Rattana Lao is a recipient of the Ananda Mahidol Scholarship. She has a doctorate in Comparative and International Education (Political Science) from Columbia University’s Teachers College and is currently a lecturer at Thammasat University’s Faculty of Learning Sciences and Education. Her 230-page book, A Critical Study of Thailand’s Higher Education Reforms: The Culture of Borrowing, published by Routledge, will be launched at Thammasat on Aug 18.
The 31-year-old spoke to Spectrum about Thailand’s “selective borrowing”, the value of controversial quality assessments in higher education and the patronage system.
I understand that your book is mainly based on your postgraduate thesis. Can you explain more?
My thesis was interested broadly in external forces such as globalisation, how these forces influence policymaking, and the state response. With that broad theoretical question, I looked at Thai education as a case study. I received the Tokyo Foundation scholarship to investigate this large theme. When I came back to Thailand to interview higher education policymakers, it became clear that quality assessments (QA) had become a contested issue. Everyone was talking about QA, so I became interested in what it was, and whether it has an effect on education quality.
I went to 12 universities in four regions to interview deans, rectors, academics and staff; all the policymakers. “Why not use it? It’s an international standard, everyone has it,” they would say. At first I thought their answers were very simple, but then I began to research the history of Thailand’s educational development.
What issues do you explore in the book, and how does it expand from your original thesis?
At Hong Kong University, I saw a call for a book proposal on critical studies of Asian education. It got me thinking I could maybe adopt my dissertation, so I took academic leave last year to write the book. The dissertation became 30% of the book. I also looked at different policies in higher education. I researched internationalisation and why our ranking is still so low. If we are copying everyone else, why are we still falling behind?
How is Thailand’s education sector influenced by the West?
Since the time of King Chulalongkorn, we’ve wanted to be like the West; to be like Oxford and Cambridge. Lots of our princes went to France and England 100 years ago and came back with the idea that higher learning should emulate the Western style. But it became clear we don’t just copy 100%; we selectively choose what we want. I call it selective borrowing.
For example, Thai education used to be in temples. When Western education came, Vajiravudh College sought to emulate English boarding schools, but the architecture was still Thai. Whether it’s worse or not is a different issue, the point is that it’s a half-hearted adoption.
We are so influenced by the West, but the Thai culture of patronage is so prevalent that the Western influence doesn’t matter at the end of the day. We want to have a better global ranking, but in the higher education sector you begin to see that Thai characteristics are still there in the networks that exist. Thainess is still very prevalent and that Thainess is a seniority culture, a patronage system, connections and cliques.
There is a perception among the Thai public that Ananda Mahidol recipients have the endorsement of the Thai elite. Is this true in your case?
I know that connections work in Thailand. During my interviews for the book, senior rectors and university policymakers would often say, “If you want a position at my university, contact me when you graduate.” I did not contact them because I believe the patronage system is killing Thailand and don’t want to be a hypocrite.
I applied to three Thai universities where I knew no one. The first sent me an email and said they would contact me if my qualifications were good enough. The second had put out an open call for a job. When I applied they said they were no longer looking for an applicant because they had someone else in mind. In the case of the third, everyone told me I would have to go and see two people if I wanted to work in this particular faculty. I applied without going to see anyone. What is the point of going to see these people if you have all the qualifications? Despite every reform that Thailand has tried to implement, the patronage system is embedded in every level of higher education to the point that modernity is a joke.
What does that mean?
The current situation is like a feudal system in the name of higher education. Maybe I’m really not good enough, but everyone told me that if I wanted to get a job, I’d have to speak to someone. Then what’s the point of having a degree? This kind of system discourages hard work, productivity and honesty. Once you get accepted, you become a luk nong, or junior, to that person, and you’re indebted for life. It’s disgusting.
My rejections show that even if you get a good scholarship, it doesn’t matter. What matters is who you know.
How does politics play a role in Thailand’s education system?
Politics is not just about national politics, elections and political parties, but it’s about power, and power exists everywhere in everyday life. In higher education, the powerful use their positions and authority against the powerless. And the powerless in this case are academics. Those who adapt to the system get ahead. Those who are in the lab and write academic papers might not necessarily be the ones rewarded.
The politics of higher education is about how rectors, deans and administrators use their positions to advance their agenda at the expense of academic freedom.
Progressive academics who question the status quo are less likely to get funded. For example, if you’re interested in democracy and the role of the state, funding agencies already know you’re going to criticise them. It’s not healthy for the production of knowledge and academic excellence.
It sounds like you have lost hope in Thailand’s educational system. Do we still have a chance to recover?
There is still some hope, but that hope is very dim. My six months of experience at Thammasat University has been self-evident in showing that the patronage system is ingrained at every level. But how can we expect education to change when education in itself is about connections, not meritocracy? Then what’s the incentive to learn?
I am not feeling hopeless but I am very discouraged. Six months in, the system has sapped a lot of my positive energy. We talk about international standards and rankings, but everyday work is full of nonsense. It’s all about who endorses your faculty, who is in your network, who you are bound to. That discourages the acquisition of knowledge and stifles the debate of ideas.
There has been a public movement against quality assessments in Thailand. Are they that bad?
There are some good parts to QAs. But the system that we have is too complicated. It requires you to do so much for so little. Quality assessments are not there for quality education.
Then what are they for?
They are there for bureaucracy. It’s all for having paperwork for paperwork’s sake. For example, how many papers you publish per year is quantity, not quality. Assessments are supposed to be a tool to assess whether you have quality or not. But Thai people do QA for QA’s sake. They think that if they do QA they have quality, which is not true. We’ve ended up paying so much attention to QA.
Should the Office for National Education Standards and Quality Assessment — the core agency responsible for external quality assessments — be abolished?
No. But I believe we should abolish the law that enforces QA. The situation is that all universities have to have internal and external quality assessments under the Education Act. QA is too hard for new universities and too easy for universities such as Chulalongkorn. The majority of universities in Thailand struggle to meet the minimum requirements of QA. We should abolish the law, but Onesqa can still function and do QA for whoever wants it. Onesqa isn’t the problem. The problem is with the system.
What projects are you currently working on?
In 2011, I set up a group called “Unite Thailand”. It was based on the idea that colour in Thailand has been politicised. You can only wear red or yellow. I’m frustrated by the symbolism. You might be wearing the colour green today, for example, but that doesn’t mean you necessarily like the military. To assume that would be an over-simplification. Thai children use colours to have fun. Thai adults use colour to kill the nation.
Unite Thailand has held 14 camps for more than 2,000 students since 2011. In the beginning we wanted students to be free from political colours. Now we don’t really care about it and just want them to have fun.
(*) Amp Rattana Lao is a member of Advisory Board of Modern Diplomacy.
First published by Bangkok Post
China-Indonesia relations are expected to grow during Jokowi’s second term
Authors: Muhammad Zulfikar Rakhmat, Ramadha Valentine and Dimas Permadi*
The relationship between China and Indonesia seems to be increasing, especially in the field of trade economy, this is evidenced from the trade figures between the two countries which have reached 45.3 million. The relationship between the two countries is mainly focused on three sectors which include trade and business, politics and security, and people to people exchange. Some agreements also appear to have been agreed by both parties along with the increased visits of the two state actors in turn.
With the election of Joko Widodo in the second period recently, cooperation between the two countries is likely to increase.
To date, Indonesia has accepted 28 joint projects with a value of $ 91.1 billion, under the guise of the BRI. The projects include the Sei Mankei special economic zone; phase two for Kualanamu airport; clean energy development in the Kayan river in North Kalimantan; the construction of a special economic zone in Bitung, South Sulawesi, and Kura island in Bali. These projects were carried out by private parties from Indonesia and China.
The latest, Indonesia has also signed another BRI cooperation package in April 2019, which contains 23 cooperation packages in investment and trade projects. The cooperation package include the development of four economic corridors, the high-speed train and technology development project, and the development of education. The 23 projects have produced investment value of US $ 14.2 billion.
Several projects by China have not yet been fully realized in Indonesia. The projects that were initiated in the BRI collaboration still found obstacles such as budget and license. The realization of the budget in the amount of 50 billion USD has only touched the 3 billion USD figure, which means that some projects have not yet been implemented.
For this reason, China is expected to make maximum efforts to meet the target projects that have been initiated previously. This will also help China in covering up the issue of project failure faced by Indonesia and published by several international and national media.
Moreover, China’s expected efforts to accelerating the BRI project is in line with its goal to realize the BRI in 2049. That year was chosen along with the 100th anniversary of the founding of the People’s Republic of China. Indonesia’s territory which is quite strategic has become one of China’s attractions in making Indonesia one of the important routes for its BRI.
With some of the above explanation that some BRI projects have not been fully realized, these two things reinforce the reasons for China in accelerating the BRI project in Indonesia.
In addition, Jokowi’s previous leadership period focused on infrastructure investments. This can be seen with several Infrastructure projects that are currently being implemented in several regions of Indonesia. Nonetheless, these infrastructure projects have not yet been fully achieved, especially during the recent transition period whereby the government has been occupied with other issues.
In this context, Jokowi may see the BRI as opportunities for the Indonesian government which has a vision of equitable development in the country. Collaboration under the BRI is seen to benefit the Indonesian government in realizing its infrastructure development in the near future.
Recommendations for both
2To reap the full benefits of the expectedly growing China-Indonesia relations, there are several steps that should be taken by Indonesia and China. The Indonesian government should learn how other countries in Asia, such as Pakistan, Sri Lanka, Bangladesh, the Maldives, Kyrgyzstan, Tajikistan and Laos. They are countries that received investment from China that ended in a debt trap project, whereby they all had to give up all assets that had been financed from the Chinese project.
One example is how Malaysia renegotiated the BRI project, because Malaysia felt disadvantaged by the BRI project cooperation agreement. As a result, the projects’ costs are reduced from the initial agreement fee. Studying Malaysia’s policies, the Indonesian government should be aware of Indonesia’s position in cooperation with China, that Indonesia has a fairly high bargaining position. Because China needs Indonesia to achieve its economic goals in the BRI project, which would not have been possible without Indonesia.
In recent years along with the commencement of the BRI, China has made several efforts as a self-branding tool that aims to build its good image. In Indonesia, China began to introduce its country through various ways, one of which is cultural efforts such as through media and cultural efforts. However, this does not seem able to change the sentiment because the efforts are still limited and not widely implemented. To this date, negative perspectives on Chinese foreign investment is still found among the people who are contributing to the policy making of the Indonesian government.
In fulfilling its vision, China is expected to be able to use soft-power in building its image in ensuring its investments provide benefits that can boost national economic growth.
*Ramadha Valentine and Dimas Permadi are analysts on Indonesian political economy
Reducing gender gaps in Asia and Pacific essential to realizing region’s potential
Over the past two decades, the Asia and Pacific region has made progress in reducing gender gaps in certain areas, most notably education. According to the World Economic Forum’s 2018 Global Gender Gap Report, 6 out of 25 developing Asian countries had attained gender parity in education. In 12 out of 18 Asia Pacific countries analysed in the Report, women outnumber men in tertiary education enrolment rates.
However, these improvements in skills and professional training for women have not translated yet into progress towards equal economic and professional clout.
Gender gaps persist in labour force participation, gendered-segregation of the labour market, financial inclusion, and representation in senior managerial positions across the corporate world. This is the only region in the world where the labour force participation rate of women is declining. Meanwhile, a growing body of research on the future of work in the region has highlighted the high concentration of women in informal and vulnerable work, and that the bulk of unpaid care work is disproportionally being carried out by women.
Female participation in the labour force in 2018
ranged from 60.1% in East Asia at the top end of the spectrum to only 25.9% at
the bottom end in South Asia, according to the International Labour
Organization (ILO). When women do work, they are often segregated into
“feminized” sectors, where wages are typically lower. Wages are not yet equal.
In developing Asia, the gender wage gap (75%) is lower than the global average
Women’s share in managerial positions across Asia varies significantly. In the corporate sphere, three countries in this region are among the top 10 economies worldwide with women in senior management positions, higher than the global average of 25%. They are the Philippines at 39%, Thailand at 37%, and Indonesia at 36%. On the other hand, there are countries in the region at the lower end, for example Japan with only 7%.
Women’s representation on corporate boards is even lower than at the managerial level. This ranged from 11.6% in Indonesia to 1.9% in South Korea. In 2011, India and Malaysia established 30% mandatory gender diversity quotas for senior management and board positions in corporations. However, implementation has been slow. As of 2016, women accounted only for 8.6% on corporate boards in Malaysia and 5.2% in India.
Banking at the most senior management level in particular remains male territory in the region, since the share of female representation at this level reached only 6.9% on average, according to data gathered by the Financial Times.
While developing countries in Asia and Pacific are embracing new financial technology to make rapid progress on financial inclusion, the gender gap is felt here too. Women accounted for just 35% of bank depositors and borrowers in these countries in 2016.
Increasing women’s participation in the workforce and closing the wage gap would have a tremendous growth impact for the region. ILO in 2017 estimated that this could add $3.2 trillion to Asia and Pacific region economies.
Increasing women’s access to finance can have life-changing impacts on not only their lives, but those of their families and communities. For example, women-led small and medium-sized enterprises in Sri Lanka are benefitting from facilitated access to credit to grow their businesses through an ADB project, which has been further supplemented by a grant from the Women Entrepreneurs’ Finance Initiative (We-Fi). Since last year, over 323 women’s businesses, employing 3,934 people, have financially benefitted from the project.
Financial institutions targeting female clients will be more successful at understanding and responding to customers’ needs if their personnel mirrors the market. Including female professionals and managers in research product selection and marketing will lead to better custom-tailored products. That is one reason why ADB’s Trade Finance Program has been running a gender initiative to support its participating banks to improve its workplace gender equality/family-friendly policies.
There is growing evidence that gender equality in management and leadership results in higher productivity, more diverse decision-making, and better and more sustainable results. This is particularly true for female leaders in the banking sector. A study by the International Monetary Fund recently found that a higher share of female senior leaders is associated with greater stability and more prudent management.
Moreover, it is true for any type of organization that effective women leaders provide positive role models and contribute to changing social perceptions about women and girls. Policymakers and multilateral development banks like my own must lead by setting good examples, and work with the banking sector to address the gender gaps.
On its part, ADB is committed to accelerating progress in gender equality in its developing member countries. And it is championing the cause within its own institutional structure and corporate culture.
Among other sectors, ADB supports various projects with a gender focus in such areas as technical and vocational education and training, urban and water, rural development, transport, and renewable energy. It has also provided technical assistance for legal and judicial reforms in support of gender equality, as well as women’s leadership within government and communities at all levels.
Last year, 56% of ADB’s sovereign and nonsovereign lending at entry had strong gender design elements. ADB is setting even higher standards for itself. In July 2018, ADB’s Board of Directors approved a long-term corporate strategy called the Strategy 2030. Under this, ADB aims to ensure 75% of its projects in the public and private sector will include gender designs by 2030.
Strategy 2030 sets gender equality and women’s empowerment as one of its operational priorities for the next decade. ADB will promote women’s economic empowerment by expanding entrepreneurship opportunities for women and promoting their access to quality jobs in higher-paying sectors and the science, technology, engineering, and mathematics sectors where women struggle to enter.
ADB’s approach is also informed by a recognition of the importance of tackling discriminatory social norms and institutions. It includes supporting legal, institutional, and governance reforms at public level to explore measures are carried out to remove gender-based discrimination, enhance women’s participation in public resource allocation, and support leadership at all levels
Another major thrust is reducing the domestic responsibilities faced by women through improved water, electricity, and transport infrastructure. In the Asia Pacific, women spend from 2 to 11 times more time on unpaid care work (caring for family members, cooking, cleaning, fetching water, etc.) than men. That time spent represents an important barrier to pursuing economic pathways.
In 2016, ADB Management took bolder actions and set higher targets to improve workplace gender balance by enhancing recruitment of talented women, career management, training, development, and retention of female staff within ADB. ADB also has a gender target for various levels of management that is closely monitored and transparently reported upon. Leadership development programmes are now being conducted to prepare women for senior positions and enable senior staff to become better managers of diverse teams.
Gender equality will indeed be at the heart of ADB’s priorities under Strategy 2030 and across the institution.
On a wider scale, women’s empowerment is not just an objective in itself; it is essential to achieving inclusive and sustainable development in Asia and the Pacific. Given the economic, environmental, and technology challenges facing society in Asia and Pacific, it is about time to utilise the ingenuity, creativity, and energy of the region’s entire population. To do this, countries must fully engage women; and educate and empower them to allow for their contribution. At the same time, we should ensure we include, educate, and equip all men and boys for this transition to make this journey together and leave no one behind.
How Countries in Southeast Asia are Working Together to Accelerate Human Capital Development
In their decades-long efforts to spur strong economic growth and significantly reduce poverty, countries in the Association of Southeast Asian Nations (ASEAN) also successfully improved education and health outcomes for their people. Today, however, ASEAN’s average indicators on education, skills development, and health are below what is expected of its current income levels. These persistent gaps can undermine future growth and prosperity in the region.
To thrive in the global economy, where new technologies will create industries that have yet to be imagined, and where the changing nature of work prizes higher-order skills, ASEAN countries will have to go back to basics – and invest in its children.
The challenge is significant. Almost a third of children in the region have stunted growth due to chronic malnutrition, making them highly prone to life-long cognitive and physical limitations. These can lead to poor school performance and diminished career prospects overall. And though schooling rates are high across ASEAN, limited education quality generates large learning gaps – 21 in 100 children have low reading comprehension skills at the end of primary school. Some 15% of 15-year-olds living today will not reach the age of 60 mainly due to noncommunicable diseases such as diabetes, cancer, and cardiovascular and respiratory illnesses. Both issues are partly a result of unequal access to basic services, including healthcare and education, which in turn contributes to widening income inequalities.
ASEAN countries, while linked geographically and economically, have varying levels of life expectancy, job productivity, and education quality. At the core of these challenges is the need among all countries to accelerate human capital development. This month in Bangkok, Thailand, leaders from the region came together to discuss how to take this further.
“Disparity, poverty, education and health, remain a challenge in ASEAN. We have to make Human Capital Development an integral part of our development,” ASEAN Secretary-General Lim Jock Hoi told the ASEAN High-Level Meeting on Human Development on September 9, 2019.
Organized by Thailand’s National Economic and Social Development Council (NESDC) and Ministry of Foreign Affairs, the World Bank and UNICEF, the high-level meeting was designed to facilitate dialogue among member states to share successful policy frameworks and emerging challenges, as well as help identify new approaches to human capital development and move towards a set of common, yet adaptable, policy directions.
ASEAN has their work cut out for them. The World Bank’s Human Capital Index projects that upon adulthood, children born in ASEAN today will be just 59% as productive as they could have been. To change this, political commitment to shift public investments to the right places is critical.
Thailand, for example, reduced the rates of child stunting from 25 to 11% over the last 30 years through targeted, community-based nutrition programs in areas with high levels of poverty. The successful approach brought together health, agriculture, education, water and sanitation by close community-level coordination to address malnutrition.
Anutin Charnvirakul, Deputy Prime Minister and Minister of Public Health, shared how Thailand kickstarted its Universal Health Coverage (UHC) scheme in 2002 even though it was still regrouping from the 1997 Asian Financial Crisis. The UHC scheme entitled every Thai citizen to essential health services, and coverage reached 100% in 2018.
“UHC is about national commitment. We don’t have to wait until we are rich to get UHC. We just have to commit,” Anutin said.
Other countries in the region have also performed well in various areas. Vietnam stands out with its high-quality basic education system due to its commitment to education reform and substantial public spending, while Singapore initiated successful schemes to retrain and employ older workers.
Experts presented delegates with data that illustrated how globally, investments in health and education, especially for young children, generates high returns on productivity. It gives the future workforce the necessary cognitive and social skills to navigate a knowledge-based economy. The meeting ended with recommendations for accelerating human capital development in ASEAN. These include fighting malnutrition with nutritious foods and quality healthcare, orienting the entire education system around improved learning for the young and lifelong learning for adults, and achieving UHC to provide everyone with quality health services and financial protection from health-related shocks to their income.
But as Laurence Chandy, UNICEF’s Director of Global Insight and Policy Office, reminded participants, to realize these goals, countries will have to make “fiscal commitments and more importantly set clear policies for implementation that are specific to each country.”
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