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CROSS-BORDER EDUCATION IN ASEAN COUNTRIES
Dr. Libing WangAPEID Coordinator & Senior Programme Specialist in Higher EducationUNESCO Bangkok
7th CRISU-CUPT Conference Challenges of ASEAN Higher Education in Globalized
World
Contents
I. Trends of Regional Integration II. Education Harmonization in
ASEAN Countries III. Cross-border Higher Education IV. UNESCO’s Work V. Concluding Remarks
1.1 Regional Integration for Peace and Development
Regional integration (RI) is the high level of international cooperation, covering all aspects of social life, including education
Lessons from the two World Wars suggest that war comes from clear separation and narrow conception of nation state and exclusive pursuit of the so-called national interests
RI is an important way to achieve peace and development in a region
1.2 Story of European Integration
The integration process in Europe started with the establishment of three supranational institutions
- European Coal and Steel Community (1951-2002) - European Economic Community (1958-) - European Atomic Energy Community (1958-)
Make war not only unthinkable but materially impossible - Robert Shuman, ECSC advocator and then French Foreign Minister
RI is a multi-facet process with harmonization in different social and economic aspects supplementing each other to achieve the overall goal of peace and development
Integration and harmonization should be based on consensus among member states, and should not be at the expenses of national traditions and identities
European Integration (Cont’d)
Unity within diversity
1.3 Emerging ASEAN Integration
Aims of ASEAN - Accelerating economic
growth, social progress, cultural development among its members
- Protecting regional peace and stability
- Providing opportunities for member countries to discuss differences peacefully
Source:
Emerging ASEAN Integration (Con’td)
Bali Summit (1976), economic corporation The Common Effective Preferential Tariff
(CEPT, 1992), ASEAN Free Trade Area Southeast Asia Nuclear-Weapon-Free-Zone
Treaty (1995) Agreements and partnerships in
environment, democracy, investment, and trade in services
ASEAN Charter (2008) with the aim of moving closer to “an EU-style Community”
ASEAN Community by 2015. Three pillars including AEC, APSC, and ASCCSource:
4. Implications for HE
More active roles of education/HE as grounds of economic integrations
Education as a determinant of human development
HE as one of possible ways to facilitate mutual understanding and/or to nurture next generations with regional identity, etc.
2-1 Efforts towards Int’l Cooperation in ASEAN and beyond
Discussion at ASEAN Education Ministers Meetings • At the1st Meeting in 2006 building of ASEAN social and
cultural community awareness and education quality for national development were discussed
• At the 2nd Meeting in 2007 discussed the fostering of ASEAN citizens, the importance of cultivating ASEAN identity and education, the continuation of the ASEAN Student Exchange Programme, the formation of high school networks on science and math, educational cooperation with participating nations of the East Asian Summit, cooperation with SEAMEO, fortifications of the AUN and the promotion of “ASEANness” among students
Source: Miki Sugimura (2012), Possibility of East Asian integration through the regional networks and universities’ cooperation in higher education
ASEAN adopted the Vision 2020 in 1998 to present ideal state of regional cooperation in various area of politics, economy, culture, etc.
ASEAN ED Ministers Meeting and Other Regional Networks
ASEAN Education Ministers Meeting (Cont’d) • At 3rd meeting in 2008 agreement was reached on
progressing regional networks in HE, further strengthening the relationships between ASEAN and SEAMEO Multi-layered nature of regional
networks • e.g. ASEAN, SEAMEO RIHED, AUN (ASEAN
University Network) and AUN SEED-Net, etc. • Mutually intimate and overlapping networks
supporting regional cooperation
Source: Miki Sugimura (2012)
Regional education harmonization tools
Student Exchange Programs
Credit Transfer System
Quality AssuranceGuidelines
M-I-T Program (AIMS) and other exchange programs
ASEAN Credit Transfer System (ACTS), UCTS, etc.
AUN-AQ Guideline, UNESCO-APQN Toolkit: Regulating the Quality of Cross-border Education, etc.
Activities of Regional Networks in the Field of HE in ASEAN and Beyond
ASEAN Framework Agreement on Trade in Services (AFAS)
AFAS adopted in Bangkok in 1995, resulting in commitments in service sectors liberalization after 6 rounds of negotiations
Limitation on Limitation on market access market access
Cross-border supply
Consumption abroad
Commercial presence
Presence of natural persons
Cambodia None None None Unbound, except as indicated in the horizontal section
Myanmar None None As indicated in the horizontal commitments
Brunei None None Only through a joint venture with foreign equity not exceeding 49%
Unbound, except as indicated in the horizontal section
Indonesia None None As indicated in the horizontal commitments
Unbound, except as indicated in the horizontal section
Lao PDR None None As indicated in the horizontal commitments
Unbound, except as indicated in the horizontal section
Thailand None None At least half of its director(s), and if applicable its managing director, must be the person of Thai nationality
Unbound
Number of Tertiary Students studying abroad in 1999 and 2007
94 97
168 194218 247
318
406
808
250
64 56100
135 121 101
199
421 444
185
0
100
200
300
400
500
600
700
800
900
North America
Central Asia Latin America and
the Caribbean
Arab States Sub-Saharan Africa
South and West Asia
Central and Eastern Europe
Western Europe
East Asia and the Pacific
unknown
Nu
mb
er
of
ou
tbo
un
d
mo
bile
stu
de
nts
(1
00
0)
2007 1999
Source: UNESCO-UIS (2009), Global Education Digest 2009
3.1 Internationalization of HE: Student Mobility in the World
17
Student Mobility in the Asia-Pacific
Major 15 sending countries account for 44% of the world’s mobile students Largest outflow: China(421K), India(153K) and Korea(105K)Source: UNESCO-UIS (2009), Global Education Digest 2009
18
Region of origin, 1977 and 2007 and distribution of the destination of mobile students by their region
19
Flowing out more than flowing in
19
Share of mobile studentsStudying within their region of origin Share of mobile studentsStudying outside their region of origin
Composition of study destination by students’ region of origin, 2007
Source: UNESCO-UIS (2009), Global Education Digest 2009
Increasing Mobile Students within the Region
20
Franchise e.g. “London External Degrees” in many countries, “Stanford
Executive MBA” in Singapore
Twinning e.g. “2+1 Programme” in many of the private colleges in
Malaysia and “2+2 Programme” in Korea
Double or joint degrees e.g. many MBA degrees in private universities in Malaysia
E-learning or distance learning e.g. “U21 Global” by Universitas 21
3.2 Programme Mobility in the AP
22
Branch campuses Provider in country A establishes a satellite campus in
country B to deliver courses and programs to mainly local students in country B / qualification awarded is from provider in country A
E.g. Monash University in Malaysia, RMIT University in Vietnam, Nottingham University in China
Independent institution Foreign provider A (a traditional university, a network or
commercial company) establishes in country B a stand-alone HEI to offer courses/ programmes and awards
E.g. Bright University in Cambodia
3.3 Provider/Institution Mobility in the AP
23
3.4. Challenges
Very diverse education systems in this regionHow to harmonize different systems not compromising
diversity? Lack of trust and/or information-sharing among
countries and institutions How to promote information-sharing and to build trust by
establishing QA systems and other recognition tools? Students tend to destine to English-speaking/western
countries. Not so many interested in further studying within this region though this trend is changing slowly
How to facilitate mobility within ASEAN countries?
UNESCO’s Work
Standards Setting UNESCO-OECD guideline on the provision of CBE Convention on the recognition of HE qualifications
Capacity Building Workshops to raise awareness of Regional Convention
etc.
Clearing house: Filling the knowledge gap ERI-net (Educational Research Institute Networking in
the AP) established by UNESCO BKK in 2009
International cooperation
26
Standards Setting in Cross-border HE
27
‘Students/learners protection’ from the risks of misinformation, low-quality provision and qualifications of limited validity Qualifications should be readable and transparent in order to increase their international validity and portability. Reliable and user-friendly information sources should facilitate this Recognition procedures should be transparent, coherent, fair and reliable and impose as little burden as possible to mobile professionals National quality assurance and accreditation agencies need to intensify their international cooperation in order to increase mutual understanding
Objectives
UNESCO-OECD Guidelines on Quality Provision of Cross-border Education (2005) Voluntary and non-binding document Guidelines for governments, HE institutions, student
bodies, quality assurance and accreditation bodies, and academic recognition bodies
Standards Setting (Cont’d) 28
http://www2.unescobkk.org/elib/publications/087/APQN_Toolkit.pdf
UNESCO-APQN Toolkit: Regulating the Quality of Cross-border Education (2006) UNESCO Bangkok cooperated with Asia-Pacific
Quality Network (APQN) to support the implementation of UNESCO/OECD guidelines
A reference tool to assist governments and policy makers in the development of regulatory frameworks for quality assurance in cross-border education
Partnerships and dialogue between sending and receiving countries emphasized
UNESCO Regional Conventions
UNESCO Regional Conventions on the Recognition of Academic Qualifications in Higher Education• 5 regional + 1 inter-regional: Asia-Pacific, Africa, Arab States,
Latin America, Europe and North America, Mediterranean
• The only legally binding instrument in the world
Revision of Asia-Pacific Regional Convention Current Regional Convention adopted in 1983 and
21 states ratified to date Revision to address challenges such as new
modes of HE and increasing cross-border education, with need for consideration of quality assurance, etc. (Working Group meetings since 2005)
29
31
Main changes includes: Competent recognition authorities; Basic principles related to assessment of qualifications; Partial studies; Recognition of qualifications held by refugees, displaced persons, and persons in similar situation; And implementation mechanisms etc.
The Revised Convention
Revised AP Convention adopted in the International Conference of States held in Tokyo, Japan in Nov 2011
Follow-ups to Revised AP Convention and Discussion on a Global Convention (GC)32
11th Asia-Pacific Regional Committee meeting in conjunction with expert seminar on National Information Center (Seoul, May 2012) To facilitate dialogue among Member States and to discuss
follow-up actions related to the revised AP Convention Decided to establish AP Working Group and to revitalize the
Asia-Pacific Academic Recognition Network (APARNET, http://www.aparnet.org)
1st Regional Expert Meeting on the Feasibility of a Global Convention (China, Oct 2012) Possibility of the GC raised at Conference in Tokyo in 2011 Regional experts to discuss the feasibilities of GC based on
the comments from the regions
Clearinghouse: Filling the knowledge Gap
Educational Research Institute Network in Asia-Pacific (ERI-Net) since 2009 Established & managed by UNESCO BKK to facilitate regional
collaboration in conducting analytical work pertinent to the region
17 institutions from 15 countries and economies participate Regional seminars to share research findings
The Impact of Economic Crisis on HE and the Use of ICT in HE (2010) International Student Mobility (2011) Public-private partnerships in HE & TVET and Youth Employment (2012)
33
For more information : http://www.unescobkk.org/education/epr/epr-partnerships/eri-net/
It may be time to think about harmonization of higher education systems in ASEAN countries as there are mounting increase of students and academic mobility in this region. The adoption of the A-P revised regional convention can serve as important platform for regional cooperation.
The convention mainly focuses on academic recognition for further studies and employment opportunities. Recognition of professional qualifications remains untouched and will be subject to separate efforts in which UNESCO can also have a role to play with the collaboration of member states and professional bodies.
Information-based comparison is the main principle for academic recognition. Policy-makers, practitioners, and researchers can work together to provide reliable, transparent, and comparable information for the purpose of academic recognition.
The nature of quality assurance mechanisms is very important for the promotion of mutual trusts between different countries. More efforts should be made to work out a common quality assurance framework in Asia and the Pacific, so that the convention can attract the participation of more member states in this region.
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