Education and Human Development
As the "collective entity to enhance regional cooperation in education", the ASEAN Education Ministers have determined four priorities that ASEAN efforts toward improved education would address: (1) Promoting ASEAN awareness among ASEAN citizens, particularly youth; (2) Strengthening ASEAN identity through education; (3) Building ASEAN human resources in the field of education; and (4) Strengthening ASEAN university networking. Nations such as Malaysia, Singapore, Indonesia, Thailand, and the Philippines have experienced rapid development over the past 20 years (nations such as Cambodia, Myanmar, and Laos have somewhat lagged behind), and this has been visibly evident in their educational systems. Each country has developed unique - yet interconnected through ASEAN initiatives - human and physical infrastructure to provide youth education, a primary determinant in future capabilities and sustained economic growth for the entire region. Various programs and projects have been and are currently in the process of being developed to fulfill these directives and to reach these future goals.
At the 11th ASEAN Summit in December 2005, ASEAN Leaders set new directions for regional education collaboration when they welcomed the decision of the ASEAN Education Ministers to convene the ASEAN Education Ministers’ Meetings (ASED) on a regular basis. The Leaders also called for ASEAN Education Ministers to focus on enhancing regional cooperation in education. The ASEAN Education Ministers Meeting, which meets annually, oversees ASEAN cooperation efforts on education at the ministerial level. With regard to implementation, such programs and activities resulting from such efforts are for the most part carried out by the ASEAN Senior Officials on Education (SOM-ED), which reports to the ASEAN Education Ministers Meeting. SOM-ED also manages cooperation on higher education through the ASEAN University Network (AUN). The AUN was established to assist ASEAN in (1) promoting cooperation among ASEAN scholars, academics, and scientists in the region; (2) developing academic and professional human resources in the region; (3) promoting information dissemination among the ASEAN academic community; and (4) enhancing the awareness of regional identity and the sense of "ASEAN-ness" among members.
Education indicators outlined hereafter belong to primary, secondary, and tertiary levels. Primary education is generally defined as the level of education where children are provided with basic reading, writing, and mathematical skills together with elementary understanding of such subjects as history, geography, natural science, social science, art, and music. Secondary education continues to build up on the knowledge provided by primary education and aims at laying the foundations for lifelong learning and human development with more advanced material and learning mechanisms. Tertiary education, whether or not leading to an advanced research qualification, requires minimally the successful completion of secondary education for admission and entails the level of education within some college or university.
Read more about this topic: Association Of Southeast Asian Nations
Famous quotes containing the words education and, education, human and/or development:
“Until we devise means of discovering workers who are temperamentally irked by monotony it will be well to take for granted that the majority of human beings cannot safely be regimented at work without relief in the form of education and recreation and pleasant surroundings.”
—Mary Barnett Gilson (1877–?)
“A President must call on many persons—some to man the ramparts and to watch the far away, distant posts; others to lead us in science, medicine, education and social progress here at home.”
—Lyndon Baines Johnson (1908–1973)
“The human head is bigger than the globe. It conceives itself as containing more. It can think and rethink itself and ourselves from any desired point outside the gravitational pull of the earth. It starts by writing one thing and later reads itself as something else. The human head is monstrous.”
—Günther Grass (b. 1927)
“Understanding child development takes the emphasis away from the child’s character—looking at the child as good or bad. The emphasis is put on behavior as communication. Discipline is thus seen as problem-solving. The child is helped to learn a more acceptable manner of communication.”
—Ellen Galinsky (20th century)