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
 ASIAN COMPETITIVENESS

Emerging Hot Regions

2. The emerging New-Industrializing Nations
of :
a. Malaysia
b. Thailand
c. Philippines
d. Indonesia
e. Sri Lanka
 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
 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
 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
 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.p
df

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
 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
 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.p
df

2. Japan -ASEAN Total Plan for Human Resource Development

http://www.ilo.org/public/english/dialogue/actemp/downloads/publication
s/tanhrd1.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
 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%20H
RD%20in%20Brunei%20Darussalam%20presentation%20-%20CSI%20Persp
ective%20v3.pdf

5. BRUNEI DARUSSALAM

6. PHILIPPINES- Philippine Development Plan 2011-16 :

The Philippine Development Plan 2011-2016 of the current

administration of President Benigno S. Aquino III intends to
pursue the rapid and sustainable economic growth and
development, improve the quality of life of the Filipino,
empower the poor and marginalized and enhance our social
cohesion as a nation.
 HUMAN RESOURCE DEVELOPMENT
MOVEMENTS ACROSS ASIA
What are the HRD Movements at Present ?

6. PHILIPPINES- Philippine Development Plan 2011-16 :

- focuses to achieve inclusive growth, and that it is people-oriented;

thus,

strengthening the country’s first-rate human resources in order to

contribute to a sustained high economic growth.

- further ensures that the benefits of economic growth are felt by all
sectors of society; particularly, the marginalized sectors or the so-
called poorest of the poor.

- job creation as top priority so that migration is a choice rather than a

necessity, based on competitiveness and inclusive growth
NEW EDUCATIONAL
STRATEGIES IN ASIAN
Malaysia-
COUNTRIES
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.p
df
 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
 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
 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!