ASEAN INTEGRATION 2015:

CHALLENGES AND OPPORTUNITIES

FOR EDUCATORS
The birth of ASEAN was motivated by the passion to drive economic, social
and cultural progress on the foundation of solid regional peace. As the ASEAN
2015 fast approaches, economic integration is fashioned by a new concept of co-
opetition, blending regional cooperation and competition among member states;
and in the 1996 Philippine hosting of Asia Pacific Economic Cooperation,
education is one of the areas emphasized in eco-tech cooperation to pursue the
ASEAN dream of a prosperous community where equitable growth is an avowed
goal.
Reaching regional harmonization in education is not very distant given the
current significant developments. Traditionally, the domain of knowledge and
education are within the four corners of the classroom. But in this stage of time, the
increasing international student mobility, deepening research cooperation and
networks are blurring territorial boundaries in learning and scholarship. These
trends present opportunities and tools that accelerate regional harmonization in
Southeast Asia.
However, on a broader picture of diversity, some challenges must be
addressed in order to fully realize the benefits of an integrated region. Some of
these include standardization of ‘quality’, institutional diversity, quality assurance
systems, research funding, disparities in national migration policies and war for
skills. A more careful scrutiny would reveal significant lapses of the Philippines in
human resource as reflected in poor competitive rankings and scores in recent
global surveys.
To be able to address these problems, the following are recommended:
 A curriculum reform that migrates to collaborative learning between
management and S&T
 An emphasis on Science and Math education that leads to evidence-based
discourses
 A graduate education that is not ‘credentialing system’
 Quality-assured masteral and doctoral programs that are benchmarked with
the leading research-oriented institutions first in ASEAN then to global
comparators
 Eco-tech cooperation in ASEAN focusing on promoting intra-regional
collaboration (e.g. ASEAN-Network for Drugs, Vaccines, Diagnostics and
Traditional Medicine Innovation)
 Scaling up of faculty and student exchange, teaching (distance learning) and
university-academe linkages

Developing knowledge institutions and calibrating them against the backdrop of

the regionalism and integration would not only push for a more competitive human
resource but a more innovative and technologically advanced ASEAN society.
 ASEAN Vision 2015
ASEAN Economic Community

The ASEAN Economic Community (AEC) shall be the goal of regional

economic integration by 2015. AEC envisages the following key characteristics:
(a) a single market and production base,
(b) a highly competitive economic region,
(c) a region of equitable economic development, and (d) a region fully
integrated into the global economy.

The AEC areas of cooperation include:

a. human resources development and capacity building;
b. recognition of professional qualifications;
c. closer consultation on macroeconomic and financial policies;
d. trade financing measures; enhanced infrastructure and communications
connectivity;
e. development of electronic transactions through e-ASEAN;
f. integrating industries across the region to promote regional sourcing;
g. enhancing private sector involvement for the building of the AEC.
In short, the AEC will transform ASEAN into a region with free movement of
goods, services, investment, skilled labour, and freer flow of capital.
SPECIAL LECTURE CHALLENGES IN
EDUCATION TOWARDS THE REALIZATION OF
ASEAN COMMUNITY 2015
I. The ASEAN Community 2015

The Association of Southeast Asian Nations (ASEAN) was established on

August 8, 1967 in Bangkok by the five original member countries, namely
Indonesia, Malaysia, the Philippines, Singapore and Thailand. Brunei Darussalam
joined on January 8, 1984, Vietnam on July 28, 1995, Laos and Myanmar on July
23, 1997, and Cambodia on April 30, 1999, resulting in a ten-nation cooperation
framework. The ASEAN region has a population of more than 600 million people,
has a combined gross domestic product (GDP) of US$1.8 trillion with total trade
valued at $2 trillion among the countries. During the 9th ASEAN Summit in 2003,
leaders of member countries resolved to establish the ASEAN Community. It aims
to develop a place where all the ten countries come together to build a better place
to live for everyone. In 2007, at the 12th ASEAN Summit, the Heads of States
affirmed their strong commitment to establish the ASEAN Community by 2015.

It has three pillars: ASEAN PoliticalSecurity Community, ASEAN

Economic Community, and ASEAN Socio-Cultural Community forming the
roadmap or ASEAN Community 2015.
 In 2009, the 10-member ASEAN signed the Roadmap for an ASEAN
Community to 2015, leaving the member-countries with only six-year preparation
period from 2009—2015 to achieve the goal “One Vision, One Identity, One
Community” to enable it to become a single market and production base, a highly
competitive economic region, a region of equitable economic development, and a
region fully integrated into the global economy, which will allow it to compete as a
block with the rest of the world. Three years on, ASEAN has the potential to be an
economic force in 2015 as financial, trade and investment rules become integrated
and seamless. It is beefing up various frameworks for cooperation and
development within the region and with its trading partners, in preparation for
regional economic integration by 2015.

II. Challenges for ASEAN Community 2015

At the moment of the establishment of ASEAN, the aim was to bring about
cooperation in the economic, social, cultural, technical, educational and other
fields, coupled with the promotion of regional peace and stability through respect
for justice and the rule of law, and adherence to the principles of the United
Nations Charter. The ASEAN region is one of the most interesting growth markets
in the world. ASEAN as a single trade entity also has the potential to strongly
influence world affairs through its trade strength. Thus, the agreement to form the
ASEAN Free Trade Agreement (AFTA), and later the ASEAN Economic
Community (AEC), with the objective of streamlining banking, finance, transport
infrastructure, customer’s regulations, human capital mobility, and economic
policy embodying AFTA by 2015 may potentially enable the region to exercise
this influence. Its objective is to increase ASEAN’s competitiveness through trade
and investment liberalization, and closer economic cooperation.

However, this promise of great opportunity that could propel much of the
ASEAN region into great prosperity and influence may falter due to the current
unpreparedness of ASEAN members in most areas of integration. Most of the
ASEAN members are currently inwardly focused upon their own domestic
interests which may lead to the failure of achieving the implementation of the
AEC by 2015. ASEAN countries are rich in culture, diverse in language and
religion but have one common goal, to be united as one. Mostly, the language
barrier has always been a constant problem among the people of the member
countries. This is a great challenge to the ASEAN Community to further create
programs on how to address this issue. The increase of usage of English language
is one of the focal areas to be considered. Regardless all those differences, these
ten countries share a similar emphasis on human resource development as a key in
developing the whole nation to enter the knowledge-based economy and global
environment. It is realized that we are moving fast forward the situation in which
all nations operate in a global market environment. No country can grow in
isolation. We are facing unprecedented challenges, brought by the convergent
impacts of globalization, the increasing importance of knowledge as a principal
driver of growth and the ICT revolution. Education, as a fundamental human right,
is considered very important and strategic for developing their human resources.
The right to education imposes an obligation upon countries to ensure that all
children and citizens have opportunities to meet their basic learning needs.
Promoting Quality and Equity in Education is a common policy for countries in
Southeast Asia region regardless of their different levels of development.

III.Challenges in Education for ASEAN Community 2015

In terms of Higher Education, a broader strategic objective of ensuring the

integration of education priorities into ASEAN’s development, the Education
Objectives aim to advance and prioritize education and focus on: creating a
knowledge-based society; achieving universal access to primary education; 3
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. The status of integration of education in ASEAN are
being studied and promoted by SEAMEO RIHED and the ASEAN Universities
Network (AUN). The aim is to promote education networking in various levels of
educational institutions and continue university networking and enhance and
support student and staff exchanges and professional interactions including
creating research clusters among ASEAN institutions of higher learning. Further
actions are envisaged to strengthen collaboration with other regional and
international educational organizations to enhance the quality of education in the
region.

Education is viewed as a major engine of economic development; however,

governments can no longer keep up with demand, and provide free education.
Increasingly students are being asked to seek study loans to contribute in furthering
their studies. Other common higher education challenges in Southeast Asia are:
lack of qualified faculty staff, declining academic community, limited experience
of quality assurance processes, lack of equitable access for all students, lack of
infrastructures, geographic spread and diversity of universities, facility of the usage
of English, and limited research expertise.

IV. Emerging Trends and State of Higher Education (HE) in ASEAN Countries
(SEAMEO RIHED) and OECD Indicators

A. Brunei Darussalam

Brunei has three Higher Education Institutions (HEI) offering certificate, diploma
and degrees. To develop students personally, academically and professionally, one
of the innovations in HE is the introduction of “Discovery Year” wherein students
move out of the classroom for a semester or an academic year to gain community –
based or international experience. In the case of Universiti Brunei Darussalam,
students may opt to enroll in a Study Abroad Programme, take an internship with
appropriate companies or agencies, plan and implement community outreach
programmes, or create a start – up and innovation enterprises.

Brunei also aims to realize its Vision 2035: “To build a first class education
system that provides opportunities for every citizen and residence”. This education
strategy will prepare the nation’s youth for employment taking into consideration
the requirements of the changing economy. Lastly, to ensure that HEIs prepare
students who will meet the human resource needs of the country, Brunei aims for
40% participation rate in higher education.
B. Cambodia

The system of higher education in Cambodia is only 30 years old due to

upheaval in the recent past. There are different types and titles of degrees and
diplomas delivered by institutions of Higher Education in Cambodia which
include Master’s degrees, Bachelor’s degrees, professional diplomas, postgraduate
diplomas and 4 diplomas. The extraordinary variety of degrees and academic
awards in Cambodia can be attributed to the various influences in the country in
the past 30 years. The French, Soviet and Vietnamese influences are clear.
Recently, higher education institutions in the region have also lent their influence
to the system. Cambodia would like to be at par with international standards and
this is an essential effort of the Higher Education Reform. The HE and TVET
HEIs are supervised by 12 different ministries/government institutions.

C. Indonesia

There are four different kinds of Higher Education Institutions in Indonesia

and are as follows – Academy, Polytechnics, School of Higher Learning (Sekolah
Tinggi), Institute and University. One of the innovations in HE in Indonesia is the
existence of an information system/database. Every academic program in an HEI
will submit online report each term to form a national database system that can be
used to monitor and evaluate study program performance. Some of the data
submitted are related to resources, management and program implementation.
Data from this system will be used not only for operational permit extension but
also as a basic requirement for any program/institution to apply for competitive
fundings and other incentives from the Department of Higher Education.
 However, one of the key challenges in Indonesian HEIs is that they are not
capable to support the number of students due to the small size of the institutions.
D. Lao PDR In the case of Lao PDR, a total of 160 Colleges and 5 Universities are
offering Higher Diploma Program, Bachelor’s degree, Master’s Degree and Ph.D.,
77 of which are private. Due to the government’s policy for expanding education
at all levels, there are many post-secondary education institutions that can award
Bachelor’s Degrees under the control of the Ministry of Education.

The major challenges faced in higher education in Laos are to produce and
provide good quality of human resources meeting the level of international
standard in support to the country’s socio-economic development goals, reducing
poverty and graduating from the least developed country status by 2020. Also to
realize the long term goals in turning the country to industrialization and
modernization, developed education is regarded as the means and tools. Currently,
higher educational institutions in Laos are described as to have a lack of clear
vision, appropriate policy and strategy, and master plan used for higher education
development as to meet that of regional and international higher education in
terms of quality, relevance and capacity in attractiveness and competitiveness.
Higher education is the key to economic development as it plays significant and
important roles in turning the country into industrialization and modernization.
Seeing this importance, higher educational institutions, in the future, are to be
strengthened and improved in the following areas:
(1) provision of fair equitable access to higher education,
(2) relevance, quality and efficiency,
(3) governance, financing and service.
D. Malaysia

Malaysian HEIs can be classified into two – public and private HEIs. Public
HEIs are composed of public universities, polytechnics, community colleges and
public colleges while Private HEIs are composed of private universities, private
colleges and foreign university branch campuses. As an innovation in higher
education, an agenda for HE in Malaysia is the repositioning of education for
democratization of education for the masses and simultaneously achieving
excellence through internationalization policies. Malaysia is proposing to use the
‘leveling-up’ approach to accomplish the goals of benefiting the socio-
economically disadvantaged group while at the same time achieving excellence in
human capital development. This transformational change of higher education has
been put forward through the National Higher Education Strategic Plan (NHESP),
which outlines a number of strategies that will be adopted to ‘reinvigorate’
Malaysian higher education in order to provide a solid foundation for the future.
There are seven strategic thrusts to focus on improving and empowerment of HE
which are: widening of access and increasing equity, improving the quality of
teaching and learning, enhancing research and innovation, strengthening of higher
education institutions, intensifying internationalization, enculturation of lifelong
learning, and reinforcing delivery systems of the Ministry.

E. Myanmar

The mission in HE in Myanmar is “to create an education system that can

generate a learning society capable of facing the challenges of the knowledge age”.
A highlight in HE is the introduction of new assessment techniques to test the
depth and breadth of knowledge, creativity, and analytical thinking of students.
 One of the key challenges in HE is to create a university environment with
strong research activities by expanding activities of research centers extending to
international collaborations.

F. Philippines

Philippines Higher education in the Philippines is characterized by

significant number of HEIs and large College population, with diverse program
offerings. The government put primacy on the efficient use of resources through
the collaboration of local, regional and international stakeholders. This is to attain
productivity, focused national direction, alignment of objectives, harmonization of
procedures, approaches and a coherent financing arrangement for higher education
sector. The Commission on Higher Education, Philippines commits its support in
facilitating and in taking its role, responsibilities and duties in facilitating the
requirements and necessary steps in improving the country’s higher education
sector, specifically, implementation of reforms that enable acquisition of
knowledge, development of skills, values and attitudes, which will enhance
productivity, globalization and competitiveness of graduates. Some of the
innovations in HE in the Philippines include embarking on rationalizing
the country’s existing quality assurance processes and procedures for higher
education sector both program and institution-based, increasing access to quality 6
higher education, improvement and expansion of government assistance to
students and teachers in private education, Alternative Learning System (ALS),
Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP);
and Ladderized Education Program (LEP).
G. Singapore

The government of Singapore has boldly promoted internationalization as a

matter of national policy, recruited prestigious foreign universities to establish
local campuses, with the goal of expanding access for the local student and
becoming a ‘hub’ for the region. Singapore has an ability-driven education system
that provides multiple pathways for students to develop their fullest potential. For
Higher Education landscape, public and private Higher Education Institutions in
Singapore offer degree programmes, diploma courses, certificate courses, and
other postsecondary qualifications across a wide range of disciplines. Some of the
innovations in HEI in Singapore are as follows: Increasing Cohort Participation
Rates through increased spending, Enhancing Continuing Education and Training
Landscape, Maintaining Affordability of Higher Education, CrossBorder Higher
Education, ASEAN Credit Transfer System, Student Exchanges, Building up
SEAMEO Research Clusters in the areas of Urban, Environment and Sustainability
Issues, Health and Medical Issues, and Social Sciences.

H. Thailand

The key trends in HE in the Kingdom of Thailand include high

competencies workforce which provide venues for students to ensure that they
will stay competitive in the international market place. Some of the examples are
Cooperative Education and Work Integrated Learning for New Generation
Workforce which foster links between higher education and the world of work.
The Kingdom also provides scholarships to aid manpower development and
capacity building. Another innovation is the formation of Regional Research
Leaders which aims to accelerate the development of university research activities
nationwide to enhance national competitiveness. Regional Hub in Higher
Education Provision is the latest development in Thai higher education which is
currently undergoing the second decade of the national education reform with the
goal to aspire toward good education quality. Ultimately, Thailand aims to
become the regional education hub in South-East Asia with the aim of increasing
foreign students in Thailand up to 100,000 from the current figure of 20,000. The
Royal Thai Government has given high priority to upgrade quality of Thai
universities to achieve international standards of excellence while upholding their
academic freedom and social responsibility. Strength of ICT infrastructure for
improving quality of higher education is also a priority including the use of the
InterUniversity Network, Thailand Cyber University, the e-library ThaiLIS and
the National Education Network (Ned-Net). 7

I. Vietnam

Vietnam underwent structure adjustments in the universities to improve the

quality of higher education. Some of these adjustments include improvement of
higher education programs and teaching and learning methods, development of
lecturing staff and higher education managers, increase in research and
implementation activities in order to improve training quality, reforms in financial
mechanism in order to diversify resources and improve investment efficiency,
improvement of higher education management to increase autonomy, social
accountability and competitiveness, and improvement in competitiveness of
higher education system in international integration process. V. Education
Initiatives towards ASEAN Community 2015 ARE we ready for an ASEAN
Community by the year 2015? ASEAN Community is to pilot free labor market
in 2015, thus higher education system among regions must be strengthened into
coming up with concrete strategies on how to be able to address this challenge.
The following actions are deemed necessary in achieving the desired goal in higher
education among ASEAN community:

1. Regional Accreditation (APACC)

Accreditation is very important in higher education. It is viewed as both a
process and a result. It is a process by which a university/college or technical and
vocational training institution evaluates its educational activities, and seeks an
independent judgment to confirm that it substantially achieves its objectives, and is
generally equal in quality to comparable institutions. As a result, it is a form of
certification, or grant of formal status by a recognized and authorized accrediting
agency to an educational institution as possessing certain standards of quality
which are over and above those prescribed as minimum requirements by the
government. One accrediting mechanism that harmonizes education and training
systems in the region is the Asia Pacific Accreditation and Certification
Commission (APACC). It aims to accredit and certify TVET institutions through a
common quality framework that would facilitate the mobility of workforce across
national borders in the region.
 2. Unified Education Framework
Intergovernmental Organizations establish ASEAN standards for HEI’s
including curriculum. Consequently, revising curriculum and delivery modes in all
programs are still on the process to meet labor market needs. Thus, a unified
curriculum in he ASEAN region is highly recommended to achieve the
desired goal of one community. The focus should be on learning outcomes. 8

3. Improve Quality of Education

Asian countries need to improve the quality of their education systems as
many graduates lack the skills needed in today's rapidly changing workplace. "The
shortage of skilled workforce in the Asia-Pacific Region, male and even more so
female, has been a major bottleneck in economic and social development," The
report called for greater emphasis on technical and vocational education and
training (China View 2008).

4. Scholarship for students/Faculty Exchange

More programs on scholarships grant on students from all the regions are
now being practiced in most ASEAN countries. The Scholarships aim to provide
opportunities to the young people of ASEAN to develop their potential and equip
them with skills that will enable them to confidently step into the enlarged
community. Another medium of attaining the quality of education is by educating
the teachers, school principals and other educational personnel and upgrade their
professional competency. Teachers should continuously update their
knowledgeable and be innovative, strongly motivated and dedicated.
Programs can be introduced that focus on talent management, leadership selection
and review of teachers’ workload. Various initiatives, from faster promotion
prospects to awards can be introduced, to acknowledge the role teachers play, and
raise the image and morale of the profession.

5. Regional Skills Competition

Encourage the participation of higher education institutions and TVET
institutions in skills competitions such as the ASEAN Skills Competition to
support workforce development and to achieve regional standards competency. It
will contribute towards the advancement of quality and skills of workers in all
ASEAN Member Countries.

6. Increase Usage of English Language

Language is a key towards the development of ASEAN community.
Workers should realize the importance of being able to communicate in English as
an important tool for the realization of ASEAN Community 2015 so that they will
not face a handicap to benefit from the fruits of the ASEAN community.

7. E-learning/Online learning/Distance Learning/Open Learning

To increase access at the higher education and TVET level, a number of
countries in the region are increasing the number of open universities. This open
learning system is not only for university and TVET levels, but also for teacher
training programs. 9
 8. Universal Education ( access, equity and quality )
Not all ASEAN countries are able to provide free education like Brunei
Darussalam, which is free for all citizens from the age of five to the university
level. Many developing countries in Asia have had tremendous success in
expanding access to primary and secondary schooling. However, this is now
fueling a spike in demand for post-secondary opportunities.

CONCLUSION

ASEAN Community is a noble ideal that is not impossible to attain, yet not
easy to achieve. Already we have such a shared vision and goal in the first place,
and we must come to act in unison from the vantage points of economy, social and
security to reach this goal that bind us together, and not drive us apart. The
political will have to be found from within ASEAN, and from a sense of purpose
of being a selfdependent and self-reliant region. The region has to be the home to
all of ASEAN’s citizens, the place where our identities are preserved and our
destinies are intimately bound. Correctly harnessed, there is enough wealth to be
shared for all to enjoy peacefully.
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