the Attainment of the MDGs (2012) - a framework for collective actions in ASEAN to accelerate the achievement of the MDGs
6. SEAMEO-ASEAN Priorities and Activities/Programs in Education (2012-2013).
Presenter
Presentation Notes
- The Cha-Am Hua Hin Declaration on Strengthening Cooperation on Education to Achieve an ASEAN Caring and Sharing Community (adopted by the ASEAN Leaders at the 15th ASEAN Summit (23-25 October 2009, Thailand)). - ASEAN Roadmap for the Attainment of the MDGs (2012) MDGs aims at facilitating closer intra- and inter-sectoral collaboration in ASEAN and collectively helping each other in accelerating the MDGs attainment. Collective actions in five critical factors of advocacy, knowledge, resources, expertise, and regional cooperation and regional public goods are identified. These factors are broad and encompass sets of actions to be implemented by the ASEAN sectoral bodies corresponding to the MDGs.
• The ASCC Blueprint: 28 actions relevant to education, under:
a. ASEAN Senior Official Meeting on Education (SOM-ED) b. ASEAN Education Ministers Meeting (ASED) In their implementations, SOM-ED leads 16 of these actions (i-xii and
xvi-xix), while the rest are led by other ASEAN Sectoral bodies.
• ASEAN 5-Year Work Plan on Education (2011-2015): 4 priorities 1. ASEAN Awareness; 2. (a) Increasing Access to, and increasing Quality Primary and
Secondary Education; (b) Increasing Access to, and Quality of Education-Performance Standards, Lifelong Learning and Professional Development;
3. Strengthening Cross-Border Mobility and Internationalization of Education;
4. Support for other ASEAN Sectoral Bodies with an Interest in Education
• Many actions are consistent with targets expressed in the MDGs
Presenter
Presentation Notes
The ASEAN Charter reflects, among others, one of ASEAN’s purposes, which is to “develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community”. In constantly evolving world landscape, educational leaders must have foresights in anticipating future challenges and opportunities. Revolutionary information technology, economic integration movements and mobility of people have made our world interconnected in such that forces us to challenge our own approaches in many areas and be open for new adjustments, including in education. Enhancing quality of education and fostering inter-schools cooperation become more important than ever. Educational cooperation to narrowing the development gap in the region should be fostered so as to ensure that our regional cooperation would benefit all. At the same time, as reiterated by the ASEAN Education Ministers at their Third Meeting in Kuala Lumpur, Malaysia, in March this year, priority of ASEAN educational cooperation should also be given to inclusive education to reach out to those who cannot be covered under the formal education system and to the use of ICT in education. This is very important to support the attainment of the MDG Goal 2 which is “universal primary education” by all ASEAN Member States.
• DEVELOP national skills framework towards an ASEAN skills recognition framework
• PROMOTE greater mobility of students • SUPPORT greater mobility of skilled workers through regional
cooperation mechanisms and by efforts to safeguard and improve educational and professional standards;
• DEVELOP an ASEAN competency-based occupational standard; • ENCOURAGE the development of a common standard of
competencies as a base for benchmarking with a view to promote mutual recognition.
Education in AEC
• Mobility of Students The official AUN website: http://www.aun-sec.org/ ASEAN Credit Transfer System (ACTS): http://acts.ui.ac.id/ ASEAN Plus Three Working Group on Mobility of Higher
Education and Ensuring Quality Assurance of Higher Education
European Union Support to Higher Education in ASEAN Region (EU SHARE) Program
• ASEAN competency-based occupational standard
Common Curriculum for Entrepreneurship in ASEAN (Joint Consultation between ASEAN SME Agencies Working Group and Japan).
AUN-SEED NET (http://www.seed-net.org/)
Key Actions/Achievements
• Mobility of Skilled Workers MRA on Engineering Services (9 December 2005) MRA on Nursing Services (8 December 2006) MRA on Architectural Services and Framework
Arrangement for the Mutual Recognition of Surveying Qualifications (19 November 2007)
MRA on Medical Practitioners, MRA on Dental Practitioners, and MRA Framework on Accountancy Services (26 February 2009)
The development of ASEAN Regional Qualification Framework and Skills Recognition System (RQFSRS) for Tourism professionals (2008)
Key Actions/Achievements (cont’d)
Presenter
Presentation Notes
Mutual Recognition Arrangements (MRAs) is one of the more recent developments in ASEAN cooperation on trade in services. MRAs enable the qualifications of professional services suppliers to be mutually recognised by signatory Member States; hence, facilitating easier movement of professional services providers in the ASEAN region. At present, ASEAN has concluded seven MRAs.
Challenges in Education
• The gaps among Member States are still wide Access to/continuation of education Quality of education (e.g. teacher education & pedagogy) Finance, Governance & Management
e.g. Skilled and educated labor force: English (as a working language of ASEAN), ICT (IT curriculum at school level), region’s cultural diversity and differences as a source for motivation and creativity, and complex problem solving skills.
• Effective synergies between different mechanisms (ASEAN/AUN and SEAMEO), and Dialogue Partners, International Agencies
Presenter
Presentation Notes
Higher education in ASEAN is promoted through the ASEAN University Network (AUN), which comprises 30 leading universities of ASEAN. The AUN helps to promote cooperation and solidarity among ASEAN scholars and academics, develop academic and professional human resources, and promote information dissemination among the ASEAN academic community. In the ASEAN Work Plan on Education (2011-2015), it highlights the need to encourage the development of a common standard of competencies for vocational (and secondary) education, and the necessity to improve the quality and adaptability of education, including technical/ vocational/skills training education in the ASEAN region, in particular CLMV countries. Several projects have been identified in the EAS Education Plan of Action (2012-2015), focusing on (i) a regional TVET quality assurance framework, (ii) development of a network of TVET providers in the EAS, (ii) facilitating TVET teacher and student mobility; and (iv) a feasibility study of a register of TVET providers in the EAS. For example, Australia is working with ASEAN on the project named “Capacity Building for National Qualifications Framework (NQF)” under the ASEAN-Australia-New Zealand Free Trade Area (AANZFTA) Economic Cooperation Work Program (ECWP) to harmonise the regulatory arrangements, which underpin the recognition of qualifications and quality assurance of education provisions, through the development of mutually comparable NQFs based on a common reference framework (CRF). The EU is also interested in the TVET and we are discussing with the EU Support to Higher Education in ASEAN Region (EU SHARE) to create synergy and avoid duplication on TVET cooperation activities. Hence, it is timely to study (and/or recommend) an effective TVET system/qualification framework in ASEAN, which will help to provide quality TVET programs, quality TVET teachers through a network of outstanding TVET institutions in ASEAN. In this process, it is possible to consider the value-added activities of the Chinese-German Regional Cooperation Platform (RCP) on “Technical Vocational Education and Training” (TVET) that can benefit ASEAN.
Challenges in Education (cont’d) • A Holistic Approach to education:
Formal vs. non-formal /informal education (SOM-ED, PPP) Basic & Higher education Vocation and Technical Training - TVET (EAS Education Plan
of Action (2012-2015): (i) a regional TVET quality assurance framework, (ii) development of a network of TVET providers in the EAS, (ii) facilitating TVET teacher and student mobility; and (iv) a feasibility study of a register of TVET providers in the EAS.
Education of transversal skills and other needed skills (related to life, environment, socio-cultural)
• Monitoring tool (statistics and ASCC scorecard, e.g. consolidated
data for ASEAN in the UNESCO EFA Reports)
Presenter
Presentation Notes
Higher education in ASEAN is promoted through the ASEAN University Network (AUN), which comprises 30 leading universities of ASEAN. The AUN helps to promote cooperation and solidarity among ASEAN scholars and academics, develop academic and professional human resources, and promote information dissemination among the ASEAN academic community. In the ASEAN Work Plan on Education (2011-2015), it highlights the need to encourage the development of a common standard of competencies for vocational (and secondary) education, and the necessity to improve the quality and adaptability of education, including technical/ vocational/skills training education in the ASEAN region, in particular CLMV countries. Several projects have been identified in the EAS Education Plan of Action (2012-2015), focusing on (i) a regional TVET quality assurance framework, (ii) development of a network of TVET providers in the EAS, (ii) facilitating TVET teacher and student mobility; and (iv) a feasibility study of a register of TVET providers in the EAS. For example, Australia is working with ASEAN on the project named “Capacity Building for National Qualifications Framework (NQF)” under the ASEAN-Australia-New Zealand Free Trade Area (AANZFTA) Economic Cooperation Work Program (ECWP) to harmonise the regulatory arrangements, which underpin the recognition of qualifications and quality assurance of education provisions, through the development of mutually comparable NQFs based on a common reference framework (CRF). The EU is also interested in the TVET and we are discussing with the EU Support to Higher Education in ASEAN Region (EU SHARE) to create synergy and avoid duplication on TVET cooperation activities. Hence, it is timely to study (and/or recommend) an effective TVET system/qualification framework in ASEAN, which will help to provide quality TVET programs, quality TVET teachers through a network of outstanding TVET institutions in ASEAN. In this process, it is possible to consider the value-added activities of the Chinese-German Regional Cooperation Platform (RCP) on “Technical Vocational Education and Training” (TVET) that can benefit ASEAN.
PART III
Implications of ASEAN Integration to Education in the Region
• Establishment of an ASEAN Community by the end of 2015, and a Truly ‘People-Centred’ ASEAN in the Post-2015 period encompass: More commitments towards building an ASEAN Community (e.g.
people to people connectivity, institutional frameworks, pooling of resources, political-security and socio-cultural policies to support social and regional cohesion)
Initiative for ASEAN Integration (IAI Work Plan) emphasizes the role of education in narrowing the development gap between ASEAN-6 and CLMV countries
Higher demand for skilled labour & Increased cross-border flows of labor - and deepen ASEAN’s position in the global value chains
Continuing cross-sectoral cooperation in education The development/promotion of partnerships in education sector
ASEAN Integration Process
• A Task Force was established to develop an ASEAN Qualifications Reference Framework (AQRF) as a common reference framework for the region/a translation device to enable comparisons of qualifications across participating ASEAN countries.
• TF members comprised of nominated representatives from the AANZFTA Committee on Trade in Services, Ministry of Education, Ministry of Labour/Manpower Development, other relevant Ministries and Qualification Agencies.
ASEAN Qualifications Reference Framework
Presenter
Presentation Notes
The ASEAN Qualifications Reference Framework will link the ASEAN NQFs or qualification systems and become a part of the ASEAN’s mechanism for recognition of its qualifications against other regional and international qualifications systems. The Framework aims to encourage the recognition of non formal and informal learning.
Task Force Implementation and Arrangement
• Bangkok, 31 October – 1 November 2012: finalized Terms of Reference, the Work Plan of Task Force
• Jakarta, 20 - 22 March 2013: Revised draft key components of AQRF, and Synthesized terminology of AQRF
• Kuala Lumpur, 6-8 November 2013: Agreement on the key features, definitions and structures, and timelines for endorsement of AQRF.
• February 2014: Completed the final draft of AQRF (excluding governance arrangements) for endorsement.
• September 2014: Completed governance arrangements for consideration of AMS; and Next Steps for Implementation
Other areas for consideration • In general, ASEAN integration process will require:
Management of highly-skilled migration Technical aspects of cross-border skills recognition Collecting labour market information Human resource development
• For education, different stages of National Qualification Framework (NQF) formulation will require: Clear distinction between the purposes of NQF & AQRF Define “Interoperability” amongst NQFs Expanding the QA system towards NQF and AQRF
Thank You !
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