Special Topics in ASEAN Integration

A Module in
Special Topics in
ASEAN Integration
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This module was developed by the faculty
astern
of E Samar State
University to help students gain comprehensive knowledge even during
this pandemic.
This module consists of four topics: Concept of ASEAN Integration

,
ASEAN Integration: Impacts on Education in the ,Region
A Closer Look
at the Teachers and Teaching Profession in the ASEAN and
ASEAN Vision 2040: Towards a Bolder and Stronger ASEAN Community.
This is a seminar – type of learning engagement. Each topic

focuses on ASEAN which brings the students to the ASEAN Community.
The authors hope that this will module will be useful and significant
despite of the “new normal” that we are facing today.
ii
University Vision, Mission and Core Values i
Preface ii
Table of Contents iii
General Instructions iv
Seminar Topic 1: Concept of ASEAN Integration 1

Talk 1. Aims and Purpose of Integration 2
Talk 2: Features, Fulfilment and Failures 2
Talk 3: Challenges of ASEAN INTEGRATION 3
Seminar Topic II: ASEAN Integration: Impacts on 6 Education in the

Region
Topic 1: Education in ASEAN 7
Topic 2: ASEAN Integration Progress in Education 9
Topic 3: Integration: Change Management Response of the Philippines 9
Seminar Topic III: A Closer Look at the Teachers and 11 Teaching

Profession in the ASEAN
Topic 1: The ASEAN: One Vision, One Identity, One Community 11

Topic 2: The Teacher Professionals Across the ASEAN 17
Topic 3: The Teaching Profession Practices in the ASEAN 19
Topic 4: The Competency Framework for Teachers in Southeast Asia 22
Seminar Topic IV: ASEAN Vision 2040: Towards a Bolder and 27 Stronger
ASEAN Community
Topic 1: Context of the ASEAN Vision 2040 28

Topic 2: ASEAN VISION 2040: Key Themes 30
Topic 3: The Imperative of Collective Leadership and ASEAN Centrality 32
Topic 4: Embracing and Adapting to the Digital Revolution 34 and
Industry 4.0 to Transform ASEAN Community
Topic 5: Towards Sustainable, Resilient, and Energy-Secure ASEAN 2040 36
Topic 6: People Empowerment, People Engagement, and 38
ASEAN Belonging and Identity
References 40
Quality Policy and Credits 42
3
GENERAL INSTRUCTIONS
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EASTERN SAMAR STATE UNIVERSITY
Eastern Samar State University
Educ Sem 411: Special Topics in ASEAN Integration
INTRODUCTION
This is a seminar – type of learning engagement. Meaning, the students will undertake
seminar/webinar sessions for most of the topics. Although, all topics are discussed on this
module, links for the seminars/webinars will still be provided to ensure increased learning on the part of
the students.
Seminar Topic I Concept of

ASEAN Integration
TARGET LEARNING OUTCOMES:

After Studying this lesson, you should be able to:
1. Discuss the importance of ASEAN, especially to its member states.
2. Explain the aims and purposes of ASEAN
3. Discuss the features, fulfilments and failures of ASEAN
4. Discuss the challenges faced by the ASEAN organizationActivate Prior Knowledge What
is this flag?
Review:
1. What does this flag represent?
Acquire New Knowledge
Southeast Asia's Association of Southeast Asian Nations (ASEAN) is a ten-country economic
union. Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Singapore, Thailand,
Vietnam, and the Philippines are among the ten countries. The ASEAN countries agreed in
2015 on a strategy to help each other with regional integration activities and projects.
The five founding members of ASEAN, Indonesia, Malaysia, the Philippines, Singapore, and
Thailand, met in Bangkok, Thailand on August 8, 1967 to form the organization. On January 8, 1984,
Brunei joined, followed by Vietnam on July 28, 1995, Laos and Myanmar on July 23, 1997, and Cambodia
on April 30, 1999.
Talk 1. Aims and Purpose of Integration

The ASEAN Declaration states that the Association's goals and objectives are to:
1. accelerate economic growth, social progress, and cultural development in the region;and
2. promote regional peace and stability through a commitment to justice and the rule of lawin
regional relations and adherence to the United Nations Charter's principles.
Talk 2: Features, Fulfilment and Failures

Features
ASEAN, as an institution and a political body, is falling short of its goals in addressing the region's
most pressing and complex issues.
1. A failure to reform that jeopardizes the organization's survival.
2. Ignorance of authoritarianism and the dangers it poses to democracy in member states.
ASEAN's Characteristics in General
1. The group has a lot of diversity, maybe more than any other group on the planet.
2. The majority of member-states have experienced substantial economic growth in the recent
25 years.
3. In terms of ASEAN peacekeeping and cooperation, caution, reason, and consensus- based
decision-making have all been considered.
4. Because ASEAN has never been and may never be an economic alliance similar to the EU, it is
unlikely to take a joint external trade command in the future. Fulfilments
The Association of Southeast Asian Nations (ASEAN) is the most stable and
prosperous regional bloc in the developing world, with ten members. It was founded in
3
1967 and has made a substantial contribution to regional peace and development. Internal
diversity, generally good economic growth, and a reluctance to establish a strong
supranational organization characterize ASEAN. In 1976, ASEAN began moving toward economic
cooperation and integration with its five founding members, first focusing on trade. It
shifted its concentration to services, investment, and labor in the 1990s. In the last decade,
ASEAN has broadened its macroeconomic cooperation to include all of Southeast Asia.
Failures
ASEAN, as an institution and a political body, is falling short of its goals in resolving the region's
most critical and complicated issues.
1. Failure to reform the organization, putting the organization's survival at risk.
2. Ignorance of authoritarianism and the dangers it poses to democracy in member states.
Talk 3: Challenges of ASEAN INTEGRATION

Despite the numerous challenges it has faced over the last half-century, ASEAN has made
significant progress. The ASEAN coalition has been praised for its remarkable efforts to
promote and sustain peace in the region and globally. However, the alliance as a whole, as well
as its individual members - nations — continue to face significant challenges. The
underlying challenges that ASEAN has faced for a long time include a lack of upholders who can
ensure the organization's continuous existence and vitality, as well as a lack of solid foundations
to ensure that its common decisions are implemented.
Today, the union faces a big difficulty since it is sandwiched between the economic
heavyweights of the United States and China, with the majority of its members forced to take
sides. ASEAN is caught in the crossfire, and if it does not properly navigate this geopolitical
quagmire, it faces disintegration.
Furthermore, due to its distinctiveness and diversity, each member state is focused on its own
interests and goals, as each member faces its own set of social, economic, and political
difficulties. As a result, each country has little choice but to concentrate on its own local issues,
which have a direct impact on ASEAN's overall health.
Internal and external conflicts, such as border conflicts, illegal migration, ethnic
upheavals, and concerns about natural resource depletion, all pose threats. In the South China
Sea, there are also significant issues relating to territorial conflicts.
Graft and corruption, demographic differences, unequal social progress, disparities in
economic progression and technology adaptation, environmental degradation, politics, and
the troubling rise of authoritarianism are just a few of the major roadblocks that ASEAN
faces.
As a result, as it moves forward, the ASEAN must endeavor to address the following
issues:
1. Maintain its role as a peacemaker by growing its assets and elevating its status in the region to
impose rule of law.
2. Preserve geopolitical stability and healthy regional relations.
3. Increase economic growth and openness.
4. Develop and update new business models.
5. Be adaptable when it comes to changing demographics.
6. Ensure inclusive growth and long-term development for its members and the
organization as a whole.
7. Consistent growth of the digital economy in the region.
8. Encourage interdependence in the economy.
For additional readings on this topic, go to the following website:
https://www.adb.org/sites/default/files/publication/28551/wp69-hill-menon-asean economic-
integration.pdf
GO TO THE LINK TO WATCH THE VIDEOS:

https://www.youtube.com/watch?v=VDTdXDDzJ1k
https://www.youtube.com/watch?v=Rswa_M1xKuo Application
Answer the following activities.
1. As a member -state of ASEAN, what do you think can the Philippines do to help
attain the goals of the union in terms of the following;
a. Its stand on the issues relating to the South China Sea
b. Its contradicting cultures compared to the other member -states.
Assessment
Quiz 1: Answer the following thoroughly.
1. What other world union did ASEAN pattern itself from?

2. What was/were the original reason/s for the establishment of ASEAN?
3. What are the benefits enjoyed by the Philippines being a member of ASEAN?
Quiz 2: Choose the letter of the correct answer.
1. Which of the following is not one of the original members of ASEAN?

a. Philippines c. Malaysia
b.Indonesia d. Laos2. What country has this flag?
a. Brunei c. Myanmar
b. Thailand d. Vietnam
3. Which are the observer nations of ASEAN?

a. Papua New Guinea and Timor Leste
b. USA and China
c. Japan and Australia
d. Singapore and Cambodia
Seminar Topic II ASEAN Integration: Impacts on Education in the Region

After studying this lesson, you should be able to:
1. Discuss the status of education is ASEAN

2. Explain the role of ASEAN in the improvement of education in its region
3. Discuss the change management of ASEANActivate Prior Knowledge
Review:
1. What is the status of education of the member – states of ASEAN?
ASEAN has failed to realize its long-term goal of becoming a unified sociocultural, economic, and
political entity. As a result, one of the areas in which education plays a key role is education.
ASEAN has begun to promote educational partnership among its member states. It also wants to foster
joint research developments and improve student and staff exchange through cooperative credit
allocation techniques and other permitting procedures.

Seminar EDUCATION IN ASEAN Topic 1

Topic II
“develop human resources through closer cooperation in education and life – long learning, and in
science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the
ASEAN Community” (ASEAN Charter)
The purpose of education in ASEAN is to encourage long-term educational collaboration among

its member-states while also improving educational quality:
(1) To close development gaps,
(2) to equip young for regional leadership, and
(3) to boost people's competitiveness. 2014 (ASEAN Secretariat)
ASEAN's Objectives
1. Create a national skills framework modeled after the ASEAN skillsrecognition
framework.
2. Increase student mobility; \s3. Promote superior mobility of its trained and
expertworkforces through ASEAN regional support mechanisms and efforts to protect
and advance educational and professional standards.
4. Create an ASEAN capability-based occupational standard; 5. Encourage the creation
and promotion of a unified set of competencies as a benchmarking tool for mutual
recognition among ASEAN members.
ASEAN's Achievements
1. Students' Mobility
1. The official website of the United Nations
2. The ASEAN Credit Transfer System is a system that allows members of the
ASEAN to (ACTS)
3. ASEAN Plus Three Working Group on Mobility of Higher Education and
Ensuring Higher Education Quality Assurance
4. Program of the European Union to Support Higher Education in the ASEAN Region
(UN SHARE)
1. ASEAN Competency – based occupational standard
1. Common curriculum for Entrepreneurship in ASEAN

2. AUN – SEED NET
3. Skilled Workers' Mobility

1. Engineering Services MRA (2005)
2. Nursing Services MRA (2006)
3. Framework Arrangement for Mutual Recognition of Surveying Qualifications and MRAon
Architectural Services (2017)
4. Medical Practitioners MRA, Dental Practitioners MRA, and Accountancy ServicesMRA
Framework (2009)
5. The creation of an ASEAN Regional Qualification Framework and a System
forRecognizing Tourism Professionals (2008) www.seameo.org
ASEAN's Achievements
1. Students' Mobility
2. The official website of the United Nations
3. The ASEAN Credit Transfer System is a system that allows members of the ASEANto (ACTS)
4. ASEAN Plus Three Working Group on Mobility of Higher Education and EnsuringHigher
Education Quality Assurance
5. Program of the European Union to Support Higher Education in the ASEAN Region(UN
SHARE)
Seminar ASEAN INTEGRATION progress IN education Topic 2

Topic II
1. An ASEAN community had been developed by the end of 2015, in which a truly
"People-Centered" ASEAN had begun - More commitments to building a better ASEAN
community had been pressed.
- A project aimed at enhancing ASEAN unity by addressing educational gaps among itsmembers.
- In order to boost global competitiveness, there is a higher demand for
trainedindividuals.
- Greater cross-sectional collaboration
- Promoting and forming educational sector collaborations in the region
Seminar Integration: CHANGE MANAGEMENT RESPONSE OF THE Topic 3

Topic II PHILIPPINES
Change is unavoidable, and integration is unavoidable in the Philippines'

situation. The Philippines joined ASEAN to help the organization achieve its goals. As a result, the
Philippine curriculum has been revised to meet the demands of rapid societal change as well as
increased responsibilities for future generations. Two of the three primary divisions that
directly contribute to the progress of the curriculum, the Commission on Higher
Education (CHED) and the Department of Education (DepEd), are actively involved in
enhancing the curricular programs of the country's various educational establishments. Both
are in responsible of coordinating and monitoring school operations.
For additional readings on this topic, go to the following websites:
https://www.seameo.org/seameoweb2/images/stories/Projects/2014-01-
28_30_POST2015/pdf/3- Plenary2/A_28Jan13_ASEC_ASEAN%20Integration%20and
%20implication%20to%20S outheast%20Asia.pdf https://ro.ecu.edu.au/cgi/viewcontent.cgi?
article=1020&context=ceducom Go to the link to watch the videos:
https://www.youtube.com/watch?v=5lD79Iu0vc8 https://www.youtube.com/watch?
v=qBppYP0DdQk https://www.youtube.com/watch?v=8VTSQ58e4fE
https://www.youtube.com/watch?v=ocbg8e9WL6E
Application
Answer the following activity.
1. How have the ASEAN integration help in improving the educational sector of the
Philippines? Cite studies for these.
Assessment
Quiz 1: Answer the following thoroughly.
1. How can the goals of ASEAN help in improving the life of a regular Filipino? Choose 1 goal and
discuss this thoroughly.
2. How has the integration of the educational sector in the region improve the Philippine
curriculum?
Seminar Topic III A Closer Look at the Teachers and Teaching Profession in the ASEAN

After studying this lesson, you should be able to:
1. Explain the ASEAN vision
2. Discuss the teacher in the ASEAN region as well as the practices of the profession
3. Discuss the competency framework for the teachers in ASEAN member states
Teaching profession in the ASEAN Community is considered as essential as the

region is developing and to meet the vision and goals for the future.
Seminar The ASEAN: One Vision, One Identity, One Community Topic 1
Topic III
Activate Prior Knowledge

1. How significant is ASEAN to its member countries? And to the rest of the
world?
Aims and Purposes

• Accelerate regional economic growth, social progress, and cultural development via
cooperative efforts in the spirit of equality and partnership in order to create the
foundation for a successful and peaceful community of Southeast Asian States, as
stated in the ASEAN Declaration;
• To promote regional peace and stability by encouraging active collaboration and mutual
aid on matters of shared interest in the economic, social, cultural, technical,
scientific, and administrative domains;
• To collaborate more effectively for the greater utilization of their agriculture and
industries, the expansion of their trade, including the study of international
commodity trade problems, and the improvement of their transportation systems on
issues of common interest in the economic, social, cultural, technical, scientific,
and administrative fields;
11
• To collaborate more effectively for the greater utilization of their agriculture and
industries, the expansion of their trade, including the study of international
commodity trade problems, and the improvement of their transportation systems.
• To work together more effectively to maximize the use of their crops and
industries, expand their commerce, including studying international commodities trade
issues, and strengthen their transportation and communication networks.
• To maintain close and beneficial collaboration with existing international and
regional organizations that share similar goals and objectives, as well as to
investigate all options for even closer collaboration among themselves.
Fundamental Principles
As stated in the Treaty of Amity and Cooperation in Southeast Asia (TAC) of

1976, the ASEAN Member States have adopted the following key principles in their
dealings with one another:
The map of ASEAN. ASEAN/NOW! JAKARTA provided the image.
• Mutual respect for all nations' independence, sovereignty, equality,

territorial integrity, and national identity;
• Every State's right to conduct its national affairs free of external
interference, subversion, or coercion;
• Non-interference in one another's internal affairs;
12
• Peaceful resolution of differences or disputes;• Renunciation of the threat or use
of force
13
ASEAN (Association of Southeast Asian Nations)
In the ASEAN Vision 2020, which was adopted on the 30th anniversary of
ASEAN, the ASEAN Leaders agreed on a shared vision of ASEAN as a concert of Southeast
Asian nations looking outward, living in peace, stability, and prosperity, bonded
together in partnership in dynamic development, and in a
community of caring societies.
ASEAN members are people who live in Southeast

a. Asi
ASEAN/NOW!JAKARTA provided the image.
At the 9th ASEAN Summit in 2003, the ASEAN Leaders decided to construct an ASEAN
Community.
During the 12th ASEAN Summit in January 2007, ASEAN leaders reaffirmed their
strong commitment to building an ASEAN Community by 2015, adopting the Cebu
Declaration on the Acceleration of the Establishment of an ASEAN Community by
2015.
The three pillars that make up the ASEAN Community are the ASEAN PoliticalSecurity
Community, ASEAN Economic Community, and ASEAN Socio-Cultural
Community. Each pillar has its own Blueprint, which, when combined with the IAI
Strategic Framework and Phase II (2009-2015) of the IAI Work Plan, form the
Roadmap for an ASEAN Community 2009-2015.
Charter of ASEAN
The ASEAN Charter provides as a firm basis for the ASEAN Community by giving it
legal legitimacy and an institutional structure. It also outlines particular ASEAN aims,
examines accountability and compliance, and codifies ASEAN norms, regulations, and
principles.
The ASEAN Charter come into force on December 15, 2008. The ASEAN Foreign
Ministers gathered at the ASEAN Secretariat in Jakarta to honor the organization's
50th anniversary.
With the ASEAN Charter's entry into force, the organization will function under a new
legal framework and establish a number of new organs to aid in its community-
building activities.
With the ASEAN Charter's entry into force, the organization will function under a new
legal framework and establish a number of new organs to aid in its community-
building activities.
The ASEAN Charter is now a legally binding agreement between the ten ASEAN member
states.
Secretariat of the Association of Southeast Asian Nations
In February 1976, ASEAN's Foreign Ministers created the ASEAN Secretariat. It was then
relocated to Jakarta's Indonesian Ministry of Foreign Affairs. In 1981, H.E. Soeharto,
Indonesia's then-President, erected and opened the ASEAN Secretariat at 70A Jalan
Sisingamangaraja in Jakarta.
The ASEAN Secretariat's primary goal is to improve the effectiveness of ASEAN organ
cooperation and the implementation of ASEAN programs and activities. The ASEAN
Secretariat aspires to be the nerve center of a strong and confident ASEAN Community
by 2015, with a global reputation for operating in strict accordance with its Charter
and in the best interests of its people.
The role of the ASEAN Secretariat is to initiate, facilitate, and coordinate ASEAN
stakeholder collaboration in order to achieve the goals and values of the ASEAN Charter.
H.E. Lim Jock Hoi, ASEAN Secretary-General
Since 2006, Dato Lim Jock Hoi has served as the Permanent Secretary of Brunei
Darussalam's Ministry of Foreign Affairs and Trade.
H.E. Lim, ASEAN Secretary-General Jock Hoi is a character in the film Jock Hoi.
ASEAN/NOW!JAKARTA provided the image.
During his stay in Brunei Darussalam, he served as a Senior Official for the ASEAN
Economic Community Pillar (SEOM), APEC (Asia-Pacific Economic Cooperation), and
the ASEM (Asia-Europe Meeting). He has been a member of the High-Level Task Force
on ASEAN Economic Integration (HLTF-EI) since
2001, and he chaired the group in 2017. He was the Chief Negotiator for Brunei
Darussalam in the Trans-Pacific Partnership Agreement (TPP) and the P4, which came
before the TPP talks. He was previously the Co-Chair of the ASEAN- Australia-New
Zealand Free Trade Area (AANZFTA) negotiations, as well as Brunei's Chief
Negotiator in the Brunei-Japan Economic Partnership Agreement (BJEPA).
From June 2011 until 2017, he served as Chairman of the Governing Board of the
Economic Research Institute for ASEAN and East Asia (ERIA). He was also a member of
the ASEAN 2030 Study's External Advisory Board at the Asian Development Bank
(ADB).
He joined the government as an education official in 1977 and served as the
principal of a secondary school from 1981 to 1985. From February 2001 to July
2005, he was Director-General, International Relations and Trade Development, Ministry
of Industry and Primary Resources. In September 2005, he was nominated Deputy
Permanent Secretary of the Ministry of Foreign Affairs and Trade.
He graduated from the City of London Polytechnic with a B.Sc (Hons) Economics degree
in 1976 and a Post Graduate Certificate of Education in 1977. In 2007, he was awarded
the Most Honourable Order of Seri Paduka Mahkota Brunei, second class. He is married
and has two sons.
For additional information, go to www.asean.org.
Go to the link to watch the videos: https://www.ncda.gov.ph/asean-one-vision-one-

identity-one-community/ Application
1. Identify and enumerate past and present ASEAN Secretary Generals. Indicate their terms and
countries of origin.
2. What are the duties and responsibilities of a Secretary General?
Assessment
1. Based on your understanding of the topic, what is meant by the following;a. One
Vision
b. One Identity
c. One Community
2. What is a Secretary General to ASEAN?
Seminar The Teacher Professionals Across the ASEAN Topic 2
Topic III

1. How are our professional teachers treated here in our region?

Following its debut in November 2015, the Association of Southeast Asian Nations, or ASEAN
Community, must now work on enhancing regional integration across all three of its pillars: the
ASEAN Economic Community, the ASEAN Socio-Cultural Community, and the ASEAN Political-Security
Community.
In the 1990s and 2000s, various ASEAN integration projects focused on deepening
economic integration, looking at ways to reduce trade barriers for goods and services and how to close
the development gap between ASEAN member states.
Furthermore, as part of the ASEAN Framework Agreement for the Integration of Priority Sectors,
there has been a greater emphasis on the movement of business people, experts, professionals,
skilled labor, and talent in the 2000s.
ASEAN has been adopting mutual recognition agreements, or MRAs, for services since 2005.
Engineering, nursing, architecture, surveying, medical, dentistry, accounting, and tourism are among
the eight service industries covered by MRAs and/or MRA frameworks.
Despite ASEAN's emphasis on education, there has been no discussion of a

Memorandum of Understanding for Teaching Services.
Adopting an ASEAN MRA for Teaching Services, which should include all levels of
education, will help to create ASEAN community, contribute to the UN's 2030 Sustainable
Development Goals, and improve the quality and respect for the teaching profession.
For the discussion, go to this link and read the article;
https://www.scribd.com/presentation/471455566/teachers-and-teaching-profession-in-
asean-and-beyond
Application
1. Trace studies about ASEAN teachers and other related topics.

2. Discuss the findings and relate the situation of the respondents or subject with the situation
in your locality.
3. Have your outputs written in a yellow paper.
Assessment
1. What are the current issues faced by the teachers of ASEAN member countries?
Seminar The Teaching Profession Practices in the ASEAN Topic 3
Topic III

1. What are the different levels of schools here in our Asian Region?

A. The Schooling Levels as a Teaching Meliu
1. The primary level is made up of Pre-primary (Play-school, Pre-K, Kindergarten) andprimary

(Grade 1 to 6 years old, Grade 2 to 7 years old, Grade 3 to 8 years old, Grade 4 to 9 years old,
Grade 5 to 10 years old, and Grade 6 to 11 years old).
2. The primary level is followed by the secondary level. It is made up of JuniorHigh

School and Senior High School in most of ASEAN. Senior High School graduates can go to
college or find a career that matches their qualifications.
3. Tertiary education refers to the college level in all ASEAN countries, which is beyondand
beyond basic education. It is a stage in the educational process in which a student
earns a bachelor's degree in teaching education, which is required to take the licensure exam
to become a professional teacher.
B. Educator Professionals Throughout ASEAN
1. Academic Preparation of Teacher Professionals in Basic Education Whether youfinished

from Grade 9 or 12, your chances of getting into pre-service teacher school are
different. Future teachers in Lao PDR, Indonesia, Myanmar, and Cambodia can either
complete 9 years of basic education (Grade 9) and 3 years of advanced training to
become teachers (9 years of basic education + 3 years teacher preparation) or 10
years of basic education plus 3 years of teacher preparation. To obtain a Diploma in
Teaching, future teachers at the lower secondary level need have completed 12 years of
basic education and two years of teacher training. Students must finish 12 years of basic
education plus 4 to 5 years of teacher training to earn a Bachelor's degree at the upper
secondary level.
Non-education degree holders, on the other hand, can pursue an
education/teaching postgraduate diploma. This translates to 12 years of
elementary school, 4 to 5 years of baccalaureate studies, and one year of graduate study.
2. Four Crucial Components of Teacher Preparation
1. General knowledge and understanding – This set of skills and knowledge is taughtin
college as part of general education or liberal arts education as a prerequisite for core
content subjects in professional education. (Knowledge of Oneself and One's Environment)
2. Pedagogy - this component offers a wide range of instructional methods that gobeyond
traditional methods. (Teaching Techniques)
3. Teaching Practicum/Experiential Learning - In this cluster, students validate
theirknowledge, ideas, principles, and pedagogies in a real-world setting as teachers.
(Practicum/Teaching Internship/Immersion into the real world of teaching)
4. Major content courses are taken by people who will teach the material or disciplinein
upper elementary or secondary school. (What to teach in a specific discipline or topic
area) The Most Commonly Used Degree Titles Bachelor of Education is abbreviated
as BEd. A bachelor's degree in elementary education (BEEd) is a qualification in this
field. BSEd (Bachelor of Secondary Education) is a secondary education degree. PGDip is
an abbreviation for Pre-
Baccalaureate or Post- Graduate Diploma in Education. As a
guide for all teachers, several criteria and competences were developed.
1. 21st-century skills
2. Professionalism and accountability
3. Pedagogical ability
4. Characteristics and attributes of the teacher
5. Competence in knowledge
C. ASEAN's Teaching Professional Practices
1. Major Responsibilities of a Teacher Professional teachers have three

majorresponsibilities in different countries.
1. Actual Teaching - refers to the time when the teacher interacts with the students.
2. Learning Management - This refers to the activities that go along with the
actualinstruction.
3. Administrative work - this refers to the teacher's responsibilities, whichinclude writing
test items, checking and recording test paper results, interacting with parents,
preparing reports, and other related tasks. - The compensation of a teacher varies
depending on the country.
According to the Global Teacher Status Index Report, teacher salaries in ASEAN range from USD
120.50 to USD 2,589 per month, or even higher, as in the case of Singapore, which is roughly $45,755.00
per year. Salary is determined by qualifications, teaching experience, and allocated level or grade.
Teaching in public schools will have a distinct pay scale as well. - Teachers in primary schools are
responsible for more than one specific subject. In fact, in certain nations, such as the Philippines, a
single teacher teaches all of the courses in a self- contained classroom. Team teaching can be done
vertically or horizontally in various instances. In the secondary level, on the other hand, the instructor
may teach the same or different grade levels in the same subject area or major topic.
Teacher Recruitment and Licensing The majority of teachers hold a professional license or have
been qualified to teach by the authorized authorities in their respective nations. It is the Professional
Regulation Commission (PRC) in the Philippines, the National Institute of Education (NIE) in
Singapore, the Teacher Education Council (Khurusapa) in Thailand, and the Akta IV license provided by
teacher colleges in Indonesia for an authority to teach. Where license is not available, certification
is offered instead. For public schools and independent private schools, the Ministry of Education
guides the teacher recruiting process and qualifications, while each c is directed by its own policies
and guidelines.
Application
1. What are the different criteria and competencies developed for teachers? Cite specific
situations or give examples for each (1 each) and then discuss what was given.
Assessment
1. Cite specific situations relating to Teacher Preparation and the Four Crucial
Components.
2. Discuss the teacher’s professional practices observed here in the Philippines.
Seminar The Competency Framework for Teachers in Southeast Asia Topic 4

Topic III

1. What do you think is the competency framework for teachers in Southeast Asia?

In the OECD's global assessment of education systems, Asia is home to several of the top
performing areas (PISA report). China, Singapore, Macao, and Hong Kong are among them, and their per
capita income cannot be overlooked. However, Asia is a vast continent marked, among other things, by
the diversity of societies in its various countries. Obviously, the focus of this contribution is not on the
aforementioned locations, but on those at the other end of the spectrum: those with fewer resources
to meet the needs of their educational institutions.
We're talking about several of the countries in Southeast Asia, a region to which
ProFuturo is now contributing with its plan to increase education quality. According to the United
Nations Human Development Index, this is one of the world's most polarized situations, with one
of the richest countries in the world, Singapore (ranked 9) on one end and many of the poorest
on the other: the Philippines (ranked 106), Indonesia (111) or Cambodia (146), for example. For
example, consider the Philippines (rank 106), Indonesia (111), or Cambodia (146). In a setting like the
one outlined, instruments that assist define the lines of development on which an education
system, at least one that wants to provide its pupils with the best possible education, must rely are
crucial.
The Southeast Asia Teachers Competency Framework is one such instrument (SEA- TCF).
One of the eleven Southeast Asian countries' priority areas in the line of action outlined by the
Southeast Asian Ministers of Education Organization (SEAMEO) for the period 2015–
2035 is revitalizing teacher training. All eleven education ministries in the area recognize that schools
must serve a complex and changing society, and that teachers must prepare students by providing
them with the necessary skills to succeed. Members States are committed to promoting education
as a first-choice profession, professionalizing both initial and inservice training, and using a
framework of regional competence as a guide, member
States are
committed to promoting education as a first-choice profession, professionalizing both initial and in-
service training.
As a result, the SEA-TCF is a set of skills, knowledge, behaviors, and attributes that the eleven
Ministries of Education have agreed should be mastered by teachers in their respective countries.
Working groups of senior officials and education experts from the eleven member countries
identified four core competences for the framework. Its overarching goal is to serve as a roadmap for
using it in professional development from a regionally contextualized standpoint and in accordance
with global best teaching practices. The document can also be utilized to promote regional and
community integration, as well as to offer a firm foundation with clear standards for teacher
exchange and mobility across the territory.
One of its pillars is that it was created by Southeast Asian teachers, who took into
account the unique qualities and demands of that country and region. The tool has been tested in a
variety of educational contexts to ensure that the language and concepts utilized are
understandable to all members of the educational community. The applicability and
convenience of application have also been examined. In brief, the instrument has a clear goal: to serve
as a guide for instructors in improving their performance and to ensure that all pupils in the region
receive a high-quality education.
The Teachers' Council of Thailand (TCT) began developing this framework in February
2017 in partnership with the SEAMEO Secretariat (SEAMES) and the SEAMEO Regional Centre for
Educational Innovation and Technology (SEAMEO INNOTECH). Senior officials from eleven ministries of
education, as well as experts from leading teacher training institutes and organizations, such as
Teachers College Columbia University and UNESCO, met in Bangkok, Thailand, as mentioned above, to
discuss and review teacher standards from several countries, using a SEAMEO INNOTECH publication,
Teaching Competency Standards in Southeast Asian Countries. Audit of Eleven Countries.
As a result, the central pillars defining a teacher who is highly prepared to undertake
educational work with a guarantee of success are identified as four core competencies and twelve
general competencies. Following is the order of events: The four core competencies are followed by 12
general competencies, which are followed by 31 enabling competencies, which include 136 success
descriptors. Success descriptors are the observable behaviors expected of a high-performing teacher,
while enabling competencies are a set of performance criteria. It's important to keep in mind that these
abilities must be interpreted in light of the contexts in which they're used.
The following is a list of core and general competencies:
1.A teacher's ability to extend and broaden their knowledge of what to teach, grasp
educational trends, policies, and curriculum, and stay up with local, national, regional, and
worldwide developments is known as knowing and understanding what to teach.
1. Extending and broadening my understanding of the subjects I teach.
2. Becoming knowledgeable about educational trends, policies, and curricula.
3. Staying up to date on local, national, regional, and worldwide events.
2.Knowing your students, using the most effective teaching and learning techniques, and
assessing and providing feedback on how they are learning are all abilities that can be used to
assist pupils.
1. I am well-versed in my students' names.
2. Using the most effective learning methodologies and approaches.
3. Evaluate and provide feedback on my students' development.
3.The ability to interact with parents and caregivers, to involve the community in the
learning process, and to encourage respect and diversity are all examples of
community participation.
1. Working together with other social agents, such as families.
2. Making use of the community to help my students learn.
3. Encouraging diversity and mutual tolerance.
4.The ability to know oneself and others, to cultivate human kindness, and to master
teaching practice are all necessary for becoming a better teacher.
1. Being aware of myself and others.
2. Practicing human kindness in my personal and professional life.
3. Improving my teaching skills.
For additional reading, go to this link and read the article;
https://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf
A number of topics, constructed on the basis of the descriptors and general

competences, were established for the self-diagnosis and monitoring of instructional
development based on this framework. The assessment's findings are meant to assist teachers
in:
• planning their route to success,
• to develop a Professional Development Plan (PDP) and
• to assist them in continuing their professional development.
The assessment results point the teacher in the direction of learning alternatives, which may
include a number of training ways to increase skills. The learning alternatives depicted in
the diagram above would aid in meeting the stated priority teaching needs. On-the-job
learning, learning from others, and structured learning are the three alternatives.
Application
1. On the list of core and general competencies, have 1 professional and practicing teacher
interviewed regarding his/her approach or methods for each item. Have your output
written or encoded and have this teacher sign (as verification of the conduct of activity)
on the last part of the paper.
Assessment
1. What purposes do the Competency Framework serve? How do these help in the
improvement of the teaching process here in our region?
2. How does this competency framework help improve the performance of teachers?
Seminar Topic IV ASEAN Vision 2040: Towards a Bolder and Stronger ASEAN Community
INTRODUCTION:
These topics comprises the ASEAN Vision 2040, which lays the groundwork for
ASEAN's prosperity recognized as the Asian region's economic and political-security hub. ASEAN
Vision 2040 aims to assess the challenges that ASEAN is currently facing and to lay out a vision for the
next two decades, as well as the strategies that will be used to achieve it.
1. Determine the key significance of ASEAN’s Vision 2040.
2. Identify the strategies needed to secure inclusive and sustainable ASEAN growth.
3. Appreciate the rationale behind the of ASEAN Vision 2040.
27
Seminar Context of the ASEAN Vision 2040 Topic 1

Topic IV
ACTIVATE PRIOR KNOWLEDGE

Write your goals you want to accomplish in a set period of time (this year, for example)
and the obstacles you may encounter along the way. What will you do to overcome them?
How the activity helps you in identifying your goals?
ACQUIRE NEW KNOWLEDGE
The vision is for ASEAN to take a big step forward in the year 2040, modernizing the ASEAN
Community and securing its regional and global status.
In its Executive Summary, the Economic Research Institute for ASEAN and East Asia (ERIA)
reported on ASEAN's extraordinary achievements over the past 50 years, which were well-known and
documented by ERIA in 2017 for ASEAN's 50th anniversary.
ASEAN’S Remarkable Achievements
Malaysian Prime Minister Mahathir Mohammad eloquently outlined ASEAN's
outstanding achievements during its first two and a half decades of existence at the Asia Society
Conference on Asia and the Changing World in Tokyo in 1993 (ERIA, 2019):
• Increasing the number of members from six to ten, including Myanmar and the previously
at war Indo–China countries; and transforming itself from a "cold war pawn" to ASEAN Centrality
• By 2016 and into 2040, if valued in 2016 purchasing power purity it become the fourth largest
economy and, in the world, (if ASEAN were viewed as a single economy)
• Involving such as NGOs, government officials, and ASEAN’s dialogue partners as widening
network of experts and non-state actors.
• Community building in ASEAN has been fruitful.
ASEAN peoples’ aspirations and expectations.
During the years 2016–2017, ERIA conducted a survey for ASEAN @ 50, which collected
2,300 responses from across the ASEAN region. The nature of the respondents' concerns, as well
as the scale of the aspirations–expectations gap, suggest that they will continue to be pressing
issues not only in 2025, but also beyond 2040 (Intal and Ruddy, 2017).
The survey results recommend that (ERIA, 2019):
28
• The people of ASEAN aim to live in a united and connected region that is both inclusive and
resilient.
• They aspire an ASEAN region that is free of corruption and good governance.
• They aspire to a region with less urban pollution and more sustainable management of its
natural resources.
• They aspire to an ASEAN that has a significant voice globally and is a critical facilitator for peace
in the wider region.
However, there is a significant gap between people's goals and what they expect to
happen, particularly in terms of good governance and reduced corruption, equitable access to
opportunities, and urban pollution. Indeed, at both the regional and national levels, corruption is the
most serious concern of respondents.
APPLICATION
Based on the ideas discussed, fill the meanings behind the acronym “ASEAN” below.
Seminar ASEAN Vision 2040: Key Themes Topic 2

Topic IV
ACTIVATE PRIOR KNOWLEDGE “WORD SEARCH”
Instructions: Search and circle the five words below. Words appear straight across, up and down, and
diagonally.
D V R X S H J K A
I D E N T I T Y S
G N W P F M F R
EI A C O D J D V
AT L Q L G W P F
NA R S K U F Q Y
JL E F T H S Z I
UX N Z R E L I A
FB M D G S O X V
S E A M L E S S E
List the five words you found in the activity.
1.
2.
3.
4.
5.

According to the Economic Research Institute for ASEAN and East Asia's (ERIA) ASEAN
Vision 2040: Stepping Boldly Forward Transforming the ASEAN Community Integrative Report
(ERIA, 2019), ASEAN is stepping boldly forward towards the year 2040, transforming the ASEAN
Community and securing its position in the region and globally. The ASEAN Community has changed
into:
• ensuring ASEAN Centrality
• a Digital ASEAN which is adaptive and innovative and successfully harnesses the Fourth
Industrial Revolution
• a Sustainable ASEAN which embraces new technologies and best-practice and resilient and
energy-secure
• a Seamless ASEAN that is integrated and connected and underpinned by good
governance;
• an Inclusive ASEAN • to build a deep sense of ASEAN belonging and identity;
The vision emphasizes ASEAN Centrality and the importance of collective and cooperative leadership
and a people-centered ASEAN emerges as a result of stronger people's voices, engagement, and
networks, deepening people's sense of ASEAN community and identity; and the repositioning of the
ASEAN institutional eco-system. (ERIA, 2019).
APPLICATION
Students conduct research and create a poster presentation on at least one of the three ASEAN
Communities, or any other part of ASEAN, to demonstrate the region's efforts toward regional
integration and identity formation (e.g. in the areas of sports, culture, heritage and education).
Seminar The Imperative of Collective Leadership and ASEAN Centrality Topic 3
Topic IV
The link/URL is about ASEAN Vision 2040: ASEAN Centrality and Collective Leadership.
After you watch the video, answer the question below.
https://www.youtube.com/watch?v=uf_NCJXujg4 What is
the intended message of the video?
ASEAN has supported regionalism's agenda and its dialogue partners has persuaded of its
norms, such as the principles embodied in the Treaty of Amity and Cooperation (TAC) in Southeast
Asia and the concept of centrality. The ASEAN networks have established a peaceful region that has seen
incredible progress, decreased poverty, and delivered prosperity to millions of people (ERIA, 2019).
Collective leadership
Asian collective leadership is becoming increasingly critical for global economic policy
outcomes. To navigate this huge regional transformation, Asia's collective leadership is required,
and it is a key ingredient in preserving and strengthening the global rules-based system (ERIA,
2019). ASEAN Plus Six countries and the United States
In strengthening ASEAN centrality, every country in the region has a role to play in the region's
political, security, and economic architecture while also boosting collective and cooperative
leadership in East Asia.
China has developed deep and complex connections that provide various opportunities and
difficulties for all countries ASEAN and China have developed deep and multi-layered ties. The first to
establish a strategic partnership with ASEAN and as an ASEAN dialogue partner to sign the Treaty of
Amity and Cooperation, as well as the first to sign and negotiate a free trade agreement with
ASEAN and the Protocol to the Treaty on the Southeast Asia Nuclear Weapon- Free Zone.
Japan remains an important source of technology and capital for ASEAN and Asia.
The Republic of Korea is working more closely with ASEAN, with deeper linkages among enterprises
and on social development initiatives, now that a new policy is emerging.
India ASEAN serves as an important gateway for India's Act East initiative. Australia and New
Zealand have a lot in common with ASEAN when it comes to balancing relations with the major powers,
especially given the developing Sino–American competition.
United States At the same time as adopting stronger protectionist policies, the Trump
administration talks about how the US has been harmed by unfair Asian practices. These
developments, together with growing strategic Sino–American competition, pose a danger to faith
in the region's rising economic integration, political stability, and security, which have
characterized the region since ASEAN's formation.
The following is an agenda for ASEAN and its regional partners:
Serving to develop collective leadership will help in securing East Asia's
development and stability, as well as resolving global issues.
A strong and actively engaged ASEAN is required to create collective leadership and
ASEAN centrality.
ASEAN must manage consensus and other decision-making and agendasetting
mechanisms to increase its centrality.
APPLICATION
What will be the challenges of ASEAN centrality?
Seminar Embracing and Adapting to the Digital Revolution and Industry 4.0 to Topic 4
Transform ASEAN Community Topic IV

Have you experienced using Information and Communication Technology in the
classroom? What challenges did you encounter in using it? Share your thoughts on the lines below.
Which technology integration approaches will be easy to implement? Which will be more
challenging?

Around the world especially in ASEAN, technology has a big impact in changing
environment. Different views were stressed especially in industrialized countries wherein it is a
concerned in which machines replace humans in a variety of economic pursuits. However, we should
view new technology as a blessing rather than a problem and we should make appropriate use of
them to further our economic development. (Kimura, et.al., 2019).
By 2040, 5G coverage is predicted to be comparable to today's basic (2G or 3G) mobile coverage.
To put it another way, ASEAN as a whole is expected to have the essential networks in place to take
advantage of industry 4.0 applications (ERIA, 2019).
Two Aspects of New Technologies
Two types of technology are communication technology (CT) and information technology (IT).
Their implications for the international division of labor could be vastly different, despite the fact that
they are both based on the same technological resources,
Robotics, artificial intelligence (AI), machine learning and data processing are examples of
information technology that can be used in the production of goods and services.
Communication technology includes internet and smartphone. Face-to-face
conversation, may now be done digitally thanks to increased broadband access and the
availability of low-cost smartphones, allowing ideas to be conveyed over wider distances in real time.
Fourth Industrial Revolution and the Information technology
The economic and societal implications of the digital transformation and the fourth industrial
revolution are huge, including (Intal, Anbumozhi, and Lim, 2019):
• Increase industrial productivity.
• Empower micro, small, and medium-sized enterprises (MSMEs) with access to technology,
finance, and markets
• Leave no one behind
• Transform agriculture.
• Improve natural resource management.
• Improve resilience.
APPLICATION
Which technologies will mark the Fourth Industrial Revolution?
Seminar
Towards Sustainable, Resilient, and Energy-Secure ASEAN 2040 Topic 5
Topic IV

Collect and compare your electric bill for the past three months. What have you notice? Did the
latest month is higher than the previous months?
How do you save energy at your home? Give at least five (5) strategies you apply to lessen
your electrical bills.
ABSTRACTION
By 2040, the region's energy demand and CO2 emissions will have roughly doubled
compared to 2011, raising worries about energy security and environmental sustainability. The ASEAN
ASCC 2025 Blueprint, the SDGs, and the Paris Agreement all provide a clear vision and ambitious
goals for ASEAN and its member countries. The plan and other documents have also identified actions
that will help achieve the objective. With this, countries must develop innovative ways to reduce
the vulnerability and increase the resilience by 2040.
Climate change and variability, as well as uncontrolled development and poor land
management, were identified as drivers of disaster risk in the ASCC blueprint. By 2040, addressing
these issues could result in a significant reduction in disaster risk and increased resilience.
The process entails standardized data collecting, risk analysis, understanding of risk,
disaster and climate change management systems development, and eventually strengthening and
enhancing risk management plans. A real-time forecasting and early warning system, as well as an
integrated multi-hazard detection system, are scheduled to be created by
2040. Harnessing the new technologies for enhanced resilience and sustainability
The following are some examples of how the digital revolution and Industry 4.0
technologies can help with resilience, sustainability, and productivity (ERIA, 2019):
• Robots can be used to develop and maintain infrastructure as well as assist in disaster recovery,
for example, robot arms can be used to check and repair dangerous disaster areas.
• ICTs can help with the development of early warning and hazard risk information, the mapping
of vulnerable areas, and the transmission of adaption choices and financial resources.
• Artificial intelligence, drones, and remote sensing can greatly improve the monitoring of
agriculture, forestry, and fisheries activities.
• Irrigation systems may be automated, and farmers can utilize blockchain to control water
allocation.
A secure, modern, reliable, affordable, and sustainable energy supply for everybody is the lifeline of
ASEAN's modern technology-driven future. Some of ASEAN's options for securing a cost-effective and
long-term energy system are listed below (ERIA, 2019):
• A well-targeted and measured cross-subsidy method to increase the affordability and
reliability of energy infrastructure development.
• Distributed energy systems with micro-grid system
• Enhance emergency preparedness
• Enhance energy efficiency
• Regulatory and institutional reforms
• Enhance ASEAN-wide energy-related collaboration
• Capacity building
• Public awareness, education, and information on new technologies
• Research, development, demonstration, and deployment (RDD&D)
APPLICATION
What are the ways ASEAN Vision 2040 has formulated to ensure to have a sustainable and
secure energy for its members?
Seminar PEOPLE EMPOWERMENT, PEOPLE ENGAGEMENT, AND ASEAN Topic 6

BELONGING AND IDENTITY
Topic IV

Read the motto of the ASEAN: “ASEAN One Vision, One Identity, One Community”.
What is the ASEAN One Vision One identity one community?
ANALYSIS
1. What is an ASEAN Identity and how does it differ from a Southeast Asian Identity?
2. What are the ways to enhance ASEAN Community?
ABSTRACTION
Empowerment is all about giving people the chance and ability to change their living
conditions. As a result of inclusive growth, more people, if not all people, can improve their lives.
Empowering people means improving their ability to adapt and advance in quickly changing
economic and technological situations. 'Leave no one behind' is a complimentary principle that supports
and protects society's most vulnerable citizens. As a result, the pursuit of inclusive growth, the
importance of people empowerment, and the incorporation of the "leave no one behind" ideal
serve as vital pillars for an ASEAN community that is inclusive. (ERIA, 2019).
Leave no one behind and Inclusive growth

The campaign for an Inclusive ASEAN is built on the premise of "leaving no one behind."
Everyone should have ample access to the resources they require to earn a living, contribute to society,
and live in dignity, according to the notion. The ASEAN Community Vision 2025 promotes an
ASEAN Community that is open to everybody (ERIA, 2019).
By 2040, key influencers discovered through the interconnection of youth in the ASEAN
Community through strong student networks emerging from their mobility will be a permanent
feature to improve the prominence of ASEAN-related issues. These influencers serve as role models
for promoting ASEAN ideas from a different perspective. (Chongkittavorn, et.al., 2019) Role of Private
Sector
By addressing some of the problems and ambitions that ASEAN peoples have expressed for
ASEAN, the private sector can contribute to the development of the ASEAN community and identity.
Role of the Media
The media's mission is to promote an ASEAN feeling of belonging and identity. However, ASEAN
media continue to report on the grouping's actions on an ad hoc basis, with the majority of coverage
focusing on controversies or bilateral issues.
Role of People–Private–Public Partnership
The development outcomes of ASEAN or ASEAN priorities can be supported by the People–
Private–Public Partnership.
APPLICATION
What is the meaning of “Leave no one behind” in the context of ASEAN Vision
2040?
ASSESSMENT:
1. How the ASEAN member countries are responding to COVID – 19? Are these efforts are
indicated in the ASEAN Vision 2040?
2. How Cultural Differences help ASEAN Communities Beat COVID-19?
References:
Chongkittavorn, K. , E. Tan, L. Ruddy, and R. Abdulrahim(2019), ‘Leave No One Behind’, in Kimura,
F., V. Anbumozhi, H. Nishimura. (eds.), Transforming and Deepening the ASEAN Community,
Jakarta: ERIA, pp.163–174.
ERIA (2019). ASEAN Vision 2040: Towards a Bolder and Stronger ASEAN Community. Brief, Executive
Summary, Integrative Report. Volume I. Jakarta, Indonesia.
Intal, P. and L. Ruddy (eds.) (2017), ASEAN@50 Volume 2 − Voices on ASEAN: What does ASEAN Mean
to ASEAN People? Jakarta: ERIA. http://www.eria.org/publications/asean-
50-volume-2-voices-of-aseanwhat-does asean-mean-to-asean-peoples/
Intal, P., V. Anbumozhi, and H. Lim (2019), ‘ASEAN Present and Future Global and Regional
Developments’, in S. Tay, S. Armstrong, P. Drysdale, and P. Intal Jr. (eds.), Towards a Bolder and
Stronger ASEAN Community. Volume II: Collective Leadership, ASEAN Centrality, and
Strengthening ASEAN Institutions. Jakarta: ERIA.
Kimura, Fukunari; Shrestha, Rashesh, and Narjoko, Dionisius. (March, 2019). Transforming and
Deepening the ASEAN Community: The Digital and Fourth Industrial Revolution and ASEAN
Economic Transformation. ASEAN Vision 2040: Towards a Bolder and Stronger Community,
Volume III. Economic Research Institute for ASEAN and East Asia, 2019.
https://www.eria.org/uploads/media/0.AV2040_VOL1.pdf
https://www.adb.org/sites/default/files/publication/28551/wp69-hill-menon-asean-
economicintegration.pdf https://www.asean.org/wp-content/uploads/images/archive/21073.pdf
https://bizfluent.com/info-8262130-aims-objectives-economic-integration.html
https://www.europarl.europa.eu/meetdocs/2004_2009/documents/fd/04_asean generalin/04_asean-
generalinfo.pdf https://reliefweb.int/report/world/asean-once-again-fails-tackle-region-s-foremost-
challenges https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1020&context=ceducom
https://www.seameo.org/seameoweb2/images/stories/Projects/2014-01-
28_30_POST2015/pdf/3- Plenary2/A_28Jan13_ASEC_ASEAN%20Integration%20and
%20implication%20to%20Southea st%20Asia.pdf https://theconversation.com/trans-asean-
education-can-play-a-role-in-building-a-regional community-89610
https://thediplomat.com/2020/08/aseans-challenges-and-the-way-forward/
https://www.weforum.org/agenda/2018/08/7-challenges-to-business-in-the-asean-region-and how-
to-solve-them/ https://vplegacies.com/a-basic-guide-to-the-types-of-learner-engagement/
https://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf
https://nowjakarta.co.id/updates/news/asean-one-vision-one-identity-one-community
https://www.ncda.gov.ph/asean-one-vision-one-identity-one-community/
https://pdfcoffee.com/the-teaching-profession-the-asean-one-vision-one-identity-one community-
pdf-free.html
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Special Topics in ASEAN Integration

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A Module in

To provide quality education re al and global needs focused on

sponsive to the nation generating knowledge and

This module consists of four topics: Concept of ASEAN Integration

This is a seminar – type of learning engagement. Each topic

Seminar Topic 1: Concept of ASEAN Integration 1

Seminar Topic II: ASEAN Integration: Impacts on 6 Education in the

Seminar Topic III: A Closer Look at the Teachers and 11 Teaching

Topic 1: The ASEAN: One Vision, One Identity, One Community 11

Topic 1: Context of the ASEAN Vision 2040 28

ASEAN Belonging and Identity

• Use this module with care.

• Do not write, highlight, erase, alter or tear the pages of this

• In answering activities or exercises, use a separate sheet of

paper or refer to your instructor for further or other

• This module must be returned after the end of the semester.

If this module is lost and found, please return to:

Seminar Topic I Concept of

TARGET LEARNING OUTCOMES:

Talk 1. Aims and Purpose of Integration

Talk 2: Features, Fulfilment and Failures

unlikely to take a joint external trade command in the future. Fulfilments

1. Failure to reform the organization, putting the organization's survival at risk.

2. Ignorance of authoritarianism and the dangers it poses to democracy in member states.

Talk 3: Challenges of ASEAN INTEGRATION

GO TO THE LINK TO WATCH THE VIDEOS:

Answer the following activities.

Quiz 1: Answer the following thoroughly.

1. What other world union did ASEAN pattern itself from?

Quiz 2: Choose the letter of the correct answer.

1. Which of the following is not one of the original members of ASEAN?

3. Which are the observer nations of ASEAN?

Seminar Topic II ASEAN Integration: Impacts on Education in the Region

TARGET LEARNING OUTCOMES:

1. Discuss the status of education is ASEAN

1. What is the status of education of the member – states of ASEAN?

Acquire New Knowledge

Eastern Samar State University

Seminar EDUCATION IN ASEAN Topic 1

The purpose of education in ASEAN is to encourage long-term educational collaboration among

1. ASEAN Competency – based occupational standard

1. Common curriculum for Entrepreneurship in ASEAN

3. Skilled Workers' Mobility

Seminar ASEAN INTEGRATION progress IN education Topic 2

Seminar Integration: CHANGE MANAGEMENT RESPONSE OF THE Topic 3

Change is unavoidable, and integration is unavoidable in the Philippines'

Quiz 1: Answer the following thoroughly.

TARGET LEARNING OUTCOMES:

Teaching profession in the ASEAN Community is considered as essential as the

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Aims and Purposes

As stated in the Treaty of Amity and Cooperation in Southeast Asia (TAC) of

The map of ASEAN. ASEAN/NOW! JAKARTA provided the image.

• Mutual respect for all nations' independence, sovereignty, equality,

ASEAN (Association of Southeast Asian Nations)

ASEAN members are people who live in Southeast

Secretariat of the Association of Southeast Asian Nations

H.E. Lim Jock Hoi, ASEAN Secretary-General

Go to the link to watch the videos: https://www.ncda.gov.ph/asean-one-vision-one-

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Despite ASEAN's emphasis on education, there has been no discussion of a