TRADE IN EDUCATION SERVICES IN SOUTHEAST ASIA OPPORTUNIES AND CHALLENGES

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TRADE IN EDUCATION SERVICES IN SOUTHEAST
ASIAOPPORTUNIES AND CHALLENGES
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WTO TESTrade in Education Services
WTO
GATS
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EDUCATION One of the least committed
sectors Less than one-third of the 147 WTOs
members states have made commitmentsMost WTO
members have put more limitations on trade in
primary and secondary education than higher and
adult education
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MODES OF SUPPLY

• Cross-border-supply
• Consumption abroad / Movement of consumers
• Commercial presence
• Presence of natural persons / Movement of service
  providers

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CATEGORIES OF EDUCATION SERVICES

• Primary Education
• Secondary Education
• Higher Education
• Adult Education
• Other Education

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• TES is already a major business in some
  countries. The largest share of international TES
  takes the form of students traveling to study
  abroad.
• Since 1995, the importance of TES has grown
  dramatically.
• There has been an explosive growth in
  international TES, covering all modes of supply
  including cross-border e-learning activities and
  the establishment of campuses and teaching
  facilities abroad.

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SOUTHEAST ASIA REGION population540 million
-?-
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POPULATION

• Brunei 343,653
• Cambodia 12,491,501
• Indonesia 228,437,870
• Lao PDR 5,635,967
• Malaysia 22,229,040
• Myanmar 41,994,678
• Philippines 82,841,518
• Singapore 4,300,419
• Thailand 61,797,751
• Vietnam 79,939,014

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• WTO
• Members
• Brunei Darussalam, Indonesia, Myanmar, Malaysia,
  Philippines, Singapore, and Thailand
• Observers
• Cambodia, Lao PDR, Vietnam

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General Agreement on Trade in Services(GATS)

• Member
• Thailand
• (Brunei Darussalam, Cambodia, Indonesia,
  Myanmar, Malaysia, Philippines, Singapore, Lao
  PDR, and Vietnam)

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Even though most of SEA countries have not
made any committments to GATS, since the
governments are free to liberalize unilaterally
without committed to the GATS there has been a
growing international TES in SEA.Singapore and
Malaysia are major importers of transnational
education.
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TES in SEA

• Consumption Abroad (Australia, Canada, USA,
  Europe, New Zealand, Asia, etc)
• Presence of commercial ( establishment of local
  branch, satellite campuses, representative
  offices, twinning partnerships, franchising
  arrangements)
• Movement of natural persons (professors,
  teachers, researchers, principals traveling to
  SEA to provide service)
• Cross Border Supply (distance education,
  e-learning, virtual universities, education
  software)

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SINGAPORE

• Two types of transnational education external
  DE and foreign university branch campuses.
• Enrollment grows from 13,900 students (1997) to
  25,400 (1999).
• In 1998 55 enrolled in degrees courses awarded
  by British institutions and 40 by Australian
  institutions( UKOU,Univ.of London,RMIT,Monash
  Univ., Curtin Univ.)
• Cross-border DE programs and online courses that
  do not have a local presence do not require
  approval.
• Bilateral agreements were made with countries
  providers.

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MALAYSIA

• In mid 1990s 7,2 university student age were
  enrolled in local university. Majority of the
  rest went abroad.
• Many colleges offering 12 , 21 or 30 twinning
  programs with foreign universities.
• New private universities and branch campuses of
  foreign university may only be established
  following an invitation from MOE.
• Invited foreign universities must establish a
  Malaysian company with majority Malaysian
  ownership to operate the campus.
• National language, Malaysian studies, moral and
  Islamic studies are compulsory subjects for those
  universities.

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MALAYSIA

• Twinning Programs
• KL Infrastructure Univ. College New Zealand
  Institute of Highway Technology and China
  University of Geosciences (Beijing).
• Inti College offers 21 program in collaboration
  with Univ. of Leeds, Univ. of Northumbria and
  Univ. of West England and 12 program with Univ.
  of Hull and Univ. of Cardiff.
• Nilai International College with Univ. of
  Northumbria, Univ. of Central Lancashire and La
  Trobe University.
• Taylors College with Univ.of Sheffield, UK.

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MALAYSIA

• Bellerbys College-Queens Campus,UK, sent its
  Senior Principal to do interview sessions.
• University of Nottingham, Malaysia Campus
  welcomed its first students in 2000.
• Trinity College provides foundation studies as
  pathway to the Univ. of Melbourne.
• Univ. of Leichester, Malaysia, offoring Ed.D and
  MSc.

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THAILAND

• Twinning programs
• Kasetsart University Victoria University
  (Melbourne)
• King Mongkuts Univ. of Technology Univ. of
  Regina (Canada) and Univ. Missouri (Columbia,
  USA).
• A free promotional seminars were held in Bangkok
  by Hotel Institute Montreux, Switzerland and
  Royal Melbourne Institute of Technology (26 and
  28 August 2004).
• Interview session were done in Bangkok by
  University of New South Wales and University of
  San Francisco.

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INDONESIA

• Twinning programmes
• University of Indonesia - Queensland University
  of Technology, Monash University,The University
  of Queensland and The University of Melbourne,
  Australia.
• Trisakti School of Management - One Learning
  Place, Singapore.
• Institute of Technology Bandung (ITB) -
  University of Al-Azhar.

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178 INTERNATIONAL SCHOOLS

• Brunei Darussalam - 5
• Cambodia - 5
• Lao PDR - 1
• Indonesia - 45
• Malaysia - 24
• Myanmar - 4
  Philippines - 18
• Singapore - 21
• Thailand - 47
• Vietnam - 8
• 
  
  

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OPPORTUNITIES

• Quality and Equity in education are top
  priorities
• Great demand globalization
• Big, diverse and growing market
• Potential partners
• The increasing use of ICTs for domestic and cross
  border delivery of programs

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CHALLENGES

• Education is treated purely as a commercial and
  tradable commodity. Trade will overshadow and
  dominate international academic relations of
  countries.
• Recognition of degrees and qualifications, and
  transfer of credits.
• Restrictions on commercial presence or
  investment, use of internet or educational
  materials.
• Quality assurance and accreditation
  malpractice.
• Visa requirements, employment rules.
• Limited budget or lack of political will to
  allocate funds.
• Competition between public and private providers.
• Homogenization of culture potential threats to
  cultural values and national traditions.

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• TES will almost certainly continue to grow in
  SEA as governments and societies put more
  premium on human capital enhancement as a source
  of development as a means of better equiping
  individuals and societies to confront, adjust to
  and take advantage of the demands arising from
  closer economic integration.

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• THANK YOU