OUTLOOK IN ASEAN COOPERATION:
STEPS, CHALLENGES AND IMPLEMENTATION
Leenawaty Limantara
leenawaty.limantara@machung.ac.id
leenawaty24@gmail.com
THE BEGINNING AND NOW
• Establishment of the European Higher Education
Area (EHEA) has inspired the idea of harmonizing higher
education systems in Southeast Asia.
Political-Security
Community
Second Work
Plan for IAI*
ASEAN
Community
2015
Economic
Community
Socio-Cultural
Community
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
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.
Source: Prof. Dr. Supachai Yavaprabhas, ASEM Conference 2010, Cyprus.
ASEAN area has become a global focus of attention, for
the following facts, such as:
HAVING A RAPIDLY INCREASING GDP
Country
Land
(x 1000 km2)
Population
(million)
2014
GDP per
capita (USD)
2013
GDP Total
(billion USD)
2013
Brunei Darussalam
5.78
0.42
38,563.3
16.11
Cambodia
181.04
15.46
1,006.8
15.24
Indonesia
1,919.44
252.16
3,475.3
868.34
Lao PDR
236.80
6.80
1,660.7
11.24
Malaysia
329.85
30.07
10,538.1
313.16
Myanmar
676.59
55.75
N/A
N/A
Philippines
300.00
107.69
2,765.1
272.07
Singapore
0.718
5.47
55,182.5
297.94
Thailand
513.12
67.74
5,779.0
387.252
Viet Nam
331.21
93.42
1,910.5
171.39
Source: http://data.worldbank.org/
THE GLOBAL COMPETITIVENESS INDEX OF
ASEAN COUNTRIES INDICATES ASEAN
POTENTIAL FOR FUTURE HUMAN
RESOURCES….
2012-2013
2013-2014
5.67 5.61
5.06 5.03
4.4
4.53
4.87 4.95
4.52 4.54
4.23 4.29
4.08
4.11 4.18
4.01 4.01
3.23
0
Indonesia Malaysia Singapore Thailand Philipines Myanmar
Source: Adapted from http://www.weforum.org/reports/global-competitiveness-report
0
Laos
Vietnam
Brunai
Cambodia
TOTAL POPULATION OF ASEAN COUNTRIES 2014
TOTAL 584 MILLION, HIGH PERCENTAGE OF PRODUCTIVE AGE
Country
Indonesia
Total Population
Age 15-24
Source
252,164,800
43,377,100
422,675
73,152
http://www.indexmundi.com/brun
ei/demographics_profile.html
Cambodia
15,458,332
3,161,234
http://www.indexmundi.com/cam
bodia/demographics_profile.html
Lao PDR
6,803,699
1,447,934
http://www.indexmundi.com/laos/
demographics_profile.html
Malaysia
30,073,353
5,092,065
http://www.indexmundi.com/mala
ysia/demographics_profile.html
Myanmar
55,746,253
10,200,516
http://www.indexmundi.com/burm
a/demographics_profile.html
Philippines
107,668,231
20,461,082
http://www.indexmundi.com/philip
pines/demographics_profile.html
Singapore
5,469,724
511,255
Thailand
67,741,401
10,194,001
http://www.indexmundi.com/thaila
nd/demographics_profile.html
Viet Nam
93,421,835
16,621,737
http://www.indexmundi.com/vietn
am/demographics_profile.html
Brunei Darussalam
www.bps.go.id
http://www.singstat.gov.sg/
GROSS ENROLMENT RATIO OF
TERTIARY EDUCATION IN ASEAN
Country / Year
Gross 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
Singapore
N/A
Thailand (2013)
51.23
Viet Nam (2013)
24.58
Source: BPS http://www.bps.go.id/linkTabelStatis/view/id/1525
http://data.uis.unesco.org/
FACTS
Education services are NOT RESPONSIVE to demand in labor
markets, and fail to cultivate the skills required
(The World Bank’s Brief on Education in South Asia, accessed 12 September 2013)
DESIRED GRADUATES
• Global citizen
• Global perspectives
• Global Competencies
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
FACTS ABOUT ASEAN COUNTRIES
•
•
•
•
•
•
•
Diversity in many aspects
Area: 4,523,000 km2
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 biggest3+ 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
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
SEVERAL REGIONAL EFFORTS HAVE BEEN
UNDERTAKEN COLLABORATIVELY:
1.
2.
3.
4.
5.
6.
Add more regional content to
AU curriculum (legal systems, societal values,
consumer cultures).
Develop more partnerships with regional and
international HEIs and industries.
Step up cooperation among ASEAN higher
learning institutions.
Promote English as the key to communication
within ASEAN.
Help students integrate ASEAN into their
political, socio-economic analyses and Think
of the region as a whole (be ASEAN-centric).
Capacity building
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)
Main Focus:
•
Mentoring activities
1. Regional QAS collaboration
•
Collaborative research and training
2. Regional QF
•
Requires funding
3. Portal/databases
TRANS-REGIONAL LEVEL:
•
Cross-border education
4. Research collaboration
•
Policy framework on emerging areas of concern
•
Portals or databases of quality institutions
•
Requires a forum for coordination
Southeast Asian
Ministers of Education
Organisation
SEAMEO RIHED’s Mission:
‘To assist member countries in promoting
efficiency and effectiveness in higher
education policy planning and development.’
SEAMEO 21 specialist
institutions :-To enhance
regional understanding,
cooperation, and networks
Source: www.rihed.seameo.org
Language
SEAMEO QITEP
Open and Distant Learning
SEAMEO SEAMOLEC
Mathematics
SEAMEO QITEP
Science
SEAMEO QITEP
Tropical Biology
SEAMEO BIOTROP
Source: www.rihed.seameo.org
Education Training
History and Tradition of SEA
SEAMEO RETRAC
SEAMEO CHAT
Science and Mathematics
SEAMEO RECSAM
Language
SEAMEO RELC
Vocational and Technical
Education
SEAMEO VOCTECH
Source: www.rihed.seameo.org
Agriculture and
Development
SEAMEO SEARCA
Higher Education Development
SEAMEO RIHED
Education Innovation
SEAMEO INNOTECH
Cultural Development
SEAMEO SPAFA
Tropical Medicine
SEAMEO TROPMED
(Network, Indonesia, Philippines,
Malaysia, Thailand)
Source: www.rihed.seameo.org
THE AIMS:
Regional Quality Assurance Network
Harmonisation of Higher Education
University Governance
Source: www.rihed.seameo.org
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
REGIONAL ASEAN PLAYER AND THEIR VISIONS
• 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 “Malaysia’s 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 country’s higher education to meet current and future challenges.
• Myanmar is operating under “Myanmar’s 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).
WHAT HAS BEEN DONE…
Toward
HEDS
RQF
Proceed on
CTS
Expansion of
M-I-T and LEARN!
Strengthen
UG
AQAN
Promote
ASEAN
Citation Index
"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
Agriculture
Language/
Culture
Hospitality Food Science
and
and
Tourism
Technology
International
Business
M-I-T Pilot
Project
Internal and External
QA in each country
Regional
Harmonization
in SEA
STAGE OF NATIONAL CTS
(CREDIT TRANSFER SYSTEM)
Beginning Stage
Different
preparedness at
national level
makes regional
projects unable to
run smoothly as
expected
Cambodia
Implementing
Stage
Indonesia
Myanmar
Malaysia
Lao PDR
The Philippines
Thailand
Source: www.rihed.seameo.org
AGREED CRITERIA FOR TRANSFER OF
STUDY CREDIT (30TH JULY 2010)
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)
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)
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.
60.0
50.0
Africa
40.0
Asia
Europe
30.0
North America
20.0
South America
10.0
Oceania
0.0
2012
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
Source: Compiled from UIS Database
TOP 10 COUNTRIES OF ORIGIN
OF MOBILE STUDENTS (2013)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
China
India
Republic of Korea
Germany
Saudi Arabia
France
United States
Malaysia
Vietnam
Iran
694,400
189,500
123,700
117,600
62,500
62,400
58,100
55,600
53,800
51,600
Source: UIS Database
TOP 10 COUNTRIES OF DESTINATION
OF MOBILE STUDENTS (2013)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
United States
United Kingdom
France
Australia
Germany
Russian Federation
Japan
Canada
China
Italy
18%
11%
7%
6%
5%
4%
4%
3%
2%
2%
ASEAN students tend to choose the US, the UK, Australia and
Europe (particularly France and Germany) as their destination for
study.
Source: UIS Database
Student Mobility Rate (%)
Student mobility
2012
rate among
Inbound
Outbound Net ASEAN countries
Country
3.1
30.0
-26.9 still varies, it
Brunei
reflects the
0.1
2.6
-2.6
Cambodia (2006)
country’s
0.1
0.6
-0.4
Indonesia
preparedness in
0.5
3.4
-2.9 internationalizaLao PDR
6.2
5.4
0.8 tion
Malaysia (2011)
Myanmar (2007)
Philippines
(2009)
0.0
0.7
-0.7
0.5
0.4
0.1
Singapore
Thailand
Viet Nam
24.9
10.3
14.7
0.8
1.0
-0.2
0.2
2.3
-2.2
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 Kingdom
2,257
Australia
579
Malaysia
309
New Zealand
76
Saudi Arabia
74
United States
67
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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:
Thailand
955
France
602
Australia
462
Viet Nam
422
Japan
333
United States
323
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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:
Australia
9,431
United States
6,907
Malaysia
6,222
Japan
2,213
United Kingdom
1,442
Germany
1,384
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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 Nam
1,832
Thailand
1,344
Japan
246
Australia
180
France
106
Korea, Rep.
63
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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:
Australia
17,001
United Kingdom
12,822
United States
6,531
Russian Federation
2,817
Indonesia
2,516
Japan
2,400
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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 Federation
1,799
Thailand
1,481
Japan
1,139
United States
782
Australia
641
Malaysia
346
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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 States
3,094
Australia
2,374
United Kingdom
1,306
Japan
632
Saudi Arabia
590
New Zealand
429
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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:
Australia
9,379
United Kingdom
5,253
United States
4,363
Malaysia
796
Canada
312
New Zealand
240
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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 States
7,386
United Kingdom
6,098
Australia
3,282
Japan
2,476
Malaysia
946
Germany
626
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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 States
15,083
Australia
11,081
France
5,642
Japan
4,047
United Kingdom
3,769
Russian Federation
2,453
Source: http://www.uis.unesco.org/Education/Pages/internationalstudent-flow-viz.aspx (2012)
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.
Origin Country
Total (Destination countries in ASEAN)
Brunei Darussalam
309 (Malaysia)
Cambodia
955 (Thailand); 422 (Viet Nam)
Indonesia
6,222 (Malaysia)
Lao PDR
1,832 (Viet Nam); 1,344 (Thailand)
Malaysia
2,516 (Indonesia)
Myanmar
1,481 (Thailand); 346 (Malaysia)
Philippines
-
Singapore
796 (Malaysia)
Thailand
946 (Malaysia)
Viet Nam
-
Source: http://www.uis.unesco.org/Education/Pages/international-student-flowviz.aspx (2012)
INTERREGIONAL COLLABORATION
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)
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
ASEAN Countries’ Publication Output During
The Past 10 Years (2004-2013), By Country
• Results:
ASEAN-EU publications
2014-2013: 412,303 records
→ 3-fold increase between
2014 and 2013
Source: SEA-EU-NET Bibliometrics
KEY MESSAGE 2
• The ASEAN research
landscape is fairly
internationalised
ASEAN Countries’ Co-Publications
(2004-2013)
• Results:
60 % of ASEAN research
output are international copublications (249,341
records)
Source: SEA-EU-NET Bibliometrics
KEY MESSAGE 3
•
The European Research Area is ASEAN‘s main co-publication partner region in the
world
•
Results:
ASEAN-EU 2004-2013: 52,281 records → 13% of ASEAN output
ASEAN Countries’ Co-Publications With ERA
(2004-2013)
ASEAN Co-Publications With Important
Partners (2004-2013)
Source: SEA-EU-NET Bibliometrics
Thematic Areas in ASEAN Research
Publications (In Absolute Numbers)
•
•
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
Source: SEA-EU-NET Bibliometrics
Thematic Areas in ASEAN Research
Publications (In Relative Numbers)
Source: SEA-EU-NET Bibliometrics
Thematic Strength in ASEAN-EU Collaboration
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.
Source: SEA-EU-NET Bibliometrics
SEA-EU-NET 1 AND 2 PROJECTS
SEA-EU-NET 1
SEA-EU-NET 2
• Project funded by FP7
(2008-2012)
•
Project funded by FP7
(10/2012 – 10/2016)
• 22 partners from Europe and
ASEAN
•
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
• 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
ASEAN PARTICIPATION IN FP7
Number of Signed Projects
Country
VN
33
TH
29
MY
24
23
ID
SG
20
PH
18
8
KH
LA
5
MM
1
BN
1
0
10
20
30
40
As of 18 October, 2012
ASEAN PARTICIPATION IN FP7
EU Budget Contribution to ASEAN (millions euros)
country
TH
VN
ID
MY
SG
PH
KH
LA
MM
BN
5.37
4.48
3.36
3.10
2.56
1.98
1.29
Total FP7 funding to Thailand: 224 million THB
0.27
0.03
0.03
0.00
Total FP7 funding to NSTDA: 61 million THB
1.00
2.00
3.00
4.00
5.00
6.00
As of 18 October, 2012
FP7 LESSONS LEARNED
Positive
•
•
•
•
•
•
•
Raising of NSTDA and Thailand’s
research profile in Europe
FP7 participation has generated
bilateral opps. e.g Germany
Gained access to other EU
funding opportunities
NSTDA’s FP7 leadership role in
ASEAN
NSTDA’s 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
Negative
•
•
•
•
•
•
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
HORIZON 2020 – “FP8”
•
•
•
•
80 billion euro research and innovation funding programme (20142020)
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
Articles co-published by authors from ASEAN and EU,
and ASEAN and other major players
6000
5000
count
4000
3000
2000
1000
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
year
ASEAN / India
ASEAN / EU (incl. AC + CC)
ASEAN / Australia
ASEAN / China
ASEAN / Japan
ASEAN / South Korea
ASEAN / USA
ASEAN / Taiwan
2010
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
partners:
SEAMEO
AUN
AQAN, …
The Approach
knowledge:
Bologna
experience
Policy Dialogue
Scholarships
EU players:
EUN
ENQA, …
Student
experience
ECTS
local knowledge
and schemes:
AIMS, …
QA/QF
ongoing activities:
ANZ Taskforce,
…
The Consortium: BC, CampusFrance, DAAD, ENQA, EP Nuffic, EUA
Source: DAAD Jakarta
IMPORTANT NOTES
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
REFERENCES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
AQAN (http://www.mqa.gov.my/aqan)
ASEAN (http://www.asean.org)
AUN (http://www.aunsec.org)
Badan Pusat Statistik Indonesia (http://www.bps.go.id)
Department of Education Philippines (http://www.deped.gov.ph)
DIKTI (http://dikti.go.id)
EHEA (http://www.ehea.info)
EU (http://europa.eu/index_en.htm)
Ministry of Education Brunei Darussalam (http://moe.gov.bn/Theme/Home.aspx)
Ministry of Education Cambodia (http://www.moeys.gov.kh/en/home.html)
Ministry of Education Lao PDR (http://www.moe.gov.la/index.php/lang-en)
Ministry of Education Malaysia (http://www.moe.gov.my)
Ministry of Education Myanmar (http://www.moemyanmar.net)
Ministry of Education Singapore (http://www.moe.gov.sg)
Ministry of Education Thailand (http://www.moe.go.th/moe/th/home)
Ministry of Education Viet Nam (http://moet.gov.vn)
SEA-EU-NET (http://www.sea-eu.net)
SEA-EU-NET Bibliometrics (http://bibliometrics.zsi.at/studies/vis/reveal-sea-eu-net.js)
SEAMEO RIHED (http://www.rihed.seameo.org)
UIS Database (http://www.uis.unesco.org)
UNESCO (http://en.unesco.org)
Worldbank Database (http://data.worldbank.org)
World Economic Forum (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 country’s long-term development plan
•28th/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 (4th 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, S’ton,
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 Mongkut’s 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
•Huế 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 HEIs
Total
Public University and College
12
Private University and College
6
Total
18
Source: http://en.wikipedia.org/wiki/List_of_universities_in_Brunei
NUMBER OF HEIs IN CAMBODIA
Type of HEIs
Number
Public University
54
Private University
34
Total
88
Source: http://www.oecd.org/dev/asia-pacific/Cambodia.pdf
NUMBER OF HEIs IN LAO PDR
Type of HEIs
Number
Public University
4
Teacher Education Institution
11
Public and Private Bachelor Degree Granting
Education Institution
70
Total
85
Source: http://www.unescobkk.org/education/resources/resources/educationsystem-profiles/lao-pdr/higher-tvet/
NUMBER OF HEIs IN INDONESIA
Category
State
Private
Number
Academy
87
1,008
1,095
Polytechnics
96
130
226
College
77
2,248
2,325
Institute
30
88
118
University
70
434
504
Community College
3
-
Total
363
3,908
Source: Pangkalan Data Pendidikan Tinggi, DIKTI
http://forlap.dikti.go.id/perguruantinggi/homegraphpt
4,268
NUMBER OF HEIs IN MALAYSIA
Tahun 2013
Type of HEIs
Number
Private colleges
414
Private universities
37
Private university-colleges
20
Foreign branch campus
7
Public universities
20
Total
498
Sourcer: http://www.etawau.com/edu/IndexUniversity.htm
NUMBER OF HEIs IN MYNMAR
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.
State/Division
Total
State/Division
Number
Ayeyarwady Region
14
Mandalay Region
37
Bago Region
10
Mon State
5
Chin State
3
Rakhine State
6
Kachin State
10
Sagaing Region
16
Kayah State
3
Shan State
14
Kayin State
4
Tanintharyi Region
7
Magway Region
13
Yangon Region
27
Total
Source: http://en.wikipedia.org/wiki/List_of_universities_in_Burma
169
NUMBER OF HEIs IN THE PHILIPINES
Type of HEIs
Number
State University and College
547
Local University and College
95
CHED-Supervised Institution
1
Special HEI
5
Other Government School
8
Non-sectarian private HEI
1,296
Sectarian private HEI
347
Total
2,299
Source: Commission on Higher Education Philippines
http://www.ched.gov.ph/index.php/higher-education-in-numbers/higher-educationinstitutions/
NUMBER OF HEIs IN SINGAPORE
Type of HEIs
Number
Junior Colleges/ Centralised Institute
20
Polytechnics
5
Institute of Technical Education
3
Arts Institutions
2
Local University
6
Total
36
Source: Ministry of Education Singapore
http://www.moe.gov.sg/education/post-secondary/files/postsecondary-brochure.pdf
NUMBER OF HEIs IN THAILAND
Type of HEIs
Number
Public University
16
Autonomous University
15
Rajabhat University
40
Rajamangala University of Technology
9
College and Institute
12
Private University
39
Private Institute
10
Private College
22
Intergovernmental institute
1
Total
164
Source: http://en.wikipedia.org/wiki/List_of_universities_and_colleges_in_Thailand
NUMBER OF HEIs IN VIETNAM
Type of HEIs
Number
University
234
Junior College
185
Total
419
Source: http://wenr.wes.org/2014/05/higher-education-in-vietnam/
THE BRUNEI DARUSSALAM QUALIFICATIONS FRAMEWORK (BDQF)
BDQF
Levels
School Sector Qualifications
Technical and Vocational
Education Sector Qualifications
Higher Education
Sector Qualifications
8
Doctoral Degree
7
• Master’s Degree
• Post Graduate Diploma
• Post Graduate Certificate
6
Bachelor’s Degree
• Advanced Diploma
• Higher National Diploma (HND)
5
4
•
•
•
•
3
• GCE “O” Level (Grades A–C)
• 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
•
•
•
•
• Skills Certificate 2 (SC2)
• Industrial Skills Qualifications (ISQ)
1
BTEC Level Introductory Certificate
GCE “A” Level
IGCSE “A” Level
IB Diploma
STPU
GCE “O” Level (Grades D-E)
IGCSE “O” Level (Grade D-E)
SPU (grades D)
BTEC Level 2 Extended
Certificate
• Diploma
• Higher National Technical Education
Certificate (HNTec)
Skills Certificate 1 (SC1)
Source: Ministry of Education Brunei Darussalam http://moe.gov.bn/bdnac
• Foundation Degree
• Advanced Diploma
• Higher National Diploma (HND)
CAMBODIA QUALIFICATIONS FRAMEWORK (CQF)
Levels
Technical and Vocational
Education and Training
Higher Education
8
Doctoral Degree
Doctoral Degree
7
Master’s Degree of
Technology/Business
Master’s Degree
6
Bachelor of
Technology/Engineering/Business
Bachelor’s Degree
5
Higher Diploma of
Technology/Business
Associate Degree
4
Technical and Vocational
Certificate 3
3
Technical and Vocational
Certificate 2
2
Technical and Vocational
Certificate 1
1
Vocational Certificate
General Education
Upper Secondary Certificate
Lower Secondary Certificate
Source: UNESCO’s 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)
THE MALAYSIAN QUALIFICATIONS FRAMEWORK
MQF
levels
Sectors
Vocational &
technical
Higher education (academic
& professional)
8
Doctoral degree
7
Masters degree
6
Postgraduate cert. &
diploma
5
Advanced
diploma
Advanced
diploma
Advanced diploma
4
Diploma
Diploma
Diploma
3
Skills cert. 3
Certificate
2
Skills cert. 2
Vocational &
technical
certificate
1
Skills cert. 1
Source: Malaysian Qualifications Agency.
Accreditation of prior experiential learning
APEL
Skills
Life long
learning
THE PHILIPPINE QUALIFICATIONS FRAMEWORK
Basic education
Source: TESDA, Philippines, 2003.
Technical
Higher education
education and
skills development
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 Connecting /Filling-up Work Experiences
Levels
Mechanisms
Educational
Qualification Levels
Level 9
Doctoral Degree
Level 8
Level 7
Level 6
Level 5
Level 4
Level 3
Testing, measuring
and evaluating
transferred
experiences from
work;
Accumulating learning
units for raising EQL
(Credit Bank)
Acquisition of
additional knowledge
from formal, nonformal and informal
education;
Promoting practical
training and actual
work performance for
improving
craftsmanship and
level of occupational
skills
Advanced Graduate
Certificate
Master’s Degree
Graduate
Certificate
Bachelor Degree
Higher Vocational
Certificate
Vocational
Certificate
Level 2
Upper Secondary
Level 1
Lower 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, 2014
3.8
% of total government expenditure, 2013 9.7
• Public expenditure per pupil (% of GDP per capita)
Tertiary, 2013
58.4
• Gross domestic expenditure on research/
development
% of GDP, 2004
0.0
Source: 1) Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
2) http://data.uis.unesco.org/
Expenditure Profile: Cambodia
• Public expenditure on education
% of GDP, 2010
2.6
% of total government expenditure, 2010 13.1
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2010
27.8
• Gross domestic expenditure on research/
development
% of GDP, 2002
0.1
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Indonesia
• Public expenditure on education
% of GDP, 2012
3.6
% of total government expenditure, 2012 18.1
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2012
24.2
• Gross domestic expenditure on research/
development
% of GDP, 2009
0.1
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Lao PDR
• Public expenditure on education
% of GDP, 2010
2.8
% of total government expenditure, 2010 13.2
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2002
86.0
• Gross domestic expenditure on research/
development
% of GDP, 2002
0.0
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Malaysia
• Public expenditure on education
% of GDP, 2011
5.9
% of total government expenditure, 2011 20.9
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2011
60.9
• Gross domestic expenditure on research/
development
% of GDP, 2011
1.1
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Myanmar
• Public expenditure on education
% of GDP, 2011
0.8
% of total government expenditure, 2011 4.4
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2011
11.8
• Gross domestic expenditure on research/
development
% of GDP, 2002
0.2
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Philippines
• Public expenditure on education
% of GDP, 2009
2.7
% of total government expenditure, 2009 13.2
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2008
9.7
• Gross domestic expenditure on research/
development
% of GDP, 2007
0.1
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Singapore
• Public expenditure on education
% of GDP, 2013
3.0
% of total government expenditure, 2013 18.1
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2013
23.4
• Gross domestic expenditure on research/
development
% of GDP, 2010
2.1
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Thailand
• Public expenditure on education
% of GDP, 2012
7.6
% of total government expenditure, 2012 31.5
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2012
19.5
• Gross domestic expenditure on research/
development
% of GDP, 2009
0.3
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-profiles-education-2014-en.pdf
Expenditure Profile: Viet Nam
• Public expenditure on education
% of GDP, 2010
6.3
% of total government expenditure, 2010 20.9
• Public expenditure per pupil (% of GDP per
capita)
Tertiary, 2010
39.8
• Gross domestic expenditure on research/
development
% of GDP, 2002
0.2
Source: Statistical Yearbook for Asia and the Pacific 2014
http://www.uis.unesco.org/Library/Documents/statistical-yearbook-asia-pacificcountry-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