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ASEAN EDUCATIONAL SYSTEM (ORIGIN) ROGER C. CABARLES III.pptx
- 1. Roger C. Cabarles III Reporter
- 2. Association of Southeast Asian Nations (ASEAN) share a common vision for an ASEAN community.
- 3. ASEAN was formulated because of changing global conditions and founding Member States’ commitments to strengthening connections among their nations in order to promote peace, stability, and prosperity of communities and people within their nations and throughout the region.
- 4. Creating and maintaining an effective regional organization requires its members to work together to build consensus. Complexities can arise, but members can work together to weigh and discuss issues in order to minimize difficulties.
- 5. When people and nations cooperate, they can overcome obstacles and create opportunities for themselves. Regional cooperation comes in many forms and can change the lives of people across ASEAN.
- 6. For ASEAN countries, education is core to development and contributes to the enhancement of ASEAN competitiveness. In fact, the ASEAN Charter, launched in 2007, clearly emphasizes the strategic importance of closer cooperation in education and human resource development among ASEAN member countries.
- 7. The critical role of education in promoting ASEAN social and economic development and the building of a strong ASEAN community has also been widely recognized and repeatedly confirmed at various high‐level policy dialogues and in policy documents.
- 8. ASEAN+6, which includes the addition of Australia, China, India, Japan, New Zealand and the Republic of Korea to the ASEAN mix, is a regional cooperation framework aiming to accelerate economic growth in East Asia and promote cooperation in areas vital to this growth.
- 9. By comparison, analysis provides greater scope for understanding why an education system performs better in one country than in another. At the same time, comparison also provides solid evidence and thus practical lessons to help improve education system performance.
- 10. UNESCO Bangkok’s Education Policy and Reform Unit has undertaken a desk study of education systems in ASEAN+6 countries.
- 11. Education is a key way for the ASEAN’s citizenry to become aware of the many connections that bind them, and to endow them with the skills they need to effectively build a better future across the region.
- 12. Education must empower young people so that they can not only adapt and respond to their fast- changing world, but also participate actively in shaping a better future for themselves, their families and communities, and for the ASEAN region as a whole.
Editor's Notes
- Education policies can play a critical role in transforming the education landscape and outcomes of learning. A prominent feature of the successful educational transformation in many countries is that policy reform efforts and programmes are guided by a clear goal or vision, and implemented through a coherent planning, management and monitoring process. Policies and programmes need to address all of the components of the system in a coordinated and coherent way so that changes, in turn, become mutually reinforcing and promote continuous improvement.
- Let us first briefly explore ASEAN’s structure, membership, purpose, and approaches to global issues. It provides general information on the ASEAN Community concept, aspirations, pillars, plans, and processes. Moreover, it analyzes ASEAN’s significance, accomplishments, and future challenges. Countries of the Association of Southeast Asian Nations (ASEAN) 1 , despite differences in political systems, ideologies, historical background, development priorities and education structures, share a common vision for an ASEAN community.
- In this regard, one notable regional initiative is the move towards a shared regional qualifications framework, which aims to promote the recognition of qualifications and quality assurance in the provision of education.
- This cooperation is beneficial not only to its members but also other countries of the Asia–Pacific region. Examination of education systems in ASEAN+6 countries reveals a combination of generally high performing systems (e.g. Australia, Japan, the Republic of Korea, Singapore) and systems where substantial improvement may be needed (e.g. Cambodia, Lao PDR, Myanmar).
- it is important to examine the policies in any given education system, the ways in which they interact and impact upon system performance and other underlying factors that may inhibit or strengthen established policies.
- The report outlines the features of ASEAN+6 country education systems in the context of on‐going discussion on policy options for education development and reform in these countries. In particular, it highlights the key issues, challenges and opportunities for improving system performance and reducing disparities across ASEAN+6 countries with a focus on sector planning and management, secondary education and technical and vocational education and training (TVET), areas of critical importance in formulating and operationalizing the education reform agenda in most of these countries.
- For this purpose, ASEAN calls on Member States to come together to ensure that their young citizens in the classrooms learn about the interconnectedness among cultures, peoples, economies, governments, and ecosystems, and how these are linked to their own lives. It further urges Member States to also build students’ 21st century knowledge and skills, such as problem-solving, critical thinking, innovation, cross-cultural communication, collaboration, and media as well as IT literacy.
- Toward this goal, ASEAN supports a more concerted approach toward regional coordination of ASEAN-related education among its members at the primary and secondary levels to help the region realize its broad goal of a people-centered, socially responsible, unified, and harmonious ASEAN.