Framework for ASEAN 2015:A Roadmap for Schools

John Addy S. Garcia, PhDDe La Salle University

ASEAN ECONOMIC COMMUNITY 2015

• ASEAN Economic Community

• 10 countries, single regional economic market by 2015

One Communit

y

• Working together rather than competing with each other

• Strong emerging market of 600M people

Regional Cooperatio

n• Free flow of goods,

services, investment capital and skilled labor

• Professional mobility

Free Trade

ASEAN 2015 Benefits (Runckel, 2012)

ASEAN ECOMIC

COMMUNITY 2015

Brunei

Cambodia

Indonesia

Laos

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

BENEFITS• regional cooperation• improve efficiency• more attractive than individual countries• emerging market• focusing on SMEs• tourism opportunity• internationalization of health care

Competitiveness Assessment and Roadmap Action Agenda

National Consultation Workshop on a Competitive Philippines in

ASEAN 2015 (DOST/NCRP)

POLICY FRAMEWORK FOR PHILIPPINE

COMPETITIVENESS

Professional Competitiveness (PRC)

Roadmap Action Agenda

ASEAN 2015 and Philippine Schools

Opportunities for growth

Challenges of

competitiveness

Roadmap to 2015

Inter-country agreements

Philippine policy

initiatives and reforms

Education Sector action

Competitiveness of Filipino Professionals (PRC initiative)

Competitiveness of graduates of Philippine Educational Institutions

Keypoints (condensed from Drake-Brockman, 2012)

Global Competitiveness of the Philippines Philippine Professionals and Global Market ASEAN Economic Community 2015 Assessing Competitiveness Assessing Competitiveness among Filipino

Professionals Competitiveness Issues Facing Selected

Professions: Engineering, Accountancy, Nursing Competitiveness Roadmap

Professional Competitiven

ess

Government

Private Sector

Professionals

Academe

Global Competitiveness of the Philippines

Key Directions (Drake-Brockman, 2012) Implications/Action

Promote export of services

Comply with bilateral, regional, and international commitments to facilitate inflow of foreign services and services providers (inbound/outbound)

Priority Mutual Recognition Arrangements (MRAs) - ASEAN

Awareness of key priorities of the profession and the government

Strengthen linkages with government regulatory bodies and professional organizations

Philippine Professionals and Global Market

Key Directions(Drake-Brockman, 2012) Implications/Action

PRC highlights the need for more data-driven and evidence-based assessment of the global competitiveness of Filipino professionals

Curricular reform responsive to global competitiveness assessment

ASEAN Economic Community 2015

Key Directions(Drake-Brockman, 2012) Implications/Action

10-country integrated economy by 2015 Trade (customs

modernization standard and conformity and services liberalization),

investments, agriculture, consumer protection, and ratification of

transportation agreements.

Looking at ASEAN as a market (e.g., international student enrollment, employment opportunities for graduates)

ASEAN Economic Community 2015

ASEAN FTA Implications

ASEAN+6 ASEAN-China ASEAN-Japan ASEAN-Korea ASEAN-Australia and

New Zealand ASEAN-India

Looking beyond OECD, Middle East, and US

Aligning with ASEAN+6 standards and market demands

Establishing linkages with ASEAN+6 Education and Industry Partners

Assessing Competitiveness of the Services Sector

Key Points(Drake-Brockman, 2012)

Services play a vital role in national growth, development, and job creation

Accounts for 50% of economic activity, and employment

Growth in services sector is positively correlated with developing countries’ transition to middle income status

Assessing Competitiveness Among Filipino ProfessionalsKey Directions(Drake-Brockman, 2012) Implications/Action

To know where the strengths

and weaknesses of the professions

Where and how international business opportunities might be maximized

How defensive their international posture needs to be and why

Parallel assessment of quality of graduates vis-a-vis (local, national, regional, international) competitors

Assessing Competitiveness Among Filipino ProfessionalsKey directions(Drake-Brockman, 2012) Implications

To know What needs to be

done to get the Philippine domestic house in order fast (including the tertiary education system)

Implement CHED, PRC guidelines

Conduct competitiveness assessment of graduates (tracer studies, exit interviews, industry FGDs)

Factors affecting Services competitiveness (Drake-Brockman, 2012)

1. Endowments, human capital (talent, education, skills, ideas, culture of customer focus)

2. Investment in intangible assets3. Enabling digital infrastructure4. Quality of institutions5. Efficiency of domestic regulation6. Connectedness with the International Market7. Services business stakeholder consultation8. Policy focus

Factors affecting Services competitiveness

Key Points (Drake-Brockman, 2012) Implications/action

Services are more skills-intensive than other sector

Creating environment for nurturing talent, skills and ideas are critical in attracting international work

Relies heavily on innovation

Developing global mindset among graduates

Curricular programs responsive to both local and international demands

Focusing on developing core competencies (talents, skills, ideas)

Emphasizing innovation

Factors affecting Services competitiveness (Drake-Brockman, 2012)

Local Competitiveness

International Competiveness

Whether supply of skills is sufficient, relative to demand

Getting the balance between ensuring high professional standards and meeting market demand

Whether new professional skill set is becoming necessary

Whether local professionals can attract foreign clients and what level of value-add services

Whether Philippine professional offer professional value for money, and in what categories of practice

Competitiveness in simple terms (Drake-Brockman, 2012)

Professional Competitiveness as a function of Numbers Quality Quality assurance Practice Continuing education

Competitiveness Assessment Criteria (Drake-Brockman, 2012)

Market conditions and trends Skill shortages can suggest graduates are in-demand,

hence competitive Core competency standards

Technical standards above or at par with regional best practice

Quality assurance Strong international confidence in domestic regulatory

systems Salary/fee expectations

Prices not higher than regional average Language skills and personal attributes

International clients are attracted by communication skills, flexibility, adaptability, and initiative

PRC Professional Services Competitiveness Assessment (Drake-Brockman, 2012)

Engineering (Civil, Geodetic, Mechanical, Electrical, Chemical, & Electronic)

Architecture

Accountancy

Medicine

Dentistry

Nursing

Competitiveness Assessment: Engineering

Competitiveness Issues: Engineering Competency

At par or higher than most ASEAN economies

Top markets: Singapore, Malaysia, Brunei

Less informed about: Indonesia and Thailand

Significantly under informed: Cambodia, Laos, Myanmar, Vietnam

CPE not mandatory

Quality Assurance Not yet outcomes-

based education compliant

Not yet a signatory to the Washington Accord

No Philippine engineers listed among the ASEAN Registered Engineers

Competitiveness Issues: Engineering Personal Attributes

Competitive in English-speaking markets

Has reputation for being highly flexible, fast learners, multi-taskers, able to fit-in in any team (including supervisory levels)

Can rise to meet work-place challenges

International Value for Money Salary and fee-level

expectations at the low end of the ASEAN-6 market

Competitive edge in high value ASEAN market (Singapore and Malaysia)

Competitiveness Issues: Engineering Domestic and

International Skills Shortages Local skills shortage,

in both rural and urban areas

Engineering faculty skills shortage

Varying degree of awareness of competitiveness among professionals

Engineering competitiveness suffers due to absence of:

Well-equipped university laboratories

Strong R&D environment and of any articulated policy on innovation

Limitations on foreign equity

Competitiveness Assessment: Accountancy

Competitiveness Issues: Accountancy Competency

High competency standards

Adopts international standards

High marketable profession; popular college course

Not threatened by foreign professionals

Entry into international job markets

PRB upgrading standards of accountancy teachers

External accreditation of accountancy schools

Competitiveness Issues: Accountancy Quality Assurance

not yet compliant IFAC obligations

initiatives to develop and improve local quality assurance systems in the profession

Adoption of international standards and code of ethics

Personal attributes Familiarity with US,

British, and Japanese system

Regional hub for talent development

Lack of skills to market the profession internationally

Competitiveness Issues: Accountancy Employment in BPO

sector, but at lower levels

Emerging employment in Knowledge-Process Outsourcing (KPO)

Value for Money Salary and fee level

expectation are competitive across ASEAN

Skills shortages Skills shortages in the

provinces Underemployment High staff turnover

affected by accreditation, workload, and seasonal availability of temporary staff

Competitiveness Assessment: Nursing

Competitiveness Issues: Nursing Skills shortages

High local unemployment and underemployment

Overseas employment due to Migration and not Trade

Limited preferred destinations

Limited overseas employment due to depressed global economic climate

Large ageing population in OECD countries provides high medium term work opportunities

Lack of local funding to hire more nurses in hospitals

Lack of nursing teachers Inclusion of employment

for nurses in trade agreements with ASEAN, Japan and Australia

Competitiveness Issues: Nursing Value for Money

Reluctant to go to lower wage destinations or alternative markets

Few work at an entrepreneurial level

Personal attributes Uninterested in

management positions in offshore markets

Monetary consideration had negative impact on the perception of the profession

Competitiveness Issues: Nursing Competency and

Quality Assurance Updated curriculum Credentialing

programme for career pathways

Amendment of law

Nursing board actively monitored quality of nursing education, closed 80+ substandard schools

Competitiveness Roadmap (Garelli, 2011) an attempt to describe

and assess the main issues that will affect the world competitiveness landscape over a specific time period

subjective assessment which aims to bring some coherence to the multitude of issues that are said to be having an impact – sooner or later – on the competitiveness landscape

Competitiveness Roadmaps PRC mandated all regulatory

boards to prepare and disseminate competitiveness roadmaps for all regulated professions

Current State

Action Agenda

Competitiveness Goals

Competitiveness Roadmaps for Schools Is it important and practical

for HEIs to conduct and disseminate competitiveness roadmaps, similar to what PRC requires from regulated professions?

Current State

Action Agenda

Competitiveness Goals

Competitiveness Assessment and Roadmap Action Agenda

National Consultation Workshop on a Competitive Philippines in

ASEAN 2015 (DOST/NCRP)

POLICY FRAMEWORK FOR PHILIPPINE

COMPETITIVENESS

Professional Competitiveness (PRC, APO, CHED, HEIs)Roadmap Action Agenda

Roadmap action agenda (Drake-Brockman, 2012)

Education and Skills Issue

R&D Innovation, Knowledge-Infrastructure

Policy and Regulatory Focus

Promoting and Facilitating PHL capability globally and regionally

Action Agenda for the

Profession

Action Agenda to prepare

Professionals

Investment Climate & Trade Issues

Roadmap Action Agenda How to boost the

availability and expertise of the professional practitioners to ensure they are positioned to take advantage of regional and global business opportunities?

How can QA frameworks be established?

Which workforce issues should be addressed?

Education and Skills Issues

(Drake-Brockman, 2012)

Roadmap Action Agenda What could be done to

boost the ability of PHL professional services sector to increasingly improve productivity through innovation?

How could a higher level of collaboration be encouraged between the private sector, academia, and government agencies?

R&DInnovationKnowledge-

Infrastructure

(Drake-Brockman, 2012)

Roadmap Action Agenda Is a higher level of

support needed from the policy or other regulatory institutions to help improve the profession’s access to global or regional opportunities?

Policy &Regulatory

Focus

(Drake-Brockman, 2012)

Roadmap Action Agenda What might be done to

improve the profession’s “branding” either domestically or internationally?

Promoting &Facilitating

PHL capabilityglobally &regionally

(Drake-Brockman, 2012)

Road Map Action Agenda Funding and

investment Implementation of

ASEAN MRAs

InvestmentClimate Issues &

Trade Issues

(Drake-Brockman, 2012)

Professional Competitive

ness

Government

Private Sector

Professionals

Academe

Discussion Points To what extent will the University initiate,

participate, or contribute to the challenge of preparing globally competitive graduates/professionals?

What action agenda can be taken in relation to: Assessment of competitiveness of graduates Professional education Advocacy for quality assurance Promotion of innovation Addessing the challenges of global

competitiveness?

Philippine Education Sector

Institutional Readiness

Harnessing Resources

Qualifications FrameworkQuality AssuranceProfessional MobilityEconomic, Political, Cultural Integration

ASEAN 2015

ASEAN & Philippine Qualifications Framework

Excerpts from the Presentation of PRC Chair Teresita Manzala during the PACUCOA General

Assembly in December 2013

(Manzala, 2013)

The ASEAN Economic Community 2015 Single Market and Production Base Free flow of professionals Free flow of skilled workers Free flow of goods Free flow of investment Free flow of capital

(Manzala, 2013)

The ASEAN Mutual Recognition Arrangements (MRA’s)

Recognition

EducationTraining

Experience

CertificatesLicenses

Mobility

(Manzala, 2013)

Philippine Qualifications Framework

(PQF)

Qualification Levels

Descriptors

Working Groups

Qualifications Register

Pathways & Equivalencies

Quality Assurance

Information & Guidelines

International Alignment

Industry needs

Need for global recognition of competencies

Current qualifications

issues at all levelsQualifications

issues in recognition of prior learningResearch and

policy papers on NQF

NQFs of other countries

Consultation and Advocacy

With Stakeholders

INPUTS OUTPUTS

(Manzala, 2013)

The Philippine Qualifications Framework (PQF)

National

Policy

Levels of

educational

qualifications

Standards for

qualification

outcomes

Competency-based Labor market-driven Assessment-based qualification recognition

(Manzala, 2013)

The PQF Coverage

Basic Education

Technical and Vocational Education

Higher Education

(Manzala, 2013)

The PQF Coverage

All institutions and systems

Training

Specialization

Skills and competencies

Work experience

Lifelong learning

(Manzala, 2013)

Objectives

National standards and levels for outcomes of

education, training

National regulatory and quality assurance

mechanisms

Pathways and equivalencies

for access to qualifications

Individual lifelong learning goals for progress through

education and training

Alignment with international qualifications frameworks

(Manzala, 2013)

Governance of the PQF

National Coordinating Committee (NCC)

Technical Secretariat

PQF Working Groups

DEPED TESDA CHED PRC DOLE

(Manzala, 2013)

Governance of the PQF Chairman

Secretary, DEPED Members: Secretary, DOLE Director-General, TESDA Chairperson, CHED Chairperson, PRC

(Manzala, 2013)

PQF Working Groups and Lead Agencies

Qualifications Register(TESDA)

Pathways and

Equivalencies

(CHED)

International Alignment

(PRC)

Information and

Guidelines(DEPED)

Quality Assurance

(CHED)

(Manzala, 2013)

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

GRADE 12

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT HIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

(Manzala, 2013)

8-LEVEL QUALIFICATIONS DESCRIPTORS

Defined in terms of 3 domains

1. Knowledge, skills and values

2. Application

3. Degree of independence

(Manzala, 2013)

LEVEL 6KNOWLEDGE,

SKILLS AND VALUESGraduates at this level will have a broad and coherent knowledge and skills in their field of study for professional work and lifelong learning

APPLICATION Application in professional work in a broad range of discipline and/or for further study

DEGREE OF INDEPENDENCE

Independent and /or in teams of related field

QUALIFICATION TYPE Baccalaureate Degree

(Manzala, 2013)

LEVEL 7KNOWLEDGE,

SKILLS AND VALUESGraduates at this level will have advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning

APPLICATION Applied in professional work that requires leadership and management in a specialized or multi-disciplinary professional work and/or research and/or for further study

DEGREE OF INDEPENDENCE

Independent and or in teams of multidisciplinary

QUALIFICATION TYPE Post-Baccalaureate Program

(Manzala, 2013)

LEVEL 8KNOWLEDGE,

SKILLS & VALUES

Graduates at this level have highly advanced systematic knowledge and skills in highly specialized and/or complex multidisciplinary field of learning for complex research and/or professional practice or for the advancement of learning

APPLICATION Applied in highly specialized or complex multi-disciplinary field of professional work that requires innovation, and/or leadership and management and/or research in a specialized or multi-disciplinary field

DEGREE OF INDEPENDENC

E

Independent and/or in teams of multi-disciplinary and more complex setting

QUALIFICATION TYPE

Doctoral Degree and Post-Doctoral Programs (Manzala,

2013)

The PQF: components1. Structure and system of progression2. Covers three sectors: Basic education TVET Higher education3. Eight levels of qualifications4. Three domains of learning 5. Descriptors of learning outcomes with increasing

complexity

(Manzala, 2013)

PQF: components Qualifications Register Quality Assurance Pathways and Equivalencies International Alignment Credit Accumulation and Transfer Lifelong Learning Recognition of Prior Learning

(Manzala, 2013)

II. Most important Features

1. Shift to outcomes-based education and use of learning outcomes

2. Government regulatory bodies confer recognition to education and training providers

3. Training and education providers are held accountable for the attainment of learning outcomes

4. Implementation of quality assurance mechanisms, pathways and equivalencies

(Manzala, 2013)

II. Most important Features

5. Establishment of a Qualifications Register

6. Ensuring international alignment of qualifications

7. Encouraging lifelong learning8. Government regulatory bodies confer

recognition to certificates and licenses

9. Recognition of qualification is based on assessment of individual

(Manzala, 2013)

ASEAN Qualifications Reference Framework

(Manzala, 2013)

Finalization of the AQRF Structure and components: 1. Scope 2. Purpose 3. Principles 4. Quality Assurance 5. Learning outcomes 6. Level descriptors 7. Domains 8. Referencing 9. Governance

(Manzala, 2013)

ASEAN Qualifications Reference Framework (AQRF)

8 levels

• 8 highest level• Descriptors expressed as learning outcomes

Type

• Cognitive competence• Functional competence• Personal competence

Domains

• Knowledge & skills• Application/responsibility

ASEAN Qualifications Reference Framework (AQRF)

ASEAN Qualifications Reference Framework (AQRF)

ASEAN

QRF

PQF & AMS QF

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

GRADE 12

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT HIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

(Manzala, 2013)

INDONESIA

S2

S1

S3

General High School

1

2

3

4

5

7

8

9

6

Professional

Spesialist

D I

D IV

D III

D II

Vocational Senior High School

Subspesialist

Elementary/Junior High School

FORMAL ACADEMIC EDU FORMAL VOCATIOAL/PROF EDU

(Manzala, 2013)

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)

8

1

2

3

4

5

6

7

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

Qualifications(A)

Qualifications(B)

Country(A)

Country(B)

AQRF

8(Manzala, 2013)

What are the implications for Higher Education?

(Manzala, 2013)

Philippine Qualifications Framework

PQF as TOOL for: Curriculum Planning Development of Qualifications Qualifications Register Quality Assurance Accreditation of Education Providers Certification of graduates International Alignment

(Manzala, 2013)

1. Curriculum Planning

Shift to outcomes-based education and the use of learning outcomes

Higher Ed

CMO 46 OBE

TVET OBE

Basic Ed (K12) OBE

(Manzala, 2013)

2. Development of Qualifications, with PQF Level, Learning Descriptors ASEAN MRA: exchange of information on 1. Basic Qualification and recognized institutions 2. Postgraduate Qualifications and recognized institutions 3. Core competencies and scope of practice

(Manzala, 2013)

3. Qualification Register Basic qualifications

Postgraduate qualifications

(Manzala, 2013)

Example of Register Entry

Qualification TitleQualification LevelIssue Coding NumberDate of IssueIssued byDescriptor

Credit UnitsEntry Requirements

Qualification developerQuality assurance bodyContent

Bachelor of Science in Civil EngineeringPQF Level 600__________________________Mapua Institute of TechnologyThe program provides a solid and coherent foundation

of civil works, knowledge, professional skills, values, ethics and attitude that enable graduates to continue to learn and adapt to changes in practice of the profession

232Secondary Education Report CardCertificate of Good Moral CharacterMapua Institute of TechnologyCHED, PACUCOAGeneral Education subjects, Mathematics, Surveying,

Hydraulics, Structural Engineering, Construction

(Manzala, 2013)

Example of Register entrySpecialist in General Surgery

NumberClassificationOrganisationQualification typeLevelCreditEntry RequirementsOutcome statement

Qualification developer

Quality assurance body

Content

00__________Medical SpecialtyPCS / PSGSPostdoctoral DegreePQF Level 8Number of hours or UnitsPassed the PRC Physician Licensure ExaminationsA solid grounding in the diagnosis and management of

surgical disorders and conditions falling under the scope of GS

PSGS

Committee on Accreditation/Philippine Board of SurgeryBiomedical Sciences, General Surgery covering head and

neck, thorax, abdomen, extremities; Specialty Surgery clinical rotations; Basic Anesthesia

(Manzala, 2013)

PQF Qualification Register

PQF Level 8Doctoral

Postdoctoral

Academic QualificationPhD

Professional QualificationDiplomate / Fellow

(Manzala, 2013)

4. Quality Assurance: QA Mechanism for HEI’s

CHED

Schools

Accrediting Bodies

Graduates Professionals

PRC

(Manzala, 2013)

QA for HEI’s Regulatory Body: CHED External accrediting bodies:1. Philippine Accrediting Association for Schools,

Colleges and Universities (PAASCU, 1957)2. Philippine Association of Colleges and

Universities-Commission on Accreditation (PACUCOA, 1973)

(Manzala, 2013)

QA for HEI’s Regulatory Body: CHED External accrediting bodies:3. Association of Christian Schools and Colleges-

Accrediting Agency (ACSC-AA, 1976)4. Accrediting Agency of Chartered Colleges and

Universities in the Philippines (AACCUP,1989)

(Manzala, 2013)

QA for HEI’s “Migration and Education: Quality

Assurance and Mutual recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)

Author: Ethel Agnes P. Valenzuela In 2008: only 221 of the 1,943 HEI’s participated in obtaining external accreditation (11.3% only)

Due to its voluntary nature(Manzala, 2013)

Philippine Study Journal of Philippine Higher Education

Quality Assurance (Vol. 1, No. 1, 2003) Author: Manuel T. Corpus Executive Director Accrediting Agency of Chartered Colleges

and Universities in the Philippines (AACCUP)

Small number of HEI’s obtained external accreditation

(Manzala, 2013)

5. Certification of Graduates Assessment of competencies of individual Certification of competencies attained Government recognition of certificates and

licenses

(Manzala, 2013)

6. International Alignment Recognition of qualifications is based on

international benchmarks and standards

Globalization of standards: Dublin Accord

Sydney Accord Washington Accord International Maritime Organization (IMO)

(Manzala, 2013)

Challenges PRC data: the overall passing percentage of graduates

who took the licensure examinations from 2008-2012 is 38%

The development and implementation of the PQF, and its referencing to the AQRF in 2018

(Manzala, 2013)

Challenges The need for research capabilities in developing labour

market information to guide the development of qualifications and core competencies

Unity towards a single direction in order to provide the optimum environment for our students, graduates, skilled workers and professionals to develop their potentials

(Manzala, 2013)

Challenges Improvement of governance of higher educational

institutions through the PQF and AQRF and increased transparency and readability of PQF vis-à-vis higher education institutions in ASEAN

Policy dialogues on strategic issues on higher education particularly in: Educational capacity building of HEI’s vis-à-vis ASEAN

Member States (AMS) HEIs Policy research and conduct study for harmonization of HE Harmonization of PQF Quality Assurance Framework with

ASEAN Quality Assurance Framework in Higher Education(Manzala, 2013)

Challenges

Review existing credit transfer system especially AUN-ACTS (ASEAN University Network – ASEAN Credit Transfer Systems) vis-à-vis PQF:

1. PQF2. Common platform for credit systems with ASEAN during

pilot/pre-referencing with select undergraduate and post-graduate courses from HEI’s

3. Capacity building to improve capacity of participating HEI’s to existing credit system

4. Take into consideration cross-cutting issues like gender-balance, equal opportunities and the participation of disadvantaged groups e.g. students with special needs and economically disadvantaged students.

(Manzala, 2013)

Reflecting on the Implications of ASEAN 2015

to PH Educational Institutions

Way Forward

Institutional Readiness

Reflection Questions Priority Action Areas

To what extent are the member institutions ready to become competitive when the ASEAN Market opens in 2015?

How ready and open are the institutions for international student enrollment and faculty employment?

Academic program quality

Mechanisms, policies and procedures Credit system Academic calendar Student/Faculty

exchanges

Resources and facilities

Networks and Linkages

Reflection Questions Priority Action Areas

What existing networks and linkages can be tapped to ensure competitiveness after ASEAN 2015?

To what extent is the organization in touch with its ASEAN counterparts?

To what extent are the profession familiar with the ASEAN market?

Benchmarking programs and policies locally and regionally

Understanding the ASEAN Market

Exploring networks beyond AUN

Focusing on core strengths

Reflection Questions Priority Action Areas

What are the core strengths (advantage) of the member institutions vis-à-vis regional counterparts?

What can the member institutions offer to the ASEAN Market?

Program “excellence” audit

Establishing and strengthening QA systems to meet local and regional/international standards

Market positioning/ branding

• Understanding ASEAN 2015

• Regional competitiveness• HEIs contribution in

preparing globally competitive professionals

• Action Agenda for ASEAN Road Map for Schools

• Understanding qualifications frameworks

• 3-Point Way Forward• Institutional

Readiness• Networks and

Linkages• Focusing on Strengths

“With the ASEAN Integration in 2015, there is a lot to be done in Higher Education…”

“There is a need to bring together all stakeholders : government agencies, academe, accrediting bodies, industry/business,, professional organizations, professionals in enhancing our Education Competitiveness”

Atty. Teresita Manzala

PRC Chair

Chair, AQRF Task Force Committee

References Department of Science and Technology, Republic of the

Philippines. (2011). Consultation/Workshop on a competitive Philippines in ASEAN 2015.

Drake-Brockman, J. (2012). Rapid Assessment Report on the Competitiveness of Regulated Professions Covered by the ASEAN MRAs. Professional Regulation Commission: Manila, Philippines

Garelli, S. (2011). The competitiveness roadmap: 2011-2050 (The IMD World Competitiveness Yearbook 2011). Retrieved from http://www.imd.org/research/publications/wcy/upload/roadmapPrint_A4.pdf

Manzala, T. (2013). Quality assurance. Kenote address presented during the 24th PACUCOA General Assembly.

Runckel, C.W. (2012). Asia opportunities: ASEAN Economic Community 2015. Retrieved from http://www.business-in-asia.com/asia/asean_economic_community.html

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