OUTLOOK IN ASEAN COOPERATION: STEPS, CHALLENGES AND IMPLEMENTATION Leenawaty Limantara [email protected] [email protected]

THE BEGINNING AND NOW Establishment of the European Higher Education Area (EHEA) has inspired the idea of harmonizing higher education systems in Southeast Asia. ONE VISION, ONE IDENTITY, ONE COMMUNITY *Initiative for ASEAN integration

ASEAN Community (2009-2015) 1.Human Development: Advancing and prioritizing education (Higher Education) 2.Improve the quality and adaptability of education in the ASEAN region by developing technical assistance programme including training and staff exchange programme 3.Use ICT to promote education and LLL through open, distance education and e-learning 4.Promote education networking and enhance and support student and staff exchanges and professional interactions including creating research clusters 5.Strengthen collaboration with other regional and international educational organisations to enhance the quality of education in the region 6.Promote the options of university placements in other country through a semester abroad or a year abroad programme 7.Support the citizens of ASEAN to become proficient in the English language 8.Strengthen collaborative research and development in applied science and technology to enhance community well- being 9.Facilitate the exchange and mobility of scientists and researchers from both public and private sector 10.Establish strategic alliances with private sectors to promote R&D collaboration, technology transfer and commercialization

Fact about HE landscape in the world Source: Prof. Dr. Supachai Yavaprabhas, ASEM Conference 2010, Cyprus. Policy makers/actors fully realize the important of lesson learnt either from the viewpoint of success or failures of struggles for the improvement of HE in each region.

ASEAN area has become a global focus of attention, for the following facts, such as:

HAVING A RAPIDLY INCREASING GDP CountryLand (x 1000 km 2 ) Population (million) 2014 GDP per capita (USD) 2013 GDP Total (billion USD) 2013 Brunei Darussalam5.780.4238,563.316.11 Cambodia181.0415.461,006.815.24 Indonesia1,919.44252.163,475.3868.34 Lao PDR236.806.801,660.711.24 Malaysia329.8530.07 10,538.1313.16 Myanmar676.5955.75N/A Philippines300.00107.692,765.1272.07 Singapore0.7185.475.4755,182.5297.94 Thailand513.1267.745,779.0387.252 Viet Nam331.2193.421,910.5171.39 Source: http://data.worldbank.org/http://data.worldbank.org/

THE GLOBAL COMPETITIVENESS INDEX OF ASEAN COUNTRIES INDICATES ASEAN POTENTIAL FOR FUTURE HUMAN RESOURCES. Source: Adapted from http://www.weforum.org/reports/global-competitiveness-report

TOTAL POPULATION OF ASEAN COUNTRIES 2014 TOTAL 584 MILLION, HIGH PERCENTAGE OF PRODUCTIVE AGE CountryTotal PopulationAge 15-24Source Indonesia252,164,80043,377,100www.bps.go.id Brunei Darussalam422,67573,152http://www.indexmundi.com/brun ei/demographics_profile.html Cambodia15,458,3323,161,234http://www.indexmundi.com/cam bodia/demographics_profile.html Lao PDR6,803,6991,447,934http://www.indexmundi.com/laos/ demographics_profile.html Malaysia30,073,353 5,092,065http://www.indexmundi.com/mala ysia/demographics_profile.html Myanmar55,746,25310,200,516http://www.indexmundi.com/burm a/demographics_profile.html Philippines107,668,23120,461,082http://www.indexmundi.com/philip pines/demographics_profile.html Singapore5,469,724511,255http://www.singstat.gov.sg/ Thailand67,741,40110,194,001http://www.indexmundi.com/thaila nd/demographics_profile.html Viet Nam93,421,83516,621,737http://www.indexmundi.com/vietn am/demographics_profile.html

GROSS ENROLMENT RATIO OF TERTIARY EDUCATION IN ASEAN Country / YearGross Enrolment Ratio Brunei Darussalam (2012)24.34 Cambodia (2011)15.83 Indonesia (2013)23.06 Lao PDR (2013)17.70 Malaysia (2012)37.20 Myanmar (2012)13.38 Philippines (2009)28.20 SingaporeN/A Thailand (2013)51.23 Viet Nam (2013)24.58 Source: BPS http://www.bps.go.id/linkTabelStatis/view/id/1525http://www.bps.go.id/linkTabelStatis/view/id/1525 http://data.uis.unesco.org/

Education services are NOT RESPONSIVE to demand in labor markets, and fail to cultivate the skills required (The World Banks Brief on Education in South Asia, accessed 12 September 2013) DESIRED GRADUATES Global citizen Global perspectives Global Competencies F A C T S HEIs in ASEAN and national and regional policy makers put forward effort to improve EDUCATIONAL QUALITY through BENCHMARKING, CAPACITY BUILDING, LESSON LEARNT, COOPERATION

THE CHALLENGES THAT ASEAN COUNTRIES ENCOUNTER ARE: ASEAN AS A REGION OF DIVERSITY

Diversity in many aspects Area: 4,523,000 km 2 Countries: 10 Regional GDP per capita: $1,584 From Small countries such as Brunei and Singapore to a very large countries like the Philippines and Indonesia From Landlocked countries like Laos to a country of more than 17,500 islands like Indonesia From Military Dictatorship to Presidential Democracy, Constitutional Monarchy, Parliamentary System. From Unitary State to Federation System FACTS ABOUT ASEAN COUNTRIES

From Buddhist countries like Myanmar, Lao PDR, Thailand, and Cambodia to Muslim Countries like Brunei, Indonesia, and Malaysia and to big Christian Country like the Philippines, as well as those mixed religions like Singapore and Vietnam From the very poor country to the very rich country in the world Total population is 584 million. Total student population is 12 million with Indonesia as a biggest- 3+ million, the Philippines-2.6 million, and Thailand-2.0 million and Malaysia 1.8 million. Total number of HEIS is more than 5,000: 3,000+ HEIs in Indonesia, 1,800+ HEIS in the Philippines and 580 HEIs in Malaysia. Literacy rate is more than 90% in most countries, except Lao PDR and Cambodia In the region, Higher Education systems range from very centralised and highly regulated by the Ministry, to the highly autonomous, and also a mix of both within one country FACTS ABOUT ASEAN COUNTRIES

COMMON CHALLENGES IN HEIs IN ASEAN Geographic spread and diversity of HEIs Lack of qualified faculty staff (professionalism) Limited research expertise Limited research facilities Academic bureaucracy and financial standing The language proficiency The level of disparity of QA development in SEA region Dealing with diversity (instructional practices, curriculum incomparability, and political, economic and cultural diversities) Brain drain Quality, investment, and transformation in educational sector A lack of industry-relevant curriculum (a lack of linkages to industry; science-based economy) Globalization (WTO, ASEAN community) PISA (Program for International Student Assessment) International competition in HEIs, Human resources

1. Add more regional content to AU curriculum (legal systems, societal values, consumer cultures). 2. Develop more partnerships with regional and international HEIs and industries. 3. Step up cooperation among ASEAN higher learning institutions. 4.Promote English as the key to communication within ASEAN. 5.Help students integrate ASEAN into their political, socio-economic analyses and Think of the region as a whole (be ASEAN-centric). 6.Capacity building SEVERAL REGIONAL EFFORTS HAVE BEEN UNDERTAKEN COLLABORATIVELY:

Need for Capacity Building Activities at Three Levels NATIONAL LEVEL: Emerging quality assurance systems Involving various stakeholders of the nation( policy makers, HEIs, academia, students, the public) Bringing experienced staff of QAs from other systems Providing a platform for sharing of experiences and facilitating reflection on lessons learnt REGIONAL LEVEL: Cross-border education (those in key positions, policy makers, educational administrators) Mentoring activities Collaborative research and training Requires funding TRANS-REGIONAL LEVEL: Cross-border education Policy framework on emerging areas of concern Portals or databases of quality institutions Requires a forum for coordination Main Focus: 1.Regional QAS collaboration 2.Regional QF 3.Portal/databases 4.Research collaboration

SEAMEO 21 specialist institutions :-To enhance regional understanding, cooperation, and networks SEAMEO RIHEDs Mission: To assist member countries in promoting efficiency and effectiveness in higher education policy planning and development. Southeast Asian Ministers of Education Organisation Source: www.rihed.seameo.org

Open and Distant Learning SEAMEO SEAMOLEC Open and Distant Learning SEAMEO SEAMOLEC Science SEAMEO QITEP Science SEAMEO QITEP Language SEAMEO QITEP Mathematics SEAMEO QITEP Tropical Biology SEAMEO BIOTROP Source: www.rihed.seameo.org

Science and Mathematics SEAMEO RECSAM Science and Mathematics SEAMEO RECSAM History and Tradition of SEA SEAMEO CHAT Education Training SEAMEO RETRAC Language SEAMEO RELC Vocational and Technical Education SEAMEO VOCTECH Source: www.rihed.seameo.org

Higher Education Development SEAMEO RIHED Higher Education Development SEAMEO RIHED Agriculture and Development SEAMEO SEARCA Cultural Development SEAMEO SPAFA Education Innovation SEAMEO INNOTECH Source: www.rihed.seameo.org

University Governance Regional Quality Assurance Network Harmonisation of Higher Education Source: www.rihed.seameo.org THE AIMS:

SEVEN PLAN OF ACTIONS FOR HARMONIZATION STEPS 1.Regional Accreditation 2.Unified Education Framework 3.Improve Quality of Education 4.Scholarship for students/Faculty Exchange 5.Regional Skills Competition 6.Increase Usage of English Language 7.Coordination and capacity building

REGIONAL POLICIES AND ACTIVITIES Regional organization: ASEAN (1967), AUN (1998), AQAN (2008) Trans-regional organization: Asia-Pacific Quality Network (APQN, 2005) ASEAN-QA project, (AUN, AQAN, ENQA, DAAD, HRK, SEAMEO RIHED) Tripartite QA synergistic relationship (AQAN-AUN-RIHED) AIMS: ASEAN International Mobility for Students Programs (credit transfer system and quality assurance) ACTFA: Academic Credit Transfer Framework for Asia (4 key componets: mutual recognition, credit transfer, grade transfer, supporting mechanisms and system context) Chiba principle Quality Framework, 2008 (QA policies and practices) International organization: UNESCO, OECD, World Bank

Brunei Darussalam: The 21st Century National Education System (SPN 21) -- towards a quality education and a better economic performance. Cambodia (2007) issued the BRAKAS No. 1435 (a regulation) --for the establishment of HEIs in the country Indonesia is now implementing Higher Education Long-term Strategy. The Ministry of National Education is focusing on integrating internal and external quality assurance in higher education institutions and also developing HEI data base. Malaysia has launched Malaysias National Higher Education Strategic Plan (NHESP) in 2007 -- to make Malaysia a Hub of Higher Education Excellence in the region and internationally, to development human capital with first-class mentality and to reposition the countrys higher education to meet current and future challenges. Myanmar is operating under Myanmars Vision of Education to generate a learning society capable of facing the challenges of the knowledge-based society. Philippines is currently implementing the Medium-term Development Plan (2004-2010) and developing the Long-term Development Plan for 2010-2020. NTU Singapore has committed to providing subsidised university education to 30% of every Primary 1 cohort by 2015. Thailand has been focusing on the development of quality assurance system in higher education, including the development of 44 quality assurance indicators and the development of the Commission on Higher Education Quality Assurance Database System (CHE QA Online). REGIONAL ASEAN PLAYER AND THEIR VISIONS

Expansion of M-I-T and LEARN! Expansion of M-I-T and LEARN! Promote ASEAN Citation Index Proceed on CTS Strengthen AQAN Strengthen AQAN Toward RQF UG HEDS WHAT HAS BEEN DONE

"Pilot" project on regional student exchange with credits being transferred called M-I-T Initiative has been perceived in 2009 and being launched in 2010

Different preparedness at national level makes regional projects unable to run smoothly as expected STAGE OF NATIONAL CTS (CREDIT TRANSFER SYSTEM) Beginning StageImplementing Stage CambodiaIndonesia MyanmarMalaysia Lao PDRThe Philippines Thailand Source: www.rihed.seameo.org

1.To use for transfer credits in higher education program 2.To Transfer credits for courses or groups of courses in higher education program or equivalent 3.Grade is not lower than C or 2.00 score level or equivalent for Bachelor degree 4.Contents covering not less than three fourths of individual courses or groups of courses to be equated with 5.Not more than one third of the total credits of the study program into which to transfer 6.Will not be included in the calculation for the cumulative grade point average. (optional) AGREED CRITERIA FOR TRANSFER OF STUDY CREDIT (30 TH JULY 2010)

TRANSFER CREDIT SYSTEMS Greater Mekong Subregion Transfer Credit System -for all higher education institutions in Vietnam, Lao PDR, Cambodia, Myanmar, Thailand and China, plus Japan and Korea ASEAN Transfer Credit System -within the 23 Higher Education member institutions of the ASEAN University Network (AUN) Brunei Darussalam: Universiti Brunei Darussalam; Cambodia: Royal University of Law and Economics; Royal University of Phnom Penh; Indonesia:Institut Teknologi Bandung, Universitas Airlangga, Universitas Gadjah Mada, Universitas Indonesia; Philippines: Ateneo de Manila University, De La Salle University, University of the Philippines; Malaysia: Universiti Kebangsaan Malaysia, Universiti Malaya, Universiti Putra Malaysia, Universiti Sains Malaysia; Singapore: Nanyang Technological University, National University of Singapore, Singapore Management University; Thailand: Burapha University, Chiangmai University, Chulalongkorn University, Mahidol University; Vietnam: Vietnam National University (Hanoi), Vietnam National University (HCMC)

Source: Compiled from UIS Database 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 60.0 50.0 40.0 30.0 20.0 10.0 0.0 IN TERMS OF STUDENT MOBILITY, IT IS UNDENIABLE THAT THE PERCENT SHARE OF INTERNATIONAL MOBILE STUDENTS BY REGION (2000-2012) INDICATES AN INCREASE IN STUDENT MOBILITY IN ASEAN REGION, WHEREAS IN OTHER REGIONS, IT INDICATES A STAGNANT CONDITION OR EVEN A DECLINE. Africa Asia Europe North America South America Oceania

TOP 10 COUNTRIES OF ORIGIN OF MOBILE STUDENTS (2013) 1.China694,400 2.India189,500 3.Republic of Korea123,700 4.Germany117,600 5.Saudi Arabia 62,500 6.France 62,400 7.United States 58,100 8.Malaysia 55,600 9.Vietnam 53,800 10.Iran 51,600 Source: UIS Database

TOP 10 COUNTRIES OF DESTINATION OF MOBILE STUDENTS (2013) 1.United States18% 2.United Kingdom11% 3.France 7% 4.Australia 6% 5.Germany 5% 6.Russian Federation 4% 7.Japan 4% 8.Canada 3% 9.China 2% 10.Italy 2% Source: UIS Database ASEAN students tend to choose the US, the UK, Australia and Europe (particularly France and Germany) as their destination for study.

Country Student Mobility Rate (%) 2012 Inbound OutboundNet Brunei 3.130.0-26.9 Cambodia (2006) 0.12.6-2.6 Indonesia 0.10.6-0.4 Lao PDR 0.53.4-2.9 Malaysia (2011) 6.25.40.8 Myanmar (2007) 0.00.7-0.7 Philippines (2009) 0.50.40.1 Singapore 24.910.314.7 Thailand 0.81.0-0.2 Viet Nam 0.22.3-2.2 Student mobility rate among ASEAN countries still varies, it reflects the countrys preparedness in internationalization

DETERMINANTS OF STUDENT MOBILITY Internationalization increased demand for skilled manpower with international language competency in business situations across cultures (OECD, 2008) Rapid economic growth in the past decade for emerging countries in Asia countries have made education overseas more affordable.

DETERMINANTS OF STUDENT MOBILITY Pull factors: -Countries where English or French is either widely spoken or is the official language (US, UK, Australia, France) -Countries with higher employment rate and more open immigration policies (Australia, Canada and New Zealand) are attractive to international migrants -Countries with a high quality of education -Establishment of agreements bilateral/multilateral including academic partnership -Of 20 member states of the EU(European Commission, 2012): China partnered with 18 member states India (11), Japan (7), Vietnam (8) and Indonesia (1)

STUDENT MOBILITY OF BRUNEI DARUSSALAM Total number of mobile student abroad: 3,423 Outbound mobility ratio: 41.1 Gross outbound enrolment ratio: 10.0 Top 6 destination country: United Kingdom2,257 Australia579 Malaysia309 New Zealand76 Saudi Arabia74 United States67 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF CAMBODIA Total number of mobile student abroad: 4,287 Outbound mobility ratio: 1.9 Gross outbound enrolment ratio: 0.3 Top 6 destination country: Thailand955 France602 Australia462 Viet Nam422 Japan333 United States323 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF INDONESIA Total number of mobile student abroad: 34,999 Outbound mobility ratio: 0.6 Gross outbound enrolment ratio: 0.2 Top 6 destination country: Australia9,431 United States6,907 Malaysia6,222 Japan2,213 United Kingdom1,442 Germany1,384 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF LAO PDR Total number of mobile student abroad: 4,369 Outbound mobility ratio: 3.5 Gross outbound enrolment ratio: 0.6 Top 6 destination country: Viet Nam1,832 Thailand1,344 Japan246 Australia180 France106 Korea, Rep.63 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF MALAYSIA Total number of mobile student abroad: 55,579 Outbound mobility ratio: 5.2 Gross outbound enrolment ratio: 1.9 Top 6 destination country: Australia17,001 United Kingdom12,822 United States6,531 Russian Federation2,817 Indonesia2,516 Japan2,400 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF MYANMAR Total number of mobile student abroad: 7,254 Outbound mobility ratio: 1.1 Gross outbound enrolment ratio: 0.2 Top 6 destination country: Russian Federation1,799 Thailand1,481 Japan1,139 United States782 Australia641 Malaysia346 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF PHILIPPINES Total number of mobile student abroad: 11,210 Outbound mobility ratio: - Gross outbound enrolment ratio: 0.1 Top 6 destination country: United States3,094 Australia2,374 United Kingdom1,306 Japan632 Saudi Arabia590 New Zealand429 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF SINGAPORE Total number of mobile student abroad: 21,777 Outbound mobility ratio: 8.9 Gross outbound enrolment ratio: - Top 6 destination country: Australia9,379 United Kingdom5,253 United States4,363 Malaysia796 Canada312 New Zealand240 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF THAILAND Total number of mobile student abroad: 24,491 Outbound mobility ratio: 1.0 Gross outbound enrolment ratio: 0.5 Top 6 destination country: United States7,386 United Kingdom6,098 Australia3,282 Japan2,476 Malaysia946 Germany626 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

STUDENT MOBILITY OF VIET NAM Total number of mobile student abroad: 53,802 Outbound mobility ratio: 2.4 Gross outbound enrolment ratio: 0.6 Top 6 destination country: United States15,083 Australia11,081 France5,642 Japan4,047 United Kingdom3,769 Russian Federation2,453 Source: http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international- student-flow-viz.aspx

Origin CountryTotal (Destination countries in ASEAN) Brunei Darussalam309 (Malaysia) Cambodia955 (Thailand); 422 (Viet Nam) Indonesia6,222 (Malaysia) Lao PDR1,832 (Viet Nam); 1,344 (Thailand) Malaysia2,516 (Indonesia) Myanmar1,481 (Thailand); 346 (Malaysia) Philippines- Singapore796 (Malaysia) Thailand946 (Malaysia) Viet Nam- Source: http://www.uis.unesco.org/Education/Pages/international-student-flow- viz.aspx (2012)http://www.uis.unesco.org/Education/Pages/international-student-flow- viz.aspx STUDENT MOBILITY AMONG ASEAN COUNTRIES An interesting thing in ASEAN countries is the fact that student mobility among ASEAN countries is still limited. Generally they choose Malaysia and Thailand as their learning destination, after the first choice of the US, the UK, Australia and Europe as their preferred countries of learning destination.

ASEAN China Academic Exchange Programme: Collaborative research on the most urgent and common agendas: Avian Flu, disaster management and other transnational concerns ASEAN-China Academic Meetings : ASEAN-China Rectors Conference AUN-China scholarships The Center of ASEAN Language and Culture Studies in China ASEAN ROK Academic Exchange Programme Collaborative research in the disciplines of Science and Technology, ICT, Energy and Resources, and Finance Sharing best practices in ICT ASEAN-ROK Centre to promote socio-cultural cooperation: ASEAN Centre for Korean Studies AUN-Southeast Asia Engineering Education Network (AUN/SEED-Net) Networking of 19 leading Member Institutions from 10 ASEAN countries and 11 Japanese Supporting Universities are providing M.Sc. and Ph.D. Mainly Supported by the Japanese Government through the JICA and partially supported by the ASEAN Foundation (Phase I: 2002-2007, >400 graduates; Phase II: 2008-2013) INTERREGIONAL COLLABORATION

THE SEA-EU-NET PROJECT FP7 funded Supporting ASEAN-EU research cooperation and related policy dialogue Runtime: 4 years (2008-2012; Oct 2012 to Sept 2016) Coordination: DLR/Germany Activities: Stakeholder dialogue H2020 information Thematic workshops Alumni activities Analyses Bibliometrics Source: SEA-EU-NET Bibliometrics

KEY MESSAGE 1 Research output in the ASEAN region is growing faster than world average expanding research potential Results: ASEAN-EU publications 2014-2013: 412,303 records 3-fold increase between 2014 and 2013 ASEAN Countries Publication Output During The Past 10 Years (2004-2013), By Country Source: SEA-EU-NET Bibliometrics

ASEAN Countries Co-Publications (2004-2013) Source: SEA-EU-NET Bibliometrics The ASEAN research landscape is fairly internationalised Results: 60 % of ASEAN research output are international co- publications (249,341 records) KEY MESSAGE 2

ASEAN Co-Publications With Important Partners (2004-2013 ) Source: SEA-EU-NET Bibliometrics The European Research Area is ASEANs main co-publication partner region in the world Results: ASEAN-EU 2004-2013: 52,281 records 13% of ASEAN output KEY MESSAGE 3 ASEAN Countries Co-Publications With ERA (2004-2013 )

Thematic Areas in ASEAN Research Publications (In Absolute Numbers) Source: SEA-EU-NET Bibliometrics ASEAN's research output is strongest in: Clinical Medicine Engineering ICTs Enabling & Strategic Technologies Physics & Astronomy ASEAN-EU cooperation is particularly strong in: Agriculture, Fisheries & Forestry Biology Biomedical Research Chemistry Earth & Environmental Sciences Physics & Astronomy

Thematic Areas in ASEAN Research Publications (In Relative Numbers) Source: SEA-EU-NET Bibliometrics

Thematic Strength in ASEAN-EU Collaboration Source: SEA-EU-NET Bibliometrics Share of co-publications with authors from ERA/US/JP. E.g.: In 16% of journal publications by Southeast Asia-based authors, at least one co-author from Europe is involved.

SEA-EU-NET 1 AND 2 PROJECTS SEA-EU-NET 1 Project funded by FP7 (2008-2012) 22 partners from Europe and ASEAN 4.1 Mill of EC funding Support actions to foster S&T cooperation btw. the two regions Thematically open Actions to increase ASEAN participation in FP7 Mainly on academic cooperation 600.000 for conferences, events, workshops SEA-EU-NET 2 Project funded by FP7 (10/2012 10/2016) 4 Mill of EC funding Actions/activities to support the political dialogue and to foster S&T cooperation Focused on three societal challenged (Food, Water, Health) Includes Innovation activities Targets Horizon2020 but also aims to set up own funding mechanisms 1,2 Mio for conferences, workshops, events, fellowships

ASEAN PARTICIPATION IN FP7 As of 18 October, 2012

FP7 LESSONS LEARNED Raising of NSTDA and Thailands research profile in Europe FP7 participation has generated bilateral opps. e.g Germany Gained access to other EU funding opportunities NSTDAs FP7 leadership role in ASEAN NSTDAs FP7 promotion efforts 100% funded through FP7 projects Strengthened connections with Thai universities EU researchers do want to work with Thai researchers global solutions for global problems e.g. infectious diseases FP7 is not an easy sell (few ASEAN specific priorities, global competition, collaborative research in big teams) High entry barrier in terms of admin, financial etc EC requirements can be difficult to reconcile with internal accounting procedures Difficult striking right balance between informing researchers and raising expectations EU policy making & priority setting a black box for international partners no seat at the table FP7 a bit of a club in terms of information flow Positive Negative

HORIZON 2020 FP8 80 billion euro research and innovation funding programme (2014- 2020) Responding to the economic crisis to invest in future jobs and growth Focus on societal challenges facing EU society, e.g. health, food security, clean energy, and green transport Three priorities: 1. Excellent science 2. Industrial leadership 3. Societal challenges Horizon 2020 shall be open to selected third countries that fulfil the relevant criteria (capacity, track record, close economic and geographical links to the Union, etc.) www.ec.europa.eu/research/horizon2020

ASEAN-EU CO-PUBLICATION OUTPUT

ASEAN-EU YEAR OF SCIENCE, TECHNOLOGY AND INNOVATION 2012 An idea born within the SEA-EU-NET project A year long campaign to deepen S&T collaboration between Europe and Southeast Asia Launched November 2011 in Hanoi; closing event Brussels December 8, 2012 Year long campaign involving more than 50 events in 13 different countries More then 40 different institutions involved from both regions Officially endorsed by the ASEAN Committee on Science and Technology and the European Commission/DG RTD

SUCCESS STORY 1 EU JOURNALISTS TOUR OF SOUTHEAST ASIA 8 European science journalists were invited to travel to ASEAN to meet with universities research centers, and ministries Aim to was to raise the profile of SEA research strengths The tour was linked to the visit of EU Commissioner Geoghegan-Quinn to Singapore OUTCOME/IMPACT Media coverage including De Standaard (Belgium), Sciences et Avenir (France), Der Standard (Austria), The Philippines Star (The Philippines), The Nation (Thailand) Impact was a positive change in perceptions in Europe about Southeast Asia as a research partner

SUCCESS STORY 2 EYE OF THE SKY EXHIBITION An impressive collection of satellite images showing human impact on the lansdscapes of Europe and Southeast Asia Exhibition toured 5 countries in ASEAN initiated by the German Ministry of Education and Research (BMBF) OUTCOME/IMPACT Raised awareness about the common challenge of securing food, energy and water while protecting ecosystems Generated interest among bright young students to pursue careers in science

SUCCESS STORY 3 SUMMER SCHOOL ON BIO-ENERGY TECHNOLOGY AND ASSESSMENT (BETA) A Summer School focused on renewable energy involving students and researchers from EU and SEA at KMUTT, Bangkok Aim was to create a EU-SEA Network on Clean Combustion and Biofuels (CleComBi) with the aim at strengthening the S&T excellence as well as academic / industrial partnerships and regional cooperation through the sharing of body of knowledge and technology transfer OUTCOME/IMPACT: Increase in joint EU-SEA research applications to international funding programs including FP7 Switch Asia, and national funding programs

SHARE: EU Support to Higher Education in ASEAN Region Overall principle: EU programme to strengthen regional cooperation, enhance the quality, regional competitiveness and internationalisation of ASEAN HEI contributing to an ASEAN Community Key targets: Contribute to the harmonisation of ASEAN HE area through the formulation of ASEAN HE frameworks based on EU experience and to support the mutual recognition and student mobility among HEI in ASEAN

Three result areas: 1.Policy Dialogue on the harmonisation of the ASEAN HE landscape 2.ASEAN HE Qualification Reference Framework and Regional Quality Assurance a. ASEAN Qualification Reference Framework (AQRF) b. Quality Assurance 3.Student Mobility a. ASEAN Credit Transfer System (ACTS) b. ASEAN-EU Credit Transfer System (AECTS) c. Scholarships to support the ACTS and AECT Implementation period: 4 years, foreseen from 2015 to 2018 Project size: Indicative amount of EUR 10 Million Consortium Partners: British Council (UK), with Campus France (FR), DAAD (DE), ENQA (EU), EUA (EU) and EP Nuffic (NL) Start of the Project: January 2015

The Approach Student experience ECTS QA/QF Policy DialogueScholarships local knowledge and schemes: AIMS, partners: SEAMEO AUN AQAN, knowledge: Bologna experience EU players: EUN ENQA, ongoing activities: ANZ Taskforce, The Consortium: BC, CampusFrance, DAAD, ENQA, EP Nuffic, EUA Source: DAAD Jakarta

1.ASEAN HEIs focus on the priority of science and technology which support downstreaming and the exploitation of appropriate technology for the shake of national as well as international interest 2.The destination of the country for student mobility of ASEAN provides a big opportunity for EC to establish collaboration with HEIs in ASEAN. 3.The lacks of adequate learning facilities, infrastructures and competencies are still present in the majority of SEAMEO member countries. 4.The common ground of cooperation includes governance, QA, access, finance, management, research and achieving the regional organizational aims with the current area of focus on Cross-Border Higher Education 5.Mobility of students, faculty members and research collaboration are the main activities in ASEAN HEI (note: Students must be trained to have solid understanding of other ASEAN countries including the legal system, values in society, culture, etc.) 6.The government and high officials at HEIs are the main actors influencing the cooperation in the field of teaching-learning 7.Cooperation in the field of research is directly initiated and influenced by individuals (scientists), research centers, or consortium 8.Cooperation uniquely requires good chemistry, political understanding, economic, social, and cultural commitment from the policy makers, and direct assistance from the right person in-charge (PIC) 9.The development of science and technology in ASEAN is signalized by the fast growing establishment of the Center of Excellence (CoE) in the ASEAN countries IMPORTANT NOTES

REFERENCES AQAN (http://www.mqa.gov.my/aqan)http://www.mqa.gov.my/aqan ASEAN (http://www.asean.org)http://www.asean.org AUN (http://www.aunsec.org)http://www.aunsec.org Badan Pusat Statistik Indonesia (http://www.bps.go.id)http://www.bps.go.id Department of Education Philippines (http://www.deped.gov.ph)http://www.deped.gov.ph DIKTI (http://dikti.go.id)http://dikti.go.id EHEA (http://www.ehea.info)http://www.ehea.info EU (http://europa.eu/index_en.htm)http://europa.eu/index_en.htm Ministry of Education Brunei Darussalam (http://moe.gov.bn/Theme/Home.aspx)http://moe.gov.bn/Theme/Home.aspx Ministry of Education Cambodia (http://www.moeys.gov.kh/en/home.html)http://www.moeys.gov.kh/en/home.html Ministry of Education Lao PDR (http://www.moe.gov.la/index.php/lang-en)http://www.moe.gov.la/index.php/lang-en Ministry of Education Malaysia (http://www.moe.gov.my)http://www.moe.gov.my Ministry of Education Myanmar (http://www.moemyanmar.net)http://www.moemyanmar.net Ministry of Education Singapore (http://www.moe.gov.sg)http://www.moe.gov.sg Ministry of Education Thailand (http://www.moe.go.th/moe/th/home)http://www.moe.go.th/moe/th/home Ministry of Education Viet Nam (http://moet.gov.vn)http://moet.gov.vn SEA-EU-NET (http://www.sea-eu.net)http://www.sea-eu.net SEA-EU-NET Bibliometrics (http://bibliometrics.zsi.at/studies/vis/reveal-sea-eu-net.js)http://bibliometrics.zsi.at/studies/vis/reveal-sea-eu-net.js SEAMEO RIHED (http://www.rihed.seameo.org)http://www.rihed.seameo.org UIS Database (http://www.uis.unesco.org)http://www.uis.unesco.org UNESCO (http://en.unesco.org)http://en.unesco.org Worldbank Database (http://data.worldbank.org)http://data.worldbank.org World Economic Forum (http://www.weforum.org)http://www.weforum.org

APPENDICES

1 BRUNEI DARUSSALAM Total population - 400,000 One of the highest GDP per capita & standards of living in Asia Economy dependent on oil and gas Education at the heart of the countrys long-term development plan 28 th /142 countries for HE quality 12 government institutions 6 private institutions University of Brunei Darussalam Challenges: Globalisation Economic development Demographic changes Increase HE participation from 17% to 30% in 5 years Key research strengths include Biodiversity, Energy, Food Security/ Agrotechnology, Asian Studies, Islamic Banking and Finance www.britishcouncil.org

2 - CAMBODIA Total population 15million 34 Public & 57 private universities 250,000 enrollees Royal University of Phnom Penh oldest & largest (18,000 students) Institute of Foreign Language Royal University of Law and Economics (RULE) Key research opportunities: Environment, Information technology, electronics, psychology www.britishcouncil.org

3 - INDONESIA Total population 250million (4 th largest nation) 2,975 HEIs 4.2 million students Universitas Indonesia 30K students In a year - IND will gain 250K more 15-19-year-olds Between 2002 and 2010 graduates doubled Enrollment rate c22% 72 million < 14 years old Nov 2012 UK-IND agreement for 8 new partnerships between UK & Indonesia A focus on vocational skills Strong links with Australia Key research strengths engineering, technology, energy, economics, metallurgy & materials science www.britishcouncil.org

4 - LAOS Total population 6.5million Key research opportunities: Environment, forestry, sustainability, energy, materials science (resources & mining), agriculture, telecommunications 4 public universities eg National University of Laos (NUOL) 11 teacher education institutions 70 additional public and private bachelor degree granting education institutions Reform education systems in advance of ASEAN 2015 China University campus in Laos Soochow University branch campus - scholarships to students www.britishcouncil.org

5 - MALAYSIA Total population 28 million Education Hub for the SE Asia region (MENA) TNE Hub Nottingham, Ston, Newcastle, Reading NEW Blueprint for Education Recent BRICS & emerging economies top 100 rankings: 77 Universiti Kebangsaan Malaysia 95 Universiti Putra Malaysia www.britishcouncil.org

6 - MYANMAR (BURMA) Total population c 60M Comprehensive Education Sector Review announced in 2012 101 universities 12 institutes 9 degree colleges 24 colleges 10 Technical Training Schools 23 nursing training schools 1 sport academy 20 midwifery schools In 1988, students initiated an anti-government protest that ended with the closure of all universities for 2 years Approx. 630,000 university students Key research opportunities: agriculture, energy, manufacturing www.britishcouncil.org

7 - THE PHILIPPINES Total population 97million 1,573 private and 607 public colleges and universities Higher international ranking universities Ateneo de Manila University De La Salle University University of the Philippines University of Santo Tomas Research opportunities Environment, agriculture, engineering, technology, computer, marine science, nursing, medicine www.britishcouncil.org

8 - SINGAPORE Total population 5.5 million Singapore is an education hub - 80,000 international students Top 5 in school mathematics, science, and reading (PISA) Top 50 World class universities National University of Singapore Nanyang Technological University 6 national universities High outward mobility NEW Singapore University of Technology and Design In collaboration with Massachusetts Institute of Technology (MIT) opens in 2015 Key research strengths include electronics, energy, chemicals, mechanical engineering, telecommunications and biomedical sciences www.britishcouncil.org

9 - THAILAND Total population 67 million 16 public universities 15 40 regional universities Recent BRICS & emerging economies top 100 rankings: 29 - King Mongkuts University of Technology, Thonburi 52 Mahidol University 82 Chiang Mai University 85 Chulalongkorn University 89 Prince of Songkia University Key research strengths: nanotechnology, renewable energy www.britishcouncil.org

10 - VIETNAM Total population 89 M 1.45 million students enrolled in HE Looking to expand the university system more private provision Currently 205 universities (54 of these are private) Some foreign institutions operating in the country World Bank - $50m to help develop HE (strengthen governance, financing and quality) Five major multi-disciplinary universities: Vietnam National University, Hanoi Vietnam National University, Ho Chi Minh City Hu University University of Da Nang Thai Nguyen University Key research strengths: Agriculture, advanced materials/engineering biotechnology, telecommunications, renewable energy www.britishcouncil.org

NUMBER OF HEIs IN BRUNEI DARUSSALAM Type of HEIsTotal Public University and College12 Private University and College6 Total18 Source: http://en.wikipedia.org/wiki/List_of_universities_in_Brunei

NUMBER OF HEIs IN CAMBODIA Type of HEIsNumber Public University54 Private University34 Total88 Source: http://www.oecd.org/dev/asia-pacific/Cambodia.pdf

NUMBER OF HEIs IN LAO PDR Type of HEIsNumber Public University4 Teacher Education Institution11 Public and Private Bachelor Degree Granting Education Institution 70 Total85 Source: http://www.unescobkk.org/education/resources/resources/education- system-profiles/lao-pdr/higher-tvet/

NUMBER OF HEIs IN INDONESIA CategoryStatePrivate Number Academy871,0081,095 Polytechnics96130226 College772,2482,325 Institute3088118 University70434504 Community College3- Total3633,9084,268 Source: Pangkalan Data Pendidikan Tinggi, DIKTI http://forlap.dikti.go.id/perguruantinggi/homegraphpt

NUMBER OF HEIs IN MALAYSIA Type of HEIsNumber Private colleges414 Private universities37 Private university-colleges20 Foreign branch campus7 Public universities20 Total498 Tahun 2013 Sourcer: http://www.etawau.com/edu/IndexUniversity.htm

NUMBER OF HEIs IN MYNMAR State/DivisionTotalState/DivisionNumber Ayeyarwady Region14Mandalay Region37 Bago Region10Mon State5 Chin State3Rakhine State6 Kachin State10Sagaing Region16 Kayah State3Shan State14 Kayin State4Tanintharyi Region7 Magway Region13Yangon Region27 Total169 The Burmese higher education system is entirely state-run, and its universities and colleges are organized along their fields of studies. Universities and colleges are administered by various government ministries. Source: http://en.wikipedia.org/wiki/List_of_universities_in_Burma

NUMBER OF HEIs IN THE PHILIPINES Type of HEIsNumber State University and College547 Local University and College95 CHED-Supervised Institution1 Special HEI5 Other Government School8 Non-sectarian private HEI1,296 Sectarian private HEI347 Total2,299 Source: Commission on Higher Education Philippines http://www.ched.gov.ph/index.php/higher-education-in-numbers/higher-education- institutions/

NUMBER OF HEIs IN SINGAPORE Type of HEIsNumber Junior Colleges/ Centralised Institute20 Polytechnics5 Institute of Technical Education3 Arts Institutions2 Local University6 Total36 Source: Ministry of Education Singapore http://www.moe.gov.sg/education/post-secondary/files/post- secondary-brochure.pdf

NUMBER OF HEIs IN THAILAND Type of HEIsNumber Public University16 Autonomous University15 Rajabhat University40 Rajamangala University of Technology9 College and Institute12 Private University39 Private Institute10 Private College22 Intergovernmental institute1 Total164 Source: http://en.wikipedia.org/wiki/List_of_universities_and_colleges_in_Thailand

NUMBER OF HEIs IN VIETNAM Type of HEIsNumber University234 Junior College185 Total419 Source: http://wenr.wes.org/2014/05/higher-education-in-vietnam/

THE BRUNEI DARUSSALAM QUALIFICATIONS FRAMEWORK (BDQF) BDQF Levels School Sector QualificationsTechnical and Vocational Education Sector Qualifications Higher Education Sector Qualifications 8Doctoral Degree 7 Masters Degree Post Graduate Diploma Post Graduate Certificate 6Bachelors Degree 5 Advanced Diploma Higher National Diploma (HND) Foundation Degree Advanced Diploma Higher National Diploma (HND) 4 GCE A Level IGCSE A Level IB Diploma STPU Diploma Higher National Technical Education Certificate (HNTec) 3 GCE O Level (Grades AC) IGCSE and GCSE O Level (Grade A* - C) SPU (Grades A-C) BTEC level 2 Diploma Skills Certificate 3 (SC3) National Technical Education Certificate (NTec) 2 GCE O Level (Grades D-E) IGCSE O Level (Grade D-E) SPU (grades D) BTEC Level 2 Extended Certificate Skills Certificate 2 (SC2) Industrial Skills Qualifications (ISQ) 1BTEC Level Introductory CertificateSkills Certificate 1 (SC1) Source: Ministry of Education Brunei Darussalam http://moe.gov.bn/bdnac

CAMBODIA QUALIFICATIONS FRAMEWORK (CQF) LevelsTechnical and Vocational Education and Training Higher EducationGeneral Education 8Doctoral Degree 7Masters Degree of Technology/Business Masters Degree 6Bachelor of Technology/Engineering/Business Bachelors Degree 5Higher Diploma of Technology/Business Associate Degree 4Technical and Vocational Certificate 3 Upper Secondary Certificate 3Technical and Vocational Certificate 2 2Technical and Vocational Certificate 1 1Vocational CertificateLower Secondary Certificate Source: UNESCOs Cambodia Country Profile http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/UIL_Global_Inventory_of_NQFs_Ca mbodia.pdf

THE INDONESIAN QUALIFICATIONS FRAMEWORK (IQF) Source: Government of Indonesia (2013)

MQF levels SectorsLife long learning SkillsVocational & technical Higher education (academic & professional) Accreditation of prior experiential learning APEL 8Doctoral degree 7Masters degree 6Postgraduate cert. & diploma 5Advanced diploma 4Diploma 3Skills cert. 3Vocational & technical certificate Certificate 2Skills cert. 2 1Skills cert. 1 THE MALAYSIAN QUALIFICATIONS FRAMEWORK Source: Malaysian Qualifications Agency.

Basic education Technical education and skills development Higher education THE PHILIPPINE QUALIFICATIONS FRAMEWORK Source: TESDA, Philippines, 2003.

SINGAPORE WORKFORCE SKILLS QUALIFICATIONS (WSQ) There are 33 Singapore Workforce Skills Qualifications (WSQ) frameworks, which are all recognised by the industries. Source: http://www.wda.gov.sg/

THAI NATIONAL QUALIFICATIONS FRAMEWORK Qualification Levels Connecting /Filling-up Mechanisms Work ExperiencesEducational Qualification Levels Level 9Testing, measuring and evaluating transferred experiences from work; Accumulating learning units for raising EQL (Credit Bank) Acquisition of additional knowledge from formal, non- formal and informal education; Promoting practical training and actual work performance for improving craftsmanship and level of occupational skills Doctoral Degree Level 8Advanced Graduate Certificate Level 7Masters Degree Level 6Graduate Certificate Level 5Bachelor Degree Level 4Higher Vocational Certificate Level 3Vocational Certificate Level 2Upper Secondary Level 1Lower Secondary Source: http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/UIL_Global_Inventory_of_ NQFs_Thailand.pdf

Expenditure Profile: Brunei Darussalam Public expenditure on education % of GDP, 20143.8 % of total government expenditure, 20139.7 Public expenditure per pupil (% of GDP per capita) Tertiary, 201358.4 Gross domestic expenditure on research/ development % of GDP, 20040.0 Source: 1) Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf 2) http://data.uis.unesco.org/

Expenditure Profile: Cambodia Public expenditure on education % of GDP, 20102.6 % of total government expenditure, 201013.1 Public expenditure per pupil (% of GDP per capita) Tertiary, 201027.8 Gross domestic expenditure on research/ development % of GDP, 20020.1 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Indonesia Public expenditure on education % of GDP, 20123.6 % of total government expenditure, 201218.1 Public expenditure per pupil (% of GDP per capita) Tertiary, 201224.2 Gross domestic expenditure on research/ development % of GDP, 20090.1 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Lao PDR Public expenditure on education % of GDP, 20102.8 % of total government expenditure, 201013.2 Public expenditure per pupil (% of GDP per capita) Tertiary, 200286.0 Gross domestic expenditure on research/ development % of GDP, 20020.0 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Malaysia Public expenditure on education % of GDP, 20115.9 % of total government expenditure, 201120.9 Public expenditure per pupil (% of GDP per capita) Tertiary, 201160.9 Gross domestic expenditure on research/ development % of GDP, 20111.1 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Myanmar Public expenditure on education % of GDP, 20110.8 % of total government expenditure, 20114.4 Public expenditure per pupil (% of GDP per capita) Tertiary, 201111.8 Gross domestic expenditure on research/ development % of GDP, 20020.2 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Philippines Public expenditure on education % of GDP, 20092.7 % of total government expenditure, 200913.2 Public expenditure per pupil (% of GDP per capita) Tertiary, 20089.7 Gross domestic expenditure on research/ development % of GDP, 20070.1 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Singapore Public expenditure on education % of GDP, 20133.0 % of total government expenditure, 201318.1 Public expenditure per pupil (% of GDP per capita) Tertiary, 201323.4 Gross domestic expenditure on research/ development % of GDP, 20102.1 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Thailand Public expenditure on education % of GDP, 20127.6 % of total government expenditure, 201231.5 Public expenditure per pupil (% of GDP per capita) Tertiary, 201219.5 Gross domestic expenditure on research/ development % of GDP, 20090.3 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Expenditure Profile: Viet Nam Public expenditure on education % of GDP, 20106.3 % of total government expenditure, 201020.9 Public expenditure per pupil (% of GDP per capita) Tertiary, 201039.8 Gross domestic expenditure on research/ development % of GDP, 20020.2 Source: Statistical Yearbook for Asia and the Pacific 2014 http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacific- country-profiles-education-2014-en.pdf

Organisations With The Highest Co-Publication Output With ERA Countries - ASEAN Source: SEA-EU-NET Bibliometrics

Organisations With The Highest Co-Publication Output With ERA Countries - INDONESIA Source: SEA-EU-NET Bibliometrics

Organisations With The Highest Co-Publication Output With ERA Countries - MALAYSIA Source: SEA-EU-NET Bibliometrics

Organisations With The Highest Co-Publication Output With ERA Countries - PHILIPPINES Source: SEA-EU-NET Bibliometrics

Organisations With The Highest Co-Publication Output With ERA Countries - SINGAPORE Source: SEA-EU-NET Bibliometrics

Organisations With The Highest Co-Publication Output With ERA Countries - THAILAND Source: SEA-EU-NET Bibliometrics

Organisations With The Highest Co-Publication Output With ERA Countries - VIETNAM Source: SEA-EU-NET Bibliometrics