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Specific Objective of Session
Be able to respond by developing global competitiveness and sustainability in schools
Proposed Flow of Discussion
Part I : Know more about the environment of basic education in the ASEAN region.
Part II : Level up to the challenges and the opportunities our schools face under ASEAN 2015.
Part III: Conclude with an Affirmative Action Agenda for PH private schools
TOTAL BASIC EDUCATION CYCLE OF ASEAN COUNTRIES
Country Total Basic Education Cycle
Total Duration of Pre-University
Education
Brunei 11/12 13/15
Cambodia 12 13
Indonesia 12 13
Lao PDR 12 14
Malaysia 12 14/15
Myanmar 11 12
Philippines 10 10
Singapore 11 12/14
Thailand 12 12
Timor-Leste 12 12
Vietnam 12 14/15
Source: SEAMEO INNOTECH, 2011
TOTAL BASIC EDUCATION CYCLE OF ASEAN COUNTRIES
Country Total Basic Education Cycle
Total Duration of Pre-University
Education
Brunei 11/12 13/15
Cambodia 12 13
Indonesia 12 13
Lao PDR 12 14
Malaysia 12 14/15
Myanmar 11 12
Philippines 12 12
Singapore 11 12/14
Thailand 12 12
Timor-Leste 12 12
Vietnam 12 14/15
The Southeast Asian Region
ASEAN or the Association of Southeast Asian Nations
SEAMEO or the Southeast Asian Ministers of Education Organization
APEC or the Asia-Pacific Economic Cooperation
ASEAN Economic Community by 2015
A single market by 2015, where goods, services and investments can
freely flow among its 10 member countries.
ASEAN Community Councils
ASEAN Political-Security Community
ASEAN Economic Community
ASEAN Socio-Cultural Community
ASEAN Political-Security Community Blueprint
1. A Rules-Based Community of Shared Values and Norms
2. A Cohesive, Peaceful and Resilient Region with Shared Responsibility for Comprehensive Security
3. Strengthening ASEAN Centrality in Regional Cooperation and Community Building
ASEAN Economic Community Blueprint
1. Single Market and Production Base
2. Competitive Economic Region
3. Equitable Economic Development
4. Integration into the Global Economy
ASEAN Socio-Cultural Community Blueprint
1. Human Development
2. Social Welfare and Protection
3. Social Justice and Rights
4. Building an ASEAN Identity
5. Narrowing the Development Gap
The ASEAN HR Framework 1. Advancing and prioritising education
2. Investing in HR development
3. Promotion of decent work
4. Promoting ICT
5. Facilitating access to S & T
6. Strengthening entrepreneurship skills for women, youth, elderly and persons with disabilities
7. Building civil service capability
ASEAN Sectoral Ministerial Bodies
For ASEAN Socio-Cultural Community –
1. ASEAN Education Ministers Meeting (ASED)
2. Senior Officials Meeting on Education (SOM-ED)
The SEAMEO Organization Eleven (11) Member Countries Eight (8) Associate Member Countries One (1) Partner Country Governance of SEAMEO - Council - High Officials Twenty (20) Regional Centres - Governing Boards
Secretariat
SEAMEO Regional Centre for Tropical Biology (TROPMED), Indonesia, 1968
SEAMEO Regional Centre for Lifelong Learning (CELL), Vietnam 2012,
SEAMEO Regional Centre for History and Tradition (CHAT), Myanmar 2000
SEAMEO Regional Centre for Educational Innovation & Technology (INNOTECH), Philippines, 1970
SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Language (QTEP Language), Indonesia, 2009
SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Mathematics (QTEP Mathematics), Indonesia, 2009
SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Science (QTEP Science), Indonesia, 2009
SEAMEO Regional Centre for Food and Nutrition (RECFON), Indonesia, 2010
SEAMEO Regional Centre for Science & Mathematics (RECSAM), Malaysia, 1967
SEAMEO Regional Language Centre (RELC), Singapore, 1968
SEAMEO Regional Training Centre (RETRAC), Vietnam, 1996
SEAMEO Regional Centre for Higher Education & Development (RIHED), Thailand 1993
SEAMEO Regional Open Learning Centre (SEAMOLEC), Indonesia, 1997
SEAMEO Regional Centre for Graduate Study and Research in Agriculture (SEARCA), Philippines, 1966
SEAMEO Regional Centre for Special Education (SEN), Malaysia, 2009
SEAMEO Regional Centre for Archaeology and Fine Arts (SPAFA), Thailand, 1978
SEAMEO TROPMED Regional Centre for Microbiology, Parasitology and Entomology (TROPMED Malaysia), 1967
SEAMEO TROPMED Regional Centre for Public Health, Hospital Administration, Environmental and Occupational Health (TROPMED Philippines), 1967
SEAMEO TROPMED Regional Centre for Tropical Medicine (TROPMED Thailand), 1967
SEAMEO Regional Centre for Vocational & Technical Education & Training (VOCTECH), 1990
The SEAMEO College
Strengthening SEAMEO’s Capacity to promote Education and Social
Development in Southeast Asia
The SEAMEO College Objective No. 1
To create a flagship initiative to respond to the ministerial direction in visioning SEAMEO as being more efficient and responsive to regional needs and in
positioning itself as a leading organization in the region.
The SEAMEO College Objective No. 2
To create a platform for sharing and exchanging of ideas, practices and
research among education ministers, high-level officials, education
practitioners, and youth leaders in Southeast Asia.
The SEAMEO College Objective No. 3
To enhance leadership of SEAMEO through specialized and high quality
programme utilizing the cross cutting and innovative ways of knowledge
delivery and practices for education ministers, high-level officials, education
practitioners, and youth leaders.
The SEAMEO College Objective No. 4
To strengthen the integration of regional human resource development particularly
in terms of promoting indigenous wisdom and talent within the region and
beyond.
The 21st APEC Economic Leaders’ Declaration
“Resilient Asia-Pacific, Engine of Global Growth”
Bali, Indonesia October 8, 2013
Statement of President Benigno S. Aquino III
“The Philippines has identified education and skills training as our top strategies to enhance the competitiveness of our
workforce. We saw it best to initiate reforms starting with basic education.”
AELM Retreat II
Bali, Indonesia October 9, 2013
Reforms in Basic Education 1. Enacted the “Kindergarten Education
Act” (R.A. 10157, January 2012)
2. Issued the Philippine Qualifications Framework (E.O. 83, October 2012)
3. Enacted the “Early Years Act” (R.A. 10410, March 2013)
4. Enacted the “Enhanced Basic Education Act” (R.A. 10533, May 2013)
Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) + Arts & Sports
Technical
Education
and Skills
Development
Baccalaureate,
Post- Baccalaureate,
Post-Doctoral/
Specialization
One (1)
Year
Statement of President Benigno S. Aquino III “Allowing our people to constantly develop their
skills and upgrade their technical knowhow is also essential to competitiveness...The
Philippine Qualification Framework (PQF) will create a seamless educational training
system...that will harmonize basic, technical-vocational and higher education...”
Bali, Indonesia October 9, 2013
TESDA HIGHER EDUC
POST -
BACCALAUREATE
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
NC I
G12 G10-
THE PHL QUALIFICATIONS FRAMEWORK
BASIC EDUC
L 8
L 7
L 6
L 5
L 4
L 3
L 2
L 1
DIPLOMA
NC III
NC II
NC IV
School & Enrolment Total Public Private
Total Schools 59,282 46,404 12,878
Total Enrolment 23,728,912 20,674,892 3,054,020
School to Enrolment Ratio
1 : 400
1 : 446
1 : 237
Total Elem Schools 46,404 38,659 7,745
Total Elem Enrol. 16,678,667 15,032,994 1,645,673
School to Elem Enrolment Ratio
1 : 359
1 : 389
1 : 212
Total High Schools 12,878 7,748 5,130
Total HS Enrol. 7,050,245 5,641,898 1,408,347
HS to Enrolment Ratio
1 : 547 1 : 728 1 : 275
A Provocative Proposition
It is time to establish
a new and more strategic role
for PH Private Schools
as partners in the implementation
of the PH Basic Education Reform agenda for ASEAN 2015.
Review & Revisit
1. Revised Manual of Regulations for Private Schools in Basic Education (DepED Order 88, Series 2010)
2. Expanded GASTPE Law (R.A. 8545)
DepED Order 88, S.2010 1. Complementary roles of public and private
institutions in the educational system (Section 7)
2. Ownership of schools (Section 8)
3. Control and administration of schools (Section 9)
4. Establishment of schools for aliens and composition of aliens in enrolment (Section 10)
“Expanded Government Assistance to Students and
Teachers in Private Education Act”
R.A. 8545
February 24, 1998
The State shall recognize...
1. The complementary roles of public and private educational institutions in the educational system
2. The invaluable contribution that the private schools have made and will make to education.
The State shall provide the mechanisms to improve quality
in private education ...
1. By maximizing the use of existing resources of private education.
McKinsey Report on Education
“How the world’s most
Improved school systems
Keep getting better”
McKinsey & Company
2010 Research on Education
McKinsey Report on Education “Almost every country has undertaken some
form of school system reform during the past two decades, but very few have
succeeded in improving their systems from poor to fair to good to great to excellent.”
A 2010 Report:
“How the world’s most improved school systems
keep getting better”
McKinsey Report on Education
“This report looks closely at 20 school systems from different parts of the world, and from
an array of starting points, that have registered significant, sustained, and
widespread student outcome gains, and examines why what they have done has succeeded where so many others failed.”
A 2010 Report:
“How the world’s most improved school systems
keep getting better”
Three main findings of the McKinsey Report
1. It’s a system thing, not a single thing.
2. Prescribe adequacy, unleash greatness.
3. Common but different. A 2010 Report:
“How the world’s most improved school systems
keep getting better”
Recognizing the choices systems have made ...
1. Professional development
2. Language of instruction
3. Student achievement targets A 2010 Report:
“How the world’s most improved school systems
keep getting better”
Noting that ... “New strategic leaders were present
in all reforms,
while new political leaders were present
In half of them.” A 2010 Report:
“How the world’s most improved school systems
keep getting better”
Realizing that to ignite reforms systems have...
1. Taken advantage of a political or economic crisis, or
2. Commissioned a high-profile report critical of the systems’ performance, or
3. Appointed energetic and visionary political or strategic leaders.
A 2010 Report:
“How the world’s most improved school systems
keep getting better”
Concluding that ... “Nothing is more emotive than education. The
quality of our children’s schools affects every aspect of their life, shaping the child’s personal destiny and the society’s capacity for creativity and economic development. This rightly can make school system reform the major focus not just for educationalists but also for political leaders, employers, and parents alike.”
A 2010 Report:
“How the world’s most improved school systems
keep getting better”
An Affirmative Action Agenda
1. Establish the mechanisms within the system that will assure quality basic education also in private schools.
2. Develop the strategies by which to maximize the use of existing resources of private schools.
3. Improve the complementary roles of public and private educational institutions in the educational system.