The ASEAN region has steadily emerged as a hub for education and the cross-border movement of students. With a growing global acceptance of transnational education (TNE), ASEAN has witnessed an upsurge in transformative education opportunities that are redefining the future of learning for students in the region. Stakeholders in the education sector recognize the potential that these opportunities carry, and there is a growing consensus that they will continue to play a crucial role in the transformation of the ASEAN education landscape. In this article, we explore the emerging trend of Transformative ASEAN TNE opportunities and how stakeholders are responding to the changing education environment in the region.
The COVID-19 pandemic has changed the international education market, leading to new opportunities for students and institutions alike. This change has led to increased interest in creating personalized study journeys where students can mix up their education with a combination of local and international curriculum and support via study centers and online studies.
Melissa Banks, head of International Education Centre of Excellence at Austrade, believes that times are changing and new opportunities are emerging. At the ASEAN-Australia TNE Workshop hosted by Austrade at the APAIE 2023 conference in Bangkok, Banks commented that students are interested in dual degrees and embarking upon studies that allow them to pursue their interests.
According to Universities Australia, universities in the country had 9,831 formal institution-to-institution agreements with global partners in 2020, with around 1,100 of these agreements made with ASEAN countries. The majority of those agreements focused on academic research collaboration, followed by staff and student exchange.
Michael Helleman, Senior Trade and Investment Commissioner, Thailand, and Laos, Austrade, said that Australia can draw on its rich tradition of existing partnerships. He added that any partnership between institutions must bring real value to one another and respond to each other’s needs. As for what makes a TNE agreement enduring, Han Xiao Zhang, Counselor (Education and Research) for Jakarta, the Australian Embassy, believes that TNE agreements must be in line with the areas of priority for the government.
Indonesia is starting to ramp up its internationalisation programs, with growing interest from the government for TNE options. Scholarship funding from the Indonesian government has doubled in two years, and the Ministry of Education has quadrupled its international research funding. According to Zhang, the sectors that are of strong interest to the Indonesian government are green and blue economies and digitisation.
Foreign universities also have further opportunities in the corporate space in Indonesia. Some industries indicate an interest in upskilling their workforce by turning to foreign universities. Indonesian state-owned enterprises seek assistance in terms of their skills development from Australian institutions.
Vietnam is also open to international programs delivered within its borders, with 85% of parents surveyed by Acumen indicating a clear preference for international over local programs.
However, any TNE relationship must be carefully considered. Seth Kunin, Deputy Vice-Chancellor at Curtin University, believes that understanding the regulatory environment, including accreditation and governmental requirements of the potential partner, is essential before carrying out any kind of TNE relationship.
It is also essential to understand that every country has different motivations for TNE, and there are different models that work in different countries. ASEAN is not homogenous, and the regulatory environment, including accreditation and government requirements, can differ from country to country.
Laurene Chua-Garcia, Vice President for External Relations and Internationalisation of De La Salle University, spoke about some misconceptions of collaborating with institutions in the Philippines. She explained that the Philippines is not just a third-world country, and the training continues, with a presence in every continent except Antarctica.
Chua-Garcia warned that some TNE partnerships in the past have been pursuing a “one-way street” agreement, adding that it is crucial to pursue a bilateral and fair exchange. For Thailand, the future of TNE collaboration is open, and there are opportunities to create mutually beneficial relationships.
In conclusion, the COVID-19 pandemic has changed the international education market, leading to new opportunities for international students and institutions. TNE relationships must be carefully considered and must bring real value to each other. Collaboration and co-creation are fundamental to creating something that transforms both universities, and it is essential to understand the regulatory environment of each partner’s location.
