This document provides information about the Southeast Asian Ministers of Education Organization (SEAMEO) and an upcoming forum it is hosting. Some key points:
- SEAMEO is an international organization established in 1965 to promote regional cooperation in education, science, and culture in Southeast Asia. It has 11 member countries.
- The forum will focus on promoting harmonization and mobility in higher education, specifically health professions, in Southeast Asia. It is part of SEAMEO College, which addresses challenges in high-level education.
- The objectives of the forum are to provide a platform for SEAMEO high officials to discuss national and regional higher education frameworks on health professions and identify areas of cooperation to support student
A complete view on the education commissions in colonial India
It includes
mecaulay minute
woods despatch
hunter commission
university commission
culcutta university commission
hurtog committee
abbot wood report
zakir hussain committee
sargent report
A complete view on the education commissions in colonial India
It includes
mecaulay minute
woods despatch
hunter commission
university commission
culcutta university commission
hurtog committee
abbot wood report
zakir hussain committee
sargent report
Japanese higher education has been highly appreciated. Excellent and diverse education and research activities have been promoted under the well-balanced coordination with the establishment approval system and the quality assurance and accreditation system, which is continually reviewed for more efficient system.
The Indian Universities Commission was a body appointed in 1902 on the instructions of Lord Curzon which was intended to make recommendations for reforms in University education in India.[1] Appointed following a conference on education at Simla in September 1901, the Commission was led by Law member Thomas Raleigh and included among its members Syed Hussain Belgrami and Justice Gooroodas Banerjee. The recommendations of the commission included regulations for reformation of University Senates in Indian Universities, greater representation of affiliated colleges in the senates, and stricter monitoring of affiliated instituitions by the universities. It also made recommendations for reform of school education, curricular reforms at Universities, recommendations on education and examinations, research, as well as student welfare and state scholarships.[2] The recommendations were however controversial at the time. There was a growing nationalist sentiment in British India, and a number of colleges and institutions of higher education had risen in metropolitan suburbs which were linked to the major universities of Calcutta, Bombay and Madras. These set their own curriculum, and the recommendations of the commission were seen as measures to derecognise and regulate indigenous institutions which fell into disfavour of the Raj.[3] Despite strong and sustained opposition from Indian populace, the recommendations were enacted by Curzon as Indian Universities Act 1904.
Indian Higher Education System(SWOT analysis)Naveen Yakkundi
SWOT analysis on higher education system in India.Basically,it includes strength,weakness,opportunity and threats faced by Indian Higher Education System.
It also involves one example of threat i.e IIPM fraud.For more information about higher education system ,look into the sources in last slide .
Japanese higher education has been highly appreciated. Excellent and diverse education and research activities have been promoted under the well-balanced coordination with the establishment approval system and the quality assurance and accreditation system, which is continually reviewed for more efficient system.
The Indian Universities Commission was a body appointed in 1902 on the instructions of Lord Curzon which was intended to make recommendations for reforms in University education in India.[1] Appointed following a conference on education at Simla in September 1901, the Commission was led by Law member Thomas Raleigh and included among its members Syed Hussain Belgrami and Justice Gooroodas Banerjee. The recommendations of the commission included regulations for reformation of University Senates in Indian Universities, greater representation of affiliated colleges in the senates, and stricter monitoring of affiliated instituitions by the universities. It also made recommendations for reform of school education, curricular reforms at Universities, recommendations on education and examinations, research, as well as student welfare and state scholarships.[2] The recommendations were however controversial at the time. There was a growing nationalist sentiment in British India, and a number of colleges and institutions of higher education had risen in metropolitan suburbs which were linked to the major universities of Calcutta, Bombay and Madras. These set their own curriculum, and the recommendations of the commission were seen as measures to derecognise and regulate indigenous institutions which fell into disfavour of the Raj.[3] Despite strong and sustained opposition from Indian populace, the recommendations were enacted by Curzon as Indian Universities Act 1904.
Indian Higher Education System(SWOT analysis)Naveen Yakkundi
SWOT analysis on higher education system in India.Basically,it includes strength,weakness,opportunity and threats faced by Indian Higher Education System.
It also involves one example of threat i.e IIPM fraud.For more information about higher education system ,look into the sources in last slide .
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
ASEAN Integration: Impacts on Education in the RegionRalph Decapia
Explores the current situation of education in the region, points significant progress and achievements of AEC with regards to education, and presents the change Management Response of the Philippines towards ASEAN integration
The asean consortium for graduate business educationTogar Simatupang
Proposes an establishment of the ASEAN consortium for graduate business education to improve the quality of education and promotes social cohesiveness of ASEAN nations.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
ASEAN Integration 2020 is a topic from the subject Trends, Problems, and Innovations in Education (EdM 403) of the degree Master of Arts in Educational Management, ASEAN Declaration, ASEAN Vision 2020, Bali Concord II in 2003, ASEAN Vision 2020 undertakings, ASEAN Education Ministers Meeting (ASED), ASEAN University Network (AUN), Joint statement of the 9th ASED, ASEAN work plan on education 2016-2020, ASEAN Summit
1. Module 2: High Officials Country
Case studies
Forum on Promoting Harmonizing and
Mobility in Higher Education Focusing on
Health Professions in SEA
11-13 March 2015
Amari Watergate Hotel
Bangkok, Thailand
3. SEAMEO (Southeast Asian Ministers of
Education Organization)
an international organization
established in 1965 among
governments of Southeast
Asian countries to promote
regional cooperation in
education, science and
culture in Southeast Asia
4. SEAMEO MEMBER Countries
Brunei, Cambodia,
Indonesia, Lao PDR,
Malaysia, Myanmar,
Philippines, Singapore,
Thailand, Timor Leste,
Vietnam
8. ❑ SEAMEO Secretariat –
performs executory
functions
❑ 19 specialized Regional
Centers with Governing
Boards responsible for
operational policies
hosted by Member
countries
9. Vision
" The leading organization for enhancing regional
understanding and cooperation in education, science
and culture for a better quality of life in Southeast Asia
10. Mission
" To enhance regional understanding, cooperation and
unity of purpose among Member Countries for a better
quality of life through the establishment of networks
and partnerships, the provision of fora among policy
makers and experts, and the promotion of sustainable
human resource development
11. SEAMEO COLLEGE
"A platform for high level-discussions on
forward-looking issues and concerns to
help prepare Southeast Asian Education
for the challenges of the future
12. SEAMEO College (2)
" Consists of a series of forums and research and
development activities
" Addresses specific challenges confronting high-level
education leaders and practitioners
" Helps prepare future education leaders
" Supports realization of ASEAN community
13. 4 Forums/Modules &
4 Target groups
"Module 1 : Strategic Dialogue of
Education Ministers
16. " Module 2: High Officials Country
Case Studies
Promoting Harmonization and Mobility in
Higher Education Focusing on Health
Professions in Southeast Asia
17. Forum…
❑ focuses on higher education, and builds on the
ASEAN International Mobility for Students
(AIMS) of SEAMEO RIHED
❑ anchored on the results of the Strategic Dialogue
of Education Ministers (SEAMEO College
Module1) –Harmonization in higher education
and research as one of the seven priority areas for
the Post 2015 Education Agenda
18. Forum…
" launches an exploration of harmonization in
higher education with particular focus on health
professions: medicine, nursing and dentistry
" these three health professions are included in the
ASEAN MRA
" expand the study fields of AIMS, and at the
same time strengthen professional preparation
and development for the three health professions
in support of the ASEAN MRA
19. Objectives of the forum
❑ Provide platform for SEAMEO high officials to share and discuss
national and regional higher education frameworks with
particular focus on health professions;
❑ Identify common areas of cooperation on higher education
with particular focus on health professions, and in support
of further development of SEAMEO RIHED’s AIMS
programme, and ASEAN’s MRA;
❑ Recommend steps to promote greater higher education
harmonization and student mobility in SEA with particular
focus on health professions
20. Mechanics
" Plenary sessions
❖Higher Education Harmonization and Mobility: Toward
Regional Integration and Mutual Recognition in Southeast Asia
❖Higher Education Harmonization in Other Regions of the World
❖Country Presentations
❖Experiences in Mobility:
(Medical; Nursing)
21. 2 Small Group Discussions
" What the
- Higher Education
- Medical profession education
-Nursing Profession education
should do to prepare for regional integration.
" Areas of Potential Regional Cooperation on
- Higher Education
- Medical profession education
- Nursing Profession education
22. Last plenary
" Next Steps, Agreements
- immediate/short term national and regional
actions
- long term national and regional actions
- research activities
23. Round 2 of Module 2
" February 2016
- Sharing of results of short term actions
- Refinement of long term plans/activities
- sharing of results of research activities
-