Contemporary Education Policies in Southeast Asia: Common Philosophical Underpinnings and Practices

DR. MOLLY N.N. LEEEMAIL: MLMOLLYLEE@GMAIL.COM

1

OUTLINE

Education and Globalization Access and Equity Unity and Identity Quality and Relevance Efficiency and Effectiveness

2

Education and Society

Two-way relationships Two-theoretical perspectives:World polity (similarities)- common logic

of mass educationNational context (differences)- historical,

political, social, economic, and cultural development

3

Education and Globalization

Economic globalization global economy, knowledge-based economy, democratic society,

technological society Schools – socialization function (21st Century skills, noble values, global

and national citizens) Higher education – universities as sources of human resources,

technology and innovation

Global rationalization System of world culture: isomorphism (diffused by imitation and

emulation) Similarities of educational discourses and reforms: education policy

borrowing

4

Multiple perspectives on educational policy

Interplay between external influences and internal forces

Homogenization + Particularization = Hybridization

Convergence of policies at the macro level Divergence of practices at the meso and micro

levels

5

Analytical Framework

Key questions Guiding philosophies Policy options Issues and challenges Examples of variations

6

I. Access and Equity

7

Key questions

Who get access to what kinds of education?

How to widen access?How to ensure success?

8

Guiding philosophies

Education for All (EFA) Inclusive Education (IE) Equal educational opportunities: Available,

Accessible, Affordable and Acceptable Early Childhood Care and Education (ECCE)

9

Educational policies I

School level Free and compulsory education K-12 years Special schools/programmes Non-formal education

Higher education level Expansion of HE systems Differentiation of HEIs Quota system of admission Financial aids (SES, ethnicity, regional etc)

10

Free and compulsory education 11

Years of Primary and Secondary Education

12

School participation rates

0

20

40

60

80

100

120

140

Malaysia Thailand Philippines Brunei Indonesia Vietnam Cambodia Laos Myanmar

Chart Title

pre-school primary secondary

13

Gross Enrolment Ratios at Tertiary Level

0

10

20

30

40

50

60

Malaysia Thailand Philippines Brunei Indonesia Vietnam Cambodia Laos Myanmar

Chart Title

2003 2013 Column1

14

Issues and challenges

The last mile Provision of pre-school education Performance gaps: rural-urban, gender gap,

poor-rich gaps Alternative education: home-schooling

15

II. Unity and Identity

16

Key Questions

What kinds of education for a multicultural society?

How to promote national integration and social cohesion through education?

How to create a sense of national identity among the diverse ethnic groups?

17

Guiding Philosophies

Education for state formation (post-colonial period)

Education for nation building Education for national identity Parental choice

18

Social Objectives for Education

Developing critical orientation toward institutions and social problems;

Eliminating discrimination and reducing elitism; Promoting national unity; Learning to work cooperatively with others; Resolving conflicts nonviolently; and Developing self-reliance

19

Educational policies II

School level Language policies (mother-tongue, national language, bi-lingual,

etc) Types of schools (vernacular, religious, private/international schools

etc) Common language, common curriculum, common examinations,

common teaching service scheme Civic/citizenship educationHigher education level University core courses Co-curricular activities Community services

20

Issues and challenges

Ethnic harmonization in schools Racial discrimination in schools Racial polarization in HEIs Fundamentalism in religious schools Solutions: vision schools, bi-lingual policy, sharing

rooms in dormitories, coopt religious schools, global citizenship education

21

III. Quality and Relevance

22

Key Questions

What is the quality of education? How does it compare to other countries? What is the quality of the teaching force? What is the employability of the graduates? Does the supply meet the demand of graduates in the

labour force?

23

Guiding Philosophies

Holistic development of individual: intellectually, physically, emotionally and spiritually

Importance of shared-values Regular curriculum renewal ICT in education Professionalization of teachers Expand higher education upwards Increase external efficiency of HE

24

Educational Policies III

School level Shift to more decentralized management Private expenditure on education including shadow education Adequate funds Larger class size with teachers teaching less hours’ Curriculum reforms promoting non-cognitive and higher-order skills Improving teacher performance through result-based evaluationHigher education level Quality assurance mechanisms (external and internal) University-industry linkages Government funding for research, development and innovation

25

Issues and challenges

International benchmarking: PISA and TIMSS (schools); university rankings

High stake examinations: too-exam oriented Cyber-safety, internet addiction Attract talented young people to the teaching forceSolutions: international research collaboration, school-based examinations, teach for Malaysia/Thailand, improve teachers’ salary schemes, internship schemes, double majors, etc.

26

IV. Efficiency and Effectiveness

27

Key Questions

Who should finance and control education? How is the delivery system managed and administered? How are resources allocated? Who participate in the decision making process? How is the line of authority and channel of

communication demarcated in the education systems?

28

Guiding Philosophies

Centralization: political control, equal resources, equal treatment, one size fits all

Decentralization: political decentralization and administrative decentralization

Decentralization: dispersal of authority, good quality services, optimal use of resources

Increase institutional autonomy in return for more accountability

Diversification of funding sources

29

Educational Policies IV

School level Central control of education: central funding, centralized

management, optimal use of resources and expertise & prevent duplication of duties

Decentralization: administrative structure (national, state, district, school levels); a percentage of school curriculum; budget allocation, deployment of personnels

Higher education level Privatization and corporatization of universities: income generation,

different patterns of financing HE Adoption of New Public Management techniques: strong central

administration in universities

30

Issues and challenges

Officers at lower levels lacks professional expertise Community participation is limited Centralized contracts caused delay, inadequate or irrelevant

supplies Effectiveness of Board of Trustees in university governance Campus culture becomes more bureaucratized and corporatized Diminishing academic freedomSolutions: strengthen leadership qualities, competency-based selection of school heads, operational flexibility over budge allocation and curriculum implementation (cluster schools, school-based management), public-private-partnerships

31

Thank You

32