Chapter 11

Values Education in the ASEAN

Prepared By: ARNEL AVILA ABEJEL ENSUYA

Introduction
This chapter gives a rather brief account of the theories and practices in values and moral education in the ASEAN. This is done for the purpose of getting some useful lesson from their own success stories, some points of commonalities among them and then move on to a discussion of their peculiar approaches, theories and practices in values and moral education.

In a conference of SEAMEO (South east Asian Ministers of Education Organization) counties on Values Education, the following major issues were raised (INNOTECH Journal, XII (2). 1988: 47-54):

1. Personal materialism is rapidly replacing spiritual and community values; 2. Such materialism is largely a product of outdated traditional values and the undesirable importation of western ideas. 3. Many western ideas are imported together with technology and industrialization; e.g., the internet 4. Ideas are imposed on ASEAN Nations by western commercial and cultural sponsors, and the media.

In a conference of SEAMEO (South east Asian Ministers of Education Organization) counties on Values Education, the following major issues were raised (INNOTECH Journal, XII (2). 1988: 47-54):

5. Materialistic values prevent the implementation of desirable social reforms and responsible social attitudes; 6. The materialistic values prevent the acquisition of knowledge and practice of religion; 7. Modern values have not curbed population pressures; 8. Nation loyalty is not given much importance; young people are increasingly alienated; and they demonstrate aggressive, irresponsible and ill-disciplined behavior. 9. Families and churches are not effective in the task of transmitting appropriate values; 10. Results from values education taught in school are disappointing. Approved values are taught in schools, but other negative values tend to dominate society.

In Singapore
The main policy of objective for the Singapore educational system is to bring out the best in every pupil, developing sound moral values, good citizenship, and the skills necessary to meet the demands of a rapidly changing world. The national curriculum strives to achieve these goals. The pre-school education is considered as separate from the national private organization

The primary values of schools in Singapore as well as the Singaporean government that have a strong affinity to education consists of six major components, namely:
Neo-Darwinism The Singapore governments version of Darwinism emphasizes high-standard achievement orientation, far-sighted planning, conviction, competitive excellence, hardheadedness, and adaptation. Pragmatism for Singapore government and the Singaporean universities, the term refers to plausibility, reality testing and progressive adjustment. Golden-Means-seeking Rationalism The Singapore government believes that policies reflecting such rationalism can be developed on the basis of critical learning through indirect learning by observation and direct learning by practice.

The primary values of schools in Singapore as well as the Singaporean government that have a strong affinity to education consists of six major components, namely:

Communitarianism and Conservative Liberalism Given the specific circumstances of Singapore an its universities and on the basis of the Golden Means-oriented learning, the government concludes that one of the best ways to ensure Singapore's surv