NEW EDUCATIONAL STRATEGIES

AND ASIAN COMPETITIVENESS

 ASIAN COMPETITIVENESS

Emerging Hot Regions

 The world senses a very strong Asia-Pacific pervasiveness

 in trade and investments, products and services,

culture and technology, philosophies and lifestyles.
 despite the fact of its teeming millions of people ,
undeniable poverty, malnutrition, and diseases
 Asians have shown toughness, creativity turning the 21st
century into Pacific Century
 ASIAN COMPETITIVENESS

Emerging Hot Regions

2. The emerging New-Industrializing Nations of :

a. Malaysia
b. Thailand
c. Philippines
d. Indonesia
e. Sri Lanka
f. Pakistan
 ASIAN COMPETITIVENESS
Emerging Hot Regions
 Development trusts in the 80’s are coming from these
configurations:
1. The high-tech industrialization and service – industries
of:
a. Japan
b. Singapore
c. Taiwan
d. Hong Kong
e. South Korea
 ASIAN COMPETITIVENESS

Emerging Hot Regions

3. The indigenous and adaptivizing ways of giant
underdeveloped societies like China and India

4. The slow, turbulent development of poor industry-

directed countries like Bangladesh, Burma and Vietnam

5. The agriculture-directed nations like Afghanistan,

Bhutan, Cambodia, Laos and Nepal.
 EMERGENT ISSUES AND NEW CHALLENGES
Under the era of globalization, emergent issues and new challenges which
would be dominant in developing countries in the region can be
summarized, but not limited, into:

(i) changing external conditions;

(ii) Re-examining the role of the state/government;

(iii) introducing market mechanisms and public-private partnerships;

(iv) decentralization and school-based management;

(v) ICT & education in the knowledge-based economy

(vi) promoting educational development across the border;

(vii) targeting quality education for all (EFA) including consideration for
vulnerable groups.
 EMERGENT ISSUES AND NEW CHALLENGES
1. Changing external conditions-

 Structural problems in the economies

 Increased under and unemployment

 Reduced income, and increased prices,

 Inadequacy of its domestic social protection policies

 Absolute poverty

 Difficult to finance increased education expenditures

 Labor market distortions

Recent economic changes have an immense impact on educational development

in Asia- education system needs to be flexible and sensitive to economic
changes in future, which by and large cannot be anticipated or predicted.
 EMERGENT ISSUES AND NEW CHALLENGES
2. Re-examining the Role of the State/Government

 made significant contribution to realize high economic performance and

human resource development

 Intervention in the expansion of primary education

 responsibility for the governance, planning, and management of education,

is changing (decentralization and privatization)

 adjustments are being made in assignment of responsibilities and

functions in areas such as planning, finance, curriculum, textbooks and
instructional materials, teachers, facilities, supervision, and evaluation

Private sector provisions of education would not relieve governments of a

significant, even essential, role in accreditation (quality control) and monitoring
(consumer protection). Thus, governments can do much more to facilitate and
monitor the provision of private education.
 EMERGENT ISSUES AND NEW CHALLENGES
3. Introducing Market Mechanism and Public-Private Partnerships

 have put their budgetary priorities on national development and

compulsory education-high enrolment ratio in primary education

 private sector plays a major role to absorb excess demand for higher
education

 Indonesia and the Philippines, about 1/3 of secondary school enrolment is

in private schools

 in the Philippines over 80% of postsecondary education is provided by

private sector institutions

Introduction of the market mechanism into the education system and the
complementary role of private sector in absorbing demand for post-primary
education have made it possible to realize budget allocation and development of
the education system as a whole.
 EMERGENT ISSUES AND NEW CHALLENGES
4. Decentralization and School Based Management
 education can be more effective, less costly by decentralizing
education management making lower levels of government and
communities responsible for educational planning, management,
and financing
 Decentralization of education administration and management is
strongly recommended by international aid agencies
Decentralized administration requires participation of local governments,
schools, and communities in educational policy making process, which is
expected to improve administration in terms of efficiency and cost-
effectiveness at the school level.
 EMERGENT ISSUES AND NEW CHALLENGES
5. Information and Communication Technology and Education in the
Knowledge-Based Economy

 ICT revolution has forever changed the way developing countries in Asia
must plan and manage their economies

 The rising demand for education and training in ICT demonstrates

recognition of its importance on the part of students and workers

The challenge is to support education sector strategies and investments that:

(i) strengthen the application of ICT in education and training;

(ii) train teachers on the use of ICT in their classrooms;

(iii) ensure that education and training support the requirements of developing
ICT in each country, and

(iv)are equitable, cost-effective, and sustainable

 EMERGENT ISSUES AND NEW CHALLENGES
6. Promoting Educational Development Across the Border

 Opportunities for regional or sub-regional cooperation offers larger

markets, economies of scale, and division of labor, to accelerate growth

 Cross-border education- portability of educational qualifications

 In the Greater Mekong sub-region (GMS), efforts are being made to

coordinate and standardize skills competencies in each of participating
countries

 In the “East ASEAN Growth Area (EAGA),” demand and supply of human
resources can be met across the borders among participating countries at
the similar level of economic development so that a broader market and
production base can be created
 EMERGENT ISSUES AND NEW CHALLENGES
7. Targeting “Quality Education for All”
 the Asian region has been relatively successful in achieving education
for all (EFA) objectives however, access to quality basic education is
still insufficient in many Asian countries
 there is substantial numbers of children in the region who lack
access to school or who drop out before completing school- tend to
be in remote rural areas or from poor urban families, and majority
of them are girls and women, and ethnic minorities.
The World Education Forum in April 2000 set a goal of eliminating
gender disparities in primary and secondary education and ensuring that
all children will have access to and complete, free and compulsory
primary education of good quality by reaching out to marginalized
groups such as the poor, girls and women, and ethnic minorities.
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements towards 21st Century?

5. Sri Lanka- vocational-technical education and re-training of

returning migrant workers (5th Plan)

6. India- 7th Plan concentrates on employment-generation

activities in its huge states

7. South Korea- 5th Plan seeks to sustain high global exports and
improve labor market opportunities for all manpower levels

8. China- 7th plan envisages more technical training to open up

new jobs for rural workers

9. Philippines- people-powered 5-Year Plan gears for more

grassroots jobs, less government regulations and more private
and foreign investments
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

http://www.adb.org/Documents/Produced-Under-TA/40329/40329-REG-DPTA.pdf

1. The Greater Mekong Subregion (GMS)—consisting of Cambodia, the People’s Republic

of China (PRC), the Lao People’s Democratic Republic (Lao PDR), Myanmar, Thailand,
and Viet Nam

a. Agreed to launch the Regional Economic Cooperation Program—to promote

economic and social development.

b. The 10-year GMS Strategic Framework 2002–2012 identifies HRD as one of the
five strategic areas of cooperation given its potential to enhance competitiveness,
increase the returns from physical connectivity, and build a sense of community on
common concerns and challenges.

c. The Working Group on Human Resource Development (WGHRD) was established

at the Fifth Ministerial Conference in 1995 to address issues in education and skills
development, labor and migration, health, and social development
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

...The Greater Mekong Subregion (GMS)

d. Goal of the HRD strategy. The HRD strategy will contribute towards the
10-year GMS Strategic Framework that seeks to develop the vision of a
GMS that fulfills its vast potential, frees its people from poverty, and
provides sustainable development opportunities for all, particularly
women and ethnic minorities.

e. The goal of the HRD strategy is to foster sustainable regional human

resource development, thereby contributing to increased subregional
competitiveness, connectivity, and community. This will promote and
sustain economic growth and social development in GMS countries and
enhance poverty reduction by delivering the benefits of regional
cooperation and integration more equitably.
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

The Greater Mekong Subregion (GMS)

f. The objectives of the HRD strategy are to :
(i) support HRD initiatives that directly facilitate the process of subregional
cooperation and integration (e.g., managing labor migration, and harmonizing
HRD national regulations and standards to facilitate the effective regional
utilization of GMS human resources, such as portability of educational skills and
training qualifications); and
(ii) address cross-border HRD issues directly linked to GMS integration (e.g., the
cross-border transmission of communicable diseases, and human trafficking).
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

http://www.mofa.go.jp/region/asia-paci/asean/year2003/summit/human.pdf

2. Japan -ASEAN Total Plan for Human Resource Development

http://www.ilo.org/public/english/dialogue/actemp/downloads/publications/t
anhrd1.pdf

3. FEATURES OF SINGAPORE'S HRD EXPERIENCE

 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

http://www.pmo.gov.my/dokumenattached/speech/files/RMK10_Speech.pdf

4. TENTH MALAYSIA PLAN 2011-2015- Improving Efforts for Human Capital

Development in the Public Sector

- We take cognisance that the delivery of efficient and effective

government services is closely linked to the quality of human resource. To ensure
the best talents remain in the civil service, the framework for human resource
management and career development will be improved. Opportunities for civil
servants to increase their knowledge and field of expertise will be expanded. In
this respect, a world-class civil service college will be established to raise the
competency of civil servants.

- excerpt from the Speech by the Prime Minister

in the Dewan Rakyat

 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

http://www.pmo.gov.my/dokumenattached/speech/files/RMK10_Speech.pdf

4. TENTH MALAYSIA PLAN 2011-2015- Improving Efforts for Human Capital

Development in the Public Sector

- Talent Corp or TC was set up as one of the government tools in the 10th
Malaysia Plan (2011 – 2015). The prime focus of the 10th Malaysia Plan (10MP) is
human resource or human capital development so as to ensure that the long‐term
goals of Malaysia’s Vision 2020 will be met. With the establishment of TC, the
government hopes to attract foreign professionals and professionally qualified
Malaysians working overseas to come back and work in Malaysia. At the same time,
the government also wants TC to find ways to retain Malaysian talented
professionals to remain in Malaysia.
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

http://www.pacsa.gov.la/accsm/resources/Brunei/ACCSM%2015th%20%20HRD%
20in%20Brunei%20Darussalam%20presentation%20-
%20CSI%20Perspective%20v3.pdf

5. BRUNEI DARUSSALAM

6. PHILIPPINES- Philippine Development Plan 2017-2022 :

The Philippine Development Plan 2017-2022 of the current

administration of Digong intends to a) Building a prosperous,
predominantly middle-class society where no one is poor;b)
Promoting a long and healthy life;c) Becoming smarter and more
innovative; andd) Building a high-trust society.
 HUMAN RESOURCE DEVELOPMENT MOVEMENTS
ACROSS ASIA
What are the HRD Movements at Present ?

6. PHILIPPINES- Philippine Development Plan 2017-2022 :

• The Philippines will be an upper middle-income country by 2022.

• Growth will be more inclusive as manifested by a lower poverty incidence in

rural areas – from 30 percent in 2015 to 20 percent in 2022.

• The Philippines will have a high level of human development by 2022.

• The unemployment rate will decline from 5.5 percent to 3-5 percent in2022.

• There will be greater trust in government and in society.

• Individuals and communities will be more resilient.

• Filipinos will have greater drive for innovation.

NEW EDUCATIONAL STRATEGIES IN
ASIAN COUNTRIES
Malaysia-
http://www.pmo.gov.my/dokumenattached/speech/files/RMK10_Speech.pdf
Thailand- http://www.greengrowth.org/capacity_building/National-
Seminar/2011/Thailand/Documents/PRESENTATIONS/1st/2.pdf
Indonesia-
http://aimp.apec.org/Documents/2011/SOM/WKSP/11_som_wksp_009.pdf
Towards New Receiver and Delivery Systems in the
Field of Education, training and Learning
Where are we now?

1. K+12 program

2. Mother tongue based

3. Understanding by design

4. Formal Education

5. Alternative Learning System

6. TESDA- Investing in the 21st Century Skilled Filipino Workforce

7. Distance Learning/Education

8. Home Schooling

9. Opening/ Upgrading of Universities that caters to development of

science and technology and other global demands

10. Others
 Towards New Receiver and Delivery Systems in the
Field of Education, training and Learning
Where do we want to go?
1. Continue the status quo.

2. Do a drastic, revolutionary turnabout and completely

overhaul the system
3. Do a selective, evolutionary change situated between the
status quo and radical renovations.
4. Align the educational system towards international
standards, beginning with ASEAN
 Towards New Receiver and Delivery Systems in the
Field of Education, training and Learning
How do we get there?

1. Switch from pedagogy (correct use of instructive strategies/instructional

design) to mathetics (science of learning). All innovations or
improvements or approaches are to be keyed or view from the
perspectives and capabilities and aspiration of students, trainees, educands
or beneficiaries.

2. More attention to andragogy, the science of teaching adults. –It will be a

learning society where communication and information wiil be most
pervasive in all sectors.

3. The more extensive use of self-learning methods and materials among

students and adults (auto-didactics). Techniques include, programmed
instruction, self-learning books and manuals, audio-video cassettes, home
study science kits,etc. It does away with the usual classroom-teacher
needs.
 Towards New Receiver and Delivery Systems in the
Field of Education, training and Learning

“ That the delivery system focus must now shift to the receiver
system, to those in need of and aspire for education, training
and learning rather than just those who teach and administer.”
- Ernesto Franco
THANK YOU!