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Framework for ASEAN 2015: A Roadmap for Schools John Addy S. Garcia, PhD De La Salle University.

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Presentation on theme: "Framework for ASEAN 2015: A Roadmap for Schools John Addy S. Garcia, PhD De La Salle University."— Presentation transcript:

1 Framework for ASEAN 2015: A Roadmap for Schools John Addy S. Garcia, PhD De La Salle University

2 ASEAN ECONOMIC COMMUNITY 2015 ASEAN Economic Community 10 countries, single regional economic market by 2015 One Community Working together rather than competing with each other Strong emerging market of 600M people Regional Cooperation Free flow of goods, services, investment capital and skilled labor Professional mobility Free Trade

3 ASEAN 2015 Benefits (Runckel, 2012) ASEAN ECOMIC COMMUNITY 2015 BruneiCambodiaIndonesiaLaosMalaysiaMyanmarPhilippinesSingaporeThailandVietnam BENEFITS regional cooperation improve efficiency more attractive than individual countries emerging market focusing on SMEs tourism opportunity internationalization of health care

4 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 Professional Competitiveness (PRC) Roadmap Action Agenda

5 ASEAN 2015 and Philippine Schools Opportunities for growth Challenges of competitiveness

6 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

7 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

8 Professional Competitiveness GovernmentPrivate SectorProfessionalsAcademe

9 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

10 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

11 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)

12 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

13 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

14 Assessing Competitiveness Among Filipino Professionals Key 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

15 Assessing Competitiveness Among Filipino Professionals Key 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)

16 Factors affecting Services competitiveness (Drake-Brockman, 2012) 1. Endowments, human capital (talent, education, skills, ideas, culture of customer focus) 2. Investment in intangible assets 3. Enabling digital infrastructure 4. Quality of institutions 5. Efficiency of domestic regulation 6. Connectedness with the International Market 7. Services business stakeholder consultation 8. Policy focus

17 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

18 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

19 Competitiveness in simple terms (Drake-Brockman, 2012)  Professional Competitiveness as a function of  Numbers  Quality  Quality assurance  Practice  Continuing education

20 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

21 PRC Professional Services Competitiveness Assessment (Drake-Brockman, 2012) Engineering (Civil, Geodetic, Mechanical, Electrical, Chemical, & Electronic) ArchitectureAccountancyMedicineDentistryNursing

22 Competitiveness Assessment: Engineering

23 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

24 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)

25 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

26 Competitiveness Assessment: Accountancy

27 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

28 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

29 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

30 Competitiveness Assessment: Nursing

31 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

32 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

33 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

34 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

35 Competitiveness Roadmaps  PRC mandated all regulatory boards to prepare and disseminate competitiveness roadmaps for all regulated professions Current State Action Agenda Competitiveness Goals

36 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

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

38 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

39 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? (Drake-Brockman, 2012)

40 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? (Drake-Brockman, 2012)

41 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? (Drake-Brockman, 2012)

42 Roadmap Action Agenda  What might be done to improve the profession’s “branding” either domestically or internationally? (Drake-Brockman, 2012)

43 Road Map Action Agenda  Funding and investment  Implementation of ASEAN MRAs (Drake-Brockman, 2012)

44 Professional Competitiveness Government Private Sector ProfessionalsAcademe

45 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?

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47 ASEAN & Philippine Qualifications Framework Excerpts from the Presentation of PRC Chair Teresita Manzala during the PACUCOA General Assembly in December 2013

48 (Manzala, 2013)

49 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)

50 The ASEAN Mutual Recognition Arrangements (MRA’s) Recognition Education Training Experience Certificates Licenses Mobility (Manzala, 2013)

51 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 levels Qualifications issues in recognition of prior learning Research and policy papers on NQF NQFs of other countries Consultation and Advocacy With Stakeholders INPUTSOUTPUTS (Manzala, 2013)

52 The Philippine Qualifications Framework (PQF) National Policy Levels of educational qualifications Standards for qualification outcomes Competency-basedLabor market-drivenAssessment-based qualification recognition (Manzala, 2013)

53 The PQF Coverage Basic Education Technical and Vocational Education Higher Education (Manzala, 2013)

54 The PQF Coverage All institutions and systems TrainingSpecialization Skills and competencies Work experience Lifelong learning (Manzala, 2013)

55 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)

56 Governance of the PQF National Coordinating Committee (NCC) Technical SecretariatPQF Working GroupsDEPED TESDA CHED PRC DOLE (Manzala, 2013)

57 Governance of the PQF  Chairman Secretary, DEPED  Members: Secretary, DOLE Director-General, TESDA Chairperson, CHED Chairperson, PRC (Manzala, 2013)

58 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)

59 THE PHL QUALIFICATIONS FRAMEWORK LEVEL GRADE 10 GRADE 12 TECHNICAL EDUCATION AND SKILLS DEVELOPMENT TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION HIGHER EDUCATION DOCTORAL AND POST DOCTORAL DOCTORAL AND POST DOCTORAL BACCALAUREATE BASICEDUCATION L1 L2 L3 L4 L5 L6 L7 L8 NC I NC II NC IV NC III NC IV DIPLOMA BACCALAUREATE POST BACCALAUREATE (Manzala, 2013)

60 8-LEVEL QUALIFICATIONS DESCRIPTORS Defined in terms of 3 domains 1. Knowledge, skills and values 2. Application 3. Degree of independence (Manzala, 2013)

61 LEVEL6 KNOWLEDGE, SKILLS AND VALUES Graduates 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)

62 LEVEL7 KNOWLEDGE, SKILLS AND VALUES Graduates 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)

63 LEVEL8 KNOWLEDGE, 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 INDEPENDENCE Independent and/or in teams of multi-disciplinary and more complex setting QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs (Manzala, 2013)

64 The PQF: components 1. Structure and system of progression 2. Covers three sectors: Basic education TVET Higher education 3. Eight levels of qualifications 4. Three domains of learning 5. Descriptors of learning outcomes with increasing complexity (Manzala, 2013)

65 PQF: components  Qualifications Register  Quality Assurance  Pathways and Equivalencies  International Alignment  Credit Accumulation and Transfer  Lifelong Learning  Recognition of Prior Learning (Manzala, 2013)

66 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)

67 II. Most important Features 5. Establishment of a Qualifications Register 6. Ensuring international alignment of qualifications 7. Encouraging lifelong learning 8. Government regulatory bodies confer recognition to certificates and licenses 9. Recognition of qualification is based on assessment of individual (Manzala, 2013)

68 ASEAN Qualifications Reference Framework (Manzala, 2013)

69 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)

70 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

71 ASEAN Qualifications Reference Framework (AQRF) ASEAN QRF PQF & AMS QF

72 THE PHL QUALIFICATIONS FRAMEWORK LEVEL GRADE 10 GRADE 12 TECHNICAL EDUCATION AND SKILLS DEVELOPMENT TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION HIGHER EDUCATION DOCTORAL AND POST DOCTORAL DOCTORAL AND POST DOCTORAL BACCALAUREATE BASICEDUCATION L1 L2 L3 L4 L5 L6 L7 L8 NC I NC II NC IV NC III NC IV DIPLOMA BACCALAUREATE POST BACCALAUREATE (Manzala, 2013)

73 INDONESIA S2S2 S1S1 S3S3 General High School Professional Spesialist D I D IV D III D II Vocational Senior High School Subspesialist Elementary/Junior High School FORMAL ACADEMIC EDUFORMAL VOCATIOAL/PROF EDU (Manzala, 2013)

74 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) Qualifications (A) Qualifications (A) Qualifications (B) Qualifications (B) Country (A) Country (A) Country (B) Country (B) AQRF 8 8 (Manzala, 2013)

75 What are the implications for Higher Education? (Manzala, 2013)

76 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)

77 1. Curriculum Planning  Shift to outcomes-based education and the use of learning outcomes Higher Ed CMO 46 CMO 46 OBE OBE TVET Basic Ed (K12) (K12) OBE OBE (Manzala, 2013)

78 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)

79 3. Qualification Register  Basic qualifications  Postgraduate qualifications (Manzala, 2013)

80 Example of Register Entry Qualification Title Qualification Level Issue Coding Number Date of Issue Issued by Descriptor Credit Units Entry Requirements Qualification developer Quality assurance body Content Bachelor of Science in Civil Engineering PQF Level 6 00____________ ______________ Mapua Institute of Technology The 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 232 Secondary Education Report Card Certificate of Good Moral Character Mapua Institute of Technology CHED, PACUCOA General Education subjects, Mathematics, Surveying, Hydraulics, Structural Engineering, Construction (Manzala, 2013)

81 Number Classification Organisation Qualification type Level Credit Entry Requirements Outcome statement Qualification developer Quality assurance body Content 00__________ Medical Specialty PCS / PSGS Postdoctoral Degree PQF Level 8 Number of hours or Units Passed the PRC Physician Licensure Examinations A 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 Surgery Biomedical Sciences, General Surgery covering head and neck, thorax, abdomen, extremities; Specialty Surgery clinical rotations; Basic Anesthesia (Manzala, 2013)

82 PQF Level 8 Doctoral Postdoctoral Academic Qualification PhD Professional Qualification Diplomate / Fellow (Manzala, 2013)

83 4. Quality Assurance: QA Mechanism for HEI’s CHED Schools Accrediting Bodies Graduates Professionals PRC (Manzala, 2013)

84 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)

85 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)

86 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)

87 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)

88 5. Certification of Graduates  Assessment of competencies of individual  Certification of competencies attained  Government recognition of certificates and licenses (Manzala, 2013)

89 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)

90 Challenges  PRC data: the overall passing percentage of graduates who took the licensure examinations from is 38%  The development and implementation of the PQF, and its referencing to the AQRF in 2018 (Manzala, 2013)

91 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)

92 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)

93 Challenges  Review existing credit transfer system especially AUN-ACTS (ASEAN University Network – ASEAN Credit Transfer Systems) vis-à-vis PQF: 1. PQF 2. 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)

94 Reflecting on the Implications of ASEAN 2015 to PH Educational Institutions Way Forward

95 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

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97 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

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99 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

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102 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

103 “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

104 References  Department of Science and Technology, Republic of the Philippines. (2011). Consultation/Workshop on a competitive Philippines in ASEAN  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: (The IMD World Competitiveness Yearbook 2011). Retrieved from _A4.pdf _A4.pdf  Manzala, T. (2013). Quality assurance. Kenote address presented during the 24 th PACUCOA General Assembly.  Runckel, C.W. (2012). Asia opportunities: ASEAN Economic Community Retrieved from asia.com/asia/asean_economic_community.htmlhttp://www.business-in- asia.com/asia/asean_economic_community.html

105 Salamat! Terima Kasih! c ả m ơ n b ạ n ขอขอบคุณ ຂໍຂອບໃຈທ່ານ Thank you!


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