Published on Mar 21, 2014
National Institute of Development Administration (NIDA) organized the symposium "The Evolution and Readiness of Educational Awareness of the ASEAN Community". This event was held on Thursday, February 13, 2014, during 09.00 -- 12.00 hrs. at the Chira Boonmak Hall, 3rd Floor Sayamboromrajkumari Building, NIDA , Bangkok, Thailand.
This symposium aimed to provide and share data and knowledge on the preparation of education among ASEAN countries. The representatives from Thailand, Singapore, Indonesia, Malaysia, Laos and Vietnam discussed upon this topic.
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Recent years have seen growing interest in a new type of international student: the ‘glocal’ student. Glocal students have been defined by Dr. Rahul Choudaha, director of Research & Advisory Services at World Education Services, as students who have global aspirations, but prefer to stay in their home country or region for education – and the fast-developing ‘ASEAN’ countries are leading this trend.
The Boston Consulting Group and McKinsey & Company have predicted that by 2020 there will be 100 million people with middle class spending patterns across the Association of South East Asian Nations (ASEAN) – such as Indonesia, Malaysia, the Philippines, Singapore and Thailand. Will glocal students from this emerging regional demographic represent the future of transnational education (TNE)?
The motto of the United Nations is, “Think globally, act locally”. In a globalized economy, every student should be educated as an international student, a global citizen with the aspiration to compete globally. However, not everyone is lucky enough to be blessed with the talent and wealth to be admitted to the world’s most competitive and expensive universities.
Transnational education, defined as education for students based in a different country to the degree-awarding institution, is becoming increasingly popular. It often offers students an international experience with the advantages of better affordability, lower English language requirements, less competitive admission standards, and regional economic initiatives.
Top 10 Universities in Asia 2014
The results of the 2014 QS University Rankings: Asia are out – and this year’s edition has seen some significant changes at the top. Read on to discover the 10 top universities in Asia this year, based on nine key performance indicators.
National University of Singapore (NUS)
The climb of Singapore’s flagship institution from second to first place is something of a landmark moment, both for Singapore and for the region more widely. This is the first time since the QS University Rankings: Asia was launched in 2009 that the ranking has been topped by a university outside of Hong Kong. As well as climbing in the regional ranking, the National University of Singapore (NUS) has also been steadily improving its performance on the international stage; as of the 2013/14 QS World University Rankings®, it ranks within the global top 25. It’s the top-rated university in Asia according to surveyed employers, and comes second in the global survey of academics, behind the University of Tokyo.
KAIST – Korea Advanced Institute of Science and Technology
South Korea’s KAIST has made an impressive leap this year, from sixth to second place in the Asian university rankings. One of a number of relatively young universities in Asia which have rapidly established a strong global standing, this specialized public institution came third in the 2013 edition of the QS Top 50 Under 50, which highlights the world’s leading institutions established within the last half century. KAIST’s rise in the QS University Rankings: Asia is largely due to strengthened scores in the indicators assessing research production and impact, reflecting the institution’s growth into a major research center.
University of Hong Kong (HKU)
A former table-topper, the University of Hong Kong (HKU) slips one place this year to third, following a wider trend of slight loss of ground in the Asian university rankings for universities in Hong Kong. This loss can be at least partly explained by the region’s recent change from a three-year to four-year undergraduate degree system, which has led to poorer faculty: student ratios. Overall, however, universities in Hong Kong remain among the strongest in Asia across all nine assessment indicators used to compile the ranking, and particularly those focused on internationalization. Indeed, the University of Hong Kong retains the highest proportion of international students among top universities in Asia.
Seoul National University (SNU)
The second entry from South Korea, Seoul National University (SNU)holds onto fourth position, having been overtaken by compatriot KAIST. It retains strong scores across the board, and remains South Korea’s highest rated university in the global academic survey. Both SNU and KAIST are part of a wider upwards trend in South Korean higher education, which has undergone dramatic transformation in a relatively short space of time. This year, 70% of the top 20 universities in South Korea have either improved or maintained their positions in the QS University Rankings: Asia.
Hong Kong University of Science and Technology (HKUST)
Having headed the ranking last year, the Hong Kong University of Science and Technology (HKUST) now finds itself in fifth place. Like other universities in Hong Kong, it suffers from a poorer faculty: student ratio this year, following the ‘double cohort’ effect resulting from the switch from three-year to four-year programs, but overall still remains one of the region’s overall top performers. Like other universities in Hong Kong, HKUST scores particularly well in the internationalization indicators; it’s beaten only by HKU for proportion of international students. Ranked 34th in the world, according to the 2013/14 QS World University Rankings, it claimed first place in the 2013 QS Top 50 Under 50.
The Chinese University of Hong Kong (CUHK)
Going against the overall trend among leading universities in Hong Kong, the Chinese University of Hong Kong (CUHK) improves its position in the Asian university rankings by one this year. Like its neighbors, CUHK enjoys especially strong scores for the international diversity of both academic staff and students. It also boasts one of the strongest international reputations among universities in Asia, joining HKU and HKUST in the top 10 universities in Asia based on QS’s global survey of academics.
Nanyang Technological University (NTU)
Proving that NUS is not the only star in the Singaporean system,Nanyang Technological University (NTU) consolidates its place among the top universities in Asia this year, climbing three places. Another fast-developer, established only in 1981, NTU came third in the last edition of the QS Top 50 Under 50, with an overall global ranking of 41st. Just outside the top 10 Asian institutions as rated by academics, it comes fifth in the region based on the international survey of employers. It also has the third strongest score for proportion of international students, just beating NUS on this measure.
China’s highest entry, Peking University falls three places this year, while the next Chinese representative, Tsinghua University, remains in 14th. Overall, China remains one of the most significant players in Asian higher education, though seems to be experiencing something of a slowing in momentum in the international rankings of its leading universities. That said, more than half of China’s top 20 entries have improved their positions this year, and Chinese institutions continue to see strengthening scores for research impact – despite the significant challenge of competing with institutions that publish more research in English.
Pohang University of Science and Technology (POSTECH)
The third South Korean university to rank among the 10 top universities in Asia, POSTECH is the country’s second major science and technology specialist – the private-sector counterpart to public institution KAIST. POSTECH improves its position by two places this year, claiming notably strong scores both for research impact and for academic staffing levels. It ranks fifth among top universities in Asia in the research citations indicator; among the overall top 10 listed here, only NUS fares better. It also has by far the best faculty: student ratio among thesetop 10 institutions, ranking fourth in Asia on this measure.
University of Tokyo
Finally, Japan’s University of Tokyo completes the list, slipping one place this year but holding onto its top-10 spot. While many of Japan’s leading universities have seen their positions fall this year, the University of Tokyo remains the top-rated Asian institution according to surveyed academics, and second according to graduate employers (behind NUS). Its weakest scores are in the internationalization indicators, and this reflects a wider challenge for universities in Japan, which have generally not been as successful as other top universities in Asia when it comes to attracting students and academics from other countries.
Image credits: e X p o s e / Shutterstock.com (NTU); chinahbzyg / Shutterstock.com (Peking); Fran C. Muller / Shutterstock.com (Tokyo)
Please take out your phone, tablet or laptop for a second, flip it over and check where it was produced. In 99% of cases your devices were either produced or assembled in Asia, the biggest industrial producer of mobile devices. Now imagine this same continent, with its huge penetration of devices, getting access to 4G and experiencing incredibly fast economic growth. The result of these three factors combined is the natural development of mobile learning strategies. The Asia Mobile Learning Infographic presents you with data about the Mobile Learning Market in Asia, and its future.
- Singapore & Hong Kong = 87%
- Malaysia (80%)
- Australia (75%)
- China (71%) (Source: Nielsen report)
Mobile internet user base in India:
- Today: 155 million+
- By 2017: 480 million (3x increase)
Mobile Learning Market
- Mobile Learning revenues in Asia:
– $2.6 billion in 2012
- $6.8 billion by 2017 (Source: Ambient Insight)
- Device makers and telecoms = major competitors in the Asia mobile learning market
- Mobile learning = primary learning technology
- The perfect pair: Inexpensive smartphones & 4G networks = enables mlearning
- Device makers and educational publishers offer education bundles with content, preloaded on tablets
- 200 million+ subscribers use mobile learning VAS products
- Mobile Learning VAS revenues will increase 4x
- The America Mobile Learning Infographic
- The Europe Mobile Learning Infographic
- The Middle East Mobile Learning Infographic
Published on Jun 4, 2013
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Massive Open Online Courses (MOOCs) have opened new doors for free online learning that lends itself well to ICT-related subjects. Meanwhile, employers seek candidates with relevant web skills. The Supply and Demand of MOOCs Infographic shows what skills are most in demand and what MOOCs are available that teach those skills, based on the results of a study conducted by the European Commission.
Top skills employers are looking for:
- Web and app design
- Domain-specific skills
- Programming languages
Top skills students want to learn:
- Web design
- Finance and Accounting
- Foundation and Vocational Education
- Higher Qualifications
- Human Resources
- Information Technology
- Management and Leadership
- Media Studies
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Vocational Education and Training
Published on Aug 2, 2013
Three Asean countries, including Thailand, have embarked on a plan to develop vocational education programme that will make its graduates well fit to work in any of their territories.
The three countries, have shared very much the same problems when it comes to vocational education.
For example, vocational-education programmes are not popular among youths. They have also lacked adequate quality teaching staff and modern equipment. Moreover, most - if not all - of their brightest students have gone to general-education programme.
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Title: Regional Cooperation Platform for Vocational Education and Teacher Training in the ASEAN Region
Commissioned by: German Federal Ministry for Economic Cooperation and Development (BMZ)
Lead executing agency: Ministry of Education (MoE)
Overall term: 2008 to 2011
Although there is a long tradition of cross-border cooperation in the field of vocational training in Asia, there is rarely any systematic exchange on reform processes. That is why in 2009 China, Viet Nam, Laos and Thailand founded the Regional Cooperation Platform Training and In-Service Training of Teachers and Managers in Vocational Schools in Asia – called the RCP for short. This was based on an initiative of the former President of Tongij University in Shanghai, Professor Wan Gang, who is now Minister of Research in China.
Despite high growth rates, there are shortcomings in the vocational training systems of all the countries involved in the RCP. National reforms and modernisation processes as well as mutual recognition of education systems and teaching qualifications are often still in their infancy. The same goes for training for vocational school teachers and managers.
The Institute of Vocational Training and select South-East Asian specialist institutes use the regional platform for joint research and consultancy on vocational education.
In preparation for the programme, RCP members (especially universities and ministries of education) receive support in developing and establishing appropriate platforms for mutual exchange as well as working formats, such as working groups, conferences and in-service training courses. They also receive assistance in establishing management structures and constructing websites. Systematic learning, mutual consultancy and in-service training are facilitated.
Conferences, particularly in the ASEAN countries, working groups and joint projects permit the exchange of know-how on vocational school teacher training. The advantages and disadvantages of various education systems, focusing more on the needs of the labour market and harmonisation of educational qualifications are discussed in detail and dealt with efficiently.
Results achieved so far
The RCP was established in March 2009. It comprises eight specialist institutes in the field of training and in-service training of vocational school teachers in the ASEAN region and China. It closes an important gap in regional cooperation and integration. In the specialist institutions there is now greater awareness of the importance of regional exchanges.
To date, four specialist conferences in the ASEAN countries attended by more than 100 participants, as well as a number of workshops and training courses have contributed to more systematic networking, communication and cooperation between institutions in the four countries – China, Laos, Viet Nam and Thailand. The agreed topics and content plus new methods (e.g. Open Space Technology, collegial consulting) are now applied in the work of the specialist institutions. Organisational processes, as well as training material and methods have been improved through cooperation in working groups and using a shared website. The results developed are available to all members and improve performance in training, research and consultancy.
Better-trained vocational school teachers and managers increase the quality of teaching and learning processes, making training more practice-oriented.
Based on the Thai model, a Master's degree course has been established in Laos.
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