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- 1. Atty. Lily Freida M. Milla, CESO IV OIC, Office of the Deputy Executive Director Director III, International Affairs Staff Commission on Higher Education Internationalization of Philippine Higher Education Higher Education Thought Leaders’ Conference 10 May 2019 Laoag City, Ilocos Norte
- 4. Internationalization is NOT about: Number of agreements concluded Number of programs and courses taught in English Number of foreign students Foreign travels
- 5. Policy Framework and Strategies on the Internationalization of Philippine Higher Education Aims to provide the national perspective and direction for the country’s higher education internationalization efforts International Affairs Staff Commission on Higher Education
- 6. Internationalization goals development of a globally-competitive human resource building of a knowledge-based society LONG TERM SHORT TERM Strengthen the ASEAN Identity and Community Mold the next generation of global citizens Revisiting the definition of internationalization International Affairs Staff Commission on Higher Education
- 7. Revisiting the definition of internationalization 1997 | “The process of integrating an international or intercultural dimension into the teaching, research and service functions of the institution.” – Knight, 1997 2004 | “The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post secondary education.” – Knight, 2004 International Affairs Staff Commission on Higher Education
- 8. Revisiting the definition of internationalization 2015 | “[Is] the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society.” – de Wit et al., 2015 2016 | “Internationalization of higher education involves the integration of international/intercultural dimensions to HEIs’ purpose, functions, and/or delivery; it involves a process of interchange of higher education between nations, between national systems of higher education, and between institutions of higher education. It is the expansion of higher learning within and beyond national borders and centers of scholarly studies. Internationalization of higher education is a much broader concept than cross-border education.” – Policy Framework on the IZN of Philippine Higher Education (CMO 55 s 2016) International Affairs Staff Commission on Higher Education
- 9. Definition of Internationalization Internationalization is an intentional process, an empowering product and liberating mindset that infuses the international multicultural dimension into the purpose functions and delivery of post secondary and continuing education while reinforcing the values, interests and goals of the institution, national development and ASEAN community building. International Affairs Staff Commission on Higher Education
- 10. Internationalization as a strategy to: • Enhance the quality of Philippine higher education; • Uphold the country’s reputation as a center of higher education in identified niches/programs of excellence; • Strengthen the country’s role in an interconnected global community; • Develop Philippine HEIs as productive members of the international academic community; • Produce graduates with 21st century competencies able to live and work in a diverse multicultural setting; • Foster closer cooperation and understanding between the Philippines and the rest of the world. International Affairs Staff Commission on Higher Education
- 11. Internationalization contributes to a number of important policy instruments Access and Equity Excellence and Competitiveness Responsiveness and Relevance Good Governance Organizational Development International Affairs Staff Commission on Higher Education
- 12. “Beyond access to quality education, this legislation you (Duterte) signed will be the greatest investment for the future because it will produce a highly educated, better trained and more employable workforce who will propel the country's development in the future” — CHED Chairman J. Prospero ”Popoy” De Vera III, DPA .
- 13. CHED’s Thrust CHED envisions to establish an enabling environment to allow the Philippine higher education sector to meet the challenges and take on opportunities brought about by internationalization and ASEAN integration.
- 14. International Affairs Staff Commission on Higher Education
- 15. Implementing Mechanism A panel of experts on internationalization will be responsible for reviewing and evaluating the izn strategic plans of the HEIs, and overseeing the effective implementation of the higher education izn policy and strategy. Implementing Mechanism Panel of Experts on Internationalization Center for Academic Information and Mobility Information and documentation center for PHE system Directory/information base of HEI and degree programs within the official HE system MIS required to monitor, track, and assess the status and results of the program International Affairs Staff Commission on Higher Education
- 16. Internationalization Strategy Commission on Higher Education Developmental – provision of advisory and technical assistance in the development and design of izn programs, training, and capacity building, and information Regulatory – promulgating policies and standard for izn arrangements to ensure compliance with existing laws, effective delivery of intended outcomes, and basis for qualifying HEIs Philippine HEIs Programmatic and holistic approach to developing and implementing their izn strategy instead of one-off, random activities International Affairs Staff Commission on Higher Education
- 18. Well-developed & credible brand of PHL HiEd Institutions Strong cross-border/ local/virtual mobility and IZN-at-Home programs Improved institutional capacity thru expansion of collaborations and consortia Recognition of Philippine HEIs and graduates in the global community Participation in Intl Assessment of HEI performance and Filipino graduates Promotion of HE in Education Fairs, Study Visits, Benchmarking Activities, Delegations and Participation in International Conferences and Meetings Development of PHL as a center of HE in Identified Niche / Programs of Excellence International Academic Mobility (Academic Exchange Programs) Implementation of Framework and Strategies on the IZN of PHE (CMO 55, 2016) Assistance to Develop and Sustain IZN Programs of HEIs International Affairs Staff Commission on Higher Education
- 19. From Assistant Director Abigal Lanceta’s (ASEAN Secretariat) presentation on “ASEAN Cooperation in Higher Education”
- 20. ASEAN on Mobility and Credit Transfer • ASEAN University Network (AUN) • ASEAN International Mobility for Students (AIMS) Program International Affairs Staff Commission on Higher Education
- 21. AIMS MEMBER HEIs
- 22. ASEAN on Quality Assurance and Qualifications Frameworks • ASEAN Quality Assurance Network (AQAN) • ASEAN Qualifications Reference Framework (AQRF) Committee International Affairs Staff Commission on Higher Education
- 23. ASEAN Other Initiatives • ASEAN Citation Index (ACI) • ASEAN Cyber University (ACU) Project International Affairs Staff Commission on Higher Education
- 24. ASEAN Initiatives with Dialogue Partners • ASEAN Plus Three (APT) Working Group on Mobility of Higher Education and Ensuring Quality Assurance of Higher Education • EU Support to Higher Education in the ASEAN Region (EU SHARE) International Affairs Staff Commission on Higher Education
- 25. SEA-Teacher and SEA-TVET Projects • The SEA-Teacher Project launched its first batch in 2016. It is now in its 8th batch. • Objectives: • To enable the students to develop their teaching skills • To encourage the students to practice their English • To allow the students to gain a broader regional and global views • To expose future teachers to diverse teaching and learning situations and opportunities and the value of flexibility • The SEA-TVET Project launched its first batch in early 2018. It is now in its 4th batch. • Objectives: • To enhance global competitiveness, knowledge and technical skills of TVET students • To improve intercultural understanding, regional perspectives, and English communication of students • To provide employable opportunities for students • To create a sustainable partnership among polytechnics and TVET colleges/institutions in Southeast Asia
- 26. SEA-Teacher and SEA-TVET Projects SEA-Teacher • Total number of participating HEIs are 307 from the first to the latest batch: • Philippines - 93 • Indonesia - 150 • Malaysia - 1 • Thailand - 63 SEA-TVET • Total number of participating HEIs are 111 from the first to the latest batch: • Philippines - 16 • Indonesia - 77 • Malaysia - 5 • Thailand - 10 • Vietnam - 3
- 27. APT Guidelines on Transcripts and Supplemental Documents for the Academic Records of Exchange Students
- 31. Exemplars CHED Partnerships through the K-12 PMU International Affairs Staff Commission on Higher Education
- 32. Exemplars Joint Development of Niche Programmes Niche and Priority Program Areas: • Transportation Engineering • Transportation Studies • Ethnological Landscape Architecture • Cyber Security • Data Science • Digital Innovation and Creativity • Agri-technology and Post-harvest Processing • Maritime Affairs and Diplomacy • Naval Architecture • Conflict and Development • Demography and Population Studies • Alternative Learning System/Distance Education • Adult Education • Education Policy • International Relations Forging partnerships between Philippine and United Kingdom (UK) Institutions A two-year partnership between CHED and the British Council that aims to provide capacity and funding support for 10 Philippine HEIs to establishinternational connectivity and engagement through the joint development of TNE programs with HEIs in the United Kingdom. International Affairs Staff Commission on Higher Education
- 33. International Affairs Staff Commission on Higher Education PH HEI UK HEI TNE Program/s Ateneo de Manila University Queen Mary University of London MScData Science; MScInnovation through Media Arts Technology Bicol University University of Liverpool MScSustainable Food Systems Central LuzonState University University of Liverpool PhDSustainable Food Systems DeLaSalleUniversity Liverpool Hope University MScComputer Science; MScSports and Exercise Nutrition; MScData Science/ Data Engineering; MScRobotics Engineering Miriam College Goldsmith’s University of London PGCertand MA Designing Education Saint Louis University Coventry University MScDisaster RiskReduction and Management Silliman University Newcastle University MResTropical Biological Oceanography University of SanCarlos Coventry University Cardiff Metropolitan University PhDEngineering; MAArts and Design University of SantoTomas University of Reading University of Leeds PhDBuilt Environment/Architecture; MScin Public Health (International) with Postgraduate Certificate University of the Philippines University of Reading PhDMeteorology; PhDAgriculture/Food Security
- 34. Exemplars ANTENA Project • A project entitled “Internationalization of Higher Education at the Philippines Network – ANTENA” was recently granted by the European Union (EU) through the Erasmus Plus Higher Education Capacity Building program. • This three-year project will directly target the implementation of international relations policies at the national level and improve management knowledge and skills for international relations at the institutional level. International Affairs Staff Commission on Higher Education
- 35. Exemplars Project FORTH “Formation of Teachers in Emerging Challenged Areas in the Philippines: A Model for Global Use” (aka Project FORTH) is co-funded by the Erasmus+ Programme of the European Commission, the FORTH project aims to address the need of teacher formation in the disadvantaged but emerging areas of the country. Planned activities include: • Participation in national/transnational training sessions • Writing modules and training of trainers • Lab training sessions for training of practice teachers • Train teacher trainers for selected public schools International Affairs Staff Commission on Higher Education
- 36. Exemplars PCARI Philippine-California Advanced Research Institutes (PCARI) Project enhances the skills and expertise of faculty and staff of Philippine universities and colleges through scholarships, training and research partnerships Features: • Scholarship, training and research • Two main fields: information infrastructure development and health innovation and translational medicine • Provides opportunities for direct collaboration • Attracts the best and the brightest with full support for research • Addresses important problems of society using the best technologies International Affairs Staff Commission on Higher Education
- 37. Exemplars Supported ASEAN Associations ASEAN Teacher Education Network (ASTEN), through the Philippine Normal University The AsTEN is a network of premier Teacher Education Institutions (TEIs) of countries in the ASEAN pioneered by the Philippine Normal University. ASEAN Association of Schools of Medical Technology (AASMT), through the Philippine Association of Schools of Medical Technology and Public Health The AASMT is an organization of MedTech schools in ASEAN aimed at exchanging ideas, best practices, and experience in the field.
- 38. Fostering World-class Philippine Universities Fostering world-class Philippine universities is a CHED initiated project that aims to ramp up the internationalization initiatives of public universities. It seeks to further drive positively and incentivize the good practices, thrusts, and programs on internationalization that the delivers on fulfilling sustainable goals not just on education but the 17 other goals stated in SDG 2030. International Affairs Staff Commission on Higher Education
- 40. “Education is the single most important legacy that we can bestow upon our youth. It opens doors for countless opportunities that will lead to their further empowerment, greater success and the realization of their individual aspirations” - President Rodrigo Roa Duterte
- 41. Thank you! CHED International Affairs Staff 2/f CHED HEDC Bldg., Diliman, Quezon City Philippines +63 2 441 0750 ias@ched.gov.ph
Editor's Notes
- It is these misconceptions on izn that years back, internationalization was not a focus despite a number of institutions undertaking it—efforts were mainly centered on mobility. However, in 2016 then-CHED Chairperson Licuanan directed the International Affairs Staff to have a more focused approach on internationalization. Efforts in response to this call culminated in the issuance of CHED Memorandum Order No. 55 s. 2016, or the Policy Framework on the Internationalization of Philippine Higher Education. The policy framework provides for overarching policies relevant to the internationalization—both home-based and cross-border—of Philippine higher education. Policies are guided by principles on foreign policy enshrined in the 1987 Philippine Constitution that upholds the promotion of national interest and non-diminution of our national sovereignty. This shall guide the Philippine higher education sector’s internationalization efforts bearing in mind the Philippine national interest, security and identity while also contributing to the improvement of the country’s competitiveness.
- The internationalization policy for Philippine higher education has the primary goal of improving the quality of education that would translate into the development of a competitive human resource capital that can adapt to shifting demands in the regional and global environment to support and sustain the country’s economic growth. Over the long-term, we hope to build and strengthen a knowledge-based society. We will do this by continuously upgrading the quality of Philippine HEIs through academic and knowledge transfer outcomes, resulting in improved QA, accreditation, and standards comparable with international levels. Ultimately, as we strive towards the attainment of these goals, we will contribute in the strengthening of the ASEAN Identity and Community and mold the next generation of global citizens.
- Under CMO 55 s 2016’s section on Internationalization Policy, our purpose of internationalization is to improve the quality of education, with the view to further develop and empower our human resources and build a knowledge society to contribute to national development and progress. Specifically, CHED shall pursue internationalization as a strategy to: Enhance the quality of Philippine higher education; Uphold the country’s reputation as a center of higher education in identified niches/programs of excellence; Strengthen the country’s role in an interconnected global community; Develop Philippine HEIs as productive members of the international academic community; Produce graduates with 21st century competencies able to live and work in a diverse multicultural setting; Foster closer cooperation and understanding between the Philippines and the rest of the world
- IZN of HiEd ‘s goals of developing future ready graduates as well as supporting the foundations of a knowledge society, contributes to the Philippines recently adopted long-term vision that is poised to provide every Filipino family a life that is strongly-rooted, comfortable and secure. This vision, termed “AmBisyon Natin 2040,” embodies our people’s aspirations and serves as the anchor of the country’s development planning for the years to come. Part of this vision’s goals is to contribute to the further development of smart, innovative Filipinos thus it emphasizes the significant role of an education agenda. There is also the Philippine Development Plan 2017-2022 as well as the Key Result Areas of the CHED Strategic Plan. Internationalization generates valuable inputs and contributes to the achievement of these policy instruments.
- President Duterte made this commitment to further empower the youth by making quality education affordable and accessible to everyone, especially the poor. as he witnessed the ceremonial signing of the Memorandum of Agreement (MOA) between the Commission on Higher Education (CHED) and the 112 State Universities and Colleges (SUCs) and 78 Local Universities (LUCs) to launch the implementation of Republic Act (RA) 10931 or the “Universal Access to Quality Tertiary Education Act.” Izn likewise contributes to enabling the vision of ra 10931 by supporting the attainment of not just access but access to quality education. Izn major contribution is on the improvement of the quality of education and providing the international benchmarks for areas in hied that are underserved or cannot be met by the local providers.
- In particular from “fragmented” and rather “unrelated” international activities in higher education. Internationalization widened to include not only include cross-border activities home-based and cross-border activities. Internationalisation at home touches upon everything – from the academic curriculum, to the interactions between local students and international students and faculty, to the cultivation of internationally-focused research topics, to innovative uses for digital technology. Most importantly, it focuses on all students reaping the benefits of international higher education, not just those who are mobile. Internationalisation at Home has been defined as “…the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” (Beelen & Jones, 2015). It also has much in common with ‘internationalisation of the curriculum’, a term used less frequently across Europe but which, like IaH, emphasises the importance of internationalising learning outcomes for all students, not simply those who study abroad. So what does this mean in practice? Here we outline some key features of the Internationalisation at Home approach: 1. Offers all students global perspectives within their programme of study, whether or not they spend time abroad. IaH is not to be considered a substitute or a ‘second-best option’ for students who may not be internationally mobile during their studies. By targeting all students within their respective programmes of study, IaH integrates global perspectives, thereby enriching the quality of a study programme. Moreover, IaH can be an effective means of actively including diverse student cohorts – both internationally mobile incoming students and local students from a variety of backgrounds – into teaching and learning processes. 2. Moves beyond electives or specialised programmes. IaH does not merely target students who may already be interested, but the entire student cohort. Elements of internationalisation are integrated systematically into the compulsory curriculum. 3. Involves developing international and intercultural perspectives through internationalised learning outcomes in the formal curriculum. International and/or intercultural dimensions are integrated into learning outcomes within the discipline, eg “Students demonstrate understanding of the basic principles of production ecology and agrosystems modelling and their implications for diverse cultural and location-specific contexts”; or “In diverse teams, students are capable of debating the local as well as global impact of relevant risk management strategies.” 4. Is supported by informal (co-)curriculum activities across the institution. As learning not only takes place within formal classroom settings, more informal activities, such as intercultural communication workshops, buddy programmes, language tandems, service learning activities or cultural programmes lend substantial strength to IaH and can help deliver comprehensive internationalisation. 5. Makes purposeful use of cultural diversity in the classroom for inclusive learning, teaching and assessment practice. In this respect, IaH is strongly learner-oriented. Using cultural diversity as a classroom resource includes finding ways of integrating experiences and knowledge of both internationally mobile students and local students from diverse backgrounds. 6. Creates opportunities for student engagement with ‘cultural others’ in local society. IaH motivates students to seek ‘the intercultural’ as well as ‘the international’, and to acknowledge effects of globalisation, migration, and cultural diversity on their doorstep. Formal learning scenarios, such as community research projects, might go hand in hand with service learning, excursions, or class visits by community members. 7. Involves all staff, not only academics and international officers. Since teaching and the curriculum are at the heart of IaH, teaching staff and academics play a crucial role and need to take ownership over IaH measures. However, they also need support from colleagues across the university – including international officers, educational developers, quality assurance officers and faculty administrators. 8. May or may not include teaching in English or another lingua franca. IaH entails a shift in orientation, not merely translation of an existing curriculum. The adoption of new viewpoints and consideration of global contexts is not language-dependent and may be delivered either through local language or English-medium programmes. 9. Can include virtual mobility through online working with partner universities. Virtual collaborations, shared teaching materials or even low-threshold activities such as virtual guest lectures expand perspectives in classroom discussions and sensitise students to other forms of knowledge production as well as modes of conducting scientific research. Students gain access to knowledge and material not available on their home campus or, in more collaborative formats, enhance their communicative and social skills. 10. Fosters purposeful engagement with international students. In both formal and informal learning settings, teaching activities and assignments are designed to stimulate exchange and collaboration among students from diverse backgrounds, whether they are ‘domestic’ or international. Successful IaH does not depend on the presence of international students. Our role in the Internationalisation at Home Expert Community focuses on building a community of practice and encouraging individuals and universities within Europe and around the world to share ideas and support each other in IaH endeavours. A blog post later this week will look at how this is being done in a Romanian university. https://www.eaie.org/blog/internationalisation-at-home-practice.html
- Building Internationalization Competitiveness of PH Higher Education This program endeavors to uphold international commitments and push HEIs in promoting internationalization engagement, learning and discover, as well as meaningful collaborations. This can be achieved by enhancing the institution’s international reputation and visibility, building exceptional international opportunities for faculty and staff, and developing strategic networking and collaboration initiatives. Target outcomes include: Goal 1 – Well-developed global internationalization and linkaging framework Goal 2 – Strong cross-boarded mobility programs and internationalization of higher education Goal 3 – Improved institutional capacity through the expansion of collaborations and consortia Goal 4 – Implementation of CMO 55 s 2016 Component activities: Participation in international assessments of HEI performance Promotion of higher education in education fairs, study visits, benchmarking activities, delegations, participation in international conferences Development of the country as a center of higher education in identified niches Provision of institutional grants for international academic mobility Provision of assistance to develop and sustain IZN programs of HEIs Development of implementing guidelines for CMO 55 s 2016
- Despite ASEAN’s consistent focus on economic development, it has always been people-centered. Consider the very goals of integration: it aims to build a community that is people-centered, people-oriented, vibrant and socially-responsible and transform ASEAN as a vehicle to realize its peoples’ aspirations. But on the higher education front, there are many challenges and rising trends we need to take into account to harness the region’s human capital, such as developing the right skills for our labor force, porous borders and ever-advancing technology, and varying quality assurance and comparability mechanisms.
- On Mobility and Credit Transfer One of the most prominent mobility platforms in ASEAN is the ASEAN University Network (AUN), which aims to strengthen education collaboration in ASEAN and promote collaborative study, research and a wide range of educational programmes. It is made up of 30 HEIs from 10 ASEAN member states and uses its own ASEAN Credit Transfer Scheme (ACTS) to facilitate student mobility between and among member institutions of the program. AUN has many subnetworks covering various areas of study. One of its most active subnetworks is the AUN Southeast Asia Engineering Education Development Network (AUN/SEED-Net) with 26 member institutions in ASEAN and 14 Japanese supporting institutions. The ASEAN International Mobility for Students (AIMS) Program is the flagship program of the SEAMEO Regional Center for Higher Education and Development (RIHED)—one of ASEAN’s partners in developing the region’s HE sector. The program is a product of the earlier success of the Malaysia-Indonesia-Thailand Pilot Project initiated in 2009 as a collaborative project between the governments of the three ASEAN Member States. AIMS is a multilateral student mobility platform where the governments of participating countries provide scholarships for students in selected universities to study in a university in another country. It has 7 participating countries and hopes to expand in the near future: Brunei Darussalam, Indonesia, Malaysia, Philippines, Thailand, Vietnam and Japan. Twelve HEIs were selected by CHED to participate in AIMS. These are the University of the Philippines, De La Salle University, Ateneo de Manila University, University of Santo Tomas, Central Luzon State University, Central Bicol State University of Agriculture, Central Mindanao University, Lyceum of the Philippines University-Batangas, University of Mindanao, University of St. La Salle, St. Paul University Philippines and Saint Louis University.
- On Quality Assurance and Qualifications Frameworks Established in 2008 as a product of the Inaugural ASEAN Quality Assurance Agencies Roundtable Meeting, the ASEAN Quality Assurance Network (AQAN) is now a network at the forefront of building and strengthening QA mechanisms in the region. As its major share in building the higher education common space, AQAN embarked on the project of creating an ASEAN Quality Assurance Framework (AQAF) which the AMS can use to align their QA systems for education. The AQAF is by no means a prescriptive tool; it mainly seeks to promote good internal and external QA practices and contribute to the implementation of every AMS’s national qualifications frameworks. The ASEAN Qualifications Reference Framework (AQRF), on the other hand, is focused on lifelong learning, and promotion of credit transfer and encouragement of professional and learner mobility by enabling the comparison of qualifications in ASEAN. AQAF and AQRF are two instruments that work hand-in-hand in harmonizing higher education in ASEAN and building trust in the sector for the benefit of our students, skilled workers and professionals.
- Other Initiatives The ASEAN Citation Index (ACI) is a regional initiative dedicated to the creation of a database to link national databases of and compile journals from ASEAN countries, with the goal of improving the overall research quality and academic visibility of ASEAN. On the other hand, the ASEAN Cyber University Project (ACU Project) is dedicated towards building the e-learning capacity of ASEAN higher education institutions and enhancing the quality of higher education in the region through e-learning. The Project is a work in progress, and the Commission continues to support interested institutions with the capability to join the network.
- ASEAN has many partners in progress that share and support its priorities relevant to human development through education and training. The ASEAN Plus Three Working Group on Mobility of Higher Education and Ensuring Quality Assurance of Higher Education is a platform for higher education policy dialogue among APT countries. Among their areas of focus are credit transfer and the harmonization of academic standards in the region, in accordance with the APT Plan of Action in Education 2010-2017. The new action plan for 2018-2025 is now being finalized. Consistent with its mandate, the WG developed the Guidelines on Student Mobility and the Guidelines on Transcripts for Exchange Students that includes a Conversion Table of Credit Transfer Systems. The document is seen as a means to promote transparency and mutual understanding, encourage institutional accountability and mutual trust, ensure safe mobility for our students, and contribute to the larger goal of creating a harmonized higher education area. EU Support to Higher Education in the ASEAN Region (EU SHARE) is one of ASEAN’s most prominent higher education projects with its dialogue partners. SHARE has become a key contributor in building the region’s higher education space by adhering to its primary goal of strengthening regional cooperation and enhancing quality, competitiveness and internationalization of ASEAN higher education institutions and students (per the SHARE website). The Project’s work is grouped into policy dialogues, qualification frameworks, quality assurance, the ASEAN Credit Transfer System (CTS) and ASEAN-EU CTS, and the ACTS and AECTS student mobility with scholarships. Under Area 5, SHARE established a mobility scheme that gives around 500 scholars an opportunity for credit mobility within ASEAN and in the EU.
- All the information presented herein are based on reports provided by the SEAMEO Secretariat to the CHED International Affairs Staff (as of February 2019).
- All the information presented herein are based on reports provided by the SEAMEO Secretariat to the CHED International Affairs Staff (as of February 2019).
- To facilitate greater, seamless mobility within the ASEAN Plus Three Region, the APTWG put together the Guidelines on Student Exchange and Mobility intends to provide a basic framework for student exchanges and mobility with quality assurance and to promote the development of higher education in each of the APT countries. It serves as a reference for relevant programmes to promote student exchanges and balanced mobility in the region. Apart from this, APT also crafted a Guidelines on Transcripts and Supplemental Documents for the Academic Records of Exchange Students which aims to recommend information to be provided in transcripts and/or supplemental documents for exchange students studying under relevant programmes which are designed to promote balanced and quality assured student exchange in the ASEAN Plus Three countries.
- 10 phl univs and 7 UK) Institutions A two-year partnership between CHED and the British Council that aims to provide capacity and funding support for 10 Philippine HEIs to establish international connectivity and engagement through the joint development of TNE programs with HEIs in the United Kingdom.
- To ensure the sustainability of these niche programs, the Commission will offer scholarships to eligible faculty and staff of HEIs. The scholarship will cover the tuition and other school fees, and the living allowance of scholars for both their PH and UK study. As of 31 August, the Commission has approved a total of thirty-three (33) scholars to pursue their TNE graduate degrees in reputable PH and UK institutions. The Commission in partnership with participating HEIs are also working together to market the programs and the scholarship especially for programs that will start by January 2019.
- Co-implementors of ANTENA: University of the Philippines Ateneo de Manila University De La Salle University Benguet State University Mindanao State University – IIT Xavier University-Ateneo de Cagayan Central Luzon State University University of San Carlos Polytechnic University of the Philippines Saint Louis University European partners: University of Alicante University of Montpellier European Foundation for Management Development - EFMD
- Partner HEIs: Polytechnic University of the Philippines - PUP (Manila) Centro Escolar University - CEU (Manila) University of Southeastern Philippines - USeP (Davao) West Visayas State University - WVSU (Iloilo) University of Saint La Salle - USLS (Bacolod City) Other partner organizations: Commission on Higher Education Philippine Association for Teachers and Educators Southeast Asian Ministers of Education Organization - Regional Center for Educational Innovation and Technology Teresian Association International, Inc. European partners: University of Groningen International Tuning Academy University of Deusto (Spain) University of Bologna – UniBo (Italy) Education for an Interdependent World (Belgium) Fundación Intered (Spain)
- The Philippine-California Advanced Research Institutes (PCARI) Project is a new approach to enhance the skills and expertise of faculty and staff of Philippine universities and colleges, through scholarships, training and research partnerships with top-notch research universities in California, USA, in the priority areas of information infrastructure development (IID) and health innovation and translational medicine (HITM). An Agreement between the Government of the United States of America and the Government of the Republic of the Philippines on Scientific and Technological Cooperation was signed on 08 June 2012. This Agreement aims to strengthen scientific, technological, and institutional capabilities, broaden and expand relations between the scientific and technological communities, and promote scientific and technological cooperation in areas of mutual benefit, including information technology and the health sciences which are the two priority areas of the PCARI Project. The project is going to be implemented by two virtual institutes: The Institute for Information Infrastructure Development that will direct projects in information technology, energy, e-government and e-education; and The Institute for Health Innovation and Translational Medicine that will direct projects in health care through strategic technology, delivery and training, to improve diagnosis, treatment and health services delivery in the ten major causes of morbidity and mortality in the Philippines, such as asthma, diabetes, tuberculosis, dengue and diarrhea.
- Bearing in mind the need to expand our internationalization efforts beyond student mobility, the Commission has further supported selected higher education institutions (HEIs) in niche-building activities beginning at the level of co-hosting conferences. Building networks and leading them towards the establishment of a common curriculum in the region are target priorities. PNU spearheaded the establishment of the ASEAN Teacher Education Network, while the PASMETH spearheaded the Association of ASEAN Schools of Medical Technology. Both institutions are being assisted by the Commission in securing the ASEAN’s official endorsement for them to be recognized as entities associated with the regional organization.
- Fostering World Class Philippine Universities Background fostering world-class PHL universities is a CHED initiated project that aims to ramp up the internationalization initiatives of public universities. It seeks to further drive positively and incentivize the good practices, thrusts, and programs on internationalization that the delivers on fulfilling sustainable goals not just on education but the 17 other goals stated in sdg 2030. “To further boost the quality and competitiveness of our public and private institutions, the Commission will soon launch a project through its International Affairs Service that will assist Philippine universities to showcase their excellence to the world, promote their internationalization initiatives and increase global reputation through international benchmarking assessment of institutions using internationalization metrics,” De Vera revealed rankings definitely play a significant role in increasing institutional position and credibility among partners which are commonly used for benchmarking purposes. Certainly, possessing a highly-ranked partner in education can manifest and add up to the reputation and “value” of an institution. Most well-known university league tables that set the international standards on education include the Times Higher Education, QS Intelligence Unit, Academic Ranking of World Universities (ARWU) and the AUN. At present, the Philippines has yet to showcase a significant number of universities that can take the spotlight in the international stage. The most common Philippine Universities that join the international rankings include the University of the Philippines, Ateneo de Manila University, De La Salle University and the University of Santo Tomas. Started the selection thru the suc levels, with linkages, presence of mechanisms like iro we submitted about 30 universities and inquired from qs initial data presence of these universities to come up with the 15 universities.
- An identity of izn that is Asian – inspired as it is driven In light of this, government officials in Asia, taking note of the phenomenon of the intra-regional mobility trend, are seeking to regulate it (Kuroda and Passarelli 2009). The number of regional frameworks has increased in the last decade with a new emphasis being placed upon collaboration with other Asian countries in national higher education policies. In addition, regional multi-layered frameworks for quality assurance, credit transfer and recognition of qualifications to promote student mobility in Asia are growing in number. These points will be further elaborated upon in later sections of this paper. This movement towards regional cooperation in higher education through international student mobility is also marked by a reorientation towards its social benefits. In some ways, what we are observing in the promotion of intra-regional student mobility in national policies, which will be discussed in detail later, signifies the progression of the rationale for student mobility from the potential of advancing self-interests through the power paradigm of soft power for global competitiveness (Nye 2004; Knight 2015) to its other potential of contributing to Sustainable Development Goal 4.7 through fostering mutual understanding for peace and social cohesion. With this understanding, governments in Asia are now recognizing and placing importance on the potential of education as a method to “promote inter-faith and inter-cultural dialogue to enhance mutual understanding among different cultures and religions” (ASEAN Plus Three 2007, Section D 5.2). Since the turn of the 21st century, the de facto regionalization of international student mobility and recent attention from governments have led to Asia being both a source and hub for international students. The hallmark of international student mobility is how students play a cardinal role in connecting countries through their higher education journeys. Asia is not only a dynamic context with its current realities connected to its history, but it is also a region with vast socio-cultural diversity. The trend of intra-regional student mobility in Asia has the potential to enhance connectivity amongst its countries through people-topeople and people-to-culture connections for economic and social outcomes. Asian nations and higher education institutions are harnessing the potential of the perceived high impact practice of student mobility to cultivate interculturally competent, internationally minded individuals with both cognitive and noncognitive skills, and hope of not only succeeding in a globally and regionally competitive economy but also increasing regional and global cooperation and harmony. ; INTERNATIONALIZATION OF HIGHER EDUCATION AND STUDENT MOBILITY IN JAPAN AND ASIA; kuroda for JICA
- President Rodrigo Roa Duterte on Wednesday, June 13, vowed to further empower the youth by making quality education affordable and accessible to everyone, especially the poor. President Duterte made this commitment as he witnessed the ceremonial signing of the Memorandum of Agreement (MOA) between the Commission on Higher Education (CHED) and the 112 State Universities and Colleges (SUCs) and 78 Local Universities (LUCs) to launch the implementation of Republic Act (RA) 10931 or the “Universal Access to Quality Tertiary Education Act.” Duterte noted that the signing of the MOA “is a crucial step in helping young Filipinos fulfill their dreams of becoming productive members of our country’s workforce through academic degrees and technical or vocational training.” Source: PCOO. President Duterte commits to provide quality and affordable education to all. (https://pcoo.gov.ph/news_releases/president-duterte-commits-to-provide-quality-and-affordable-education-to-all/)