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.
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Famous quotes containing the words education and, education, human and/or development:
“Do we honestly believe that hopeless kids growing up under the harsh new rules will turn out to be chaste, studious, responsible adults? On the contrary, by limiting welfare, job training, education and nutritious food, won’t we plant the seeds for another bumper crop of out-of-wedlock moms, deadbeat dads and worse?”
—Richard B. Stolley (20th century)
“To me education is a leading out of what is already there in the pupil’s soul. To Miss Mackay it is a putting in of something that is not there, and that is not what I call education, I call it intrusion.”
—Muriel Spark (b. 1918)
“Catholics think of grace as a supernatural power which God dispenses, primarily through the Church and its sacraments, to purify the souls of naturally sinful human beings, and render them capable of holiness.... Protestants think of grace as an attribute of God rather than a gift from God. It is a shorthand term signifying God’s determination to love, forgive, and save His human children, however little they deserve it.”
—Louis Cassels, U.S. religious columnist. “The Catholic-Protestant Differences,” What’s the Difference?, Doubleday (1965)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)