Support teaching to build a stronger ASEAN community

2016

Education is an important agency in building the ASEAN community. It is the main vehicle to raise ASEAN awareness, inspire the “we feeling” and create a sense of belonging and understanding of the richness of ASEAN history, languages, culture and human values. Education among young people is seen as the fastest and most effective means to create awareness and pride in being part of ASEAN. The logical promoters of this consciousness are the teachers who will transmit this need to be nurtured by the institutions that shaped their identities as teachers. Are these institutions responsive to ASEAN’s demands for an integrated socio-cultural community? An examination of the Vision Mission Goals (VMGs) of selected ASEAN teacher training institutions indicates their efforts towards national development and internationalization - recognition and leadership in the region. Their respective curricula, particularly in the Humanities and Social Sciences show a strong promotion of national identit...

Education plays a vital role in the person’s personal growth. Being educated prepares us to be part of any reputable organizations or institutions. Seeing the crucial role of education in achieving the realization of one’s goal, the ASEAN puts education sector into its top priorities because “education plays a significant role in narrowing the development gap in ASEAN, this clearly shows the need to invest more in our education sector”. ASEAN’s recognition of the pivotal role of education in the ASEAN Community building process was manifested right at the time of its establishment in 1967. However, not until the 4th ASEAN Summit in Singapore in 1992 that it specifically addressed the need to focus on education sector. Since then, ASEAN has taken on more wide-ranging measures to develop the human resources in the region to empower its citizens. This essay intends to provide an overview of ASEAN’s regional perspective in education. Particular focus will be given on the importance of education sector improve human development in the region. Several issues and challenges to education are highlighted and analyze for purposes of understanding the genuine scenario of ASEAN’s education sector. A set of conclusions will attempt to identify some of the main reasons why education is crucial to realize the ASEAN Community 2015.

This study determined the awareness on ASEAN integration of the teaching and non-teaching personnel of Mindoro State College of Agriculture and Technology (MinSCAT), Philippines. The study made use of descriptive-correlational research design. It described, analyzed, correlated, and interpreted data regarding the between the profile and level of awareness on the ASEAN integration. The questionnaires were self-prepared by the researcher and submitted to experts for validation and pre-tested before being used. Frequency and percentage, weighted mean and multiple linear regression analysis were used in analyzing the data gathered in this study. The respondents of this study were the one hundred seventy nine (179) personnel of MinSCAT with at least one year of service. Stratified Proportional Random Sampling was employed in this study. The study found that most of the teaching and non-teaching personnel were young, female and married working population, educationally qualified for their respective positions, had trainings attended on ASEAN integration, with more number of trainings attended them those of the non-teaching. The respondents were moderately aware on ASEAN integration in terms of ASEAN political security community, peaceful democracy, harmonious community; ASEAN economic community, free trade, development; and ASEAN socio-cultural community, people-oriented and socially responsible. The profile was not significantly related to the level of awareness on the ASEAN integration. Further studies may be conducted as follow up to this study to strengthen results and further investigate on other related variables which were not taken on this study.

Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020), 2020

The purpose of this article is to describe strategic steps in facing the ASEAN Economic Community (AEC) era through teacher professional development as a strategic effort to improve the quality of education that is capable of producing superior and competitive human resources in the face of competitive competition in the AEC era. An era in which competition in the ASEAN region runs so competitively, without being limited by regional borders in the economic and service sectors. Professional development which is expected to have an impact on the commitment and ability of teachers in teaching. The method of writing this article uses the literature study method, which is to conduct an in-depth study of literature sources that are relevant to the problem being discussed. The results of writing this article are: (1) a form of commitment and teaching ability of teachers in facing AEC; and (2) teacher professional development in optimizing the commitment and teaching ability of teachers in the AEC era.

2019

The main purpose of this study is to analyze the level of commitment and effectiveness of implementation of ASEAN Integration in higher educational institutions in the Region 4A in the Philippines. The participants in the study were the administrators, president, vice presidents, dean, program chair and department heads of the school. The participating schools are located in the province of Quezon and San Pablo City, Laguna. Purposive sampling was used. As a tool, a self-made questionnaire was constructed and used for data collection. The indicators statement were on the ASEAN Integration materials from ASEAN secretariat stating the Roles in Education in supporting ASEAN goals. The three (3) pillars are: (a) Politics and security (b) Economics and (c) Socio-Cultural. The following tools were used: Weighted Mean, T-test was used to determine the significant difference of effectiveness and commitment of respondent schools to the ASEAN Integration. Quantitative research design was made for finding and interpreting the results. The results and findings of the study presented the level of commitment and effectiveness of ASEAN integration implementation. The findings of this study have a high acceptable internal consistency (Cronbach Alpha= .919. The Implementation of ASEAN integration was interpreted as effective in terms of politics and security. In economics & socio-cultural it was interpreted as highly effective respectively. For the level of commitment in terms of politics and security, economics and socio-cultural it was interpreted as highly committed respectively in the level of commitment to ASEAN Integration. The test of difference comparing the levels of effectiveness and commitment with computed t-value which is -3.324 has a p-value (0.002) that is less than the level of significance (0.01), the null hypothesis was rejected. Therefore, the level of effectiveness and commitment on ASEAN integration was significantly different. The recommendations of the researcher were as follows: To promote cultural awareness among teachers through exchange programs, coordinate for exchange foreign students program, strengthen cooperation between education and business sectors, participate on publication of international research journal, participate to International research convention, promote of cultural awareness among teachers through incorporation of faculty development activities abroad, enhance the knowledge of school leaders on politics and security at regional level, and promote faculty mobility through continuous training in national level.

In 2003, these countries agreed to integrate their economies. In 2007, the members of the Asean countries approved a " blueprint " to guide each member on initiatives and measures to achieve regional integration which is scheduled for 2015. Asean integration allows its member-countries (and the citizens of those countries) to join in the free flow of capital, labor, services, goods, and foreign investments. For the Philippines, this is a big challenge because integration will also mean that Asean members will pay less tax, less custom duties, and less import taxes. This pattern follows the European Common Market (European Union). In our case we will also have the Asean Common Market. The Philippines (as a member) will consider people and products from the Asean region, as if they are people and products of our country also. This is good for Filipinos because there will be a wider door for job markets in the region. But then, the job market will be tougher. We have to compete with other qualified applicants from the region. We have already proven in the past (before Asean integration) that Filipinos can best adapt to multicultural workplaces. We are good in English. (I would like to believe that.) Now, I will go to this controversial issue. That could also be the reason why we have this regional community approach to integration of education in the region. This could be the reason why the K to 12 Program has been instituted so that we can level off with Asean and the rest of the world. (I am not just sure if our expert planners in education and also our Congress have made a careful study before the implementation of the program.) Keen observers say that there is the synchronization of the academic calendar of Asean universities to accommodate the mobility of the faculty and students within the region. Look at this, only the Philippines has its school opening in June. Most universities in Japan, Korea, China, and North America start their academic calendar in August or September. Sen. Miriam Santiago said, " The synchronization of the academic calendar of the Philippine universities with most Asean, European, and American academic partners will create more joint programs and partnerships with other universities and allow students to get transfer credits from different universities in the Asean. " The strengthening of our universities is a necessity because we want to compete with the world as global athletes, not just barangay warriors. That could be the reason why we should involve the Department of Education, Commission on Higher Education, Technical Education and Skills Development Authority, and the Department of Labor and Employment to have that assurance that our training, skills, subjects, and courses would fit competition in the world market. I know that our K to 12 Program has more lapses and creates problems. That is why government experts (if we have experts) should come in and look into the program with cyclonic eyes, and reconstruct or improve our system of education in the country. Let us not give rooms for doubt to our parents and educators that the people upstairs who are in-charge simply ponder. When there is trouble, they delegate. When they are in doubt, they mumble. In our province, we only identify few specialist schools for Technical-Vocational, School of the Arts, Agriculture, Fisheries, Information Technology, and Tourism. How about our secondary schools in coastal areas and upland barangays which are far away from pilot schools? I also know that some basic problems have not been answered…lack of classrooms, books, working tools and equipment, laboratory facilities, and competent teachers. I know that our colleges and universities in Bacolod and Negros Occidental have problems. Solve your problems (easier said than done) and get ready (if not ready yet) for Asean integration. Make inventory of your desirable assets: qualified administrative staff; experienced educators and mentors; internationally responsive academic