National Higher Education Policies

towards ASEAN Community 2015

5th Director General, Secretary General, Commission of Higher Education Meeting

Nha Trang, Vietnam

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Contents Introduction to the ASEAN Community by 2015

Higher Education Thrusts in Each Southeast Asian Country

Future Higher Education Trends

Future Policy Discussion

Regional Engagement Strategies

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ASEAN Community 2015Section 1

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ASEAN Community Goals

The ASEAN Leaders adopted the Declaration of ASEAN Concord II (Bali Concord II) in Bali, Indonesia on 7 October 2003 to establish an ASEAN Community by 2020.

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ASEAN Community Goals

The ASEAN Community shall be established comprising three pillars, namely political and security community, economic community, and socio-cultural community that are closely intertwined and mutually reinforcing for the purpose of ensuring durable peace, stability, and shared prosperity in the region.

Political and

Security Communi

ty

Economic Communi

ty

Socio-cultural

Community

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The 13th ASEAN Summit

The ASCC Blueprint ensures that concrete actions are undertaken to promote the establishment of an ASEAN Socio-Cultural Community

ASEAN Socio-Cultural Community Blueprint

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ACCC Education Objectives• creating a knowledge based society;

• achieving universal access to primary education;

• promoting early child care and development; and

• enhancing awareness of ASEAN to youths through education and activities to build an ASEAN identity based on friendship and cooperation.

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Actions in close collaboration with the Southeast Asia

Ministers of Education Organization (SEAMEO) and the ASEAN University Network (AUN);

Promote and continue education networking in various levels of educational institutions

enhance and support student and staff exchanges and professional interactions

create research clusters among ASEAN institutions of higher learning,

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Actions Strengthen collaboration with other regional and

international educational organisations to enhance the quality of education in the region;

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DiscussionASEAN 2015ASEAN 2015

National Higher

Education Policies

National Higher

Education Policies

Regional Engagem

ent strategies

Regional Engagem

ent strategies

Higher Education Thrusts

Higher Education Thrusts

Research Areas

Research Areas

Policy Discussio

ns

Policy Discussio

ns

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Higher education thrusts in each countrySection 2

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Brunei DarussalamEmerging Trends in HE

3 HEI’s offering certificate, diploma and degrees

Introduction of ‘Discovery Year’

Vision 2035 “ to build a first class education system that provides opportunities for every citizen and residence…”

Aiming for 40% participation rate

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HE in Cambodia Higher Education only 30 years old

Variety of degrees and academic awards

HE and TVET HEIs are supervised by 12 different ministries or government institutions

Privatisation and quality identified as key issues

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HE in Indonesia 4 types of Higher Education Institutions

Academic and Vocational tracks

Diploma, Graduate Diploma, Masters, Doctorate, Islamic specialist

Information system and database

Scale and size of the institutions and disparity of capacity

M-I-T Mobility Project

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HE in Lao PDREmerging Trends

160 colleges and 5 universities offering higher diplomas, bachelors, masters and PhDs - of which 77 HEI’s are private

Highlights include recent increase of general education to 12 years

Key Thrusts: Producing good quality human resources

Contributing to the nation’s development

Developing appropriate higher education policies

Providing fair access to education

Relevance, quality and efficiency

Governance and financing.

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HE in MalaysiaEmerging Trends

Mixture of public and private universities, colleges, foreign universities, polytechnics, and community colleges

Aiming for World Class Status by 2020

7 Strategic Thrusts:

- widening access and equity

- improving quality of teaching and learning

-Enhancing research and innovation

- Strengthening higher education institutions

- Intensifying internationalisation

- Enculturation of lifelong learning

- Reinforcing delivery systems of the Ministry

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HE in Myanmar Mission “ To create an education system that can

generate a learning society capable of facing the challenges of the Knowledge Age.”

Introducing new assessment techniques

Current challenge is developing research and developing quality assurance

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HE in the Philippines& Emerging Trends

Significant Number of Higher Education Institutions

Large College Population

Diversity in Program Offerings

Key Challenge - Supply of Qualified Faculty

Emerging Trends: Ensuring adequate Governance and Management

Rationalization of Quality Assurance Mechanisms in Higher Education

Improving Quality Assurance and Standards

Increasing Access to Higher Education

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HE in Singapore & Emerging Trends

Internationalisation as a matter of bold national policy

Ability-driven education system

Degree programme, diploma & certificate courses

Highlights include aim 30% subsidised places by 2015 and Quality Assurance Framework

Key Trends: Increasing cohort participation rates

Enhancing continuing education and training landscapes

Maintaining affordability of higher education

Cross-border higher education

ASEAN Credit Transfer system

Building up research clusters

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HE in Thailand & Emerging Trends

Public and private universities and colleges of higher education offering certificate to doctorates

Several research universities

Key Trends

High Competencies Workforce

Regional Research Leaders

Regional Hub in Higher Education Provision

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HE in Vietnam & Emerging Trends

Junior colleges, universities, institutions and research institutes offering Vocational, Bachelor, Master and Doctorate courses

Current challenges include lack of academic staff and forging links to industry

Key Trends: Structural adjustment

New programs and teaching/learning methods

Workforce development - lecturing staff and managers

Increase in research activities

New financial mechanisms

Increasing autonomy, social accountability and competitiveness

Increasing international integration and competitiveness

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Common Higher Education Challenges in Southeast Asia

Lack of qualified faculty staff

Limited experience of quality assurance processes

Ensuring equitable access for all students

Geographic spread and diversity of universities

Limited research expertise

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Future TrendsGlobal Education Thrusts

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Massification: cope with meeting demand, need for infrastructure,

larger teaching corps.

Implications of diversity. Accessing subgroups not being included or appropriately served.

Increasing competition for scarce resources, ranking, decline in academic community.

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Globalisation Policies and projects to

respond to globalisation including mobility projects, branch campuses overseas and inter-institutional partnerships

English as the dominant language

Benchmarks and standards required to properly evaluate unfamiliar foreign qualifications

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Mobility More than 2.5 million students

studying out of their home country, estimated at 7 million by 2020.

Mostly South-North phenomenon.

Challenge of making mobility available to all, to ensure equity.

Call to expand programmes to include vocational placements and lecturer programmes.

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Teaching, Learning & Curriculum

Developing nations require specialists trained for science and technology and strong leaders with generalist knowledge who are creative and adaptable.

Teaching and learning has a direct impact on completion rates.

New professional related fields and diverse student populations require academic support and innovative pedagogy.

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Quality Quality assurance, accountability and qualification

frameworks

The need for internationally recognised standards among and between nations has become urgent.

Explosive growth of providers raises questions in regards to quality.

Mobility has made comparability of qualifications a key area to be identified.

Need to integrate national, regional and international efforts.

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Financing Financing and public-good versus

private-good debate

Education viewed as a major engine of economic development, so seen as a public good.

Governments can no longer keep up with demand, and provide free education.

Increasingly seen as a private good, as individual students benefit, so they are being asked to contribute.

Growing emphasis on cost recovery.

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The Private Revolution

The Private Revolution

30% of global higher education enrolment globally is in private institutions.

A further trend is the privatisation of public universities. HEIs are being asked to earn more of their operating expenditure.

Can contribute to commercialisation and conflict with traditional university roles.

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Academic Profession

Demand for academics has caused average base qualifications of academics to lower.

Up to half the world’s academic teaching population only have a bachelor degree.

Increase in part-time professors.

Globalised academic labour market and brain migration to countries who pay more.

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Research Research universities are expensive to build and

costly to maintain at world-class standards.

Extremely important to national development agendas.

Separation of research only, teaching only, or both universities.

Intellectual property, can result in a tension between knowledge for public good and knowledge for commercialisation.

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Information and Communication Technology

The role of the internet in communicating knowledge.

Social networking and the potential for collaboration over time and space.

Increasing division between those with access and those without.

Distance learning being transformed by ICT.

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Demographics to 2030 *

student participation will continue to expand

women will substantially expand their participation

The mix of the student population will be more diverse (including greater numbers, international students, mature-age students, part-time students)

The social base of higher education will continue to broaden

* Sourced from the Organisation for Economic Cooperation and Development 2008

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Demographics to 2030 *

Questions of access for disadvantaged groups will be central to government debates about education

The academic profession will become more internationally oriented and mobile

The roles of academics will be more specialised

The need for ever-expanding numbers of university teachers will mean that overall qualifications may remain low and part-time lecturers will be used.

* Sourced from the Organisation for Economic Cooperation and Development 2008

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Financial Implications 2030 *

Research universities will see significant constraints on their budgets

Student loan programmes will decrease worldwide

The system will face pressures to establish or increase fees to students

Cost-cutting practices may impact on quality at universities.

* Sourced from the Organisation for Economic Cooperation and Development 2008

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Future policy discussionSection 3

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Discussion Helping Nations to

meet the challenges facing their higher education systems:

1. Key areas requiring further research

2. Regional actions to be undertaken

Un

iversit

y

Actio

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Un

iversit

y

Actio

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National

Actions

National

Actions

Regional

Actions

Regional

Actions

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Sustainable Development & Social Responsibility

University Social Responsibility

Poverty Alleviation

Socio-economic development

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Cross-Border Higher Education

Requires cooperation between countries and agreements between universities

Use ASEAN dimensions as platform to develop cross-border education initiatives

Regional Credit Transfer System (SEA-CTS)

Regulation / recognition framework should be developed

Organizing summer workshops for academic exchange on academic topics.

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National Development

Relevance of higher education training for the labour market is a key issue

Research required into the role of HEIs in human resource development for national development

How HEIs can help with a nations industrialisation.

High need for science and technology expertise.

How HEIs can help with poverty alleviation

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Ensuring Quality Lack of required infrastructure and

facilities

Lack of regulation of teachers qualifications

Capacity building required in quality assurance mechanisms

National frameworks on qualifications and accreditation systems required

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Research and Innovation

Collaboration between competent research teams from multiple universities

National and international networking

Country Citation Indexes

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Regional engagement strategies on higher education

Section 4

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Key Capacity Building Needs

Quality Assurance training

Workforce development

Revising curriculum and delivery modes in programmes to meet labour market needs

Use of UMAP and other Credit Transfer systems

Mutual Recognition

Citation Indexes

Good governance and management of higher education

Policy formulation

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Intergovernmental Organisations

ASEAN Quality Assurance Network (AQAN) should be strengthened, and linked to international quality networks

Develop frameworks including quality assurance

Provide networking opportunities

Provide capacity building opportunities for all countries through seminars and study tours

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Intergovernmental Org’s Establish ASEAN standards for HEI’s including curriculum,

equipment and facilities

Revise curriculum and delivery modes in all programmes to meet labour market needs

Promote academic exchange and student mobility

Develop regional quality control and assurance system

Introduce a mechanism for good governance and management of higher education

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Areas Requiring Further Research:

1. Sustainable Development and Social Responsibility

2. Cross-border education

3. Higher Education and National Development

4. Ensuring Quality

5. Research and Innovation

6. Good Governance

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Thank you for your participation and attention

Together we can reach ASEAN Community 2015