Group 3 PRESENTATION BAHASAN TENTANG .pptx

MATERI ARTIKEL

1. Education Systems in ASEAN+6 Countries: A Comparative Analysis of Selected Educational Issues Presented by Group 3: IIN NIRWANA MARITES DEL PRADO ANTONIO SUCI HAYATI AYULIAMITA ABADI

2. A Regional Perspective on Education T he Great Diversity of T he Asia‐Pacific Region, ( UN ESCAP,201 1) Diversity: landscape, societies, history, culture, religion, and ethnicity; Countries also demonstrate of political, social and economic development; Broad demographic, cultural and economic characteristics. “ provide strengths issues and challenges surrounding education development in region”

3. Demographic Characteristics

4. UN Youth, (2013)

5. Macro Trends Shaping Education Development in the Region Conference papers and presentations that organized by UNESCO Bangkok (9 ‐11 May 2012): 1. Demographic change and migration

6. Macro Trends Shaping Education Development in the Region Conference papers and presentations that organized by UNESCO Bangkok (9 ‐11 May 2012): 2. Socio‐economic trends

7. Macro Trends Shaping Education Development in the Region Conference papers and presentations that organized by UNESCO Bangkok (9 ‐11 May 2012): 3 . Technological advancement

8. Macro Trends Shaping Education Development in the Region Seismograf Ambrometer Conference papers and presentations that organized by UNESCO Bangkok (9 ‐11 May 2012): 4 . Climate change and environmental degradation B etween 1974 and 2003, about half of all disasters worldwide took place in Asia and the Pacific (EM‐ DAT, 2009). In the decade 2000‐2009, 85 percent of global fatalities related to natural disasters occurred in the Asia‐Pacific (ADB, 2011)

9. Macro Trends Shaping Education Development in the Region Conference papers and presentations that organized by UNESCO Bangkok (9 ‐11 May 2012): 5 . Enhanced integration and interconnection . how education can not only provide the required knowledge and skills , but also reconcile and resolve conflicts and more interconnected world s

10. Education Systems in Asian Countries, Europe, and America Education Policy and Management Frameworks in Asia + 6 Countries, European Countries, and the United States

11. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA The education level of a country is a key determinant of its economic prosperity. Higher education levels often lead to enhanced growth and development in a nation. Source: https://worlded.org/about-world-education/annual-report/

12. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Comparing the educational systems of all countries is challenging due to differences in policies , curriculum which covers the teaching methods , and resource abilities , hence this report will use the education indexes that have been developed to assess the education levels of citizens. Source: http://www.wrsc.org/attach_image/global-education-levels:

13. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Levels Across the Globe Source: Education Rankings by Country 2024 (datapandas.org)

14. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Levels Across the Globe Source: Education Rankings by Country 2024 (datapandas.org) The “Education Index” is part of the ‘knowledge’ component of the United Nations Human Development Index, currently leveraging the data from 2022. This index evaluates factors such as the expected and actual number of years of schooling , and educational achievements at all levels.

15. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Global Education Standards Source: Education Rankings by Country 2024 (datapandas.org)

16. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Education policies are crucial in transforming the education landscape and improving learning outcomes. A key feature of successful educational transformation in many countries: a.) explicit goal or vision that guides policy reform efforts and programs, b.) implemented through a coordinated and coherent planning, management, and monitoring process.

17. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Budget Allocation to Education All the ASEAN countries/member states and the six countries , including the European member states and the United States have ratified the Convention on the Rights of the Child. It is a commitment to provide free primary education to all children.

18. Free and Compulsory Education in ASEAN + 6 countries The free and compulsory education has an average of 7.7 years Lao PDR, Myanmar, and Vietnam are 5 years . the Philippines, the Republic of Korea, and Singapore is 6 years In Malaysia and Japan, upper secondary education is provided free of charge but is not compulsory. In Vietnam and the Republic of Korea, lower secondary education is compulsory/mandatory; only primary education is free.

19. Free and Compulsory Basic Education in European Countries and United States Basic education in Europe typically includes primary and lower secondary education, part of compulsory education in all European countries. Education in the United States is free and compulsory for 10 years, beginning at the age of 6 and ending at the age of 16.

20. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Financial Commitment The Education 2030 Agenda, a forward-looking initiative adopted by UNESCO member states in 2015, recommended that national spending on education should account for 15-20 percent of the total public expenditures as well as 4 to 6 percent of GDP. However, the UNESCO Report on Education Financing in the Asia Pacific (2022) reveals a worrying trend-37% of the countries worldwide fall below both thresholds six years later (unesco.org.)

21. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Budget Allocation to Education T he ASEAN + 6 countries allocate an average of 14.7 % of their government expenditures on education. The share of education in the total government expenditures varies significantly across the countries, ranging from 8.54 (Brunei Darussalam) to 22.3 (Thailand) in 2010. In 2022, general government expenditure on 'education' in the EU amounted to €746 billion or 4.7 % of GDP. Government expenditure on education, total (% of GDP) in the United States was reported at  5.44 %  in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. .

22. Budget Allocation to Education in ASEAN + 6 countries as a Percentage of the Total Government Expenditure as a Percentage of the country’s GDP

23. Budget Allocation to Education in European Countries

24. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Educational Structures 12 of the 16 countries' formal education starts at six years old Formal education in Myanmar and New Zealand starts at five years old and seven years old in China and Indonesia. In Europe, compulsory education starts at 6 years old . France and Hungary are the earliest starters from 3 years old , while Croatia is not obliged to begin it before 7 years old . In the US, the compulsory school age of each state varies from 5 to 7 years old (datapandas.org). Generally, students spend 6-8 years in elementary education followed by 4-6 years of secondary education

25. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Sector Management: Centralized or Decentralized Most ASEAN + 6 countries have decentralized some essential functions and responsibilities to lower levels of administration. The education management system in most European countries is gradually decentralized or de-concentrated based on the subsidiarity principle. Education in the United States relies on many people and levels of government which highly demonstrates a decentralized management of education. Sector Management: Public and Private Sectors Role in Education An appropriate mix of public and private sector involvement in education can be essential to equitable, efficient, and effective education system management.

26. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks In most ASEAN + 6 countries, entrance to teacher training colleges requires graduation from the 12 th grade while India, Lao PDR, and Myanmar accept 10 th or 11 th grade to enter teacher training colleges. Scholastic Aptitude Test (SAT) and American College Testing (ACT) in the US for students entering a college degree In European countries, admission requirements to college vary by country. Generally, a high school diploma or its equivalent is needed. Teacher Policies

27. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks teacher standards needed to be improved in Cambodia, Lao PDR, Myanmar, Vietnam, and India. four countries hold international examinations for teachers (China, Indonesia, Japan, and the Republic of Korea), five countries (Australia, Indonesia, New Zealand, Philippines, and Thailand) make it mandatory to renew teacher’s licenses. Several professional standards for teachers are implemented in the US and Europe. Teacher Standards

28. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks teacher standards needed to be improved in Cambodia, Lao PDR, Myanmar, Vietnam, and India. four countries hold international examinations for teachers (China, Indonesia, Japan, and the Republic of Korea), five countries (Australia, Indonesia, New Zealand, Philippines, and Thailand) make it mandatory to renew teacher’s licenses. Several professional standards for teachers are implemented in the US and Europe. Teacher Standards

29. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Policies for in-service training and continuous professional development exist in all ASEAN + 6 countries at all levels except for Lao PDR (wherein training sessions for secondary school teachers are organized ad hoc in the context of donor projects) Teacher Professional Support

30. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks Almost all countries have in place a system of salary increases and there are two bases for salary increases: 1) evaluation of performance and 2) teacher’s qualification. Teacher Professional Support Quality Determinants Frequency of Curriculum Reform Quality Assurance

31. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks The strong association between learning time and student academic performance is widely acknowledged in academic literature (OECD, 2011a). A study by the OECD on the relationship between time spent in deliberate learning activities and student performance in school (OECD, 2011) shows that the number of hours spent on learning only partly influences the student's academic performance. However, the quality of learning time is more important than the quantity. Quality Determinants

32. EDUCATION SYSTEMS IN ASIAN COUNTRIES, EUROPE, AND AMERICA Education Policy and Management Frameworks T he total learning time of students in the Republic of Korea and Hong Kong SAR is 5 hours more than that of Japan, whereas, the relative learning time in regular lessons in Japan is highest among those three countries at 74.5 percent . This suggests that students in Japan received better quality of learning in regular school lessons and, thus, arguably, learned more efficiently and effectively. This also suggests that the quality of regular school lessons plays a more significant role than out-of-school learning time and individual study. Relative learning time spent on regular school lessons appears to be higher in countries with higher student learning achievement, such as Japan, New Zealand, Australia, and the Republic of Korea. Quality Determinants

33. banyak negara menghadapi dan menerapkan kebijakan yang dibutuhkan untuk pendidikan menengah di sejumlah bidang utama . Bidang yang paling relevan dan telah memicu perhatian terbesar termasuk . Sistem yang berbeda dalam hal jalur menuju pendidikan menegah ( termasuk jalur formal dan non formal dan nonformal / alternatif ) relevansi dan isi kurikulum pada jenjang sekolah menengah pertama dan atas guru, termasuk kualifikasi , perekrutan dan remunerasinya , dan masalah seputar penilaian pembelajaran . Pendidikan Lanjutan WWW.REALLYGREATSITE.COM LARANA, INC.

34. Masalah Seputar penilaian pembelajaran

35. Di Singapura, siswa yang termasuk dalam 10 persen teratas dalam ujian kelulusan sekolah dasar dapat mengikuti kursus khusus untuk sekolah menengah. Siswa lain mengambil kursus kilat atau kursus normal tergantung pada prestasi akademis mereka

36. Brunei Darussalam, terdapat jalur yang berbeda untuk siswa yang memiliki akademis yang baik dan akademis yang kurang

37. Jepang , siswa sekolah menengah dapat memilih untuk mengikuti kursus penuh waktu , paruh waktu , atau korespondensi . Di Malaysia, siswa dari sekolah dasar berbahasa Mandarin dan Tamil yang tidak menunjukkan penguasaan bahasa Melayu yang memadai diharuskan mengambil satu tahun tambahan di kelas transisi sebelum memasuki sekolah menengah pertama untuk memperoleh kemahiran , karena ini adalah media pengajaran di sekolah menengah

38. Persyaratan Negara untuk Memasuki Program Teknis atau Kejuruan OUR TEAM Tamat Sekolah Dasar C hina, Lao P D R, Philippin e s, S i n g a p o re Tamat Sekolah Menengah Pertama Au s tra l ia, Brunei Darussalam, Cam b od i a, India, In d on e s ia, J a p a n, M yanmar, New Zealand, P h i lip p ines, R e publi c of K ore a , T h ailand, V i et Na m

39. Untuk memperluas pendidikan bagi semua anak , banyak negara di kelompok ASEAN+6 telah berupaya untuk meningkatkan dan memperluas sistem pendidikan alternatif . Pendidikan alternatif , atau pendidikan non-formal, memberikan jalan lain bagi mereka yang mungkin dikecualikan dari sistem sekolah formal karena alasan gender, etnis , kemiskinan , lokasi geografis , atau karena alasan lain. Pendidikan alternatif telah diakui sebagai langkah penting dalam menyediakan akses pendidikan bagi semua orang, membantu upaya mencapai tujuan EFA pada tahun 2015. Berbagai jenis pendidikan alternatif ada di negara-negara ASEAN+6, termasuk Program Kesetaraan (EP) dan Program Kesetaraan Komunitas . Learning Center (CLC)

40. Jalur Alternatif Menuju Pendidikan , yang dilakukan oleh Negara

41. Tonggak Penting dalam Pendidikan Menengah Alternatif di Beberapa Negara Tertentu

42. menggambarkan berbagai tantangan dalam meningkatkan pendidikan alternatif di wilayah ini .

43. Kurikulum pada tingkat sekolah menengah Relevansi kurikulum

44. Pemetaan Bidang Konten yang Diajarkan di Tingkat Sekolah Menengah Pertama

45. Aspek Tambahan Kualifikasi Guru di Negara- negara Tertentu

46. Rekrutmen guru Meskipun ada banyak permasalahan yang perlu dipertimbangkan sehubungan dengan perekrutan guru sekolah menengah , salah satu kekhawatiran utama adalah mengenai tingkat tanggung jawab perekrutan yang diberikan . Sebagian besar negara di kawasan ini telah mendelegasikan tanggung jawab ini ke tingkat lokal ( misalnya provinsi , kabupaten , atau kota ), sementara beberapa negara , termasuk Filipina, telah bertindak lebih jauh dengan menjadikan hal ini sebagai fungsi sekolah . Masih ada beberapa negara di kawasan ini ( Kamboja , Tiongkok , Malaysia, Myanmar, dan Singapura ) yang mengelola perekrutan guru di tingkat pusat . Meskipun tidak ada pendekatan yang ' tepat ' dalam pengaturan kelembagaan untuk perekrutan guru sekolah menengah , pemerintah mungkin ingin memperhatikan tren menuju desentralisasi dalam perekrutan guru dan dapat belajar dari pengalaman negara lain

47. Remunerasi guru

48. Partisipasi dalam Penilaian Internasional Utama oleh Negara- negara ASEAN+6

49. kesimpulan Memperbaiki dan memperluas jalur pendidikan menengah Relevansi kurikulum di tingkat sekolah menengah Kualifikasi minimum yang lebih tinggi diperlukan bagi guru pendidikan menengah Pentingnya penilaian hasil belajar siswa sekolah menengah

50. 2.3 Technical and Vocational Education and Training (TVET)

51. T VET ??? Stands for: Technical and Vocational Education and Training Pendidikan dan Pelatihan Teknis dan Kejuruan

52. TVET Technical refers to : subject matters that are technical in nature, relating to hardware and software, including trouble shooting practices and engineering processes. Vocational relates to: an occupation or an employment, often referring to hands-on skills within professional trades. Education refers to: formal education, starting in high school and also including post secondary education, such as colleges, polytechnics, and universities Training refers to : informal education, also called life long learning or continuing education, often used in initiatives of reskilling or upskilling company staff or a wider workforce.

53. What does TVET really mean? TVET is education or training, which is technical in nature and aimed to provide skills for a person related to a profession, in order for that person to get a job and provide a livelihood TVET adalah singkatan dari Pendidikan atau pelatihan , yang bersifat teknis dan bertujuan untuk memberikan keterampilan bagi seseorang yang berkaitan dengan suatu profesi , agar orang tersebut dapat memperoleh pekerjaan dan penghidupan .

54. Legislative and Institutional Policy Framework for TVET Kerangka legislatif dan kebijakan yang solid dan relevan menjadi dasar sebagian besar sistem TVET di negara-negara ASEAN +6

55. Policy Framework Sebagian besar negara ASEAN+6 memiliki kebijakan TVET yang selaras dengan kebijakan pendidikan , ekonomi , dan industri . Contoh : India Singapura Vietnam Filipina

56. Institutional Responsibility for TVET Banyak yang berpendapat bahwa tanggung jawab utama TVET adalah memenuhi permintaan keterampilan produktif dari ekonomi nasional . Oleh karena itu , adalah hal umum bagi lebih dari satu kementerian atau lembaga untuk terlibat dalam pengembangan dan pengelolaan sistem TVET. Koordinasi dapat dilakukan dari dua sudut pandang , horizontal ( lintas kemetrian /Lembaga, pemerintah dan swasta ), dan vertical ( antara pusat dan desentralisasi Tingkat)

57. Public-Private Partnerships (PPP)

58. FINANCING Sulit menggambarkan secara umum tentang mekanisma pembiayaan di TVET, karena Bervariasi di antar negara. Tapi pada umumnya , mengalami kekurangan dana . Tercermin dari alokasi anggaran langsung yg relative rendah dari pemerintah . Country Financing Note China 22-33 % 2007 : beasiswa untuk anak daerah Australia 33,33 % Singapura Pungutan dari pengusaha Memotivasi melatih pekerja Korea Formal : pemerintah N-formal : pungutan dari pengusaha Vietnam Formal : pemerintah N-formal : mandiri

59. TVET DELIVERY SYSTEM

60. Different delivery modes and levels of technical and vocational education are summarized in Table 41 below.

61. Content of TVET at the Secondary Level Negara-negara mendorong pengembangan keterampilan umum dan khusus untuk memastikan bahwa siswa dapat beradaptasi dengan pasar tenaga kerja yang terus berubah . Penggabungan apa yang umumnya disebut keterampilan inti, keterampilan kerja , keterampilan generik , keterampilan kunci , atau kompetensi hidup ke dalam kurikulum membantu memastikan bahwa kaum muda memiliki keterampilan atau kompetensi inti yang diperlukan untuk memasuki dan berpartisipasi di dunia kerja .

62. Sejak tahun 2001, kualifikasi di Filipina didasarkan pada tiga jenis kompetensi : Dasar ( keterampilan kerja generik ) : memimpin komunikasi di tempat kerja , memimpin tim kecil , mengembangkan dan mempraktikkan keterampilan negosiasi , serta menyelesaikan masalah terkait dengan aktivitas kerja Umum ( industri spesifik ), dan Inti ( spesifik pekerjaan ).

63. Conclusion Improving education is not only about making sure all children can attend school , but also about ensuring young people are prepared for the world . Education is about providing youth with opportunities to find decent work, earn a living, contribute to their communities and societies and fulfill their own unique potential. While the approaches countries take to help youth to reach their potential may vary .

64. Conclusion 1. TVET continues to be “unpopular” 2. Need for strengthened policy guidance, regulatory frameworks, and public-private pertnerships 3. Need more comprehensive and coherent qualification systems 4. TVET quality assurance systems have been established 5. T here is limited opportunity for workplace training 6. TVET information systems and information and guidance services are limited 7. A lack of skills gaps studies 8. A lack of effective monitoring and evaluation in TVET

65. THANKS FOR WATCHING .